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Hi Parents,
I hope you are having a nice weekend. Here is what is going on in our classroom this week:
Wear red to help kick off Red Ribbon Week! Tuesday 10/30 – Peace Out to Drugs! Wear peace signs and/or tie dye Wednesday 10/31 – Say Boo to Drugs! Dress up as your favorite storybook character (no masks/hoodies)! Thursday 11/1 – Follow Your Dreams! Wear your pajamas! Friday 11/2 - Team Up Against Drugs! Wear your favorite sports shirt or jersey 2. Wednesday is Storybook Character day. Each kindergarten classroom will do reading, writing, or math activity and students will rotate in between classes. 3. Be on the lookout for the November homework and newsletter in Thursday folders this week. -Please make sure students are practicing sight words and word families daily Sight words: am, went, are (and review previously taught sight words) Word Family: -op; hop, pop, top, bop, mop etc. (Review: -at, -ap,-ag, -am, -an, -ad, -ot, -op) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Have students practice writing words with the word families we are learning. -During math this week, students will continue naming, identifying, and analyzing the following 3d shapes- cube, cone, cylinder, sphere, and rectangular prism. We will discuss how many vertices, faces, and corners each 3d shape has. Students will play a fun “Spookly the Pumpkin” 3d shape game and work on exemplars that are higher order thinking word problems. Students will create a 3d shape mat with pictures and names of 3d shape in preparation for a fun 3d shape food sort on Friday- They will have a variety of snack foods in a baggie like combo’s, candy corn, whoppers, caramel cubes, etc. and sort them by shape, count how many they have in each group, and put the groups in order from smallest to biggest or biggest to smallest. We will also begin comparing 2d and 3d shapes and this is something you can work on at home too. For instance, a cube and a square are different because the square is 2d and the cube is 3d. They are the same because the cube has square faces. Another example would be that a circle and a cube are different because the circle is 2d and the sphere is 3d. They are the same because they both don’t have any vertices/corners. At home, you can go on a 3d shape hunt around the house and community! Discuss with students how many faces and vertices these shapes have. At home, please make sure students continue to practice counting to 100 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) Here are our math standards for our shapes unit: MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size. MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze, compare, create, and compose shapes. MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). MGSEK.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. MGSEK.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Classify objects and count the number of objects in each category. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. -In writer’s workshop we will continue our informational unit. We will continue our “How To” pieces. Students are finishing up the how to book of their choice and then we will move into a Thanksgiving related how-to book (How to make a turkey, how to set the table, how to invite guests, how to decorate for thanksgiving, etc.). We will review transition words (first, then, next, after that, finally, etc.) and continue to work on drawing neat pictures/diagrams with labels and details. Students will continue working on an introduction page, using transition words for their 3 middle pages, and a conclusion page to sum everything up. We will look at our class pumpkin again and observe how it has changed over the past few weeks. Students will work on using descriptive words to write their observations in their pumpkin journal. What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading, we will continue our “Super Powers” unit. (See sample anchor chart below) We will delve more into strategies that can help us read. This week we will focus on using our “snap” word (sight word) power and finding sight words everywhere! We will talk about how partner power gives readers even stronger pointer power. With partners, students will work with the poem “The Itsy Bitsy Spider” and work on their pointer power. We will also learn how to put all of the powers together that we have learned so far. For instance, when we are reading and encounter trouble, that's the time when we especially need to activate our super powers. We will keep using our pointing power, but also use picture power. We will look at the picture and check the beginning sound of each word to see if it all makes sense together. Students will also continue to work in guided reading groups and students will work on building their reading stamina independently and work on IRead. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h, t, and i. This week will focus on the letter j as in jam. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) We will talk more in depth about the bald eagle, listen to the “Star Spangled Banner” and begin talking about Thanksgiving and symbols for this holiday. Students will get to share their Thanksgiving family traditions. For instance, do they eat certain foods only on this Holiday, see special family members, etc. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will continue our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. November Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profile is: Reflective The Attitude is: Appreciation As always, please let me know if you have any questions! Alexis Frank
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Hi Parents!
