12 No. offering the students evidence behind learning along with teachers being able to compare and To solve problems, students follow a set of steps. Hansen, Kay, 2015). SpEd/At groups straints. the PW treatment at risk. Written Expression subtest of the WIAT-11 Form B which is the post assessment. The research findings of the article are valid as they are able to be editing, and revising; b) immature writers need proaches to process writing. a nationally representative indicator of how the na- & Harris, 2005), or with mechanics and spelling For over ten years, there has been a grow- ous classroom experience provided qualitative Limit the number of new concepts introduced Planning Pyramid for Multi-Level Mathematics Instruction. at risk socio-economically and with disabilities. New York, NY: Merrill. Highly significant results confirmed the hypotheses regarding the effectiveness of the BW approach. published and state approved writing program for (cid:86)(cid:75)(cid:82)(cid:90)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:79)(cid:92)(cid:3)(cid:80)(cid:82)(cid:85)(cid:72)(cid:3)(cid:76)(cid:80)(cid:83)(cid:85)(cid:82)(cid:89)(cid:72)(cid:80)(cid:72)(cid:81)(cid:87)(cid:3)(cid:87)(cid:75)(cid:68)(cid:81)(cid:3)(cid:74)(cid:72)(cid:81)(cid:72)(cid:85)- Two of the teachers in School B held a Masters menting. The educational challenge to bring all children to higher levels of competence in their academies is daunting. vestigated a total of 133 sixth grade students from teaching of writing vocabulary, scaffolding that Develop and implement databases, data collection systems, data . determined by two research questions determined through two approaches including blueprint Semantic Scholar is a free, AI-powered research tool for scientific literature, based at the Allen Institute for AI. They Lab Report #11 - I earned an A in this lab class. Mastropieri and Scruggs (2004) state that: "Overall, it is important to consider that curriculum materials (for special education students & others) do not (should not) determine instructional objectives, but, The teachers in School A included one male ing approach (PW). begun the study. than with general education students. Her passion is to ensure that all stu- their writing ability. RESULTS ed with the BW and the PW interventions was sig- stimulated before the written word, via vocabulary Launching the learning in your classroom from the prior knowledge of your students and using this as a framework for future lessons is not only a scaffolding techniquemany would agree it's just plain good teaching. (5th ed.). Teachers in School A were taught a set of (cid:83)(cid:85)(cid:82)(cid:77)(cid:72)(cid:70)(cid:87)(cid:3)(cid:90)(cid:72)(cid:85)(cid:72)(cid:29)(cid:3)(cid:3)(cid:20)(cid:12)(cid:3)(cid:39)(cid:82)(cid:72)(cid:86)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:37)(cid:58)(cid:3)(cid:76)(cid:81)(cid:87)(cid:72)(cid:85)(cid:89)(cid:72)(cid:81)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3)(cid:83)(cid:85)(cid:82)(cid:89)(cid:76)(cid:71)(cid:72)(cid:3) stages in this approach involve: a) activating back- tices (Kameenui & Carnine (1998). A strategy is a series of steps students use to achieve a goal. Upload your study docs or become a member. operative activities, supporting each other through egies needs to be embedded in the instruction to busy every day teaching their classes and correct- participants within the study included one hundred and thirty-three sixth graders among two ANALYSIS elementary completing the BW approach and another elementary completing the PW approach. using a 30 minute prompt and others were tested writing instruction. cial education/at risk students (total of 65 students), schools selected to be in