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9780787981549

How To Reach and Teach All Children in the Inclusive Classroom Practical Strategies, Lessons, and Activities

by ;
  • ISBN13:

    9780787981549

  • ISBN10:

    0787981540

  • Edition: 2nd
  • Format: Paperback
  • Copyright: 2006-10-06
  • Publisher: Jossey-Bass

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Summary

This thoroughly updated edition of the best-selling book gives all classroom teachers, special educators, and administrators an arsenal of adaptable and ready-to-use strategies, lessons, and activities. How to Reach and Teach All Children in the Inclusive Classroom is a comprehensive resource that helps teachers reach students with varied learning styles, ability levels, skills, and behaviors. The authors offer a team approach that includes parents, colleagues, and learning specialists, enabling teachers to guide diverse groups of students in grades 3-8 toward academic, social, and emotional success.

Author Biography

Sandra Rief, M.A., is a leading educational consultant, author, and speaker on effective strategies and interventions for helping students with learning, attention, and behavioral challenges. Sandra presents seminars, workshops, and keynotes nationally and internationally on this topic. She received her B.A. and M.A. degrees from the University of Illinois. Sandra is formerly an award-winning teacher (California Resource Specialist of the Year) with over twenty-three years’ teaching experience. Sandra is the author of several books including: How to Reach & Teach Children with ADD/ADHD, Second Edition (2005); The ADHD Book of Lists: A Practical Guide for Helping Children & Teens with Attention Deficit Disorders (2003); The ADD/ADHD Checklist: An Easy Reference for Parents & Teachers (1998); Alphabet Learning Center Activities Kit (2000, coauthored with Nancy Fetzer); and other books/publications.
Sandra also developed and presented these acclaimed educational videos: ADHD & LD: Powerful Teaching Strategies and Accommodations; How to Help Your Child Succeed in School: Strategies and Guidance for Parents of Children with ADHD and/or Learning Disabilities; ADHD: Inclusive Instruction & Collaborative Practices, and together with Linda Fisher and Nancy Fetzer, the videos Successful Classrooms: Effective Teaching Strategies for Raising Achievement in Reading and Writing and Successful Schools: How to Raise Achievement & Support “At-Risk” Students.
Sandra is an educational expert for the Web site www.adhdbalance.net and is an instructor for continuing education courses offered through California State University, East Bay, and Seattle Pacific University. For more information, visit her Web site at www.sandrarief.com.

Julie Heimburge is a native San Diegan and earned her standard teaching credential from San Diego State University and her M.A. in Person-Centered Studies at United States International University. She has been an elementary teacher in the San Diego Unified School District for more than thirty years. Julie has served as a mentor teacher, demonstration teacher, guest lecturer, curriculum writer, and a staff developer for her district. She has also been a featured presenter for conferences in other parts of the United States—sharing innovative instructional practices designed to motivate diverse learners in the general education classroom. Julie is a supervising teacher for student teachers and has trained new teachers for the Beginning Teacher Support and Assessment Program (BTSA). She coauthored How to Reach and Teach All Children in the Inclusive Classroom, First Edition.

