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Norms set up for collaboration

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sentence stems for accountable talk to use when collaborating.

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This template is cast on the white board each time we do station rotation.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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I find this a fantastic way to have a discussion with students on an ongoing basis about almost any topic!
(L. Goodwin MS)

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I use Quizlet Live to review for assessments. I also encourage students to create their own Kahoot games and organize within the class.

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Our school uses the PBIS rewards app. I award students points for initiation of and active/productive participation in collaboration activities.

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I tried my first fishbowl discussion with literature circles. I mapped the discussion (picture shown) and observers noted evidence on forms all looking for something different. They did an awesome job! Proud teacher moment!

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Classroom norms developed with using Open Circle curriculum

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Work sharing protocol for Math Problem Solving.

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This is my Stations board where I post the assignments for each station. The assignments are also posted on the table tents in each station.

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Students collaborate in small groups to complete a task card activity.

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Reflection on Week's Work and Goal Setting

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Reflection on Week's Work and Goal Setting

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Val Seveney - Grade 1

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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Val Seveney - Grade 1

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Val Seveney - Grade 1

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Val Seveney - Grade 1

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Science-Design Engineering with a Partner-Testing our design

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Science-Design Engineering with a Partner-Testing our design

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Val Seveney - Grade 1

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Math anchor chart with talking stems. This is displayed so students can utilize while speaking about math topics.

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These are my math and reading groups, displayed for students to see and refer to. Within each group, each student has a job (listed on clothespins). This helps to hold everyone accountable for the group expectations.

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Developed Norms for Cooperative Group Work (mini PBL unit)

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Developed Norms for Cooperative Group Work (mini PBL unit)

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Val Seveney - Grade 1

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Students record their thinking on a sticky note and place on their number on the chart for group discussion.

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Math Workshop Stations Gr 1 Laurel Oliveira

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Math Workshop Stations Gr 1 Laurel Oliveira

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Students use Seesaw to record an audio retelling of a book.

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Students work in pairs to sequence pictures from a fiction story to support retelling the book.

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Students work in pairs too identify parts of numbers from a visual provided through an app and record the number sentences that match the picture on dry erase boards.

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Collaborating on engineering a wind powered car - Grade one Nicole Vanasse

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Collaborating on engineering a wind powered car - Grade one Nicole Vanasse

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Students planned, shared and created together.

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Flexible seating sign in Grade One Nicole Vanasse

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Flexible seating sign in Grade One Nicole Vanasse

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Station Rotation slides - Grade 1 Nicole Vanasse

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Station Rotation slides - Grade 1 Nicole Vanasse

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The timer is embedded in the slide so I don’t need to keep track of time. The following slide is a clean up song on a timer.

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Shared Google Doc - Grade 1 Nicole Vanasse

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Shared Google Doc - Grade 1 Nicole Vanasse

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Students collaborating and playing sight word splat. Students take turns reading off the words or "splatting" the sight words.

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During station rotation expectations are posted at each station about voice levels during collaboration and reminders to communicate respectfully. Students take accountability by circling which level we are working at.

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Students reflect on their week at the end of the week. Based upon their reflection, we set goals together. It is another chance to conference with students one-on-one and gives them ownership of their learning.
Karen Casperson-Grade 5

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Collaboratively solving word problems during math station rotation. Each group member solves independently, the group discusses, and then decides what to put for a a final answer in the center of the paper.

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Students use Epic Books for shared research and writing projects.

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During math rotations, student captains review the expectations at the start of each station and then evaluate their work at the conclusion of the stations.

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During Morning Meeting we set goals and work collaboratively to identify behaviors that will get us to these goals. Students identify the reward they would like to earn. After each transition or change in subject we review and reflect.

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This is a way I have Ss mark up a math problem before solving. It is a way to make sure each group member has a turn, as each members grab a color and marks up the appropriate parts as they all read the problem.

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This sign hangs in my collaboration math station. It reminds students of the expectations while working in the group.

