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The EL Bulletin

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haley frischkorn

on 5 December 2018

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Transcript of The EL Bulletin

an introduction of US and SIOP.
An unabashed nod toward Vanilla Ice, sure
Can you tell the difference?
All the Ws and an H...
Myth vs Reality
Stop! Collaborate and Listen.
Myth?
Jigsaw
TAKE AWAY SHEETS
$1.25
Wednesday, July 23, 2018
Vol XCIII, No. 311
The Tale of Two Experiences
Español, alguien?
The 8 Components:
SIOP: Sheltered Instruction Observation Protocol
Lesson Planning



Engaging our Learners
"One size fits all"
SIOP
Reality?
?
the truth
Stay

and
Stray
Do you know how hard it is to translate
everything in my head?

T-Chart
Stay and Stray
Building Background
Comprehensible Input
Strategies
interaction
Practice and Application
Lesson Delivery
Review and Assessment
Building Background
" All English learners come to school with varied experiences, but not all of their background knowledge matches what they need to know to be successful in U.S. schools."
Building Background:
1. Explicitly link concepts to students' background experiences
Second Language Acquisition (SLA) Concept 1:

Culture Shock!
Numbered Heads.
All you need is Dice.
And Heads.
Building Background
SLA Concept 2:
Common Underlying Proficiency
Links to the Past:
A 1-slide history of the methodologies for teaching English as a Second Language
3. Emphasize Key Vocabulary
Building Background
The importance of the right word
...a lesson from Joey
Academic Language
Social Language
"The difficulty of your set could be increased if you do a jam followed by a peach."
What is the LANGUAGE of our classrooms?
Comprehensible Input
SIOP Component 2:
"We cannot expect ELs to master new content learning by just listening; They need demonstrations, photos, illustrations, and models to make sense of the words you are speaking."
1.
2.
3.
SLA Component: i + 1 (Krashen)
i + 1 = Comprehensible Input!
"i" is input- meaningful input based on real communication that is immediately comprehensible to the language learner.
"+1"- the next level where language is advanced just enough so that the learner is challenged by it (but able to learn it!)
How well do you remember...
Vygotsky's Zone of Proximal Development?
"bath tub" level
Instructional level
Frustration level
98-100% known words
93-97% known words
Less than 93% known words
Comprehensible Input
2. Speak appropriately to accommodate students' proficiency levels
Comprehensible Input
3. Use a variety of techniques to make content concepts clear-- modeling, hands-on materials, visuals, demos, gestures, film clips..
Let's "sort" it out!
1. take 3 things out of your purse or bag

the more interesting, the better
2. Sort these items into 3 separate groups
a.
b.
c.
Take Away Sheets
SIOP Component:
Strategies
"Today we know that we cannot wait until students develop English proficiency to teach them grade-level content information."
SLA Concept: Cummins' Quadrant
Strategies
2. Consistently use scaffolding techniques through the lesson*
SIOP:
SIOP:
SIOP:
Mix, Match, Mingle
A Digital Gallery Walk
Haiku Deck
https://www.haikudeck.com/gallery/featured
1. decide if you want to work with a partner, or go it alone.

2. go to haiku deck and register. look around. enjoy.

3. review what we've done so far. create a haiku deck to summarize our time today.
TAKE Away
haiku deck
TPSS
numbered heads
A. Well, other than herb tea, what is anyone's favorite tea?

B. Earl Grey. I love Earl Grey,

c. Well, actually, I like raspberry-flavored tea.

D. Uh?

E. It's quite good. It's regular tea, and a tea that..., but I haven't lately. I'm not a big fan of tea.

F. My dad always put milk in his tea, and I thought that was barbarous until went to England. I found out thats what they do. Ha!
The most direct cause of the protest was the Tea Act, passed by the British parliament on May 10, 1773. This act was an attempt by the British government to prop up the failing Dutch East India Company. It reduced taxes and removed all duties on the exportation of East India Company tea.

