Differentiation in the Classroom

What does it mean to differentiate in the classroom? Our classrooms are filled with students who have a wide spectrum of ability levels and learning styles. It is up to us to meet their individual needs. This means that you provide different levels of teaching and active engagement, as well as use a variety of teaching methods.

Teachers that differentiate reach out to students where they are at in order to take them where they need to go. Differentiated classrooms are rich learning environments filled with choices and opportunities. Differentiation doesn't have to be hard, but it should be thoughtful. Let's take a look at differentiating in different subject areas.

Reading

The first and most important thing a teacher needs to know is their student's reading level. Once you find out your students independent reading level, you can help them to self select appropriate books. This is the beginning step for differentiating in reading. Give your students "just right books", and help them to slowly move up the reading ladder. Recommended reading: Differentiating Reading Instruction by Laura Robb

As students read their individual books and respond in journals, meet with small, flexible guided reading groups. Bring students together based on their ability levels, skills, and strategies for a short lesson. Change groups around as needed. Try to meet with students in a one on one mini conference each week to check up on their personal reading. Recommended Reading: Guided Reading: Good First Teaching for All Children by Fountas and Pinnell

Introduce literature circles. Setting students up in book club groups not only gives them an opportunity to select a book, but it gives them a chance to socialize about books. This "book talking" is a powerful way to engage students in reading, and meets individual needs at the same time. Recommended Reading: Literature Circles by Harvey Daniels


Writing

Choice in writing, writing conferences, and guided writing are key to differentiating. Each student works on a piece of writing (even within a specified genre) that means something to them. Meeting with individuals to discuss their writing, and meeting with small flex groups based on need is differentiation at its best. Set up a writing workshop situation where you can spend most of your teaching time in one on one and small group situations. Recommended Reading: Writing Workshop: The Essential Guide by Ralph Fletcher

Math

Think "guided math". Just like guided reading, you work with small, flexible groups based on individual needs. Perhaps you have three students who struggle with beginning division. You pull those students together in a small group and work with them. What do the other students do while you are working with small groups? You can set up math exploratory centers, assign math practice, or create choice projects that allows students to apply math skills to real world situations.

Another way to differentiate in math is to compact the curriculum. Give students pretests before teaching a unit of math. Students who master the objectives are given a challenging project while you teach the rest of the class. Meet with your project students a few times a week, and give them the opportunity to share their project with the class at the end of the unit. Recommended Reading: Math Intervention: Building Number Power with Formative Assessments, Differentiation, and Games, Grades PreK-2 and Math Intervention: Building Number Power with Formative Assessments, Differentiation, and Games, Grades 3-5

Social Studies and Science

Differentiate social studies and science curriculum by giving students choice. Meet their needs by meeting their interests. Give students choices within a framework for researching, reading, writing, and completing projects. Are your students studying Colonial Times? Allow students to choose a specific topic within Colonial times to research. Give them a final project choice. Your choices should include audio, visual, tactile, and kinesthetic activities, as well as activities that include multiple intelligences. A variety of choices should be designed to meet a wide range of ability levels and learning styles.

Differentiating in the classroom not only meets your student's needs, but it also gives new life to your learning environment. Actively engage your students each and everyday by challenging them through their interests, learning styles, and ability level.

Using A Multi-Sensory Approach For Students Who are Experiencing Trouble In Learning Sight Words

Early in my career, while teaching 1st grade in a Baltimore City Public School, I ran into students who couldn't remember their sight words. If you taught the word 'house' on Monday and it seemed as if the all of student learned it, Tuesday would come and there would be a few children staring at 'house' as if it had never been presented. A term teachers used in the late sixties, to describe students like these, was 'word blind'. At that time, the 'Look and Say' method of learning vocabulary was 'in'. This method made the child rely on his or her sense of sight to remember the word.

Phonics took a back seat in most schools in the late 1960's and early 1970's. The rational was: if you taught the words, 'cat, hat and bat' by sight, and then, 'sun, see and so', the student would miraculously be able to read the word 'sat'. Could a child notice the '--at' in 'cat', the '_at' in 'hat' and the '--at' in 'bat' and then notice the 's' in 'sun', 'see' and 'so' and somehow put it together and get 'sat'? Not that this was taught, it was just supposed to happen. Did it? I guess it did for a small amount of children who were bright and good at seeing patterns. For the average, and below average reader, or for the child who didn't have visual learning as a strength, this 'Look and Say' method didn't work.