I hope you are all having a wonderful long weekend! Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily Sight words: an, can, no (and review previously taught sight words) Word Family: -og; jog, fog, bog, dog , etc. (Review: -at, -ap,-ag, -am, -an, -ad, -ot) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Have students practice writing words with the word families we are learning. -During math this week, students will have a formative assessment on 2d shapes and quadrilaterals ( 2d shapes with 4 sides- square, rectangle, rhombus, and trapezoid). We will begin learning about the following 3d shapes- cube, cone, cylinder, sphere, and rectangular prism. We will go on a 3d shape walk around school as well as inquire about 3d shapes and how many faces and vertices they have. We will discuss that 3d shapes are solid (We have learned that 2d shapes are flat). Students will play 3d shape bingo and make a 3d shape pumpkin too! At home, you can go on a 3d shape hunt around the house and community! Discuss with students how many faces and vertices these shapes have. At home, please make sure students continue to practice counting to 100 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) Here are our math standards for our shapes unit: MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size. MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze, compare, create, and compose shapes. MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). MGSEK.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. MGSEK.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Classify objects and count the number of objects in each category. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - In writer’s workshop we will continue our informational unit. We will begin “How To” Pieces. On Friday, we wrote “How to Carve A Pumpkin” as a class. This week students will decide on a topic that they can teach someone else about and create their own How-To book. We will discuss transition words (first, then, next, after that, finally, etc.) and continue to work on drawing neat pictures/diagrams with labels and details. Students will continue working on an introduction page, using transition words for their 3 middle pages, and a conclusion page to sum everything up. We will also check in on our class pumpkin and observe how it has changed over the past week. Students will work on using descriptive words to write their observations in their pumpkin journal. What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading, we will begin our “Super Powers” unit. (See sample anchor chart below) We will delve more into strategies that can help us read. This week we will focus on pointing under each word as we read. We will discuss how long words can be tricky, but still only get one point as we read. We will also practice re-reading if the text doesn’t look right, sound, right, or make sense. We will be working several times with the book “Brown Bear, Brown Bear” to practice these strategies. We will also continue to work in guided reading groups and students will work on building their reading stamina independently and work on IRead. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h and, t. This week will focus on the letter i as in igloo. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will continue our unit on identifying and explaining the meaning of American symbols (statue of liberty, American flag, liberty bell, etc.) We will make connections and inquire about where we have seen these symbols before. (Example- bald eagle on the dollar bill, White house on the dime, etc.). We will focus on the parts of the statue of liberty and what they represent as well as have a discussion on symbols we see in our community such as the big letter M for McDonald’s, road signs, and many more. At home, you can discuss different symbols you see when you are out and what they mean. You can discuss how symbols show information and if symbols mean the same thing to everyone. Would people in other countries understand what these symbols mean? Why is it important to understand symbols? What positive character traits do you display? Why? -We will continue our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. October Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profiles are: inquirer and thinker The Attitudes are: creativity ,enthusiasm, and independence There is an IB tab on our Weebly page that also has more information. As always, please let me know if you have any questions! Alexis Frank Hi Parents!
