Word Study Alicia Sims Colleen Kiley Katelyn Gorham Alana
Amorese Kathryn Connolly Bethany Barone By
PresenterMedia.comPresenterMedia.com
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Agenda An idea of how tonight will go Introduction to Word
Study Stations (2 rotations) Stations (last rotation) Conclusion
& Wrap-up 5:00-5:30pm 5:30-6:30pm 7:10-7:30pm 6:30-6:40pm
6:40-7:10pm Break
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Question 1 Survey Says: Prior Knowledge: Question 7Question
6Question 5 Question 4Question 3Question 2 In order to prepare for
this presentation, we sent out a brief survey, which consisted of
seven questions. We felt these questions would provide us with a
generalization of the knowledge of word study already held by our
peers. The results of this survey are as follows:
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What is word study? There were 13 responses, 3 of which stated
more than 1 answer. Question 1 Back to Questions
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On a scale of 1 to 5, rate your comfort level with teaching
word study (1 being uncomfortable and 5 being very comfortable).
Question 2 Back to Questions
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Have you ever heard of a spelling inventory? Question 3 Back to
Questions
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What is Nifty Thrifty Fifty? Question 4 Back to Questions
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Why is word sorting beneficial? Question 5 Back to
Questions
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When is word study instruction MOST beneficial? Question 6 Back
to Questions
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Have you ever created a word wall? Question 7 Back to
Questions
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Word study allows students to discover patterns, regularities,
and conventions of the English language. This allows an increase in
specific knowledge of words, such as the spelling and meaning of
individual words. Purpose: to examine words in order to reveal
consistencies within our written language system to help students
master the recognition, spelling, and meaning of specific words -
Bear, Invernizzi, Templeton, & Johnston (2004) So, what exactly
is Word Study?
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Word Study in Action, Focusing on Spelling Patterns Word Study
in Action, Focusing on Spelling Patterns Word Study in Action,
Focusing on Literacy Centers Word Study in Action, Focusing on
Literacy Centers Word Study in Action, Focusing on Building
Metacognition Word Study in Action, Focusing on Building
Metacognition Words Their Way authors on Student Benefits Words
Their Way authors on Student Benefits Words Their Way authors on
ELL Application Words Their Way authors on ELL Application YouTube
Clips on Word Study
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1. Emergent (Pre-Kindergarten Middle of Grade 1)Emergent
(Pre-Kindergarten Middle of Grade 1) 2. Letter Name-Alphabetic
(Kindergarten Early of Grade 3)Letter Name-Alphabetic (Kindergarten
Early of Grade 3) 3. Within Word Pattern (Grade 1 Middle of Grade
4)Within Word Pattern (Grade 1 Middle of Grade 4)4. Syllables and
Affixes (Grade 3 Grade 8)Syllables and Affixes (Grade 3 Grade 8)5.
Derivational Relations Stage (Grade 5 Grade 12)Derivational
Relations Stage (Grade 5 Grade 12) Stages of Word Study
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Emergent Stage Emergent Spelling Emergent Reading Emergent
Activities Emergent Writing Back to Stages Talk with students and
read to students to enhance vocabulary Build vocabulary with
concept sorts Develop phonological awareness with picture sorts,
songs, and games Enhance alphabet knowledge with sorts, games,
writing, and matching activities Sort pictures by initial consonant
sounds to learn letter-sound correspondences
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Learn to recognize and write letters of the alphabet Play with
sounds in words and letters Sound play focuses on beginning and
rhyming sounds Sort by rhyme and beginning sounds By the end,
acquire an understanding of the concept of words Begin to match
picture cards to the words that represent their names What Does
Spelling Look Like? Back to Emergent Stage
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Pretend reading paraphrase or spontaneous retelling at the
global level that children produce while turning pages of a
familiar book Memory Reading Involves an accurate recitation of the
text accompanied by pointing to the print in some fashion Helps
children coordinate language with print at the level of words,
sounds, and letters Acquire Directionality Realizing they should
move left to right, top to bottom and end up on the last word of
the page Concept of Word (COW) Ability to finger point or track
accurately to words in print while reading from memory What Does
Reading Look Like? Back to Emergent Stage
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What Does Writing Look Like? Early Emergent Writing Discovering
scribbling can represent something Largely pretend Scribbles can
evolve into representational drawings Learns print is distinct from
drawing Middle Emergent Writing Top to bottom linear arrangement
Experiments with letter-like forms As letters and numbers are
formed, they show up in letter strings or symbol salad Late
Emergent Writing Use letters to represent speech sounds in a
systematic way Represents 4 critical insights and skills: 1. To
produce a spelling, children must know some letters 2. They must
know how to form or write some of the letters 3. They must know
that letters represent sounds 4. They must attend to the sounds or
phonemes within spoken words and syllables and match those sound
segments to letters Back to Emergent Stage
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Emergent Activities Read-Alouds PEER Retellings Two for One!
