Ms. Rogers' Teaching Toolkit

Blog Post 1: The One Book That Changed Everything

February 28, 2025 / crogers

Describe your ‘one book’ that changed everything for you as a reader

Growing up, I was very fortunate to be in a home where books were valued and cherished. Both my mom and dad would read to me every night before bed. I remember having the coolest bedroom, where my bed was in a reading nook with bookshelf-walls custom-built by my parents.

The one book that opened my eyes to the world of reading was the series The Little House on the Prairie by Laura Ingalls Wilder. The books tell the story of Laura’s life growing up in the late 1800s with her family. The homesteading lifestyle and adversities the family faced captivated me, and I wanted to learn more about this way of life. I remember my mom reading a chapter where Laura talks about what she got for Christmas, which was a penny and a shiny new tin cup. To my 5-year-old self’s surprise, she was ecstatic over these gifts. It made me realize I was very lucky and fortunate with the many toys I had received from Santa that year!

How do you feel about reading? What types of books do you like to read?

Despite sounding cliché, reading is magical. There is so much you can learn and so many worlds you can immerse yourself in. Without a doubt, there is a genre of book for every single person. The options are endless. My reading preferences have changed a lot over time, but I also enjoy many different genres. Right now, I find a lot of joy in reading non-fiction books. I enjoy learning about the history of the Earth and the evolution of our species.

As I grew up, I was drawn to books that provided me with a new world perspective. For example, in 3^rd and 4^thgrade, I loved the Warriors series by Erin Hunter and of course, Harry Potter by J.K. Rowling. In high school, I became more interested in stories that related to real-life events, but still with this first-person narrative style. I remember reading Johnny Got His Gun by Dalton Trumbo and taking a keen interest in the powerful anti-war message it conveyed.

Hobbies outside of school

Outside of school, I enjoy going on hikes and spending time outdoors with my partner Nolan and our husky Mishka. When I’m not hiking, I enjoy gardening, playing rugby, paddling in my pack raft, and swimming. I feel very fortunate to live in such a beautiful part of the world.

Who is your favourite author?

My all-time favourite author is Khaled Hosseini, who wrote The Kite Runner, And the Mountains Echoed, and A Thousand Splendid Suns. His writing style paired with the heart-breaking yet uplifting stories he tells always resonates deeply with me. He has a unique gift for weaving complex emotions, cultural richness, and intricacies of human relationships into not only stories, but journeys of the soul.

Tell me a bit about the last book you read that you really enjoyed

The last book I read and really enjoyed that immediately comes to mind is A Thousand Splendid Sunsby Khaled Hosseini. The book tells the story of Mariam, a girl born in a small dirt hut in Kabul in the 1950s. She lives with her mom and looks forward to the spring and summer days when her wealthy father pays her a visit. When she is a teenager, she is married off to an older man who becomes more violent and emotionally abusive as time goes on. This is not the life Mariam envisioned for herself. Despite these hardships, Mariam perseveres with quiet strength and finding solace in small acts of kindness from others she encounters. As the story unfolds, Mariam’s world becomes even more complicated when Laila, a young girl from a different background, enters her life. The two women, though initially enemies due to the circumstances of their shared marriage to the same man, eventually form a deep bond.

Winter break: how did you spend your time?

My winter break was a busy one! Pursuing post-secondary education is not cheap, so I picked up as many shifts as I could working at the RCMP detachment. Nolan and I flew to Vancouver Island for Christmas to spend time with his family, which was very nice. When we returned, I dog/house sat for a good friend of mine who has two very active dogs (Border Collie and an Australian Cattle dog)! We went for lots of fat tire bike rides at South Star, which was a great way for me to get back into the habit of staying active.

What subjects or topics do you like learning about?

I really enjoy learning about anything to do with the history of our Earth as well as different cultures! Life is full of big questions which are fun to think about and explore from different perspectives. I took an introductory geology course through the College of the Rockies last spring which kickstarted my fascination with fossils and the formation of the Rocky Mountains. I remember remarking to my partner, Nolan, that my goal was to find a fossil while we were living in the Kootenays. During an overnight hike in Fernie, I was fortunate enough to find a plethora of them. What a sight to see fossilized barnacles high up in the mountains! Pictured right is the very first fossil I found.

If you could read a book about one thing, what would that be?

