Laura - Are you going to be teaching first grade this year using four blocks?
gailsara - Are you ready for a question?
Cathy - I will be teaching first grade this year
Laura - i'm ready for your questions :o)
Beth - It's nice to finally be talking to you all in "real time" and not just via the mailring!
Brenda - I have so many questions, I don't know where to begin.
Laura - Thanks, you too. Ihope I can help you all get started. It can seem a bit overwhelming at first, I know.
Laura - would you prefer to go block by block or just open questions?
Cathy - Either would be fine with me.
Laura - ok - sara why don't you start
Vicki - Laura, I start in mid August, I'm wondering about pushing up the Month by Month activities so it's not so long before we get into the Word Wall activites.
gailsara - laura..I have all the books and I know that I will start with Lynch's Easy Lessongs for Word Families for the working with words block, but do you start that immediately or do you first go over initial consonants, etc.
Nancy D - My biggest questions are about the independent reading block
Laura - if you think your children will be ready you can push up the activities a bit. I would recommend spending some time on procedural lessons to teach them the purpose of the word activities
Laura - sara - i started with the easy lessons as soon as we started our first story. that was about 4 weeks into school . i did a review of the sounds and the getting to know you activities first.
Vicki - Can you give me an example of what you mean by procedural lessons?
Laura - i always choose my words for the wall from the story, and not necessarily those that the basal deems necessary. i look for high frequency words .
Cindy - Would anyone object to us going block by block for questions--I'm not sure my poor brain will be able to jump between all four? If someone would rather not I'll try to keep up.
Vicki - No problem...which blcok first?
Beth - Do you start with procedural lessons for each of the blocks each day? Or do you start with just one and concentrate on that?
Brenda - i'm for going block by block, too, if that's all right with everyone.
Deb - If you are doing the children's names at the beginning of the year, do you also add words to the word wall at the same time, or do you wait until you get through all the student's names?
Cindy - How about Working with words?
Laura - vicki - you need to spend some time teaching them how to do the words activities. for example- with working with words - they will need to know the procedure for passing out letter tiles, building the words, cleaning up, etc. you need to model and show them the appropriate way to behave also.
Laura - fine - let's stick with the word block for now.
Vicki - That;s what I thought, thanks for clearing it up.
Cindy - Laura, I don't recall vowels being taught in the Month by Month book. Are those taught just as they are seen in word families? Or did I just miss reading about it?
Laura - Also, many may never have chanted or cheered words before. YOu will have to set up the procedures to be followed and teach it to them first. For example,my children are up and out of their seats for chanting. Some teachers prefer to have them seated.
gailsara - what exactly is meant by cheering and chanting?
Laura - I don't really teach the vowels in isolation. The philosophy as I understand it is to focus on chunks that include a vowel sound. As you know the english language is very irregular. The rules we have taught are very ineffective as they work a very low percentage of the time.
Vicki - How many working with words activites do you do each week? I'm thinking maybe 2 where you actually build the words?
Kim/IN/2 - I have a ? regarding the chanting...Do you have them write all the words and then do the chants for each word?
Laura - Cheering and chanting are when the children - see the word, say the word and hopefully learn the word. This can take on many forms. For example, I say - give me an a - they say a - give me a t - they say t i say what does it spell - they say at
Nancy D - I have them find the word on the wall, say it, then chant it, then write it.
Laura - Vicki - I do a making words lesson one time each week. the lesson lasts for two days. one day to build and one day to sort. if i
Laura - miss a question, you will have to repost. you guys go fast :o)
Cindy - Okay, that's what I gathered, too. When do you introduce the difference between long and short vowels? Do you primarily introduce one before another (in chunks)?
Laura - Kim - Sometimes later in the year I did have them write - I would say - give me an a they would write a i would say give me a t they would write t then i would say what does it spell - they would say at
gailsara - other than the "give mea letter" do you also rhythmically chant the letters over and over again?
Nancy D - I also vary the "see it" part---make a telescope with your two hands
Laura - Sara - I do so many variations on the cheers as they need to keep trying different ways. we do the ones outlined in the books, and I also added the Mexican Hat Dance one when we studied Mexico. I love to have a child come up and lead the cheer also.
Tracy - I do a "rhythmic" snap, clap, stomp then write the word and trace the word
Nancy D - alos wrtie it in the air with your finger, on the floor with your foot...
Laura - nancy - nice idea why don't you tell us more.