Back to Emergent Stage
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Using Read-Alouds to Develop Vocabulary Teachers need to draw
attention to words and plan ways to ensure that new words are
acquired and used Back to Activities
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PEER-Retellings through Dialogic Reading Children learn how to
talk about and retell a storybook with the guidance and prompting
of the teacher Children are gradually given more responsibility for
retelling the story until they can do so with little or no
assistance Procedure Begin by reading a book aloud and then follow
up with small-group or individual rereading before engaging in a
prompted discussion Should follow the PEER guidelines P- Prompt the
child to say something about the book using open-ended questions
(point to a picture of a mouse and say What is he doing The child
says Running) E- Evaluate the childs response (Thats right) E-
Expand the response by rephrasing or adding information to it (The
mouse is running away from the cat) R- Repeat the prompt and ask
the child to expand on it (Tell me what the mouse is doing The
child says, He is running away from the cat. Back to
Activities
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Two for One! Long Words, Short Words Build compound words to
help to create phonological awareness Procedure: Choose two
syllable compound words from Appendix E (bedroom, blackbird,
doorbell, eyeball, fireman, football) with corresponding pictures
Take a picture of snow and another picture of a man and discuss
meaning of the words separately Place the two pictures side by side
and have the students say each word in succession (snow-man)
Replace the two pictures with a picture of a snowman and have the
students discuss how its made of two words Hold up a picture of
snow and have students clap as they say snow then same with man and
then clap the snowman picture Discuss how the word snowman is
longer than the single words snow and man because it has two claps
Back to Activities
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Letter Name-Alphabetic Stage LNA Spelling LNA ReadingLNA
Activities LNA Writing Back to Stages Use picture sorts to review
initial consonants Sort pictures and words to contrast blends and
diagraphs Introduce short vowels in contrasting word families
Examine short vowels in CVC words Develop sight words with word
banks Enhance oral vocabulary through read-alouds and concept
sorts
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What Does Spelling Look Like? Operate in the first layer of
English - the alphabetic layer Theres an understanding that words
can be segmented into sounds and that letters of the alphabet must
be matched to these sounds in a systematic fashion Beginning of
Stage: Students use most salient or prominent sounds and syllables,
usually the beginning and ending consonants Middle of Stage:
Students include a vowel in each stressed syllable and they spell
short vowels by matching the way they articulate the letter names
of the vowels End of Stage: Students have learned how to spell many
words with short vowels correctly Back to LNA Stage
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What Does Reading Look Like? Students acquire a concept of a
word - the ability to track or fingerpoint read a memorized text
without getting off track on a two-syllable word Students have
rudimentary concept of a word and eventually have full concept of a
word Students are able to point and track to the words of a
memorized text using their knowledge of consonants as clues to word
boundaries Students are thrown off track with two syllable words
and when they are asked to find words in what they read they are
slow and hesitant Students are able to acquire a few words from
familiar stories and short dictations that they have reread several
times Students sight vocabulary grows slowly and pictures are mixed
with known words in sorting At the end of the stage students are
able to identify words immediately when asked to find words in a
text Disfluecny is very common with beginning reader Back to LNA
Stage
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What Does Writing Look Like? Students often write words slowly,
sound by sound Students in the name-alphabetic stage can usually
read what they write, depending on how completely they spell, and
their writing is generally readable to anyone who understands the
logic of their letter- name alphabetic strategy Back to LNA
Stage
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LNA Activities Back to LNA Stage Rhymes & Pattern Stories
Roll the Dice Sound Boards
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Rhymes and Pattern Stories This activity will help students in
their development and use of personal readers and Word Banks. This
activity provides support for beginning readers and can then be
used to harvest known words for Word Banks. Procedure: Teacher will
find a rhyme, jingle, or predictable story that students find
memorable and read-able Teacher will introduce text and read aloud
to the students using fingerpointing The students choral read along
with the teacher The teacher will decide which parts of the text
will be compiled for personal readers Each student has a copy of
the text that is being read In the preceding days the teacher
rereads the rhyme or story and harvests words for a Word Bank
