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Elizabeth MadiganABC Order Collaborative LessonDiscovery Elementary Librarian and 1st gradeThe opportunity to do this collaborative lesson was brought to my attention because a first grade teacher was hosting a student teacher, Meredith Cotton. My cooperative librarian, Andria Donnelly suggested the match in order to help me but also to foster the idea of library collaboration with future teachers as well. Mrs. Ragan’s first grade class is a class of 20 students from a variety of racial and socio-economic backgrounds. There are not any students who are identified with special needs at this time although a child study is in progress with one student. The students were not expected to know alphabetical order from kindergarten and had varying levels of exposure as evidenced by an informal pre assessment administered by Miss Cotton. ABC order was determined to be a need as it was an SOL as well as a skill students would be seeing in the future use of dictionaries.Virginia SOL: Reading 1.11 – The student will use knowledge of alphabetical order by first letter.Reading 1.5 – The student will apply knowledge of how print is organized and read.AASL Standards:1.1.9 – Collaborate with others to broaden and deepen understanding.2.1.2 – Organize knowledge so that it is useful.2.3.1 – Connect understanding to the real world.3.2.1 – Demonstrate leadership and confidence skills by presenting ideas to others in both formal and informal situations.3.2.3 – Demonstrate teamwork by working productively with others.4.1.6 – Organize personal knowledge in a way that can be called upon easily.Objective: Students will be able to alphabetize words and names by first letter.Materials Needed:For Miss Cotton’s Group: alphabet cards (A, B, C and H, J, L) – provided by Mrs. Madigan Large abc line (provided by Miss Cotton)ABC worksheet with blanks (provided by Mrs. Madigan)Envelope with abc cards (provided by Mrs. Madigan)Animal cards (provided by Miss Cotton)Praise stickers (provided by Mrs. Madigan)For Mrs. Madigan’s Group:simple word cards (dog, car, bat and ball, bed, book)Large abc line (provided by Mrs. Madigan)Mo Willems, Gerald and Piggie book (from library)8 stacks (6 books each) w/ large spine label (provided by Mrs. Madigan)Praise stickers (provided by Mrs. Madigan)Note, the ABC Worksheet was used with permission from Lesson Plan: Prior to the lesson, the classroom teacher will perform an informal diagnostic evaluation to determine which students have prior knowledge of the term “abc order” and can order letters or words by the first letter (Note: Miss Cotton performed this informal diagnostic on Friday and found that 10 students had little prior knowledge of abc order and 10 students had some experience with abc order).When students enter the library, they will be wearing their first day name tags. Students will be divided into two groups based on the previous assessment. Students who have little prior knowledge of abc order will work with Miss Cotton by the window and students who have a working understanding of abc order will be with Mrs. Madigan by the promethean board.Students with Miss Cotton:State the objective – “Today we are going to put words into abc order.”Instruct students that when we want to put some things in order like books in a library or words in a dictionary, movies at your house, one way to organize them is by alphabetizing them or putting them in abc order. When things are in abc order, it helps us easily find them again later. Today we’re going to practice putting things in alphabetical order. We are going to look at letters and try to decide what order the letters would be on the alphabet line. Have 3 students come up and give them each a card – A, B, C, but in a random order. Have the students rearrange themselves in correct alphabetical order. Next, have 3 more students come up and give H, J, L in random order. Again have the students rearrange themselves. Point out that this might have been harder because we skipped letters in between. Point out tips that they could use to help them alphabetize – say the alphabet aloud, put the letters on an alphabet line (bring large abc poster to model), take a guess and double check when you say the alphabet. Students will sit at a table (3 – 4 per table) and have a worksheet in front of them which has blank squares for 3 letter cards. At the top of the paper is an alphabet line.Students will pull 3 alphabet cards out of an envelope. Make sure the letters don’t repeat and are close together in the alphabet (A-F, G-L, M-R, S-Z ). When students have pulled 3 cards, they should alphabetize them in the blank squares. When they believe they have the right order, have the teacher check.Pull the students back together as a group and ask for a thumbs up if they think they have the idea, a sideways thumb if they are still learning or a thumbs down if they still need more work. Make sure to check in with the kids that have a thumbs down or sideways thumb in the next activity.Next, show the students cards that