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Casey DoVale and Jacqui Barker - Grade 3

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Casey DoVale and Jacqui Barker - Grade 3

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We both use this in our classrooms to promote collaboration and teamwork. When the whole class is working nicely, follows directions, etc., we pull bingo points. The class earns different rewards as they make bingos (5 in a row).

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This also hangs in our Collaboration Corner to remind students to be leaders, not bosses, when working with classmates.

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This hangs in our Collaboration Corner as a reminder for students.

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Student working in our designated Collaboration Corner where they are able to find partners and work collaboratively on various assignments.

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Problem solving by communicating through “text” in math. As communicate to solve problems without talking. Only through texting.

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Here is

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Val Seveney - Grade 1
Students work together to sort and then mark up words (boxing the "glued sounds")

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Made with Seesaw - Student Driven Digital Portfolios. Free for teachers!

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Val Seveney - Grade 1
Students read a "just right" non fiction text and collaborate to share what they learned.

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What is the title of your book? shared by Val Seveney! Click to watch the video!

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Dana Miga - Grade 2

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Dana Miga - Grade 2
Used video component of seesaw to record reading of students for assessment

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Dana Miga - Grade 2

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Collaboratively solving a Math application problem

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Collaboratively solving a Math application problem

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Dana Miga - Grade 2

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Dana Miga - Grade 2
Speakers reporting out on group reflections of work completed in the stations.

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Dana Miga - Grade 2

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Dana Miga - Grade 2
Sample of what leaders read to get the station going.

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Dana Miga - Grade 2
Group leader is indicated by location of the paperclip near the name.  Group leader gets badges for station roles and passes them out.  Number in puzzle piece indicates which station they go to.  Students come in and get right to their stations without teacher direction.  Leaders read expectations and task must do's and may do's.

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Dana Miga - Grade 2
Badges students wear indicating their roles for the day.

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Dana Miga - Grade 2

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Expectations established with groups at beginning of year

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Expectations established with groups at beginning of year

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Dana Miga - Grade 2

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Bulletin Board Display of all MVP for first  trimester

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Bulletin Board Display of all MVP for first  trimester

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Dana Miga - Grade 2

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Dana Miga - Grade 2
Form filled out for display of chosen MVP for each group.

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Dana Miga - Grade 2

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Dana Miga- Grade 2
At the end of the stations, students have time to reflect on their work as a group.  The speaker reports out.  They  also vote for the group MVP.  Next step includes discussion on how to improve on the area they identified as needing improvement.

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Dana Miga - Grade 2

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Dana Miga - Grade 2

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Dana Miga - Grade 2
Teaching Accountable Talk

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Kristen Pontarelli: A timer allows students to keep track of how much time they have left at each rotation.

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Kristen Pontarelli: During book club or partner conversations, students can use these sentences starters to discuss their books.

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Kristen Pontarelli: As part of rotations students work on prodigy or ixl for math review.

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Kristen Pontarelli: Group leaders will review directions for the station at the beginning of rotations. These directions can also be reviewed if needed.

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Group leaders review the directions for each rotation at the beginning. These also provide a reminder during the rotation.

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Kristen Pontarelli: Reading groups meet on different days of the week and the schedule allows students to follow the appropriate schedule for the day.

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Kristen Pontarelli: Provides a visual to remind students the expected movement through stations during math.

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Abbie Groves & Sara Radtke - Kindergarten 

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Abbie Groves & Sara Radtke - Kindergarten 

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Voice Level Expectation charts at each learning center to match classroom voice chart visual.

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Abbie Groves & Sara Radtke - Kindergarten

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Abbie Groves & Sara Radtke - Kindergarten

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Students listen to read alouds using iPads, QR Codes, and respond using Flipgrid.

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Abbie Groves & Sara Radtke - Kindergarten

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Abbie Groves & Sara Radtke - Kindergarten

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Students use iPads and QR codes to listen to read alouds and respond to text within centers

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Sara Radtke & Abbie Groves- Kindergarten

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Sara Radtke & Abbie Groves- Kindergarten

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This classroom voice chart matches the voice level expectations at each station.