Table of Contents

Foreword.
Dedication and Acknowledgments.
PART I. RECOGNIZING STUDENT DIFFERENCES.
Chapter 1. Reaching All Students through Differentiated Instruction.
Definitions, Descriptions, and Key Components.
How, What, and Through Which Means Do We Differentiate?
The Challenge of Differentiating Instruction.
Multisensory Instruction.
The Advantages of Cooperative Learning.
Brain Compatible Research and Strategies.
Helpful Web Sites.
References.
Chapter 2. Reaching Students through Their Learning Styles and Multiple Intelligences.
Learning Styles.
Modality (Sensory) Preferences.
Auditory Learners.
Visual Learners.
Tactile-Kinesthetic Learners.
Cognitive Style Preferences.
Left-Hemisphere Dominant Learners.
Right-Hemisphere Dominant Learners.
Specialization vs. Exclusivity.
Multiple Intelligences.
Gardner's Eight Multiple Intelligences.
Linguistic Learners.
Logical-Mathematical Learners.
Spatial Learners.
Bodily-Kinesthetic Learners.
Musical Learners.
Interpersonal Learners.
Intrapersonal Learners.
Naturalist Learners.
The Impact of Gardner’s Multiple Intelligence Theory.
Activities to Teach about Multiple Intelligences.
Individual Choices for Individual Students.
Classroom Jobs for the Multiple Intelligences.
Learning Style Elements.
Student Learning Style/Interest Interview.
Environmental Adaptations to Accommodate Learning Styles.
Strategic Seating Arrangements.
Structure to Reduce Auditory and Visual Distractions.
Addition of Visual and Auditory Cues.
Use of Music.
Accommodations to Support Physical and Sensory Needs.
Other Sensory Input in the Environment.
References.
Activities.
2.1 The 100% Smart Activity.
2.2 Job Application Form.
Chapter 3. Understanding and Reaching “Special Populations” of Students.
Learning Disabilities.
Visual Processing Disorders.
Auditory Processing Disorders.
Nonverbal Learning Disabilities.
Dyslexia and Other Reading Difficulties.
Strategies and Interventions for Students with Learning Disabilities.
Attention-Deficit/Hyperactivity Disorder.
Types of AD/HD.
Other Common Characteristics in Children and Teens with AD/HD.
Statistics and Risk Factors.
Reading Difficulties.
Writing Difficulties.
Difficulties with Mathematics.
Difficulties with Organization and Time Management.
Making the Diagnosis: A Comprehensive Evaluation for AD/HD.
Multimodal Treatments for AD/HD.
Instructional Strategies and Accommodations to Improve Performance.
Other Mental Health Disorders in Children.
Oppositional Defiant Disorder (ODD).
What Teachers Can Do.
Depression.
What Teachers Can Do.
Anxiety Disorders.
What Teachers Can Do.
Bipolar Disorder.
What Teachers Can Do.
Asperger’s Syndrome.
Common Characteristics of Students with Asperger’s Syndrome.
Communication Skills.
Behavior.
Learning and Academic Abilities.
Key Educational Supports, Strategies, and Interventions.
Social Skills.
Speech and Language Skills.
Environmental, Behavioral, and Social-Emotional Support.
Learning and Academic Supports/Accommodations.
English Language Learners.
Stages of Second Language Acquisition and Development.
Social and Academic Language.
Bilingual Education.
Terminology and Definitions.
Literacy Development in Native and Second Languages.
Strategies for Increasing Comprehensible Input.
Additional Strategies and Instructional Considerations.
Gifted and Talented Students.
Identification.
Common Characteristics.
Instruction and Programming Options.
Strategies for Gifted Learners.
Dual or Multiple Exceptionalities.
The Challenges of Recognizing and Addressing Dual Exceptionalities.
Recommended Strategies and Interventions.
Tips for Parents of Children in Special Populations.
Helpful Web Sites.
References.
Chapter 4. Understanding Reading and Writing Difficulties in Students.
Prevalence of Reading Problems and Research Results.
The Gender Gap in Reading.
Reading Disorders.
Dyslexia.
Other Common Reading Difficulties.
Reading Interventions.
Struggles with Writing.
Pre-Planning and Organization.
Memory.
Spelling.
Language.
Grapho-Motor Skills.
Written Expression.
Self-Monitoring.
Mechanics.
Editing.
Speed of Written Output and Production.
Research-Based Intervention Programs.
Other Important Resources.
References.
