From: Noahandlea@aol.com
> Date: Sun, 28 Jul 2002 20:45:01 EDT

> Joyce I plan to use these approach with the mainstreamed special ed
students
> and esl students. I will be able to give feed back after a few m onths of
> school. Unfortunately CT spends the first month reviewing for CMT and then
we
> move into teaching. I am going to do Readers Workshop if I can figure out
the
> best starting point two days a week during CMT review since there is a
> comprehension section of the CMT. Any suggestions on the best skills to
start
> off with ? I have sixth graders and some of them may have been exposed to
> some of this in fifth grade depending on the elementary school they come f
> rom. susan

+++++++++++++++++++++++++++++++++++++++++++++
>
> From: "Ginger/Rob" <elephant@foxvalley.net>
> Subject: [mosaic] my teaching order/strategies(long)
> Date: Sun, 28 Jul 2002 21:01:32 -0500

> I would like to welcome all the new members who subscribed this weekend!
> There are about 30 new members since Friday. WOW! Where did you all hear
> about us?
> Be sure to go to our website: www.u46teachers.org/mosaic to find our
online
> book database. Let's remember to add titles we use in our teaching. Plus
> you can access the archives of past listserve conversations from the
website
> as well if you've just joined us. There are a lot of great supportive
> emails there.
>
> I know there was a post about where to start. Here is a previous email I
> sent with my thoughts. Hope to hear from others on their thoughts about
> where to start.
> Ginger
> moderator
> ++++++++++++++++++++++++++++++++++
>
> I DO have a specific order I teach the comprehension strategies. I
> tend to be very methodical about my teaching since I am still finding my
way
> in this. The first year I read Mosaic I jumped right in with connections.
> After rereading it I realized that I needed to go way back and explicitly
> teach METACOGNITION. I spent a couple weeks having them get in touch with
> their "little them" who sits on their shoulder and "catches" them being
> metacognitive. Always LISTENING for their discussion they should be
having
> in their heads as they read. I modeled my thinking aloud with everything
I
> read. I even started modeling my thinking aloud when doing math. We
defined
> metacognition as "thinking about your thinking" and they reported back to
me
> in various way (post its, reflective written pieces, conferences,
etc.)their
> use of it as a reader. Eventually I sent them off to read independently
and
> their purpose was to sit their "little them" on their shoulder, shake
hands,
> and REALLY be metacognitive as they read. They shared their experiences
> back whole group, then small group, then partners. I continued to model
and
> name myself being metacognitive when I was. I'd often stop my reading
aloud
> and talk to myself about what I was reading. Then I would set down the
> book, look out at them and say, "See how I talk to myself as I read. I
> don't just read word after word after word without pausing to think and
have
> a discussion with myself. I am doing it out loud so you can hear what my
> discussions sound like inside my brain. I am being metacognitive."
>
> I realized also that my students were not always AWARE of if they were
> understanding what they were reading or not. That became my second study
> focus. I did the finger one and finger two idea talked about in MOT.
> Before I actually taught it to my students I started doing it myself as I
> was reading aloud to them. I would hold up one finger just next to the
> book. When I got to a part that was confusing or where I found my mind
> wandering or that didn't make sense I switched my finger to two fingers
out.
> Without saying anything I would talk out loud like, "Oh, that doesn't make
> any sense. I need to go back and reread that part." I would reread it
and
> if that helped me understand that part I put back up just one finger. If
> not, I would say, "Well, that didn't help. Now I am going to read on a
bit
> and see if that helps me out." I would read on a bit and if that helped
me
> I would put back up one finger. If that didn't help me, (so I was still
> holding up 2 fingers) I would say, "Well, rereading didn't help me,
reading
> on didn't help me, so now I am going to have to find someone to ask
because
> I can't go on if I don't understand this part." I would then ask my
> assistant and she would explain that part to me. **This is NOT used when
> coming across tricky words. Words I could not READ. Just for passages I
> was not understanding. I did this naturally for a few days. Then one day
I
> asked if anyone had noticed me doing anything unusual with my fingers as I
> was reading these past few days. Of course they had. I had them tell me
> what they SAW me doing and what they HEARD me saying. We refined what it
> was I was doing and saying so we all had a common understanding of it. We
> talked about WHY I was doing it: because readers need to understand what
> they are reading to fully enjoy or learn from the words. That a book will
> be more rewarding if it makes sense to the reader. That that is what GOOD
> READERS DO!!! They don't just keep reading or put the book down when they
> don't understand it. (Of course we did talk about exceptions!!! :) )
From
> that point on they were to hold out one finger when I was reading aloud
and
> switch it to two fingers when they were confused. I stopped during those
> times and reread, read on, and then explained it to them if need be. Then
> they all practiced this on a whole group text and then independently using
> post its to mark when they used the HELP strategy as we called it. They
> would write HELP at the top of the post it. Under it they would write in
a
> list: reread, read on, ask. If they found themselves being confused or
> distracted they placed the post it note at that point and crossed off what
> they tried in that order and circled where they got back their clarity.
>
> Who knows if this was worth the time, but I do know that at least they
were
> talking the talk about how important it is to be aware (metacognitive) if
> they are understanding their text or not. And that books are supposed to
> make sense and are not just words on a page to be read one after the other
> for no reason.
>
> Then my order is this: (1)SCHEMA Study. Which now includes three
subparts-
> connections, author schema, and text type schema (haven't gotten to this
one
> yet this year). (2)SENSORY IMAGERY Study. Which includes making
> pictures/movies in their minds, sense of smell, sense of taste, sense of
> hearing, sense of textures/touch, and emotions found in text.
> (3)QUESTIONING Study. (4)INFERING. Which slides together very well with
> questioning at third grade. (5)DETERMINING IMPORTANCE Study. (6)
SYNTHESIS
> Study. (honestly
> don't understand this myself yet!) (7) FIX IT UP Study. (I think I do
this
> all throughout????????? Teaching and review the tricky word strategies for
> decoding)
>
> Good readers use these strategies interchangeably
> and automatically so it is less natural to teach them in isolation. But,
> speaking just for myself, when I approached each strategy as a study and
> spend the time to go through the gradual release of responsibility as
taught
> to us in MOT (as best I can and it isn't easy!), my students have seemed
to
> embrace and integrate this work more deeply and often easier than if I had
> combined my teaching of several strategies. I find that as the year goes
> on, I work real hard to keep verbally modeling myself using the previously
> explicitly taught strategies in like a blend. It's hard work.
>
> I continue to learn as I go.
>
> Ginger
> grade 3