have words on them (Can use animal cards). Now students will take 3 cards and put the words in abc order. Words should be simple sight words that they have been working on in class with no repeats in first letter. Trade cards with other students at the table and try again. Students can try to alphabetize 2 sets of word cards.Teacher rotates among groups to reinforce abc order, encouraging students to put the words on the alphabet line if they are having trouble deciding. Small group wrap up – teacher brings attention back up front and restates the objective. “Today you put words into abc order, you alphabetized them.” Reinforce that this is a skill that you will see in lots of different places, in the library, on your class list, in a dictionary, when you’re organizing a collection of things. Extension if time: Pass out a praise sticker to each student. Include – Great! Super! Terrific! Wonderful! Fantastic! Awesome! Excellent! Nice work! Perfect! Dynamite! Hooray! Have students stand and put themselves in alphabetical order. They can try to sound out the word, or teacher can say each word when they’re in order.Students with Mrs. Madigan:State the objective, “Today we are going to put words into alphabetical order.”Remind students that alphabetical order means that when we have a group of words, we put them in the order of the alphabet. Show students 3 simple word cards (dog, car, bat). If we put them in abc order, which one would come first? Second? Third? Remind students to think in their heads about the alphabet. Model putting the cards on a letter line. They can try to picture an alphabet line or say the alphabet to themselves to help them put words into abc order. Ask students if they can think of places or things that are in abc order. Students may suggest the library. Also consider a dictionary, music or movies in a store. Remind students that we use abc order so that words or movies or books are easy to find.In the library, we want you to be able to easily find a book so that you can read it! The Everybody and fiction sections are arranged in abc order. We put the books in alphabetical order by the author’s last name so that if you know you love Mo Willems and want to find other Gerald and Piggie books, you can go to the W section to find more books! Hold up a book, show the students where the author’s name is on the front cover. Ask them which is the author’s first name and which is the last name? Show the spine label of the book. Point out the top E means Everybody – that everybody could enjoy this book. The bottom letters are the first three letters of the author’s last name. We ignore the E at the top of the label because that just tells us what section of the library to go to. When the librarians are putting books away, we look at the bottom letters to help us make sure that students can easily find the books they want. Reinforce – What does the E mean on this spine label? What does the WIL mean? What shelf would this book be put on? Why do we want to look at this?Divide students into three groups of 3-4 in each group. At the table, there are 6-8 books. They have a paper taped to the front that shows the call number (ex: E WIL). Students will work in groups to put the books in abc order. Teacher monitors and checks students understanding. When they have finished one group of books, hand them another pile of books, this time with names that are further spread out among the alphabet. Have 5 sets of 6-8 books to alphabetize by first letter. Students will do about 2 sets. Stop and listen – Turn to your shoulder buddy and tell them what was easy about this activity? What was hard? What is one thing you could say to explain abc order in the library to your little brother or sister? Put a new pile of books onto each table that has 6-8 books of 2nd letter alphabet. Explain that there are many books and many authors and they often have last names that start with the same letter. If that happens, we look at the second letter and put the words in abc order by the second letter. Show the students word cards that all start with b (ball, bed, book). How do we put these in abc order? Now, take a look at 3 books (Scieszka, Seuss, and Shannon). Have students come up to hold books. Put themselves in order. Remind students to look at the second letter. Student groups each get 6-8 books with same letter last name to put in abc order. Small group wrap up – teacher brings attention back up front and restates the objective. “Today you put words into abc order, you alphabetized them.” Reinforce that this is a skill that you will see in lots of different places, in the library, on your class list, in a dictionary, when you’re organizing a collection of things. Extension if time: Pass out a praise stickers to each student. Include – Great! Good! Super! Star! Fun! Fantastic! Awesome! Amazing! Neat! Nice work! Wow! Way to go! Have students stand and put themselves in alphabetical order. They can try to sound out the word, or teacher can say each word when they’re in order.When both teachers are ready (anticipate