41. PATH: Project For The Active Teaching Of American History statewide with implementation of the Texas essential knowledge and skills (TEKS)for and stresses using new technologies to enhance teaching and research. http://www.path.coe.uh.edu/resources.html

A Collaborative to Enhance the Teaching and Learning of American History in Region IV Home Seminars Resources Colloquia Partners Resources Social Studies Web Sites: National Council of Social Studies Founded in 1921, National Council for the Social Studies has grown to be the largest association in the country devoted solely to social studies education. NCSS engages and supports educators in strengthening and advocating social studies. With members in all 50 states, the District of Columbia, and 69 foreign countries, NCSS serves as an umbrella organization for elementary, secondary, and college teachers of history, geography, economics, political science, sociology, psychology, anthropology, and law-related education. http://www.ncss.org/ Texas Education Agency, Curriculum and Professional Development for Social Studies The Social Studies Unit, in the Division of Curriculum and Professional Development, provides direction and leadership to the social studies program, Kindergarten-Grade 12. Unit staff assists districts statewide with implementation of the Texas Essential Knowledge and Skills (TEKS) for social studies; oversees the work of the Social Studies Center for Educator Development; collaborates with the Division of Student Assessment regarding TAAS social studies assessments; and assists the Textbook Division in overseeing the textbook adoption process for K-12 social studies instructional materials.

42. LPS.ORG | Library Media Services: Mission Statement / Essential Element 1 Mission Statement / essential Element 1. designing studentcentered instruction •teaching students to help them acquire the knowledge, skills and attitudes http://sites.lps.org/lms/stories/storyReader$19

Library Media Services Menu: Home Video On Demand Calendar Search the Internet: Mission Statement / Essential Element 1 Information Literacy: Teaching and Learning Information literacy is the ability to access, evaluate, interpret, appreciate, and communicate information from a variety of sources and formats. Information literacy instruction will help students become successful independent learners, critical thinkers, and problem solvers. Teachers and library media specialists, through collaboration must deliberately and thoughtfully teach information literacy skills and the research process. Educators should collaborate to plan and deliver instruction for information literacy that is integrated with curricular objectives and promotes student achievement of learning goals. The LPS Guide to Integrated Information Literacy Skills describes four categories of information literacy: Through repeated practice and purposeful application of these skills, students will acquire the necessary information literacy tools that form a foundation for becoming lifelong learners. Effective instructional practices that contribute to student learning of information literacy include: Students have unique abilities, diverse perceptions and varied learning styles. Educators must help them acquire the knowledge, skills and attitudes to become lifelong learners. Effective learners and thinkers use background knowledge, apply learning strategies, are mindful of their own thinking and are motivated. By acquiring strategies and practicing the learning/research process, students will build the skills necessary to answer questions, solve problems, synthesize and communicate information in school, work and life.

43. Ch. 112, TEKS For Science. High School Chemistry. Implementation of Texas essential knowledge and skills for Science (c) knowledgeand skills. demonstrations, laboratory investigations, and teaching tips for http://dwb.unl.edu/Chemistry/LearningObjectives/TX_chem.html

Copied from original site to include at DWB site for chemistry teachers. Original site Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter C. High School This page contains Science TEKS for high school courses with correlating web resources. The web resources were selected, annotated and correlated by subject area curriculum experts. Send your suggestions for additional URLs appropriate for specific knowledge and skills for high school courses to web-master@tenet.edu. Integrated Physics and Chemistry Biology Environmental Systems Aquatic Science Physics Astronomy Geology, Meteorology, and Oceanography Other Science Courses AP and IB Courses (1) Scientific processes. The student, for at least 40% of instructional time, conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A) demonstrate safe practices during field and laboratory investigations; and (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials. Laboratory Safety Manual - University of Texas at Arlington: covers general safety information, emergency procedures and equipment, the Hazard Communication Act, chemical and biological hazards and control, chemical and special wastes, and disposal of wastes. The Adobe Acrobat Reader is required to view the document.

