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)/( #$ )0'(/$)'#1( *0)""/,,2" 3

0sing Teaching Softwaie in Alteinative Classiooms:
A Closei Look at PLAT0 Couisewaie
Savannah Boskins
Puiuue 0niveisity











4
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0sing Teaching Softwaie in Alteinative Classiooms:
A Closei Look at PLAT0 Couisewaie
In February of 2013, I began a 20 hour observation at a local alternative school as
part of my teaching program at Purdue University. My placement was in a middle school
alternative classroom at LSC Alternative School. The alternative program is run by
L.E.A.P., a local educational program that specializes in classrooms such as this. LSC
Alternative School is a very small urban school in Lafayette, Indiana. The program is
housed in an elementary school and is made up of two classrooms separated by a
partition. The students are split into two classes: the morning class and the afternoon
class. The morning class runs from 8 a.m. to 11 a.m. and the afternoon class runs from 12
p.m. to 3 p.m. The class is staffed with one supervising teacher and two aids. Unlike a
traditional classroom, the students are made up of various grades and skill levels. Though
there is a teacher in the room, he is there more to keep the students on task and deal with
behavioral issues than to actually teach. The teaching is done, for the most part, by a
computer program called PLATO.
The School, Environment, and Implementation of PLATO Courseware
The students enrolled in LSC Alternative School are what their teacher, Mr.
Cross, calls last chance students. These are students that have, for reasons such as
drugs, violence, and general behavior issues, been kicked out of previous general
education classrooms. The school acts as a rehabilitation program, giving the students
one more chance to get on track before moving up or returning to their previous schools.
The program used in the classroom is PLATO Courseware, an educational computer
program tailored to each student. PLATO is owned by Edmentum, a company which
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specializes in creating curriculum and instructional management tools. PLATO
Courseware began in the 1960s at the University of Illinois. The program was created out
of a need for more readily available access to quality education. Initially funded by
grants, PLATO became the first computer-assisted learning system (PLATO Learning,
2010).
PLATO is often used in schools such as LSC Alternative as a credit recovery
program. At a high school level, PLATO offers instructional programs in subjects such as
English, Geometry, Algebra, US History, Government, Economics, and Biology. For
middle school students, PLATO offers 7
th
and 8
th
grade Mathematics, Reading, Language
Arts, and Middle School Science (Plato k-12 learning, 2004). At LSC Alternative, the
students time in the classroom is divided among three subjects: Reading, Mathematics,
and Language Arts. Each subject receives one hour of work. If the students finish their
work, they work on projects.
During my time at LSC Alternative School, I was able to observe and work with
students in both the morning and afternoon sessions. My role in the classroom, at first,
was one of an aid. I sat beside students, working with them on their lessons and helping
them with any questions they had. During this period in my assignment, I became
increasingly interested in the PLATO program and how it worked. As my interests began
to change, my role in the classroom altered as well. I became more of an observer, often
sitting behind a student instead of beside them. Though I still helped the students with
questions they had or offered helpful suggestions, I wanted to see how they utilized the
program they were working with. I wanted to see how the program worked, but I wanted
to discover if the PLATO tutorials effectively teach the skills and subjects they claim to?
6
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Toward the end of my placement, having gathered a plethora of notes, data, and program
observations and opinions, I began to explore how the students responded to the program.
While working with the students, I heard a lot of their opinions, both good and bad, about
the program and what it was like being in a classroom like this. I began informally
interviewing the students while working with them, investigating questions such as:
Do the students like the program?
How does it compare to working with a teacher in a general education
classroom?
Do they feel is it easier or more difficult than working with a teacher?
What were their main complaints about the program?
The question of how PLATO worked and how the students responded and utilized the
program shaped my overall research.
Literature Review
Paper 1
Title: PLATO Elementary Math Software, Fairview Elementary, Dayton, Ohio.
Preliminary Study. PLATO Evaluation Series.
Author(s): David W. Quinn, Ed. D., Nancy W. Quinn, M.S.

