I currently have four students with a stuttering disorder on my caseload. One is in first grade, and the others are in second and third. They each have speech on their own this year. One-on-one therapy, for all four! All of the kids are in different classes, and that is just how the schedule worked out. It is really nice having 30minutes every week for each of them, plus I think they like having the undivided attention. The older three have been working on a project for a few weeks to learn about speech helpers. The idea is that when they can name and understand what part of their body is affected by a stuttering moment, it aides in teaching them how to use fluency enhancing strategies. This is our first unit of the year, and we will move onto strategies next week. As described in previous posts, Halloween crafts during therapy is in full swing in the speech room. My fluency kids made a cadaver to add to the scary decorations. The cadaver, of course, was a means to an end to teach about speech helpers. I combined a lot of ideas from a lot of sources. I have a few documents to share with you as well through Google Docs. Here are the steps to the project! We started with the mouth. I found this version here. I enlarged it to show the detail and allow room for the marshmallow teeth and balloon tongue. I bought pink balloons and the students filled them with marshmallows for the tongue. The marshmallows gave it a soft and squishy texture, sorta like a real tongue. Next, after the student cut out the mouth, I cut a slit in the paper to attach the tongue with tape on the back. Next, marshmallow teeth were added, and a few eaten. I mean really, I couldn't expect them to just glue them! This is where I saw this idea, although there are many different versions on Pinterest. An old lipstick was used to enhance the lips. This lipstick will never touch my lips again and forever live with my fluency supplies! With the inside of the mouth done, it was time to make a side-view of the cadaver. I found this paper version here. More lipstick and marshmallows, as well as a pink balloon, were used for the additional body parts. The nose is made a plastic pencil sharpener that I had in my prize box. I think I got them from Target. The students cut out the lungs, that I found here, and glued them to the chart. Bubble wrap was added next, to represent the alveoli, which were painted pink with watercolors. Here is where I got that idea. I was surprised that the watercolors stayed on so well. I attached the bubble wrap with a stapler. Rolled up pink paper was used for the trachea and bronchi. The vocal folds/cords is a dry tortellini glued to the top of the airway. Now for brains! They are ramen noodles painted pink, and then hot-glued onto the page. Easy and realistic. The final step was adding labels to each speech helper, as well as the description of how we speak. I got help with this from here and here. I have a copy of my version of the labels and "How we Speak" statement for you: here and here. Here is the cadaver in all of it's gross glory! This was a lot of work, both for me and the students. I spent a lot of time collecting items, formulating my ideas, trouble shooting, and creating parts of the project. But, it was worth it! I am so proud of these kiddos.

I currently have four students with a stuttering disorder on my caseload. One is in first grade, and the others are in second and third. They each have speech on their own this year. One-on-one therapy, for all four! All of the kids are in different classes, and that is just how the schedule worked out. It is really nice having 30minutes every week for each of them, plus I think they like having the undivided attention. The older three have been working on a project for a few weeks to learn about speech helpers. The idea is that when they can name and understand what part of their body is affected by a stuttering moment, it aides in teaching them how to use fluency enhancing strategies. This is our first unit of the year, and we will move onto strategies next week. As described in previous posts, Halloween crafts during therapy is in full swing in the speech room. My fluency kids made a cadaver to add to the scary decorations. The cadaver, of course, was a means to an end to teach about speech helpers. I combined a lot of ideas from a lot of sources. I have a few documents to share with you as well through Google Docs. Here are the steps to the project! We started with the mouth. I found this version here. I enlarged it to show the detail and allow room for the marshmallow teeth and balloon tongue. I bought pink balloons and the students filled them with marshmallows for the tongue. The marshmallows gave it a soft and squishy texture, sorta like a real tongue. Next, after the student cut out the mouth, I cut a slit in the paper to attach the tongue with tape on the back. Next, marshmallow teeth were added, and a few eaten. I mean really, I couldn't expect them to just glue them! This is where I saw this idea, although there are many different versions on Pinterest. An old lipstick was used to enhance the lips. This lipstick will never touch my lips again and forever live with my fluency supplies! With the inside of the mouth done, it was time to make a side-view of the cadaver. I found this paper version here. More lipstick and marshmallows, as well as a pink balloon, were used for the additional body parts. The nose is made a plastic pencil sharpener that I had in my prize box. I think I got them from Target. The students cut out the lungs, that I found here, and glued them to the chart. Bubble wrap was added next, to represent the alveoli, which were painted pink with watercolors. Here is where I got that idea. I was surprised that the watercolors stayed on so well. I attached the bubble wrap with a stapler. Rolled up pink paper was used for the trachea and bronchi. The vocal folds/cords is a dry tortellini glued to the top of the airway. Now for brains! They are ramen noodles painted pink, and then hot-glued onto the page. Easy and realistic. The final step was adding labels to each speech helper, as well as the description of how we speak. I got help with this from here and here. I have a copy of my version of the labels and "How we Speak" statement for you: here and here. Here is the cadaver in all of it's gross glory! This was a lot of work, both for me and the students. I spent a lot of time collecting items, formulating my ideas, trouble shooting, and creating parts of the project. But, it was worth it! I am so proud of these kiddos.