Kim/IN/2 - Laura, on your web page you give info. on your chunking wall. Is that like a word family wall? If not, do you see a use for a word family wall?
Deb - If you start by doing the student's names for the beginning of the year, do you also add 5 other high frequency words each week, or wait until the names have all been introduced?
Cathy - I like using the foot!
Cindy - Laura, you may have replied to a similar question already, but do you do the cheers and chants at the beginning when the children's names are being put up? When do you begin putting up h.f. words?
Nancy D - well, i just try to do lots of different "ways" in hopes that everyone will "get it" :)
Laura - Deb - As I said, I don't do the high frequency words until about 4 weeks into the school year when we start our first story. I have 20-23 children
Kim/IN/2 - I've been copying some of the chants that have been posted. Hope I remember all of them to use as variations as the year progresses.
Nancy D - How about: "Close your eyes and picture this word on your mind's movie screen?
Laura - This year we will start sooner as I am looping to second with the same class
Vicki - If the kids are responsible for correctly spelling all the www, do you put their names up or do you put the names in a different place?
gailsara - do you use a separate notebook for the working with words block?
Laura - Sara - That is my classwork book, not seperate.
Beth - Can you give us some examples of activities that you do using the kids names?
Laura - I don't put the names on my word wall. i have a seperate wall for names.
Nancy D - I'm going to put the kids' names up on a separate "wall" this year
Laura - With the names you can review the initial consonants.
Nancy D - I feel li8ke the word wall should be just for high frequency words
gailsara - with the kind of multicultural, difficult to pronounce names I have, they will be going on a separate wll. Even Dottie agreed
Laura - You can also draw their attention to things such as rhymes, or sounds the same as . The possibilities are endless. Month by Month Phonics has many activities outlined for you
Kim/IN/2 - Last year I took my student's names off the wall after about 1 1/2 months. I think I might just leave them up this year. The problem is space. I was going to make my own words up on the computer this year, but the font etc may make the words so large I wo
Nancy D - I like comparing names: similar letters, how many syllables, beginning and ending sounds, etc.
Laura - The name wall doesn't have to be as large as the regular word wall. You can do on chart paper, or a shower curtain liner.
Laura - With the names you can clap the beats for the number of syllables. Do a lot of phonemic awareness activities also.
Kim/IN/2 - If you put the names on a separate wall, are the names just listed alphabetically or do you have another alphabet line with the names?
Nancy D - You're right Laura.
Vicki - I have always had a "clothesline" dictionsary. A chart for each letter where I wtore words they might use in writing. I think I might be able to still use this for names, theme words, etc. What do you think?
Laura - sara- i have the same problem with my names
Laura - I think so, just be careful. For example, how many times will they use the word. Don't try to include all words or they will be overwhelmed.
Laura - Try to focus on words they will use.
Nancy D - What about "on the back" actvities? What have you done that's worthwhile?
Laura - Also, I wouldn't leave my theme words up. When you are finished you should take that chart down, and start a rack of some sort that they can go to if they want to find them.
gailsara - about how big a bulletin board would you say is needed for the WW
Laura - on the back is GREAT!
Kim/IN/2 - My student's fav. was Be a Mind Reader. They would do it everyday if we could!
Nancy D - My word wall takes a lot of space.
Deb - Do you have your students do a potable word wall also?
Laura - I love adding endings to words - s ing ed er. This really helped them with grammar. Also they loved to read my mind, and write the word that rhymes with ____
Nancy D - e on the back: besides making rhymes with words from the wall...what else?
Beth - Bulletin Board - I am using my huge double size one this year. It's going to look pretty sparse for a while.
gailsara - How big is Huge or"A lot of space"?
Laura - The word wall size depends on your space. I would'nt want it to be so big that it overwhelms the small child. It needs to be viewable and accessable. I use the bulletin board in the back of my room. I also have a seperate chunk wall that is on the closet. this year iused pocket charts so they could remove the words and use them. i don't think i will do that again. i'm thinking it over
Nancy D - How much do you guys emphasize the words' shape---do you have kids trace around each word, etc.?
Kim/IN/2 - I like the portable ww. I'm thinking of doing somewhat what they have listed in the 3rd grade month by month book. I would just add the words each month on a word program and staple them into a file folder. Sound okay?
Laura - I had my students make a writign dictionary with their word wall words. this year i have the same so they can continue with that format
Nancy D - My word wall goes across one side of the classroom. It's above the bulletin board, and is built up to the ceiling.