In 2001, David W. Quinn and Nancy W. Quinn published their research on
PLATO Learning through the Department of Education. Their paper, PLATO
Elementary Math software, Fairview Elementary, Dayton, Ohio. Preliminary Study.
PLATO Evaluation Series, explores how PLATO software was used in an Ohio
Elementary School and the progress of the students during this time. Fairview
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Elementary School, on of fifty schools in the Dayton School District, had an enrollment
of 414 students (1999-2000 school year). According to the district, over half of
Fairviews students were eligible for free or reduced lunches. The students were
primarily black with the largest minority being white. The students studied were 5
th
, 4
th
,
and 3
rd
graders, with the largest percentage coming from the 4
th
grade class. Fairview
Elementary School had been using PLATO software for the last 3 years when Quinn and
Quinn began their research. According to Mary Clark, the Title I teacher at Fairview
Elementary School, the system was a key part of her instruction. Clark combined the
software with teacher instruction. The students logged about 3-5 hours a week on the
program.
Through their research, Quinn and Quinn came to the conclusion that the
implementation of the PLATO system over the three-year period had been an overall
success. The average test score on the pretest were 190.8. By the post-test, the average
score had jumped to 201.2. Eighty-one percent of the students had higher post-test scores.
According to Quinn and Quinn (2001), The use of the PLATO system provided the
opportunity to provide greater individualization for those students who most needed the
teachers attention students enrolled in the Title I class generally experienced
meaningful growth in math proficiency scores (p. 11).
Paper 2
Title: Web-Based Education: A Reality Check
Author(s): Rob Foshay, Corrie Bergeron
In their article, Web-Based Education: A Reality Check, Rob Foshay and
Corrie Bergeron argue that, while web based education has its perks it is not perfect. As
8
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Foshay and Bergeron (2000) put it, Putting content on a web page is no guarantee of
learning. The web may be a great way to distribute information, but can you really teach
with it?(p.16). According to Foshay, there is a big difference between information and
instruction. This principle holds true for the internet as well. In short, principles that we
apply in the classroom should still apply to the web. Foshay and Bergeron argue that,
when it comes to Internet instruction and courseware, attention to detail is key. Aspects
such as correct placement are crucial for success. Take PLATO on the Internet for
example. PLATO on the Internet is designed for mainly adults and young adults, as
mainly online education programs and community colleges use it. Because of the age of
its users, PLATO on the Internet has been designed to be mainly self-instructional. This
means that it is crucial that users are placed on the correct module. If a new learner is
placed on too hard a module, he or she is likely to conclude that learning by computer is
too hard and become discouraged (Foshay & Bergeron, 2000). Foshay and Bergeron
explain that, likewise, if a learner is placed in a module that is too easy, he is likely to
believe that learning by computer is too easy. This would likely lead the learner to
become bored.
In conclusion, Foshay and Bergeron argue that cookie cutter, off-the-shelf
technologies offer only partial solutions. Online learning requires both seamless software
and instructional expertise. Just putting information on a webpage is not enough to ensure
learning. Though online education and educational software is far from perfect, it enables
both educators and students to go beyond traditional classroom walla and create a more
accessible education.
Paper 3
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Title: Technology in the Classroom
Author(s): Doris Bergen
The article, Technology in the Classroom, examines the excitement teachers
feel about incorporating technology into the classroom as well as the concerns felt by
many. Many teachers share the concern of how integrating technology into the classroom
will influence classroom practices and learning. Bergens article attempts to explain ways
to enhance learning through technology and how to preserve the developmentally sound
instructional approaches you value and practice (Bergen, 1999). Each section of the
article includes and example of how technology is being used in the classroom and a
discussion of the impact it may have.
One section tells the story of a thirteen-year-old computer expert. Kristen began
using computers when she was four. By pre-school she could use game programs. At that
time, computers were used mainly as a free time activity. By the time Kristen was in the
fourth grade she as using computers at school. Programs like Math Blaster were used
on a weekly basis. Eventually, the Internet made computer lab time a project staple.
When asked what she learned from her time with computers, Kristen said it taught her
how to find things on the web that she simply could not find in the library.
Computers are a much more common practice in classrooms today. In fact, there
is practically no way around them. Because of this, teachers have to find a balance among
individual computer-related learning activities, social/interactive experiences, and whole-
group, more direct teaching experiences. According to Bergen (1999) If some types of
learning can be done more effectively, and customized better on the computer for
individual students, should that affect traditional classroom practices? (p.117). Bergen
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suggests that in order for teachers to wisely implement technology in the classroom, they
should spend more time exploring the technology and taking risks.

