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The Science of Reading Part 3 - Shared screen with speaker view
Missy McMillan
33:03
I'm also going to keep video off due to bandwith
Katie Schneider
34:14
manipulation
Ray Burns
34:16
segmenting
Amy Harren
34:18
Segmenting
Andi Hakkinen
34:19
segmenting
Missy McMillan
34:19
blending
Courtney Hudson
34:20
Rhyming
CBrown@KPBSD.k12.ak.us
34:21
segmenting
Amanda Painter
34:23
onsetrime
lila johnson
34:23
Blending
Jessica Dixon
34:23
blending
e11301
34:24
blending
Kim.Williams
34:26
segmenting
Alex Tatum
34:28
listening
Judith
34:28
oral blending
Maria Morrison
34:29
segmentation
Darlene
34:29
blending segmenting
Karin Halpin
34:29
rhyming
Rod Lloyd Meade River School
34:29
blending
Kim.Williams
34:30
addition
Kelly Longrich
34:31
blending
Amanda Painter
34:31
onset rime
Vanissa Carbon
34:33
substitution
Duane
34:33
Segmenting
Mo
34:35
phonics
Patti Lloyd, ECE/K @ MRS in ATQ
34:36
blending
Paula Alvana
34:36
segmentinh
Bob Hawkins
34:36
Able to work blocks in a chain
Suzanne Bell
34:38
Onset rime
Lori Crupi
34:43
segmenting
kathleen.abrams
34:43
blending
Kim.Williams
34:46
oops addition is advanced!
Nicole Ito
34:46
segmenting
mabel.pilapil
34:52
segmenting
Fleming_Storme
34:52
blending
Kelly Longrich
35:02
Substitution
Rachel Phelps
35:03
Segmenting
Karin Halpin
35:05
Deletion
Kim Pherson
35:06
addition
Duane
35:07
Substitution
e11301
35:07
deletion
Ray Burns
35:08
substitution
Jessica Dixon
35:08
deletion
Andi Hakkinen
35:10
substitution
CBrown@KPBSD.k12.ak.us
35:11
deletion
Tricia Young
35:12
deletion
Kim.Williams
35:12
deletion
Judith
35:12
Substitution
Mo
35:12
segmenting
Rod Lloyd Meade River School
35:14
deletion
Amanda Painter
35:14
substitution of medial sounds
Suzanne Bell
35:15
substitution
Vanissa Carbon
35:15
substitution
Nicole Ito
35:16
substitution
Nathan Pitt
35:16
substitution
Fleming_Storme
35:18
deletion
Amy Harren
35:18
deletion/substitution
Patti Lloyd, ECE/K @ MRS in ATQ
35:19
substitution
Lori Crupi
35:19
substitution
Bob Hawkins
35:20
Tracking by omitting and replacing a sound
kathleen.abrams
35:20
deletion
lila johnson
35:20
Substitution
Rachel Phelps
35:23
Deletion
mabel.pilapil
35:25
deletion
Paula Alvana
35:25
Removing a sound and making a new word
Darlene
35:41
manipulation with addition
Kelly Longrich
36:39
Longer sessions
Suzanne Bell
36:41
Use of a 3-D manipulative
Amanda Painter
36:43
using manipulatives to move the sounds
e11301
36:46
3d tolkens
CBrown@KPBSD.k12.ak.us
36:48
manipulatives
Andi Hakkinen
36:49
manipulatives
Missy McMillan
36:49
manipulative
Karin Halpin
36:49
manipulatives
Rod Lloyd Meade River School
36:53
3d manipulatives
Lori Crupi
36:54
differentiate
Nicole Ito
36:54
manipulatives
Mark J.B. Poyaoan
36:55
manipulatives
Ray Burns
36:55
Magnetic letters
Fleming_Storme
36:55
manipulatives
Mo
36:59
moving sounds through manipulatives
Kim Pherson
37:00
manipulatives
Vanissa Carbon
37:02
manipulatives
Stephanie Mullaly
37:05
Increase instructional time
Bob Hawkins
37:07
Intro suffix and prefixes - through representations
Duane
37:10
Stretching
Alex Tatum
37:12
manipletive
kathleen.abrams
37:12
manipulatives
lila johnson
37:15
Manipulatives
Paula Alvana
37:16
Alkonan(sp?) boxes
Darlene
37:19
stretching & repeating sounds & holding
Tricia Young
37:23
hand gestures
Duane
37:40
Stretching & repeating sounds
Rachel Phelps
37:42
Using a manipulative
Patti Lloyd, ECE/K @ MRS in ATQ
38:05
I thought not using manipulatives
Patti Lloyd, ECE/K @ MRS in ATQ
38:18
Was more advanced
Patti Lloyd, ECE/K @ MRS in ATQ
40:15
I understand now - misunderstood before - thanks!