PART II. REACHING STUDENTS IN THE CLASSROOM AND AT HOME.
Chapter 5. Using Accommodations, Modifications, and Supports.
The Student Support Team (SST) Process.
Benefits of the SST Process.
Before Requesting an SST Meeting.
Request for an SST Meeting.
The SST Meeting Itself.
Accommodations, Modifications, and Supports Checklist.
Adaptation of Assignments and Instruction.
Adaptation of Materials.
Environmental Accommodations.
Memory Supports and Accommodations.
Organization and Time Management Supports and Accommodations.
Writing Accommodations and Modifications.
Reading Accommodations.
Accommodations for Testing.
Behavioral Accommodations.
Social/Emotional/Coping Accommodations and Supports.
School Support Staff and Expertise.
Possible Interventions.
Academic Support.
Health/Physical/Attendance.
Behavior/Social/Emotional.
Communication (Speech/Language; English Language Acquisition).
Family.
Structuring for Success.
References.
Chapter 6. Managing Behavior through Support and Interventions.
Understanding Student Behavior.
Functions Served by Behaviors.
Environmental Triggers of Misbehavior.
Supporting Proactive Classroom Management.
Preventing Student Misbehavior in the Classroom.
Structural and Environmental Variables.
Affective Variables and Personalized Efforts.
Instructional Variables.
Implementing Behavior Management Systems.
Classroom Contingencies.
Table/Team Points.
Marbles in a Jar.
Chart Moves.
Token Economy System.
Probability Reinforcers.
Good Behavior Game.
Group Response Cost.
Rewards.
Social Rewards.
Activity Rewards and Privileges.
Material Reinforcers.
Class Meetings and Problem Solving.
Addressing Student Misbehavior.
Corrective Consequences in Response to Problem Behaviors.
Precision Requests.
Possible Corrective/Negative Consequences.
Numbered Cards.
Behavioral Improvement Forms.
Step Systems/Discipline Hierarchies.
Alternatives to Suspension/Expulsion.
Problem Behavior in Other School Environments.
The Elementary School Playground.
Out-of-Classroom Behavioral Problems in Middle Schools.
Interventions for Students with Chronic Disruptive Behaviors.
Student Study Team Intervention.
Individualized Behavioral Programs and Monitoring Systems.
Research-Based Model of School-Wide Positive Behavioral Interventions and Supports.
Tips for Dealing with Challenging or Difficult Kids.
References.
Forms and Reports.
6.1 Behavioral Improvement Form.
6.2 Daily Report.
6.3 Middle School Daily Report.
6.4 Self-Monitoring Behavior Log.
6.5 Student-Generated Progress Report.
Chapter 7. Questioning and Engaging Students.
Getting and Focusing Students’ Attention.
Tips for Obtaining and Focusing Students’ Attention.
Auditory Techniques for Getting Attention.
Visual Techniques for Getting Attention.
Maintaining Students’ Attention through Active Participation.
Keeping Students Engaged.
Keeping Students On-Task During Seatwork.
Questioning Techniques to Increase Student Response Opportunities.
General Questioning Tips.
Methods for Whole Group and Unison Responses.
Choral Responses.
Direct Instruction Techniques.
Hand Signals for Whole Group Responses.
Write-On Tools.
Pre-Made Response Cards.
Methods for Small Group Responses.
Methods for Partner Responses.
Other Inclusive Questioning Strategies.
Variation in Method of Calling on Students.
“Wait Time” to Increase Student Participation.
Questioning Arrangements for Certain Students.
Socratic Seminar.
Student Responsibilities.
Teacher Responsibilities.
Examples of Socratic Questioning.
Reciprocal Teaching.
Asking the Right Questions.
Bloom’s Taxonomy.
Questions that Spark Lateral versus Linear Thinking.
Questions for Deeper Understanding of Text.
Questioning Games and Other Ideas.
Questioning Tips for Parents.
References.
Chapter 8. Fostering Students’ Self-Esteem and Resilience.
Student Needs for School Success.
Classroom Strategies and Programs to Promote Self-Esteem.
Recognition and Appreciation.
Student of the Week.
Connection and Communication.
Words that Matter.
School-Wide Strategies and Programs to Build Resilience and Self-Esteem.
Adopt-a-Student/Special Friends.
Caught Doing Something Good/Gotcha Programs.
Recognition Assemblies.
School Clubs/Organizations.