Data Collection
The data collection conducted during my research was all rather informal. I
initially attempted to approach my research in a more formal fashion by handing out a
questionnaire to the students. I gave the students ten minutes to complete the survey. Out
of the ten students surveyed: 4 filled out the survey completely
1
, 2 did not fill out
anything
2
, 3 checked I dont know for every question, and 1 checked I dont know
for every question and left a rather colorful response in the discussion box
3
. In addition to
the survey failure, I also tried to take the students away from the computers to talk to
them about the program. I only tried this with two students because they seemed so
uncomfortable that I could not get any valuable information out of them. They simply sat
hunched in their chairs, refusing to look up from their hands except to occasionally
glance at the aid to make sure they were not going to be in trouble. It became clear to me
that more formal assessments, like surveys and interviews, were not going to work.
In the end, I chose to throw out all observable assessment and simply talk to them.
I would sit with a student for a few visits in a row, occasionally asking a yes or no
question or making small talk when they would allow for it, until they began to grow
more comfortable. Once the pressure was off, the students were much more willing to
talk to me about the program and voice their complaints. I made an effort to work the
questions addressed above in with every student. Again, those questions were:

1
See Appendix A1
2
See Appendix A2
3
See Appendix A3
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Do the students like the program?
How does it compare to working with a teacher in a general education
classroom?
Do they feel is it easier or more difficult than working with a teacher?
What were their main complaints about the program?
One girl enjoyed the talks so much that she allowed me to take photos of her screen while
she used the program. While I sat with the students, I would casually take notes. I made
sure each student knew that I was taking notes on the program, not them. My notes on the
program, the photos, and the informal interviews and discussions with the students made
up my data collection.
Data Analysis
Notes
Every day that I came into the classroom I made sure to bring a notebook with
me. I began my notes by writing the day and giving the student I was working with an
alias. My notes focused on the program, the students use of the program, and
occasionally the teachers and aids in the classroom. My goal was simply to write down
everything I could take in. My reason for doing this instead of simply focusing on the
program was because I wanted to make sure the data I was collecting was actually
reflecting the program itself and was not being changed by outside influences. For
example
4
, the teacher and aids in the room would often have discussions about students
or personal information rather loudly while the students were working. During this time,
it would not be fair to assume that Student K was not staying on task for any other reason
than his assumed distraction by these conversations.

4
See Appendix B1
3<
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I also recorded any conversations I had with my supervising teacher
5
. My goal for
this section of my notes was to write down as much of what he said verbatim, along with
my own reflection on the discussion. My notes were also a chance to write myself
reminders and pose questions for later thought
6
. When I left the classroom, I would some
time to reread my notes and add any after thoughts or conclusions I had come to.
Photos
All photos collected were done so with verbal permission from the student under
the agreement that no personal information would be included in the images. The photos
I collected were taken on an iPhone 4 while sitting next to the students. I gathered images
from Reading, Mathematics, and Language Arts lessons, in addition to images of the
menu page. Notes were saved for each image, along with personal thoughts for
reflection
7
.
Interviews
My informal interviews
8
with the students were recorded in my notes. Again, no
names will be released. This was arguably the most influential and important data I
collected. Though I was interested in how the program worked on a superficial level, I
would not know how well it worked for the students without their opinions. Throughout
these interviews, I looked for patterns among student responses, as well as similarities
and differences. How many students felt the same about the program? What complaints
or praises did I hear most often?


5
See Appendix B2
6
See Appendix B3
7
See Appendix C
8
See Appendix D
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Findings
PLATO Courseware: Reading
PLATOs reading section attempts to instruct students on how to affectively real
and analyze a text. Students are given tutorials and tests to help them first practice then
assess their knowledge of the subject. Instead of using a novel or textbook, the program
enlists the help of short stories, short nonfiction articles
9
, and letters. For all of the topic
exercises, the student must first read the textual aid. After they have read the text, the
program will ask them to highlight, type, or select answers that help them understand the
goal of the exercise.
Example 1
When completing the Tutorial on summarizing a passage, Student D was given a
passage on recycling. After reading the passage, Student D had to type the details she felt
were important. The program then gave her its answers
10
as clarification. During the
Application section of the lesson, PLATO gave Student D a strategy alert. Strategy alerts
are tips to help the students better understand the steps required to complete lessons. For
example, the PLATO breaks down the steps required to successfully summarize a
passage
11
.
After the tutorial was completed, Student D went on to the mastery test. The mastery test
is the main form of assessment for each lesson. For this question, Student D was given a
passage on tsunamis. She was required to read the passage, then click the summary
12
she
fest best fit the passage.

