Homework Note for the week of November 29th –December 3rd
hbonner@pes.washk12.org –– school# 628-6881 - cell# 559-4625
Never look down on anybody unless you're helping him up.
~Jesse Jackson~
• Content Themes: This week we’ll be continuing our Food unit
• Math Concepts: Topic 5 Measurement
• Sight Word Focus: have – we, the, see, can, a , to, go, like, I
• Sound and Letter focus: Cc “cccc cookie”
• Parent Helpers: Monday: Drew’s Mom. Tuesday: Jolie’s Mom.
Wednesday: No centers field trip today Thursday: Jestin,Jonathan and Austins Mom i
• Birthday wishes: Happy Birthday Shyann
• Character Connection: Gratitude & Kindness
Parent Corner:
Great BIG thanks to all who donated to our food drive! It was a huge success and our room collected a total of 110 items! Thanks again for your support & generosity! Thank you to all the parents who came and helped with the feast – it was a fun time and a great success!
Field Trip to Albertsons and Red Robin on Wednesday. I still need some permission slips back. Thanks to all who said they could come & help – please remember you need to follow us and that no younger children can come with you. See you at 9:00 AM on Wednesday.
Christmas break will begin on December 17th through January 4th.
Class party will be on Friday December 17th more information will be coming!
Now that the weather is getting colder, please send a coat with your child so they are not freezing at recess. Please keep your child home if not feeling well – fever, sore throat, coughing
Homework is due on or before Friday!
Please remember to write your name on every paper!
Monday, November 29, 2010
Sunday, November 7, 2010
Mrs. Bonner's Monday Note for 11-8 to 11-12
Mrs. Bonner's Monday Note for 11-8 to 11-12
They may forget what you said but they will never forget how you made them feel.
hbonner@pes.wash12.org and 435-628-6881 and my cell is 435-559-4625 visit our class blog at mrsbonnersbusybees.blogspot.com
Content Theme-Food
High Frequency Words- to
Phonics- Nn
Comprehension- Genre Fantasy, Expository and folktale.
Strategy- Summarize
Skill- Identify Character and plot
Skill- Sequence of events
Writing- Sentences: using capitals, spaces, punctuation and high frequency words.
Phonemic awareness- Phoneme Isolation, Blending, Categorization and Identity
Fluency- Echo-read, Word Automaticity, Sound-Spelling
Character Connections- Gratitude
Up Coming Events
11/8 Student dismiss at 2:00 for teacher training (no extended day Kindergarten)
11/12 Dudes and Dougnuts 7:30 to 8:45 in the cafa-gyma-atorium:) Bring a book and your favorite dude.
11/15-16 no school for Kindergarten
11/17-11/19 SEP week Friday schedule early out
11/22 Character Ed assembly- all welcome
11/23 Kindergarten Thanksgiving Feast and Turkey Trot
11/24,25,26 Thanksgiving Break
am and pm kindergarten together that day.
please echo read your sight word list nightly with your reading book.
ALPHABET CHARTS NEED TO BE PASSED OFF BY THE END OF NOVEMBER NAMES of UPPER AND LOWER CASE AND SOUNDS.
Center Helpers
Monday: Drew and Addi's Moms
Tuesday: Jolie's Mom
Wednesday: Trasen and Jeddy's Mom
Thursday: Austin and Jonathan's Moms.
We could use another center helper on Tuesday and Wednesdays.
Reading Mom Cheryl Carter on Thursdays. We could use some more reading moms or grandparents. If interested call me and we will get you scheduled.
Sunday, October 31, 2010
KINDERGARTEN SIGHT WORDS READ THESE WORDS NIGHTLY
I
can
we
the
like
a
see
go
to
have
is
play
are
for
you
this
do
and
What
little
said
here
was
She
he
has
look
With
my
me
Where
Huge thanks to Adisyns Dad for Making our stick Horses!!!!!
This is our Quilt. We had a pizza party after practice to celebrate letter Pp. Oh how I love my kiddos.
Mrs. Bonner's Monday Note for 11/1 to 11/5
Mrs. Bonner's Monday Note for 11/1 to 11/5
The school is the last expenditure upon which America should be willing to economize. ~Franklin D. Roosevelt
hbonner@pes.wash12.org and 435-628-6881 and my cell is 435-559-4625 visit our class blog at mrsbonnersbusybees.blogspot.com
Content Theme-Transportation
High Frequency Words- go,see
Phonics- Ii, Tt, Pp, Ss
Comprehension- Genre Fantasy, Expository and folktale.