Sentences from the text can be written on sentence strips and the
students can work to rebuild the text in a pocket chart Back to
Activities
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Sound Boards Sound Boards will help students review the
beginning sounds including digraphs and blends. Sound boards are
references for letter-sound features( beginning consonants,
digraphs, and blends). Sound boards provide a key word and picture
for each letter-sound match, helping students internalize the
associations Procedure: Sound boards are placed in students writing
folders or personal readers making it easy for students to find
letters to stand for the sounds they want to use Teacher often
posts charts of various letter-sound features. Display the chart in
a prominent place for reference A sound board may be left in a
students word study folder to serve as a record of progress -
Students can color the letters they have studied Use sound boards
to generate more words to add to a word family The rime of the
family is written on a small card and slid down beside the
beginning sounds Back to Activities
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Roll the Dice This activity can be used to enforce the study of
word families. This game is for two to four players. Teacher will
need a cube on which to write four contrasting word families ( an,
ap, ag, at). A blank side is labeled ) Lose a Turn and another is
labeled Roll Again. You will also need a blackboard or paper for
recording words Procedure: Students roll the die If it lands on a
word family, the student must come up with a word for that family
and record it on the chalkboard or paper Students keep their own
lists and can use a word only once, although someone else may have
used it If a player is stumped or lands on Lose a Turn, the die is
passed to the next person If the student lands on Roll Again, he or
she takes another turn The person who records the most words at the
end of the allotted time wins Back to Activities
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Within Word Pattern Stage WWP Activities WWP Spelling WWP
Reading WWP Writing Back to Stages Sort pictures to contrast short
and long vowel sounds Use words to study long vowel patters as well
as ambiguous vowels and r-controlled vowels Study complex
consonants and homophones Develop weekly routines and word study
notebooks Enhance vocabulary through homophones and inflectional
morphology
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What Does Spelling Look Like? Back to WWP Stage Spell most
single syllable short vowel words correctly Move away from sound by
sound approach of the letter name and begin to include patterns or
chunks of letter sequences that relate to sound and meaning Begin
to sort words by long vowel patterns
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What Does Reading Look Like? Back to WWP Stage Students move
from full alphabetic phase to the consolidated alphabetic phase in
which they being to recognize patterns and chunks to analyze
unfamiliar words (ch-e-s-t) vs. (ch-est) Enables students to read
in phrases and with greater expression Approach oral reading rates
of 100 words per minute Can manage substantial periods of silent
reading Students should read at least 30 minutes each day in
instructional and independent level materials
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What Does Writing Look Like? Physical act of writing is
performed with greater speed and less conscious attention Added
fluency gives writers more time to focus on their ideas which will
account for a greater sophistication in the writing itself Back to
WWP Stage
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WWSP Activities Back to WWP Stage Vowel Spin Semantic Sorts
Homophone Win, Lose, or Draw
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Vowel Spin Activity Players spin for a feature (vowel sounds or
vowel patterns) and remove pictures or words from their games
boards that match the feature Materials 30 or more cards or picture
cards that correspond to the feature students have been studying
Spinner divided into 3-6 sections labeled with vowel sounds or
patterns to be practiced Procedure Players draw 9 cards from the
deck and arrange in a 3 by 3 array Player spins and removes the
picture or word cards that fit the sound or pattern indicated by
the spin. The cards go into that players point pile Re-draw to
replace those cards in the array Play continues until player is out
of cards or there are no more to be drawn. Player with the most
cards in their point pile wins Back to Activities
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Homophone Win, Lose, or Draw Four or more students work in
teams to draw and guess each others words in a game that resembles
charades (list can be found in Appendix E) Procedure Write
homophone pairs on cards and shuffle Students divide into 2 equal
teams One player is selected as the artist for that round They must
draw a picture representing a given homophone, which requires
understanding a homophones spelling and meaning A card is pulled
from the deck and shown to the artists for both teams As the artist
draws, teammates call out answers When the correct word is offered
the artist calls on that team to spell both words in the pair Point
awarded to the team with the correct information first Back to
Activities
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Semantic Sorts Students work with content related words to