approximately 9:40), bring students to the goodbye line in 2 lines. Review and wrap up with the whole group. “Today we learned about putting letters, words and names in abc order.” Where would we see things that are alphabetized? Why is it helpful to put things in abc order? What are some ways that can help us when we’re putting things in alphabetical order Challenge students to put themselves in order on the goodbye line alphabetically by first name. Students can use their name tags if needed or if they do not know each other’s names. Assessment – Alphabetizing the letters, animal cards and books will be a formative assessment for each group. Teacher and librarian make note throughout the lessons of students that need extra support. Students can continue to practice pulling abc cards out of the envelopes during center activities. Students will be reminded of abc order and spine labels in other library lessons as well as an upcoming dictionary lesson. Remediation of abc order can occur during language arts time as needed when the letters and papers will be in the centers area. In addition, subsequent library lessons will continue to be about abc order in other areas including the dictionary and thesaurus. Students will have other time in order to reinforce the material from this original lesson. Extension lesson in the classroom – read The Wind Blew by Pat Hutchins. This story is about all of the items that the wind blew around the town. At the end, on a felt board, or on cards or even have pictures on a paper the kids can cut out, have students make everything orderly in the town again. Students can alphabetize the items that the wind blew (balloon, wig, umbrella, scarf).Collaborative Planning Process:After speaking with Andria Donnelly about creating a collaborative lesson, she suggested I work with Mrs. Ragan’s class because she has a student teacher. Knowing it is always good to foster a positive collaborative relationship with new teachers, I jumped at the chance. Meredith Cotton is a student at JMU finishing her practicum this year. She has been with Mrs. Ragan’s first grade class since the first day of school and this is her final week before moving to the fourth grade at Discovery. We began with an email of introductions and then met up at Discovery library with Andria, Deb, Meredith and myself on Wednesday, October 1. The initial emails were introductory but also allowed me to gauge where Mrs. Ragan’s students were in their understanding of abc order and what the teachers wanted to get out of the lesson. Before the meeting I had brainstormed some ideas about abc order but Andria warned me not to come with too many ideas in my pocket as I wanted the meeting to be fluid and not based on my needs, but on the teachers’. Originally I had thought we would have two different activities going and the students could switch between the teachers after about 15 minutes, but Meredith was quick to point out that not all of the students would be knowledgeable about abc order. What a fantastic point! Meredith said she would do an informal diagnostic during class before the lesson. Both the teachers and Andria liked the idea of a hands on, manipulative lesson. Andria had earlier suggested something with physically moving the books and showing them abc order in the library. Deb reinforced that the lower kids would not be ready for this idea and would really need time just to work with the letters themselves. We decided to break and think about some ideas and meet again on October 7. I went home and drew up the basics for the lesson plan based on what we had talked about and emailed it to Andria. She was concerned that I had been too specific with what Meredith should say, do, and given too many directives. I understood her point, but also felt like the detail was necessary to make sure we were speaking similarly to both groups of students. I have a feeling that in collaborations of the future, this will be my downfall, not wanting to let go of ownership of a lesson or leaving something to other’s responsibility. After talking at the second meeting, and hashing through the ideas of using unifix cubes with letters on them or just letter cards, and having an abc line in front of the students, we went over the details. How many letters to have the students alphabetize, how many books to have in each stack. What the praise cards would be used for and how to incorporate them. My biggest stumbling block has been the assessment piece on this lesson and I don’t know how much to push it. Given that the students are first graders, there won’t be a test per se. The formative assessment of how the students are doing at learning the objective is based on teacher observation of their work and putting themselves in abc order at the end of the lesson. Please see attached emails at the end of this lesson plan.Assessment of the lesson’s success:The determination of the success of the lesson will rest on the shoulders of the cooperating teachers. They will see understanding of the abc order concept in the classroom. However, as