44. Essential Skills For New Teachers essential skills for New Teachers. Many teachers enter the teaching field directlyfrom university where they mastered minimal pedagogical knowledge or skills. http://www.lions.odu.edu/~dnethert/Courses/oted408/new_teachers.htm

Essential Skills for New Teachers Educational Leadership , by Jerome Freiberg, Volume Number , March 2002, Pages 56-60 H. Jerome Freiberg Without access to the pedagogical skills of veteran teachers, many new teachers are unprepared to face the challenges of the classroom. New teachers are often limited in their repertoire of instructional strategies. Many teachers enter the teaching field directly from university teacher preparation programs, where they mastered minimal pedagogical knowledge or skills. Often, they are not taught how to establish the positive, organized learning environment necessary for them to teach and for students to learn. Some teachers enter the field with almost no formal teacher training, through alternative certificate programs. For example, under the 2001 "Teach for Georgia" plan, college graduates with a 2.5 or higher grade point average may be certified to teach in 30 days (Coburn, 2001). A Framework of Skills Organizing Strategies Planning Figure 1. The Instructional Planning Process

45. Department Of Biomedical Engineering of Duties Lecturer to provide parttime classroom teaching in biomedical C.essential (Required) knowledge, skills, Abilities, and Years...... A. http://www1.umn.edu/bme/positions.html

University of Minnesota Department of Biomedical Engineering Faculty Positions Available The University of Minnesota invites applications for full-time tenure-track or tenured faculty positions in the Department of Biomedical Engineering. Rank will depend on qualifications and experience of the candidate. All biomedical engineering areas will be considered, but we are particularly interested in candidates in the areas of: Cardiovascular Engineering Neural Engineering Biomaterials Bionanotechnology Candidates must have a doctorate degree in biomedical engineering or a related field of science or engineering by the beginning date of appointment. It is preferred that candidates be qualified to instruct an integrated lecture/lab course in systems physiology, cellular and molecular biophysics, biomaterials, biomedical transport processes, biomechanics, bioelectricity/instrumentation, or biomedical device design. The successful candidates will be expected to develop an active externally funded research program, initiate collaborative research with other faculty at the University of Minnesota, and have a strong commitment to excellent teaching. Interaction with the biomedical device companies around the Twin Cities is desirable.

46. ED.gov teacherleaders’ professional journeys that have shaped their careers and theirphilosophy of teaching? 3) What essential knowledge and skills do teachers http://www.ed.gov/offices/OERI/FIS/fis-sai.html

A r c h i v e d I n f o r m a t i o n NATIONAL INSTITUTE ON STUDENT ACHIEVEMENT, CURRICULUM AND ASSESSMENT FIELD-INITIATED STUDIES GRANT AWARDS FOR FY 1997 The Student Achievement Institute awarded 5 grants, totaling almost $1 million. Recipients included two research organizations and 3 universities. Projects addressed topics related to: implementation of standards-based reform in urban schools, redesign of classroom instruction in core curriculum areas, the impact of trained substitute teachers on student achievement, the effects of class size reduction on instructional practices, and use of model-centered instruction to improve middle-school science education. The Effects of Class Size Reduction on Students' Opportunities to Learn This project examines the effects of reductions in class size on curriculum and instructional practices in California elementary schools. Case studies of teaching practices will be conducted in sixteen classrooms with data collected through interviews and videotaping. A sample survey of 200 schools will also be administered to compare classroom practices in third grade classes reduced to 20 or fewer students with regular classrooms of 30 or more students. Contact: Dr. Brian Stecher

47. VA Board Of Education, New Tests Essential To Raising Student Achievement, By Ma high school graduates must have the knowledge and skills run a business knows thatbenchmarking is essential. what all teachers were actually teaching in class http://www.pen.k12.va.us/VDOE/VA_Board/chris2.html

Norfolk Virginian-Pilot, 5/17/98 NEW TESTS ESSENTIAL TO RAISING STUDENT ACHIEVEMENT By Mark Christie The new tests are not being given just to burden students and teachers with more tests, but are part of a sweeping reform program aimed at raising academic standards and student achievement levels. Predictably, with systemic change comes criticism. But the current state of student achievement in our public schools is just not what it needs to be. Consider: Nearly one in three 6th-graders in Virginia public schools fails the Literacy Passport Test, which measures the most rudimentary levels of reading, writing and math skills, and in local school divisions with high percentages of minority children, such as Norfolk and Portsmouth, the failure rate is consistently worse than the statewide rate; (Source: Outcome Accountability Project, Va. Dept. of Education) One in four Virginia public school graduates entering our colleges and universities requires remedial work before attempting college-level classes; (Source: State Council of Higher Education) But as the Pilot all The tests are benchmarks of progress or, conversely, early warning signs of trouble to be remediated. Anyone who has ever run a business knows that benchmarking is essential. From the corner hot dog vendor who daily adds up sales and expenses, to multinational corporations with sophisticated programs for measuring a plethora of inputs and outputs, in the business world benchmarking is a prerequisite for success. So should it be in our public schools. The SOL tests represent a benchmarking initiative more accurate and comprehensive than ever before attempted.