Vicki - Is a portable word wall appropriate for first?
Cathy - I like the portable ww also I plan to use it with my students
Beth - My word wall is going on a board approximately 18 by 4.
Laura - Nancy - i didn't spend too much time on the shape of the word. We did it, but very quickly.
Laura - The words are on the wall configured, but I didn't have them spend too much time tracing around.
Tracy - Laura, did your dictionary - was it one they kept with them to continue learning the words?
Kim/IN/2 - Laura, can you tell us more about your chunking wall?
Vicki - Nancy D-are your letters just above the b-board and you put your words above them? I will also need to put it above the b-board.
Laura - The dictionary was left in their desk. I used a marble notebook and cut out the tabs to look like a real dictionary. they then added the words as we went along. they used it during writing workshop if they needed a word.
Nancy D - In the past I have introduced a dictionary after Christmas. I call it a word book. My aide or I will willingly add any word you want, if you'll open to the right page! :)
Cathy - last year we made story posters with the vocabulary for the story, title and an illustration. We would leave them on a pocket chart while we did the story and then mount them on poster board on the ceiling
Kim/IN/2 - I'm going to run out of walls to put everything up. I'm in a brand new bldg which is wonderful, but the architects didn't think about the utilization of the room so my bb are not accessible to the children.
Laura - my chunking wall is my families that we study. at ate ut. The wall is set up by vowel - a - e-i-o-u with words placed under the appropriate vowel. cat and cane are under a, etc.
Deb - When you review the new word wall words on Tuesday and Wednesday, do you go through the chanting and cheering again, or do you just talk about them, and then do On- the-Back activities?
Nancy D - Laura, is the chucking wall cumulative. Do you build it and leave it up all year?
Beth - How many examples do you list under each chunk? All possibles? Just 5?
Laura - we cheer or chant every day.
Laura - yes i leave the chunk wall up all year.
Nancy D - Deb, we chant and cheer all the time!
Melissa T. - Our school purchased a book called Words I Use When I Write. It has some basic sight words listed, and the kids add their own words throughtout the year. I'll use this in conjunction with the word wall this year
Laura - the dictionary was started after the xmas break. i let them put the words in themselves and went around to check as they were putting them in.
Laura - one example only for each chunk
Laura - melissa - that sounds perfect.
gailsara - Ok i know what a cheer is, but what is a chant,,is it repeating the spelling in a rhythmic fashion?
Kim/IN/2 - Laura, are the words used for your chunking wall from the REading & Writing Rhymes On the Back Activity? I had that activity, but I did it on chart paper. Did you tranfer the words to your ww?
Vicki - How much time do we have in this room? Do we need to move to another block?
Laura - one example only - like a keyword that they think of. when you make a web of all possibilities and leave it up it can become overwhelming. they need one target word to key in on and remember.
Laura - sara - yes
Laura - the chunk words also come from our story. i go through and find the pattern that is in the story.
Beth - How big is your chunking wall?
Laura - the basal - yuck - has a target family that they want you to use as spelling words. there is generally one good word in each story.
Vicki - What basal do you all use? I have HBJ Treasure of Literature? Anyone else?
Laura - beth - it is on my art supply closet . not too large as i said only one example from each pattern. this is another tool to help them read and write. they would be the words that dottie and pat say to put a sticker on.
gailsara - what stories do you start with for guided reading?
Nancy D - I'm using Scholastic Literacy Place
Becky - We use Scott Foresman Celebrate Reading
Laura - i use spotlight on literacy - macmillan macgraw hill
Kim/IN/2 - Do you think we need to move to a different block?
Nancy D - Yes...
Laura - in the very beginning of the year i do the all about me theme. i use books like - The Foot Book
Cathy - I use Signatures
gailsara - I pretty much keep the scott foresman basal in the closet and use multiple copies of trade books
Brenda - I used scholastic literacy place last year. this year I'll be using HBJ.
Beth - HBJ- Signatures too!
Deb - We are just adopting the new McMillan McGraw Hill this year while we also learn how to do 4-Blocks!
Kim/IN/2 - Becky, what grade do you teach? We use Scott Foresman also. I'm 2nd
Laura - why don't we go to guided reading
Melissa T. - Should we have a separate wall for names of children, words used during thematic units, etc.?? Or should these be part of the big word wall?
gailsara - The Foot Book is in the first Scott Foresman basal
Kim/IN/2 - I don't have enought multiple copies of books...wish I did.
