Spring 18 Logs

YSU Student: Lisa Reagan YCS Building: Volney Rogers Elementary YSU TERG: 3701 – 2:00pm
YCS Student: James Duecaster & Sha’rii Davis YCS Teacher: Mrs. Bowers YSU instructor: Gail Saunders-Smith
Date: 1/24/1 Materials: Pencils. Paper. Interest inventories consisting of 3 short worksheets. Oxymoron’s Fun Deck, (Webber, 2012).
8 Phonological Awareness Photo Cards: Deletion of Syllables, (Webber, 2005).
Time in: 8:25am
Time out: 9:30am Activities: We started off by filling out the interest inventories. Played the Oxymoron Fun Deck, (Webber, 2012). Played the
Hours: 1 Phonological Awareness Photo Cards: Deletion of Syllables, (Webber, 2005).
What Worked? What Didn’t
The students enjoyed filling out the worksheets of what their interests are. The students had a tough time taking turns because they both wanted to
They enjoyed the educational games that I brought. The students had a hard share their interest inventory answers first. We played rock, paper,
time taking turns. I had them play rock, paper, scissors to determine who scissors to determine who would go first which was exciting for the
would go first. This worked well to determine who would go first. students.
What happens next? Implications for teaching…

We will read a book that we didn’t get to during this tutoring session. We The students seem to get along, although I can already tell that they will
will also write letters to each other so that the students can practice writing. have some friendly competition. Hopefully, this will not get out of line or
I will have to start a behavior chart to determine if we play an educational
game at the end of each session.
Date: 1/29/18 Materials: Oxymoron’s Fun Deck, (Webber, 2012). The Hog Mollies and Sloopy the Silver Snake, (Hoying et al., 2015). Pencils.
Time in: 8:25am Paper.
Time out: 9:30am Activities: We played Oxymoron’s Fun Deck, (Webber, 2012). Interactive read aloud for The Hog Mollies and Sloopy the Silver
Hours: 1 Snake, (Hoying et al., 2015). Lastly, I had the students write a letter to show their spelling development.
James and Sha’rii are around the spelling development stage. Sha’rii Other students were walking around and trying to talk to the students
enjoyed writing and was excited about the book we read. James seemed to during the tutoring session. This was a distraction for the students.
enjoy the book but was inattentive and distracted. They enjoyed the writing
activity about the book called The Hog Mollies and Sloopy the Silver Snake
(Hoying et al., 2015).

On Wednesday, we will do the spelling assessment. We will also read From seeing the letters that they wrote, I can tell that they need to work on
another book and do a comprehension activity. their spelling development. This will be determined through the spelling
assessment at the next session.
Date: 1/31/1 Materials: Pencil. Blank paper, numbered to 26. Paper. WTW Primary Spelling Inventory Feature Analysis form. The Hog Mollies
8 and The Great Golden Gizmo, (Hoying et al., 2013).
Time in: 8:25am
Time out: 9:30am Activities: We started off with the WTW inventory. Next, we read The Hog Mollies and The Great Golden Gizmo (Hoying et al.,
Hours: 1 2013). The students wrote down the main idea of the story.
The students really enjoyed the book that I read to them today. They loved We started late today because my students were late to school. The
that the main idea was about being kind to others and spreading kindness. students were unconfident in their ability to spell words correctly and
They liked talking about the main idea of the story. were distracted during the assessment.

We will read another book, write about a character in the book, and work on The students are in the Within Word Pattern stage of spelling
spelling. The spelling assessment will be analyzed and taken into development. Their spelling tests indicate that they need to work on
consideration while making interventions. blends, common long vowels, other vowels, and inflected endings.
Date: 2/5/18 Materials: Long and Short Vowel Game, (Reagan, 2018). Julius the Baby of the World, (Henkes, 1990). Pencils. Paper.
Time in: 8:25a
m
Time out: 9:30a Activities: We started off with the Long and Short Vowel Game (Reagan, 2018). Read Julius the Baby of the World (Henkes,
m 1990). Wrote about the character Lilly from the book.
Hours: 1
Sha’rii was late today and missed the tutoring session. James really enjoyed James was distracted by other tutors being loud in the cafeteria, but it was
the book and I feel like he related to the character Lilly. He also really easy to gain his attention back to the book by simply reminding him. He
enjoyed the vowel game because he was able to organize the cards in the really doesn’t enjoy writing activities, but he didn’t complain about
categories for short and long vowels. writing.