That is a tough question to answer. I enjoy reading books for a variety of reasons. Sometimes I enjoy learning more about the world we live in, and sometimes I read as an escape from it. Ultimately, I think I enjoy novels that explore the human condition; those that explore complex issues and highlight the intricacies of what makes us human.

Weekly Reflection 2: Stop-Motion Animation

October 4, 2025 / crogers / 0 Comments

In this week’s class, we explored the world of creating stop-motion animation films. Stop-motion films utilize a technique of taking hundreds (or thousands) of photos while making small changes to figures in the scene to depict movement. Once the pictures are stringed together chronologically, the figures appear to move! I remember making flip books in elementary school and being amazing by my creation of a ball bouncing across the pages. I think stop-motion films can take this wonder to an entirely different level.

Stop-Motion Filmmaking in the Classroom

There are a number of different cross-curricular connections that can be made for stop-motion filmmaking. Here are a few connections I made to the curricular competencies found for grade 5:

ADST (Applied Design Skills and Technology)
- Students will design, ideate, prototype, test, and make a stop-motion film.
- Improving their digital literacy (applied technologies) by using stop-motion applications and devices.
Arts
- Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
- Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences
English Language Arts
- Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences (making a script)

While researching this subject, I found a great comprehensive guide to planning and implementing a stop-motion project in the elementary classroom. Alecia Kaczmarek provides a how-to for getting started, how to introduce the topic, steps for students to follow, and worksheets to help them draft a script and plan their scene.

During our class, we created stop-motion films using the mobile app ‘Stop Motion Studio’. This app was very user friendly, making it a great option for student projects. Here is our creation:

I am looking forward to implementing this project in my future classroom. It is not only a great way for students to learn how to create a stop-motion film, but also a way for students to show what they have learned. For example, if you are doing a unit on Shakespeare, students can recreate a famous scene of their choosing. The possibilities are endless!

Weekly Reflection 1: High Tech High

October 4, 2025 / crogers / 0 Comments

This week we watched a short documentary film titled ‘Most Likely to Succeed’, which explored a progressive and innovative new way of teaching at a school called High Tech High. Located in San Diego, California, High Tech High is a school where there are no standardized tests, no traditional homework, and no worksheets. Teachers here are given the discretional freedom to teach what they want and how they want. The lack of worksheets and tests made some parents feel nervous – “how do they know what information my child is retaining?” one parent had asked. Which, rightly so. As a parent, you should be invested in your child’s education, and generally the goal is to ensure they are prepared to live an independent and fulfilling adult life. “I just want her to be happy” the same parent remarks.

One of my key takeaways from the film is that students learn best when they have choice, autonomy, and the ability to use their hands to create things. Instead of a test to pass the class, students were tasked with creating and designing a project that they would present to their community at the end of the school year. It was inspiring to see the amount of work the students put into their creations. One group of students designed an elaborate wheel and cog system showing the multiple interlaying reasons behind the rise and fall of a civilization. One part of the project was not working in the way the student intended it to, leading to many late nights. “It’s challenging not to step in and help them find the answer”, their social studies teacher remarked.

Wheel and cog project visualizing the rise and fall of civilizations. Source: hightechhigh.org

Making Sourdough Bread

October 3, 2025 / crogers / 0 Comments

For many of us, bread is a major staple food in our everyday diet. From toast at breakfast, the crust of our pizza, to the rolls we share at dinner time, bread is everywhere and universally loved. This passion spans back thousands of years, starting with flatbreads that were cooked in burning embers, to fluffy hearty breads baked in specialized ovens.

I began my inquiry project with a goal to learn more about the world of bread making. Specifically, the art of sourdough starters. As I began my research, I started to notice the fascinating blend of science, history, and culture wrapped up in something as seemingly simple as flour and water. I began my sourdough starter with my digital food scale, thermometer, rye flour, and all purpose flour. During this initital process, I couldn’t help wondering how, without any technology or knowledge about microbiology, did ancient civilizations figure out the complex process of fermentation?

When making sourdough at home today, you will follow a precise step-by-step process of mixing varying levels of Rye flour, unbleached All-Purpose flour, and water heated to exactly 85°F. Your starter will need to be ‘fed’ at least once every 24 hours, meaning some of your mixture must be removed and new flour and water must be added.