Nancy D - I really do like some of the stories in Scholastic. It's just figuring out how to use them appropriately.
Beth - How do you handle the different abilities?
Laura - seperate and temporary, except the names. those you can leave up, but i would still keep them seperate.
Becky - I teach 1st...I don't like the SF for 1st grade, how is it for 2nd Kim?
Tracy - Laura, during guided reading I have noticed that one way to assess the children is to make anecdotal notes during their reading
Laura - beth - that has been the best part of this method - it is so multilevel
Vicki - That is my problem also. I'm planning On using the basal 3 days and them poetry which I will make copies of the other 2-what do you think?
Melissa T. - We are also adopting McMillan-McGraw Hill this year and I am the only one (so far ) familar with 4 Blocks.
Nancy D - For the easier reading days, and in the beginning, I use mostly poems and songs.
Deb - Laura, at the beginning of the year, are you able to try all the different types of grouping such as book clubs, etc.?
Tracy - We use HBJ basals and they have all of those worksheets..... Can I use some of those to back up what skill I am trying to teach as one possible way to assess their learning?
Kim/IN/2 - Becky....The stories are okay...some not long enough to last the 5 days as they suggest. I know our 1st grade teachers don't like the book at all
Laura - tracy - i like to be active during their reading in GR. I may write notes, but at a later time.
Becky - I have a guided reading question. I am usure of protocol in these Meetings. May I just ask?
Nancy D - I also use little books from blackline masters---Nellie Edge has some nice ones.
Kim/IN/2 - How do you make the block last for 40 min. using poems and songs?
Laura - deb - no. the beginning of the year again is procedural and a lot of shared activities. we moved into the different formats full swing by december
Becky - Kim it is very difficult to teach new readers to read using this book. I think it will be much more useful with four blocks than by itselv.
Nancy D - I also like to write stories, etc. together, copy, and use for Guided reading. Very high interest!
gailsara - CTP has some great easy reading materials...Buttons, I Can Read, etc.
Laura - kim - you can do so much with a poem. the first day, i would build the background much like a story. then i would read it aloud.
Vicki - CTW has some nice "take-hime" books to make copies of in Science and Social Studies. I think they are available at teacher supply stores.
Beth - Can you take a different book each day? (Like the little ones) or should we stick with one story for longer?
Kim/IN/2 - Nancy...what is Nellie Edge?
Laura - then you can have them do some type of repeating as you read, or supply the rhyme word.
Nancy D - Kim, I'd start with rereading an old favorite. Then sing or recite the new. Maybe build it in sentence strips in the pocket chart...
Laura - the next day, you could do the rhyme roundup during your word block. then reread the poem and let them have a copy to look at. the first day, i have the poem written on large chart paper.
Nancy D - Then maybe rearrange it; change some words, substitute our kids' names or whatever. Then give everyone a copy to read...
Kim/IN/2 - I've heard soooooo much about a poetry book by Bernice Cullinan. I'm planning to order it so I can get more ideas for poetry.
Laura - you can have them sequence the poem, or have them find a way in a group to present the poem to the class. i have a poem unit on my webpage
Nancy D - Iluustrate it, read it to a friend, read it in a whisper voice...
Laura - georgia heard also has a nice book out
Kim/IN/2 - The Science, Social STudies books by CTP also have tapes and books that can go along with them. Has anyone used them? I just got their Fall catalog and saw them listed.
Vicki - Go to http://www.nellieedge.com for info about Nellie Edge books. They are great!
Laura - the last day, they love to illustrate the poem and place it in their folder. we use a small three ring binder.
Nancy D - Nellie Edge is a company with Big Books, little books on blackline master, and poetry pages (wher you have the copyright OK!)
Vicki - I like to have them glue the poetry into a spiral noebook, that way the pages aren't as likely to fall out. We also glue in stories etc.
Deb - For those using McMillan, do you use your Spotlight books as the reading on the easier days or do you use them in another block?
Laura - poetry is great, especially in the beginning of the year because it is short and rhythmic
Kim/IN/2 - Laura what is the book by Georgia Heard called?
Laura - i use my basal for the 3 days of guided reading. the other 2 i find a poem, or story that fits in the theme we are doing
Nancy D - Another poem or song idea is to write the lines out, then cut them and rearrange, then make copies of the "rearranged" poem. Let kids cut the lines apart and reassemble on their own paper.
Vicki - I plan on starting with nursery rhymes, but I have to move into the basal the 3d week of school.