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Sara Radtke & Abbie Groves - kindergarten 

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Sara Radtke & Abbie Groves - kindergarten 

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This organizer is used as a planning tool for station rotation for the week.

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Students in math stations.  In the top pictures, they are collaborating on place value center activities.

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Students created a class collaboration goal and score themselves on a rubric at our debrief portion of the lesson.

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Sara Radtke & Abbie Groves- Kindergarten

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Sara Radtke & Abbie Groves- Kindergarten

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This tool is used as a schedule for station rotation. The green dot next to a student's name shows the group that they are the leader for the week.

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My table tents, displayed at each station for reading and math. I have them in clear plastic frames. Below is one example for each subject and what they look like.

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If Then Statements and the Converse (Tom Soucar HS)

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If Then Statements and the Converse (Tom Soucar HS)

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Students worked in teams, their group choose to either read the textbook together or watch a video on EdPuzzle and fill in guided-notes. Once each grouped finished they were given an activity to complete together to practice what they’ve learned. Towards the end of class, all the students came together to summarize the main ideas of the lesson.

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Here is my Reading Google Classroom.  They can access RAZ kids and Readworks.org and complete a lesson during the technology station. I also upload digital graphic organizers onto this Google Classroom, so students can access these and fill them out digitally during reading centers.  This is an easy way for me to access their work instantly and avoid more paperwork!

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I use Google Classroom to house information for the students, such as assignments and frequently used websites.  I have a separate Google Classroom for each subject, so the information is organized for the students.  Below is an example of what my math classroom looks like.

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This is an example of math rotations with an embedded timer. I created this document on Google Slides and utilize this tool to show the students where they need to be and how much time they have within the station.

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My 11th/12th grade class has started competing in a Survivor-like tournament with challenges requiring teamwork. For example, they had to make a list of items they would take to a desert island. Three individual students were given crucial requirements for their list and had to communicate them to the group (a limit on the number of items, no matches or lighters, and they had to vote). They also elected a leader, who was the only one who could tell me when their list was done. (Nora Pace HS English)

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Students attempted an online discussion for homework. They watched a ted talk and then posted comments and questions and responded to each other.
Warning: This method could need oversight, since students can write whatever they want. I trusted my students to be respectful and they were. We also established the practice of indenting when responding to the comment above.
(Nora Pace HS English)

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I make a new seating chart for each unit based on partners and small groups who work well together or who will challenge each other. Students always know who their partner or group is, which saves transition time and builds peer relationships.
(Nora Pace HS English)

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Students worked together to create number posters which included area models for all factor pairs.
Lisa Leitao Grade 4

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Created By Kaitie Hitte (Ruth Trainor- HS)

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Myers Briggs for Grouping (Ruth Trainor-HS)

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Myers Briggs for Grouping (Ruth Trainor-HS)

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Using a panning grid in a collaborative classroom set my students up to understand what they are doing each day with their team)

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I spent a significant amount of time teaching students collaborative team skills at the beginning of the year)

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(Ruth Trainor-HS)

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Quick Fire on Empathy- (Ruth Trainor- HS) Group discussion following five word blurt)

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Quick Fire on Empathy- (Ruth Trainor- HS) Group discussion following five word blurt)

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I am using flip grids for collaborative projects to teach summarizing and 21st skills. (ie . video interviewing) High School

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Student Created Norms (Kathy Phillips-Gr4)

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Student Created Norms (Kathy Phillips-Gr4)

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After brainstorming how to be a good collaborator, Mike Miele assisted the class to come up with patterns of repeated traits. This is the results of bringing together their ideas into a class compact.

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Students brainstorming good collaboration to create class norms. (Kathy Phillips-Gr 4)

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Students brainstorming good collaboration to create class norms. (Kathy Phillips-Gr 4)

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Save the Last Word for Me Discussion Protocol in action. (Kathy Phillips-Gr.4)

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Save the Last Word for Me Discussion Protocol in action. (Kathy Phillips-Gr.4)