Ameritowne on the road,dcc power pack,model train rails - Try Out

On Tuesday, August 12, our Leadership Luncheon took place at the Hyatt in downtown Denver — after months of hard work and preparation.
To give you an idea of the process, each shop has 1-2 bags filled with poles to build walls, and a cover to zip around the wall after being built. A learning curve was definitely in place for our staff but it was nothing we could not take on. After the conclusion of the event we now had to tackle the next challenge, taking down On The Road.
We can’t wait for our first schools to attend Young AmeriTowne On the Road in October. As the 2014 summer intern, I work with the Programs and Communication team to ensure positive experiences for all the kids coming through our programs.
Please make sure that your comments are appropriate for all our young participants to read.
One of the perks of my job is working with dedicated teachers in schools across the nation. In thinking about strategies and approaches for student engagement, two talented middle school teachers come to my mind. After peeling back the layers of their disparate approaches, I arrived at what I call the Six Important Tenets of Student Engagement. When teachers view their students as valuable and capable works in progress, they grab and sustain the attention of their students. Asking students to participate actively in collaborative conversations where they make sense of and rehearse their learning—and listen to others do the same—engages students in the learning process and allows them to monitor their learning and hear how others learn. Carol Dweck’s research and publications on mindsets and motivation argue the importance of providing information and stories about effort as a key to success. This is not to say: Create an environment where the teacher is robotic and the routines are monotonous. School, like a ship, is a place where students are part of the crew, not just the passengers. CITW recommends giving students opportunities to reflect on their practice through descriptive feedback, paired with guidance about next steps or revisions to their work, which helps them to understand what they are doing correctly and should continue to do. While their answers showed they understood the academic concepts they were learning, the way they expressed their ideas revealed a need for academic language development. I’m an English language acquisition teacher, consultant, and author who has spent my entire professional career studying the phases of second language acquisition and identifying best teaching strategies for helping ELL students progress toward fluency. Academic language learning helps all students—both native speakers and second language learners—present ideas, explain their reasoning, argue from evidence, critique reasoning, and ask questions while using the vocabulary and syntax they need to thrive and flourish in school and in their careers. One of my gurus, Kenji Hakuta, Co-Chair of Stanford University's Understanding Language initiative, calls attention to the need for teacher-student discourse as well as student-student discourse during specific subject-matter instruction. It’s easy to overlook discourse as an instructional strategy, because as teachers we assume students can talk by the time they get to school, and that they have a firm foundation in oral language on which we can build the structures of reading, writing, and spelling. Along with teaching the content and concepts, we should teach all students, ELLs and native English speakers, to “sound like a book," to talk and write like authors, mathematicians, scientists, and historians.
Jane Hill is a managing consultant at McREL who specializes in helping teachers and school leaders develop and adopt great instructional practices and effective system supports for English language learners, academic language learners, and culturally diverse learners. When it comes to asking questions in the classroom, the most important voice may be the one that you don’t hear. Fortunately, this kind of self-questioning is something teachers can train all students to do. Not only that, Goodwin points out, but such interventions don’t require much time to do and the effects appear to stick. A new report on a two-year study conducted by TNTP on the effectiveness of professional development (PD) for teachers suggests that much of the available PD is ineffective in helping teachers improve, and that vast resources are being spent on programs that don’t stick. What doesn’t work, in our experience, are those PD activities that are “siloed.” These are sessions or efforts that have little or no direct connection to a school or district’s improvement goals, and aren’t built on a researched, proven framework. Teachers who have been in education for a while see many PD programs come and go, often with little time to fully develop, implement, test, and master the new processes. PD that does work is driven by, and aligned with, strategic plans and an assessment of staff needs. Paramount to every aspect of the process was the development of a common language in which PD was discussed, with clear definitions about what success was and how it would be measured. Over many years of guiding schools and districts on integrating technology and instruction, the costliest mistake I see is the rush to purchase hardware and software without first identifying a  clear purpose and plan for the new technology.
Before you add new technologies to your school or district, here are six vital questions—and a few related ones—I recommend you ask first to help you look before you launch. This may sound obvious, but, too often, schools launch new technology initiatives before clearly defining the intent. Once you’ve identified your intended goals, define the measureable targets, both quantitative and qualitative, that you will use to track and report on progress. Conduct a survey of staff readiness for your proposed changes, reviewing their tech skills and their instructional practices.
