Grandletitgo中文版

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"Let'sGoShopping!
"FlorannGreenbergufgreeny@optonline.
netP.
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14Q107-01OtisAve.
Corona,NewYork11368(718)699-6071Formoreinformation,contact:TeachersNetworkIMPACTIIProgramAttn:PeterA.
Paul285WestBroadwayNewYork,NY10013(212)966-5582Fax:(212)941-1787E-mail:ppaul@teachersnetwork.
orgWebSite:www.
teachersnetwork.
org.
TableofContentsProgramOverviewandOutline1LessonPlans.
8SampleWorksheets.
22.
CenterActivities…33StudentWorkSamples40Resources44Bibliography45Let'sGoShopping!
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1ProgramOverviewandOutlineTitle:"Let'sGoShopping!
"Ihaveentitledtheprogram,"Let'sGoShopping!
"inordertokeeptheprogramasgenericaspossible.
Ihavedevelopedtheprogrambasedontheuseofaclasssupermarket.
However,thetypeofstoremaybevaried(toy,pet,fruitsandvegetables,flowerandplant)andthenamecanbealteredtofitthespecificstoreyouchoosetoestablish.
TargetStudentAge/Level:FirstGrade(heterogeneousclasses)Thisprogramwasdesignedforfirstgradestudents,butcanbeeasilyadaptedtofitthemathematicalcurriculumofallgrades.
Thiscanbeeasilyaccomplishedbyadjustingthepricesofthemerchandiseandformulatingproblemsutilizinghigher-levelproblem-solvingskills.
Thecomplexityoftheproblemsandtheconceptsintroducedisbasedonthelevelofthestudents.
Inkindergarten,itcanbeassimpleasincludingpricing(numberrecognition),theconceptofgreaterandlessthan,countingitemsinthestore,simpleaddition,androle-playing.
Infirstgrade,thefollowingskillscanbeaddressed:sortingandclassification;greaterandlessthan;theadditionandsubtractionofsingle-digitanddouble-digitnumbers;moneyvalueofapenny,nickel,dimeandquarter;countingmoney;makingchange;estimation;andproblemsolving.
Alltheaboveskillswiththeinclusionofsimplemultiplicationanddivisionandthe$1-$100billscanbeaddressedinsecondgrade.
Gradesthree–fivecanusemorecomplexproblemsincorporatinghigher-orderthinkingskills,higher-priceditems,budgetplanningandthecostofreplenishingstock.
Secondaryschoolstudentscanalsousethisconcepttodevelopanoperationalstoreanddevelopanannualbudget,ordertheirinventoryandrunthestoreonaregularbasis,considerprofits,restocking,etc.
Let'sGoShopping!
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2MajorGoalsThisprogrammakesthevalueoflearningthenecessaryskillstomeettheNewYorkStateStandardsmorepracticalandmeaningful.
Itdemonstratestheimportanceofacquiringtheknowledgeoftheseskillsbeingtaughtandhowtheyareusedineverydaylifeexperiences.
Thisprogramalsoprovidesmotivationtolearn.
Studentinteractionandsocializationskillsarealsoinherentinthisactivity.
It'sfuntoshopandit'ssomethingwealldo!
Theprimaryareaoffocusofthisprogramismathematics.
AlmostalltheNewYorkStateMathematicsStandardscanbeaddressed:(1,3,5,6,7,and8).
ItsmainpurposeistomeettheseNewYorkStateMathematicsStandardsthroughtheimplementationofthisprogramby:Demonstratingtheimportanceandroleoftheknowledgeofmathskillsincludingcomputation,problemsolving,andterminologyineverydaylife.
Learningthevalueofeachcoinandtheabilitytosort,count,makechange,andunderstandequivalentvaluesofmoney.
Developinganunderstandingoftheconceptsofpricing,sales,andcompetition.
Havingthestudentsrole-play,assumingtheresponsibilitiesofcustomer,clerk,cashier,andbookkeeper.
Integratingtechnologythroughtheuseofacashregister,calculators,andcomputers.
Learninghowtoorganizeandplanbymakingshoppinglists,planningexpensesbasedonbudget,andorganizingitemsinstorethroughcategorizingandgrouping.
Developingvocabulary,terminology,andconceptsusedin"shopping.
"Let'sGoShopping!
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3SecondaryareasoffocusincludeLanguageArtsandArt.