Beth
45:26
brain fires when reading in certain places
Ray Burns
45:30
Its the process by which a fluent reads
Kim.Williams
45:32
neural pathways are formed making connections
e11301
45:33
4 part process model
Karin Halpin
45:34
Need phonological and orthographic for phonics
Nathan Pitt
45:37
Meaning only comes from instruction (teachers!)
Missy McMillan
45:45
p/o processing creates a new region of the brain, then meaning can happen
Rachel Phelps
45:50
Sound symbol relationship for decoding
Mo
45:51
phonological and orthographic needed
Amy Harren
45:53
where reading happens in specific parts of the brain
Kelly Longrich
45:53
Sounds and symbols work together
Tricia Young
45:55
Activate these processors everyday.
Nicole Ito
46:00
Phonological assembly
Bob Hawkins
46:02
Putting it together for meaning
Duane
46:04
Phonological processor - sounds,
circe schwentor
49:01
If they can not write in straight line is that a problem with Orthographic processing?
Lexie Domaradzki
49:59
it may indicate something of the nature with dysgraphia. A partner to dyslexia....not necessarily the orthographic processor but definitely a neurological issue
circe schwentor
50:32
thanks for answering
Kim.Williams
52:29
If words are not read by whole word memory, then why do so many programs use sight words?
Fleming_Storme
53:23
Would love advice for teaching sight words…..
Ray Burns
53:35
Because, frankly, they don’t know any better
Darlene
53:52
Yes, need advice for teaching sight words!
Shelby Skaanes
54:24
We hope you can join us next week! Lots to do with irregular high frequency words!
Cindy McKibben
54:26
That's great news about next week & irregular words!
Amanda Painter
58:16
aye!
Cindy McKibben
01:01:08
No one in their right mind would create this on purpose! :-)
LIZ KANE
01:01:12
Chicago
Kim Pherson
01:01:15
Christmas
carmen.russo
01:01:15
watch
Maria Morrison
01:01:16
match
Kelly Longrich
01:01:21
mach
Tricia Young
01:01:39
chorus
Duane
01:02:10
Chopan
Patti Lloyd, ECE/K @ MRS in ATQ
01:02:49
potato
Suzanne Bell
01:03:24
yacht
Donald Torres
01:04:18
How much time would you spend on long and short vowels? Hard and soft/c/ /g/?Is there an order to the letters to teach?
Lori Crupi
01:05:42
Nice, Suzanne!
Misty McCown
01:05:44
just dug out my sound cards from teaching first grade to use with my 6th grade intervention class,
Donald Torres
01:05:46
Wouldn’t the /y/ be difficult as well in many?
Lexie Domaradzki
01:05:56
There are many scope and sequences that could provide an order...more on that in a bit
Suzanne Bell
01:07:59
Do you have any recommendations for thorough Sound Spelling Card? I’m about to give up and make my own! Most I find to buy are incomplete.
Maria Morrison
01:09:46
Can we split this up into two days?
Maria Morrison
01:10:03
Lol!
Ray Burns
01:10:07
You almost have to
Shelby Skaanes
01:10:38
Lexie rarely says "no". Haha!
Fleming_Storme
01:11:55
How much time for #2?
Tricia Young
01:11:56
What were the minutes for 4, 5, and 6?
Katie Schneider
01:12:17
#2= 1-2 min
Duane
01:12:19
Sorry, encoding is how many minutes?
