Language Arts Curriculum

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					                                    LOWER DAUPHIN SCHOOL DISTRICT
                                  Language Arts Curriculum Maps – Grade 3

Topic: Comprehension

  Key Learning: Using multiple strategies helps a reader comprehend and think critically about the text.



                                Unit Essential Question: How do I use multiple strategies to
                                       comprehend and think critically about the text?


Reading Street Key: CAPS = Targeted Lesson, R = review, E = extend skills, SS = study skills
Concept:                            1        Concept:                          2      Concept:                        3
Decoding                                     Context Clues                            Monitoring and Rereading
1.1.3.A, 1.1.3.B, 1.1.3.C                    1.1.3.B                                  1.1.3.C, 1.1.3.D, 1.1.3.E
Lesson Essential Questions:                  Lesson Essential Questions:              Lesson Essential Questions:
How do I use my knowledge of word            How do context clues assist me in        Does monitoring and rereading assist
chunks/syllables to decode multi-            thinking critically about the text?(A)   with comprehension? (A)
syllable words? (ET)
                                             How do context clues assist the reader   How does self-correcting errors assist
                                             in understanding word meanings? (ET)     with comprehension? (ET)

Vocabulary:                                  Vocabulary:                              Vocabulary:
chunks, syllables                            multiple meaning words                   monitor, reread and clarify meaning
                                                                                      through questioning, use picture and
                                                                                      structural clues, revise predictions
Connection to Reading Street:                Connection to Reading Street:            Connection to Reading Street:
Unit 1: week 1, week 4, week 5               Unit 1: week 1R, week 4                  Unit 1: WEEK 3
Unit 2: week 1, week 2, week 4,week 5        Unit 3: week 4                           Unit 2: WEEK 3
Unit 3: week 3, week 5                       Unit 4: week 3, week 4                   Unit 3: WEEK 5
Unit 4: week 2, week 3, week 4                                                        Unit 4: WEEK 4
Unit 5: week 1, week 3, week 4                                                        Unit 5: WEEK 3
Unit 6: week 1, week 2, week 4,week 5




1/30/2013                                                                                                             Page 1
                                  LOWER DAUPHIN SCHOOL DISTRICT
                                Language Arts Curriculum Maps – Grade 3
Comprehension Map (continued)
Concept:                         4     Concept:                         5          Concept:                         6
Predicting                             Previewing and Prior Knowledge              Vocabulary/Using References
1.1.3.A, 1.1.3.E, 1.2.3.A              1.1.3.A, 1.1.3.B, 1.1.3.E                   1.1.3.D, 1.8.3.B
Lesson Essential Questions:            Lesson Essential Questions:                 Lesson Essential Questions:
How can I use graphic organizers to    What does it mean to preview before         How do I connect new vocabulary with
aid in comprehension? (ET)             reading? (A)                                my prior knowledge? (ET)

How do I use the text to make a        How does previewing assist with             What strategies do I use to build my
prediction? (ET)                       comprehension? (ET)                         vocabulary? (A)

Why is it important to modify          How do I connect prior knowledge with       How can references help me to find
predictions as I read? (ET)            new vocabulary? (ET)                        information, to spell correctly, and to
                                                                                   find the meaning of words? (A)
                                       How can I use graphic organizers to
                                       aid in comprehension? (A)
Vocabulary:                            Vocabulary:                                 Vocabulary:
modify                                 preview, prior knowledge, title, caption,   alphabet arc, word wall, alphabet strip,
                                       table of contents, chapter headings,        Quick Word Book, blend chart,
                                       subheadings, graphics, glossary, bold-      glossary, table of contents, index,
                                       faced print, graphic organizers             dictionary, key words/guide words,
                                                                                   electronic search tools, references
                                                                                    use new vocabulary from a variety of
                                                                                   content areas
Connection to Reading Street:          Connection to Reading Street:               Connection to Reading Street:
Unit 2: WEEK 4                         Unit 1: WEEK 1                              Unit 1: week 3
Unit 5: WEEK 1                         Unit 4: WEEK 3                              Unit 2: week 1SS, week 4SS, week 5
                                       Unit 5: WEEK 5                              Unit 3: week 1SS
                                                                                   Unit 4: week 1SS, week 2E
                                                                                   Unit 6: week 3SS