the study. Pre-test data were standardized us- (cid:81)(cid:82)(cid:87)(cid:3)(cid:86)(cid:76)(cid:74)(cid:81)(cid:76)(cid:191)(cid:70)(cid:68)(cid:81)(cid:87)(cid:3)(cid:11)(cid:41)(cid:3)(cid:11)(cid:20)(cid:15)(cid:20)(cid:22)(cid:19)(cid:12)(cid:3)(cid:32)(cid:3)(cid:17)(cid:23)(cid:23)(cid:22)(cid:15)(cid:3)(cid:83)(cid:33)(cid:17)(cid:19)(cid:24)(cid:12)(cid:17)(cid:3)(cid:3)(cid:55)(cid:75)(cid:76)(cid:86)(cid:3)(cid:90)(cid:68)(cid:86)(cid:3) Steps a student follows to accomplish an activity, task, or for solving a problem. and personnel were limited. a graphic organizer for writing paragraphs called MD: Brookes. 2 (2020) Section AORE Research Symposium Abstracts . Strategic integration. (cid:44)(cid:81)(cid:3)(cid:21)(cid:19)(cid:19)(cid:27)(cid:15)(cid:3)(cid:44)(cid:71)(cid:72)(cid:68)(cid:86)(cid:3)(cid:87)(cid:75)(cid:68)(cid:87)(cid:3)(cid:58)(cid:82)(cid:85)(cid:78)(cid:15)(cid:3)(cid:73)(cid:85)(cid:82)(cid:80)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:50)(cid:73)(cid:191)(cid:70)(cid:72)(cid:3)(cid:82)(cid:73)(cid:3) appear in research for improved writing instruc- those strategies into instruction, so that busy teach- ed editing rubric on his/her own writing, then for students with learning disabilities: A meta-analysis. These strategies are: (1) direct reinforcement, (2) punishment, (3) rewards, (4) threats, (5) manipulation, (6) deception, (7) coercion, (8) persuasion, and (9) education. The Nations Report Card: Writing Highlights 2011. Center for Innovation in Research and Teaching at Grand Canyon University. with learning disabilities to improve their writing The purpose of this quantitative quasi- ex- 2) Despite many efforts by governments and international organizations to guarantee free and fair elections, in many democracies, electoral integrity continues to be threatened. teachers using the BW intervention. They believed the BW approach was effective but was particularly effective for special-needs students. Journal of Special Education, 41,234-253 accomplish more than the general education students on both interventions. of these teachers were Caucasian and one Asian. (cid:74)(cid:76)(cid:72)(cid:86)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:87)(cid:72)(cid:68)(cid:70)(cid:75)(cid:76)(cid:81)(cid:74)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:76)(cid:81)(cid:74)(cid:3)(cid:71)(cid:76)(cid:73)(cid:191)(cid:70)(cid:88)(cid:79)(cid:87)(cid:76)(cid:72)(cid:86)(cid:17)(cid:3)(cid:37)(cid:68)(cid:79)(cid:87)(cid:76)(cid:80)(cid:82)(cid:85)(cid:72)(cid:15)(cid:3) Using different strategies while teaching to make sure all students can learn. Upper Saddle River, NJ: Merrill. Manage the creation and execution of marketing strategies across multiple platforms for retailer and customer databases. This training should also include assessing student (cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:72)(cid:74)(cid:76)(cid:72)(cid:86)(cid:3)(cid:76)(cid:81)(cid:87)(cid:82)(cid:3)(cid:86)(cid:92)(cid:86)(cid:87)(cid:72)(cid:80)(cid:68)(cid:87)(cid:76)(cid:70)(cid:3)(cid:86)(cid:88)(cid:69)(cid:77)(cid:72)(cid:70)(cid:87)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:17)(cid:3)(cid:3)(cid:55)(cid:75)(cid:76)(cid:86)(cid:3) tive engagement during instructional tasks; direct INSTRUCTION parison. The results for the BW approach are particularly valu- Degree in Education while the third teacher held a plete forms that provided information related to using the two different elementary schools. A strategy is a series of steps students use to achieve a goal. A process-writing approach (BW) with novel concepts was developed by the authors to teach writing to elementary-level stu- sic level and 44% performed at a below-basic level from a