We will read another book and do an activity involving rhyming words and James tried hard today which shows great progress. Normally he doesn’t
categorization. like writing, but today he did so without any problems. His spelling
development shows that he knows how to sound out words but doesn’t
quite spell them correctly. An example of this is untell for until, babby
for baby, and beginig for beginning.
Date: 2/12/1 Materials: Long and Short Vowel Game, (Reagan, 2018). Dry erase boards. Dry erase markers. Lilly’s Purple Plastic Purse,
8 (Henkes, 1996).
Time in: 8:25am
Time out: 9:30am Activities: Worked on the Long and Short Vowel Game (Reagan, 2018). Next, we started the interactive read aloud for Lilly’s
Hours: 1 Purple Plastic Purse (Henkes, 1996). Then, we discussed the book in detail. Lastly, we used the dry erase board for an activity to
practice long vowel features.
The students really enjoyed the book Lilly’s Purple Plastic Purse (Henkes, Sha’rii is often late to school, so I have started with a game for James.
1996). Sha’rii especially enjoyed it and wanted to read aloud to both James This is so she doesn’t miss the book and activity. James and Sha’rii were
and me. Although, if I allowed that then they would compete for who would in competition to try to take over the interactive read aloud which was
read the best. hard to work around.

Next, we will read a book, write about a prompt about the book, and play a I believe that I need to do more things that don’t require competition, but
collaborative game. to have the students work together during the activities. I though a friendly
competition would work well, but their actions today proved otherwise.
Date: 2/14/1 Materials: Carla’s New Bike Fluency Passage, (McGraw Hill Companies, Inc., n. d.). Comprehension questions. I Can Read with
8 my Eyes Shut! (Dr. Seuss, 1978). Pencils. Paper. Valentine’s Day word search.
Time in: 8:25am
Time out: 9:30am Activities: First, we read the fluency passage and answered the comprehension questions. Next, we read I Can Read with my Eyes
Hours: 1 Shut! (Dr. Seuss, 1978) and talked about the book. Next, the students worked on a Valentine’s Day word search to find specific
words. Lastly, they wrote a short paragraph about what Valentine’s Day means to them.
The students loved the reading materials today. They especially enjoyed The students were distracted by others in the cafeteria, but I gained their
reading I Can Read with my Eyes Shut! (Dr. Seuss, 1978). They stayed attention back to the book by having them take turns reading.
focused and worked hard. They took turns and worked well together while
doing the activity and reading.