+++++++++++++++++++++++++++++++++++++++++

> From: "Ginger/Rob" <elephant@foxvalley.net>
> Subject: [mosaic] beginning thoughts from Laura
> Date: Sun, 28 Jul 2002 21:03:23 -0500

> I am reposting this email from Laura as it relates to her thoughts about
> starting out the year.
> Ginger
>
> "The first year I read Mosaic I jumped right in with connections.
> After rereading it I realized that I needed to go way back and explicitly
> teach METACOGNITION."
>
> It's interesting you say that. I always forget that I do teach
> metacognition
> first because to me that's not a strategy. My principal when I gave him
the
> book focused entirely on the idea of teaching metacognition and the
> importance of it in teaching and using these strategies. I did teach it
but
> never really focused on it if you follow what I'm saying.
>
> Anyway, going back to my order I guess I have to agree and say that in the
> first year of my loop in first grade the first thing I teach is indeed
> metacognition. I tell them that the voice that talks to them is their
> brain.
> When I introduced it, I used a book that had something on the cover that
> would illicit a response. For example, Polar Express has a train on the
> cover. A child would say, and did, choo choo. When I asked him why he
said
> it, he said I don't know thinking he was in trouble. I then made him
> realize
> that the reason he said it was because he saw the train on the cover and
his
> brain was talking to him and saying choo choo. I said that is your
"little
> voice" inside talking to you. It's the voice that makes you recognize and
> say hi to a friend in the hall or street. It's the voice that tells you
> what
> to do. It's always with you because it's your brain. We spent a lot of
> time
> talking about our little voices and noticing what they were telling us.
>
> To this day, year two of the loop, the kids refer to their brain when we
are
> reading. We call the brain our "tool box" and the strategies we use are
our
> tools. We associate the fact that you don't always use the same tool when
> working. For example, you wouldn't hang pictures with saws or
screwdrivers,
> but you would use a hammer. They are told to use the many different tools
> or
> strategies they have stored in their toolbox (brain) when reading.
>
> I remember one teacher in our study group saying the she resented the fact
> that we had to teach the kids how to think and that nobody taught her how
to
> think when she was a child. I told her that I am sure they did and she
just
> doesn't remember, but even if they didn't times have changed and the
levels
> of thinking required are far higher than when she was a kid. We need to
> model and teach the kids how to think and what strategies to go to when
they
> get stuck. You are right metacognition is the place to start, especially
> with little ones.
>
> Laura
> readinglady.com