I currently have four students with a stuttering disorder on my caseload. One is in first grade, and the others are in second and third. They each have speech on their own this year. One-on-one therapy, for all four! All of the kids are in different classes, and that is just how the schedule worked out. It is really nice having 30minutes every week for each of them, plus I think they like having the undivided attention. The older three have been working on a project for a few weeks to learn about speech helpers. The idea is that when they can name and understand what part of their body is affected by a stuttering moment, it aides in teaching them how to use fluency enhancing strategies. This is our first unit of the year, and we will move onto strategies next week. As described in previous posts, Halloween crafts during therapy is in full swing in the speech room. My fluency kids made a cadaver to add to the scary decorations. The cadaver, of course, was a means to an end to teach about speech helpers. I combined a lot of ideas from a lot of sources. I have a few documents to share with you as well through Google Docs. Here are the steps to the project! We started with the mouth. I found this version here. I enlarged it to show the detail and allow room for the marshmallow teeth and balloon tongue. I bought pink balloons and the students filled them with marshmallows for the tongue. The marshmallows gave it a soft and squishy texture, sorta like a real tongue. Next, after the student cut out the mouth, I cut a slit in the paper to attach the tongue with tape on the back. Next, marshmallow teeth were added, and a few eaten. I mean really, I couldn't expect them to just glue them! This is where I saw this idea, although there are many different versions on Pinterest. An old lipstick was used to enhance the lips. This lipstick will never touch my lips again and forever live with my fluency supplies! With the inside of the mouth done, it was time to make a side-view of the cadaver. I found this paper version here. More lipstick and marshmallows, as well as a pink balloon, were used for the additional body parts. The nose is made a plastic pencil sharpener that I had in my prize box. I think I got them from Target. The students cut out the lungs, that I found here, and glued them to the chart. Bubble wrap was added next, to represent the alveoli, which were painted pink with watercolors. Here is where I got that idea. I was surprised that the watercolors stayed on so well. I attached the bubble wrap with a stapler. Rolled up pink paper was used for the trachea and bronchi. The vocal folds/cords is a dry tortellini glued to the top of the airway. Now for brains! They are ramen noodles painted pink, and then hot-glued onto the page. Easy and realistic. The final step was adding labels to each speech helper, as well as the description of how we speak. I got help with this from here and here. I have a copy of my version of the labels and "How we Speak" statement for you: here and here. Here is the cadaver in all of it's gross glory! This was a lot of work, both for me and the students. I spent a lot of time collecting items, formulating my ideas, trouble shooting, and creating parts of the project. But, it was worth it! I am so proud of these kiddos.