Helping and Caring for Others.
School Buddies.
Buddy Assistance Folder.
Community Mentorship Programs.
Community Service.
Interventions and Supports.
Principals’ Efforts.
References.
Forms.
8.1 Student Standout for the Week.
8.2 Buddy Helper Folder Form.
Chapter 9. Increasing Home-School Collaboration and Parent Involvement.
Strategies for Increasing Parent Participation in School Activities and Functions.
School Outreach Efforts.
Poetry, Popcorn, and Pretzel Night.
Partnering with Parents of Special Population Students.
At the School/District Level.
With parents of English Language Learners.
With Parents of Gifted Students.
With Parents of Students with Disabilities.
At the Classroom Level.
With Parents of Gifted Students.
With Parents of All Students.
Communication Tips for Teachers.
Communication Tips to Pass Along to Parents.
Home Extension Activities.
References.
Forms.
9.1 Parent Interest Form.
9.2 Parent Report Form.
9.3 Home Extension Activities Handout.
Chapter 10. Working to Improve Organization, Time Management, and Homework Success.
What Teachers Can Do to Help Build Organizational Skills.
Supplies and Materials.
The Accordion Folder Alternative.
Tips to Share with Parents Regarding Supplies and Materials.
Work Areas in the Classroom.
Tips to Share with Parents: Organizing the Child’s Homework Area.
Visual Cues and Strategic Use of Color.
Tips to Share with Parents: Visual Cues and Strategic Use of Color.
More Organizational Tips.
What Teachers Can Do to Help with Time Management.
Time Awareness.
Timers in the Classroom.
Assignment Sheets, Calendars, Student Planners/Agendas.
Schedules.
Tips to Share with Parents Regarding Schedules.
Long-Term Assignments and Projects.
More Time Management Tips.
What Teachers Can Do to Support the Homework Process.
References.
Forms.
10.1 Notebook Check Form.
10.2 Substitute Plan Form.
10.3 Daily Monitoring Form.
10.4 Weekly Progress Report Form.
10.5 Homework Tips for Parents Handout.
PART III. DESIGNING CURRICULUM TO HOOK IN STUDENTS.
Chapter 11. Hooking in Reluctant Readers and Writers.
Motivating Struggling Readers and Writers.
Poetry.
Getting Students Interested in Poetry.
Integrating Curriculum through Poetry.
Integrating Curriculum: Michael Built a Bicycle.
Integrating Curriculum: The Messy Room.
Setting Up a Poetry Corner or Center.
Hosting Poetry Parties and Poetry Nights.
Using Nonfiction Poems.
Tongue Twisters.
Comics.
Word Study Using Archie Books.
Cereal Boxes.
Cereal Box Activity.
Candy Wrappers and Food Product Labels.
Nutrition Guides from Fast Food Restaurants.
Joke and Riddle Books.
Books about Idioms.
Menus.
Address Books.
Almanacs and World Record Books.
Television and Movie Guides.
Popular Music.
Children’s Magazines.
Caldecott Books.
Making Big Books in the Upper Grades.
Recipe Books.
Books that Appeal to Reluctant Readers.
A Long Read Made Easier.
Short Texts to Teach Comprehension Strategies.
Collections of Short Stories.
Short Stories that Upper Graders Enjoy.
Series Books.
Activities to Keep the Reluctant Reader Reading.
Creating a Bookmark.
Organizing the Reluctant Reader and Writer.
Demonstrating Understanding of Core Literature.
Creating a Report Card for the Main Character.
Creating a Test.
Finding Out Where in the World the Story Takes Place.
Resources.
Student Activities.
11.1 Activity Using Shel Silverstein’s Messy Room.
11.2 Poetry Log.
11.3 Comic Strip Recording Sheet.
11.4 Cereals that Already Exist.
11.5 An Up Close and Personal Look at My Favorite Cereal.
11.6 What’s On A Cereal Box?
11.7 Cereal Box Investigation.
11.8 My Own Cereal Box Creation.
11.9 Cereal Commercial Planning Sheet.
11.10 A Cereal Evaluation Form.
11.11 Wrapper/Label Information Sheet.
11.12 Idiom Activity Form.
11.13 Let’s Read a Menu.
11.14 Almanac Research.
11.15 Create Your Own Almanac Questions.
11.16: Let’s Read A Television Guide.
11.17: Television Watching Observation and Evaluation Sheet.
11.18: Caldecott Books Recording and Information Sheet.
11.19: Let’s Read A Recipe.
11.20: Book Report Monthly Schedule.
11.21: Book Mark.
11.22: Let’s Create A Report Card.
11.23: Create Your Own Test.
11.24: Literature/Geography Study Guide.