While at Johns Hopkins University, getting my masters, I met a professor who worked at Kennedy Krieger Institute, which is part of the Johns Hopkins Hospital in Baltimore City. He taught children who had severe learning problems. The teacher's name was Dr. Gutcuska. He was extremely against the teaching of sight vocabulary using the 'Look and Say' method. Dr. Gutcuska taught that 85% to 90% of the English words we teach are phonetic. He also realized students couldn't sound out every word they came to using phonics. Sounding out each word wouldn't do because that would make the reading of a text slow and laborious.

Dr Gutcuska introduced the idea of teaching sight vocabulary making use of three senses: visual, auditory and kinesthetic. He explained the three could be viewed as three points on a triangle. Try to imagine visual at the top, and auditory and kinesthetic at the bottom. The three are connected to each other by lines which form the triangle. So, one line connects 'visual' to 'auditory'. One connects 'auditory' to 'kinesthetic' and the last connects 'kinesthetic' to 'visual'. Suppose a teacher holds up a flash card and says, 'house'. She's used a visual cue (the flash card), and an auditory cue (saying 'house'). But if there is a breakdown in the line which connects visual to auditory, the brain may not get the signal. Why would there be a breakdown? There could be damage, that's present in that part of the brain, from an accident before, at, or after birth. It could be a developmental problem, like autism, which delays language. It could be the child has strengths in other areas. Hyperactivity could cause the child to not be able to focus on the word. It could be a number of things, but guessing what the problem is doesn't have to concern us as much as what you do to teach the sight words so that all the students can master them.

Teaching, using a multi-sensory approach, provides an answer. The theory is, if a weakness is present in the line linking auditory and visual, and the message isn't getting to the brain, send it in another way. The link between kinesthetic and sight may be stronger for this student. The child may not have a problem learning the vocabulary word, 'house' if he or she is given a crayoned flash card and encouraged to trace each letter of 'house', with the pointing finger, while saying the word (or spelling and saying the word) out loud. Now the child is seeing, feeling, and saying the word aloud. The message, this word is 'house', has a better chance of getting to the brain.

Other ways, beside tracing crayoned flashcards, are:
1. Writing the word in sand as the child spells and says the sight word.
2. Painting the word at the easel, illustrating it and telling someone what the word says.
3. Writing the word with Elmer's Glue and sprinkling sand on it. Then word can be traced as it is pronounced.
4. Making the word with pipe cleaners.
5. Using wooden or cardboard cutouts of the alphabet to build the word, then telling someone the letters that make up this word and pronouncing it.
6. Writing the word with Elmer's Glue and sticking tissue paper balls to the glue. After the glue is totally dry, the word can be felt while the student spells and says it.
7. Cheering the word, "h-o-u-s-e.....house, h-o-u-s-e.....house", while skywriting each letter in the air. Have students stand up for this activity so they can skywrite each letter big, thus providing a little whole body movement.

Of course as a classroom teacher, it would be difficult to do art projects for each word and for every child, but if you have an assistant in the room, or a parent who wants to help students who need reinforcement, these are activities they can use. Some of the activities lend themselves to learning stations to be used at independent practice time.The tracing of the green crayoned word, while spelling and saying the word, can be done with a class or group. Why green crayon? It's a color that's easy on the eyes and tracing crayon won't dirty the finger like some magic markers will.

I used manila or bogus drawing paper, cut to about 3" x 5". Each child will also need a piece of scrap paper and a pencil for this activity. If I were working on three sight words that day, I'd have the cards made in advance. Let's say the first word is, 'house'. On the chalkboard, place an illustration of a house next to a flashcard with the word on it (for the visual learners) and talk about the word. Use 'house' in an oral sentence or two (for the auditory learners). Write a few sentences for 'house' on the chalkboard and have students find and underline or circle the word.