students return to the library again and again, their understanding of abc order and call numbers can be followed as they look for books. If they are aware of the Everybody section being divided by author’s last name, they will have greater success in the finding books. Mrs. Donnelly often scaffolds her answers to questions as the students return to the library, first showing them where to go, then telling them the general area to look in, and then, later in the year, insisting they find the book after she tells them the author’s name. I think the overall lesson went very well. I really liked the flow of the lesson and dividing the students heterogeneously. For this lesson, I think that was the right answer. For my part, I would have a wider range of author’s last name in each pile. I controlled it too much, and after they showed success with the first pile, the subsequent piles should have been all mixed up. Some of the groups got done too fast and I should have had another something ready to go. I felt like I was pulling and stretching some of the activities to pace with Miss Cotton’s class. I also wish that the letters Miss Cotton’s group had been unifix cubes with letters written on them. I think that would have been so fun but it might have also been a distraction. Sometimes simpler is better! My understanding from Andria was that the lesson went very smoothly, but I should have written less direction for Meredith to let her have her own say in the lesson and I should have had more back up for myself. As a side note, I also asked Andria how she would have prepped the books before hand as it took me an hour to find just the right authors and books to pull. She said she would have gotten them off the reshelving cart willy nilly and just made sure there weren’t any abc to the third letter last names. I will have to work to be more efficient in the future with the prep of the lesson. Impact of librarian on student learning:Having planned and implemented the abc lesson, I can determine that having the librarian in place during the lesson was a key component to the success of the lesson. Two educators made for a much smaller, more focused learning group. We were able to differentiate among the learners and work more closely with the students. The students were actively engaged because of the smaller size as well. The teachers were supported in their lesson because of the librarian’s role in lesson planning. The lesson also helped to show the concept of alphabetical order in a real world context. Without the librarian and the librarian’s resources, this lesson would have been much more one dimensional. Emails before and after collaborative planning:Elizabeth,?You were wonderful! I think the lesson went really well on our end.??It will be interesting to see if the students use the language in the classroom and show that the idea of ABC order really stuck.? Thank you for being so generous to give the words in the envelopes too as well as the worksheets!?You will be a wonderful librarian!?MeredithFrom:?Elizabeth Madigan <Elizabeth.Madigan@>Sent:?Wednesday, October 15, 2014 1:41 PMTo:?Cotton, Meredith Alene - cottonma; Debbie?RaganCc:?Andria DonnellySubject:?Re: Collaborative lesson??Phew! ?Thanks for a great lesson yesterday and all the work that went into creating it throughout the past couple of weeks. ?I really appreciate all of your insight, work and letting me borrow your kiddos! ?I hope they are alphabetizing anything they can get their hands on!I'd really like to know if you feel like the lesson helped the students understand abc order better and how you think it went overall. ?Is there a way to improve the planning, the instruction or the assessment? ?I didn't feel like there was a true individual assessment piece in the library, but maybe you will see more of that in the classroom later. ?I'm still learning how the collaboration piece of the library puzzle works and want to make sure that I was able to give you what you needed to support you in your classroom.Thanks for everything,ElizabethElizabeth MadiganFamily and Consumer Science TeacherFarmwell Station Middle School571-252-2325?From:?Cotton, Meredith Alene - cottonma <cottonma@dukes.jmu.edu>Sent:?Thursday, October 09, 2014 5:21 PMTo:?Debbie?Ragan; Elizabeth MadiganCc:?Andria DonnellySubject:?Re: Collaborative lesson?Elizabeth,?Just wanted to let you know that Ms.?Ragan?and I will be giving the?ABC order diagnostic tomorrow!?Thanks!Meredith CottonFrom:?Debbie?Ragan?<debbieragan@>Sent:?Monday, October 6, 2014 11:02 PMTo:?Elizabeth MadiganCc:?Cotton, Meredith Alene - cottonma; Andria DonnellySubject:?Re: Collaborative lesson?Looks good!? Meredith will bring our thoughts with her to your meeting tomorrow.??:- )? Thank you!Debbie?Ragan1st GradeDiscovery ElementaryOn Sun, Oct 5, 2014 at 11:12 PM, Elizabeth Madigan?