48. Essential Teaching Skills: New & Used Books Search Result For Essential Teaching What Teachers Need to Know The Kno Compare Prices, What Teachers Need to KnowThe knowledge, skills Values essential to Good teaching By David D. Dill http://www.fetchbook.co.uk/Essential_Teaching_Skills.html

About Bookmark Recommend Us Enhance Your Site ... Help Keyword Title Author ISBN Searched in books for Essential Teaching Skills More than titles matched your search. Search took seconds. Essential Teaching Skills By Chris Kyriacou Paperback / Nelson Thornes / April 1998 / 0748735143 Books Similar to Essential Teaching Skills Compare Prices Book Reviews Essential Motivation in the Classroom By Ian Gilbert Paperback / RoutledgeFalmer / May 2002 / 041526619X Books Similar to Essential Motivation in the Classroom Compare Prices Book Reviews The Essential Guide for Competent Teaching Assistants: Meeting the National Occupational Standards at Level 2 By Anne Watkinson Paperback / David Fulton Publishers / September 2003 / 1843120089 Books Similar to The Essential Guide for Competent T...

49. Teaching Institute is united by a common aim to provide essential knowledge and skills relevantfor the complexities of the 21st century. Whether in teaching or research http://www.sussex.ac.uk/education/1-3.html

home course directory General Initial Teacher Education Information PGCE Subject Information 11-18 PGCE Subject Information 7-14 Postgraduate Research Degrees Postgraduate Taught Programmes Undergraduate Programmes Short Courses and Special Events Education Links Student Support programme specifications Teaching Welcome to the Sussex School of Education In joining us, you enter a community that values and enjoys teaching, learning and research in an environment of excellence. We specialise in innovative and flexible taught programmes and research degrees with a strong professional orientation. Many of our students are mid-career professionals who bring with them extensive knowledge and experience, which informs and enriches our learning community. All our teaching is underpinned by a belief that adults learn best in an environment which encourages reflective practice and a peer-led approach to teaching and learning. We pride ourselves on the high quality of professional support that we provide to all our students. We are also proud of our extensive research portfolio and try to ensure that our taught programmes interact with and inform our vibrant research programme. We were awarded a Grade 5 in the UK 2001 Research Assessment Exercise (RAE), which indicates international excellence in research activity and publication. Our Centre for International Education and our Centre for Educational Innovation are very active in research and consultancy work.

50. Skills Of Teaching Standard (NSTA 5) with a limited repertoire of knowledge and skills teacher education programs, skillsof teaching are the preparation in science methods as essential for science http://www.nvgc.vt.edu/nsta-ncate/skillsteach5.htm

5.0 Standards for Science Teacher Preparation: Skills of Teaching The program prepares candidates to create a community of diverse student learners who can construct meaning from science experiences and possess a disposition for further inquiry and learning. Skills of Teaching refers to: Science teaching actions, strategies and methodologies. Interactions with students that promote learning and achievement. Effective organization of classroom experiences. Use of advanced technology to extend and enhance learning. Use of prior conceptions and student interests to promote new learning. 5.1 Examples of Indicators 5.1.1 Preservice Level 5.1.2 Induction Level 5.1.3 Professional Level A. Plans and incorporates science teaching strategies appropriate for learners with diverse backgrounds and learning styles. A. Plans for and regularly includes alternative activities to teach the same concept; is able to identify primary differences in learners in the student population. A. Demonstrates a command of alternative strategies to meet diverse needs and systematically provides activities that meet those needs. B. Demonstrates the ability to effectively engage students in learning science, both individually and in group work of various kinds.