Next, pass out the crayoned word to each child. Tape a large flash card to the board for yourself and demonstrate tracing each letter as you say the letter name. After spelling and tracing the word, sweep your finger over the word, from left to right, and say, "house". I did this several times. A student was invited to come up to the board to trace the word as it was spelled and then pronounced. After the student did this a few times, I'd take away the card and say, "Write 'house' for me". If they could, fine. If not, the child would repeat the tracing while spelling and saying the word again until the word could be removed and the child wrote it successfully. After this is done with one child on the board and the others watching, the class would try. The children did the tracing of 'house', as they spelled and said the word, until I said, "Hide the word 'house' in your desk and see if you can write it on your scrap paper". We would repeat this if need be. At the end of the lesson, the three sight words would be filed in the child's word box. At the beginning of the year, I asked children to bring in metal or plastic recipe boxes with alphabet dividers for this purpose.

Standing up and cheering the words while skywriting them is another activity which is easy to do with a whole class. It's a good way to review the words the day after presenting them. This activity gets the kids out of their seats and moving, which is good for the hyperactive students who need something other than sitting at a desk for pencil and paper activities.

I was surprised by the results. My first graders who weren't able to remember sight vocabulary before, were now able to do so. They were also able to spelI each word. Ten words a week (9 new and 1 review) worked for my situation. I liked teaching no more than three new words per day, reviewing on the fourth day and testing on the fifth. By the second semester, I sometimes went to 15 words a week (12 new and 3 review). At times, when I taught in a school which had no spelling series, I used these high frequency words as the spelling list for the week. The vocabulary words can come from a Dolch Word List or the reading series. What matters is making use of a multi-sensory approach in teaching reading vocabulary, even the senses of smell and taste. Think of teaching the word 'chocolate'. You could use all five senses!

By Fran Palazzolo, author

Motivating Reluctant Readers Who Can Read

Occasionally a reluctant reader can read, but chooses not to read. They are not interested in picking up a book. Reluctant readers never discovered the joy of reading. Perhaps they associate reading with school work, or they are so wired with gadgets reading seems like a boring activity.

How do we motivate these kiddos to pick up a book and read just for the sake of reading a great book? Let's explore a few ideas.

Create a "Joy of Reading" Environment

Let's begin by not attaching assignments to everything our students read. We may need a grade, but our students need to value reading as an enjoyable activity. We want our students to discover the mystery, adventure, suspense, horror, and joy of reading. Give your students choices and opportunities to read for enjoyment.

Reading aloud is the most effective way to introduce a variety of genres to your students. Select high interest books to read aloud. If time is an issue, select "hot" passages from great books to read aloud that will make your students salivate for more. Read both fiction and nonfiction, and most importantly, read dramatically. Your students will tune you out if you sound as if you are droning on. Don't put your students to sleep ~ wake them up!

Add Up the Books

Get your students reading on their own time with this simple strategy. Give each student a reading log to record each finished book. No times, parent signatures, number of pages read, or summaries...just books completed. You are going to have to trust your students (and yes, some students will violate your trust). Each time your student finishes a book they record it on their reading log. You must establish two requirements up front: (1) Students must select books on their independent reading level. (2) Students must record books they read on their own time (assigned readings do not count).

Set a class goal for a number of books the class will read as a whole. Fifty books is a good start. Each Friday record on a visible chart the number of books students completed reading during the week. Divide your class into groups using a random grouping system. Give them ten minutes to take turns telling the group about the book they read. They should share what the book was about and whether they recommend it or not. This is like a mini book talk. Positive peer pressure works wonders on reluctant readers.

Once the class reaches their goal hold a "reading celebration." This event can be anything from a read-in to a guest reader visiting the classroom. You might want to surprise your students with cookies or Popsicles. Keep it simple, but make it important. Set a new, higher goal, and begin again.

Literature Circles

Literature Circles gives students choice. Choice is important for reluctant readers. Real readers don't complete worksheets when they read a book, but the do talk about it. Reading groups are popular events at bookstores and libraries, and even online. Students level of discussion will involve higher order thinking skills. Keep assignments to a minimum. You might consider establishing blogs for your students to write reading responses and comments to other members in their circle. They can create a final project to present their literature circle book to the rest of the class. Give your students choices for the book they read and choices for their final product. Choice alone is a motivator and could easily change your reluctant reader's attitude towards reading.