TheNewYorkStateLanguageArtsStandardsthatareaddressedarethePrimaryReadingStandards1,2,and3andPrimaryWritingStandards1and2.
Theseincludetheskillsinvolvedinreading,comprehension,vocabularydevelopment,classification,sorting,andwriting.
Artskillsincorporatingthecreationofsigns,storelogos,bags,advertisements,orevenitemslikestuffedanimalsandcraftsprojectstobesoldasproductscanalsobeaddressed.
Materials:Materialscanbekeptsimple.
Emptybookshelvesoracardboardpre-fabricatedsupermarketcanbeused.
Itemstobesoldarebroughtinbytheclass.
Thetoycashregister,approximatelysixcalculators,realcoinsandpunch-outcoinsarealleasytoacquire.
Itemscanalsobemadeasartprojectsandaddedtothestoreduringtheyear.
Cost:Thisprogramcanbeabsolutelycostfreeorkepttoaminimalexpense.
Toycashregisters,calculators,acardboardpre-fabricatedsupermarket,andpaperbagscanbepurchasedforunder$100.
Plasticfruitsandvegetablescanbepurchasedandusedyearafteryear.
Otheritemsarebroughtinbythestudents(empty,cleanlabeledcansandboxesfromproductsusedintheirhomes,smalloldtoys,schoolsupplies,andhatscanbeusedasmerchandisetobesold).
Emptyfilmcanisterscanalsobeusedtostoremoneyforcustomers'use.
ProgramImplementation:Thestudentssetuptheclassroomstore.
Thisgivesthemownership.
Beforethestoreopens,thestudentsbringinitemstobesold(emptyboxes,cans,etc.
).
Thestudentsdothesortingandpricingoftheseitemswithveryspecificguidelinesdeterminedbytheteacher.
CarefulconsiderationmustbegiventotheleveloftheLet'sGoShopping!
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4studentsandtheskillstobetaught.
(Seethelessonplans"GettingStarted".
)Pricescanbealteredduringtheyeartofitthecurriculumandasthestudents'levelincreases.
Merchandisecanalsobevaried.
Introductorytrainingintheoperationofthecashregisterandcalculatorsanddiscussionofthejobsandtheresponsibilitiesofthestoreemployeesisalsoprovidedpriortothestoreopening.
A"GrandOpeningSale"isheldandtheactualshoppingexperiencebegins.
Idesignedtheconceptofthe"GrandOpeningSale"becausetothatpointinthecurriculum,thechildrenhadonlybeenintroducedtotheconceptsofnumbersfrom0–10,greaterandlessthan,equalto,andtheadditionof1toanumberwithsumsto10.
Itwasmyobjectivetohavethestudentsapplyandpracticetheseskillsinthislesson.
(Seethelessonplanandworksheetsonthe"GrandOpeningSale".
)Variationsonthissalecanbeintroducedatalaterdate.
(Seeadditionalworksheets,"SuperSaleDays",and"MoreSuperSaleDays".
)Studentsassumedifferentroles,assignedandrotatedbytheteacher,(studentswearahatorsignlabelingtheirrole:clerk,customer,cashier,andheadbookkeeper).
Seatedstudentsactasassistantbookkeeperswhorecordandsolvetheproblemsintheirnotebooks.
Theuseofpunch-outcoinsorrealcoinsserveasmanipulativessoallstudentscanactivelyparticipateincountingthemoneyandmakingthepayment.
Theteacherthenverbalizesorwritestheproblemtobesolved,incorporatinglisteningorreadingskills.
isgoingtothestore.
Shehas___centsandwantstobuyandCanshe"Theproblemisbasedontheskillsyouwanttoteachandreinforce.
Whenplanninganylessonsinvolvingthepurchaseofitemsandtheexchangeofmoney,itisalwaysnecessarytocarefullyplanandpre-determinewhichitemsyouplaceontheshoppinglisttobepurchased.
Youwanttohavecontroloverthenumberstoriesneededtosolvetheproblems.
Forexample,ifadditiononlytothesumof10hasbeentaught,youwouldavoidcombiningthoseitemsinwhichthesumwouldbegreaterthan10.
Orifadditionandsubtractioninvolvingexchangehasnotbeentaught,youwanttoavoidnumberstoriesofthisnature.
Itisalsonecessaryforyoutocontroltheamountandtypeofcoinsineachcustomer'swallet.
