planning for differentiated...

Unit Plan for Differentiated InstructionED 660 Summer Institute 2014

Teacher Name : Carol BellStandards Covered (General)Standard: 1. Oral Expression and Listening

a. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS: SL.1.4)b. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.1.)c. Produce complete sentences when appropriate to task and situation. (CCSS: SL.1.6)

Standard: 3. Writing and Composition1. Exploring the writing process develops ideas for writing texts that carry meaning

c. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (CCSS: W.1.3)d. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (CCSS: W.1.5)e. Use pictures or graphic organizers to plan writingf. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.1.6)

2. Appropriate spelling, conventions, and grammar are applied when writinga. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (CCSS: L.1.1)

i. Print all upper- and lowercase letters. (CCSS: L.1.1a)ii. Use common, proper, and possessive nouns. (CCSS: L.1.1b)

b. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2)

i. Write complete simple sentences.ii. Capitalize dates and names of people. (CCSS: L.1.2a)iii. Use end punctuation for sentences. (CCSS: L.1.2b)

vi. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS: L.1.2e)

Class / Subject

First Grade Writing

Date

August 11-29

Essential Question(s)How can I learn how to write?

How can I plan a personal narrative? How do I write a complete sentence? When do I use upper case letters and

end punctuation? What is a noun?

Content (Chapters / Concepts Covered)Purpose for writingThe writing processWriting complete simple sentencesCapitalizationEnd punctuationPersonal narrative

Instructional Strategies (Cooperative Learning, Role Play, Graphic Organizers, Video, Jigsaw…)

Pictures or Graphic organizersVideoCompactingFlexible groupingThink-pair-shareWord/picture sorts

Performance SkillsMake a simple sentence with mixed up, pre-selected words (more complex sentences for higher students, less complex sentences for lower students, more complex sentences the students may be given )

Assignments / Projects (Work to be completed…)

Me at School Book

Three DimensionsChecklist for Yes

Personal Social Intellectual

Activities / Tasks (Student-Centered in Class)

See the Multiple Intelligences and Learning Styles Integration Tasks table for specific activities and tasks that will be used in this writing unit to meet the various multiple intelligences and learning styles.

Assessments (Formal and Informal)Pre-Assessment Activity : The students will have written a paragraph to a prompt prior to this unit. This paragraph is a baseline to determine what group they will start in and will help me choose partners for them.Assessments: formative assessments throughout the unit. The book would be the summative performance assessment.

ED660 Turner Unit Plan for Differentiated Instruction Carol Bell

Multiple Intelligences and Learning Styles Integration TasksMastery

(Sensing-Thinking)Understanding

(Intuitive-Thinking)Self-Expressive

(Sensing-Feeling)Interpersonal

(Intuitive-Feeling)V

Verbal-Linguistic

Develop a planDirect instruction Journal writing Conduct an interview,

share your work

LLogical-

Mathematic

Categorize Compare and contrast

SSpatial

Create illustrations to go along with your writingGraphic organizers

Create a chart of the various ideas that will be used in your writing

Create a picture to plan your writingArt projectsVisual presentations

MMusical

Sing a song to practice a skill (drill and repetition)

Read writing to a partner or a small group. Work on expressive language

Share, perform

BBodily-

Kinesthetic

Move word cards around to make complete sentences

Walk around the classroom and touch items that are nouns.

Use a graphic organizer to plan the activities that will be written about

PInterpersonal

Check a partner’s work for errorsTeam games (drill and repetition)

Read your story to a partnerConferences

Sharing

IIntrapersonal

Review the stories you wrote and self-evaluate

Write an autobiography, write a journalReflecting

Discussing feelings

NNaturalist

Look for patterns in your own writing Valuing


Me at School Book: Banding for the Skill Writing WordsFar Below Basic (FBB) Below (B) Proficient (P) Advanced (A)

Writ

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Wor

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Students are unable to write the letters for the sounds in a word or they only write one or two sounds of the words.

Students are unable to copy words from the board.

Students are able to write the letters of the sounds they hear, but they do not get all of the sounds.

Students are able to copy from the board, may have some errors.

Students are able to write all the letters for the sounds they hear, they may not have the correct spelling of the sounds.

Students are able to copy from the board with no errors.