<Elizabeth.Madigan@>?wrote:Hi,I wanted to send out an abc order lesson plan to get the ball rolling.? Hopefully we can fine tune more on Tuesday.? Included are the basics of what we talked about last week:? Meredith doing the unifx cubes with part of the class and I would do the call number spine labels with the other part of the class.? Each lesson would be roughly 20 minutes without switching in between.? Attached is a lesson plans with details.? Please do not feel that any of this is set in stone as I want to do what you feel is best for your students in the library. ? There are so many different, fun ways to teach abc order that any additions or subtractions from this lesson plan would be welcomed.? Please let me know if this is in line with what you would like to do with your students.See you Tuesday at 10:45?.Thanks!ElizabethElizabeth MadiganFamily and Consumer Science TeacherFarmwell Station Middle School571-252-2325?From:?Debbie?Ragan?<debbieragan@>Sent:?Wednesday, October 01, 2014 9:00 PMTo:?Elizabeth MadiganCc:?Cotton, Meredith Alene - cottonma; Andria DonnellySubject:?Re: Collaborative lesson?Please accept my sincerest apologies for my absent mind and having to leave our meeting early!? I looked at the wrong Discovery calendar when checking if I had any conflicts.? I am truly sorry, but hear it went well and liked the direction you were moving in when I left.? I am tracking down some unifix cube letters for you and will let you know if I find some.:- )? Thank you!Debbie?Ragan1st GradeDiscovery ElementaryOn Tue, Sep 23, 2014 at 10:45 PM, Debbie?Ragan?<debbieragan@>?wrote:2:45 is great!? Let's meet in our room (#132) in case there are any meetings after school in the library.Yes, we are only expected to know ABC order to the first letter and hands on sounds perfect!? This will be the introduction to the lesson, unless you both decide on something different.Looking forward to next week!:- )? Thank you!Debbie?Ragan1st GradeDiscovery ElementaryOn Tue, Sep 23, 2014 at 10:30 PM, Elizabeth Madigan?<Elizabeth.Madigan@>?wrote:?Wednesday after school works perfectly.? What time works best to give you a chance to breathe for a bit after the kids leave? ?2:45?? In the library or in your room?Just to get the creative juices flowing, ABC order at this point in the year likely is just the first letter, correct?? I'm thinking some interactive, hands on work would be good for this age group.? Will you have already instructed about ABC order before the lesson or is this lesson the?introduction?Thank you!ElizabethElizabeth MadiganFamily and Consumer Science TeacherFarmwell Station Middle School571-252-2325?From:?Debbie?Ragan?<debbieragan@>Sent:?Tuesday, September 23, 2014 9:04 PMTo:?Cotton, Meredith Alene - cottonmaCc:?Elizabeth Madigan; Andria DonnellySubject:?Re: Collaborative lesson?Works for me!? Excited to see what creative ideas your two fresh brains will come up with!:- )? Thank you!Debbie?Ragan1st GradeDiscovery ElementaryOn Tue, Sep 23, 2014 at 9:03 PM, Cotton, Meredith Alene - cottonma?<cottonma@dukes.jmu.edu>?wrote:Elizabeth,?Happy to help you! How's Wednesday October 1st after school??Meredith CottonFrom:?Debbie?Ragan?<debbieragan@>Sent:?Tuesday, September 23, 2014 8:49 PMTo:?Cotton, Meredith Alene - cottonmaSubject:?Fwd: Collaborative lesson?Here you go!:- )? Thank you!Debbie?Ragan1st GradeDiscovery Elementary---------- Forwarded message ----------From:?Elizabeth Madigan?<Elizabeth.Madigan@>Date: Mon, Sep 22, 2014 at 10:56 PMSubject: Re: Collaborative lessonTo: Debbie?Ragan?<debbieragan@>, Meredith Cotton <Meredith.Cotton@>Cc: Andria Donnelly <Andria.Donnelly@>?Hi,Thanks for being so flexible with schedules and trying to make planning work!? I can come after school one day to meet.? Maybe Monday, Wednesday or Friday next week?? Let me know what might work. ?Thanks!ElizabethElizabeth MadiganFamily and Consumer Science TeacherFarmwell Station Middle School571-252-2325?From:?Debbie?Ragan?<debbieragan@>Sent:?Monday, September 22, 2014 1:53 PMTo:?Elizabeth Madigan; Meredith CottonCc:?Andria DonnellySubject:?Re: Collaborative lesson?Elizabeth,I am sitting with Meredith.? She can easily do Tue, Oct. 14 for your observation because she will be cutting back on her teaching that week.? Will you be observed the whole time? From 9-11?? Will we need to be in my classroom or in the library during that time?We are trying to understand a time you can meet together.? Meredith is teaching all day on Wed, Oct. 1.? The best time we can come up with is around 10:30 and she could meet till 11, but I cannot meet with you both because I need to take over the teaching and then go to recess.? Our only other times are during our specials which are at the end of the day or after school.:- )? Thank you!Debbie?Ragan1st GradeDiscovery ElementaryOn Mon, Sep 22, 2014 at 11:42 AM, Elizabeth Madigan?