Next, we will read another book. We will do a writing activity and a fun The students showed that can work well together today. I gained their
word game for intervention attention by taking turns while reading, which worked well. They helped
each other with comprehension of the book.
YSU Student: Lisa Reagan YCS Building: Volney Rogers Elementary YSU TERG: 3701– 2:00pm
Date: 2/21/1 Materials: Paper. Pencil. Inflected Endings Flip Book with Base Words, (Reagan, 2018). Barnacle is Bored, (Fenske, 2016).
8 Phonological Awareness Photo Cards: Deletion of Syllables, (Webber, 2012). Blends Word Sort, (Reagan, 2018).
Time in: 8:25am
Time out: 9:30am Activities: First, we started off with the Inflected Endings Flip Book with Base Words (Reagan, 2018) and wrote down the words
Hours: 1 that were made. Next, we read Barnacle is Bored (Fenske, 2016) and wrote down the meaning of it. Lastly, we played the
Phonological Awareness Photo Cards: Deletion of Syllables (Webber, 2012) and Blends Word Sort (Reagan, 2018).
The students really enjoyed the Inflected Endings Flip Book with Base The students were frustrated with the inflected endings that changed due
Words (Reagan, 2018) and Blends Word Sort (Reagan, 2018). They 1wanted to their new endings, such as -ing. The students were competitive during
to take it home with them, but I said that we will be playing it during the game and not in the best way. This is something we need to work on,
tutoring for a couple weeks. Sha’rii really enjoyed reading Barnacle is so we can play more interactive games.
Bored (Fenske, 2016), but James wasn’t a fan of the book.
Next, we will continue playing the Inflected Endings Flip Book with Base Next time the students will work on working together and having friendly
Words (Reagan, 2018) and I will explain the changed endings further. We competition. This is something we need to work on because it is affecting
will read a book and hopefully play another phonics game. their work. The Inflected Endings Flip Book with Base Words (Reagan,
2018) was a success, although I need to help the students figure out when
to change the endings. Sha’rii was especially frustrated with this.
Date: 2/26/1 Materials: Inflected Endings Flip Book with Base Words, (Reagan, 2018). Blends Word Sort, (Reagan, 2018). Pencils. Worksheet
8 for inflected endings. Turtle’s Race with Beaver, (Bruchac & Bruchac, 2003).
Time in: 8:25am
Time out: 9:30am Activities: First, we played the Blends Word Sort (Reagan, 2018). Next, we used the Inflected Endings Flip Book with Base Words
Hours: 1 (Reagan, 2018). Completed a worksheet to go along with the flip book. Lastly, we read Turtle’s Race with Beaver (Bruchac &
Bruchac, 2003) and talked about it.
The students really enjoyed the word sort and flip book. The book called The students were distracted by people entering and exiting the library.
Turtle’s Race with Beaver (Bruchac & Bruchac, 2003) made the students Other than this, today went well and the students worked well together.
think about what the meaning behind it is. They were interested in the
worksheet because it a friendly competition to get the correct answers.
Next, we will read another book and work on inflected endings some more. I was pleased that the student interacted in a friendly competitive way
today. I found that sometimes working together is better instead of
competing against each other.
Date: 2/28/1 Materials: Dry erase board. Dry erase markers. Inflected Endings Flip Book with Base Words, (Reagan, 2018). Blends Word Sort,
7 (Reagan, 2018), Last stop on Market Street, (De La Peña, 2015).
Time in: 8:25am
Time out: 9:30am Activities: The students used the cards to construct words with the inflected endings and wrote them on the dry erase boards for the
Hours: 1 Inflected Endings Flip Book with Base Words (Reagan, 2018). After the fire drill, we read Last stop on Market Street (De La Peña,
2015) and discussed it.
The students really enjoyed using the dry erase board to practice inflected There was a fire drill, so the tutoring session was briefly interrupted. The
endings for the Inflected Endings Flip Book with Base Words (Reagan, students also had concerns about school shootings, so we talked about the
2018). They were so proud when they wrote one the endings correctly. They issue. The students were distracted others in the cafeteria which made
enjoyed reading Last stop on Market Street (De La Peña, 2015), but it was gaining their attention difficult.
evident that they had a hard time concentrating.
Next, we will continue interventions for their spelling assessments and read The students worked well together today. They were distracted and had
another book. many questions about school shootings. I didn’t mind stopping for a
couple minutes to discuss this current issue since they were so concerned.
Date: 3/12/18 Materials: Inflected Endings Flip Book with Base Words, (Reagan, 2018). Tuesday, (Wiesner, 1991). Short and Long Vowel Word
Time in: 8:25am Sort for /a/ and /e/, (Reagan, 2018). Dry erase board. Dry erase markers. Word list containing features of common long vowels
and other vowels.
Time out: 9:30am Activities: First, we used the Inflected Endings Flip Book with Base Words (Reagan, 2018). Next, we all read Tuesday (Wiesner,
Hours: 1 1991). After the book, we discussed the meaning of it. The students did the Short and Long Vowel Word Sort for /a/ and /e/
(Reagan, 2018). Lastly, the students practiced spelling words on the dry erase board.
The students were interested in the book Tuesday (Wiesner, 1991) since The students did a buddy sort, although I do not think this will be
there aren’t many words. They had to use the pictures to find out what was effective in the future. They had a hard time working together. This is still
happening, which they enjoyed for a change. They also love working with something they have to work on.
the dry erase boards for the Inflected Endings Flip Book with Base Words
(Reagan, 2018) and doing the Short and Long Vowel Word Sort for /a/
and /e/ (Reagan, 2018)
Next, the students will work on another word sort. This will help them get They try to support each other’s learning, but they get off topic and are
into the habit of word sorts because they said they haven’t done them before. not on task when working together. They decided that they prefer books
We will continue intervention and read another book. with words because it’s easier to decode what is happening in the story.
Date: 3/14/1 Materials: Blends Word Sort, (Reagan, 2018). Dry erase board. Dry erase markers. WTW Primary Spelling Words List. Dad,
8 Jackie, and Me, (Uhlberg, 2005).
Time in: 8:25am
Time out: 9:30am Activities: First, we read Dad, Jackie, and Me, (Uhlberg, 2005) and discussed it in detail. Next, we worked on the Blends Word
Hours: 1 Sort, (Reagan, 2018). Lastly, we used the dry erase boards to see their progress with the WTW word features.
The students liked the book Dad, Jackie, and Me, (Uhlberg, 2005). They James had a hard time today. He wasn’t in the mood to be at the tutoring
enjoyed trying to think about the main idea though. The students played the session, but he made the best of it. He really wanted to play the matching
Blends Word Sort, (Reagan, 2018) and did fairly well. I had to give some game that I made for him last semester, but I didn’t have anything
hints as to how they would be categorized though because it was an open prepared to do this. This upset him, but he still did the word sort.
sort. They love using the dry erase boards, therefore this worked well.