Students are able to write all the letters for the sounds they hear, and usually have the correct spelling of the words.

Students are able to copy from the board with no errors.

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In small groups or individually work with students to hear the sounds in words and write them down. Use sound stories from curriculum to help.

Write the words for the student so they can either copy them without having to look up at the board, or so they can move on with the independent portion.

In small groups or individually work with students on phonemic awareness and work on breaking apart the word to hear all the sounds.

Check students work for errors when they copy the board.

Give students corrective feedback, as needed.

Have students work on spelling words correctly.

Encourage students to use more descriptive language and more interesting vocabulary.

Challenge the students to spell all words correctly, not just have the correct sounds written.

Me at School Book: Banding for the Skill Writing SentencesFar Below Basic (FBB) Below (B) Proficient (P) Advanced (A)

Writ

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Sen

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Students are unable to write simple, 3-5 word, sentences.

Students have trouble writing from left to right.

Students do not know the difference between upper case and lower case letters.

Students do not know about end punctuation

Students struggle writing simple, 3-5 word, sentences.

Students are consistent at writing from left to right.

Students do not know when to use upper or lower case letters and interchange them in words.

Students do not know when or where to use end punctuation.

Students are able to write simple, 3-5 word, sentences.


Students know to start a sentence with a capital letter but may not know about what other words may need to be capitalized.

Students know where to use end punctuation but may not be consistent

Students are able to write more complex sentences.


Students know to start a sentence with a capital letter and to capitalize some proper nouns.

Students consistently use the end punctuation though they may not be consistent at using the correct type.

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Provide sentence structures or fill in the blank sentences for the students.

In small groups or individually work with students to write simple sentences.

Monitor the students as they write, have a clearly marked starting point for each line.

Work with the students to capitalize the first word of every sentence and not other letters in the sentence.

Teach the students about periods.

Provide students with sentence structures or fill in the blank sentences, or have students come up with sentences orally and have the students copy the sentences they came up with.

In small groups or individually work with students to write simple sentences.

Work with the students to capitalize the first word of every sentence and not other letters in the sentence.

Practice starting sentences with capital letters and ending with periods.

Work with the students in small groups or individually to write more complex sentences.

Work with the students to capitalize the first word of every sentence and the names of people.

Teach the students to edit their work to check for end punctuation, and monitor them as they work to help them become more consistent with end punctuation.

Work with the students in small groups or individually to write more complex sentences.

Work with the students to capitalize the first word of every sentence and the names of people.

Teach the students to edit their work to check for end punctuation, and monitor them as they work to help them become more consistent with end punctuation.

Me at School Book: Banding for the Skill Writing ParagraphsFar Below Basic (FBB) Below (B) Proficient (P) Advanced (A)

Writ

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Sen

tenc

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Without explicit instructions, Students have no idea where to even start, even in the planning process.

Without significant intervention, writing paragraphs are beyond their skill level.

Students are able to plan a paragraph by drawing a picture with little to no guidance or, with a lot of guidance, use a graphic organizer.

Students are able to write more than one sentence about their picture. The sentences may not flow, they may go off topic, or their sentences could all start with the same words.

Students are able to plan a paragraph by drawing a picture, writing a list, or use other graphic organizers with simple instruction.

Students are able to write more than two sentences about their picture. The sentences may not flow, their sentences are all on topic, their sentences should start with some variety of words.

Students are able to plan a paragraph by drawing a picture, writing a list, or use other graphic organizers with little to no instruction.

Students are able to write more than one sentence about their picture. The sentences flow, their sentences are all on topic, their sentences start with some variety of words.

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Work with the students individually or in a small group to help them start planning.

Work on simple sentences. Teacher may have the student

dictate the paragraph and help the student stay on topic.

Provide the necessary guidance throughout the planning process.

Help the students use more of a variety of words.

Provide simple instruction on planning using pictures or graphic organizers. Monitor the students as they plan in order to ensure they are on topic.

Help the students edit their work for flow, and teach them about using a variety of words.

Help the students include more detail in their writing and have more interesting paragraphs.

These students would do well with picking their own topic and writing more independently.

