FOURTH GRADE LITERARY ESSAY WRITING UNIT



|Nonfiction Reading |

|Grade 2 |

|Desired Results for the Unit |

|GOALS (What are our relevant goals for this unit?) |

|Students will understand how to navigate nonfiction text and use its features for research |

|Students will learn how to go through the writing process to complete a work of information |

|Students will learn how to categorize information into topic and subtopic and provide text evidence |

|OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) |ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide our|

|Students will understand that… |actions?) |

|Readers notice and remember facts, concepts, or ideas from a text to learn about specific subject. | |

|Readers learn to use their prior knowledge in order to make connections between what they already know and|How do nonfiction readers approach texts to learn information (i.e. Text features, identifying main ideas |

|what they will learn. |and supporting details.) |

|Readers can pursue questions, ideas, and interests while reading to gain meaning from the text. |How do nonfiction readers monitor and modify their thinking as they read nonfiction texts? |

|Readers use picture, text features, and vocabulary to understand the most important facts about the |How do nonfiction readers notice the author’s purpose or big idea for writing the text? |

|subject. | |

|Assessment Evidence |

|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: |INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data |

| |should be collected?) |

|discovery draft |Post-it from text showing big ideas |

|informational brochure |Conferencing |

| |Guided reading |

|Resources |

|UNIT RESOURCES: (What materials and resources are needed to support this unit?) |STUDENT RESOURCES: |

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Reading Teaching Points

Nonfiction Readers Read to Become Smarter About the World

▪ When nonfiction readers begin reading our books we make a quick study of the "lay of the land." That is, we glance at the table of contents, the chapter heading and the subheadings to get an idea of how the text will go

▪ Just as we read fiction in a story voice, we read nonfiction with an explaining voice. This voice often explains or teaches new things.

▪ Nonfiction readers don't roar through texts at the speed of lightning. We pause often to collect our thoughts about what we're learning and we put all we learned about a topic into different mental containers We can use the section headings to help us do this or even create our own section headings for our books when they don't have any

▪ Nonfiction readers train our minds to pick out topic sentences. Nonfiction readers know that text paragraphs have one special sentence within them that tell us the topic of what that entire paragraph is about

▪ Some of the ways that readers can retell our nonfiction texts to our partners.

o We retell our texts across our fingers, teaching what we have learned

o We can also retell by using special transition words like, "Or, and, however and but.."

Nonfiction Readers See More than the Text on the Page

▪ Nonfiction readers read more than just the words on the page. We 'study' and 'read' pictures too. We figure out how these pictures connect with or add to the words on the page.

o we look carefully at the details of the picture

o we read the labels, the headings, the side-bars and any other words that will help us to understand exactly what this picture is telling us and how it connects to the words we're reading.

Sometimes we find pictures without any text. When this happens we search for words to explain what the picture

is teaching

▪ Nonfiction readers don't just take texts in. We come out with questions and ideas in response. When readers pay attention to and jot down all the thoughts and questions that we have as we read, we can grow bigger ideas

▪ Nonfiction readers can push themselves to respond to the new things they are learning. We can respond on post its or mini-pads to the new things we're learning, we don't just copy down the words on the page. We jot things like "

o This makes me think....

o This makes me wonder....

o This is just like....

o This surprises me because..."

▪ Nonfiction readers don’t just ask questions, we also work hard to answer them. When we have a question about our topic that the page doesn’t answer, we hunt elsewhere in the book…Or we pick up another book to find it! We can use the table of contents and the index in this book and in others books to find answers!

Nonfiction Readers Tackle Tricky Words In Their Books

▪ When readers come across a hard word in our nonfiction texts, we use all we know to figure out what it might mean.

We can figure out what words mean by:

o reading a little further

o Consulting the pictures and the text-bars on the page

o checking for a glossary

o simply fitting another word in the place of the hard word and then reading on

▪ When readers come across a tricky word in our nonfiction texts, we remember the many strategies we used when we read fiction books to help us.