The students will read another book and practice identifying spelling I think I will provide a matching game with the spelling words for James.
features. He really liked that last semester. I will have the student say the word and
identify features within it while matching word features together.
Date: 3/16/18 Materials: Matching Game for Common Long Vowel Features, (Reagan, 2018). Blends Word Sort, (Reagan, 2018). My Three
Time in: 8:25am Best Friends and Me, Zulay, (Best, 2015).
Time out: 9:30am Activities: First, I did an interactive read aloud for My Three Best Friends and Me, Zulay, (Best, 2015). Next, the students took
Hours: 1 turns playing the Blends Word Sort, (Reagan, 2018) and the Matching Game for Common Long Vowel Features, (Reagan, 2018).
The students really loved My Three Best Friends and Me, Zulay, (Best, The students tried to imagine what it would be like to be blind by closing
2015). It was about a young girl who is blind and how she overcomes her their eyes. Although, they turned this into a game to see if they could
struggles. They liked learning about people who are blind because they complete tasks with their eyes shut. It distracted them from the games, but
didn’t know about braille or canes used. They really enjoyed the games and they still worked on them and completed them.
taking turns playing them.

Next, I will make a more in depth matching game for word features. I did a The students did well doing different games at the same time then
sample run of this today and it worked well. I will continue using word sorts switching off. I feel that I will do this more often because they have a
to practice word features. hard time working together on a game.
Date: 3/19/18 Materials: Inflected Endings Flip Book with Base Words, (Reagan, 2018). Matching Game for Common Long Vowel Features,
Time in: 8:25am (Reagan, 2018). Frogs, (Bishop, 2008). My Three Best Friends and Me, Zulay (Best, 2015).
Time out: 9:30am Activities: We started off by reading a few sections of Frogs, (Bishop, 2008). Next, the students worked on Matching Game for
Hours: 1 Common Long Vowel Features, (Reagan, 2018). Lastly, we did a word hunt in the book for words that have long and short vowel
sounds.
The students enjoyed looking through the book we previously read for words Sha’rii still has trouble determining if a word has a long vowel, but she is
with common long vowels. This was a new activity for them and they really improving. James tried to cheat at the matching game which made Sha’rii
liked looking at a book in a different way other than reading it. They also not want to play.
liked the matching game and it helped further their understanding of long
vowels through saying the words aloud.