The colonists, however, saw it as an attempt to undermine colonial businesses. Nor were they in a compromising mood. They were still angry over the Boston Massacre, which had occurred 3 years earlier, and they were already boycotting British tea because of taxes imposed by the Townshend Acts in 1767. While the Townshend Acts had been rescinded earlier in the year, its duties on tea were still in force.

http://www.revolutionary-war.net/boston-tea-party.html

1. What are the characteristics of Social Language vs Academic Language?
2. What strategies do you use in your classroom to foster academic language learning for your students?
Social Language
Academic Language
Name That Person
Welcome Back!
1. Take a note card.
2. Write 2 things about you that people may not know.
3. When you're finished, give them to Haley.
NOW...
SIOP Boot Camp Day 2
What I know...
The 8 Components:
SIOP: Sheltered Instruction Observation Protocol
Lesson Planning



Building Background
Comprehensible Input
Strategies
interaction
Practice and Application
Lesson Delivery
Review and Assessment
meet in the middle
But come back, yes?
Teaching Scenarios:
comprehensible input
strategies
BEFORE we start:
each location has a different scenario
each location has a score sheet
1. Read the scenario
2. score the lesson
3. put your score in the envelope
4. rotate
Lather (mix it up!) Rinse and Repeat.
Interaction
1. Provide frequent opportunities for interaction and discussion--Supply much needed "oral rehearsal"
Mystery Jigsaw: Around the World Edition
"One thing we know for certain about English learners is that they will not become proficient speakers of the language unless they have frequent opportunities to learn it."
Interaction:
2. Group students to support language and content objectives--use at least two different structures during a lesson-- pairs, triads, teams, varied by language proficiency or interest.
Sticky Boards (teams)
Find Your Match (pairs)
the right way?! (triads)
1. Each group has a task to accomplish: making a match.
2. Once a match is made, partners/triads/teams will discuss the new information they matched together.
3. When every group is done, we will share with the class.
SLA Component:
Interaction:
3. Consistently afford sufficient wait time
All In?
my Vegas-y review game...


1. You and your partner will use a grid to answer multiple choice questions as a review of what we have learned.

2. You will use your chips to respond to the questions. You will place your "chips" on the answer you decide is correct. You may split your chips as a strategy, if you would like. You do not have to answer (or bet on) each question.

3. Each chip is worth a point. If you put all your chips on letter "A", and "A" is correct, you will earn four points! If you put all your chips on A and it is incorrect, you will have -4 points...

4. You will tally your points after each round of betting (answering!). The team with the most points at the end of the game will be the winner. And winner takes all!

A
B
C
D
GRID
QUESTIONS?
WIDA stands for


A. World-Class Instruction Designed for All
B. World-Class Interdisciplinary Detailed Assessment
C. World-Class Intimidating Depth of Alignment
D. World-Class Instruction, Design and Assessment.
Which of these is NOT an SLA concept?
A. Model Performance Indicators
B. Culture Shock
C. Common Underlying Proficiency
D. i+1
Which of these statements is TRUE?
A. Children typically acquire language faster than teens and adults.

B. The most appropriate level for ELs to be reading at is the "bath tub" level.

C. Common Underlying Proficiency deals with transfer from a primary to a secondary language.

D. Culture Shock has three primary stages: Honeymoon, Hostility and Assimilation.
Which of the following is context-embedded, cognitively demanding?
A. A mock trial

B. An essay (allowed to use notes)

C. A Socratic seminar

D. A standardized test
Which activity is best suited to a student WIDA would classify as "bridging"?
A. An essay which requires the use of appropriate Tier 2 and Tier 3 language

B. An essay that is supported with a word bank of Tier 3 words appropriate to the question

C. An "essay" of ideas on placed on a Venn diagram

D. An essay that is supported with a variety of sentence frames and a word bank
Which SIOP component asks us to: "Use a variety of techniques to make content concepts clear-- modeling, hands-on materials, visuals, demos, gestures, film clips."
A. Interaction
B. Comprehensible Input
C. Strategies
D. Building Background
Settle Up!
Do we need a bonus round?
Bonus Question!
Which is NOT a new WIDA "thing"

A. MTI strands
B. 15 Guiding Principles
C. 5 WIDA Standards
D. Can Do Descriptors
Now, go away
Standardized
Traditional
Differentiated
The words, syntax, style and grammar used by speakers and writers in a particular situation or in a particular type of writing.
REGISTER
Writing a text to a significant other
- intimate
saying the Pledge- static / frozen
the principal's daily announcements- formal

Asking a manager at an internship to clarify expectations for a task -consultative
Demands of an Academic Register:
Q: What are common challenges faced by U.S. immigrants?
Students' Default Conversational Register
A: Jobs. The language. Learning English.