The Literacy Box recommends these great teaching resources for teaching with literature circles~







Copyright 2009 The Literacy Box
by Lisa Frase
This article is featured on Ezine Articles.
Reprinted by Permission of The Literacy Box.
The Literacy Box domain name is for sale at www.godaddy.com

Reading Strategies Good Readers Use

A few years ago, educational researchers David Pearson and Nell Duke asked the question, "What kind of thinking happens when proficient readers read?" This question led to ground breaking research results that have changed the way teachers teach children to read.
They discovered seven key strategies that good readers use during the reading process. Innovative teachers teach the strategies directly using metacognitive thinking (thinking out loud about your thinking) by modeling their own thinking out loud during the reading process. Students apply the new strategies by practicing their own thinking orally and in writing. Books like Mosaic of Thought by Zimmerman and Keene, Strategies that Work by Harvey and Goudvis, and Reading with Meaning by Miller explore these ideas in great depth and apply best teaching practices to teaching reading strategies.

Strategy One: Making Connections

Readers bring their own experiences and background knowledge to the text. They make personal connections, they connect one text with another, and make connections with the world. These connections enrich the text and helps the reader to understand the text at a higher level of meaning. Teachers teach these connections directly: text to self connections, text to text connections, and text to world connections.

Strategy Two: Visualizing or Envisioning

Readers see pictures in their minds when they read. The best part of reading is watching the "movie in your head." Good readers experience seeing strong visual images. Children can be taught to visualize as they read. Often poor readers do not "see" when they read. We live in a visual world, yet it's the visuals that many readers lack when they read.

Strategy Three: Questioning

Readers are constantly questioning, predicting, confirming their thinking, and adjusting their thinking. Good readers have a purpose for continuing to read. The purpose lies within their ability to question and predict throughout the reading of the text. The adjustments made helps readers to understand the text at a deeper level. Their basic and deeper comprehension soars when their minds are constantly making meaning through questioning.

Strategy Four: Inferring

Good readers read between the lines. The answers are not always black and white, and good readers are able to infer meaning based on background knowledge and text clues. When a reader is inferring they are thinking, predicting, adjusting, and confirming. This leads to deeper understanding of the text.

Strategy Five: Determining Importance

Good readers understand the main ideas of a text and can determine what is important. Readers are answering questions, determining key points, and stretching their thinking as they connect the important ideas with their own knowledge.

Strategy Six: Synthesizing

Good readers are able to synthesize their reading and produce their own ideas or products from their knowledge. Synthesizing is a higher order thinking skill that requires you to reach beyond basic knowledge and create new thinking.

Strategy Seven: Fix-Up Strategies

Good readers know how to tackle difficult text. If they run across a word they don't know they chunk the word and use context clues to determine the meaning. If the just finished a paragraph and don't have a clue as to what they just read, they reread the paragraph and focus on thinking about its' meaning. They identify what they don't understand and read back or ahead to try and clarify meaning. They look at pictures or other text features (like graphs or sidebars) to help them understand the concepts or ideas. Fix-up strategies can be directly taught to help students break down a piece of text and find its' meaning.

These strategies are often taught separately, but they must be integrated and automated in the reader's mind. Once students are aware of these strategies and learn to apply them during their own reading process they begin to become an automatic part of their thinking. The strategies help readers to understand text and gain meaning by applying their own background knowledge or schema, as well as understanding the author's message.

Copyright 2009 The Literacy Box

by Lisa Frase

This article is featured at Ezine Articles

Reprinted by Permission from The Literacy Box.
The Literacy Box domain name is for sale at www.godaddy.com

How My Students Created a Magazine

I recently had a bright idea. Like all bright ideas it turned out to be time consuming, frustrating, and totally worth the results. My fifth grade curriculum required that I teach a nonfiction reading and writing unit. The end result of my unit turned out to be an awesome magazine.
The first step is to prepare your students to write by reading, analyzing, and researching. I brought in several magazine articles on the student's reading level that also happened to high interest (we even read about the Jonas Brothers). We spent time reading articles and dissecting them for text features and organizational text structure.
At the same time my students selected a topic to research. Since we needed to fit Social Studies in, I decided to ask my students to select a topic from Early America. Each student selected a different person, place, or event to keep our magazine varied and interesting.
Once we concluded our study of nonfiction magazine articles my students selected the organizational text structure for their piece, and the drafting began. In order to make life easier I set up a Microsoft Word Document with a header and two columns. This allowed students to type their pieces in a structured document that looks like a magazine piece. After revising and editing they added one additional text feature like a picture, sidebar, bullet points, or graph. The end results were amazing. I compiled the articles together and created a cover for our "Early American Magazine". Each student received a copy to take home.
Creating a magazine turned out to be a great opportunity for a number of teachable moments. We were able to integrate reading, writing, research, Social Studies, and technology into one culminating project.