We use the charts in the room and think of all the different ways we already know to figure these words out.

o We ask ourselves, "What word would sound right here?

o What kinds of words would make sense?"

▪ When readers come across a hard word in our nonfiction texts, we try to pronounce it reading it part by part, then check the text features-

o Pictures

o Captions

o labels

to help them figure out what it means

▪ Sometimes readers will come across a hard word in nonfiction texts and we may try every strategy we know to figure it out but still not understand what it might mean. When we've tried and we still are unsure, we jot it down

on a post it and try to figure it out with our partners

Nonfiction Readers Can Read More than One Book About a Topic to Compare and Contrast

Reading Clubs are formed

▪ One thing that reading clubs might plan is to jot notes on the ideas and the questions we have as we read the books on our topic. At the end of our reading, we can collect these post-its in our Club Folder to discuss

▪ Readers in a club can choose one Post-it from the club folder and talk for a long time about it. When they are finished, they can choose another Post-it to talk about

▪ Nonfiction readers often read more than one book on topics they love. Then they can compare and contrast the information.

o We note the ways in which different books on the same topic are organized.

o We also note that they give us different angles and details about the same topic.

▪ Nonfiction readers grow our understanding of a topic by reading many books on it. When we read the second, third and/or fourth book on a topic, we mix and match what we're reading now with what we read before to grow a more complete understanding of this topic. One way nonfiction readers mix and match information across books is by making quick notes

▪ Club members can celebrate all we’ve learned by collecting our big ideas and notes about our new learning and creating a poster or big book page highlighting our new thinking.

Writing Teaching Points - Writing an Informational Brochure

Choosing a Topic for Research

▪ Writers choose topics we care a lot about to teach others– we generate lists of topics and then choose one from the list. Writers think about what they would like to teach others

▪ Writers complete a discovery draft on their topic – listing or webbing everything they know about the topic they choose.

▪ Writers consider how their reports will go and – create a plan.

▪ Writers think about ways of organizing their brochure - dividing the topic into sub-topics and think about ways to present the sections – Persuasive, narrative, explanation. They set up the sections of their brochure with the appropriate paper

Writers Draft and Revise Reports of Information -Brochure Format

▪ Writers introduce their topic

▪ Writers might address the reader directly, asking the reader questions such as, "Have you ever stopped to think about... Every time you do..., you are... Did you know that....? It is also true that..." Then, having provoked readers' interest, this writing might launch into an overview of the topic.

▪ Writers select a section that they feel excited to write about

▪ Writers choose a second section (Teachers should collect and assess for next instructional steps)

▪ Writers use sources to gather information on their specific chapter topic and provide evidence (Example:“Dogs eat a lot," then the text is more effective if the writer follows with, "Last week, we went through three small bags of dog food in just one week.)

▪ Writers discuss their evidence by including prompts:

o "This is important because...,"

o "You might be surprised to learn that....,"

o "This shows that...,"

o "I used to not realize that..., but now I have found that...,"

o "The thing I am realizing about this is...,"

o "The surprising thing about this is...,"

o "Notice that..."

▪ Nonfiction writers use examples, often written in little scenes, to help readers visualize information

▪ Nonfiction writers also use comparisons to help readers picture things. ( For example, a child might write, "A cartwheel is a fun, easy trick to do in gymnastics. A cartwheel is like making your body into a pinwheel. You spin upside down and right side up)

▪ Writers include vocabulary specific to topic and explain it in the text for the reader

▪ Writers use transitional phrases between paragraphs

o “most”

o “some”

o “for example

▪ Writers reread drafts, looking for

o missing pieces

o claims that we haven't yet supported

o questions readers will have that have yet to be answered.

▪ Writers ask,

o "Are some of my sections a lot shorter than others?

o Where could I get more information to add to that section?

o "Is there a section missing?"

o "What will readers ask, that I haven't answered?

o What parts of this will be confusing to readers?"