Chapter 12. Making Oral Language Come Alive in the Classroom.
Making Talk Important in the Upper Grade Classroom.
Getting Students to Use Oral Language.
Building Trust.
Encouraging Public Speaking in the Classroom.
Quick-Talks.
Tongue Twisters.
Poetry.
Group Poetry.
Formal Speeches.
Newscasting.
Open Microphone.
Interviewing.
Puppetry.
Creating Scripts from Literature and History.
Role-Playing.
Telephone Role Playing.
Hot Seat.
The Kid’s Book of Questions.
Teaching Games.
Science Experiments.
Commercials.
Book Talks.
Conferring with Students.
Speech of the Month.
After-School Speakers’ Club or Drama Club.
The Art of Storytelling.
Assessing Oral Language.
References.
Student Activities.
12.1 Speech Plan Sheet.
12.2 Oral Language Monthly Presentations.
12.3 An Oral Language Presentation: A How-to-Do Speech.
12.4 Interview Planning Sheet.
12.5 Game Day Activity.
12.6 Science Experiment Planning Sheet.
12.7 Oral Language Evaluation.
12.8 Oral Language Peer Evaluation.
Chapter 13. Revvin’ Up the Content Areas.
Nonfiction—We’re All in This Together.
What Is Nonfiction?
Nonfiction Is Important.
Teacher Modeling and Instruction.
Types of Expository Texts.
Social Studies and Other Textbooks: A Deeper Look.
Knowing How to Read a Textbook.
The Dip-In/Dip-Out Technique.
Making the Textbook Easier for Struggling Readers.
Bringing the Textbook to Life.
Reader’s Theater Scripts.
Rewrite of a Textbook.
Wax Museum Presentation.
Historical Fiction: An Entry Point for Social Studies Content.
Historical Fiction in Julie’s Classroom.
Discovery through Nonfiction: Research in the Classroom.
Leading into Independent Research.
Mystery.
Native Americans.
Exploration.
The Great Kapok Tree and the Rain Forest.
Revving Up Those Research Skills.
Teacher-Directed Research Instruction: The Mini-Research Project.
The Discovery Fair.
Getting Started.
Materials and Resources.
Deadlines.
The Discovery Fair Packet.
Reviewing the Student/Teacher Evaluation Form.
Introducing “Extras”.
Daily Student Logs.
The Display Board.
The Oral Presentation.
Project Evaluation.
The Science Connection.
The Impact of Television.
Developing a Science Program in the Classroom.
Getting Involved in a Science Fair Project.
Extending the Science Book into New Frontiers.
Other Ways to Get Students Involved in Science Activities.
The Great Kapok Tree Activity.
The Pumpkin Investigation.
Investigation with Plants.
Inventor’s Showcase.
Squid Dissection.
The Challenger Space Center.
Space Study.
Integrating Study.
References.
Student Activities.
13.1 A Biographical Journey.
13.2 The Big Storm Reading and Writing Project.
13.3 The Ledgerbook of Thomas Blue Eagle.
13.4 Native American Poster Board Project.
13.5 Native American Poster Project Rubric.
13.6 Revolutionary War Book Report.
13.7 Explorer Notebook Student Packet.
13.8 Explorer Notebook.
13.9 Rubric for Explorer Notebook.
13.10 Sample “Starters” for the Diary Entry for The Great Kapok Tree.
13.11 Rubric for The Great Kapok Tree.
13.12 Research Notetaking Sheet.
13.13 Information About Bibliographies.
13.14 Mystery Place or Mystery Creature Research Report Rubric.
13.15 What Should Your Mystery Research Report Include?
13.16 Mystery Research Project Rubric.
13.17 Mystery Powder Observation Sheet.
13.18 Research Topic Suggestions.
13.19 Discovery Fair Due Date Schedule.
13.20 Discovery Fair Essentials.
13.21 Student/Teacher Evaluation Form.
13.22 Research: Add Some of Those Extras.
13.23 Research Daily Log.
13.24 Student Interest Survey for Scientific Investigation.
13.25 Science Observation Study.
13.26 Science Project Information Sheet.
13.27 Becoming A “Pumpkinologist”.
13.28 Pumpkin Investigation Letter to Parents.
13.29 Plant Observation Team Sheet.
13.30 Science Project Student Evaluation.
13.31 Creating a Flip Book about Space.
13.32 Space Flip Book Rubric.
Chapter 14. Motivating Students to Be Successful Mathematicians.
Recent Reform in Math Instruction.
NCTM Standards.
Applications for the Classroom Teacher.
The Rush to Be Ready for Standardized Testing.
The Balancing Act in the Math Classroom.
Setting Up the Classroom.
Literature for Read-Alouds and Math Centers.
Math Manipulatives to Have on Hand.