I began my journey of homemade sourdough bread by watching Joshua Weismann’s ‘Ultimate Sourdough Starter Guide‘ on Youtube.

I found Joshua’s video very informative and easy to follow, especially for a beginning bread maker like me! He even includes a detailed downloadable PDF that provides specific instructions for beginning your sourdough starter.

After watching the tutorial video a couple hundred times, I was ready to begin my bread-making journey. Pictured here is my digital food scale, a thermometer, a clean glass jar, unbleached All Purpose flour, dark Rye flour, a spatula, and water. Day 1 of my starter feeding calls for the following:

100 g rye flour
150 g water at 85°F

As recommended by Josh in his video, I record the weight of my empty mason jar. This will be needed for later when I routinely remove mature starter and add fresh ingredients. During my recording and careful weighing of the exact amount of flour, I am thinking about how this can be applied to many different areas of the BC Curriculum across multiple different grade levels. Here are a few curricular connections for mathematics that can be made:

Mathematics, grade 3: units of measurement (linear, mass, and capacity)
Mathematics, grade 6: Ratios, volume and capacity

For my next blog post, I will focus on the rich history of sourdough bread making. Throughout my free inquiry I also intend to provide weekly updates on my own bread-making journey!

The Science & History of Bread Making

October 3, 2025 / crogers / 0 Comments

For this semester’s Free Inquiry project, I will be exploring various virtual resources to learn how to make different types of bread. I’ve made some basic breads in past years, but never have made anything that requires more than a few hours of work. For my Free Inquiry Project, I wanted something I could apply to a personal interest of mine as well as being cross-curricular (science, history, and ADST).

Introduction

I chose bread-making for my project because its history and chemical processes have always fascinated me. In the early stages of my research I have come to discover that bread has played a much more important role in human history and civilization than I had initially thought.

The earliest forms of bread date back more than 14,000 years ago in the country of Jordan, where an ancient stone fireplace was discovered with remnants of bread crumbs. During this time period (and dating back over 100,000 years), people would grind cereal grains and mix it with water to form a paste. It is still unclear how exactly this paste was further prepared, but researchers believe that at some point this paste was turned into the world’s first flatbread (Alfaro, 2020).

Between 14,000 and 10,000 years ago, it is believed that the discovery of yeast was discovered accidentally, likely when someone left out the water-flour substance for enough time to let it ferment and form small gas bubbles. Thus, the world’s first sourdough starter was born.

For my project, I plan to research the history, science, and methodology of bread-making to be able to create my own loaves at home, and eventually in the classroom with my future students. Bread-making is great for many different grade levels, and can be applied to multiple subject areas:

Science: Bread-making is great for many different grade levels, as it helps show certain chemical processes, such as the role of yeast in fermentation and the production of CO2.
Mathematics: Measurement, ratios, fractions, and percentages.
History: A food source that has been a staple for thousands of years in many different countries and civilizations.
Geography & Social Studies: Explore how regional differences influence types of bread made within certain cultures.

Through my inquiries, I will be able to explore a cross-curricular project suitable for many different grade levels. To stay organized while researching, writing, baking, and reflecting on my project, I will use a Trello board, which is a free online resource (pictured below) to help you organize your daily and weekly tasks.

Sources

Alfaro, D. (2020, March 11). A definitive timeline of bread. The Spruce Eats.

https://www.thespruceeats.com/bread-history-timeline-4783245

Egyptian Hieroglyphics photo from https://ancientegyptalive.com/2022/06/01/bread-in-ancient-egypt/

Trello Board https://trello.com/b/ybHRqbFx/edci-336-free-inquiry-project

Classroom Takeaways- Part III

March 14, 2025 / crogers

Grade 2 Literacy Stations

The Big Idea: Playing with language helps us discover how language works

Curricular Competency: Use phonics, word patterns, and sight words to spell words.

Content: Phonemic awareness, letter-sound relationships, and strategies for reading unfamiliar words

Long Vowel, Short Vowel Dice Game

For my literacy station with the grade 2 Gordon Terrace Elementary class, I created a dice game for students to practice identifying, saying, and spelling words with the CVCe structure. Pictured on the left was one of the two variations I created. In this game, students would take turns rolling the dice which would indicate the number of spaces they would travel. Whatever word they would land on they would need to say or sound out. Before we began, I reminded students about the ‘CVCe’ rule, where the E at the end of a word will make the vowel say its name. I told the students that this is also referred to as a long vowel! For spaces that had the pictures, students would say the word and as a challenge, try to spell it.