▪ Writers edit and publish

Diagnostic Task - November

We live in an urban location where children don’t always get first hand experiences with nature. Ms. Soffer, a second grade teacher at PS 20, is planning to develop a garden outside on Essex Street. Her hope is that students in Kindergarten through Grade 2 will prepare for this exciting project by learning about the different parts of plants and understand how each part of a plant helps the plant to live. You will be writing informational brochures that teach the other students all about the form and function of plants.

To help you to learn about plants and their parts:

First you will watch a video: or



and we will record what we learn about plants and their parts

Then we will read from the big book: __________ and record what we learn about plant parts and functions on charts around the room

Next you will read some text about plant parts and their functions called ______________________ and we will add facts to our charts

And finally you will observe a picture and a diagram about plants and their parts.

Then you will write what you have learned about plants parts and their functions.

You will write an informational brochure that is designed to teach others. Be sure to include:

• facts about each part of a plant

• facts describing how each part helps the plant

• An introduction for each part in the form of a heading

• A diagram with caption to support the reader’s understanding of the plant part and it’s job

• Use vocabulary specific to plants

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|The Seed |The Roots |The Stem |The Leaves |The Flower |The Fruit |

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|___________________ | | |___________________ | |__________________ |

|__________________ |___________________ |___________________ |__________________ |___________________ |__________________ |

|__________________ |__________________ |__________________ |__________________ |__________________ |__________________ |

| |__________________ |__________________ | |__________________ | |

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Nam e___________________________________________________________________________________ Date ____________________________________

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Tell why it is important for each part of the plant to do its job

In a New York-Minute!

Summative Task:

Over the past 100 years, transportation has been an important part of developing New York City. The city has become known for its fast pace. People work quickly, walk quickly, think quickly and they need to travel around the city quickly! In 1904, the New York City Subway System was developed to move many people at one time from one part of Manhattan to another - quickly. Today, millions of people ride the New York City subways each day.

Tourists come to New York City every day. The New York City Tourism Department publishes informational brochures to help tourists learn all about this great city. When visitors arrive, they need to have quick information about how to get around this enormous city. We will be pretending that we work for the New York Tourism Department and we will publish an informational brochure that teaches tourists, or people who come to visit this city, all about our incredible subway system.

Over the next few days, we will be learning a bit about the New York City Subway System from informational text, a map, two videos and a picture. Then we will write an informational brochure teaching all about the subway for tourists. We will teach how important this mode of transportation is for the city and for the people who live and work here every day.

In your informational brochure be sure to include:

▪ facts about the history of the New York subway

▪ facts describing how to understand the subway map

▪ facts about the fares of the subways

▪ An introduction for each section in the form of a heading

▪ A diagram with caption to support the reader’s understanding of the Metro-Card

▪ Use vocabulary specific to subway travel

|History of the Subway |Information about how to read |Fares and Metro-Cards |Other important facts |

| |the NYC Subway map | | |

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First we will look at a picture Then we will watch two videos and record our learning about subways.

(4:55)

(6:20)

Then we will read an informational article “Subway History and Information” and record the information that we learn about subways together.

Directions for Grade 2 Diagnostic Task

Session 1 Say: Over the past 100 years, transportation has been an important part of developing New York City. The city has become known for its fast pace. People work quickly, walk quickly, think quickly and they need to travel around the city quickly! In 1904, the New York City Subway System was developed to move many people at one time from one part of Manhattan to another - quickly. Today, thousands of people ride the New York City subways each day.

Tourists come to New York City every day. The New York City Tourism Department publishes informational brochures to help tourists learn all about this great city. When visitors arrive, they need to have quick information about how to get around this enormous city. We will be pretending that we work for the New York Tourism Department and we will publish an informational brochure that teaches tourists, or people who come to visit this city, all about our incredible subway system.