51. Current Vacancies related to this curriculum area, s)teaching qualification Computer skills t)knowledge of research procedures. Other Requirements, essential, Desirable. http://www.glam.ac.uk/jobs/newjobs.php?jobID=HU262

52. Blackwell Synergy - Cookie Absent the results of this study will serve to focus these activities upon essential areasof knowledge and competence teaching Learning Med 1994; 6 136141. http://www.blackwell-synergy.com/links/doi/10.1046/j.1365-2125.2002.01576.x/full

 Home An Error Occurred Setting Your User Cookie A cookie is a small amount of information that a web site copies onto your hard drive. Synergy uses cookies to improve performance by remembering that you are logged in when you go from page to page. If the cookie cannot be set correctly, then Synergy cannot determine whether you are logged in and a new session will be created for each page you visit. This slows the system down. Therefore, you must accept the Synergy cookie to use the system. What Gets Stored in a Cookie? Synergy only stores a session ID in the cookie, no other information is captured. In general, only the information that you provide, or the choices you make while visiting a web site, can be stored in a cookie. For example, the site cannot determine your email name unless you choose to type it. Allowing a web site to create a cookie does not give that or any other site access to the rest of your computer, and only the site that created the cookie can read it. Please read our for more information about data collected on this site.

53. Chapter 126. Texas Essential Knowledge And Skills For Technology Applications Subchapter A. Elementary. Statutory Authority The provisions of this Subchapter A issued under the Texas Education Code, §28.002, unless otherwise noted. §126.1. with digital products created to http://www.tea.state.tx.us/rules/tac/ch126.html

Chapter 126. Texas Essential Knowledge and Skills for Technology Applications Subchapter A. Elementary Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, §28.002, unless otherwise noted. §126.1. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Elementary. The provisions of this subchapter shall be effective September 1, 1998. Source: The provisions of this §126.1 adopted to be effective September 1, 1998, 22 TexReg 5203. §126.2. Technology Applications, Kindergarten-Grade 2. (a) Introduction. (1) The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication. (2) Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.

54. TEKS For Grade 3 Texas essential knowledge and skills for Grade 3. GRADE 3 INTRODUCTION. English Language Arts. Spanish Language Arts/ English as a Second Language §110.5. English Language Arts and Reading, Grade 3 . http://www.tea.state.tx.us/teks/grade/grade_3.htm

Texas Essential Knowledge and Skills for Grade 3 English Language Arts Spanish Language Arts/ English as a Second Language (2) For third grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language. (A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture. (B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

55. Source: The Provisions Of This §126 Texas essential knowledge and skills (TEKS) Source The provisions of this §126.26 adopted to be effective September 1, 1998, 22 TexReg 5203. §126.27. Video Technology (One Credit). ( a) General requirements. proficiency in the knowledge and skills described in §126 the technology appropriate for the task, synthesize knowledge, create a solution http://www.geocities.com/tedirving/educators/lessonplans/teks.html

Texas Essential Knowledge and Skills ( T E K S Source: The provisions of this §126.26 adopted to be effective September 1, 1998, 22 TexReg 5203. §126.27. Video Technology (One Credit). (a) General requirements. The prerequisite for this course is proficiency in the knowledge and skills described in §126.12(c) of this title (relating to Technology Applications (Computer Literacy), Grades 6-8). This course is recommended for students in Grades 9-12. (b) Introduction. (1) The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication. (2) Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results. (c) Knowledge and skills.

56. Texas Essential Knowledge And Skills For Grade 3 Texas essential knowledge and skills for Grade 5. GRADE 5 INTRODUCTION. English Language Arts. Spanish Language Arts/ English as a Second Language §110.7. English Language Arts and Reading, Grade 5 . http://www.ww.wisd.org/jsummers/texas_essential_knowledge_and_sk.htm

Texas Essential Knowledge and Skills for Grade 5 GRADE 5 • INTRODUCTION English Language Arts Spanish Language Arts/ English as a Second Language §110.7. English Language Arts and Reading, Grade 5. §128.7. Spanish Language Arts (SLA) and English as a Second Language (ESL), Grade 5. (2) For fifth grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language. (A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture. (B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