Sequence of Events

ED660 Turner Unit Plan for Differentiated Instruction Carol BellActivities Assignments AssessmentDay 1

MI and LS Integration Task: Direct instruction, Think, Pair, Share, Evaluate, Compare and contrast

Instruction: Purpose for writing: Give information. Discuss everyday activities. Job of a journalist. Writing what you know and being able to describe what you know. We are going to be writing about school.

Throughout the week we are going to be practicing answering questions in complete sentences. They also need to present their complete sentences to the class. This You Tube video has some good hand signals that can also be used. https://www.youtube.com/watch?v=z2N4q0WOFv4

All formative assessment.Participation in the discussion. Are they understanding the purpose of the writing they’ll be doing?

Start the title page of your book: (student’s name) at SchoolEvaluate: Discuss all the things that are done at school using a think-pair-share format. Decide what would be a good representation of what you do at school or what is your favorite thing to do at school.

Title page of Me at School book.

Does the cover have all the required elements?

Differentiated Center Time: Word/picture sort: things that are done at school, things that are not done at school.

A: Word sort P: Pictures with words sort B: Pictures with words sort FBB: Pictures with words sort

Word/picture sort.

Are the students differentiating between school and outside of school?

Groups to meet with: A: Discuss possible compacting of the assignment by having them complete the entire book during the independent work time so that they can work on an independent project or writing assignment. Monitor student progress, especially those who are at the far below basic or basic level.

https://www.youtube.com/watch?v=z2N4q0WOFv4


Activities Assignments AssessmentDay 2MI and LS Integration Task: Develop a plan, direct instruction, categorize, create illustrations to go along with your writing, create a picture to plan your writing, move word cards to make complete sentences

Instruction:Purpose of today’s lesson: Develop a plan for the “Who” page of the book. Direct instruction: discuss what a plan is, and how it can be helpful for organizing writing.

Think about: Who is at school? Who are your school friends? Who are the teachers?

Talk about “who” referring to people. Brainstorm a list of people at school. Put them in

categories: kids/friends, teachers, office staff, etc. Write words with pictures of people at school. Draw pictures of all the people who are at school. Decide who you are going to write about.

Choose 5 or more, of what the class came up with, for who is at school. Write or draw pictures of those you choose. Circle one you will write about.

Monitor the students’ work to ensure they are completing the assignment correctly.

Differentiated Center Time: Preview simple sentence writing. A: put together more complex sentences that have

multiple correct answers. P: put together 5 word sentences correctly independently B: Put together 3-5 word sentences correctly FBB: Put together 3 word sentences correctly.

Put together complete sentences. Write them on a paper.

Review the center work for accuracy.

Groups to meet with: FBB: Help these students complete the assignment in a small group with teacher guidance.


Activities Assignments AssessmentDay 3MI and LS Integration Task: Move word cards to create complete sentences, direct instruction, watch an instructional video, write a personal narrative, manipulate sentence parts

Instruction: How to write a complete sentence or paragraph about who is at school.

Show YouTube video: https://www.youtube.com/watch?v=0Wrv_ZviMEc

Look at what a complete sentence needs. Explain that a sentence needs to start with a capital letter, there should not be any capital letters in the middle of the sentence unless there is a proper noun, and the sentence should end with a period. Sentences should also make sense. For example, when talking about who is at school it would not make sense to describe an elephant.

Provide a sentence form for students who need it. Write an example of a paragraph using only the sentence form. Write an example of a paragraph that uses the sentence form in the first sentence but describes that person in the next 3 sentences.

Write 1-3 sentences about who is at school.

Formative assessment. Provide constructive feedback as needed.

Complete banding activities for sentence writing (see table).

Sentence form: A ___________ is at school.

Share time: Introduce conference time through this share time. Have some of the students share their sentences. Model how to provide constructive feedback.

Differentiated Center Time: Sentence parts. A: Use word cards to put together more complex

sentences that have multiple correct answers. Write the sentences on a paper. OR work on independent writing assignment.

P: Use sentence part cards, put the parts together so that they make a sentence that makes sense. Write the sentences on a paper.

B: Use sentence part cards, put the parts together so that they make a sentence that makes sense. Write the sentences on a paper.

FBB: Use sentence part cards, put the parts together so that they make a sentence that makes sense. Write the sentences on a paper.