Copyright 2009
Reprinted by Permission from The Wired Teacher
The Wired Teacher domain name is for sale at www.godaddy.com

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Software at Rock Bottom Prices for Teachers

I bought a new computer for Christmas. I needed to purchase a Microsoft Office 2007.I knew I could get a break by purchasing the education edition, however, I discovered I could get an even better break by purchasing my software through Academic Superstore. I was able to buy the full version of Microsoft Office Professional 2007 for only $99. This offer is for teachers and students. You have to prove your eligibility by sending a copy of your recent paystub and a picture ID. What a great deal!
Now I'm not one to waste an opportunity. I've been salivating over Adobe's CS4 Premium software programs. The entire package is a whopping $1700 - way out of my teacher budget range. It comes with In Design (professional publishing software), Photoshop, Illustrator, Dreamweaver, Fireworks, Flash, and more. Once again, I was aware that I could save money purchasing the teacher / student edition. I was able to purchase it at Academic Superstorefor only $600! You can't beat a deal like that. Now to learn how to use the programs!

Reprinted by Permission.©2009 The Wired Teacher

Build a Classroom or Teacher Resource Website

Website building is easier than ever. You don't have to be a total techie to create a you very own site. The first thing you need to do is create a domain name. I suggest you hop on over to the World's Largest Registrar - GoDaddy.com to begin searching for a domain name. Try to find a name that is fairly short, easy to remember, and hints as to the content of the site. I wanted to create a technology resource site for teachers, so after a bit of brainstorming, I came up with The Wired Teacher. I recommend using a dot com if possible, although a dot net is perfectly acceptable.

Once you find a domain name you will want to purchase it. The price at the World's Largest Registrar - GoDaddy.com is generally $9.99 per year, but keep an eye out for special savings and promotions. Once you purchase a domain name your registrar information will go into the Whois directory. I recommend you also purchase the privacy protection to keep your personal information out of the public eye. The current price is $8.99 per year.

The next step is to choose a hosting service and build your website. You can use a website building program like Microsoft Office FrontPage 2003 (easiest to use, but no longer supported by Microsoft), Microsoft Expression Media 2 Mac/Win, or Adobe Dreamweaver CS4. The advantage of using your own software is the ability to store your files on your own computer. If something happened to your online website host, or you wanted to switch hosts, you would have to build your site over again from scratch.

If you are going to build a small site and want the ease of templates then you should consider using a website builder from your hosting company. I recommend using GoDaddy.com Hosting Plans. They are inexpensive to use, provide great phone support (I've made many calls just this week), tons of extra features, and easy to use templates for building your website.

Now that you have your website it is time to start building. After you create your design and content you will want to add a few must have bells and whistles. The following tools are easy to install and free to use:

1. Go to Site Meter to pick up your free counter. All you have to do is register, select your meter, and then copy and paste the code into the html portion of your website. It's that simple! The benefits of Site Meter is that you will receive a wealth of information about your visitors. This will help you determine how visitors find your site.

2. Grab bookmark and rss feed buttons from Add This. Notice the buttons at the top right hand corner of this blog. These buttons allow visitors to bookmark your site, share it with others on social networks, and subscribe to an rss feed that will keep them updated when you add new content.

3. Once your site is up and running you will want to spread the news to the world of online surfers. Grab a Tell a Friend button so your visitors can let their friends know about the great new site they just found. Go to Tell a Friend, enter your information, wait for the email (you will receive it within a couple of minutes), click on the link, select which button you want, copy and paste the code into the HTML portion of your website.

4. You can add one more bell to make your website rock. You can use Audio Generator to talk to your website visitors. This cool tool cost $, but it is a great enhancement for your site.

Building websites is fun, frustrating, and rewarding. You can offer your knowledge and expertise to other teachers, create an interactive classroom website, or just create an "about you" page to connect with the world. No matter what you decide to do, you will discover there is a wealth of online tools, gadgets, and goodies to help you create a bang-up place in Internet space.

Copyright 2009
Republished by permission of The Wired Teacher

The Wired Teacher domain name is for sale at www.godaddy.com

What is a Mini-Lesson?