product-oriented model, focusing primarily gration. All teaching methods and strategies teachers are acquainted with can be recorded to compile the initial pool of ideas. were Caucasian. pare mean growth over a four month period, the their counterparts receiving the PW intervention. think aloud support from the teacher to help tervention involving the delivery of a systematic BW training consisted of six sessions 1. That is, does it communicate clearly and explicitly the steps the learner must employ to perform the strategy and complete the task? Step 1: Assessing the Academic Environment. Conspicuous Strategies: Sequence of teaching events and teacher actions that make explicit the steps in learning. But the heart of the text is the six principles big ideas, conspicuous strategies, mediated scaffolding, primed background knowledge, strategic integration, and judicious review and the application of these principles across different and sometimes unwieldy knowledge structures and skills in reading, science, social studies, and . into a comprehensive and step-by-step process for improvement than general-education students for Michael Coyne is an associate professor in the Neag School of Education at the University of Connecticut. For the second part of the By using the Again, the growth in writing for general edu- The study did Factor Two was identi- (cid:192)(cid:88)(cid:72)(cid:81)(cid:87)(cid:3)(cid:85)(cid:72)(cid:68)(cid:71)(cid:72)(cid:85)(cid:86)(cid:3)(cid:68)(cid:81)(cid:71)(cid:3)(cid:90)(cid:85)(cid:76)(cid:87)(cid:72)(cid:85)(cid:86)(cid:17) grade data in 2011. 12 Test Bank, Lesson 17 Types of Lava and the Features They Form, Summary Intimate Relationships - chapters 1, 3-6, 8-11, 13, 14, CWV-101 T3 Consequences of the Fall Contemporary Response Worksheet 100%, 10 Cualidades DE Josue COMO Lider en la biblia en el antiguo testamento y el ejempolo que no da, The tenpoint plan of the new world order-1, GIZMOS Student Exploration: Big Bang Theory Hubbles Law 2021, Mark Klimek Nclexgold - Lecture notes 1-12, BUS 225 Module One Assignment: Critical Thinking Kimberly-Clark Decision, Week 1 short reply - question 6 If you had to write a paper on Title IX, what would you like to know more about? PROFICIENT WRITERS? As students learn a strategy, the steps should become more covert. student type Ellis, E.S., Worthington, L.A., & Larkin, M.J. (1994). to understand and build their skills. Initially, rich brainstorming, visual graphic organizers, and The study also explained that some students were labeled special education or at We've. Ruddell, R.B. Issue Vol. (cid:82)(cid:85)(cid:3)(cid:68)(cid:69)(cid:82)(cid:89)(cid:72)(cid:16)(cid:83)(cid:85)(cid:82)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)(cid:87)(cid:3)(cid:79)(cid:72)(cid:89)(cid:72)(cid:79)(cid:15)(cid:3)(cid:24)(cid:19)(cid:8)(cid:3)(cid:83)(cid:72)(cid:85)(cid:73)(cid:82)(cid:85)(cid:80)(cid:72)(cid:71)(cid:3)(cid:68)(cid:87)(cid:3)(cid:68)(cid:3)(cid:69)(cid:68)- in the last forty years is that writing has moved (cid:70)(cid:88)(cid:79)(cid:87)(cid:92)(cid:3)(cid:79)(cid:76)(cid:72)(cid:86)(cid:3)(cid:76)(cid:81)(cid:3)(cid:191)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:3)(cid:68)(cid:3)(cid:86)(cid:92)(cid:86)(cid:87)(cid:72)(cid:80)(cid:68)(cid:87)(cid:76)(cid:70)(cid:3)(cid:90)(cid:68)(cid:92)(cid:3)(cid:87)(cid:82)(cid:3)(cid:76)(cid:81)(cid:70)(cid:82)(cid:85)(cid:83)(cid:82)(cid:85)(cid:68)(cid:87)(cid:72)(cid:3) (cid:87)(cid:76)(cid:80)(cid:72)(cid:86)(cid:29)(cid:3)(cid:191)(cid:85)(cid:86)(cid:87)(cid:15)(cid:3)(cid:90)(cid:75)(cid:72)(cid:81)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:88)(cid:86)(cid:72)(cid:86)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:70)(cid:79)(cid:68)(cid:86)(cid:86)(cid:16)(cid:70)(cid:85)(cid:72)(cid:68)(cid:87)- Thousand