9
See Appenuix E1
1u
See Appenuix E2
11
See Appenuix ES
12
See Appenuix E4
34
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Example 2
To help teach students about visualizing
13
what you read, the PLATO tutorial uses
instructional passages to help illustrate the steps. In this example, PLATO uses an article
about useless machines made for fun. Student D reads the passage and then PLATO
highlights sections and includes illustrations of how the machines work.
PLATO also includes a Readers Write
14
section. The idea behind this section is
that questions are presented to the student in the form of a letter from a student, then the
program explains how to fix their problemkind of a Dear Abby approach to reading
instruction. In this example, a reader has written in with a question about how to correctly
use the strategies presented in the lesson to summarize a passage. The program then
responds by illustrating the techniques.
Praise for PLATO: Reading
Through my observations, I believe that the PLATO Reading lessons cover an
appropriate range of topics and reading strategies. I observed lessons on summarizing,
determining appropriate titles, finding main ideas, how to read text books, and taking
notes, just to name a few. PLATO also includes a wide range of topics for students to
read about. I also appreciate that PLATO breaks lessons into three steps: Tutorial,
Application, and Mastery Test. Students must complete a certain number of questions
correctly before they can receive credit for the test.
Criticism of PLATO: Reading
One of the complaints I heard the most when working with the students was how
random some of the reading topics were. Although I included the wide range of reading

13
See Appendix E5
14
See Appendix E6 and E7
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topics as something to be praised in the previous section, many of the students felt that
the things they were reading about simply didnt hold their interest. When speaking with
Student K about this subject, she said, It is just so boring. I wish we could read about
more interesting stuff. My mind falls asleep. How am I supposed to remember anything
with my mind all sleepy and what not? I mean, I can still learn to summarize something
interesting, you know? Many of the students reported feeling that topics more relevant
to their daily lives would make the work more enjoyable and felt their scores would
improve.
While I understand wanting students to learn about a wide range of topics, I do
agree with the students to a certain extent. Several times during my visits, I would find it
hard to keep my eyes open while reading some of the topics the kids were forced to read.
In one visit, I read about:
Tsunamis
Garlic
Cholesterol
Food Allergies
The Endangered Species Act of 1973
Tenzing Norgay
Buying a Bike Helmet
Polishing Shoes
If we want students to be engaged in what they are learning, could we not at least try to
give them something mildly closer to their interest range every once and awhile?
PLATO Courseware: Mathematics
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PLATOs mathematics section is organized similarly to the reading and language
arts sections, incorporating tutorials, applications, and mastery tests to help teach and
assess students. The tutorials make the students complete and answer problems step by
step-by-step. This is the programs version of showing your work. Though the students
have calculators on their computers, few seem to use them, as the program breaks the
answer down into so many steps that it would feel a little pointless. The program gives
the instructions and examples on the step at a time (words/ explanation on the left,
problems on the right). The tutorial enlists the help of images
15
, colorful backgrounds,
and simple animation. Mastery tests are designed much more simply, with fewer
distractions.
Example 1
Like reading, the math tutorials are quite personalized. They even address the
learner by nameHere is a challenge for you, Rebecca! The tutorials and applications
even break down the answers down to the tens place. For example, if a student has the
answer 29, the computer will first ask, What number goes in the tens place? The
mastery test is multiple choice. There is no entering of tens or ones, no broken down
answers. It is straightforward and simple. In this example, the computer is asking for the
name of the figure highlighted in blue
16
. There are no steps to be completed, just a right
or wrong answer.
Praise for PLATO: Mathematics
When I first began observing students math lessons, I found the practice of
entering answers step-by-step to be tedious. In fact, so do the students. When I asked one