Write the sentences on a paper, or glue the word cards in the correct order.

Correct the papers, check for understanding

Groups to meet with: B: Check for understanding by doing the center with them. Read over their paragraphs so far, give constructive feedback.

https://www.youtube.com/watch?v=0Wrv_ZviMEc

https://www.youtube.com/watch?v=0Wrv_ZviMEc


Activities Assignments AssessmentDay 4

MI and LS Integration Task: direct instruction, develop a plan, create illustrations for your writing, write a personal narrative, manipulate sentence part cards, share your work

Purpose of today’s lesson: As a class, develop a plan for the “What” page of the book. Create an illustration of your favorite “what” that you do at school. Write a rough draft. Discuss that a rough draft is a way to get your thoughts down on paper and how spelling is not important.

What do we do in school? What is your favorite thing to do in school? What did you do the first day of school?

Talk about “what” referring to things. This could be a list of things in the school or things that you can do at school.

Brainstorm a list of things to do at school. Write words with pictures of things to do at school. Pick your favorite thing to do at school and draw it or draw

what you did on the first day of school. Write about it.

Sentence form: I like to _______ at school.

Share time: Review how to do a good conference time. Have students share their book so far (if applicable, have students who did not share yesterday share today). Model good conference behavior.

Write 1-3 sentences about what we do in school.

Formative assessment. Provide constructive feedback as needed.

Differentiated Center Time: Simple sentence writing. A: Use word cards to put together more complex

sentences that have multiple correct answers. Write the sentences on a paper. OR work on independent writing project.

P: Use word cards to put together 5 word sentences correctly independently. Write the sentences on a paper.

B: Use word cards to put together 3-5 word sentences correctly. Write the sentences on a paper.

FBB: Use word cards to put together 3 word sentences correctly. Write the sentences on a paper.

Write the sentences on a paper, or glue the word cards in the correct order.

Correct the papers, check for understanding

Groups to meet with: P: Check for understanding by doing the center with them. Read over their paragraphs so far, give constructive feedback. Meet with students who need more practice with or need a reteach on simple sentences.


Day 5

MI and LS Integration Task: direct instruction, check a partner’s work for errors, review the stories you wrote and self-evaluate

Purpose of today’s lesson is to learn how to self-edit and peer-edit writing then take those changes and write the sentence correctly

on the final draft paper. Review the importance of a capital letter beginning each

sentence, having no capital letters in the middle of a word or in the middle of a sentence (if it isn’t a special word), and ending the sentence with the correct end punctuation.

Use a grading rubric to self evaluate work.

Edit your writing. Write the sentences correctly on final draft paper.

Formative assessment. Check that students are writing their sentences correctly on final draft paper.

Differentiated Center Time: Noun identification (lesson introduced separate from the writing time)

A: put a sticky note on 5 nouns in the room. You cannot choose a noun someone else has already chosen. Be sure that one is a person, one is a place, and one is a thing. Choose an activity to do from the plurals menu.

P: put a sticky note on 5 nouns in the room. You cannot choose a noun someone else has already chosen. Be sure that one is a person, one is a place, and one is a thing. Write one or more sentences using those nouns. If you have extra time, find more nouns.

B: put a sticky note on 5 nouns in the room. You cannot choose a noun someone else has already chosen. Be sure that one is a person, one is a place, and one is a thing. On a paper write or draw the nouns you chose. If you have extra time, find more nouns.

FBB: put a sticky note on 5 nouns in the room. Be sure that one is a person, one is a place, and one is a thing. On a paper write or draw the nouns you chose. If you have extra time, find more nouns.

Complete noun activity and written paper.

Check that the students are completing the activity correctly.

Groups to meet with: A: Check that the students understand how to choose an activity and help them get started on it. P: Check for understanding by doing the center with them. Read over their paragraphs so far, give constructive feedback. Meet with students who need extra practice with simple sentences or need the lesson retaught.


Activities Assignments AssessmentDay 6

MI and LS Integration Task: create a comic strip (picture plan), use a graphic organizer, develop a plan, manipulate sequence pictures.

Purpose of today’s lesson:When do we go to school? When do things happen during school?