TodothisInumericallylabeleachemptyfilmcanister.
(Iusethefilmcanistersforthecustomers'walletandtostorethecoins.
)Imakeacorrespondingmasterlist,whichindicatesthecoinsandLet'sGoShopping!
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5amountsineachcanister.
Theamountofmoneyineachcanisterandtheshoppinglistscanberoutinelychangedandadjustedtofittheskillsbeingtaught.
Canister1nppp8centsCanister2pppppp6centsThisisimportantsothatthechildrenwillbeabletopayfortheiritemswithoutthecashierhavingtomakechange.
Makingchangeisanotherconceptthatmustbeaddressedinfuturelessons.
Afterthequestionisstated,thecustomerisgivenanappropriatefilmcanisterandshoppinglist.
Thecustomersortsthemoneyandtellstheclasshowmanyofeachcoinhe/shehasandthentheclassandthecustomercountthemoneyandcompareanswers.
Thecustomerreadstheshoppinglisttotheclass.
Theproblemisrestatedwiththepriormissinginformationincluded.
Informationneededtosolvetheproblemisbrainstormedandorganizedintocolumnsinthestudents'notebooks.
Thecustomerproceedstothestoreandtheclerkhelpsthecustomerlocatetheitemstobepurchased.
Thecashieraddsthecostofeachitemonthecashregisterandtheheadbookkeeperateachtableusesthecalculatortodothesame.
Thechildrenattheirseatrecordandsolvetheappropriatenumberstoryintheirnotebook.
(Referencetotheimportanceofgoodrecordkeepingismade.
)Thecustomerpaysthecashierbycountingoutthemoney.
Afterallanswersarecompared,continuetodiscussthenecessarystepstosolvetheproblem.
Rememberthatthedifficultyoftheproblemisflexibleandcanbeadjustedtofittheneedsofthestudentsandfocusesontheskillsthatarebeingcoveredinmath.
Initially,theproblemsarekeptsimple.
Butastheyearprogresses,theskillsarepiggybackedandtheproblemsaremorecomplex,requiringmultiplestepstosolve.
Theconceptofasalecanbeintroducedandtheperimetersofeachsalecanchange.
Theconceptofcompetitivepricingcanalsobeintroduced.
Problemcreationbythestudentscanalsobeusedasanenrichmentactivity.
Studentscanmakeuptheirownstoryproblemtobeusedduringfuturelessonsorcentertime.
Integrationofthewritingstandardsisalsopossible.
Studentscanwriteanarrativeaccountaboutgoingshopping,oranarrativeprocedureexplainingthesolutiontoaproblem,orwhatyoudowhenyoushop,orevenaninformationalreportaboutaparticularstore.
(Seethelessonplan"CreatingaClassPhotoEssay.
")Let'sGoShopping!
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6Timeline:IintroducethisprograminearlyOctoberanduseitinvaryingdegreesaspartofthemathcurriculum.
Itsuseisongoingthroughouttheyear.
However,theuseofthisprogramcanbelimitedsolelytotheunitonmoney.
Itisdifficulttoassignanactualamountoftimesinceyourstudents'level,theirmastery,andtheextenttowhichyouchoosetoincorporatethiswillactuallyinfluencetheamountoftimerequiredtocovereachaspectofthematerialinthisunitofthecurriculum.
Wheneverpossible,Itrytoutilizetheclasssupermarketone-twotimesaweek.
Thisenablesthestudentstopracticetheskillsbeingtaughtinamoremeaningfulandpracticallifeexperience.
Usingthesupermarketprovidesadditionalmotivationtolearnbecausethestudentsenjoyparticipatingsomuch.
Ideally,Iliketoallowa50–60minuteblockoftimeforeachlesson.
Thisallowsformaximumstudentparticipationandset-upandclean-uptime.
Thestorecanalsofunctionasanongoinglearningcenter.
Andonceagainyoucandesignthetaskstofittheskillstaughttodate.
Thisactivityfosterspeerinteractionandcooperation.
Assessment:Teacherobservationofstudentperformanceduringactuallessonsandcenter-timeactivitiesisoneoftheprimarymeansofassessmentIuseinfirstgrade.