I currently have four students with a stuttering disorder on my caseload. One is in first grade, and the others are in second and third. They each have speech on their own this year. One-on-one therapy, for all four! All of the kids are in different classes, and that is just how the schedule worked out. It is really nice having 30minutes every week for each of them, plus I think they like having the undivided attention. The older three have been working on a project for a few weeks to learn about speech helpers. The idea is that when they can name and understand what part of their body is affected by a stuttering moment, it aides in teaching them how to use fluency enhancing strategies. This is our first unit of the year, and we will move onto strategies next week. As described in previous posts, Halloween crafts during therapy is in full swing in the speech room. My fluency kids made a cadaver to add to the scary decorations. The cadaver, of course, was a means to an end to teach about speech helpers. I combined a lot of ideas from a lot of sources. I have a few documents to share with you as well through Google Docs. Here are the steps to the project! We started with the mouth. I found this version here. I enlarged it to show the detail and allow room for the marshmallow teeth and balloon tongue. I bought pink balloons and the students filled them with marshmallows for the tongue. The marshmallows gave it a soft and squishy texture, sorta like a real tongue. Next, after the student cut out the mouth, I cut a slit in the paper to attach the tongue with tape on the back. Next, marshmallow teeth were added, and a few eaten. I mean really, I couldn't expect them to just glue them! This is where I saw this idea, although there are many different versions on Pinterest. An old lipstick was used to enhance the lips. This lipstick will never touch my lips again and forever live with my fluency supplies! With the inside of the mouth done, it was time to make a side-view of the cadaver. I found this paper version here. More lipstick and marshmallows, as well as a pink balloon, were used for the additional body parts. The nose is made a plastic pencil sharpener that I had in my prize box. I think I got them from Target. The students cut out the lungs, that I found here, and glued them to the chart. Bubble wrap was added next, to represent the alveoli, which were painted pink with watercolors. Here is where I got that idea. I was surprised that the watercolors stayed on so well. I attached the bubble wrap with a stapler. Rolled up pink paper was used for the trachea and bronchi. The vocal folds/cords is a dry tortellini glued to the top of the airway. Now for brains! They are ramen noodles painted pink, and then hot-glued onto the page. Easy and realistic. The final step was adding labels to each speech helper, as well as the description of how we speak. I got help with this from here and here. I have a copy of my version of the labels and "How we Speak" statement for you: here and here. Here is the cadaver in all of it's gross glory! This was a lot of work, both for me and the students. I spent a lot of time collecting items, formulating my ideas, trouble shooting, and creating parts of the project. But, it was worth it! I am so proud of these kiddos.

I currently have four students with a stuttering disorder on my caseload. One is in first grade, and the others are in second and third. They each have speech on their own this year. One-on-one therapy, for all four! All of the kids are in different classes, and that is just how the schedule worked out. It is really nice having 30minutes every week for each of them, plus I think they like having the undivided attention. The older three have been working on a project for a few weeks to learn about speech helpers. The idea is that when they can name and understand what part of their body is affected by a stuttering moment, it aides in teaching them how to use fluency enhancing strategies. This is our first unit of the year, and we will move onto strategies next week. As described in previous posts, Halloween crafts during therapy is in full swing in the speech room. My fluency kids made a cadaver to add to the scary decorations. The cadaver, of course, was a means to an end to teach about speech helpers. I combined a lot of ideas from a lot of sources. I have a few documents to share with you as well through Google Docs. Here are the steps to the project! We started with the mouth. I found this version here. I enlarged it to show the detail and allow room for the marshmallow teeth and balloon tongue. I bought pink balloons and the students filled them with marshmallows for the tongue. The marshmallows gave it a soft and squishy texture, sorta like a real tongue. Next, after the student cut out the mouth, I cut a slit in the paper to attach the tongue with tape on the back. Next, marshmallow teeth were added, and a few eaten. I mean really, I couldn't expect them to just glue them! This is where I saw this idea, although there are many different versions on Pinterest. An old lipstick was used to enhance the lips. This lipstick will never touch my lips again and forever live with my fluency supplies! With the inside of the mouth done, it was time to make a side-view of the cadaver. I found this paper version here. More lipstick and marshmallows, as well as a pink balloon, were used for the additional body parts. The nose is made a plastic pencil sharpener that I had in my prize box. I think I got them from Target. The students cut out the lungs, that I found here, and glued them to the chart. Bubble wrap was added next, to represent the alveoli, which were painted pink with watercolors. Here is where I got that idea. I was surprised that the watercolors stayed on so well. I attached the bubble wrap with a stapler. Rolled up pink paper was used for the trachea and bronchi. The vocal folds/cords is a dry tortellini glued to the top of the airway. Now for brains! They are ramen noodles painted pink, and then hot-glued onto the page. Easy and realistic. The final step was adding labels to each speech helper, as well as the description of how we speak. I got help with this from here and here. I have a copy of my version of the labels and "How we Speak" statement for you: here and here. Here is the cadaver in all of it's gross glory! This was a lot of work, both for me and the students. I spent a lot of time collecting items, formulating my ideas, trouble shooting, and creating parts of the project. But, it was worth it! I am so proud of these kiddos.