Donald Torres
01:12:24
I missed it too
Misty McCown
01:12:44
Muscle Memory
Kim Pherson
01:13:06
Would automatic word recognition be sight words?
Tricia Young
01:16:10
#5
Kelly Longrich
01:16:11
Step 5?
circe schwentor
01:16:12
how long for 5
Donald Torres
01:16:15
Yes!
Duane
01:16:15
#5?
Donald Torres
01:16:23
I subtracted!
Ray Burns
01:16:49
We do two reading with the decodables
Donald Torres
01:22:56
Can you say again
Donald Torres
01:23:40
How many times for the student to see and hear the letter
Misty McCown
01:24:26
long vowel... ;)
circe schwentor
01:25:03
Is there an order to introduce the sounds/letters?
Suzanne Bell
01:26:23
Yes please!
Karin Halpin
01:26:26
How many might you review with a student during intervention at a time?
Stacy Beesley
01:26:26
ME!!
Kim Pherson
01:26:31
Please
circe schwentor
01:26:32
yes, please
Suzanne Bell
01:26:33
I can’t get my district to get a program!
Andi Hakkinen
01:26:40
Yes, PLEASE!
Darlene
01:26:41
me too
Duane
01:26:41
Where do you get these type of cards
Suzanne Bell
01:27:06
Most are incomplete though!
Cindy McKibben
01:27:33
Can you add the scope & sequence to the resource page?
Shelby Skaanes
01:27:54
We will have that for you next week!
circe schwentor
01:27:55
I found a set on TPT
lila johnson
01:27:59
I also got a great sound wall on teacher pay teacher
Karin Halpin
01:28:16
can you see my question above?
Duane
01:28:59
A knowledge of options is wonderful
Lexie Domaradzki
01:29:21
Karin, I would review 5-6 that you have already taught! 1-2 new ones at a time and review of the ones you have taught
Karin Halpin
01:29:29
Thank you
Cindy McKibben
01:29:31
It seems that it would be important for a struggling reader to have consistency with the sound cards across their teachers
Darlene
01:29:55
I used to have sound spelling chart that was actually sounds of items. For example, the /a/ was a baby crying
Cindy McKibben
01:32:26
For KPBSD interventionists: email me if you need sound/spelling cards.
Misty McCown
01:33:06
yes
Cindy McKibben
01:33:16
This is one reason I love the REWARDS program!
Paula Alvana
01:36:07
And for corrections?
Duane
01:37:13
Would you do your instruction and student response
Kim Pherson
01:37:18
Are you tapping after they say the sound?
Lexie Domaradzki
01:38:06
she is tapping right before they respond. She cues, and then the signal....the respond right after the tap
Kim Pherson
01:38:24
Thank you
Suzanne Bell
01:42:11
And then they live in Tok. And it is a long o!
Cindy McKibben
01:45:46
I feel like you just taught us a magic trick
Ray Burns
01:46:10
I find using vowel first blending beneficial for my struggling readers
Duane
01:46:21
Can some boxes be skipped for certain students, or do you always do these sequentially as displayed?
Duane
01:48:58
Is this where assessments up-front come in handy
Ray Burns
01:49:09
Duane…If your students struggle with sound by sound blending…then go to the vowel first routine
Mark J.B. Poyaoan
01:49:42
Partial blends help emergent readers a lot based on my experience
Lexie Domaradzki
01:50:33
absolutely Mark, partial blends (unitizing) is a major skill that is necessary for students
Andi Hakkinen
01:52:59
YES!
Darlene
01:53:01
yep
Stephanie Mullaly
01:53:10
everyday
Kim Pherson
01:53:11
It usually starts with the ending sound
circe schwentor
01:55:14
Is there a list of all the stop sounds?
circe schwentor
01:55:36
thank you!
Cindy McKibben
01:55:46
We need a webinar just on blending routines!
Bob Hawkins
01:55:58
Thanks!