One district I worked with was considering providing laptops for all high school students to encourage collaborative learning, but, in auditing their program, we found that a significant majority of instruction occurred in whole-group settings.
For one-to-one and BYOD programs, verify that you have enough electrical outlets available in classrooms.
Look again at your identified goal: What professional development (PD) have teachers experienced in the past three years that directly relates to that goal?
Technology has a much shorter useful lifespan than other fixtures and equipment in a building. Launching into a new tech initiative without taking the time to ask and answer these six questions can easily lead to squandered financial capital and lost educational opportunities. In one of the episodes* of CBS’s The Big Bang Theory, Leonard reminds his roommate and fellow scientist, Sheldon, of a situation in which Sheldon learned to swim—on the floor—using the Internet. In math classrooms, many teachers are now augmenting—and sometimes replacing—direct instruction with apps or video instruction provided by third-party sources, such as Khan Academy. Recently, when I visited a middle school algebra class, I watched as students worked independently on their laptops, completing Khan Academy lessons related to the day’s learning objectives. At the end of the class, I asked a few students what they liked about the way the teacher structured the lesson.
Could the teacher have accomplished a similar objective by putting students in a variety of TodaysMeet rooms or Google hangouts and have them share their thinking in that way? The real art in teaching lies in knowing when and how to use technology to enhance learning.
Too often, there is little similarity between the very connected world we live in and the world inside of a school.
In Sue Scott’s 8th grade language arts class at Preston Middle School in Fort Collins, Colorado, students work and create in ways that would be unlikely in a non-technology-infused environment.
First, students brainstormed using Google Docs, reflecting on things they really wanted to learn, research, create, or discover. Students used Blogger to post weekly about their chosen projects, including their successes, setbacks, valuable research, etc. Students reviewed goals every three weeks, looking at what they had accomplished and what they needed to do before the next checkpoint. Each student created a two-minute digital presentation of their work to pitch their ideas to their peers, parents, and teachers.
Using Blendspace, the students created digital portfolios of their passion projects, which included brainstorming and goal setting documents, valuable research, pitch time presentations, a link to their blogs, and pictures and videos of them in pursuit of their passion. In preparation for final presentations, students watched exemplar presentations by kids their age, such as TED Talks and Ignite-style presentations. The students developed rubrics for their final presentations via Google Docs with guidance from their teachers, using the rubrics to create their final digital presentations and practicing in rotations with different peer groups for feedback.
This is just one example, among many, in which technology enhanced students’ experiences of learning, creating, and producing in the classroom. I recently read a blog post on developing innovation by George Couros, a principal with the Parkland School Division in Stony Plain, Alberta, Canada.
While the STEM acronym stands for science, technology, engineering, and math, the real excitement comes from more than just teaching and learning academic content in those four areas, it comes from vitalizing the connections between these fields.
In Chapter 7 of A Handbook for Classroom Instruction That Works (2nd ed.), Bj Stone and I outline four essential homework strategies that are informed by research. On the flip side, Pamela Coutts' research, published in Theory Into Practice, highlights negative aspects of homework, including disruption of family time, stress, conflicts between student and parent, and restricted access to community and leisure time. My child moved from a private, literacy-rich, full-day preschool to a half-day kindergarten in a local public school. We spend a great deal of time in schools nurturing and rewarding academic success—from gold stars on papers to honor roll awards celebrations to the selection of high school valedictorians. As educators, we’ve all experienced sitting through a two- or three-day workshop and, at the end of it, being overwhelmed with information, tired of sitting and listening, and wondering how we’re going to even begin incorporating what we’ve learned into our daily practice at school. This style of “learning via fire hose” is one of the least effective, yet all-too-commonly-used formats of professional development in education.
A much more effective PD model is to allow teachers to absorb information in small bites, giving teachers time to think about what they’ve learned and to methodically integrate new practices into their existing instruction, and providing them with feedback on their efforts. We saw how well this worked last year when we were working with the staff at a mid-sized intermediate school on research-based instructional practices.
Instead of conducting three back-to-back days of PD, we spread the face-to-face sessions out over the course of the year. As we looked over the data, we saw that teachers’ instructional practices were changing over the course of the year. Among the changes, we were pleased to see a drop in the predominant use of “practice” as a primary instructional strategy.