Formal Academic Discussion Register:
A: One challenge faced by immigrants is learning a new language.
Formal Academic Text

A: One challenge experienced by recent immigrants is learning an entirely different language. English communication and literacy skills are critical for adult immigrants if they want to have jobs that pay well or attend college.
1. Look at the language of your classroom; use those words to write 5 questions that will "Stump the Teacher."
2. Put all your questions in the basket.
3. Choose a runner.
4. The runner will be responsible for retrieving the question from the basket AND returning the answer.
5. The first team that answer ___ questions WINS!
Stump the Teacher!
http://padlet.com/hfrischk/lxh9uhkb2l8o
Stump the Teacher
Numbered Heads
Take Away!
E
* What's the difference between scaffolding and differentiating?
practice makes perfect
permanent!
1. write a list of 5 vocabulary words that are using (could be from Journeys)
2. practice defining them using one of the examples from the previous slide (and maybe your own graphic organizer?!)

building background
And Now...
https://plickers.com/liveview
Deep Culture
vs. Shallow Culture
grammar translation
Direct Method
Audiolingual Method
Designer Methods
Strategies based Instruction
Communicative Language Teaching
The Silent Way
Suggestopedia
Now, book appointments!
Appointment Cards
TPSS
Links to the Past:
Do you remember learning a second language in high school? What were some practices your teacher used to help you learn? What were practices that may have hindered your growth?
10am
9am
" Simply put, all educators must be aware of the importance of teaching academic discourses to all students, but particularly to those students for whom English is a second, third or fourth language and for students from underrepresented backgrounds who may not be surrounded by the types of thought and academic registers valued in schools." (Gottlieb and Ernst-Slavit, 2014)
... and discuss
Mix
Match
Mingle
1. Take a puzzle piece
2. Mix and Mingle with your peers.
3. Find your Match!
The 9,023 fans are silent as she prepares to determine the result of the competition. To excel, she must transform herself to be part sprinter, part acrobat and part skydiver. At this moment, she morphs into all three.

She stands erect, then sprints 73 1/2 feet and launches herself high into space. As she descends from midair, twisting and turning in absolute perfect form, she lands and then performs .
?
Comprehensible Input #1 : Clearly Explain Academic Tasks!
3. Use your friends to help you create your own vocabulary bingo cards!
Name that person
Plickers
What goes around, comes around
Affective Filter
4pm
All In?
Mystery Jigsaw