I hope you are all having a wonderful long weekend! Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily. Sight words: he, do, you (and review previously taught sight words) Word Family: -ot; hot, not, rot, cot, etc. (Review: -at, -ap,-ag, -am, -an, -ad) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Have students practice writing words with the word families we are learning. -During math this week, we will review identifying and describing how many sides and corners these 2d shapes have- square, rectangle, triangle, circle, rhombus (diamond), trapezoid, pentagon, and hexagon. We will apply what we learned last week and will be going on a 2d shape hunt around school, writing riddles about 2d shapes for our friends to solve, exploring pattern blocks and how we can put two shapes together to make another shape. For example, we can put two trapezoids together to make a hexagon and 2 triangles together to make a rhombus. We will also compare and contrast 2d shapes to one another and discuss how they are similar and different. For example, a square and a rectangle both have 4 sides and corners, but the square has equal sides and the rectangle has 2 sides that are longer and 2 sides that are shorter. We will continue to practice sorting, counting, and ordering. Ordering the groups from least to greatest and greatest to least is what we will be focusing the majority of our time on. At home, you can go on a 2d shape hunt around the house and community! Discuss with students how many sides and corners these shapes have. At home, please make sure students continue to practice counting to 100 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) Here are our math standards for our shapes unit: MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size. MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze, compare, create, and compose shapes. MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). MGSEK.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. MGSEK.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Classify objects and count the number of objects in each category. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. -In writer’s workshop we will continue our informational unit. We have begun writing information about things we know about from the environment such as rocks, leaves, dirt. Etc. We have also been working on drawing up close, detailed diagrams with labels. For informational writing, there are no characters or speech bubbles. I have taught students to say the pages of their book in order across their fingers- introduction page, fact, fact, fact, and conclusion page. The introduction page asks a question (Do you know about….) and the conclusion page sums up everything (_____ are so interesting!) This week we will also begin our pumpkin journal. We will watch a piece of a pumpkin over a period of time and watch it change while drawing diagrams and writing information about what we see. We will review the anchor chart “How Scientist Observe and Learn” -Look -Listen -Touch -Look Again -Ask Questions: What is the reason for?... Why does?... Say things like- I Wonder, I noticed, I’m thinking “What should I look closely at?” (Color, Size, Shape, Parts, Special Details, Texture) What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading, we will continue to practice looking carefully at the cover of our books, point under the words in the title and read them, and look carefully at the whole picture and then tell the story to match the picture. Our mini lessons will focus on working with partners to go back and re-read the labels we have made for the pictures in our books. We will also practice marking pages in our books with a sticky note that we have questions about or read something interesting and want to share with our partner. We will also practice stopping to think about the character. We can ask ourselves questions like, ‘Why are they doing that? Or How do you think he’s feeling? Or What do you think she will do next?’ We will continue to work in guided reading groups and students will work on building their reading stamina independently and work on IRead. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h and, t. We will build on sounding out words from last week and turn that into sounding out words in sentences like: Dad is mad at Tad. The hog got the ham. You can write real or silly words for students at home and have them practice sounding these out by pointing under each letter and putting the sounds together to make the word. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs
-We will begin our 2nd IB unit. Transdisciplinary theme: Who We Are Central Idea: Symbols show information. Lines of Inquiry: Symbols and people that represent our country (perspective) Symbols and people that represent countries around the world (perspective) How positive character traits can shape an individual ( reflection/ responsibility) Key Concepts: Perspective, Reflection, Responsibility Related Concepts: Beliefs, Interpretation, Values Transdisciplinary skills: * Thinking Skills- Comprehension * Communication- Viewing. Students will have multiple opportunities to view symbols through different types of media and interpret the information they learned. * Social Skills- Cooperating. Students will have to work together to research one country and then to present together the information they learned to other kindergarten students. Attitudes: Creativity, Appreciation, respect Learner Profile: Thinker, open-minded, caring What you can do at home: Have students practice saying the central idea, discuss the learner profiles and the attitudes of and how students can display these throughout the day. October Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profiles are: inquirer and thinker The Attitudes are: creativity ,enthusiasm, and independence There is an IB tab on our Weebly page that also has more information. As always, please let me know if you have any questions! Alexis Frank Hi Parents!