1/30/2013                                                                                                            Page 2
                                  LOWER DAUPHIN SCHOOL DISTRICT
                                Language Arts Curriculum Maps – Grade 3
Comprehension Map (continued)
Concept:                         7     Concept:                        8       Concept:                        9
Fluency                                Visualizing                             Gathering Information
1.1.3.B, 1.1.3.C                       1.1.3.E, 1.3.3.A                        1.1.3.E, 1.2.3.A, 1.2.3.B
Lesson Essential Questions:            Lesson Essential Questions:             Lesson Essential Questions:
What is fluency? (ET)                  Why is it important to visualize when   How does discriminating between
                                       reading? (ET)                           essential and non-essential
How do readers become fluent? (ET)                                             information help me comprehend? (A)
                                       How do I monitor my reading so I
                                       create new visualizations and refine    How can I use graphic organizers to
                                       mental images? (A)                      help me understand what I read? (A)

                                       How can I use graphic organizers to     How do I locate information to answer
                                       aide in visualization? (A)              comprehension questions orally and in
                                                                               writing?(A)
                                       How does visualizing change with
                                       each genre? (A)
Vocabulary:                            Vocabulary:                             Vocabulary:
fluency, rate, accuracy, expression,   monitor, comprehension, visualize,      essential, non-essential, answering
words per minute, phrasing,            genre                                   questions
punctuation
Connection to Reading Street:          Connection to Reading Street:           Connection to Reading Street:
addressed in all units                 Unit 1: WEEK 3                          Unit 1: week 3SS
                                       Unit 2: WEEK 2                          Unit 2: WEEK 1
                                                                               Unit 3: WEEK 4
                                                                               Unit 4: WEEK 1, WEEK 5SS
                                                                               Unit 5: week 1SS
                                                                               Unit 6: week 4SS, week 6SS




1/30/2013                                                                                                      Page 3
                                  LOWER DAUPHIN SCHOOL DISTRICT
                                Language Arts Curriculum Maps – Grade 3
Comprehension Map (continued)

Concept:                         10        Concept:                         11     Concept:                         12
Main Ideas/Details                         Fact and Opinion                        Questioning
1.1.3.E, 1.2.3.A, 1.2.3.B, 1.3.3.A         1.1.3.E, 1.2.3.A, 1.2.3.B, 1.3.3.A,     1.1.3.E, 1.2.3.A, 1.2.3.B, 1.3.3.A,
                                           1.6.3.A                                 1.6.3.A
Lesson Essential Questions:                Lesson Essential Questions:             Lesson Essential Questions:
How do readers identify an implied         How do readers identify and interpret   How does questioning assist me in
main idea? (A)                             statements of facts and opinions in     monitoring what is happening and
                                           fiction and non-fiction texts? (A)      what could happen in the text? (A)
How do readers summarize the main
idea of the whole text – both fiction      How does understanding the author’s     How does the genre or text structure
and nonfiction? (A)                        purpose and point of view help me to    guide my questioning as I read? (A)
                                           identify bias in text? (A)
How does identifying the most
essential information in the text help     How do I know when a statement is an
me to identify the main idea in a text?    exaggeration? (A)
(A)

How can I use graphic organizers to
help me understand the text? (A)


Vocabulary:                                Vocabulary:                             Vocabulary:
                                      st
main idea, multi-paragraph story (1        fact, opinion, exaggeration, bias       questioning, found directly in the text,
            nd             rd
paragraph, 2 paragraph, 3                                                          implied in the text, inferred from the
paragraph etc…)                                                                    text
Connection to Reading Street:              Connection to Reading Street:           Connection to Reading Street:
Unit 2: WEEK 1, WEEK 3, week 4R,           Unit 4: WEEK 4                          Unit 2: WEEK 5
week 5E                                    Unit 5: WEEK 2, week 4R, week 5R        Unit 3: WEEK 3
Unit 5: week 3E                                                                    Unit 4: WEEK 2
Unit 6: WEEK 1




1/30/2013                                                                                                            Page 4
                                  LOWER DAUPHIN SCHOOL DISTRICT
                                Language Arts Curriculum Maps – Grade 3
Comprehension Map (continued)