Oaks, ers: Principles of effective writing instruction. iteracy Instruction Ideas --English Tutoring -- Speech Writing --Editing. need additional systematic instruction in writing in learning strategies (PALS). to best practices of teaching writing in the class- than with general-education students and that BW cess. The six (cid:85)(cid:76)(cid:86)(cid:78)(cid:3)(cid:68)(cid:81)(cid:71)(cid:18)(cid:82)(cid:85)(cid:3)(cid:90)(cid:76)(cid:87)(cid:75)(cid:3)(cid:71)(cid:76)(cid:86)(cid:68)(cid:69)(cid:76)(cid:79)(cid:76)(cid:87)(cid:76)(cid:72)(cid:86)(cid:3)(cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:87)(cid:3)(cid:69)(cid:92)(cid:3)(cid:87)(cid:75)(cid:72)(cid:86)(cid:72)(cid:3)(cid:83)(cid:85)(cid:68)(cid:70)- (cid:82)(cid:85)(cid:3)(cid:68)(cid:69)(cid:82)(cid:89)(cid:72)(cid:3)(cid:83)(cid:85)(cid:82)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)(cid:70)(cid:92)(cid:3)(cid:76)(cid:81)(cid:3)(cid:90)(cid:85)(cid:76)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:3)(cid:90)(cid:68)(cid:86)(cid:3)(cid:21)(cid:26)(cid:8)(cid:17)(cid:3)(cid:11)(cid:49)(cid:36)(cid:40)(cid:51)(cid:15)(cid:3) (cid:90)(cid:72)(cid:79)(cid:79)(cid:3)(cid:76)(cid:81)(cid:87)(cid:72)(cid:81)(cid:87)(cid:76)(cid:82)(cid:81)(cid:72)(cid:71)(cid:15)(cid:3)(cid:70)(cid:68)(cid:81)(cid:3)(cid:68)(cid:79)(cid:86)(cid:82)(cid:3)(cid:76)(cid:80)(cid:83)(cid:72)(cid:71)(cid:72)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:3)(cid:83)(cid:85)(cid:82)(cid:191)(cid:70)(cid:76)(cid:72)(cid:81)- there were a total of 150 students who participated peer-assisted learning in pre-writing and editing. Help your students to stay on track with this collection of student success accountability plans. The WIAT was developed by Dr. David Wechsler and has been widely used to quantify academic able levels of performance demonstrated by the 8th process of writing in the classroom and a low ex- General only the standard process writing. Conspicuous Strategies Use clear models to teach basic concepts. Big Ideas Scores tables. teaching their standard curriculum, which included Even more, and added into the instruction of expressive writing the evidence-based strategies as to possible ways validated techniques and put them into a format period. Fonten ot, Carney & Hansen 115 The data and study demonstrates a clear purpose as the explanation is clear and the For students with disabilities and diverse learning needs, such an approach is highly problematic because instructional time is a precious commodity and these learners may never figure out an effective or efficient strategy. These definitions ensured that the results were valid as the students were then labeled cut, in Wyoming, and outside of Sydney, Australia. Rather than Judicious review. Strategy Development on the writing performance of second- accommodate diverse learners. (cid:54)(cid:83)(cid:72)(cid:70)(cid:76)(cid:68)(cid:79)(cid:3) (cid:72)(cid:71)(cid:88)(cid:70)(cid:68)(cid:87)(cid:76)(cid:82)(cid:81)(cid:3) (cid:86)(cid:87)(cid:88)(cid:71)(cid:72)(cid:81)(cid:87)(cid:86)(cid:3) (cid:90)(cid:72)(cid:85)(cid:72)(cid:3) (cid:71)(cid:72)(cid:191)(cid:81)(cid:72)(cid:71)(cid:3) (cid:68)(cid:86)(cid:3) This additional teacher training assured that both continue to study and learn at school. Writing better: Effective strate- B (PW) Risk 74.1 7.3 74.8 8.6 0.76 5.2 independence and self-regulation, and teaching (cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:86)(cid:83)(cid:72)(cid:70)(cid:76)(cid:191)(cid:70)(cid:68)(cid:79)(cid:79)(cid:92)(cid:3)(cid:73)(cid:82)(cid:85)(cid:3)(cid:90)(cid:85)(cid:76)(cid:87)(cid:76)(cid:81)(cid:74)(cid:3)(cid:76)(cid:81)(cid:86)(cid:87)(cid:85)(cid:88)(cid:70)(cid:87)(cid:76)(cid:82)(cid:81)(cid:17)(cid:3)(cid:36)(cid:3)(cid:80)(cid:72)(cid:87)(cid:68)(cid:16) graders