Strategy- Recognize story structure
Skill- Identify Character and plot
Skill- Ask Questions
Writing- Sentences: using capitals, spaces, punctuation and high frequency words.
Phonemic awareness- Phoneme Isolation, Blending, Categorization and Identity
Fluency- Echo-read, Word Automaticity, Sound-Spelling
Character Connections- Gratitude
Up Coming Events
11/2 picture retakes
11/5 end of the first term
11/8 Student dismiss at 2:00 for teacher training
11/12 Dudes and Dougnuts 7:30 to 8:45 in the cafa-gyma-atorium:) Bring a book and your favorite dude.
11/15-16 no school for Kindergarten
11/17-11/19 SEP week Friday schedule early out
please echo read your sight word list nightly with your reading book.
ALPHABET CHARTS NEED TO BE PASSED OFF BY THE END OF NOVEMBER NAMES UPPER AND LOWER CASE AND SOUNDS.
Center Helpers
Monday: Drew and Addi's Moms
Tuesday: Jolie's Mom
Wednesday: Jeddy's Mom
Thursday: Austin and Jonathan's Moms.
We could use another center helper on Tuesday and Wednesdays.
Reading Mom Cheryl Carter on Thursdays. We could use some more reading moms or grandparents. If interested call me and we will get you scheduled.
WE ARE RUNNING LOW ON SNACKS FOR RECESS IF YOU COULD SEND A SNACK THAT WOULD BE GREAT.
Thanks for all you do. day Note for 11/1 to 11/5
The school is the last expenditure upon which America should be willing to economize. ~Franklin D. Roosevelt
hbonner@pes.wash12.org and 435-628-6881 and my cell is 435-559-4625 visit our class blog at mrsbonnersbusybees.blogspot.com
Content Theme-Transportation
High Frequency Words- go,see
Phonics- Ii, Tt, Pp, Ss
Comprehension- Genre Fantasy, Expository and folktale.
Strategy- Recognize story structure
Skill- Identify Character and plot
Skill- Ask Questions
Writing- Sentences: using capitals, spaces, punctuation and high frequency words.
Phonemic awareness- Phoneme Isolation, Blending, Categorization and Identity
Fluency- Echo-read, Word Automaticity, Sound-Spelling
Character Connections- Gratitude
Up Coming Events
11/2 picture retakes
11/5 end of the first term
11/8 Student dismiss at 2:00 for teacher training
11/12 Dudes and Dougnuts 7:30 to 8:45 in the cafa-gyma-atorium:) Bring a book and your favorite dude.
11/15-16 no school for Kindergarten
11/17-11/19 SEP week Friday schedule early out
please echo read your sight word list nightly with your reading book.
ALPHABET CHARTS NEED TO BE PASSED OFF BY THE END OF NOVEMBER NAMES UPPER AND LOWER CASE AND SOUNDS.
Center Helpers
Monday: Drew and Addi's Moms
Tuesday: Jolie's Mom
Wednesday: Jeddy's Mom
Thursday: Austin and Jonathan's Moms.
We could use another center helper on Tuesday and Wednesdays.
Reading Mom Cheryl Carter on Thursdays. We could use some more reading moms or grandparents. If interested call me and we will get you scheduled.
WE ARE RUNNING LOW ON SNACKS FOR RECESS IF YOU COULD SEND A SNACK THAT WOULD BE GREAT.
Thanks for all you do. day Note for 11/1 to 11/5
Sunday, October 10, 2010
Balanced Literacy Routines
Shared Reading
Teachers read along an enlarged text with students. Shared Reading texts have fewer words on a page than Read Alouds but are still above a child’s independent reading level. Shared Reading helps develop background knowledge and builds a sense of story structure. Teachers often do multiple readings of the same story to build and extend comprehension of the text, develop vocabulary, and explicitly teach decoding strategies in context.
Follow these steps for a Shared Reading:
Select an enlarged text that includes a teaching point based on the needs of the students.
Build background knowledge on the topic of the text.
Set the purpose for reading the book.
Have students make predictions after they preview the cover, title and illustrations.
Browse through the book and have students confirm or revise their predictions.