Concept:                         13       Concept:                        14      Concept:                        15
Infer/Draw Conclusions                    Cause and Effect                        Compare and Contrast
1.2.3.A, 1.2.3.B, 1.3.3.A                 1.1.3.G, 1.2.3.A                        1.1.3.G, 1.2.3.A
Lesson Essential Questions:               Lesson Essential Questions:             Lesson Essential Questions:
How do inferences help me think           How can I tell the difference between   How do I determine what is being
critically about the text? (A)            the cause and the effect? (A)           compared and contrasted? (ET)

How does using prior knowledge help       How does a graphic organizer help to    How do I show likenesses and
in making inferences? (A)                 show a cause and effect relationship?   differences on a graphic organizer?
                                          (A)                                     (A)
What questions should I ask in order
to make inferences? (A)                   What words are usually used to show     What words are used to compare and
                                          cause and effect? (ET)                  contrast? (A)
What strategies are helpful in making
inferences? (A)

How do I locate information to answer
inference questions orally and in
writing? (A)
Vocabulary:                               Vocabulary:                             Vocabulary:
infer, draw conclusions, from the text,   cause, effect, because, since           compare, contrast, Venn diagram,
from my head, (introduce the term                                                 chart, best, more better, less, worst,
‘generalize’)                                                                     alike, different
Connection to Reading Street:             Connection to Reading Street:           Connection to Reading Street:
Unit 1: week 3R                           Unit 3: WEEK 1, week 2R                 Unit 3: WEEK 5
Unit 2: WEEK 5                            Unit 4: WEEK 1, week 2R, week 3R        Unit 4: WEEK 2
Unit 3: week 1R, WEEK 3, week 4R          Unit 6: week 1R                         Unit 5: WEEK 1, week 2R, week 3R
Unit 4: WEEK 3, week 4R, week 5R
Unit 5: week 1R, WEEK 4




1/30/2013                                                                                                          Page 5
                                   LOWER DAUPHIN SCHOOL DISTRICT
                                 Language Arts Curriculum Maps – Grade 3
Comprehension Map (continued)

Concept:                             16          Concept:                          17         Concept:                                18
Sequence                                         Retelling                                    Summarize
1.1.3.G, 1.2.3.A                                 1.1.3.A, 1.1.3.E                             1.1.3.G, 1.2.3.A
Lesson Essential Questions:                      Lesson Essential Questions:                  Lesson Essential Questions:
Why is it important to determine the             How do readers use story elements to         How do I summarize fictional text as a
order of events in a text? (ET)                  give a proficient retelling of a fictional   whole? (ET)
                                                 text? (A)
How does a sequence chart help to                                                             How do I use processes, events,
organize the steps in a process or the           How can I use graphic organizers to          and/or major points to summarize non-
events in a story? (ET)                          aid in retelling fiction and non-fiction?    fictional text as a whole? (A)
                                                 (A)
What words are often used to indicate                                                         How can I use graphic organizers to
a sequence? (ET)                                 How do readers locate information to         summarize? (A)
                                                 answer comprehension questions
                                                 orally and in writing? (A)                   What graphic organizers are best
                                                                                              suited to summarize nonfictional text
                                                                                              versus fictional text? (A)

Vocabulary:                                      Vocabulary:                                  Vocabulary:
sequence, step-by-step, time order,              story elements, setting, plot, character,    processes, events, major points
first, next, last, finally, before that, after   problem, resolution, proficient, fiction,
                                                 non-fiction
Connection to Reading Street:                    Connection to Reading Street:                Connection to Reading Street: (vocab & SS)
Unit 1: WEEK 2, WEEK 3, week 4R                  Unit 2: week 1E                              Unit 1: WEEK 2
Unit 2: week 1R                                                                               Unit 2: week 2E
Unit 3: week 1E, week 2E                                                                      Unit 3: WEEK 2
Unit 4: week 1R                                                                               Unit 4: week 3E
Unit 5: WEEK 3, week 4E                                                                       Unit 5: WEEK 4, week 4SS, week
                                                                                              5E,SS


Additional Resources:
6- Minute Fluency Solution
 Oral Reading Fluency-DRA
Running record
Graphic organizers
Word Study Resources




1/30/2013                                                                                                                              Page 6
                                       LOWER DAUPHIN SCHOOL DISTRICT
                                     Language Arts Curriculum Maps – Grade 3

Topic: Phonics, Word Study and Spelling

  Key Learning: Words have meaningful parts that follow specific sound combinations and spelling
  patterns.