+++++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 28 Jul 2002 21:14:24 -0500

> Ginger,
> I read your email from your Mosaic class last night, and I was
> intrigued by the primary teachers comments: How do I teach this?
>
> I didn't want to answer this on the list serve, because I'm still
> mulling this through yet, but here goes: in my mind, you cannot separate
> teaching
> reading (decoding, etc) from comprehension (schema, questioning,
> inferring, visualization, etc.). They have to be done together.
>
> Debbie Miller is my bible this year. In fact, as I write this, I
> remember she does a chart with the reading strategy skills and
> comprehension skills side by side. It has to be done together.
>
> We have a curriculum map we are using in first grade, where we took the
> comprehension strategies and listed them by month across the year what
> we would focus on for 4-6-8 weeks. We start with schema.
>
> Do I introduce schema day one? Of course not, but in my read alouds,
> I'm reading Kevin Henkes books and I begin my modeling of connections.
> I'm still doing word work (Guess the Covered Word, Tongue Twisters,
> Making Words) I still do shared reading (ok....it's been three
> days...shared next week!)but, in the course of my shared, there will be
> comprehension strategies taught at the same time I'm teaching decoding
> the text, beginning with schema.
>
> You can see why I didn't want to answer this on the list serve, I know
> I'm confusing, but you cannot separate the two: teaching reading and
> teaching comprehension. Teaching comprehension IS teaching
> reading....it's all together and as NIKE says: Just do it! Don't make
> it so complicated.
>
> I had the opportunity to hear Stephanie Harvey this summer at Walloon.
> Oh...My....God! WOW is all I can say!
>
> Be One with the Deb! (Our new motto here: Be one with Debbie Miller!)
>
> Sandi Stringham
> first grade

++++++++++++++++++++++++++++++++++++++++

From: "Kathy" <teach@willinet.net>
> Subject: Re: [mosaic] FW: strategies
> Date: Sun, 28 Jul 2002 21:43:41 -0500

> I had the opportunity to hear Stephanie Harvey this summer at Walloon.
> Oh...My....God! WOW is all I can say!
> -----
> I'm so jealous ... is this the Walloon Institute with Harvey Daniels? I've
> looked into going to that for three years now.
>
> I've worked with both Anne Goudvis and Debbie Miller (when they did a
series
> of workshops for us this year). Both are truly amazing. Debbie would be
so
> humbled to know she has such a following and fan club!!!!
>
> Kathy

++++++++++++++++++++++++++++++++++++++++

> Date: Sun, 28 Jul 2002 23:02:58 -0500
> From: Andy and Shelly Kennedy <pristine@aclass.com>
> Subject: [mosaic] Neat checklist

> I was searching the web last night and found this neat checklist for
> classroom organization. (It's based on Fountas and Pinnel's stuff I
> think based on the language in the format.) Check it out! :)
>
> http://www.acs.ohio-state.edu/urbanschools/principl/walkthru.pdf

++++++++++++++++++++++++++++++++++++++++++

> Date: Sun, 28 Jul 2002 23:18:50 -0500
> From: Andy and Shelly Kennedy <pristine@aclass.com>
> Subject: [mosaic] try again...here is the site

> http://teachersmentor.com/readingk3/class_library.html

++++++++++++++++++++++++++++++++++++++++++
>
>
> Date: Sun, 28 Jul 2002 23:18:33 -0500
> From: Andy and Shelly Kennedy <pristine@aclass.com>
> Subject: [mosaic] Another good site for beginning teachers (or not)

> Hi...I have taught undergraduate students before and remember that we
> had several on this list-serve at one time. Thought this might be useful
> to you all! I skimmed it...looks good. :)

+++++++++++++++++++++++++++++++++++++++

> Date: Mon, 29 Jul 2002 05:41:36 -0700 (PDT)
> From: Nancy Gallagher <stedsmom@yahoo.com>
> Subject: Re: [mosaic] my teaching order/strategies(long)