Kim Pherson
01:56:29
yes
Suzanne Bell
01:56:30
Yes
CBrown@KPBSD.k12.ak.us
01:56:30
yes
Cindy McKibben
01:56:31
yes
Mrs. Richards
01:56:32
yes
Mc Kerwin Niño Acdal
01:56:33
yes
Patti Lloyd, ECE/K @ MRS in ATQ
01:56:34
YES
Karin Halpin
01:56:36
yes
Nicole Ito
01:56:46
yes
Dan May
01:58:21
The attaching the vowel to a consonant works when it is attached to the 3rd letter on most of these!
Duane
01:58:37
Now that we have practiced it, can we hear how you would do it please
Bob Hawkins
01:58:46
done
Andi Hakkinen
01:58:47
done
Cindy McKibben
01:58:47
done
Duane
01:58:47
Done
Patti Lloyd, ECE/K @ MRS in ATQ
01:58:48
DONE
Lori Crupi
01:58:49
done
Fleming_Storme
01:58:49
done
Paula Alvana
01:58:49
done
Karin Halpin
01:58:49
done
Karen Reese
01:58:50
Done
Suzanne Bell
01:58:50
done
suzanne walters
01:58:50
done
Kelly Longrich
01:58:50
done
circe schwentor
01:58:50
done
Rod Lloyd Meade River School
01:58:50
done
Kim Pherson
01:58:51
done
Kim W.
01:58:51
done
Nathan Pitt
01:58:51
finished
carmen.russo
01:58:51
done
Ray Burns
01:58:51
done
Nicole Ito
01:58:52
done
mabel.pilapil
01:58:52
done
LIZ KANE
01:58:52
done
Kelsey
01:58:52
done
Missy McMillan
01:58:53
done
Darlene
01:58:53
done
Mo
01:58:55
done
Mc Kerwin Niño Acdal
01:58:56
done
Rachel Phelps
01:58:56
done
kathleen.abrams
01:58:58
done
Dixon
01:59:00
Done
Judith
01:59:03
done
Patti Lloyd, ECE/K @ MRS in ATQ
01:59:09
Especially past and step
Jennifer Hubbard
01:59:26
done
Stephanie Mullaly
02:00:13
What do you do if students makes an error?
Rachel Phelps
02:02:01
thanks i thought it was my internet connection that caused the delay
Suzanne Bell
02:02:01
Everything. Even though I have been through this before this is much deeper
Cindy McKibben
02:02:04
When to use the different blending routines
Tricia Young
02:02:05
blending routines
Bob Hawkins
02:02:05
Stop sound is new -
Duane
02:02:07
Sound spelling cards
Karin Halpin
02:02:07
Sound cards and not to access the memory part of the brain
Dixon
02:02:07
Blending routines
Mo
02:02:11
teaching vowel first
CBrown@KPBSD.k12.ak.us
02:02:11
sound spelling cards
Darlene
02:02:12
Hook it to the vowel was good to me to know.
Kelsey
02:02:14
When to use different blending routines
Karen Reese
02:02:14
The development levels of cvc words.
Kelly Longrich
02:02:16
Sound spelling card usage
Ray Burns
02:02:17
Reinforcing blending routines
Lori Crupi
02:02:17
The explicitness of the instruction
Kim W.
02:02:18
The blending routines, especially the lack of pausing
Kelsey
02:02:18
and the connection to older kids
mabel.pilapil
02:02:18
Blending routines
Missy McMillan
02:02:20
purposes of different blending routines
Andi Hakkinen
02:02:21
blending routines
Fleming_Storme
02:02:22
hooking vowels to the consonant
suzanne walters
02:02:22
I’ve learned to be explicit with the sound spelling chards
Paula Alvana
02:02:29
Blending routines are the most important for me, especially the routine of “hook it to the vowel…”
Rod Lloyd Meade River School
02:02:30
Levels of sound by sound progression
Beth
02:02:34
I am truly amazed, new to this and what was truly important is less talk...activate the correct areas of the brain
Nicole Ito
02:02:35
When making corrections, back up 2 stimuli to represent the error
Nathan Pitt
02:02:35
Blending routines and hooking to the vowel!
LIZ KANE
02:02:42
Great modeling of effective instruction.