We were happy to see growth in the teachers’ use of “note taking” strategies, which helps students summarize and remember what they learned, as well as growth in the use of “generating and testing hypotheses,” one of the highest-order thinking skills in which we can engage students. While use of “nonlinguistic representation” as a primary instructional strategy appears low, we did see a definite uptick in nonlinguistic representation being used as a supporting strategy. The data also helped us show teachers that “providing feedback” to their students was an area they could focus on in future PD and coaching. By spreading out the PD content over the course of the year, by giving staff time to understand and integrate new learning into their practice, and by providing data and feedback along the way, the school’s teachers were able to see the impact of their hard work and newfound knowledge, and they now have the data they need to set future goals as a professional learning community.


If you’ve tried other strategies for stopping the PD “fire hose,” use the Comments section to let us know what worked well. Sarah Gopalani is a researcher in the Center for Educator Effectiveness, where she conducts quantitative and qualitative analyses in support of research and evaluation team projects. Imagine you're conducting classroom walkthroughs and, as you walk by a music classroom, you hear the sound of student voices singing beautifully.
To get a clear picture of the instruction happening in all of your classrooms, McREL recommends that every teacher, core and non-core, be observed twice a week. In just a couple of months of walkthroughs, you will collect enough data to identify what instruction looks like in your school (as well as in specific content areas), what teachers are doing well, and areas where they need support. As an example, look at the data in this graph, taken from a sample of more than 150,000 walkthroughs recently conducted by Power Walkthrough® users around the world.
Lisa Maxfield is a managing consultant at McREL International, where she provides information and support for McREL’s Power Walkthrough informal observation software.
But humans weren't designed to learn by sitting and listening for long periods of time. Young AmeriTowne citizens must deposit their paychecks in the bank before spending any money around Towne.
The Young Americans Center for Financial Education programs are focused on educating kids on all things finance. All International Towne citizens must get their passports stamped when they travel to different countries. When I was in 5th grade, the phrases “checkbook register,” “free-market enterprise,” and “supply and demand” would have sounded like a foreign language, but after a day in AmeriTowne all of the Towne citizens are able to explain them well. Teacher Tip #1: If you’re planning on having parent volunteers, consider assigning them to their shops before coming to Towne.
As a Program Assistant for Young AmeriTowne and International Towne, I enable each student to have a fabulous, fun, and educational experience when they are in Towne. Though the event was Tuesday, our staff was already hard at work setting up the highlight of our town, “Young AmeriTowne On the Road,” on Monday, the day before. Each pole is numbered and must be put together, piece by piece, and then screwed into place to avoid collapsing.
It was by no means an easy process; it even required a much needed Chipotle break mid-way through. Lately, I’ve been asking questions and collecting data from teachers at all levels on their instructional needs and concerns. The first is Dave, a high-energy science teacher who dresses in costumes, uses a mixture of voices, and, on occasion and to the amazement of all, performs what he calls death-defying feats. These practices permeate the learning environments in Dave’s and Linda’s classrooms, forming the tapestry of behaviors exhibited by both and mirroring what is espoused by research on student engagement.
Using discourse as a high-priority learning tool engages students in listening, learning, and sharing.
Further, engaging students by building hopefulness through the power of using the phrase, “not yet,” as a motivator encourages teachers to respond to defeated student statements by saying, “You just aren’t there yet.
Instead, establish a supportive learning environment where students compete against themselves, and not each other, as they move toward success. CITW suggests that when teachers provide learning objectives and allow students opportunities to reflect on the objectives, students make connections between what they’re learning and what is stated in the objectives, keeping them subtly and continually engaged. Feedback builds students’ awareness of weaknesses in their practice and helps them leverage their strengths. Bj Stone is a co-author of the second editions of Classroom Instruction that Works (2012) and A Handbook for Classroom Instruction that Works (2012). While visiting a middle school math class recently, I heard more than a few students use language like this when explaining their work to their peers and to their teacher.
But over the last few years, I’ve become convinced that a missing component in mainstream instruction is academic language learning, or ALL™.
That focus on oral discourse, on speaking academic language while learning subject-matter content, resonates with me because for a long time I’ve noticed that in our collective urgency to get students to read and write proficiently, we tend to focus our instruction almost exclusively on written language. Most teachers tell me that their students talk just fine (and abundantly!), and, therefore, they don’t have to teach conversation skills. As McREL President and CEO Bryan Goodwin writes in the September issue of Educational Leadership, while we know teacher questioning is key to student learning, research suggests what matters more are the questions that students ask themselves.