Read the text with expression, with few stops. The first reading is for enjoyment.
Afterward, discuss the selection with children. Have children respond to the text either through writing or acting the story out. Children may also wish to write an innovation to the book.
Reread the Shared Reading text and use the prompts below to model thinking strategies.
Point out print conventions.
Focus on expanding vocabulary.
Use the following cueing-system prompts to model problem-solving as you read:
Structure Prompts
What word would sound right here?
Do we say it that way?
Visual Prompts
What letter does the word start with?
Does it look right?
Meaning Prompts
Can you use the picture to help you figure out this word?
What is happening in the selection?
Independent Reading Place Shared Reading books that have already been read in baskets for children to choose as independent reading or in a Read-Along center.
Balanced Literacy Routines Grades K-2
Modeled Reading
The teacher reads to students from a variety of texts above children’s reading level but at their listening level. Modeled reading provides a model of fluent reading, builds on children’s listening comprehension, and develops vocabulary.
1. Prepare
Choose a read aloud story and pre-read selection.
Identify what background knowledge needs to be developed.
Highlight places to stop, ask questions, make predictions or model using strategies.
Write discussion questions for after reading the story.
2. Before Reading
Introduce the selection. Read the title of the story and the author and illustrator’s names. Review the genre.
Activate prior knowledge on the selection topic.
Set a purpose for reading.
Have children make predictions about the selection.
3. During Reading
Read the selection aloud with expression.
Stop periodically to ask questions and make/confirm predictions.
Stop to model reading skills and strategies through think-alouds. Think-alouds can also model problem-solving while reading.
4. After Reading
Discuss what children have learned to extend understanding and connect prior knowledge to new concepts.
Have children make connections to their experiences, other texts and the world.
Have children fill in Story Maps or Graphic Organizers to demonstrate their understanding of the story.
Balanced Literacy Routines: Grades K-2
Guided Reading
Guided Reading enables the teacher to work with a small
group of students to help them learn strategies for reading
with understanding. Each student holds a copy of the text that
the teacher has pre-selected. The teacher introduces the text,
supports readers while they read, engages readers in
discussions and performs a mini-lesson after the reading.
BEFORE READING
1. Provide a book to each child in your small group.
2. Opening Conversation
Read the front and back covers and point out the pictures
Have students make predictions about what they will read.
Have students browse through the book and revise or confirm their predictions.
Continue Guided Reading
DURING READING
3. Begin by reading the book together. Have students follow along. Point to the words as you read.
4. Have students take turns reading a few pages while the other students follow along silently.
5. Review these word-solving strategies as students read: saying the first sound to see if that helps, looking at the picture, breaking the word into smaller parts or skipping over the word and reading to the end of the sentence.
6. Help students confirm or revise their predictions as they read.
7. Note how students utilize the three cueing systems:
Semantics – Using their background knowledge to uncover meaning.
Syntactics – Understanding the structure of the language.
Graphophonic – Understanding the relationship between letters and sounds to make meaning of words.
AFTER READING
8. Afterwards, use your assessment to plan a strategy mini-lesson. This provides a quick review of skills or strategies students need help with.
9. Have students reread the text to build fluency and comprehension.
Independent Reading
Independent Reading provides students with the opportunity to choose their own text and read on their own. They may choose from a variety of reading materials, such as leveled texts, big books, song charts, children’s literature, student-made books or other appropriate selections.
Independent Reading allows students to build self-confidence and independence as a reader. It also gives them practice integrating the cueing systems into their reading as well as developing fluency. Independent Reading allows children to experience the joy and success of reading.
Teachers read along an enlarged text with students. Shared Reading texts have fewer words on a page than Read Alouds but are still above a child’s independent reading level. Shared Reading helps develop background knowledge and builds a sense of story structure. Teachers often do multiple readings of the same story to build and extend comprehension of the text, develop vocabulary, and explicitly teach decoding strategies in context.
Follow these steps for a Shared Reading:
Select an enlarged text that includes a teaching point based on the needs of the students.
Build background knowledge on the topic of the text.
Set the purpose for reading the book.
Have students make predictions after they preview the cover, title and illustrations.
Browse through the book and have students confirm or revise their predictions.
Read the text with expression, with few stops. The first reading is for enjoyment.
Afterward, discuss the selection with children. Have children respond to the text either through writing or acting the story out. Children may also wish to write an innovation to the book.