Talk about “when” referring to time Brainstorm a list of times things happen in school. Make a 4 frame comic strip of a simple timeline Write about your comic strip

Sentence frame: First I ______________. Second I _________. Then I _____________________. Finally I ________________.

Make a comic strip showing what happens in school

Monitor students to ensure they stay on topic.

Differentiated Center Time: Sequencing activities A: Put sentences in the correct order (with no pictures).

Read the story to a friend. Create pictures to go along with the sentences.

P: put sequencing pictures with words in order. Tell a friend the story that goes along with the pictures. Practice speaking in complete sentences and practicing using the words first, then, and last.

B: put sequencing pictures with words in order. Tell a friend the story that goes along with the pictures. Practice speaking in complete sentences and practicing using the words first, then, and last.

FBB: put sequencing pictures in order. Tell a friend the story that goes along with the pictures. Practice speaking in complete sentences and practicing using the words first, then, and last.

Sequencing activity.

Formative assessment. Check that students are understanding sequencing.

Groups to meet with: Meet with students individually to look at the writing they have done so far and give corrective feedback as needed. Help the students edit their work.


Day 7

MI and LS Integration Task: develop a plan, direct instruction, create a picture to plan your writing, write a personal narrative, discuss feelings

Where is the school? Where do we learn at school? Where do we do activities in school?

Talk about “where” referring to place Brainstorm a list of places things happen at school Pick your favorite place to be Draw your favorite place to be at school. Write about it

Draw your favorite place at school. Write about it.

Monitor the students’ progress.

Sentence form: I ________________ in the _______________.

Differentiated Center Time: Sequencing activities A: Put sentences in the correct order (with no pictures).

Read the story to a friend. Create pictures to go along with the sentences. OR work on independent writing assignment

P: put sequencing pictures with words in order. Tell a friend the story that goes along with the pictures. Practice speaking in complete sentences and practicing using the words first, then, and last.

B: put sequencing pictures with words in order. Tell a friend the story that goes along with the pictures. Practice speaking in complete sentences and practicing using the words first, then, and last.

FBB: put sequencing pictures in order. Tell a friend the story that goes along with the pictures. Practice speaking in complete sentences and practicing using the words first, then, and last.

Sequencing activity.

Formative assessment. Check that students are understanding sequencing.



Day 8

MI and LS Integration Task: discussing feelings, direct instruction, create a picture to plan your writing

How do you learn at school? How much do you like school? How do you do _____ at school?

Talk about “how” referring to the way something is done or a feeling about something

Brainstorm things that would be interesting to describe how something is done in school.

Discuss how people feel about school and why

Draw a picture for the “How” page

Monitor student progress, conference with students as needed.

Sentence form: I feel __________ when I __________ at school.

Differentiated Center Time: Review noun identification, introduce plural nouns.

A: Have the students sort irregular and regular singular and plural nouns. OR work on independent writing project.

P: Have the students sort regular singular and plural nouns

B: Have the students sort regular singular and plural nouns.

FBB: Have students sort pictures of regular singular and plural nouns.

Noun activity

Monitor student progress, meet with students who are struggling, as needed.



Day 9

MI and LS Integration Task: share your writing with a partner or the class, look for patterns in your writing, review the pages you wrote and self-evaluate them, valuing

Purpose of today’s lesson is to review how to self-edit and peer-edit writing then take those changes and write the sentence correctly

on the final draft paper. Review the importance of a capital letter beginning each sentence, having no capital letters in the middle of a word or in the middle of a sentence (if it isn’t a special word), and ending the sentence with the correct end punctuation.

Have the students get together with a partner to edit each other’s writing.

Conference with the teacher

Finish writing, make corrections, transfer to final draft paper.

Monitor student progress, conference with students who need it.

Differentiated Center Time: Review noun identification, introduce plural nouns.

A: Have the students sort irregular and regular singular and plural nouns. OR work on independent writing project.

P: Have the students sort regular singular and plural nouns

B: Have the students sort regular singular and plural nouns.

FBB: Have students sort pictures of regular singular and plural nouns.

Noun Activity Monitor student progress, help students, as needed.



Day 10

MI and LS Integration Task: share your writing with a partner or the class, look for patterns in your writing, review the pages you wrote and self-evaluate them, valuing

Publish:Finish the book. Go back and make corrections. Finish any incomplete pages. When you are done, review all the pages in the book. Self-evaluate each page using the rubric, then have a partner evaluate each page using the rubric.