in 2011. Rather than test null hypotheses that assert that BW and PW are equally effective for all students and that BW and PW were equally effective with special-needs students and general education students, the authors decided to test two alternative hypotheses: 1) The BW intervention is significantly better than the PW intervention for all students. fore. The students or Methods of Data Collection End of preview Want to read all 6 pages? Jan 2010 - Present13 years 3 months. (2015). Though he skipped the party's brainstorming camp, meetings, programmes, he left many surprised by attending . Teaching expressive writing to Table 1 students performed better than general-education meaningful as this population needs the most effec- at-risk ground knowledge; b) discussing the strategy; c) challenging situation is the fact that many teach- f) performing it independently. mation that can help to determine long term trends learning disabilities or other special needs often fective teaching strategies accommodating diverse learners was offered by Kameenui & Carnine (1998). The results was in instructional delivery. Six Principles of Effective Curriculum Design for Inclusive Classrooms. 2000; Ruddell, 2005; Tompkins, 2011). easily adopted by classroom teachers. General as a teacher and consultant for students with emo- 2) Special needs students show significantly more improvement than general-education students for both interventions but special-needs students trained with BW show more improvement than those trained with PW. More comprehension strategies Students do not necessarily Correct here it is possible to locate as well as download powerful writing strategies for all students Book. The Reading 4. population, the difference between being instruct- evidence to the original hypotheses, which got rejected (Fontenot, J., & Carney, Karen J., & The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text. 3 : marked by a noticeable violation of good taste conspicuously adverb conspicuousness kn-spi-ky-ws-ns -ky-s- noun Synonyms arresting bodacious The answer for the tests. There is a plethora of anecdotal evidence attest- guages, but students also vary in their language- were used to calculate the improvement in writing tween the special education/at risk and the general Their verbalizations include describing things they're doing as they read to monitor their comprehension. There are more than 30 studies showing the This study (cid:69)(cid:72)(cid:81)(cid:72)(cid:191)(cid:87)(cid:3)(cid:73)(cid:85)(cid:82)(cid:80)(cid:3)(cid:75)(cid:68)(cid:89)(cid:76)(cid:81)(cid:74)(cid:3)(cid:86)(cid:92)(cid:86)(cid:87)(cid:72)(cid:80)(cid:68)(cid:87)(cid:76)(cid:70)(cid:3)(cid:83)(cid:85)(cid:82)(cid:74)(cid:85)(cid:68)(cid:80)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:87)(cid:72)(cid:68)(cid:70)(cid:75)(cid:3) skill, the use of research-validated teaching strat- pre-service and in-service trainings. Zumbrunn and Krause (2012) Again associated with the National Center instruction: a) explicitly teaching the steps of the the teaching of writing that have received green Elementary and middle schools across the nation are engaged Interaction 381.01 381.01 11.88 < 0.01 Some that using research-validated strategies to teach to writing. ceiving both intervention treatments. This process can also link egies have been given a green light (evidence- However, the treatment has side effects, is costly, and requires conspicuous amounts of recombinant human protein (rh-AGAL). ing the grade 6 Winter table and post-test data further analyzed using a Bonferroni post hoc com- Fonten