> OK..................please help me with my thoughts.
> You need to teach METACOGNITION first before you go to
> the other strategies. I teach first grade so this
> will be their first exposure. I am presently reading
> Reading with Meaning, MOT, Strategies that work, and
> On solid Ground. There is a different book in every
> room of the house.
> How do I go about exposing them to METACOGNITION. Is
> this just talking about what you are thinking? This
> is not where you are making connections (schema)? But
> when you are talking about what you are thinking isn't
> that schema? I am confused.
> My problem is that I need a step by step plan. Can
> someone help me?
> Thanks so much.
> Nancy/OH/1

++++++++++++++++++++++++++++++++++++++++++

Date: Mon, 29 Jul 2002 08:09:10 -0700
> From: Judy Mazur <jvmazur@attbi.com>
> Subject: Re: [mosaic] Neat checklist
>
> Shelly, thank you from the bottom of my heart for posting the checklist!
> I cannot begin to tell you how validating this is and how much it will
> enable me to keep working as I am without worrying about the comments of
> others. This list tells me, "You're on the right track."
> Most sincere thanks,
> Judy

+++++++++++++++++++++++++++++++++++++++

> From: "Lawrence A. Bennett" <labgsb@tir.com>
> Subject: [mosaic] Confused!
> Date: Mon, 29 Jul 2002 16:37:57 -0400

> Help!
>
> I have just finished reading Strategies That Work, Reading for Meaning,
and
> the Power of Retelling. Last summer I read MOT. Does anyone have any
> suggestions for merging POR with these three other selections. Should I
> begin with Pretelling activities and Guided Retelling (Modeling story
> grammar), or begin to model making connections like Debbie Miller
suggests? The Power of Retelling is from the Wright Group.
>
> Thank you in advance!
> Gloria

+++++++++++++++++++++++++++++++++++++++++

> From: "Ginger/Rob" <elephant@foxvalley.net>
> Subject: [mosaic] Nancy/metacognition
> Date: Mon, 29 Jul 2002 16:19:33 -0500

> Hi Nancy. Just keep in mind that my previous long email was just MY
little
> ole way of defining the teaching for ME! I am NOT saying that everyone
has
> to do it how I have come to understand it. It's just that when I just
> jumped into the schema study and taught the three connections (remember
that
> schema has four parts: text connections, schema for authors, schema for
text
> types, and building/revising/developing schema when it is missing) it
seemed
> that my kids were missing the point. I hadn't done the work prior to the
> schema study with them about even HEARING their voice inside. And knowing
> when they are understanding or not understanding what they are reading.
The
> part of "Is this making sense to me or not?" So the second year I DID
take
> a few steps back and spend a couple weeks on introducing the word
> metacognition (they LOVE using the real words!) and doing a LOT of
modeling
> MYSELF in front of them about MY OWN thinking that I now hear as I read.
It
> is the thinking out loud piece that is often so awkward at first (for us)
> but the MOST crucial piece for their understanding. So for example, I
might
> read them a picture book and just pause naturally and think out loud as my
> thoughts bubble up. At THAT point I do NO teaching of text connections.
> Nor do I say, "I have a text to self connection............" I just
> casually share my thinking OUT LOUD for them as I am reading. I read to
> them just for the sake of enjoying the story but I add in my thinking.
> After a few days of that, I literally tell them that today is MY day to do
> the work. Their job is to sit and watch what I do and listen to what I am
> saying. I tell them that I will be asking them to share what they saw me
> doing and what they heard me saying. I also tell them how they will know
> when I am reading the words in the book, and when I am sharing my
thinking.
> ("I will hold the book up for you all to see as I am reading. But when I
> set the book on my lap, that is the clue that I am about to share my
> thinking with you out loud. The thinking I am doing in my head that no
one
> else can hear. But I want you to listen in on MY thinking because that is
> what good readers do. They think about what they are reading.") It's
VERY
> important that they can tell the difference, especially at the primary
> grades. After I read the story I ask them to tell me what they saw me
> doing. (example: "You stopped reading and told us what you were thinking
> after the part where...." or "You asked a question after reading ......."
> or "You didn't just read the words and put the book down." "You thought
> about what you were reading.") If they don't come up with those type of
> responses, I restate what it was I was modeling for them. So I read and
> think out loud for them. This is when you can remember to pull in books
you
> can reread later for t-s and t-t.) So after a few days of ME just doing
the
> work, I ask them to share their thinking as I read TO THEM. Just whatever
> was bubbling up in their minds (or what their little them caught them
saying
> inside their head) Especially at first grade, the types of texts you will
> be reading to them will not be at their reading level, they will be the
> picture books that elicit great thoughts/questions/predictions/images/etc.
> So most of your work will be done in the shared stage of the balanced
> literacy model. Right? Use Debbie Miller's cute little activity: eye to
> eye, knee to knee for quick sharing as you are all gathered together.
>
> I hope this explains how I see a short metacognitive study. You are
right-
> using ALL of the strategies is being metacognitive. But it's the explicit
> teaching that I skipped right over my first year. And after adding that
in,
> I can always remind them as they are reading to listen to their little
voice
> inside/be metacognitive and they KNOW what I mean. I even devise ways for
> them to share their thinking with a partner, on post its and on various
> reporting forms. As they are reading their self selected books. But third
> graders can do more of that than first graders.
>
> Keep asking your questions. That is how we can all learn.
>
> Ginger
> grade 3