For example, say you’re watching a science program on TV and you hear an astronomer explain that much of the starlight in the night sky comes from stars that may no longer exist. Goodwin notes several research studies that support the effectiveness of such training—in one study, for example, a teacher named Alison King trained a class of 9th graders to ask themselves higher-order comparison-contrast questions, causal-relationship questions, and analysis questions while listening to history lectures.
In King’s study, the training took a mere 90 minutes and, when students listened to a subsequent lecture without any prompts about self-questioning, they still showed higher levels of comprehension.
They may have ignited a spark of enthusiasm or interest among participants in the moment, but when learnings and take-aways aren’t embedded into daily practice, they become easily forgotten or ignored. Because of this, unfortunately, I’ve heard about cases of veteran teachers who advised newer teachers to wait a new PD program out, knowing that the PD pendulum will likely swing in a new direction soon enough. The Florida Department of Education embarked on a statewide initiative a couple of years ago to provide more effective PD systems for teachers, focusing on protocol standards across four strands: planning, learning, implementing, and evaluating. This framework enabled districts to collaborate with each other throughout the process, encouraging feedback that further informed the improvement process and helped districts align their policies and practices on curriculum, instruction, and assessment.
This kind of oversight can lead to misuse or neglect of expensive equipment and systems, resulting in little of the intended impact on student learning outcomes. For example, if you’re adding tech to classrooms to increase student engagement, start by defining what you mean by engagement and how you’ll measure change over time. For example, if you’re considering a one-to-one or a bring-your-own-device (BYOD) program, first assess how your teachers typically group students for instruction and identify the more appropriate strategy for tech integration.
Teachers had very little professional development in cooperative and collaborative learning strategies. If students will be taking online assessments, creating videos and animations, or using 3D printers, ensure you’re providing sufficient bandwidth for all of the computers, especially those performing more network intensive tasks. Regardless of manufacturer claims, devices will need charging during the school day, especially as the batteries age.
If your initiative is focused on technology integration in the classroom, was the PD teachers received focused on pedagogy or on the mechanics of using the hardware or software? You’ll have new staff who will need to be trained on the technology, and your current staff will need continued support. You likely started in the classroom, learning the declarative knowledge necessary to drive a car, such as the rules of the road, standard traffic laws, and other basics.
While these apps and websites do offer a way for many learners to reinforce their understanding of basic skills and processes, many elements of student discourse and reflection are lacking. Following that 10-minute exercise, students closed their laptops and were grouped into triads based on where they were in the Khan Academy progression. Yes, they liked being able to work at their own pace online, but every one of the students I talked to expressed that what they really liked about the class was the time they spent talking to each other about the learning. What does it look like when a school’s technological experience does mirror the real world? It is important to point out that students’ projects are not about technology; specific learning goals are accomplished around writing, researching, communicating, collaborating, and presenting. Scott worked collaboratively with the district’s instructional technology trainer, Rhonda Summerlin, to develop what they dubbed the “Passion Project,” in which students focused on a topic or idea they were passionate about. Students individually narrowed the topics down to three top choices and completed a free write on individual goals and how they would get there, any help they would need and how they would work on it weekly, what might be easy and what might be difficult about the project, and what would need to be done in class versus outside of school. They used a rubric in their class assignment folder for the checkpoints and conferenced with Mrs. They created these presentations with no coaching, in order to measure growth in presentation skills as compared with their final presentations. They used TodaysMeet to record the pros and cons of the presentations as well as other observations. Students had 3?5 minutes to talk about their passion projects with their digital presentation playing in background. The Framework for 21st Century Learning focuses on having students create, innovate, problem-solve, think critically, communicate, and collaborate. In the best STEM programs, students are engaging in real-world problems—and solutions—creating a context for developing a deeper set of skills and new ways of thinking. A recent Education Week blog post described a new homework policy in an elementary school in Quebec that is giving its students a year off from homework.
First, in general, homework is more effective for older students than for younger students.