compare and contrast Procedure Make a list of key terms from a
given unit in a textbook and make word cards for those terms Sort
the words in an open sort, establishing their own categories Start
with easy and familiar topics Sorts are copied into a word study
notebook for that content area Back to Activities
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Syllables and Affixes Stage S&A SpellingS&A Writing
S&A ActivitiesS&A Reading Back to Stages Use word sorts to
study inflected endings and compound words Examine syllable
juncture with open and closed syllable sorts Review vowel patterns
in accented syllables Sort words by final unaccented syllables
Study common prefixes and suffixes and how affixes change meaning
and grammatical use Enhance academic vocabulary in content
areas
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What Does Spelling Look Like? Lingering confusions with
ambiguous vowel patterns For the most part students know how to
spell single syllable words correctly Focus shifts to two-syllable
words and the conventions that govern spelling where syllables meet
known as syllable juncture Student often relies on sound rather
than knowledge of the spelling meaning connection of the base word
Structural analysis, or examining important word elements is a
powerful tool for spelling Students use larger chunks of words Back
to S&A Stage
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What Does Reading Look Like? This stage is seen with
intermediate readers In this stage time is spent expanding reading
interests and fine-tuning reading strategies Background knowledge
and vocabulary become critical elements in comprehension Examining
how important word elements (prefixes, suffixes, and base words)
combine is a powerful tool for vocabulary development, spelling and
figuring out unfamiliar words during reading: If there is a prefix,
take it off first If there is a suffix, take it off second Look at
the base to see if you know it or if you can think of a related
word Reassemble the word, thinking about the meaning contributed by
the base, the suffix, and then the prefix Students often use
dictionaries to offer opportunities for determining the precise
meaning of word students need to know in their reading as well as
for understanding a word deeply Back to S&A Stage
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What Does Writing Look Like? Increasingly confident and fluent
in their writing, able to work for a longer period of time Ability
to spell majority of words allows them to focus attention on
meaning they are trying to convey More likely to hear a voice in
their writing More aware of their audience Intermediate writers can
be expected to revise for accuracy of spelling and punctuation Back
to S&A Stage
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S&A Activities Back to S&A Stage Freddy the Frog Pair
Them Up Slap Jack
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Freddy the Hopping, Diving, Jumping Frog In this board game for
2-4 players, students review generalizations for adding ing. Create
a game board by arranging Green circles in a path to represent lily
pads On each space write either Double, E Drop, or Nothing Prepare
playing cards by writing a variety of words with an ing ending, an
equal number for each rule Use words that students have been
sorting and add more words from a different word list Procedure
Place playing cards facedown and put playing pieces on the starting
space Each player draws a card, reads the card aloud, and moves to
the closest space that matches A player who draws a penalty or
bonus card must follow the directions on the card The winner is the
first person to reach the home lily pad Back to Activities
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Slap Jack A 2 person card game that is used to contrast open-
and closed-syllable words as represented by any of the syllable
spelling patterns. The object of the game is for one player to win
all 52 cards. Materials: On 52 small cards, write the words that
you want to contrasted. For example, 26 words would follow the
open-syllable VCV pattern (pilot, human) and 26 would follow the
closed-syllable VCCV pattern (funny, basket). Write the word on
both ends of the cards so that neither player has to read the words
upside down Procedure: The cards are dealt one at a time until the
deck is gone, players keep their cards facedown in a pile in front
of them. Each player turns a card face up in a common pile at the
same time When 2 words with either open syllables or close
syllables are turned up together, the first player to slap the pile
takes all the cards in the common pile and adds them at the bottom
of his or her pile Turning cards and slapping must be done with the
same hand A player who slaps the common pile when there are not two
open-or closed- syllable words must give both cards to the other
player Play continues until one player has all the cards If time
runs out, the winner is the player with the most cards Back to
Activities
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Pair Them Up In this version of Memory or Concentration,
students match up unusual plurals Materials: Create two sets of
cards using word pairs such as the ones that follow: wife/wives,
leaf/leaves, life/lives, wolf/wolves, knife/knives, man/men,
woman/women, mouse/mice, goose/geese, tooth/teeth, child/children.