Over the next few days, we will be learning a bit about the New York City Subway System from informational text, a photos, a map and two videos. Then we will write an informational brochure teaching all about the subway for tourists. We will teach how important this mode of transportation is for the city and for the people who live and work here every day.

First we will look at a picture of the opening of the subway in 1904 and read the caption together. We will record our observations and learning.

We will begin with looking at a photograph and recording our observations. Let’s look at this picture…What do you notice? [Teacher records responses -facts on chart. You may model the thinking. Teacher only records the student responses - words and phrases]

(Teacher will prepare these types of charts and post visibly in the classroom.)

Next we will look at the NYC subway map and record some more facts.

|Source |Subways |

|Picture and Caption | |

|May print out picture and | |

|post on chart next to | |

|information | |

|Source |Subways |

|Map | |

|Print out and post | |

|Source |Subways |

|Text | |

|Source |Subways |

|Videos | |

Say: Earlier today, we jotted facts about what we had learned from the picture of the first subway. Let’s review that. Next we are going to watch the first video about subways. We will watch it twice. The first time I want you just to watch, listen and learn. We will watch it the second time and stop to jot notes to add to the “subway chart”. (Repeat if necessary) What did we learn about the subway? Let’s record that on the chart.

Now, let’s watch the next video. We will watch it twice. The first time I want you just to watch, listen and learn. We will watch it the second time and stop to jot notes to add to the “subway chart”. (Repeat if necessary)

Session 2 Say: Some of the things we have been learning about subways are: refer to and reread to charts. Next we’re going to have a few minutes to take a look at the New York City Subway map. In particular we will look at the “key”. Let’s see what information we learn about the subways from reading the key. (pull up on Smart board - separate PDF file) Read through the key - what can we learn about from the key? Record specifics on charts

Session 3 Say: Today is our last day to learn a bit more information about subways before we write our informational tourist brochures. We’re going to be doing four things. First we’re going to read from the article, “Subway History and Information” and record the information that we learn about subways together. [Teacher records responses -facts on charts.] Second you’re going to write to teach others about what you learned. Last you’re going to write why it’s important for tourists to know about subways.

|Reading from the article |

|Writing to teach what we’ve learned |

|Creating a Metro-Card Diagram with Caption |

|Writing why it is important to know about subways |

Read the article, “Subway History and Information” aloud to/with students in a shared reading - using smart board. Stop at various points to ask:: What does this teach us about subways? Record their responses on chart

Say: I will give you some paper where you will write what you’ve learned about the history, how to use the subway map key, the fares and the Metro-card , as well as other important subway facts that tourists would need to know. Each paper has two boxes with lines. You will write about the history in one, about the map in another, the fares in one and the last box with lines is a place to write other interesting facts. Write your name on the line that says name. Write the date on the line.

Next you will write a title for your first section on the very top line. (Show children where, as needed.) Do this for all sections of the brochure. (Each student will have 2 papers) Use the boxes for sketching and the lines below to write to teach about what you’ve learned about the subway. Use the charts to help you to write your brochure. Do the best you can. Collect papers.

Now we’re going to sketch and label a Metro-Card or the process of buying a Metro-Card. We are going to add a diagram to help tourists understand how to buy a Metro-Card or Use a Metro-Card. Your caption should give tourists helpful information and describe your sketch.

Say: On this last page (teachers - hand out) we’re going to record our thinking and tell why it is important to know about subways

Write your name on the line that says name. Write the date on the line. Now write to tell why it is important for tourists to know about subways

Teachers collect

The First Subway

[pic]

The Interborough Rapid Transit Subway, or IRT, was the first subway company in New York City. The need for an underground rapid, or fast, transit railroad was obvious as a solution to street congestion, or traffic and to help develop the outlying areas, like Harlem, the Northern Bronx and Staten Island. On October 27, 1904, the first IRT subway line opened, and the city would never be the same. City Hall station, pictured above, was the showpiece of the new subway. - Photo by Fred Guenther.