I currently have four students with a stuttering disorder on my caseload. One is in first grade, and the others are in second and third. They each have speech on their own this year. One-on-one therapy, for all four! All of the kids are in different classes, and that is just how the schedule worked out. It is really nice having 30minutes every week for each of them, plus I think they like having the undivided attention. The older three have been working on a project for a few weeks to learn about speech helpers. The idea is that when they can name and understand what part of their body is affected by a stuttering moment, it aides in teaching them how to use fluency enhancing strategies. This is our first unit of the year, and we will move onto strategies next week. As described in previous posts, Halloween crafts during therapy is in full swing in the speech room. My fluency kids made a cadaver to add to the scary decorations. The cadaver, of course, was a means to an end to teach about speech helpers. I combined a lot of ideas from a lot of sources. I have a few documents to share with you as well through Google Docs. Here are the steps to the project! We started with the mouth. I found this version here. I enlarged it to show the detail and allow room for the marshmallow teeth and balloon tongue. I bought pink balloons and the students filled them with marshmallows for the tongue. The marshmallows gave it a soft and squishy texture, sorta like a real tongue. Next, after the student cut out the mouth, I cut a slit in the paper to attach the tongue with tape on the back. Next, marshmallow teeth were added, and a few eaten. I mean really, I couldn't expect them to just glue them! This is where I saw this idea, although there are many different versions on Pinterest. An old lipstick was used to enhance the lips. This lipstick will never touch my lips again and forever live with my fluency supplies! With the inside of the mouth done, it was time to make a side-view of the cadaver. I found this paper version here. More lipstick and marshmallows, as well as a pink balloon, were used for the additional body parts. The nose is made a plastic pencil sharpener that I had in my prize box. I think I got them from Target. The students cut out the lungs, that I found here, and glued them to the chart. Bubble wrap was added next, to represent the alveoli, which were painted pink with watercolors. Here is where I got that idea. I was surprised that the watercolors stayed on so well. I attached the bubble wrap with a stapler. Rolled up pink paper was used for the trachea and bronchi. The vocal folds/cords is a dry tortellini glued to the top of the airway. Now for brains! They are ramen noodles painted pink, and then hot-glued onto the page. Easy and realistic. The final step was adding labels to each speech helper, as well as the description of how we speak. I got help with this from here and here. I have a copy of my version of the labels and "How we Speak" statement for you: here and here. Here is the cadaver in all of it's gross glory! This was a lot of work, both for me and the students. I spent a lot of time collecting items, formulating my ideas, trouble shooting, and creating parts of the project. But, it was worth it! I am so proud of these kiddos.

January is almost over. My winter bulletin boards will come down on Friday to get ready for February. But, I wanted to share what we did this month. I went with a snowy theme, even though we were enjoying 75+degree weather. Yes, a heatwave. Not a real surprise here in California. Our best weather is usually in January. Summers can be pretty foggy. Anyway, I digress. Let's get back to business! One of my bulletin boards displayed a hot cocoa survey and mugs. I was inspired by these ideas: link and link. I asked (almost) all of the speech kids if they like hot cocoa, and added their name to either "yes" or "no" column. The two students who said "no" don't like hot cocoa, just warm cocoa. The kids with articulation goals made hot cocoa. I have to admit, they were all a little disappointed that it wasn't real hot chocolate. For the small mugs, I found an image online shaped like a mug, printed it on blue paper, and made marshmallows with typed target words. Next, we did the same thing we always do: they practiced the words on the marshmallows, and glued them onto the hot chocolate. Yum! My winter scene bulletin board, Talking in a Winter Wonderland, features mittens and snow globes. Here is before: And here is now: The mittens are synonym pairs that the students matched and hung with tiny clothespins on the board. I found the idea here and made my own set with the die-cut machine at our school. Next up: Snow Globes. These have been the talk of the school. Pretty cute. I found similar ideas here and here and here, and adapted them to work with my supplies. I ordered all of the winter stickers, gems, and snowflakes from Oriental Trading Company. Here are the links: stickers (sold out), gems, snowflakes (sold out). I had the hardest time finding clear plastic plates. The plates are from Amazon and are 6inches around. An affiliate link is provided for your convenience on my side bar. The snowy