                        Unit Essential Question: How does knowledge of word structures, word
                        meanings, priority words, and use of references help me to be a proficient
                        speller and reader?


Concept:                                                 1      Concept:                                            2
Sound Combinations and Spelling Patterns                        Word Meanings
1.1.3.C                                                         1.1.3.E, 1.1.3.F, 1.8.3.B

Lesson Essential Questions:                                     Lesson Essential Questions:
How do I apply knowledge of sound combinations to               How do synonyms and antonyms build my vocabulary? (A)
reading and writing single syllable and multi-syllable
words? (A)                                                      How do I use context to understand word meanings? (ET)

How do spelling patterns help me in both reading and            How do I use context to understand homophones and
writing? (ET)                                                   multiple meaning words? (A)

                                                                How does the dictionary help me determine the meaning of
                                                                homonyms? (A)




Vocabulary:                                                     Vocabulary:
abstract vowels (ew/ou/ui, oo/ou, oy/oi, ou/ow, au/aw/al), r-   multiple meanings, context clues, synonyms, antonyms,
controlled vowels with long vowel patterns (are, air, ear,      homophones (words that sound the same), categorizing
eer, ire, ore), syllable, ed inflected endings (id, ed, t)      words

                                                                *see also Comprehension Map-References
Connection to Reading Street: (vocab & spelling)                Connection to Reading Street: (vocab & spelling)
Unit 1: week 1, week 4, week 5                                  Unit 1: week 1, week 4, week 5
Unit 2: week 1, week 2, week 4,week 5                           Unit 2: week 1, week 2, week 4,week 5
Unit 3: week 3, week 5                                          Unit 3: week 2, week 4,week 5
Unit 4: week 2, week 3, week 4                                  Unit 4: week 2, week 3, week 4
Unit 5: week 1, week 3, week 4                                  Unit 5: week 1, week 2, week 4,week 5
Unit 6: week 1, week 2, week 4,week 5                           Unit 6: week 2, week 3, week 5




1/30/2013                                                                                                          Page 7
                                       LOWER DAUPHIN SCHOOL DISTRICT
                                     Language Arts Curriculum Maps – Grade 3
Word Study Map (continued)


Concept:                                                   3     Concept:                                               4
Structural Analysis                                              High Frequency Words
1.1.3.C, 1.1.3.E                                                 1.1.3.E
Lesson Essential Questions:
How do prefixes and suffixes change the meaning of the           Lesson Essential Questions:
words? (A)                                                       How do I ensure a proper spelling of high frequency words?
                                                                 (A)
How is the spelling of a word changed when a suffix is
added? (A)

How does understanding regular and irregular plurals assist
help me read and write with accuracy? (ET)

How are compound words formed? (ET)

Vocabulary:                                                      Vocabulary:
Patterns-(spelling, sound), base words, e-drop, doubling         High Frequency/Priority Words for Writing
and no-change with the suffix beginning with a vowel,
plurals -s, -es, -ies, and irregular (fly/flies) (wife/wives),
compound words (2 syllable compound words, 3 syllable
compound words), contractions (am, are, had/would, have,
is/has, not, us, will), affixes,
prefixes: re-, pre-, in-, un-, dis-, mis-, non-
suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment

Connection to Reading Street: (vocab & spelling)                 Connection to Reading Street:
Unit 1: week 2, week 3, week 5                                   addressed in all writing rubrics
Unit 2: week 3
Unit 3: week 1, week 2, week 3,week 4
Unit 4: week 1, week 2, week 5
Unit 5: week 3, week 5
Unit 6: week 1, week 3, week 4



Additional Information:
alphabet arc, word wall, alphabet strip, Quick Word Book, dictionary, glossary, table of contents, electronic search tool




1/30/2013                                                                                                             Page 8
                                  LOWER DAUPHIN SCHOOL DISTRICT
                                Language Arts Curriculum Maps – Grade 3

Topic: Analyzing and Interpreting Fiction

  Key Learning: Author’s purpose, literary elements, literary devices, and genre aid the reader in
  analyzing and interpreting fiction text.


                        Unit Essential Question: How do the author’s purpose, literary elements,
                        literary devices, and genre help me to analyze and interpret fiction text?