+++++++++++++++++++++++++++++++++++++++++++

From: "PJ/TN/1 Lynn" <pj_tn_1@hotmail.com>
Subject: Re: [mosaic] Nancy/metacognition
Date: Tue, 30 Jul 2002 17:21:11 -0400

Ginger and Nancy,
Thank you sooooo much for mentioning the importance of beginning by teaching
metacognition. I am ready to really get serious about teaching all the
reading strategies to my first graders. I had mapped out my year and
planned a time for each strategy, but I hadn't yet grasped the importance of
beginning with metacognition. Now that I have read your posts, it makes all
the sense in the world. I will adjust my plans.

Thanks!
Jama

+++++++++++++++++++++++++++++++++++++++++

From: Micteachme@aol.com
Date: Tue, 30 Jul 2002 18:02:15 EDT
Subject: Re: [mosaic] Confused!

Gloria,
I too am trying to figure out how to merge RWM and Power of Retelling.
I know that we are going to start with pretelling in the format of setting up
the rituals and routines in the classroom. After that I really have not
figured it out, but would also welcome suggestions from the group.

Becky/Literacy Coach/IL

+++++++++++++++++++++++++++++++++++++++

From: "Ginger/Rob" <elephant@foxvalley.net>
Subject: [mosaic] Jama/year plan
Date: Tue, 30 Jul 2002 21:15:29 -0500

Hi Jama! Would you be willing to share with us your mapping of your year?
Could you just "talk" to us about your thoughts on that? I think it might
help us all.

Ginger
grade 3

+++++++++++++++++++++++++++++++++++++++++

From: "PJ/TN/1 Lynn" <pj_tn_1@hotmail.com>
Subject: Re: [mosaic] Jama/year plan
Date: Thu, 01 Aug 2002 22:36:36 -0400

Hee hee! I sound so organized and "with it" when I say I was mapping out my
year. I must confess that what I am talking about so far is just general
plans-themes I need to address and when they will land--stuff every teacher
probably does. Still, I feel I am making a bit of progress in even
determining which strategies to aim for in which months.

What I have so far looks something like this:
August-Laying the foundations-working on phonemic awareness, pledges, songs,
friendship, folk and fairy tales, metacognition

September-Introducing maps, health and safety, Fall weather, Johnny
Appleseed, schema

October-Continuing with maps, Christopher Columbus, food pyramid, continuing
schema and beginning sensory images (It is such a sensory time of year!)

November-More nutrition, family, Thanksgiving, sensory images still. (It is
a short month. We have a week off for Thanksgiving because our highschool
is a boarding and day school.)

December-Winter weather, Christmas (I teach at a Christian school), Space, I
may begin modeling questions in December, but it depends on the children.

January-Community Helpers, Martin Luther King, colonial America, questions

February-George Washington, Abraham Lincoln, citizenship, touch on
friendship again, inference

March-Animals, Spring weather, determining importance

April-Easter, Famous Tennesseans, continue determining importance and
perhaps touch on synthesis

May-Forces and matter, summer weather, synthesis.