Indoingthis,someofthequestionsIliketoconsiderare:CanthestudentsdeterminethevalueofthecoinsDotheyunderstandtheconceptof>oror)orless(ororororprice,additionof1centtofindtotalcostOrganizeinformationintofourcolumnsItemFullPriceGreaterPriceSalePriceRestatetheproblemandhavethecustomergotostoreandrole-play.
Recordinformationontheboardandinnotebook.
Solveproblem–studentswillusepunch-outcoinsasteacherusesfeltboard.
Customerwillpaycashierthecorrectamount.
Reviewprocedure(MedialSummary)andhavestudentsexplainsteps:(Firstwehadtoknowwhatthecustomerwasbuying.
Thenwehadtoknowthepriceofeachitem.
Nextwehadtoseethegreaterprice.
Finallyweadded1centtothegreaterpricetogetthetotalsaleprice.
)Repeatprocedurewithadditionalcustomers.
Conclusion:Itisimportantasashoppertobeabletosolveproblemsusingmathknowledge.
Itischeapertobuythingswhenthereisasale.
Evaluation:DidthestudentsunderstandtheconceptsbeingtaughtWerethestudentsabletosolvetheadditionalproblemsmoreindependentlyFollow–UpActivity:Homeworkworksheetwithsimilarstoryproblemsusingthesameconceptofthe1-centsale.
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16"Let'sGoShopping!
"APhotoEssay"Area–LanguageArts/MathematicsCreatingAClassPhotoEssayThisprojectwillhavetobedividedintofour–fivelessonsduringaone-weekspan.
Ifyouprefer,thisprojectcanbeeasilyadaptedtousestudentillustrationsinsteadofphotographscreatinganarrativeaccountoranarrativeprocedure.
Ifyouchoosethisoption,firsthavethechildrencomposethetext,andthentheycanaddtheillustrations.
StandardsAddressed:W1–HabitsandProcessesW2–WritingPurposesandResultingGenresW3–LanguageUseandConventionsR1-ReadingHabitsR2-GettingtheMeaningM5–ProblemSolvingandReasoningM6–MathematicalSkillsandToolsM7–MathematicalCommunicationPrinciplesofLearning:OrganizeforEffortClearExpectationsLearningasanApprenticeAcademicRigorinaThinkingCurriculumRecognitionofAccomplishmentLet'sGoShopping!
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17PartIAim:CanyouarrangethesephotographsinthepropersequenceandwriteagoodsentencetogowitheachtocreatethefirstdraftofourclassbookObjectives:Tosequenceeventssoastotellthestory.
Tocomposeavarietyofsentencesusingcorrectpunctuationandcapitalization.
Toreinforcetheunderstandingofthepartsofabook.
Toutilizeappropriatevocabularyandincorporateitinthetext.
Tocreateaclassphotoessaytoaccompany"Let'sGoShopping!
"photographs.
Tounderstandthattheprocessofwritingabookisinvolvedandmustbeeditedandrevisedbeforepublication.
Materials:Photographsofclasstakenduringaprevious"Let'sGoShopping!
"lesson,pocketchart,blankbookorpaper,thin-pointmarkers,sentencestripsorexperiencechartpaper,gluesticksProcedure:Assembletheclassonflooringroupmeetingarea.
Discussthepreviousclassshoppingexperience.
Showtheclassthephotos,oneatatime,andallowforabriefdiscussionastowhat'shappeningineach.
Statetheaim.
Randomlyarrangethephotosinapocketchart.
Havethestudentsdecideonthepropersequenceandallowforabriefdiscussionofthereasonsfortheirdecision.
Aftertheclassagreesonthesequence,askstudentsforasentencetogowiththefirstphoto.
Selectoneoracombinationofthoseoffered.
Writeitonasentencestripandplaceitinthepocketchartnexttothephoto.
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18Repeatthisprocessforadditionalphoto.
Stressthatusingavarietyofsentences--telling,askingandexclamatory--providesamoreinterestingtexttoread.
Atthispoint,youmaywanttodividetheclassintocooperativelearninggroupsanddistributesomeoftheremainingphotos.
Allow15minutesforeachgrouptocomposethetextforeachoftheirpictures.
Bringgrouptogetherandshare.
Restateaimandsummarize.
Askforsuggestionsastohowwemayimprovethetextanddiscussbriefly.
Thismaybeagoodstoppingpointandexplainthatduringthenextlessonwewilleditthetextandmaketheappropriatechanges.