Reread the Shared Reading text and use the prompts below to model thinking strategies.
Point out print conventions.
Focus on expanding vocabulary.
Use the following cueing-system prompts to model problem-solving as you read:
Structure Prompts
What word would sound right here?
Do we say it that way?
Visual Prompts
What letter does the word start with?
Does it look right?
Meaning Prompts
Can you use the picture to help you figure out this word?
What is happening in the selection?
Independent Reading Place Shared Reading books that have already been read in baskets for children to choose as independent reading or in a Read-Along center.
Balanced Literacy Routines Grades K-2
Modeled Reading
The teacher reads to students from a variety of texts above children’s reading level but at their listening level. Modeled reading provides a model of fluent reading, builds on children’s listening comprehension, and develops vocabulary.
1. Prepare
Choose a read aloud story and pre-read selection.
Identify what background knowledge needs to be developed.
Highlight places to stop, ask questions, make predictions or model using strategies.
Write discussion questions for after reading the story.
2. Before Reading
Introduce the selection. Read the title of the story and the author and illustrator’s names. Review the genre.
Activate prior knowledge on the selection topic.
Set a purpose for reading.
Have children make predictions about the selection.
3. During Reading
Read the selection aloud with expression.
Stop periodically to ask questions and make/confirm predictions.
Stop to model reading skills and strategies through think-alouds. Think-alouds can also model problem-solving while reading.
4. After Reading
Discuss what children have learned to extend understanding and connect prior knowledge to new concepts.
Have children make connections to their experiences, other texts and the world.
Have children fill in Story Maps or Graphic Organizers to demonstrate their understanding of the story.
Balanced Literacy Routines: Grades K-2
Guided Reading
Guided Reading enables the teacher to work with a small
group of students to help them learn strategies for reading
with understanding. Each student holds a copy of the text that
the teacher has pre-selected. The teacher introduces the text,
supports readers while they read, engages readers in
discussions and performs a mini-lesson after the reading.
BEFORE READING
1. Provide a book to each child in your small group.
2. Opening Conversation
Read the front and back covers and point out the pictures
Have students make predictions about what they will read.
Have students browse through the book and revise or confirm their predictions.
Continue Guided Reading
DURING READING
3. Begin by reading the book together. Have students follow along. Point to the words as you read.
4. Have students take turns reading a few pages while the other students follow along silently.
5. Review these word-solving strategies as students read: saying the first sound to see if that helps, looking at the picture, breaking the word into smaller parts or skipping over the word and reading to the end of the sentence.
6. Help students confirm or revise their predictions as they read.
7. Note how students utilize the three cueing systems:
Semantics – Using their background knowledge to uncover meaning.
Syntactics – Understanding the structure of the language.
Graphophonic – Understanding the relationship between letters and sounds to make meaning of words.
AFTER READING
8. Afterwards, use your assessment to plan a strategy mini-lesson. This provides a quick review of skills or strategies students need help with.
9. Have students reread the text to build fluency and comprehension.
Independent Reading
Independent Reading provides students with the opportunity to choose their own text and read on their own. They may choose from a variety of reading materials, such as leveled texts, big books, song charts, children’s literature, student-made books or other appropriate selections.
Independent Reading allows students to build self-confidence and independence as a reader. It also gives them practice integrating the cueing systems into their reading as well as developing fluency. Independent Reading allows children to experience the joy and success of reading.
Friday, October 1, 2010
October 4th to October 8th
Mrs. Bonner's Kindergarten Newsletter Week of October 4th to October 8th
I hear, and I forget. I see, and I remember. I do, and I understand.
-- Chinese Proverb
hbonner@pes.wash12.org and 435-628-6881 and my cell is 435-559-4625 visit our class blog at mrsbonnersbusybees.blogspot.com
Content Theme- Friends!
High Frequency Words Review- I, can, we, the, am, like the “a”
Phonics- (initial) Mm, Aa, Ss review, new (initial) Pp
Writing- picture web, sentences using capitals, spaces, punctuation and high frequency words.
Phonemic awareness- Phoneme Isolation, blending (P-a-m- Pam) and Identity
Comprehension- poetry, expository, fable strategies- ask questions skills- compare/contrast and identify characters
Book- Friends all around , Friends Follow Rules, Helping Hands, and The Lion and The Mouse
Character Connections- Courtesy
Home work this week is the at home packet from our new reading program with some additions.