Beth - Do you mostly group or do guided reading lessons whole class?
Cindy - Can anyone suggest what they will be using at the very beginning of the year this year during Guided Reading?
Laura - the trade books that come with the series are horrible, i let them look at them in self selected if they want.
Cathy - I'm going to start with lots of the poems from the ring
Laura - in the very beginning the gr lessons are shared. by november we are in groups. by december we are in groups every day.
Nancy D - I'll start with reading aloud Cookie's Week. Then we'll make our own Big Book of it (they'll do the illustrations.)
Kim/IN/2 - How would it be differnt for 2nd grade Laura
Vicki - Luara, give me an example of your groups, please.
Beth - Do you have to deal with SPED pullout, or pull aside? How is this handled?
Laura - one of my first books is Chrysanthemum by kevin henkes. this is part of my all about me unit. great book.
Kim/IN/2 - I would think that by 2nd I would be into groups earlier.
gailsara - Isn't Cookie Week too difficult to start first grade?
Laura - Kim - i'll find out this year :o) actually when i taught second, i used F&P . This will be my first year using 4blocks in 2nd. i think though that you will be building upon what you started in first. i will use the word wall we had this year and add to it focusing on endings
Laura - beth - i fought for and got the pull out changed to push in in my classroom. the teacher comes in during GR and works in my room as part of my lesson
Nancy D - No, Cookie's Week is great. the pictures carry the meanking, the pattern of "On Monday.." makes it easy, and they LOVE what happens to Cookie!
Laura - the GR will be groups from day 1 in 2nd as they are familiar with the format.
Laura - another book i use in the beg. of first is a great one - Today is Monday. I have the book and tape and we love to sing the song each morning as part of calendar activities.
Kim/IN/2 - They won't be familiar with me since none of the first grade teachers at my bldg use 4 blocks.
Nancy D - Also, gailsara, I do lots of "guided reading" this way in the beginning. Kids join in as they are able. Some can read a lot, some are just learning to track print from left to right, etc. It's very exciting.
Laura - then it will pay for you to do the procedural lessons for all, since you ahve a multiage class. i would imagine the procedures you set up will be the same regardless of grade.
gailsara - Today is Monday...Eric Carle's version?
Laura - yes - scholastic has the tape and book
Beth - I love Brown Bear, Brown Bear near the beginning. We illustrate it. At Halloween I do Black Witch, Black Witch. Good starting books.
Nancy D - Big Books from the Wright Group's Sunshine Level one are great too---Yuck soup is a favorite. We can all "read it" and it's fun to make our own versions.
Laura - yes beth - great one. We have the puppet that goes with it and also do a rewrite of our own.
gailsara - I've used Brown Bear also. Also I like I Went Walking
Nancy D - I love I Went Walking!
Cindy - Those of you who have mentioned books that you are using at the beginning--are they in big book format?
Cathleen - in furst grade, we start with nursery rhymes
Kim/IN/2 - Beth...good idea. I still like to do Brown Bear with my 2nd graders. I have such a wide range in my room. Last year I had 3 students who didn't know their letters up to good readers. Very difficult year to reach them all
Nancy D - Some are in Big Book, some aren't. Go with what you've got. :)
gailsara - see, Nancy...we agree!
Laura - don't expect you GR block to be up and running in first grade in the first 2 months. it really takes time to model the process to the children. the time you spend on this in the beginning will pay off when they make the transition into groups.
Laura - i went walking is our first story in the basal.
Cindy - Nancy, I agree. I like to use the Birthday Cake (level A) at the beginning of the year. It teaches color words and is very easy!!
Vicki - Laura, I don't understand 3 ring circus. Can you explain it?
gailsara - i use Birthday Cake also
Beth - When you use the "Little" books (blacklines), how long do spend on it?
Laura - Vicki - that involves 3 groups. one is working independently, one is working with a partner and one is with the teacher.
Kim/IN/2 - Are the rigby & wright group books something that would be worthwhile to purchase myself or can some other books be used during gr?
Vicki - Sort of like when we did centers where I was a reading center?
Laura - the groups are all reading the same material for a purpose in a different way.
Cindy - Laura, what exactly do you do to "model the process" during guided reading at the beginning of the year?
Vicki - Oh, I see! Thaanks
Nancy D - One thing I've done with the blackline little books is to have everyone bring in a cereal box, cut down the sides, and make it your very own "filebox". We store the little books in them for the first quarter or so.