15
See Appendix E8
16
See Appendix E9
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student why she thought PLATO made her enter the answers step-by-step, she said, I
dont know because you can see the answer. It is stupid. I asked her if it could be to
keep kids from just using a calculator, to which she responded, I dont know, maybe.
But I dont do that because it is lazy. I used to, but it was too much work and I kept
putting the wrong answer in. It is easier not to. As someone who grew up during the
golden age of the calculator, I am constantly impressed by the number of students who do
not use their calculators while using the PLATO program. The program has made it
easier to do the work without one. Students do this for so long that by the time they move
on to harder problems, I watched them still attempt to work it out in their heads. I cannot
say the same for students in a general education classroom.
Criticism of PLATO: Mathematics
One problem I have noticed with the PLATO program carries beyond Math, but
seems to cause the most problems in this area. There is a definite lack of note taking
among the students using PLATO. Many of them simply click from question to question
without writing down a single thing. If they get the questions correct, this is not too big of
a problem. The trouble begins when they get a question wrong. I dont know how many
times I have heard a student say, Well, I know it isnt C because I guessed that one last
time. Many of the questions in the PLATO lessons repeat themselves when they have
not been answered correctly. Likewise, often questions from the tutorial will carry over
into the mastery test. If students would take notes on the problems and tutorial lessons as
they completed them, they would not have to result to guessing when they could not
remember an answer. However, in my time at LSC Alternative, I counted two instances
where a student actually took notes. Be this as it may, it must be said that practices like
38
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note taking are very difficult to manage with a computer program like PLATO. This is
something that would need to be handled by the teacher; however, I do believe that it is a
step that students would greatly benefit from if required.
PLATO Courseware: Language Arts
Language Arts in the PLATO Courseware system relies heavily on modeling
what the students are taught. There is much more multiple choice answering in this
section than any of the others. During the tutorials, however, there is quite a bit of
breaking down sentences piece by piece in an effort to explain how the parts of the
sentence work. This said, the grammar lessons seemed to be one of the more difficult
lessons for the students to complete. The Language Arts section is quite broad and covers
the majority of topics and lessons you would find in a traditional classroom. The
Language Arts content
17
page lists all of the lessons that need to be completed. The green
circles and stars show the status of each lesson and what needs to be completed.
Example 1
In this lesson, Student B was working on nouns and the different roles they can
play in a sentence. The tutorial before gave an example of each of the different kinds of
nouns being discussed, along with a step-by-step illustration of how and why they played
that role. The mastery test, as with the other mastery tests, was entirely multiple choice
18
.
The mastery test consists of ten questions and several of them came straight from the
tutorial.
Praise for PLATO: Language Arts

17
See Appendix E10
18
See Appendix E11
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The PLATO Language Arts section includes a comprehensive program of study.
One fear people tend to have about with programs like this the fear that students will not
learn the things they would in a general education classroom, taught by a teacher. It is
true that programs like this have a tendency to not give students the same one on one
attention from a teacher that they may receive in a traditional setting; however, the
PLATO Language Arts system provides lessons ranging from correct comma usage to
commonly misspelled words. It is my belief that, if used properly, students could learn
just as much on the PLATO program than any other program.
Criticism of PLATO: Language Arts
As previously mentioned, the language arts section of PLATO Courseware
seemed to be one of the most difficult for the students of LSC Alternative. Although I
approve of the subject being covered, I cannot help but feel that more needs to be done to
explain these practices to students. The majority of the students I observed simply
guessed on the language arts portion. One student took the same mastery test 12 times
because she simply did not understand and, until I came to observe, there was no one
there to help her. This may be the most problematic detail of systems such as PLATO.
Further Questions
The question that plagued me throughout my time at LSC Alternative was one of
instruction. These kids were in this room for a reason. Having been kicked out of their
previous schools for behavioral issues, they obviously needed a change. Unlike a
traditional classroom, the students at LSC sit in almost complete silence. There is no
talking, no note taking, and no group activity. The teacher teaches no lessons, hands out
no worksheets, and creates no lesson plans. The students sit at their individual computers,
3:
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facing the wall. The teacher sits at the back of the room watching all of them. The only
interaction the students receive comes from an aid, who will occasionally tell them to
stop resting their head in their hands or answer a question about what subject they should
be doing next.
In my time there, I never saw the teacher give any kind of instruction that was not
disciplinary, nor did I see an aid answer a question that was content related. To someone
who has spent the last five years discussing teaching pedagogy and creating lesson plans
for some idealistic invisible group of children, this shocked me to the core when I first
began visiting. How could students possibly learn anything of substance under these
circumstances? However, after with the students and seeing the progress they are making,
I have come to appreciate that there is something to this kind of classroom.
It is true that the students do not necessarily enjoy their time in the classroom. Of
the 14 children I spoke to, all of them unanimously reported that they would much rather
be at their old schools or back in a general education classroomand who can blame
them? Conducting a classroom in this manner makes school, understandably, quite dull.
Dull as it may be, it works. The majority of students finish their work, they stay relatively
on task, and they do not get kicked out. Taking away the social aspect of school leaves
the students fewer opportunities for disruption.
My nagging question is thisare these students receiving enough instruction to
learn to their full potential? When the students do not understand a lesson or cannot pass
a mastery test, instead of raising their hand and asking for the teacher to show them how
to do it, they stop. They close the test and move on to a different lesson. Unfortunately,
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whole class instruction is made virtually impossible in a classroom such as this one due
to the different grades and skill levels of the students involved.
I would be nice if classrooms like this could couple the use PLATO with regular
instruction. If this was done, however, it could potentially bring back the all too familiar
problems that put the students in this classroom in the first place. When I spoke with the
supervising teacher at LSC Alternative, he admitted that the program was not ideal. He
explained that though the program was not the end all solution, the students do make
progress and it keeps many of them from falling farther into the system. Perhaps taking
programs like this for what they are, a transitional means to an end, and attempting to
give students the most help possible is the best we can do until a better solution comes
along.