PartIIAim:CanyoureviseandeditthefirstdraftofourclassphotoessayObjectives:Toexposestudentstoproofreading.
Tocheckforcorrectspellingandpunctuation.
Toinsureuseofpropervocabulary.
Toincludeavarietyofsentences.
Toincludeuseofsignalwordsandtransitionalword.
Tointroduceeditingskill.
Materials:Different-colormagicmarkertomakecorrections,photosandsentencestripsfrompreviouslessonProcedure:Rereadthetextasawhole.
Slowlyrevieweachsentenceandmakethenecessarycorrections.
Addsignalwordsandtransitionalwords.
Varysentencestructure.
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19Afterprocessiscompleted,reread.
PartIIIAim:Canyoucorrectlycompletethefollowingpartsofthebook:thecover,thetitlepage,andthededicationObjectives:Tolearnaboutthedifferentpartsofabook.
Tolearntheinformationthatisincludedoneachspecialpageinabook.
Toselectanappropriatetitleandcomposethecover,titlepageanddedication.
Materials:Photographsandtextfrompreviouslessons,experiencechartpaper,andmarkersProcedure:Havestudentsoffersuggestionsfortitle.
Theclasswillvoteandselectthetitletheyfeelismostappropriateandtheylikebest.
Usetradebooksasexamplesandbrainstorminformationincludedonthecover.
Constructthedraftforthecoverofthephotoessay.
Repeatthesameprocessasabovetocreatethetitlepage.
Brainstormideasastowhomthebookshouldbededicatedtoandhavetheclassvotetoselect.
Composethededication.
Summarizeandrestatetheaim.
Rereadandcheckallpages.
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20PartIVAim:CanyouusesomeofthevocabularywordsincludedinthetextofourphotoessaytocreateamatchinggamefunpageObjectives:Toreinforcethemeaningofselectedvocabularyusedinmathematicalcommunicationandinthetextofourphotoessay.
Tohavestudentscomposeaword-definitionmatchinggame.
Procedure:Rereadthetextofthebookasasharedreadingexperience.
Readagainwiththepurposeofselectingvocabularywordstodefinesoastohelpthereadergainafullerunderstandingoftheirmeaning.
Highlightthewordsselected(limittofivewords).
Formasimpledefinition.
Writethewordfollowedbythedefinitiononasentencestrip.
Repeatforeachofthewordsselected.
Readallthewordsanddefinitionsagain.
Cutthesentencestrip,separatingthewordfromitsdefinition.
Rearrange,mixingupthewordfromitsdefinition.
Numbereachword(1-5)andlettereachdefinition(a–e).
Havestudentspracticematchingthewordtothecorrectletterdefinition.
CreateanAnswerKey.
Reviewallthewordsandrereadthetextagain.
Let'sGoShopping!
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21PartVAim:CanyoupublishthefinaldraftofourclassphotoessayObjectives:Tohavestudentsaccuratelycopytheeditedtextforpublication.
Toproduceapublishedcopyofourphotoessaytosharewithothers.
Materials:Bookwithblankpagesorblankwritingpaperthatwilllaterbeboundintoabook,markers,gluestick,peel-and-stickblanklabels,photos,andeditedtextProcedure:Pre-pastephotosonpagesincorrectsequentialorder.
Linepaperandnumberpages.
Assigneachstudentapage.
Studentswillcarefullyandaccuratelycopytheeditedtextforthepagetheyareresponsiblefor.
Uponcompletion,proofreadthebookasaclass.
Havepeel-and-sticklabelsavailablefornecessarycorrections.
Rereadforenjoyment.
Photocopythecompletedbook,sostudentscantaketurnstakingithometosharewithfamily.
Sharewithotherclasses.
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22SAMPLEWORKSHEETSSortandClassifyTeachers:Youmaywanttoenlargetheworksheetmattomakeiteasierforpictureplacement.
Thisactivitycanbedoneindividuallyorasacooperativegroupora"study-buddy"assignment.
Responsibilitiescanbedelegatedinavarietyofways.
Eachchildinthecooperativegroupcandoonerowofpictures,oronechildcanberesponsibleforcutting,anotherforgluing,anotherforwriting,anotherforcoloring(optional),withallcontributingtosortingandnaming.
Tocompletethisactivity,followthesedirections:Orallyreadandcarefullyexplainthetasktobecompleted.