balls are from the Dollar Tree. Here are the steps! Step 1: Find a cute kid to come to therapy. After each therapeutic turn, the student can add a winter sticker, gem, or snowflake. Step 2: Pour snowballs in the plate. Step 3: Put a lot of glue on the edge. Like this Step 4: Flip the snow globe over so that it is upside down and the snowy scene will show through the plate. Step 5: Set the snow globe on the plate. Step 6: Gently press the snow globe to the plate. Ensure that the glue is on the entire circumference of the globe. Step 7: Let the snow globe dry overnight. Step 8: Hang and enjoy! Do you want to build a snowman? I can't stop singing that song. Luckily for my students, I am singing in my head. I got this freebie from That Fun Reading Teacher on TPT here. I modified the activity a little bit to expand on adjectives and comparatives/superlatives. We talked about all the different ways we could describe the sizes of the snowballs that made the snowman. Then, they chose which words they wanted to use to describe their snowman. Add a little color, and Ta Da! A snowman! Last month we did some scratch and reveal pages that I found on Oriental Trading Company. You can read about that activity here. It was super popular, so I decided to do it again to go with the winter theme this month. I found these at Oriental Trading Company but they are sold out. Sorry! I feel like I am repeating myself, but this is how we roll. Students completed their turn on whatever they are working on, and got to scratch off one portion of the picture. Something great about this activity is that it takes a little bit of time to scratch off a portion of the picture. So, I get a lot of time during each turn to practice with a student in the group while the other student is scratching and revealing their picture. A happy accident! Happy winter, see you soon for more activity updates and February bulletin boards!

I currently have four students with a stuttering disorder on my caseload. One is in first grade, and the others are in second and third. They each have speech on their own this year. One-on-one therapy, for all four! All of the kids are in different classes, and that is just how the schedule worked out. It is really nice having 30minutes every week for each of them, plus I think they like having the undivided attention. The older three have been working on a project for a few weeks to learn about speech helpers. The idea is that when they can name and understand what part of their body is affected by a stuttering moment, it aides in teaching them how to use fluency enhancing strategies. This is our first unit of the year, and we will move onto strategies next week. As described in previous posts, Halloween crafts during therapy is in full swing in the speech room. My fluency kids made a cadaver to add to the scary decorations. The cadaver, of course, was a means to an end to teach about speech helpers. I combined a lot of ideas from a lot of sources. I have a few documents to share with you as well through Google Docs. Here are the steps to the project! We started with the mouth. I found this version here. I enlarged it to show the detail and allow room for the marshmallow teeth and balloon tongue. I bought pink balloons and the students filled them with marshmallows for the tongue. The marshmallows gave it a soft and squishy texture, sorta like a real tongue. Next, after the student cut out the mouth, I cut a slit in the paper to attach the tongue with tape on the back. Next, marshmallow teeth were added, and a few eaten. I mean really, I couldn't expect them to just glue them! This is where I saw this idea, although there are many different versions on Pinterest. An old lipstick was used to enhance the lips. This lipstick will never touch my lips again and forever live with my fluency supplies! With the inside of the mouth done, it was time to make a side-view of the cadaver. I found this paper version here. More lipstick and marshmallows, as well as a pink balloon, were used for the additional body parts. The nose is made a plastic pencil sharpener that I had in my prize box. I think I got them from Target. The students cut out the lungs, that I found here, and glued them to the chart. Bubble wrap was added next, to represent the alveoli, which were painted pink with watercolors. Here is where I got that idea. I was surprised that the watercolors stayed on so well. I attached the bubble wrap with a stapler. Rolled up pink paper was used for the trachea and bronchi. The vocal folds/cords is a dry tortellini glued to the top of the airway. Now for brains! They are ramen noodles painted pink, and then hot-glued onto the page. Easy and realistic. The final step was adding labels to each speech helper, as well as the description of how we speak. I got help with this from here and here. I have a copy of my version of the labels and "How we Speak" statement for you: here and here. Here is the cadaver in all of it's gross glory! This was a lot of work, both for me and the students. I spent a lot of time collecting items, formulating my ideas, trouble shooting, and creating parts of the project. But, it was worth it! I am so proud of these kiddos.