<Elizabeth.Madigan@>?wrote:Hi all,I will be at school on Thursday from 9:00 to 11:00.? Is there a time I could just pop in to meet Debbie and Meredith?? Then we can figure out a better day to sit down and plan.? I know on the days Meredith teaches she will have a lot to think about, so maybe a day next week?? Wednesday, October 1 from 9 - 11?? ? ABC order sounds great!? Looking forward to working together!Thanks,ElizabethElizabeth MadiganFamily and Consumer Science TeacherFarmwell Station Middle School571-252-2325________________________________________From: Andria DonnellySent: Monday, September 22, 2014 10:58 AMTo: Debbie?RaganCc: Andria Donnelly; Elizabeth MadiganSubject: Re: Collaborative lessonElizabeth....can you work out with Debbie when you might be able to meet with Meredith?? I would like for either Debbie or myself to be able to be there is at all possible so that we can answer any questions that the two of you might have.I think that abc order is something that could work.? What do you think, Elizabeth?Andria DonnellyLibrarianDiscovery Elementary> On Sep 22, 2014, at 10:23 AM, "Debbie?Ragan" <debbieragan@> wrote:> Meredith is teaching all day this week and is being observed that morning.> Sorry to be so difficult! Meredith and I will talk today about the feasibility of this. Would alphabetical order be a possibility?> Thanks!> Debbie?Ragan> Sent from my iPhone>> On Sep 22, 2014, at 10:14 AM, Andria Donnelly <Andria.Donnelly@> wrote:>> I don't think that she will be observed that day.>> Debbie...is there some time this Thursday morning that your student teacher could meet with mine to start the planning?? Maybe 8:00ish or a little later?>> Andria Donnelly>> Librarian>> Discovery Elementary>>> On Sep 20, 2014, at 12:46 PM, "Elizabeth Madigan" <Elizabeth.Madigan@> wrote:>>>>>> That sounds great!? Will she be observed on that day too?? I have emailed my professor about observing a collaborative lesson on October 14th from 9-11.? Please let me know how that would work.? Thank you!>>> Elizabeth>>> Sent from my iPhone>>>> On Sep 19, 2014, at 11:15 AM, "Andria Donnelly" <Andria.Donnelly@> wrote:>>>> Elizabeth,>>>> Debbie and I had an idea.? Since we both have student teachers, we thought that it would be interesting to have the two student teachers collaborate and maybe we could use that as your observation lesson?? What do you think?? My reasoning behind this is to encourage two budding new professionals in the joy of collaborating so you both would take it forth into your next role in life.>>>>>>>> Andria Donnelly>>>> Librarian>>>> Discovery ElementaryThese were the emails sent between just Andria and myself:Very well thought out plan….covering all kinds of bases in case you have extra time.?Questions:1.????????Where will Meredith and her group be in the library?2.???????Where will you be?3.???????Who is providing the alphabet line?4.???????Will you have an alphabet line also for those who cant picture it in their heads?5.???????When will you be setting up the call numbers for your books?Comment:You spelled out Meredith’s lesson so well that it leaves little room for her to be able to put her stamp of individuality upon it.? Usually with the teacher’s part, I leave lots of wiggle room for them to be creative and adjust so they don’t feel like they have to stick to what I say to make me happy.? They can do what is best for their students as the lesson goes along.Andria?DonnellyFri 10/3/2014 7:04 AMInboxTo:Elizabeth MadiganIt looks great!?Some thoughts…You were pretty detailed with Meredith’s part…did you talk it over with her prior to writing it out.? She might have different ideas but feel beholden to your ideas since you are being evaluated.? Suggestion, email her and ask what she is thinking about for her part in the plan.?Two things that you could add to your lesson just in case…read aloud Alpha Betti or show the kids picture dictionaries and help them see the application of abc order.?The assessment piece would be the line up activity at the end.?Also, the table activity…if there are three to four students in a group then giving them three books to put in order is not enough, I would say you would need 6-8 books to put in order for each table and a back up pile for early finishers to do a second pile.? Then, once you swap the early finisher group with the back up pile, you can switch out another table if they finish early too after you check their work.?Also, how will you bring them back for the next set of directions?? Each time?? In the library currently the bell means books down and hands in the lap but if you use that you would need to remind them of that because they might think it means something different because you are a new person.Elizabeth MadiganThu 10/2/2014 11:10 PM?1 attachment HYPERLINK "." ABC Order Collaborative Lesson.docx17 KB?Hi?Andria,Here is the lesson. ?I fleshed it out more than I was planning to, but it can all be changed as necessary. ?My biggest concern, as always is timing - I feel like there is definitely enough to fill with Meredith for the lower students, but I don't know if I should add in another activity before the books with my group. ?Also, it would be about 30 or so books to pull for the activity. ?Is that too many? ?too few? ?What should I have in my back pocket if they are expert alphabatizers? ?Take a gander and let me know your thoughts. ?Elizabeth MadiganFamily and Consumer Science TeacherFarmwell Station Middle School571-252-2325 ................
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