Charts: Support for All Learners.
Math Word Walls.
Supporting Classroom Learning.
Developing Classroom Community.
Engaged Students, Noisy Students.
Instructional Practices.
Mental Math and Estimation.
Problem-Solving Strategies.
Messy Math-or Not.
Use of Calculators-Or Not.
Math Facts: Still Important?
Math Centers in the Classroom.
Games and Other Activities to Help Students Practice.
PIG and the Practice of Mental Math.
The 24? Game.
Student Council Student Store Activity.
Pizza Party.
Decks of Cards in the Classroom?
A Children’s Counting Book: The Reading/Writing/Math/Art Connection.
Assessing Student Work.
Assessment through Testing.
Math Notebooks and Journals.
Using Resources.
Getting Help in the Classroom from Parents and Other Volunteers.
Calling Out the Reinforcements-More Support in the Classroom.
Encouraging Math throughout the School.
Getting Parents to Support Their Child’s Math Needs at Home.
Addressing the Needs of Special Populations.
Accommodations for Second Language Learners.
Modifications and Accommodations for Students Who Struggle.
Challenges for High-Achieving and Gifted Students.
Making Math Relevant through Real-Life Experiences.
A Whole-Group Weather Project to Start the Year.
Everywhere You Look.
Graphing for Everybody.
Low- or No-Cost Math Materials from Newspapers and Pamphlets.
Consumer Math Field Trip: The Big Lots Adventure.
Super Bowl Math.
Survival Math.
Student Examples.
Support for Students Who Have Difficulty Planning and Organizing.
Changes in Survival Math Since 1996: Author’s Note.
Survival Math and Consumer Math on a Smaller Scale.
Holiday and Special Events Math Activities.
Other Tips for Teachers.
References.
Student Activities.
14.1 Math Assignment Sheet.
14.2 A Historical Glance at My Math Development.
14.3 Geometry Design Project-connecting art and math.
14.4 Pig.
14.5 A Children’s Counting Book-Connecting Art, Math, Writing and Reading.
14.6 Looking More Closely at Counting Books.
14.7 Counting Book Teacher Evaluation.
14.8 Counting Book Self-Evaluation.
14.9 End of Year Math Evaluation.
14.10 Math Is Everywhere You Look Assignment Sheet.
14.11 Math Is Everywhere You Look Evaluation Form.
14.12 Graphing Can Be Fun Project.
14.13 Question Possibilities for Graphing Projects.
14.14 Graphing Project Design Form.
14.15 Parent Letter for the Shopping Adventure.
14.16 Shopping Adventure Recording Sheet.
14.17 Super Bowl Math Activity Packet.
14.18 Survival Math Parent Letter.
14.19 Survival Math Packet.
14.20 Survival Math Rubric-Teacher Evaluation.
14.21 Survival Math Record Sheet.
14.22 Survival Math Self Evaluation Form.
14.23 Survival Math Peer Evaluation Form.
14.24 Math in the Real World.
14.25 Using A Menu to Solve Math Problems.
14.26 Thanksgiving Math Project-Simulation.
14.27 Gift Giving Math Project for December.
Chapter 15. Making the Most of Music and Art in the Classroom.
Providing Balance Between Work and Relaxation.
Using Resources.
Setting up Music and Art Book Baskets.
Getting to Know Artists and Musicians.
Using Special Resources.
Music Implementation.
Research about Music.
Use of Music in the Classroom.
Student Writing about Music.
Music Centers.
Music Performances.
Open Microphone.
Contemporary Music in the Classroom.
Rhythm Instruments.
Music of Different Generations.
Cross-Age Singing.
School Chorus.
Interest Classes.
Multi-Cultural Music.
Oldies but Goodies.
Patriotic Songs.
Music Genre of the Month.
Sources of Information about Music.
The Importance of an Inspiring Teacher.
One Teacher’s Approach to Music in the Upper Grades.
Grading and Assessing Music.
Art Implementation.
Illustrative and Expressive Art.
The Art and Literature Connection.
The Teacher’s Role During an Art Period.
The Art Environment.
Available Resources.
Ideas for Art Lessons.
Samples to Show Children.
Art in the Classroom.
Drawing Opportunities.
Multi-Cultural Chalk Walk.
Photography as an Art Form.
Read-Aloud First, Art Lesson Second.
Support for Other Content Areas.
Grading and Assessment.
Books for Music and Art Centers.
For the Music Centers.
For the Art Center.
References.
Student Activity: Photography Project.

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