I realize that I am crowding the strategies in there at the end, but I'll be
really pleased if I can at least teach through determining importance by the
end of the year. I figure there will be some naturally occuring synthesis
going on if we can make it that far.

Naturally, I'll be on a quest throughout the year to find just the right
books to tie the themes with the strategies. Any clues from the ring are
greatly appreciated.

My thoughts are obviously sketchy and incomplete at this point. Consider
this a very rough draft, shared because Ginger was kind enough to ask, and
shared to stimulate helpful discussion on the very basic thinking processes
needed to implement the wonderful teaching of reading strategies. If I am
totally off base, please be merciful. I am here to learn. (I feel that
posting this is a huge risk, too.) I know there are so many things I have
not yet even thought of. Teach me.

Taking the plunge and the risk!
Jama/1

+++++++++++++++++++++++++++++++++++++++

From: CPres64735@aol.com
Date: Fri, 2 Aug 2002 09:36:04 EDT
Subject: Re: [mosaic] grad class last day (long)

Do people have 2 (or more) journals for their students? I teach a 4-5 GATE
cluster. Will the kids need a Response Journal and a Journal for their
AGENDAS and what about an Interactive Journal? Do people still write back to
their kids every day-even with 34 students?

Chris

+++++++++++++++++++++++++++++++++++++

Date: Fri, 02 Aug 2002 09:02:50 -0500
From: motthebug <maps@resourceroom.net>
Subject: [mosaic] Why football is better than school

... unless you do it differently
http://www.pdkintl.org/kappan/kchi9804.htm

++++++++++++++++++++++++++++++++++

From: "Barbara Punchak" <punchak@intnet.net>
Subject: [mosaic] RE:Journal Writing
Date: Fri, 2 Aug 2002 17:07:34 -0400

I divide my class in thirds (each third has a different color spiral---i.e.
10 red, 10 green, 10 purple) and each color is due on a different day of the
week. For example, red journals due Monday, green Wed., and purple Friday.
I found responding back to 1/3 of my class was more manageable, than writing
to 30 kids once a week. My students and I respond to the book(s) they're
reading independently---using literary elements modeled and taught. This
list has been a 'godsend' for me----and I thank all of you for your
expertise, ideas, and willingness to share. My modeling will be so much
'better' this year, thanks to each of you! *smiles*
~Barbara/5th/FL

++++++++++++++++++++++++++++++++++++++++

From: "PJ/TN/1 Lynn" <pj_tn_1@hotmail.com>
Subject: Re: [mosaic] [PERIODIC mosaic DIGEST POSTING]
Date: Fri, 02 Aug 2002 22:01:44 -0400

>What grade is Jama teaching please?
>
>Thank you
>Carole

Carole, I teach first grade.

Jama

+++++++++++++++++++++++++++++++++++++++

From: Kkellyooo@aol.com
Date: Sun, 4 Aug 2002 14:20:20 EDT
Subject: Re: [mosaic] FW: strategies + Steph Harvey

> I had the opportunity to hear Stephanie Harvey this summer at Walloon.
> Oh...My....God! WOW is all I can say!

I just heard her last week and I have to ditto that!!! She was AWE-SOME!
Can't wait
for next year as I've heard she's doing another conference--mine was in
Denver--it was called The Reading Comprehension Institute. It was great!

+++++++++++++++++++++++++++++++++++++++++++

Date: Sun, 04 Aug 2002 18:15:15 -0400
From: "Pam Reifsneider" <preifsneider@newtownfriends.org>
Subject: [mosaic] Jama's year outline

I like Jama's sequence of introducing the
strategies. Especially going right into
visualizing after schema/connections. You are
right, those fall months will be the perfect
season for sensory images. I taught these
strategies for the first time last year in first
grade and found that it does take several weeks
for each. In the course of the year I introduced
surveying (inspecting the cover, title, taking a
picture walk, followed by making a prediction),
activating background knowledge (schema),
connections (text to text, self, and world),
questioning (as setting a purpose for reading),
and monitoring for sense (fix-up strategies). We
inferred and synthesized as well through our
discussions, although I didn't have time to
explicitly teach it as a metacognitive strategy.
So Jama, be happy if you get through inferring
and consider adding fix-up strategies/self-
monitoring for meaning, and you'll be in good
shape!

Pam Reifsneider
Newtown Friends School

+++++++++++++++++++++++++++++++++++++++++

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