Concept:                           1        Concept:                           2         Concept:                        3
Author’s Purpose                            Literary Elements                            Literary Devices
1.1.3.A, 1.2.3.A, 1.1.3.G                   1.3.3.A, 1.3.3.B, 1.1.3.G, 1.1.3.F           1.1.3.C
Lesson Essential Questions:                 Lesson Essential Questions:                  Lesson Essential Questions:
How does the author’s purpose               How can knowing the literary elements        What are literary devices and why do
change the way I read a text? (A)           help me to summarize a story? (A)            authors use them? (ET)

How does understanding the author’s         How can I identify “author’s message”        How do I use my knowledge of literary
purpose help me in comprehension?           in fiction text? (ET)                        devices to visualize the text? (ET)
(ET)
                                            How can I use graphic organizers to          How do I identify changes in dialogue?
                                            help me recall literary elements? (ET)       (ET)
Vocabulary:                                 Vocabulary:                                  Vocabulary:
persuade, inform, entertain, source,        character, setting, conflict/problem,        rhyme, rhythm, alliteration,
purpose, audience                           events, dialogue , author’s message,         personification, dialogue
                                            narrator
Connection to Reading Street:               Connection to Reading Street:                Connection to Reading Street:
Unit 1: week 1R                             Unit 1: WEEK 5                               Unit 1: week 1E, week 4E, week 5E
Unit 2: WEEK 4                              Unit 2: WEEK 2, week 3R                      Unit 2: week 3E, week 4E
Unit 3: WEEK 1, WEEK 2, week 3RE,           Unit 3: week 4E                              Unit 4: week 1E
week 5R                                     Unit 4: WEEK 5
Unit 4: week 4E, week 5E                    Unit 5: week 1E
Unit 5: week 2E, WEEK 5                     Unit 6: WEEK 1


Concept:                                                                                                                     4
Genre           1.1.3.A, 1.2.3.C, 1.1.3.G
Lesson Essential Questions:
How can stories be categorized by genres? (A)
What are the characteristics and purpose of each genre? (ET)
How does my interest and knowledge of different genres influence my decision when choosing a book? (A)
Vocabulary:
fairy tales, folk tales, poetry, mystery, plays/dramas, fantasy, realistic fiction, realism, fantasy
Connection to Reading Street: addressed in all units




1/30/2013                                                                                                                Page 9
                                       LOWER DAUPHIN SCHOOL DISTRICT
                                     Language Arts Curriculum Maps – Grade 3

Topic: Analyzing and Interpreting Non-Fiction

  Key Learning: Nonfictional text provides information and is often structured in a way that helps the
  reader organize and interpret the information effectively.


                          Unit Essential Question: How does an author organize and structure
                          information in a nonfictional text to make it accessible and practical?

Concept:                                 1    Concept:                               2   Concept:                               3
Author’s Purpose                              Text Organization                          Text Features
1.1.3.A, 1.2.3.A, 1.1.3.G, 1.3.3.E            1.1.3.D, 1.2.3.A                           1.1.3.B, 1.1.3.D, 1.8.3.B
Lesson Essential Questions:                   Lesson Essential Questions:                Lesson Essential Questions:
How do I determine the author’s               What are the different ways a non-         How can I define the essential text
purpose and justify my choice? (A)            fiction text can be organized? (A)         features in nonfiction text? (A)
                                              How can identifying the text structure     How do I use text features to preview
                                              help me to choose the appropriate          text? (ET)
                                              graphic organizer? (A)
                                                                                         How do I use text features to better
                                              Why is it important to identify text       understand non-fiction text? (A)
                                              structure as I read? (A)
                                                                                         How can text features help me to
                                              How can graphic organizers help me         locate information efficiently? (A)
                                              to understand what I read? (A)
Vocabulary:                                   Vocabulary:                                Vocabulary:
persuade, inform, entertain, instructional,   sequence, cause/effect, description,       headings, sub-headings, graphics, charts/tables,
informational, biographical                   compare/contrast, question/answer,         timelines, captions, photographs, maps, special
                                              problem/solution                           type (bold, italic, underlining, etc.)
Connection to Reading Street:                 Connection to Reading Street:              Connection to Reading Street:
Unit 1: week 1R; Unit 2: WEEK 4               Unit 5: WEEK 2                             Unit 1: week 4SS, week 5SS
Unit 3: WEEK 2, week 3RE, week 5R             (in addition to comprehension focus on     Unit 2: week 1E, week 5SS
Unit 4: week 4E, week 5E                      individual text structures)                Unit 3: week 5E
Unit 5: week 2E, WEEK 5                                                                  Unit 5: week 2SS, week 3SS
                                                                                         Unit 6: week 2SS