A mini-lesson focuses on a specific teaching point and lasts five to twenty minutes. You can teach a mini-lesson with a whole group, small group, or with individual students. Mini-lessons are ideal for quick lessons leading to active engagement.

Steps for Completing a Mini-Lesson

Before you plan your mini-lesson, you need to determine your teaching point. A teaching point is a specific objective. What will the learner do? A teaching point might look like this: The writer will select a topic for writing a nonfiction magazine article. Once you have a teaching point you can begin to plan your lesson.

Step One: Model

The first step in teaching a mini-lesson is to model what you want your students to do. If your teaching point is to get your students to select a writing topic, then you must model selecting a topic. You could show the students a list of ideas for writing magazine articles that you brainstormed the night before. Perhaps you have ten ideas on the list. Write the list on chart paper or place it on a projection device. Think out loud about your thinking as you consider your topics. Which topic do you know the most about? Which topic is the most interesting? Which topic could you spend time writing without getting bored? Which topic has enough meat to actually fill up article space? These are the kinds of questions you would ask yourself (out loud) for this particular teaching point. Your goal is to show your students how you eliminate topics and select the best topic for writing. You could complete this step in less than five minutes.

Step Two: Active Engagement

The next step in teaching a mini-lesson is to actively engage your students. Active engagement can range from turning to a partner and talking to a hands-on experience. The key word is "active". Students are engaged in practice (trial and error) while the teacher monitors and assists their students. In the case of our teaching point on writing, students could work in partners to help each other talk through their writing ideas in order to choose the best idea. At the end of the session students should be ready to write. This step might take five to ten minutes.

Step Three: Sharing the Learning Experience

Before you leave the mini-lesson behind and release students to responsibility, bring your class back together (or meet with your small group or individuals) to share the learning experience. In the case of selecting topics students could share their writing topics with the rest of the class and tell how they decided on their topic. In this case, it's not the topic they chose, but the process they engaged in while choosing the topic. Don't spend more than five minutes for step three. You've got to get your students to work now! It's time to write (or read).
Mini-lessons are a great tool for keeping your students engaged and moving along. Children are wired from television, video games, and the Internet to the point that they lose interest quickly. Shorter, engaging lessons keep your students interested and your teaching fresh.


Copyright 2009 Teaching eVentures
by Lisa Frase, NBCT-Literacy
This article is features at Ezine Articles

Building A Positive Classroom Environment: Using Sign Language Signs

Classroom teachers are always looking for strategies to help the students in their class to get along with each other. Their ideal classroom has students who are all friendly toward each other and can problem solve on their own. Here are a few ideas, using American Sign Language signs, to help build your peaceful and positive classroom environment.

Students can problem solve easier when using American Sign Language signs, especially if they are younger or have a hard time with communication. It is easy for most all children to sign the words share, my turn, your turn, yes, no or wait, and can use these signs when conversing and problem solving with each other.

This strategy also comes into play when the need to express feelings arrives. Students can sign angry and mad, which allows them to show their negative feelings in a positive physical way (instead of in an aggressive way toward others). Students can even sign sorry, which is sometimes the hardest word for many children to say.

When you use signs to give directions (like sit, stand, line up, go, or start) you’ll find that your class becomes a quieter, more calm classroom. Because you are only signing directions, students not only need to pay better attention, but you are also creating a quieter atmosphere (which they will adhere to).

A more positive atmosphere can also be created by giving praise and encouragement more often. From across the room you can silently give praise (using signs like great, proud, beautiful or silent applause) and your students can give praise to each other in the same way. Extra encouragement can be given and received by all students, just by using a few simple signs.

If you want to start using some signs with your class, you’ll need to first look up the sign in an American Sign Language Dictionary, either in print or online. Learn it, practice it, and then teach it to your students. Once you’ve mastered one, try another one. To make it easier, I’ve created two classroom posters which will help you and your students to learn the signs and use them with each other more often. You can find them at Kim's Signing Solutions.

Don’t be overwhelmed by all of the above mentioned signs if you don’t know them. Just try one sign and then the next week add a new one. Start with the positive and encouraging signs. Just one or two signs can start your class on the way toward creating your ideal peaceful and positive classroom.

Thanks to Kim Taylor-DiLeva
for this informative article.
www.kimssigningsolutions.com

Copyright 2009 Teaching eVentures