57. Texas Essential Knowledge And Skills For Grade 3 Texas essential knowledge and skills for Grade 3. GRADE 3 INTRODUCTION. English Language Arts. Spanish Language Arts/ English as a Second Language §110.5. English Language Arts and Reading, Grade 3 . http://www.ww.wisd.org/lblack/texas_essential_knowledge_and_sk.htm

Texas Essential Knowledge and Skills for Grade 3 GRADE 3 • INTRODUCTION English Language Arts Spanish Language Arts/ English as a Second Language §110.5. English Language Arts and Reading, Grade 3. §128.5. Spanish Language Arts (SLA) and English as a Second Language (ESL), Grade 3. (2) For third grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (2) For students whose first language is other than English, the native language serves as the foundation for English language acquisition. Cognitive skills transfer from one language to another, and students literate in their first language will apply these skills and other academic proficiencies to the second language. (A) The development of receptive (listening/reading) and expressive (speaking/writing) skills in second language learners may be at different stages. In some instances, second language learners undergo silent periods of varying durations when they first begin to learn a new language. Students often understand more than they can produce and may repeat words in sentences that they do not entirely understand. Second language learners may also draw upon the resources of their language and culture as they acquire a new language and culture. (B) It is important to understand that limited knowledge of English structure and vocabulary is neither related to the students' intellectual capabilities nor their ability to use higher-order thinking skills. Literacy development across the content areas is essential in building academic skills in a second language and can accelerate the learning of both English language skills and higher-order thinking skills.

58. New Horizons For Learning: Teaching And Learning Strategies Washington State Arts essential Learnings. 4.5 demonstrates knowledge of arts careersand the role of She is a faculty member teaching art education at Pacific http://www.newhorizons.org/strategies/arts/watts.htm

You are here: Home Teaching and Learning Strategies Arts in Education Washington State Arts Essential Learnings by Susy Watts 1. The student UNDERSTANDS and APPLIES arts KNOWLEDGE AND SKILLS. 1.1 understands arts concepts and vocabulary: Elements 1.1.2 understands arts concepts and vocabulary: Principles Of Organization 1.2 develops arts skills and techniques. 1.3 understands and applies arts styles from various artists, cultures and times. 1.4 applies audience skills in a variety of arts settings and performances. 2. The student DEMONSTRATES thinking skills USING ARTISTIC PROCESSES. 2.1 applies a creative process in the arts: 2.2 applies a performance process in the arts: 2.3 applies a responding process to an arts presentation: 3. The student COMMUNICATES through the arts. 3.1 uses the arts to express and present ideas and feelings. 3.2 uses the arts to communicate for a specific purpose. 3.3 develops personal aesthetic criteria to communicate artistic choices.

59. Learning And Teaching Information Technology Computers Skills In Context isolated library skills to teaching integrated information programs, (3) havingknowledge of the Equally essential is collaboration among classroom teachers http://www.libraryinstruction.com/info-tech.html

Site Links Home Library Instruction Lesson Plans Articles About Library Instruction Articles About Information Literacy ... Information Literacy Blog Learning and Teaching Information Technology Computer Skills in Context by Michael B. Eisenberg and Doug Johnson There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis.

60. Prov.ca ~ Education teaching The Education Studies program can give you the essential knowledgeand professional skills that you need to pursue your career. http://prov.ca/college/ccapps-education.asp

Search Providence Providence College Providence Seminary Athletics Alumni ... Professional Studies Staff / Student Logon Click to log on Jo-Anne Loewen B.A. Education Studies Major Graduate Providence College Catalogue Division of Professional Studies Providence offers Education Studies with a difference. As a teacher, you will have a critical influence in the development of young people. The Education Studies program is designed to prepare you to make a difference for Christ in public schools, Christian schools, churches, camps, and many other education-related organizations. We offer a teaching, caring and mentoring approach that will provide you with a solid foundation for a future in teaching. Teaching The Education Studies program can give you the essential knowledge and professional skills that you need to pursue your career. Best of all, you receive this knowledge in a context of Christian commitment and spiritual development. Caring In Education Studies, we teach you how to care for others in a professional setting. Mentoring Faculty and staff at Providence do more than just provide information and look after needs. They try to model what you are being taught and are available to help when help is needed.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 3     41-60 of 76    Back | 1  | 2  | 3  | 4  | Next 20