Name _____________________________________________________ Date _______________________________________________________

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Tell why it is important for tourists to know information about subways



Article: Subway History and Information

|The New York Subway is one of the ten busiest systems in the entire world, even beating cities such as London and Mexico City in terms of how many boardings are recorded each year. |

|Made up of nearly 470 passenger stations, and covering 230 miles of routes, the New York Subway enjoys a long and interesting history that is intertwined with the story of the growth of New |

|York City into one of the largest metropolitans in the world today. |

|In 2005, 1.45 billion people used the New York Subway – marking a record for the system. Nearly 6.5 million people use the system each and every day, and these figures are expected to rise as |

|the price of fuel increases in the world. |

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|The New York Subway is owned by the City of New York and is always in the process of development. At present, a section of the subway in the Upper East Side of Manhattan is being constructed.|

|Interestingly, and despite its name, the New York Subway is not only about underground transport, with just over 40% of its routes running above ground. However, in densely populated areas |

|such as Manhattan, the tracks run almost exclusively below ground, saving precious space and ensuring that the local population can travel conveniently and fast to their required destinations.|

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History

The New York Subway was created out of a number of individually constructed routes that were designed to take the earliest New Yorkers to various locations outside the city. Railroads were created to take people to the entertainment area of Coney Island, as well as tracks that ran in Manhattan and Brooklyn made up the first routes.

The first subway was built on a route running from City Hall to the Bronx in 1904, followed by numerous extensions over the years. Initially it was undecided how to run these subways – using either direct current as proposed by Thomas Edison, or Nikola Tesla’s alternating current. Today, however, the New York Subway works on direct current.

Lines continued to be built around New York, although many stations were not maintained and their conditions began to reach dangerous levels in the 1980s. Reconstruction and refurbishment began in the mid 1980’s and work continues to be done on many lines even until today. Ground has also been broken to begin the construction of future lines.

|Getting About with the New York City Subway with MetroCard |

|The easiest and most common way of riding the New York City subway is through the purchase of a MetroCard. This card enables users to pay for their fares on the subway and also save money in |

|the process. While fares per line traditionally cost around $2, the cost is reduced with the use of a MetroCard. |

|Subway users simply swipe the MetroCard through the turnstile of the subway and walk through when the screen reflects the word GO. Passengers can check how much fare money is left on their |

|card at any MetroCard reader in any station, although the balance is also displayed at the turnstile after every use. The MetroCard can also be used on the bus. |

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|Subway NYC |

|The New York City subway system is clearly one of the most efficient in the world. Where once the subway had a reputation for being unsafe and dingy, today it serves millions upon millions |

|each year in safe, convenient and clean conditions. There is no doubt that the subway continues to be the favored and most effective way for locals and visitors alike to get around this great |

|city. |

|Grade 2 Informational |Level 1- Novice |Level 2- Intermediate |Level 3- Proficient |Level 4- |

|Writing Rubric | | | |Above Proficient |

|Structure- Focus/Genre |The writer writes an opinion |The writer chooses a topic he or she knows |The writer chooses a topic in which he or she |The writer provides main points that not only |

|W. Standard 2.2 |and/or story in an attempt to |about and includes some information about the |has some knowledge and provides important and/or|support the topic but also begin to raise an idea or|

|informative/explanatory texts in |write factual information. The |topic. |interesting information to support that topic |concept about the topic |

|which they introduce a topic, use |information given is likely to be|Most of the information is | | |

|facts and definitions to develop |tangentially related to the topic|related to the topic | | |

|points, and provide a concluding | |although the writer may include a narrative | | |

|statement or section. | |statement in the piece as if it is a fact | | |

|Structure— |The writer provides information, |The writer gestures toward dividing his |The writer divides his or her larger topic into |The writer categorizes information into subtopics |

|Organizes Information |although he or she does not |or her larger topic into subtopics, however |subtopics. Each subtopic is addressed |that not only include related information about the |