Jennifer Hubbard
02:02:44
anchoring vowel /blending routines
Bob Hawkins
02:02:45
Not allowing students language when introducing letter cards
Amanda Painter
02:02:46
The quick trans between blend And word
Nathan Pitt
02:02:47
I did not notice a delay
e11301
02:02:52
different # of fingers for different spelling of phonemes
Rachel Phelps
02:03:03
the purpose of routines and importance of the consistency
Kim Pherson
02:03:30
Blending routines, the lesson squence
Amanda Painter
02:04:30
I like the attaching the vowel sound to the consonant too!
Dan May
02:04:49
yes
Duane
02:05:07
Where can we get the IES Practice Guide you displayed earlier?
Shelby Skaanes
02:05:19
Yes! So helpful to model that approach! Sets them up for success with word reading!
Suzanne Bell
02:05:46
With much of blending being linked to short term memory would working on that process be helpful?
Katie Schneider
02:05:58
https://ies.ed.gov/ncee/wwc/practiceguide/21
Duane
02:06:33
Thank you!
Shelby Skaanes
02:07:37
Thank you Katie! You beat me to it. :)
Bob Hawkins
02:10:41
Do you always use REAL words? Every nonsense words?
Bob Hawkins
02:10:53
ever
Judith
02:13:10
This totally makes sense!
Kim W.
02:13:44
It is a predictable rhythm
Missy McMillan
02:13:47
the students are still blending, but just in their minds and quickly
Darlene
02:14:10
All of your information just confirms so much of what I know and it's adding to my knowledge
Duane
02:14:20
Please blend coin
Tricia Young
02:15:03
What about teaching the /ow/ with 2 sounds?
Donald Torres
02:15:05
One of those 44
Duane
02:15:06
Thank you
Karin Halpin
02:27:45
Thank you Lexie and Shelby
Dan May
02:27:49
Thank You
Lori Crupi
02:28:02
Great info. Thanks very much
Shelby Skaanes
02:28:15
Always a pleasure to spend a Monday evening with you all!
Donald Torres
02:28:17
Thank you!
Cindy McKibben
02:28:18
Goodnight & thank you for a great session!
Donald Torres
02:28:25
Great session, today!
Melissa Crane - Tech Host
02:28:28
Survey 3 – https://www.surveymonkey.com/r/7JNRT85
Kelly Longrich
02:28:28
Thank you. So informative!
LIZ KANE
02:28:30
This session was AMAZING. Thank you!
Andi Hakkinen
02:28:33
Thank you! Tonight was SO helpful! Eager to use some of these things with my kiddos tomorrow :)
Duane
02:28:34
Thank you all
Fleming_Storme
02:28:41
Thank you
lila johnson
02:28:45
Thank you
Donald Torres
02:28:48
Thank for your patience
Dixon
02:28:50
Thank you!
Ray Burns
02:28:50
Thank you
Karen Reese
02:28:51
Thank you, all!
Judith
02:28:52
Thank you!
Nathan Pitt
02:28:52
THANK YOU!
Nicole Ito
02:28:55
Thank you!
Melissa Crane - Tech Host
02:28:55
Survey 3 – https://www.surveymonkey.com/r/7JNRT85
Rachel Phelps
02:29:03
Thank you. Lots of practical ideas.
circe schwentor
02:29:05
Thanks ! Today was awesome!
Tricia Young
02:29:08
Thank you! I feel more equipped to teach my intervention students!
Kim W.
02:29:17
Thanks!
Elise Barrett
02:29:52
Thank you, great session!
Jennifer Hubbard
02:30:29
will you post the literacy routine map on the resource page? I know its on the chat but would be helpful here as well.
Shelby Skaanes
02:30:44
We will Jennifer!
Lexie Domaradzki
02:30:49
Absolutely!
kathleen.abrams
02:30:55
pleases put survey info up again
Melissa Crane - Tech Host
02:31:04
Survey 3 – https://www.surveymonkey.com/r/7JNRT85
Bob Hawkins
02:32:57
I appreciate seeing the feedback from the group - bar graphs.
Misty McCown
02:33:04
THANK YOU!!!!