Teachers, how does the amount of effort students give influence your beliefs about their capacity as learners? At my child's first parent-teacher meeting in his new school, I was impressed to learn that his teacher used writing rubrics to measure literacy. We get back to work, and there’s no feedback from anyone and no time to try what we’ve learned. While providing practice is an excellent strategy that allows students to review and refine what they have learned, we find that it is often over-used in classrooms, leaving little room for deeper learning and developing higher-order thinking skills. Stopping in her classroom, and other “non-core” classrooms, to observe is just as important as seeing what happens in math, science, social studies, and language arts. As you conduct more walkthroughs, you’ll also get valuable information about how often and how well particular instructional strategies are being used. Notice that there are some differences in strategies being used in core versus non-core classrooms.
In spite of everything I had come to know about the importance of active, student-centered learning using modern tools, in most high schools I visited, students were still, 15 years later, sitting at desks in rows and listening to their teachers, who were standing at the front of the room, the dry erase boards behind them a jarring compilation of messy, hand-written notes. You could say I get to be a tourist, only the place I’m visiting has no zip code, the constituency is made up of different people every day, and businesses never have the same employees twice. As a programs assistant, I primarily work running AmeriTowne (YAT) and International Towne at both our Cherry Creek and Belmar locations. All too often (speaking from experience) people reach adulthood without ever having received lessons in personal finance. The curricula we provide for the different Townes allow for some flexibility on how the lessons can be taught.


That way, you can provide them with some background information about the shop they’ll be working in and they can have a better idea what to expect once they’re in Towne. After all these are put together and the cover is on, the pulls must be wedged into stands, which sounds a lot easier than it actually is.
However, when we saw the first walls go up, we turned our efforts up to eleven and shops starting popping up quicker and quicker each time around. An overwhelming number of educators have shared with me both their good thinking about, and their challenges with, keeping students more engaged in their learning. Teachers can do the same when they exhibit and share their beliefs about the importance of every student and their desire to make a positive difference in students’ lives, helping them develop as learners, thinkers, and doers, as Bryan Goodwin notes in The 12 Touchstones of Good Teaching: A Checklist for Staying Focused Every Day.
You are capable and I will partner with you so you see success.” Building hopefulness occurs when students internalize the idea that effort is certainly key to achievement, especially when linked to trying new strategies and, when stumped, pursuing help from others.
While teachers can effectively provide feedback to students on their performance in many ways, the value of ongoing and descriptive feedback provided in a personalized manner should never be underestimated as a strong tool for sustaining engagement. A former middle and high school science teacher and central office administrator, she now leads McREL PD sessions for K–12 teachers and administrators in the areas of research-based instructional strategies, vocabulary instruction, curriculum development, and assessment design.
Along the way, we’ve forgotten the foundation for improved literacy: rich academic language used in constructive conversations.
A little voice in your head might say, Wait, I don’t get that as you reach for the remote and rewind the program to listen again.
Comprehension tests showed that those students significantly outperformed their peers who did not receive the training.
Outcomes are not monitored and analyzed, and the focus might shift or a new spark might ignite after a year or two. The delivery of the professional learning is thoughtfully planned and spread throughout the school year, giving participants time to hone their use of the new strategies and establish a sequence of learning and mastery for each concept. McREL helped the department with this initiative, focusing on data-driven, systemic planning that assessed PD needs, monitoring each stage of implementation, and evaluating the impact of the PD on classroom practice.
We realized that moving staff from traditional lecture-style instruction to a one-to-one environment in a short amount of time would be a very heavy lift, causing more problems than it might solve. Be sure you have a plan and budget that gives staff the adequate and appropriate PD that maximizes their use of the new tech and increases the odds of achieving your goals. If you’re using grant money to purchase technology today, determine where the renewal funding will come from five years from now.
You might have also spent time in a simulator, practicing evasive maneuvers that would be dangerous for a novice to attempt on the road. Each triad worked on a small number of algebra problems, discussing different ways to solve the problems. Uniformly, students agreed the conversations were the best part of the learning experience; the feedback they received from others deepened their understanding of the concepts.
Other times, engaging students in online simulations and computer-assisted learning will be appropriate strategies. They shared their writing with their teacher via their class assignment folder and added it to their digital portfolio. In addition, they used Diigo to help them conduct their research, highlighting and annotating relevant articles in the cloud.
They then collaborated on Google Docs as to what their final presentations should include and created rough outlines.
STEM learning shows kids how they can make a difference, and also empowers them to make that difference. Second, when learning a skill or process, students need a great deal of practice to achieve mastery, but much of that should be guided practice. She presented a hand-drawn, rudimentary picture with little detail and no accompanying words and labeled it a 1.