Make one card each of fish, sheep, and deer. Procedure: Shuffle the
cards and lay them all out facedown in a 5 x 5 array Each player
turns over two cards at a time If the cards make a match, the
player keeps them and turns over two more If fish, sheep, or deer
are turned over, there is no match and the player automatically
gets to keep the card and go again Back to Activities
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Derivational Relations Stage DR Spelling DR Activities DR
Writing DR Reading Back to Stages Examine the spelling-meaning
connection through the study of words derived from shared roots and
bases Sort words by Greek and Latin roots Study assimilated or
absorbed prefixes Study suffixes and how they signal pars of speech
Enhance vocabulary through the study of morphology Explore
etymology and the history of the English language
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What Does Spelling Look Like? Fairly competent spellers Errors
made are considered high-level, which require a more advanced
foundation of spelling and vocabulary Developing a deeper
understanding and appreciation of how words work through spelling
Less urgency to move students along through this stage because they
will be in this stage for a long period of time Study of
spelling-meaning connections is of paramount importance in boosting
students vocabulary Back to DR Stage
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What Does Reading Look Like? Explore Greek and Latin word
elements that are important morphemes out of which thousands of
words are constructed Generative Process: 60-80% of English
vocabulary is generated through the combination roots, prefixes,
and suffixes Students who understand this process can analyze
unfamiliar content-specific vocabulary they will encounter in their
reading Intermediate readers will pick up syllabic chunks while
reading Ex: morphology = mor-pho-lo-gy Advanced readers will pick
up morphemic chunks while reading Ex: morphology = morph-olgy Back
to DR Stage
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What Does Writing Look Like? Proficient writers have potential
to exercise the forms and functions of different genres This
knowledge helps to inform their voice or stance in their writing
Guides their word choice when they write or revise Back to DR
Stage
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DR Activities You Teach the Word Root Webs Words That Grow Back
to DR Stage
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You Teach the Word Teachers assign students a word The student
is required to teach this word to the class Students create a small
poster including: Definition Synonym or Antonym Etymology Sentence
Illustration Encourage students to think of creative ways to help
their peers remember the word Back to Activities
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Words That Grow Whole-group or small-group activity in which
students directly see how words grow Procedure: Decide on a base
word or word group (spec) and write it at bottom of tree Write
different forms on individual branches Back to Activities
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Root Webs A graphic way to represent the links between words
derived from a common root Procedure: Choose a set of common roots,
such as photo-, geo-, aqua-, astro- Teacher models how to make web
Students create web in a small group Students use dictionaries to
locate roots, verify meaning, find origin, search for related words
Eliminate words that dont fit the meaning of root Lead students to
examine parts and meaning Back to Activities
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Alright, station time! Timer Web Site
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So, what are teachers saying? What do you think of Words Their
Way? I think Words Their Way is a good program. First it gives us a
way to assess kids word knowledge that we did not have before our
district implemented the this program. It helps me understand the
stages of learning how words work and how kids learn them. The
supplemental materials allow me to meet the diverse word study
needs of my students. It is also organized in a way that I can
easily use materials to move kids forward in their word knowledge.
The program also provide periodic small assessments to ensure that
the kids have mastered what they have been taught. I think the
overall is strong and designed to be used well in the classroom.
The most challenging part is managing several groups and prepping
all the materials for each group. There are consumable text books
available but our district does not by them. - Polly Finnegan West
Ridge Elementary, Grade 1