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References
Bergen, D. B. (1999). Technology in the classroom. Childhood Education, 76(2), 116-
118.
Foshay, R. F., & Bergeron, C. B. (2000). Web-based education: A reality
check. TechTrends, 44(5), 16-19. Retrieved from
http://web.ebscohost.com.ezproxy.lib.purdue.edu/ehost/pdfviewer/pdfviewer?sid=
f4a7ecd9-9c46-4936-98d2-31b3f213f1d9@sessionmgr114&vid=2&hid=121
(2004). Plato k-12 learning technologies: Course models for credit recovery. U.S.A.:
PLATO Learning. Retrieved from
http://events.ednet10.net/PCBP.nsf/4e4f33787ffa3e7c86256f8e00772668/$FILE/c
redit_recovery.pdf
Quinn, D. W. Q., & Quinn, N. W. Q. U.S. Department of Education, (2001). Plato
elementary math software. fairview elementary, dayton, ohio. preliminary study.
plato evaluation series. . Retrieved from PLATO Learning website:
http://cimm.ucr.ac.cr/usodetecnologia/Uso de tecnologia/PDF, Viejos y Nuevos
(uso de tecnologia)/Quinn, David.Quinn, Nancy W.pdf








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Appendix A
PLATO Courseware Surveys
___________________________________________________________
Survey A1Completed
44
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!"#$% '()*+#$% ",-'.)/( #$ )0'(/$)'#1( *0)""/,,2" 45

Survey A2Left Blank



46
!"#$% '()*+#$% ",-'.)/( #$ )0'(/$)'#1( *0)""/,,2"

Survey A3Unhelpful Comment


!"#$% '()*+#$% ",-'.)/( #$ )0'(/$)'#1( *0)""/,,2" 47

A4Survey Pie Chart















!"#$%&" !#()%*+
Filleu out completely
Biu not fill out
Check "I uon't know" foi all
questions with no comment
Checkeu "I uon't know" with
unhelpful comment
48
!"#$% '()*+#$% ",-'.)/( #$ )0'(/$)'#1( *0)""/,,2"

Appendix B
Data Collection: Personal Notes
___________________________________________________________
B1Notes on Student Distraction

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B2Supervising Teacher Discussion


4:
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B3Personal Note for Reflection



!"#$% '()*+#$% ",-'.)/( #$ )0'(/$)'#1( *0)""/,,2" 4;

Appendix C
Photo Notes for Personal Reflection


5<
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Appendix D
Informal Student Interview

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Appendix E
PLATO Courseware Student Screen Photos
______________________________________________________
Photo E1Tutorial On Summarizing, Topic Page

Photo E2Tutorial On Summarizing, Main Points Page


54
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Photo E3Application Summary Instruction

Photo E4Summary Mastery Test

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Photo E5Visualizing What You Read

Photo E6Readers Write




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Photo E7Readers Write 2

Photo E8Math Screen Shot




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Photo E9 Math Review Screen Shot

Photo E10Language Arts Content Page




58
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Photo E11Language Arts Multiple Choice Screen Shot