The students will still work on long vowels, although I will incorporate a I will need to make sure the cards for the matching game are thicker, and
game for digraphs because I realized Sha’rii needs practice. the students will not be able to see through them. I didn’t realize this
could be a problem and will keep this in mind while making future
games.
Date: 4/4/18 Materials: Dice. Pencils. Game pieces. Roll a Digraph Board Game, (G. A., 2015). Other Vowels Word Sort for /aw/, /ew/, and
Time in: 8:30am /ow/, (Reagan, 2018). Weather to Remember, (The National Geographic Society, 2011).
Time out: 9:30am Activities: First, we worked on the word sort containing /aw/, /ew/, and /ow/ sounds. Next, we read the passage “The Blue Ridge
Hours: 1 Parkway” in Weather to Remember, (The National Geographic Society, 2011). Last, we played two rounds of the board game for
various digraphs.
The students really enjoyed the activities today. They were interested in the Sha’rii was upset that she didn’t win either round of the game against
book since we were talking about the weather when we got to the cafeteria. James. Winning the game is about having luck with rolling the dice. They
They had fun trying to figure out the word sort, although they did fairly well had fun playing this game though.
they needed help to find the categories. They also really enjoyed the game
because they got to play with dice.
Next, we will read the other story from the book we read today. We will I think that I need to adjust the rules for the game to help the children
work on another word sort and try using this game again. succeed in working together. The students seem to grasp the concept of
digraphs. They need more practice with the word sort.
Date: 4/6/18 Materials: Dry erase boards. Dry erase markers. Pencils. Dice. Game pieces. Inflected Endings Flip Book with Base Words,
Time in: 8:30am (Reagan, 2018). Other Vowels Word Sort for /aw/, /ew/, and /ow/, (Reagan, 2018). Roll a Digraph Board Game, (G. A., 2015).
Weather to Remember, (The National Geographic Society, 2011).
Time out: 9:30am Activities: We started off by reading the other passage in the book. We discussed terms and gained a further understanding of the
Hours: 1 material. Next, the students did the word sort for /aw/, /ow/, and /ew/. After this, the students practiced inflected endings on the dry
erase board.
The students really enjoyed the book and learning about a parkway in North, The students wanted to play the Roll a Digraph Board Game, (G. A.,
Carolina. We searched for words with the /aw/, /ew/, and /ow/ vowel 2015). I was not prepared to use this today, but I had it with me and the
sounds. They enjoyed trying to figure out the word sort and learning the students got to play a round. They were really competitive and had a hard
sounds. Although, using the dry erase boards was their favorite and they got time figuring out the digraphs in the game.
to practice inflected endings.
The students will read another book and work on more interventions for The students were excited for the activities I had planned today. I think I
digraphs, blends, and inflected endings. We will also do the spelling will start using more books that are nonfiction and informational. I also
assessment for the second time. think that I will incorporate the use of the dry erase boards more often
because it really gets the students excited to be at tutoring.
Date: 4/9/18 Materials: Pencils. Blank paper, numbered to 26. WTW Primary Spelling Inventory Feature Analysis form. Short and Long Vowel
Time in: 8:30a Word Sort for /a/ and /e/, (Reagan, 2018). Other Vowels Word Sort for /aw/, /ew/, and /ow/, (Reagan, 2018). Weather to
m Remember, (The National Geographic Society, 2011).
Time out: 9:30a Activities: First, the WTW Primary Spelling Inventory was administered. Next, the students worked on the word sorts individually
m with my guidance then switched when completed. Last, we reread the book for close reading to further comprehension.
Hours: 1
The students were excited to do the spelling assessment. The students really They were a little surprised that we were reading the same book again, but
enjoyed working on the word sorts individually. It helped Sha’rii gain a after attending the professional development on close reading this is
better understanding of short and long vowel differentiation since she is still something I wanted to try since it is harder than their reading levels.
having a hard time with this sometimes. James got to work on the other
vowel sounds that are more set to his individualized level.
We will continue interventions for the spelling assessment. We will read The students are working better together and having less conflict during
another book and work on more word activities. tutoring sessions, which is great to see. It was surprising that the students
were excited to do the spelling assessment. They felt more confident in
their ability to spell the words.
Date: 4/9/18 Materials: The Shoemaker and the Elves passage, (K5 Learning Reading and Math Enrichment, n. d.). Worksheet of
Time in: N/A comprehension questions for the passage. Pencil. Matching Game for Common Long Vowel Features, (Reagan, 2018). Long
and Short Vowel Game, (Reagan, 2018).
Time out: N/A Activities: First the child will read the passage then they will answer the comprehension questions. After this, the student will
Hours: 1 play the matching game by putting all the cards face down and try to pick two with the same vowel sound. Lastly, the student
(Homelink will play the long and short vowel game but arranging the word cards in the correct category, being long or short.
)
The students told me that they really enjoyed the games that I provided. They They didn’t complete the short answer comprehension questions.
said that they played them with their siblings. They have played both of the
games before. They enjoyed having them to practice at home.
The students will receive one more Homelink to complete. The students were happy to receive something to bring home. It made
them feel special to receive these materials for practice at home. I think
they will continue using them.
Date: 4/11/1 Materials: Spell Friendzy: K-8 Grade Vocabulary Builder, (WS Publishing Group, Inc., 2017). Pencils. The Fox and the Crow
8 passage, (McGraw Hill Reading Wonders, n.d.). Questions for passage. Other Vowels Word Sort for /aw/, /ew/, and /ow/, (Reagan,
Time in: 8:25am 2018). Short and Long Vowel Word Sort for /a/ and /e/, (Reagan, 2018).
Time out: 9:30am Activities: First we read The Fox and the Crow passage, (McGraw Hill Reading Wonders, n.d.) and answered comprehension
Hours: 1 questions. Next, we worked on the word sorts. With the remaining time, the students played Spell Friendzy: K-8 Grade
Vocabulary Builder, (WS Publishing Group, Inc., 2017).
The students enjoyed the story in the passage and they practiced reading The students were distracted by others in the library because there were a
aloud. They took turns playing the word sorts which helped them understand lot of people in there. It was hard to gain their attention until the word sort
other vowels, as well as, the difference between long and short vowels. The and spelling game were played.
students really liked Spell Friendzy: K-8 Grade Vocabulary Builder, (WS
Publishing Group, Inc., 2017). It allowed them to complete against other
children around the world, which was a fun competition for them.