A new look for me, means a sale for you! I have been busy streamlining all of the products in my TPT Store. Such as, making new cover pages, combining products, changing fonts, and adjusting prices. To celebrate, I am throwing a sale! And, it is all on sale. Yep, every one of my products is 20% off from now until March 3rd. No code needed! I hope you enjoy checking out my shop. Here are some ideas of products you might like to purchase. Looking for a new Articulation Homework Set? Anything related to artic has a cover page with light blue chevron, and it all looks so nice on my TPT Articulation sub-page! This 66 page homework set has been specifically designed to allow for students to practice mastered sounds and/or have exposure to developing sounds. Just cut each page in half, staple student/helper homework together, and send home assignments as you see fit! A student may be practicing pre-vocalic /r/, but listening to /er/. The combinations are endless! The most popular item in my shop is the Inside Out Pragmatic Language Pack. Pragmatic products are all green chevron. Inside Out is great way to teach students about emotions and feelings. This therapy pack will do exactly that. You get 5 different activities in this set to support pragmatic language instructions. And, each set is in color and grayscale, to make it all printer friendly! Check out Synonym Worksheets. All language based activities are purple chevron (can you tell I like chevron???). 15 Super Hero and 15 Princess themed worksheets are included in this set. Use them for therapy or to send home for homework. You can even laminate the pages to use them again and again with a dry erase marker. Additionally, I have included a blank worksheet for both themes so you can add your own target words! The last new color category is yellow chevron for all other types of products, such as awards, games, or craftivities. A fun pack is the Speech/Language Award Set. These 20 cheerful and fun certificates are perfect for celebrating your newest speech therapy graduate, or for any other reason! Included in your Speech/Language Award Set, are 20 certificates to celebrate your student’s success. Each theme has an award for speech graduates and an award for general success. You can print these again and again, and they look amazing in color. Add more excitement with stickles, glitter or even a little gift! Thanks for taking the time to look at my TPT Store, and enjoy your shopping spree!

I currently have four students with a stuttering disorder on my caseload. One is in first grade, and the others are in second and third. They each have speech on their own this year. One-on-one therapy, for all four! All of the kids are in different classes, and that is just how the schedule worked out. It is really nice having 30minutes every week for each of them, plus I think they like having the undivided attention. The older three have been working on a project for a few weeks to learn about speech helpers. The idea is that when they can name and understand what part of their body is affected by a stuttering moment, it aides in teaching them how to use fluency enhancing strategies. This is our first unit of the year, and we will move onto strategies next week. As described in previous posts, Halloween crafts during therapy is in full swing in the speech room. My fluency kids made a cadaver to add to the scary decorations. The cadaver, of course, was a means to an end to teach about speech helpers. I combined a lot of ideas from a lot of sources. I have a few documents to share with you as well through Google Docs. Here are the steps to the project! We started with the mouth. I found this version here. I enlarged it to show the detail and allow room for the marshmallow teeth and balloon tongue. I bought pink balloons and the students filled them with marshmallows for the tongue. The marshmallows gave it a soft and squishy texture, sorta like a real tongue. Next, after the student cut out the mouth, I cut a slit in the paper to attach the tongue with tape on the back. Next, marshmallow teeth were added, and a few eaten. I mean really, I couldn't expect them to just glue them! This is where I saw this idea, although there are many different versions on Pinterest. An old lipstick was used to enhance the lips. This lipstick will never touch my lips again and forever live with my fluency supplies! With the inside of the mouth done, it was time to make a side-view of the cadaver. I found this paper version here. More lipstick and marshmallows, as well as a pink balloon, were used for the additional body parts. The nose is made a plastic pencil sharpener that I had in my prize box. I think I got them from Target. The students cut out the lungs, that I found here, and glued them to the chart. Bubble wrap was added next, to represent the alveoli, which were painted pink with watercolors. Here is where I got that idea. I was surprised that the watercolors stayed on so well. I attached the bubble wrap with a stapler. Rolled up pink paper was used for the trachea and bronchi. The vocal folds/cords is a dry tortellini glued to the top of the airway. Now for brains! They are ramen noodles painted pink, and then hot-glued onto the page. Easy and realistic. The final step was adding labels to each speech helper, as well as the description of how we speak. I got help with this from here and here. I have a copy of my version of the labels and "How we Speak" statement for you: here and here. Here is the cadaver in all of it's gross glory! This was a lot of work, both for me and the students. I spent a lot of time collecting items, formulating my ideas, trouble shooting, and creating parts of the project. But, it was worth it! I am so proud of these kiddos.