The second variation of the game was created as an extension for students when they played the first game and had successfully identified the CVCe word pattern by sounding out and spelling words correctly with their peer. In the second game, I asked students what was different about the board, to which they responded that there were no words! On this board, students will identify each of the pictures they see by saying its name and then trying to spell it. But be careful! This game board has both short and long vowels. I asked students to remind me how they can identify which is which. Once students could successfully articulate how to identify what a long vowel sounds like, they were ready to play.

Grade 3 Reader’s Theatre

Reader’s Theatre is a fun and collaborative way for both thriving and striving readers to practicing reading aloud to build fluency and practice expression. Many short stories adapted for elementary reader’s theatre have a variety of parts that are applicable for readers of all levels (Bright, 2021, p. 80). Pictured below are the four books we read together with a grade 3 class at Gordon Terrace Elementary School.

Connection to the BC Curriculum

The Big Idea: Using language in creative and playful ways helps
us understand how language works.

Curricular Competency: Use developmentally appropriate reading, listening, and viewing strategies to make meaning

Content: Reading strategies, oral language strategies, and features of oral language

For this Reader’s Theatre, our group read the classic Little Red Riding Hood, a story about a young girl who goes to visit her sick grandmother, but is met instead with the big bad wolf. Our group of third graders were all eager and ready to take on challenging roles and explore how to tie in elements of drama and theatre into their rendition. During our practice session, we encouraged the students to move around their space and act out what their characters were doing. For example, in the story when the grandmother went to hide from the wolf, the young actress said her line while crouching and making herself smaller. Little Red Riding Hood made use of the Wolf’s mask during our reading session by pointing to each body part when saying “What big ears you have!”

On the day of our presentations, the students had one more chance to practice projecting their voice, speaking with expression, and adding a little bit of movement into their reading. Students once again were engaged and ready to share their story to the class.

Societal, Cultural, and Gender Issues in Literacy

March 14, 2025 / crogers

Banning books has subtle irony in the same way attempting to extinguish a fire by fanning the flames makes it burn brighter. Those in power attempt to censor messages or ideologies that go against their teachings and by doing so, make the book and its message increasingly popular. Take for example, 1984 by George Orwell. Despite it being written over 70 years ago, the novel topped Amazon’s best-selling books charts in 2017, shortly after Donald Trump was elected President of the United States (Schwarz, 2017).

While the setting in the book was fictional, its message held a disturbing truth about the society we live in. So, why had it become one of the most widely banned books in North America? Many sources suggest the book was taken off the shelves due to sexually explicit content, but I believe there are more sinister reasons for its removal. According to The Perplexing History of 13 Banned Books in America, a prominent and populated county in Florida argued the book should be banned due to its “pro-communism” messages (McConnell, Peart, & Noss, 2022). Ironically, the concerns from authorities and community members about its political messages are the same concerns the book outlines. Based on Nazi Germany’s totalitarianism, Orwell illustrates the consequences of an over-arching government which maintains hyper-vigilant control over the masses.

In our Reading Instructional Principles and Strategies class, we explored this issue and its effect on the elementary classroom. Written by Ian and Sarah Hoffman, Jacob’s Missing Book tells a story about a young boy looking for his favourite book in the school library (And Tango Makes Three by Justin Richardson), but it is gone. Maybe someone else is reading it? When he goes to ask the librarian where the book has gone, she tells him it has been removed. Jacob’s favourite book relates to LGTBQ+ rights, and he had attempted to find it to show a friend who has two dads.

Mirrors, Windows, and Sliding Glass Doors

Mirrors, Windows, and Sliding Glass Doors is an analogy described by Rudine Sims Bishop to explain the importance of diversity in books. When we find books that reflect our own identity, our society and culture, or allow us to step into other worlds we gain a deeper understanding of one another. Inclusivity in representation in books is so important for young children. Growing up, we often find ourselves looking for ways to fit in or find what defines us. When children are represented in books and movies, they feel a sense of pride and joy. As someone who comes from a privileged and white background, it can be easy to take this for granted.