Each morning the (new) mayor gives an inspirational speech to launch the work day and the workers are all encouraged to spend their entire pay checks – it’s safe to say that this isn’t your typical Towne. These tips are to help make things easier for both teachers and students on the day of Towne! To take it one step further, include the parents during the shop “staff meetings” so that they’re familiar with the strengths of the students who they’ll be working with in Towne which is super helpful information for their Young Americans staff person.
With staff members looking over blueprints and trying to piece together what seemingly is one giant puzzle, the first shop was the hardest. Second, each piece has a purpose and if it is in the wrong spot, the rest of the town cannot move forward. K’s class.” The second is Linda, a mild-mannered teacher with an infectious laugh and soft Southern accent who never performs death-defying feats yet keeps students on the edge of their seats as they master the requirements of her class.
This voice helps us connect what we’re learning with what we already know, look for the “big ideas” and connect them back to ourselves, and ask more questions that extend learning. Implementation is monitored, feedback is given, and effect on professional practice and student learning is measured. The district made the wise decision to modify its plan and begin the laptop program at the middle level, where students were already working collaboratively more frequently. Consider not just the network inside the building, but also the pipeline from the school to the district to the Internet service provider (ISP). Form a plan for repair and maintenance—whether in-house or through the manufacturer—and  know what the manufacturer’s extended warranty covers. Still, you and your teacher clearly understood that the textbook and the simulator were no replacement for actually sitting behind the wheel. And, sometimes, it is best to just unplug and engage with other humans, face-to face, in real time. Diigo also allowed them to create collaborative groups and share their research with their teachers. The outlines became the bases for the presentation scripts, which they also created in Google Docs and shared with peers, who used the commenting feature to give feedback. And, according to the NY Daily News, Townsend Harris High School, a high performing school in Queens, has mandated no homework nights. Third, teachers should communicate the purpose of homework to students and parents; students should know exactly how the homework they have been assigned is directly connected to the learning objectives in the class.
When an elementary student falls 20 times while learning to ride a two-wheel bike, has she failed or is she just practicing? They assume the roles of shop managers, accountants and workers which they apply and interview for back at school. Though we ran into a few roadblocks, as is to be expected, it was a strong foundation that the following day’s event would be built upon. What is it, I ask myself, that allows these teachers with very dissimilar styles to capture and hold students’ attention and engage them in important, rigorous learning on a daily basis?
All of these reasons have merit and you might even say, “Yes, all of those and more!” As a first step, it is imperative to define your goals clearly, and long before you make any major purchases.
Is the entire system robust enough to accommodate increased data use from multiple schools?
Finally, establish a protocol for loaner technologies while the devices are being repaired. An app would not have cut it; simulated experiences wouldn’t be an adequate substitute for gaining real, experiential knowledge.
They think about what they want their students to understand and master, and then adapt their strategies to accomplish that goal.
This might feel like an abstract, far-off concept when working with elementary school students.
The next one, labeled a 3, included even more detail in the picture, with additional colors and more words to describe the picture.
Albert Einstein famously didn’t speak until he was nearly four years old and was refused admittance to the Zurich Polytechnic School after flunking the entrance exam at the age of 15. Over the course of the day they all receive and deposit their paychecks, buy awesome toys with their hard earned money, and of course promote their products in hopes of making a profit. Knowing all of this, you might ask why I, of all people, would ever advise educators to restrict technology in the classroom. Students helped each other, challenged each other’s thinking, and, ultimately, learned from each other. However, the foundation built during these formative years is exactly what supports achieving those goals.
Students should know what they have done right, what was wrong, and what they should do next. International Towne is for slightly older students, usually 7th or 8th grade, and they partake in a global trade simulation. Ask Yelp for a good restaurant within five miles of your house, make reservations on OpenTable, and forward the reservation to your friends, complete with driving directions. How do we cultivate the curiosity, tenacity, and student empowerment to help our students realize that future?
She explained that, prior to beginning an assignment, she asked students to choose the number that they wanted to work toward. Instead of shops, they represent different countries and they deal with currency exchange, passports for travel, and trade tariffs. Mobile technologies have made our lives easier and are transforming the way we work and get things done.
According to her, my son almost always chose to work toward a 2, putting forth minimal effort. It’s really incredible to see the work that can be done by these kids in just one short day!
His teacher recognized that he was capable of more, so sometimes, with coaxing, he would choose a 3.



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