| |categorize the information into |the subtopics are too narrow to hold up as |in a different section of the text. Most (or |topic, but also ideas or concepts. |

| |subtopics. |entire categories. |all) of the information within each section | |

| | | |relates to the subtopic. | |

|Structure— Introduction/ |The writer does not name the |The writer names the topic that he or she is |The writer includes an introduction to the topic|The writer includes an introduction to the topic |

|Conclusion |topic he or she is writing about,|writing about and/or provides a general |and provides a concluding statement or section |which provides a preview of the main points. He or |

|W. Standard 2.2: |and/or ends abruptly without |concluding statement that could apply to any |that fits with the topic or at least some of the|she also includes a concluding statement or section,|

|informative/explanatory texts in |providing a conclusion. |topic, rather than relating to the |information. |restating and/or building on the topic and main |

|which they introduce a topic, use | |specific topic. | |points. |

|facts and definitions to develop | | | | |

|points, and provide a concluding | | | | |

|statement or section. | | | | |

|Elaboration- Development |The writer includes a sparse |The writer develops his or her topic with |The writer develops his or her topic with |The writer develops his or her topic with facts, |

|W. Standard 2.2: |collection of information drawn |examples, feelings and or facts drawn primarily|examples, feelings and facts as well as |definitions and other details to convey ideas and |

|informative/explanatory texts in |primarily from personal |from personal experiences. |definitions. This information is drawn from at |concepts. This information is drawn from at least |

|which they introduce a topic, use |experiences to develop his or her| |least one outside source that relates to the |one outside source that relates to the topic. |

|facts and definitions to develop |topic. | |topic. | |

|points, and provide a concluding | | | | |

|statement or section. | | | | |

|Elaboration-Text Features |The writer may attempt to include|The writer include a feature or features of |The writer includes features of informational |The writer includes features of |

| |an informational |informational texts such as pictures, charts, |texts such as pictures, charts, diagrams and |informational texts such as pictures, charts, |

| |text feature or features. It is |diagrams and specialized vocabulary that |specialized vocabulary to create |diagrams and specialized vocabulary to create a |

| |apt to include misinformation |begins to show evidence that the |a piece of writing that appears scholarly, |piece of writing that appears scholarly, scientific,|

| |and/or does not appear to be |writer is attempting to create a scientific |scientific, or technical, even when |or technical. The features are deliberately placed |

| |scientific. |piece. |the information stated is flawed or |in an effort to further the intent of the piece. |

| | | |over-generalized. | |

|Craft- Consideration of |The writer shows little |The writer shows an awareness that writers will|The writer shows an awareness that writers will |The writer shows an awareness that writers will read|

|Audience |consideration for his or her |read and learn from the text. The writer |read and learn from the text. The writer |and learn from the text. The writer includes a |

| |audience, if any. |approximates a teaching tone in his or her |includes a conversational or teaching tone in an|conversational or teaching tone in an attempt to |

| |The writer includes ‘stuff’ |writing, perhaps even attempting to match the |attempt to engage the reader using comments or |relate to the reader. The writer includes details, |

| |about a topic usually based on |tone or voice used by a published nonfiction |quips about facts, and at times addressing the |action words, or direct- address to the reader in an|

| |anything that comes to mind. |text or an adult. |reader directly. |effort to balance being informative and lively at |

| | | | |the same time. |

Grade 1 Diagnostic and Summative Data

|Focus |Structure |Intro and Conclusion |Elaboration-Development |Elaboration- Text Features |Craft |Diagnostic |Summative | |Last Name |First Name | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

Grade 1 Diagnostic and Summative Data

|Focus |Structure |Intro and Conclusion |Elaboration-Development |Elaboration- Text Features |Craft |Diagnostic |Summative | |Last Name |First Name | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |

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Sample - mini sized The headings won’t be there for kids. We will create paper for each section

This is a miniature sample of what it might look like…

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