Bishop also mentions how books can be sliding glass doors, where we step into a world that is different from our own. I remember the first time I read The Kite Runner by Khaled Hosseini and felt an overwhelming sense of gratitude and appreciation for the part of the world I grew up in, especially as a female. I also found myself deeply moved by the main character’s resilience, struggle with guilt, and redemption.

Resources:

McConnell, K. C., Peart, A., & Noss, K. (2024, September 20). The perplexing history of 13 banned books in America. Explore the Archive. https://explorethearchive.com/history-of-banned-books

Mirrors, windows and sliding glass doors. Reading Rockets. (n.d.). https://www.readingrockets.org/videos/meet-authors/mirrors-windows-and-sliding-glass-doors

Schwarz, H. (2017, January 26). Sales are spiking for “1984,” but it has a long history in Politics | cnn politics. CNN. https://www.cnn.com/2017/01/26/politics/politics-of-1984-through-the-years/index.html

Classroom Takeaways – Part II

March 14, 2025 / crogers

Kindergarten Literacy Stations

The Big Idea: Playing with language helps us discover how language works

Curricular Competency: Use sources of information and prior knowledge to make meaning

Content: Letter knowledge, phonemic and phonological awareness

The Activity:

During our time in the Kindergarten class, we created four different literacy stations, where students would spend approximately 5 minutes at each table exploring different ways to see how language works. For my station, I created letter mazes, where students were tasked with navigating through the picture maze depending on the given letter. For example, for the letter B, students were tasked with identifying the pictures that started with B.

Letter mazes are a great way to encourage and strengthen phonological and phonemic awareness. By sounding out each word, students will discover patterns and will be able to segment them into phonemes.

According to Sometimes Reading is Hard by Robin Bright, learning the sounds of a language is a crucial first step into the world of literacy. Through speech, children will begin to recognize phonological patterns. With practice, they will connect these sounds to letters (p. 30).

Incorporating Technology into English Language Arts – Grade 5

The Big Idea: Texts can be understood from different perspectives

Curricular Competency: Synthesize ideas from a variety of sources to build understanding

Content: Text features and literary devices

The Activity:

For our time with a grade 5 class, we explored the story The Wolves in the Walls by Neil Gaiman and illustrated by Dave McKean. Inspired by the author’s daughter’s dream, the story follows a family whose home is overtaken by wolves when they emerge from the walls.

The theme of this lesson was to explore different ways to experience, interpret, and interact with a story. We first started by reading the book with our groups of students. We would explore text features and how they were displayed alongside the imagery. This tied into conversations about the overall theme of the book (how did it make you feel?).

Our school district is fortunate enough to be equipped with virtual reality headsets for students to use within their educational journey. After reading the book, the class immersed themselves into the world of the book, where they would explore the creaking, growling, and scuffling sounds within the house alongside Lucy.

After reading and experiencing the story through a virtual reality format, the students were asked to compare and contrast the two. What were things they liked and disliked? I was pleasantly surprised to see that many students still preferred the physical book when experiencing a story for the first time. I think the magical thing about books is that they make us slow down to absorb every detail. I don’t mean to say technology cannot provide this to us, but we must use our imagination more so when reading words on a page.

Resources

Bright, R., 2021. Sometimes Reading Is Hard, Pembroke Publishers. Markham, CA. Retrieved from https://coilink.org/20.500.12592/jxm425 on 14 Mar 2025. COI: 20.500.12592/jxm425.

Story Vines

March 14, 2025 / crogers

What is a story vine?

According to Sometimes Reading is Hard, story vines come from an African tradition that uses visual cues to assist in the oral retelling of a story or legend (p. 91). Story vines are commonly made from braided yarn and will include different toy-like artifacts which are affixed to the braid in chronological order. This can help introduce students to sequencing, new vocabulary, and to develop fluency in reading and talking (Bright, p. 91).

How to use it in your classroom

Choose a book

Before you have your students create their own story vine, it is important you as the educator make one to reference and show your class. Select a book you love and one that you know well. Try to choose one that is sequentially easy to follow, and has engaging characters and a satisfying ending (Bright, p. 91).

For my book, I chose A Walk on the Tundra by Rebecca Hainu. This is a story about a young girl living in an Inuit village who discovers the wonderful world of edible and medicinal flora when she tags along with her grandmother for a walk on the tundra, and how it is intricately intertwined with their culture and traditional values.