The students worked well together today. They really seemed to grasp the
The students will read another fluency passage. They will work on word concepts in the word sorts which they were excited about.
sorts and Spell Friendzy: K-8 Grade Vocabulary Builder, (WS Publishing
Group, Inc., 2017).
Date: 4/11/18 Materials: Pete the Cat and the Cool Caterpillar, (Dean, 2018). Comprehension worksheet for book. Pencil. Other Vowels
Time in: N/A Word Sort for /aw/, /ew/, and /ow/, (Reagan, 2018). Spelling Crossword (Reagan, 2018). Questions and answer key for spelling
crossword.
Time out: N/A Activities: The students will complete the spelling crossword with the features we have studied. They will read Pete the Cat
Hours: 1 and the Cool Caterpillar, (Dean, 2018) then answer the comprehension questions. They will practice the Other Vowels Word
(Homelink Sort for /aw/, /ew/, and /ow/, (Reagan, 2018).
)
The students were happy to receive a book. Sha’rii said that she read it at The students did not answer the comprehension questions. I do not think
home, but James had yet to read the book. They both worked on the word sort they like answering comprehension questions.
because they enjoy working on these. They liked the crossword puzzle
because it made them think of the word and practice the word features.
The students will work on spelling activities and read a fluency passage. I feel that the students enjoyed the Home link. They were happy to
receive something to bring home and work on. I wish that they had
completed the comprehension questions for the book.
Date: 4/13/1 Materials: Spell Friendzy: K-8 Grade Vocabulary Builder, (WS Publishing Group, Inc., 2017). The Bee passage, (K5 Learning
8 Reading and Math Enrichment, n.d.). Comprehension questions. Pencil. Paper. Inflected Endings Flip Book with Base Words,
Time in: 8:25am (Reagan, 2018). Dry erase boards. Dry erase markers.
Time out: 9:30am Activities: The students read The Bee, (K5 Learning Reading and Math Enrichment, n.d.). They answered comprehension
Hours: 1 questions for the passage. Next, they worked on the Inflected Endings Flip Book with Base Words, (Reagan, 2018). They wrote the
words they made on the dry erase boards. The students played Spell Friendzy: K-8 Grade Vocabulary Builder, (WS Publishing
Group, Inc., 2017).
The students like learning about bees and how they live. The comprehension The students wanted to draw on the dry erase boards instead of writing
questions gave them practice by finding evidence for their answers. The dry words. They knew that today was our last tutoring session and wanted to
erase boards always excite them because they got to write words with have a fun day.
inflected endings on them. Spell Friendzy: K-8 Grade Vocabulary Builder,
(WS Publishing Group, Inc., 2017) was used for practice spelling words by
competing with others online.
Today was the last tutoring session. The students showed a lot of improvement in their spelling development
through the interventions used throughout the semester. The really
enjoyed hands-on activities that engaged them in the material.

Spring 18 Logs

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Spring 18 Logs

Încărcat de

Drepturi de autor:

Formate disponibile

YSU Student: Lisa Reagan YCS Building: Volney Rogers Elementary YSU TERG: 3701 – 2:00pm

What happens next? Implications for teaching…

What happens next? Implications for teaching…

What happens next? Implications for teaching…

What happens next? Implications for teaching…

What happens next? Implications for teaching…

What happens next? Implications for teaching…

What happens next? Implications for teaching…

What happens next? Implications for teaching…

What happens next? Implications for teaching…

What happens next? Implications for teaching…

S-ar putea să vă placă și