EXIT TICKET: SIOP Macarena!
SIOP Boot Camp: LAST DAY!
I've Got Your Back!
1. Take a note card from the pile at your desk and take piece of masking tape.
2. Think of one topic/concept that we have discussed so far (ie: Affective Filter, Interaction). Write it on your card. DO NOT SHOW YOUR CARD TO YOUR NEIGHBOR!
3. Tape the card on your neighbor's back!
4. Ask Yes and No questions to your friends around the room to determine what word (something we've learned about in the last two days) is taped to your back. You may only ask the same person 2 questions!
Practice and Application
SIOP Component:
SIOP Component:
"It is essential that students acquiring English have multiple, daily opportunities to practice and apply what they are learning."
"Practice" refers to the opportunities provided to ELs to become familiar with content and language topics.
"Application refers to the ways in which learners apply what they have learned in different contexts or situations.
Practice and Application:
1. Provide hands-on materials and/or manipulatives for students to practice using new content knowledge.
Seminar Circle
2. Provide activities for students to apply content and language knowledge in the classroom.
"TO DO" List
1. You need to put your seats in a circle
2. Take out a scrap sheet of paper and do a quick write for the following quotation:
"The question is not 'Is it possible to educate all students well?' but rather, 'Do we want to badly enough?'
-Deborah Meier (2002)
Seminar Circle Rules:
1. Only one person speaks at a time-- and when you speak, the teacher takes a chip.
3. Review your Bounce Cards and wait patiently for others to finish.
2. If you say something off topic or are not showing positive listening skills, you lose a chip! Use your Bounce Cards to help you enter the conversation!
Chips = points!
3. When you are out of chips, you must listen attentively until others have spent their chips. You may continue to participate in the conversation on your paper.
4. Active listening skills can earn you bonus chips, which allow you to reenter the conversation and earn extra points!
Practice and Application:
3. Provide activities that integrate all language skills (i.e.: reading, writing, speaking, and listening)
What do YOU know?
Take Away
Seminar Circles
Lesson Preparation
SIOP COMPONENT
All students, regardless of home language, must have access to appropriate grade-level content concepts and vocabulary. Teachers must use whatever they can, modeling, realia, photographs, demonstrations, illustrations, and so forth, to help ELs develop content knowledge while they're learning English.
Lesson Preparation
1. Write content objectives clearly for students.
2. Write language objectives clearly for students.
3. Choose content concepts appropriate for age and educational background level of students.
4. Identify supplementary materials to use (graph, models, visuals).
5. Adapt content.
6. Plan meaningful activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, and constructing models) with language practice opportunities for reading, writing, listening, and/or speaking.
Give it a try!
1. Find a partner!
3. Use the Content and Language Objectives cheat sheets to help you write objectives for the standard above.
2. Brainstorm an activity you could do to teach the grade level standard on your "flag" to your class. You have a variety of language levels in your class.
4. Now, WAVE THE FLAG!
Lesson Delivery
SIOP Component:
3
Lesson delivery is an opportunity for reflection and self-assessment by the teacher. If content and language objectives are not achieved, if students are not engaged, if pacing is not as planned, the problem might be in the delivery itself.
Lesson Delivery
1 Support content objectives clearly
2. Support language objectives clearly
3. Engage students approximately 90-100% of the period (most students taking part and on task throughout the lesson).
4. Pace the lesson approximately to the students ability level.
WITS and WAGERS!
Take Away
Wits and Wagers
NOW,
And FINALLY!!!!
SIOP Component:
Review and Assessment
"Assessments are blueprints for instruction"
Ethel S. Maney qtd. in What's Different About Teaching Reading to Students Learning English? CAL2007
ILP
Review and Assessment
1. Give a comprehensive review of key vocabulary
2. Give a comprehensive review of key content concepts.
A-Z Summary!
1. draw your letter


2. using the letter you drew, write a statement reviewing what you've learned on your piece of construction paper
3. Stand in alphabetical order in a circle
4. Share one at a time
Review and Assessment
3. Provide Feedback to students regularly on their output (e.g., language, content, work).
4. Conduct assessments of student comprehension and learning throughout the lesson on all lesson objectives (e.g., spot checking, group response)
Now, Get To Work!
work with your coach and fellow teachers to begin "SIOP-ing" a lesson you brought!
Optional: use the SIOP template (your choice) to sketch out as many days of your unit as possible!
Final Thoughts...
Future Steps...
SHARE!
1. Components Review
2. Make and Takes
3. Master Teachers
4. victory!
conversation between friends
- informal / casual
The procedure is actually quite simple. First you arrange things into different groups depending on their makeup. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo any particular endeavor. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications from doing too many can easily arise. A mistake can be expensive as well.
The manipulation of the appropriate mechanisms should be self-explanatory, and we need not dwell on it here. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but one can never tell.
What is "the procedure?
The Procedure
1. What is the first thing you should do?
2. Why is it important not to do too many things?
Comprehensible Input:

1. clearly explain academic tasks
10:30 am
2pm
Inside/Outside Circle with
WIDA Guiding Principles
1. Draw a quotation about language learners/language learning.

2. Read and respond in writing to the quotation you chose.

3. Bring your quote and response with you as you
form two circles.

3. The
inner
circle doesn't move.
No moving! Stand still!

4. The
outer
circle will rotate (move around the inner circle).

5. GO!

6. Return to your seats and write down two important things you read or discussed with a partner.

What to do with these responses?
Text Rendering
(Word/Phrase/Sentence)
Read the article and underline a
word
,
phrase
, and
sentence
that you think is the most significant.