Publish your book

The completed book is the performance assessment for this writing unit.

Differentiated Center Time: Proper capitalization and end punctuation.

A: Fix the sentence. The capitalization mistakes could be anywhere in the sentence with the beginning letter or other proper nouns or words that should not be capitalized. The end punctuation could be for any type of sentence.

P: Fix the sentence. The capitalization mistakes could be with the beginning letter or incorrect capitalization of words that shouldn’t be capitalized. The end punctuation could be for any type of sentence.

B: Fix the sentence. The capitalization mistakes could be with the beginning letter or incorrect capitalization of letters in the middle of a word. A period should be the end punctuation.

FBB: Fix the sentence. The capitalization mistakes could be with the beginning letter or incorrect capitalization of letters in the middle of a word. A period should be the end punctuation.

Capitalization and end punctuation activitiy

Monitor student progress. Meet with students as needed.


*Groups: FBB=Far Below Basic, B=Basic, P=Proficient, A=Advanced


Word/Picture Sorting Mat, Day 1 Activity

Things that are Found At School

Things that are Not Found At School

ED660 Turner Unit Plan for Differentiated Instruction Carol BellWord/Picture Sorting Cards, Day 1 Activity

desk pencil crayon teacher

bookRoller coaster

elephant monkey

ball

swings

scissors

glue

stovedog

bed trampoline

table chair kids paper


Word Sorting Cards, Day 1 Activity

desk pencil crayon teacher

book Roller coaster

elephant monkey

ball

swings

scissors

glue


Day 2 and Day 4 Sentences

Write the following sentences on sentence strips. Either write each sentence in a different color or put each sentence on a different color of paper. Cut each sentence so that one word is on each line.

The cat ran.The dog sat.I ran fast.Sam fed the cat.Pam has a fan.The black cat sat on the tan hat. Bob will yell when he sees the flat hat.

Day 3 Silly Sentence Cards

Write the following sentence parts on sentence strips. Cut the strip so that it is the length of the sentence part. If you want put a sticker of the noun or draw a picture of the noun before the beginning of each beginning sentence part or after the period in each ending sentence part. I found sentence cards similar to this at a dollar store which could be used instead of making your own. The dog ate the banana.The mouse won the race.The fish lost his shirt.The airplane can hide.

stove dog bed trampoline

table chair kids paper

ED660 Turner Unit Plan for Differentiated Instruction Carol BellThe house has a cute nose.The bird flew to the beach.The turtle will catch the ball.The pencil fell from the sky.

Day 6 and Day 7 Sequencing Cards

This website has a free document that has great sequencing cards for the sequencing activities.

http://www.thewiseowlfactory.com//free-Pre-K-and-K-sequencing.pdf

Day 8 and 9 Noun Activity

Teachers Pay Teachers has these noun activity freebies:http://www.teacherspayteachers.com/Product/Irregular-Plural-Noun-Go-Fish-431396http://www.teacherspayteachers.com/Product/Plural-and-Singular-Nouns-430960

Day 10 Make corrections to sentences. Write these sentences on the board or on sentence strips:Advanced sentences:mrs. bell wEnt to the Storecan cameron Have a nEw toythis Is an ExciTing DaY

Proficient sentences:Mrs. Bell wEnt to the stOrecan Cameron haVe a nEw toythis Is an exciTing daY

Basic Sentences:mrs. Bell wEnt to the stoRepat has a fast doGsam goT a nEw hat

Far Below Basic Sentencesthe dOg raN fasttHe cat sAt on a haTi goT a nEw Mat

Student Rubric

I can correct my writing!Do you answer the question with a complete sentence?

http://www.teacherspayteachers.com/Product/Plural-and-Singular-Nouns-430960

http://www.teacherspayteachers.com/Product/Irregular-Plural-Noun-Go-Fish-431396

http://www.thewiseowlfactory.com//free-Pre-K-and-K-sequencing.pdf

ED660 Turner Unit Plan for Differentiated Instruction Carol BellDoes each sentence start with a capital and end with a period?

Does your page have a nicely colored picture?

planning for differentiated...

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