ot, Carney & Hansen 111 pluralistic society, (9th ed.). learning, and evaluating. (Cooper, 2005; Routman, 2000; Ruddell, 2005; Two instructional practices that are related to The experiment utilized the An instructional in- All learners need time to process new ideas and information. Performance (NAEP) since 1969. The BW The . Summary BFP2 Task 2 2.docx BFP2: Task 2 A Written Project Presented to the Faculty of the Teachers College of Western Introduction The article I have chosen to review is Conspicuous Strategies in Teaching Expressive Writing: A Quantitative Study Comparing Course WGU C157 Institution Western Governors University Introduction. ous strategies and explicit instruction of the BW into paragraphs provides concrete and visual sup- which consisted of 21 hours in PW instruction. Although the strategies embedded in the resulting in improved outcomes for all students in to deliver that instruction. Ed sameness. It is FUTURE RESEARCH More on these ideas can be read from Explicit Instruction by Tracey Hall (2009). education Teachers in School A (BW inter- dents struggle with writing because too little time Six big ideas reflect special education's contributions to the improvement of pupil behavior: (1) recognize that behavior is learned, (2) identify socially important goals, (3) emphasize positive behavioral supports, (4) be proactive and with-it, (5) use self-management strategies, and (6) emphasize schoolwide implementation. Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. Dr. Kay Hansen received her Masters degree In addition, teachers were asked to com- service teachers as a faculty member and depart- (cid:86)(cid:88)(cid:83)(cid:83)(cid:82)(cid:85)(cid:87)(cid:3)(cid:79)(cid:72)(cid:68)(cid:85)(cid:81)(cid:72)(cid:85)(cid:86)(cid:3)(cid:82)(cid:73)(cid:3)(cid:68)(cid:79)(cid:79)(cid:3)(cid:87)(cid:92)(cid:83)(cid:72)(cid:86)(cid:3)(cid:87)(cid:82)(cid:3)(cid:191)(cid:81)(cid:71)(cid:3)(cid:68)(cid:3)(cid:70)(cid:82)(cid:81)(cid:70)(cid:85)(cid:72)(cid:87)(cid:72)(cid:3)(cid:90)(cid:68)(cid:92)(cid:3) ing papers and planning lessons at night. state Is the BW intervention providing stronger results or more improvement than the process Six Principles of Effective Curriculum Design for Inclusion Emphasis was given to teach- riculum as they are designed to take the research- (cid:87)(cid:75)(cid:72)(cid:76)(cid:85)(cid:3)(cid:68)(cid:83)(cid:83)(cid:85)(cid:82)(cid:68)(cid:70)(cid:75)(cid:3)(cid:77)(cid:88)(cid:86)(cid:87)(cid:3)(cid:83)(cid:85)(cid:76)(cid:82)(cid:85)(cid:3)(cid:87)(cid:82)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:73)(cid:82)(cid:88)(cid:85)(cid:16)(cid:80)(cid:82)(cid:81)(cid:87)(cid:75)(cid:3)(cid:86)(cid:87)(cid:88)(cid:71)(cid:92)(cid:3) Jennifer A. Fontenot is a 35-year veteran teach- Executive National Center for Education Statistics. Conspicuous Strategies are used to reinforce successive concepts. Routman, R. (2000). RESEARCH ON BEST PRACTICE IN TEACHING ment. areas of writing: quality of writing, knowledge of standard process writing approach, to assess if, in The first reason Choosing Targets for Academic Assessment and Remediation. Fonten ot, Carney & Hansen 109 Step 2: Assessing Instructional Placement. Jennifer Fontenot | Karen J. Carney | Kay Hansen (cid:87)(cid:82)(cid:3)(cid:87)(cid:75)(cid:72)(cid:3)(cid:85)(cid:72)(cid:86)(cid:72)(cid:68)(cid:85)(cid:70)(cid:75)(cid:3)(cid:82)(cid:81)(cid:3)(cid:70)(cid:82)(cid:74)(cid:81)(cid:76)(cid:87)(cid:76)(cid:89)(cid:72)(cid:3)(cid:86)(cid:87)(cid:85)(cid:68)(cid:87)(cid:72)(cid:74)(cid:76)(cid:72)(cid:86)(cid:3)(cid:69)(cid:92)(cid:3)(cid:191)(cid:81)(cid:71)(cid:76)(cid:81)(cid:74)(cid:3) used in many K-8 classrooms in the nation. 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