PE is on Wednesday please wear appropriate shoes
Please read your child’s book to them every night and sign the yellow sheet. We are having new readers develop every week. If your child is being put on a leveled book please have them read it to you and you please continue to read the story book to them.
Daily responsibilities- homework,bring backpacks, folders,and books in baggies
Start working on your reflections entries now. This years theme is “Together We Can” (see the Reflectional)
Up Coming Events
10/5 School Pictures
10/7 Harvest Hop dinner at 5:00 and dances at 6:00
10/8 Vision Screening
10/13 Reflections Due
10/15-18 Fall Break
10/25-29 Red Ribbon Week
10/29 Halloween Parade
Wear your Panorama T-shirts on Friday for school spirit
Remember to bring your child for am kindergarten on the 7th for Harvest Hop practice. No afternoon kindergarten on the 7th.
Parents that want to help in the classroom please call me and we will get you scheduled
Your Child should be to the point where they have all their letters and sounds down. If they are still struggling be sure to work with them for ten minutes every night.
Nightly home work read for 30 minutes, practice flash cards for 5 minutes every night, work on homework packet. Home work is best when done in pencil and is due Friday.
I need your green September reading calendars.
I am now teaching extended day Kindergarten from 12:00 to 12:45. Please note that the outside door will be opened at 12:45 to start afternoon Kindergarten.
I am seeing major strides and growth. Thank you for working so hard with your child. You know them best and are their first and life long teacher. I love each and every child in our class! THANK YOU FOR SHARING THEM WITH ME.
MRS. BONNER
Mrs. Bonner's Kindergarten Newsletter
Week of September 27th to October 1st
Books are not men and yet they stay alive.
~ Stephen Vincent Benet ~
hbonner@pes.wash12.org and 628-6881 and my cell is 435-559-4625 visit our class blog at mrsbonnersbusybees.blogspot.com
Content Theme- Friends!
High Frequency Words Review- I, can, we, the, am, the new like
Phonics- (initial) Mm, Aa review, new (initial) Ss
Writing- sentences
Phonemic awareness- Phoneme Isolation, blending (s-a-m- sam) and Categorization
Comprehension- fiction, expository, fable strategies- ask questions skills- predictions and identify characters
Book- What do you like? , Friends Follow Rules, Country Mouse and City Mouse
Character Connections- Courtesy
Home work this week is the at home packet from our new reading program with some additions.
PE is on Wednesday please wear appropriate shoes
Please read your child’s book to them every night and sign the yellow sheet
Daily responsibilities- Bring backpacks, folders,and books in baggies
Love all the great homework I see coming back. I am seeing growth already. Thank you for all your home support.
Start working on your reflections entries now. This years theme is “Together We Can” (see the PTAreflections.org)
Up Coming Events
9/30 Character Ed assembly
10/5 School Pictures
10/7 Harvest Hop
10/8 Vision Screening
10/13 Reflections Due
10/15-18 Fall Break
10/25-29 Red Ribbon Week
10/29 Halloween Parade
Wear your Panorama T-shirts on Friday for school spirit
Remember to purchase your Harvest Hop tickets this week
Parents that want to help in the classroom please call me and we will get you scheduled
Books are not men and yet they stay alive.
~ Stephen Vincent Benet ~
hbonner@pes.wash12.org and 628-6881 and my cell is 435-559-4625 visit our class blog at mrsbonnersbusybees.blogspot.com
Content Theme- Friends!
High Frequency Words Review- I, can, we, the, am, the new like
Phonics- (initial) Mm, Aa review, new (initial) Ss
Writing- sentences
Phonemic awareness- Phoneme Isolation, blending (s-a-m- sam) and Categorization
Comprehension- fiction, expository, fable strategies- ask questions skills- predictions and identify characters
Book- What do you like? , Friends Follow Rules, Country Mouse and City Mouse
Character Connections- Courtesy
Home work this week is the at home packet from our new reading program with some additions.
PE is on Wednesday please wear appropriate shoes
Please read your child’s book to them every night and sign the yellow sheet
Daily responsibilities- Bring backpacks, folders,and books in baggies
Love all the great homework I see coming back. I am seeing growth already. Thank you for all your home support.
