Content area
Abstract
Ms. Frost, a second-grade teacher, stops to talk to a group of students working on a cooperative group wordmaking lesson. She nods to Kevin, clearly the leader of the group, when he shows her how many cards they have matched. Ms. Frost turns her attention to another child in the group, James, who has been identified as having a learning disability. She asks James to slww her liow to do the first part of the task. James sits up in his seat, picks up an index card with the word out printed on it, taps the card softly on the desk, and looks at the other cards on the table. After about 4 seconds, Ms. Frost takes the card from his hand and places it next to an index card containing the word side. After this modeling, Ms. Frost pats James on the shoulder, smiles, and asks him to do another one. He complies and correctly matches the words base and ball. Ms. Frost congratulates him and walks over to another small group. As she steps away from James, he slouches down in his seat and starts rolling a pencil back and forth across his desk. He watches the other children as they encourage each other to find word matches. [PUBLICATION ABSTRACT]