Concept:                                                                                                                             4
Genre 1.3.3.F
Lesson Essential Questions:
What are the characteristics of the non-fiction genre? (ET)
How do fiction and non-fiction genre differ? (ET)
How does my interest and knowledge of different genres influence my decision when choosing a book? (A)
Vocabulary:    nonfiction, autobiography, biography, poetry, drama, realism
Connection to Reading Street: addressed in all units


Additional Information:
Format – title, headings, chapters, index, captions, sub-headings, table of contents, illustrations, graphs, glossary, speech
bubbles; Venn diagram, t-chart, traditional and electronic media sources, sequence chain, sequence chart, cause and
effect, graphic organizer
1/30/2013                                                                                                                     Page 10
                                  LOWER DAUPHIN SCHOOL DISTRICT
                                Language Arts Curriculum Maps – Grade 3

Topic: Speaking and Listening

  Key Learning: There are key elements in speaking and listening that promote effective communication
  and learning.


                        Unit Essential Question: How do appropriate speaking and listening
                        skills affect relationships and learning?



Concept:                          1        Concept:                        2       Concept:                         3
Speaking/Oral Presentation                 Listening Skills                        Listening Comprehension
1.6.3.C, 1.6.3.D, 1.6.3.E, 1.6.3.F         1.6.3.A, 1.6.3.B                        1.6.3.B, 1.6.3.E, 1.7.3.A, 1.7.3.B,
                                                                                   1.7.3.C
Lesson Essential Questions:                Lesson Essential Questions:             Lesson Essential Questions:
How can I be an effective speaker?         How can I be an effective listener?     Why is it important to make
(ET)                                       (ET)                                    connections and predictions when
                                                                                   listening to literature (fiction or
What must I consider when speaking         How does the setting change the way I   nonfiction)? (A)
during an oral presentation? (A)           listen? (ET)
                                                                                   How do I visualize and organize what I
In what ways can I enhance my oral                                                 hear so I can retell and summarize the
presentation? (A)                                                                  story? (A)

                                                                                   How does a listener identify
                                                                                   characters/ speaker in spoken
                                                                                   information and text? (ET)

                                                                                   How do I recognize an advertisement
                                                                                   and explain the purpose of that
                                                                                   advertisement? (ET)

                                                                                   Why is it important to recognize
                                                                                   uncommonly used words not spoken
                                                                                   in the English language? (ET)
Vocabulary:                                Vocabulary:                             Vocabulary:
clarity, volume, tone, expression          body language, audience, posture,       active listening, attention, questioning,
pace, purpose, complete sentences,         information                             predicting, connecting, advertisement,
eye contact, body language, audience,                                              dialogue, misinterpret
explain, demonstrate, visuals, props,
word usage, directions, details, steps,
explain, participate, contribute
information, report an emergency,
correct pronunciation, rhyme,
poetry, song, short interview, short
report, everyday conversation
Connection to Reading Street:              Connection to Reading Street:           Connection to Reading Street:
Addressed in all units in speaking,        Addressed in all units in speaking,     Addressed in all units in speaking,
listening & viewing sections               listening & viewing sections            listening & viewing sections

1/30/2013                                                                                                          Page 11
                                  LOWER DAUPHIN SCHOOL DISTRICT
                                Language Arts Curriculum Maps – Grade 3

Concept:                                                                                                                   4
Interacting with Others 1.6.3.A-F
Lesson Essential Questions:
What kinds of questions do I ask in order to get relevant information? (A)
What roles do audience members have? (A)
How does tone convey meaning? (A)
Vocabulary:
participate contribute, information, understanding, relevant questions, relevant information, audience, tone, roles,
equitable participation
Connection to Reading Street:
Addressed in Units 2-6 in speaking, listening & viewing sections and throughout selections.




1/30/2013                                                                                                              Page 12

				
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