I hope you are all having a wonderful long weekend! Here is what is going on in class this week:
-Please make sure students are practicing sight words and word families daily. Sight words: Review all (and review previously taught sight words) Word Family: Review all (Review: -at, -ap,-ag, -am, -an, -ad) What you can do at home: Write sight words on flashcards and have students identify them or make a memory game. Have students practice writing words with the word families we are learning. -During math this week, we will finish up our 2d and 3d shapes pre assessment and numbers and counting post assessment. During our mini lessons, we will begin identifying and describing how many sides and corners these 2d shapes have- square, rectangle, triangle, circle, rhombus (diamond), trapezoid, pentagon, and hexagon. At home, you can go on a 2d shape hunt around the house and community! Discuss with students how many sides and corners these shapes have. At home, please make sure students continue to practice counting to 100 by 1’s and 10’s every night and practicing writing their numbers 0-20. (Fun ways of writing numbers can be with chalk outside, in sand or shaving cream, on a whiteboard, etc.) Here are our math standards for our shapes unit: MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size. MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Analyze, compare, create, and compose shapes. MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). MGSEK.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. MGSEK.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” Classify objects and count the number of objects in each category. MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. - In writer’s workshop we will begin an informational unit. We will discuss how we can be explorers like Christopher Columbus and go on an “exploration” outside. Students will collect items that they can give information about. We will focus on drawing diagrams and adding labels and details to these. We will go over the anchor chart “How Scientist Observe and Learn” -Look -Listen -Touch -Look Again -Ask Questions: What is the reason for?... Why does?... Say things like- I Wonder, I noticed, I’m thinking “What should I look closely at?” (Color, Size, Shape, Parts, Special Details, Texture) We will also talk about how an informational piece can be written using an example about ladybugs: I will also be showing students how we can write an introduction page before we tell about our facts and a conclusion page after. What you can do at home: have students practice sounding out words and writing down the sounds they hear on paper and draw pictures with details and label their pictures. You can also remind students that when writing, the first letter in a sentence is uppercase and the rest is lower case, there are finger spaces between words, and periods at the end of sentences. We will continue to work on this in class. - During reading, we will continue to practice looking carefully at the cover of our books, point under the words in the title and read them, and look carefully at the whole picture and then tell the story to match the picture. Our mini lessons will focus on recognizing how characters feel and also work across the curriculum by talking about labels in the pictures of our books. Students will continue to use sticky notes and write labels for the pictures in the story. We will continue to work in guided reading groups and students will work on building their reading stamina independently and work on IRead. During reading groups, we will be reading instructional level texts and using strategies to help us decode words. Here are the strategies we are using: Hint: You can copy and paste this into a word document, make it bigger, and print it out for students to use at home. We will also be working on comprehension: Here are some sample questions you can ask your child at home when reading: What you can do at home: Read every night like you are working with a partner (sit side by side, have a book in the middle, read back and forth, etc.) and ask your child questions about what she/he is reading about. For students who need to work on letters and letter sounds, you can have students find letters around the house and ask them what sounds they make. -For phonics we will review letters c, o, a, d, g, m, l, h and, t. We will be putting all of these letters together to practice decoding (sounding out words) such as mad, cot, mat, tom, ham, hot, etc. You can write real or silly words for students at home and have them practice sounding these out by pointing under each letter and putting the sounds together to make the word. You can practice these letters at home too. Here is a great letter/sound song: https://www.youtube.com/watch?v=MTeUONxZYAs -In social studies, we will finish up our community helpers unit. What you can do at home: Discuss the following: Why is it important to be a good citizen? What is a community? What is a community helper? What role do I play in a community? -We will finish our first IB Unit: Transdisciplinary theme: Who We Are Central Idea: Roles and responsibilities help us make connections. Lines of Inquiry: Different roles in the community (function) Similarities and differences between communities (connection) My role as a citizen in a community (responsibility) Related Concepts: roles, citizenship, relationships Transdisciplinary skills: communication, social, self-management, research Learner Profile: Communicator, thinker Key Concepts: Function, connection, responsibility Attitudes: appreciation, respect, tolerance What you can do at home: Discuss the learner profile words of communicator and thinker and the attitudes of appreciation, respect, and tolerance and how students can display these in their community. October Cookies for Character- I will be looking for students who demonstrate the learner profiles of inquirer and thinker The Learner Profiles are: inquirer and thinker The Attitudes are: creativity ,enthusiasm, and independence There is an IB tab on our Weebly page that also has more information. As always, please let me know if you have any questions! Alexis Frank |
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May 2021
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