Pairing a high-level ELL with a low-level one who speaks the same native language is a good strategy.
Teachers should design lessons for Level 1's that require the same level of critical thinking expected of other students.
The newer a student is to English, the more comprehensible input he or she will need.
SIOP Boot Camp: Day 3!

Welcome Back,
Dueling Flip Charts
Feature
Feature
Inside / Outside Circle
1. Draw an activity from the basket.

2. Find your match.

3. Form two circles facing your match.

4. The
inner
circle doesn't move.
No moving! Stand still!

5. The
outer
circle will rotate (move around the inner circle).

6. You will have two minutes to discuss (talk about) what is on your slip of paper.

Let's change the 4% "rule"!
Dueling Flip Charts
Bounce Cards
Inside/Outside Circles
3.RL.2.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.
Mystery Word Sort
Go To Your Corner
1. Draw a word from the basket

Take Away
1pm
Mix, Mingle and Match
Stump the Teacher
?
2. Determine which tier your word is.
3. Go to your corner!
4. Discuss your decision with your corner-mates
(feel free to self-correct)
Chalk Talk
remember me?
Sorting Activities
-Silent
-odd man out
-value line
What activities did your students do ...
Math?
Writing?
Reading?
Content?
(independently or in groups)
1. render
2. floor plan
3. guided home tour (choose a register!)
So let's take a Tour!
explicit definitions
opposite
synonym
function indicator
example
comparison
classification
She was averting her eyes, which means to avoid looking at him
A cow is a herbivore, not a carnivore.
Her dwelling was dark... her house had few windows.
The auger drilled into the wall to get the cat out.
He is shrewd. Remember when he intercepted her mail?
I would rather be wealthy than poor.
Vertebrates are mammals that include horses and whales
3. Use a variety of question types including those that promote higher order thinking skills throughout the lesson (e.g., literal, analytical, and interpretive questions).
Strategies
You have to determine when you gradually take the scaffolding away, so that they can eventually become independent learners. “When the job is completed, scaffolds are dismantled; they are temporary structures.”
“Of the approximate 80,000 questions the average teacher asks annually, 80% of them are at the literal level.”
Read, Re-read, Talk, Sketch
1. List some concrete can we help ELs become independent learners?
7pm
What goes around, comes around
Provide ample opportunities for students to use strategies
Strategies:
2.
3.
Sticky Boards
The Right Way
Find Your Match
3. Consistently provide sufficient wait time
Task 1: Grab your post its and find your quadrant!
(Visual Aid... helpful, right?!)
Task 2: Work with your new team (hello new friends!) to place your post its in the correct square
(Again, with the visual aids. Right?!)
Task 3: As a group, select 2 post its from quadrant D
Task 4: Work together to determine what additions could be made to those activities so that they would "qualify" for quadrant C!
12pm
STRATEGIES
SIERRA DE MANANTLAN, MEXICO. El propdsito de este trabajo es documentar las relaciones
entre el conocimiento del uso de las plantas y los indicadores de modernizaci6n en M~xico.
Nuestro modelo comprueba que el conocimiento sobre el uso de las plantas se est6 perdiendo
debido al aumento de la modernizaci6n, por la p~rdida del lenguaje indigena y la adquisici6n
de servicios comunitarios no tradicionales tales como educacion y calidad de vivienda. Como
se predijo, nosotros demonstramos que el conocimiento emplrico sobre el uso de plantas es
mds diverso y rods compartido en la poblaci6n indigena que at~n conserva su propio lenguaje--
los Huastecos--que en la poblacion mestiza e indlgena que habla espa~ol en la Sierra de
Manantldn. Nuestros antilisis tambien indican que la adopcion de servicios comunitarios modernos
en ocho localidades rurales de la sierra...









Mystery Card Sort
L.O.: Participants will share their thoughts about new information learned via productive conversation with each other.
Building Background #2:

Make clear links between students' past learning and new concepts
"All learning involves transfer from previous experiences." National Research Council, 2011
The component's features, when implemented consistently, provide student with access to effective, understandable instruction, and directions for tasks that are written and modeled for comprehensibility."
- 99 More Ideas
No More Than 3!