2. Create your vine

For my story vine, I used multiple different colours of yarn that matched those found in the book. For the visual pieces to tell the story, I created small clay figurines and flowers. While story vines do not normally have words on them, I have decided to include certain words from the text as many plants are named in Inuktitut, the language spoken by the Inuit. Language is an integral part of a culture, and I want to honour the authors’.

3. Read your story

Using your story vine, share the story to the class with expression and enthusiasm. While your rendition of the story may not be exactly word-for-word, the students should be able to pick up on key phrases they recognize from the text.

4. Have students make their own story vines

Once students have had the chance to see it in action, have them create their own story vine, either from the same story or one that resonates deeply with them. Bright in Sometimes Reading is Hard suggests finding common fairy tales like Goldilocks and the Three Bears for younger students (p. 91).

Resources

Bright, R., 2021. Sometimes Reading Is Hard, Pembroke Publishers. Markham, CA. Retrieved from https://coilink.org/20.500.12592/jxm425 on 14 Mar 2025. COI: 20.500.12592/jxm425.

Classroom Takeaways – Part I

March 14, 2025 / crogers

Over the past few weeks our teacher candidate cohort has had the wonderful opportunity to visit one of the local elementary schools here in Cranbrook, BC. During our first three visits to Gordon Terrace Elementary, I had the opportunity to join a grade 3 class during their literacy centre and reader’s theatre.

The Big Ideas

Curiosity and wonder lead us to new discoveries about ourselves and the world around us.

Our Tuesday mornings with the third graders started with breaking into literacy groups, where students were grouped depending on their reading level. This provided an opportunity for differentiated instruction, allowing all students to improve their skills with a book that they could enjoy and understand.

A third grade classroom is home to a variety of readers. Some readers are striving and others are thriving. Striving readers may still be in the process of decoding words on the page. As the textbook Sometimes Reading is Hard by Robin Bright describes, decoding is a fundamental building block of reading comprehension (p. 30). We as readers must first understand to read before we can read to understand.

2. Using language in creative and playful ways helps us understand how language works.

Following our time spent with the class during literacy centres, we collaborated with the young minds during reader’s theatre, which is a dramatic presentation and reading from a text involving multiple voices/actors. During our reading together, we brainstormed ways we could add emotion and emphasis to certain parts. The students enjoyed adding voices to their characters alongside the added emotion.

Curricular Competencies

Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community

Our small but mighty reading group of seven third graders did an excellent job of listening intently to one another, while also assisting with lines for their classmates when needed. As noted in Sometimes Reading is Hard, Reader’s Theatre is a great way to have everyone practice their reading fluency, no matter their level (p. 80). Characters and parts in the book will have varying amounts of spoken parts, making it easy to differentiate depending on reading level. Reader’s Theatre can also be a time for students to challenge themselves with a larger part! I was impressed to see a couple of striving readers volunteer for the main characters of the story.

2. Plan and create a variety of communication forms for different purposes and audiences

Reader’s Theatre is generally broken up into two parts: the practice and the performance. Before dividing students up into groups, the teacher will explain what Reader’s Theatre is and how it will help them improve their fluency and comprehension. Plus, it is a fun way to engage and interact with a story! Students will practice reading their parts with their groups a few times, allowing each student the ability to not only gain a deeper understanding of the content but to also work on speaking with expression and taking turns reading.

Content

Reading Strategies: as students practice reading their parts together, they will be actively decoding, identifying sight words, and ensuring what they are saying makes grammatical and literal sense.
Oral Language Strategies: Students will learn how to speak with emphasis and expression while taking turns and choral reading with their classmates.
Features of Oral Language: Students will practice reading with varying tone, volume, inflection, pace, and certain gestures.

Personal Reflection

I quite enjoyed taking part and watching the grade 3s practice and present their stories to the rest of the class. I could tell each and every student took pride in their role, especially when reading aloud to their peers. The teacher also made a point to ask the class to comment on something positive they observed or liked about each group’s presentation, which is a great way to build confidence and a sense of community within their classroom.

Resources

Bright, R., 2021. Sometimes Reading Is Hard, Pembroke Publishers. Markham, CA. Retrieved from https://coilink.org/20.500.12592/jxm425 on 14 Mar 2025. COI: 20.500.12592/jxm425.