"Wearegoingtosortthesepicturesintogroupsandclassifythembynamingeachgroup.
Aswenameeachpicture,thinkaboutwhichthingswouldgotogetherandwhy.
"Havethestudentsnameeachpicture(thisdevelopsandreinforcesvocabulary).
Dothefirstfewpicturestogetheranddiscussthereasoningprocessfordecidinggroupplacement.
Stress:DONOTGLUETHEPICTURESINPLACEUNTILALLHAVEBEENSORTEDANDTHEGROUPAGREESONEACHPICTURE'SPLACEMENT!
Gluepicturesinplaceusingonlyadotofglueforeach(easiertoremoveandchange).
Decideonatitle(name)foreachgroup.
Writethenameontheline.
Color.
AnswerGuidelines:Therearesixgroups:Flowers,Animals,Foods,Vehicles,Clothe,sandToys.
Therearesixpicturesforeachgroup.
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23SortandClassifyLet'sGoShopping!
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44ResourcesSuppliesItemssuchascoinstamps,punch-outcoins,playmoney,cashregisters,andcalculatorscanbepurchasedeasily.
EducationalsupplystoresEducationalsupplycatalogs–somemayevenhavepre-fabricatedcardboardsupermarketavailable.
Toystores–inadditiontotheitemsabove,playgroceriesareavailable.
Staples,OfficeDepot,OfficeMax,Wal-Mart,K-Mart,andTargetofferachoiceofcalculators.
Emptyfilmcanistersareeasilyacquiredatlocalphotoshops.
Punch-outcoinsareoftenpartoftheprimarymathtextworkbook.
Money"MatchMe"FlashCards.
TrendEnterprises,Inc.
St.
Paul,MN.
55164:T-58003ReproduciblesReproduciblemastersandideasforadditionallessonsareavailableinmanyteachingpublications.
LearningResources,HighlandPark,Illinois60035,www.
learningresources.
com(312)831-3909offerthefollowingbookswithreproduciblemasters:1.
"Let'sGoToTheGroceryStore"–LR4452.
MoneyActivityBook–LR1053.
MakingChangeCards–LR104.
MagneticMoneyandTeachingGuide–LER0080"TheMailbox",TheEducationalCenter,Inc.
Primarylevel1.
Aug.
/Sept.
2001–page9,"MoneyBags"(skill-countingmoney)2.
Oct.
/Nov.
2001–page47,"CashingIn"(moneycountingskillsgame)3.
Oct.
/Nov.
1998–Pages28-34,"RightOnTheMoney!
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45LiteratureandOtherPublications"Smart"byShelSilverstein–Thisisahumorouspoemthatreinforcestheimportanceofknowingthevalueofeachcoinandtheskillofcountingmoney.
Ayoungboytradeshismoneyandendsupwithmorecoinsequaltoalesservaluethanhestartedwith.
MATHLINKS–ConnectingMathematicsandtheLanguageArts,JohnHinton.
Thisisabibliographyofchildren'sbookslinkingdifferentpartsofthemathcurriculumtoliterature.
SupermarketbySusanCanizaresandKamaEinhorn,Scholastic,Inc.
USA;2000StoreAdvertisementsandCatalogs–Theseserveasagoodresourcetouseinlessonsforbudgetplanning,salesandcreatingyourownstoreflyer.
SchoolSupportIntegrateyourunitwiththecomputerandartprogramsinyourschooltodevelopandcreateflyers,signs,shoppingbags,andcraftstobeusedasmerchandise.
CommunitySupportArrangein-schoolvisitswithlocalstoreownersormanagerstospeakwiththeclassabouttheirjob,theirresponsibilities,andwhatgoesonbehindthescenes.
Scheduleclasstripstolocalsupermarketorparticularstoretoobservethesetup,displays,signs,androlesofemployees.
BibliographyHarcourtBraceandCompany,MathematicsPlus,Grade1,UnitedStates:1994.
TheEducationalCenter,Inc.
,Teacher'sHelperMagazine",April/May/June1997.
TeachingK-8,PriceProblem,page130,Aug.
/Sept.
1992,TeachingK-8,SupermarketTalk,page121,Aug/Sept.
Instructor(primaryEdition),IdeaNotebookpage,TeachingPhonicsWithAPoem"TheBigSale"–ideasubmittedbyDianaSmith,YoungHarris,GeorgiaLet'sGoShopping!
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