Laura - the children that are partner reading are reading in clusters of 2. the independents are alone and a small group is with the teacher.
Vicki - OH, good idea, nancy
Nancy D - Depending on the blackline little book, we might spend a day or two, then "file" them for practice reading.
Laura - Cindy - I invite my teacher next door in to do some demonstrations of partner reading. we do several model sessions. i also have them go into groups just to demonstrate the right way to get there, etc.
Beth - Nancy- Great idea!!! Do you have them color as part of guided reading time or a different time?
Cathleen - so Vicki, would that be our "take home books"?
gailsara - Great idea, Nancy...cereal boxes
Kim/IN/2 - Can everyone maybe post the little black line books that you use to the ring or to the boards?
Nancy D - The other cool thing about the cderal box files if that if you get bored reading the books in them, thedre's plenty of text on the box itself! :)
Cathleen - the black line books?
Vicki - Cathleen, yes, or any of the little books whcih we copy..for example the nursery rhyme books we made.
Nancy D - We color them whenever...
Laura - then you can have a student sit with you to model the partner reading process. before we go to full groups, we do partner reading.
Cathleen - neat!
Laura - you need to show them the right level to read when working in groups. i like to be dramatic about the loud voice, have fun with it.
Beth - HBJ Take Home books are too hard to start (In think) I don't pull them out until at least mid-october.
Deb - Do any of you use pages from the workbook and if so, when?
Laura - We only have five minutes and then there is another meeting. i will ask kathleen if we can use the room again to discuss writing and SSR
Vicki - Perhaps you cuold get some the of the K Take Home books for the beginning of the year. There are several in HBJ
Cindy - Laura, let me make sure that I understand....before you do any small student groups you do partner reading. When you are doing instruction using a book do you do it whole group then until you feel that they are ready for groups?
gailsara - I refuse to let the workbooks in my room...same goes for phonics books
Laura - I hope this helped somewhat, if you think of other questions, please feel free to email me . This method is effective. Experiement and find what works best for you, keeping with the philosophy of the model.
Nancy D - There are lots of blackline little books at very low level. Let's post a list somewhere.
Kim/IN/2 - Laura..Anyway for 4 block to have a regular meeting day like the primary group has?
Nancy D - gailsara, you go girl!
Vicki - Thanks Laurs, You're a lifesaver! :o)
Deb - Thanks for all the good advice, everyone!
Laura - Cindy - in the very beginning we do a lot of shared reading, whole group during GR. Then I move into partner reading in late October. By november i start moving them into book club groups and other clusters. By December i like to have them working in groups every day.
gailsara - Thanks to everyone and especially to Laura...I'm ready to go!!!!!
Cindy - Gailsara, I'm so glad that someone is like me--I hate workbooks. However, I do have my students practice using a phonics or reading workbook during fourth quarter because all second grade teachers use workbooks.
Vicki - Could we post the list on the mailring?
Tracy - Thanks :)
gailsara - Nancy D, I've been "going (teaching) for 33 years
Laura - I didn't know the primary group meet daily. I'm not sure.
Kim/IN/2 - Not daily...weekly
Laura - workbooks are good in a pinch for homework, the parents like them. they are also great for paper maiche
gailsara - See, you can teach an old dog new tricks..or else just repackage it a new way
Beth - Thanks Laura! We'll see you on the mail ring!
Cindy - Laura, thanks for taking the time to put this together. I'm getting excited about the school year starting. Now I just need to start on my units.
Kim/IN/2 - It says EC/Primary teachers' Weekly Meeting.
gailsara - paper mache...I like that idea , Laura
Vicki - Our parents are required to purcahse the workbooks, so I feel I must use them at least a little!
Laura - Thanks for coming, and I look forward to hearing your comments on the ring. I"ll let you know if another chat is scheduled. I have a first grade address list set up, and kathleen will post to the ring.
Laura - my email is neophytelm@aol.com if you think of questions during the week. thanks so much for coming. O;)
gailsara - Thanks again and bye
Kim/IN/2 - Laura..im' 2nd and I would be interested also
Laura - Kim - I have you on the list.
Kim/IN/2 - thanks Laura again
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Other Chatboards in this Category...
The Language Arts Chatboards are for educators who teach Language Arts or have an interest in the English curriculum.
Reading/Writing HS English Books/Literature Book Talk
Remedial Reading Accelerated Reader 6 Traits Writing ESL/EFL
4 Blocks Literacy Building Blocks (K) Library/Media Specialist Reading First
