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I teach 11th grade English Language Arts at an urban, high-poverty school in New York. My students are predominantly African-American and Latino, and they come from some of the most violent and impoverished neighborhoods in our state. As learners and thinkers, my students possess a remarkable capacity for creative expression. They are astonishingly brave in the risks they take to express an idea or communicate a feeling. However, when navigating print texts or utilizing written prose as a medium of expression, their reach often exceeds their grasp. In a typical 11th class at my school the reading levels vary from students at a 3rd grade level to students capable of reading Toni Morrison. Many of my students were not exposed to reading on a consistent basis during crucial years of their formative development. As such, some of my students need intensive work to repair literacy deficits stemming from their early years, while others need to be challenged even further in their reading.
About my class
I teach 11th grade English Language Arts at an urban, high-poverty school in New York. My students are predominantly African-American and Latino, and they come from some of the most violent and impoverished neighborhoods in our state. As learners and thinkers, my students possess a remarkable capacity for creative expression. They are astonishingly brave in the risks they take to express an idea or communicate a feeling. However, when navigating print texts or utilizing written prose as a medium of expression, their reach often exceeds their grasp. In a typical 11th class at my school the reading levels vary from students at a 3rd grade level to students capable of reading Toni Morrison. Many of my students were not exposed to reading on a consistent basis during crucial years of their formative development. As such, some of my students need intensive work to repair literacy deficits stemming from their early years, while others need to be challenged even further in their reading.
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