2. Watch the video
3. write down something
you hear that you think is important on your paper
TELESTRATE
1. take out a sheet of paper
1. Pass your paper to the person on your right.

2. Draw a picture that represents the statement on the sheet of paper you received.

3. Fold the paper so you can't see the statement, only the picture, and pass it to the person on your right.
add videonotes to this...
A Few Thoughts

1. Skill building is a delayed gratification hypothesis (the gratification never comes)...
People don’t acquire language in that way

2. Free, voluntary reading is a huge predictor of language learning.
High interest reading in the target language.

3. There is no evidence to show that output affects language learning…
input is better.

4.
Writing helps thinking
. Writing makes you smarter. It helps you clarify and specify abstract thoughts

5. Interesting reading helps students learn language.
We need more!

Take a Stand...
Mystery Card Sort... Revisited
1. Go back to your mystery card sort from this morning.
2. Discuss with the group-- would you keep these cards in the same grouping?
If not, discuss and change.
3. Using the post-its at your table, add additional words or phrases that fit into our categories (or for extra credit, create a new category for things you learned that you feel are important but don't fit into an original grouping!)
Mystery Card Reshuffle
Take a Stand
possible student response (pointing to picture) "dog"
"big dog run"
"The big brown dog runs down the street."
The enormous brown dog chased the tennis ball down the street.
After his owner whistled, the enormous Labrador Retriever spotted a rolling tennis ball, ignored the irritating whistle, and raced down the street, chasing his favorite toy."
From THEORY to PRACTICE...
Language ability dictates support. Know the ability, supply support!
Model Performance Indicators
Language function
&
Content Stem
&
Support
Create a triad, decide the ENL proficiency level & content area & discuss
Reader's Theater
10 minute break time!
"The purpose of the Strategies component... is to help all students become strategic thinkers--those who have a repertoire of learning strategies that enable them to solve problems, think critically, and feel confident that in the end, they can figure out what to do to be successful."
SIOP: Strategies
#1 Ample opportunities provided for students to use learning strategies
(Cognitive, Metacognitive and Language learning)
Take Your Position
agree
disagree
Content Objective
: I can decide whether I agree or disagree with the statement.
Language Objective:
I can talk about why I agree or disagree with the statement.
Take your position
You have to VERBALIZE to INTERNALIZE
Jose is a 12 year old immigrant to Washington Township and he has not had formal education since he was 8 years old. He will be placed in a 7th grade classroom upon arrival.
Telestrations
When is it okay to modify or accommodate work?
Activities checklist
(3 articles;
6 groups of 4)
1.
Adapted from Honingsfeld and Dove (2010). Collaboration and Co-teaching: Strategies for English Learners
Co-Plan
Co- Instruct
Co-Assess
Co-Reflect
What challenges could you face as you start a co-teaching partnership?
Co-teaching is...
12pm
Coteaching and Collaboration
Teachers benefit by:

Exchanging ideas with colleagues in a different discipline.
Students seeing both teachers as experts and not secondary.
Learning how to focus on both content and language goals and how to modify lessons.
Modifying their lessons in ways that benefit other students at risk in the classroom.
General education teachers and ENL specialists work together in the general education classroom and share responsibility for student learning



ELs benefit by

More carefully aligned curriculum that yields more adaptations
More differentiated instruction due to teacher collaboration
More focus on academic needs: pre-teaching necessary skills for comprehension
More one-on-one attention with two teachers in the classroom, rather than one.
ideally...
Rank
within
each component:
1 = highest
What activities have you done to build background and to activate students' prior knowledge?
Find your peeps
Sentence
Strip
ENL COACHING PHILOSOPHY
Sentence Strips
Read principle

How does it resonate with you?

What did
you learn?

What more do you need to know?


Idea Shuffle
Coaching Interviews ...
1 = Ok
2 = I agree
3 = Resounding YES!
EAL / EB
=
Every Student Gets a Chance
Every student gets a chance
3 = New accommodations
2 = Already use accommodations
1 = Controversial accommodation
TRANSLANGUAGING
What Works Clearinghouse-- Vocabulary, it's
"What Works"!!
Mystery Card Shuffle/Re-Shuffle
EXIT TICKET: SIOP Macarena!
Full transcript