Start working on your reflections entries now. This years theme is “Together We Can” (see the PTAreflections.org)
Up Coming Events
9/30 Character Ed assembly
10/5 School Pictures
10/7 Harvest Hop
10/8 Vision Screening
10/13 Reflections Due
10/15-18 Fall Break
10/25-29 Red Ribbon Week
10/29 Halloween Parade
Wear your Panorama T-shirts on Friday for school spirit
Remember to purchase your Harvest Hop tickets this week
Parents that want to help in the classroom please call me and we will get you scheduled
Wednesday, September 22, 2010
Week of September 20th to September 24th
Mrs. Bonner's Kindergarten Newsletter
Week of September 20th to September 24th
Be a wonderful role model because you will be the window through which many children will see their future ~Thomas Mckinnon
hbonner@pes.wash12.org and 628-6881 and my cell is 435-559-4625 visit our class blog at mrsbonnersbusybees.blogspot.com
Content Theme-My Family and Me!
High Frequency Words Review- I, can, we, the, am
Phonics- (initial) Mm, Aa review, new (final) Mm
Phonemic awareness- Phoneme Isolation, blending (a-m-am) and Categorization
Comprehension Strategies- recognize text structure, making predictions, Identify settings and spiral review.
Book- Peter's chair.
Character Connections- Courtesy
Home work this week is the at home packet from our new reading program with some additions.
PE is on Wednesday please wear appropriate shoes
Please read your child’s book to them every night and sign the yellow sheet
Daily responsibilities- Bring backpacks, folders,and books in baggies
Love all the great homework I see coming back. I am seeing growth already. Thank you for all your home support.
Start working on your reflections entries now. This years theme is “Together We Can” (see the PTAreflections.org)
Up Coming Events
10/7 Harvest Hop
10/13 Reflections Due
10/15-18 Fall Break
10/25-29 Red Ribbon Week
10/29 Halloween Parade
Wear your Panorama T-shirts on Friday for school spirit
Remember to purchase your Harvest Hop tickets this week
Please notice we are now waiting at the flag pole. We still have some after school parents disregarding our cautions signs. Mrs Turner would like you to remain in your cars. Then students will come to you in the lower loop in front of the gym. If you want to walk up on campus, please park in the appropriate area. This way we can keep all of the children safe while they are on our watch.
This is walk to school week. Tie up your tennis shoes and get moving!
Our New reading program is well on its way. Thank you for your patients with us this year as we implement the new materials. Due to time constrains with the new program we are having to eliminate show and teach this year.
Week of September 20th to September 24th
Be a wonderful role model because you will be the window through which many children will see their future ~Thomas Mckinnon
hbonner@pes.wash12.org and 628-6881 and my cell is 435-559-4625 visit our class blog at mrsbonnersbusybees.blogspot.com
Content Theme-My Family and Me!
High Frequency Words Review- I, can, we, the, am
Phonics- (initial) Mm, Aa review, new (final) Mm
Phonemic awareness- Phoneme Isolation, blending (a-m-am) and Categorization
Comprehension Strategies- recognize text structure, making predictions, Identify settings and spiral review.
Book- Peter's chair.
Character Connections- Courtesy
Home work this week is the at home packet from our new reading program with some additions.
PE is on Wednesday please wear appropriate shoes
Please read your child’s book to them every night and sign the yellow sheet
Daily responsibilities- Bring backpacks, folders,and books in baggies
Love all the great homework I see coming back. I am seeing growth already. Thank you for all your home support.
Start working on your reflections entries now. This years theme is “Together We Can” (see the PTAreflections.org)
Up Coming Events
10/7 Harvest Hop
10/13 Reflections Due
10/15-18 Fall Break
10/25-29 Red Ribbon Week
10/29 Halloween Parade
Wear your Panorama T-shirts on Friday for school spirit
Remember to purchase your Harvest Hop tickets this week
Please notice we are now waiting at the flag pole. We still have some after school parents disregarding our cautions signs. Mrs Turner would like you to remain in your cars. Then students will come to you in the lower loop in front of the gym. If you want to walk up on campus, please park in the appropriate area. This way we can keep all of the children safe while they are on our watch.
This is walk to school week. Tie up your tennis shoes and get moving!
Our New reading program is well on its way. Thank you for your patients with us this year as we implement the new materials. Due to time constrains with the new program we are having to eliminate show and teach this year.
Monday, September 13, 2010
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