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The Science of Reading Part 4 - Shared screen with speaker view
Bob Hawkins
29:27
Welcome - Nice to be here
Andi Hakkinen
31:15
Understanding/properly blending STOP sounds!
Karin Halpin
31:18
Assessed students to place in interventions for phonological skill building
Fleming_Storme
31:19
“My turn, your turn”
Mo
31:19
Explicitly teaching different sounds in each small group
Edan
31:20
vowel first blending
Darlene
31:24
Vowel-First Blending
circe schwentor
31:24
Blending and stop sounds
Nicole Ito
31:26
Using sound-spelling cards and then reviewing on the board
Dixon
31:27
My turn, your turn
Kelly Longrich
31:29
Vowel first blending practice
Emma Henze-Nelson
31:29
My turn your turn
Missy McMillan
31:34
stop sounds
e11301
31:34
3d tiles for intensification with blending
Suzanne Bell
31:37
The Literacy Instruction Routines
Patti Lloyd, ECE/K @ MRS in ATQ
31:39
Routine, routine, routine
Courtney Hudson
31:41
Using the segmenting cards in small groups
Ray Burns
31:42
We have been in remote for the 6th week
Lori Crupi
31:44
segmentation strategies
rodney.lloyd
31:44
Instructional
Amanda Painter
31:45
no extra talking, just pointing and saying "sound" then "word"
Nathan Pitt
31:48
Structure of lessons
Kim W.
31:50
Increased understanding of phonological awareness & the importance of the ability to manipulate segments within words.
SVA Elementary
31:51
Correction routine
rodney.lloyd
31:54
Instructional routines
Bob Hawkins
31:58
The POWER the teacher has - sharing impts of connecting with goal Structure of lessons
Maria Morrison
32:00
Foundational lessons
kathleen.abrams
32:04
my turn your turn
Judith
32:05
I did the vowel first today and kids had a very easy time reading new words.
Paula Alvana
32:09
I’ve been working on foundation skills
Duane
32:10
Sorry, just connecting
Kim Pherson
32:12
sound spelling card routine
Tricia Young
32:15
pointing with one finger for one sound two fingers for two sounds
Elise Barrett
32:26
I shared with colleagues about how much I’m learning. I also am using my turn, your turn
Kim W.
32:59
Also that the "talking things out" part of the brain is different from the automatic response part (phoneme recall).
Patti Lloyd, ECE/K @ MRS in ATQ
33:57
I also like that - stop the extra talking.
Karin Halpin
34:05
250
Mo
34:07
250
Suzanne Bell
34:08
250
Amanda Painter
34:08
250
Judith
34:09
250
Kim W.
34:10
250
Andi Hakkinen
34:10
250
Nicole Ito
34:11
250
Patti Lloyd, ECE/K @ MRS in ATQ
34:11
250
Rochelle
34:12
250
Bob Hawkins
34:12
250
Fleming_Storme
34:13
250
rodney.lloyd
34:13
250
Tricia Young
34:14
250
Ray Burns
34:14
250
Dixon
34:15
250
e11301
34:15
250
Kelly Longrich
34:15
250
Lori Crupi
34:15
250
mabel.pilapil
34:16
250
Kim Pherson
34:19
250
Paula Alvana
34:19
250
Maria Morrison
34:19
250
vanissa carbon
34:20
250
Darlene
34:22
250 of course
Duane
34:24
250
Missy McMillan
34:54
continuous
SVA Elementary
34:56
Sound-sound
Kelly Longrich
34:59
Whole Units?
Nicole Ito
35:01
Sound by sound
Lori Crupi
35:05
recoding
Tricia Young
35:05
Sound by sound
Bob Hawkins
35:08
Stop Sound out the beginning
Suzanne Bell
35:08
Sound by sound
Karin Halpin
35:08
Hmmm, I’m not sure
Darlene
35:14
Not sure
Paula Alvana
35:20
Yikes, I don’t remember
Mo
35:24
sound by sound
Rochelle
35:33
Ah, thanks for the reminder!
kathleen.abrams
35:38
sound by sound
Suzanne Bell
37:03
5
Suzanne Bell
37:04
6
Karin Halpin
37:04
5
Paula Alvana
37:05
4
Andi Hakkinen
37:06
4
Kim W.
37:07
5
Mc Kerwin Niño Acdal
37:07
5
Patti Lloyd, ECE/K @ MRS in ATQ
37:09
5
Ray Burns
37:10
5
Amanda Painter
37:12
4
Nathan Pitt
37:12
5
circe schwentor
37:13
5
Duane
37:14
5?
Darlene
37:17
5
vanissa carbon
37:18
5
Fleming_Storme
37:18
5
Aleta May
37:20
5
Mo
37:24
4
Rochelle
37:30
I thought it was four. :)
Mark J.B. Poyaoan
37:43
4
circe schwentor
38:28
could u do that on emore time
Bob Hawkins
38:32
I’m not sure I remember that from last week - interesting
circe schwentor
39:02
Or is that in one of the videos?
Lori Crupi
39:54
why is str not a grapheme you do all at once?
Kim Pherson
40:21
Is there somewhere that says what grade levels are suggested for the blending routines?
Lori Crupi
40:42
Thanks
Rochelle
40:53
Thank you for modeling this!
Suzanne Bell
40:59
So church?
Suzanne Bell
41:30
Perfect :)
Rochelle
41:37
Good one!
Judith
41:51
how many phonemes in ur?
Suzanne Bell
42:07
1
Judith
42:15
Thanks! :)
Aleta May
42:43
Lexie, your picture is tiny and sometimes when you hold up the marker board it has a glare on it.
Aleta May
42:58
oh, sorry
kathleen.abrams
43:01
could you repeat that
circe schwentor
43:33
could you do vowel first real fast?
circe schwentor
43:45
thank you
Katie Schneider
44:15
move from partial sounds to whole words
Ray Burns
44:17
It introduces the vowel sound first
Paula Alvana
44:21
?
Cindy McKibben
44:22
I don't remember, but I loved it!
Kim Pherson
44:24
notice vowel pattern first
Darlene
44:26
Maybe moving away from blend now
Kelly Longrich
44:26
They look for the vowel sound first
Nathan Pitt
44:29
Not sure...
Nicole Ito
44:30
Unitizing to whole word
Bob Hawkins
44:30
Accuracy of the vowel sound
Courtney Hudson
44:32
Not sure
Tricia Young
44:38
introduces most difficult sound first
SVA Elementary
44:42
It often helps struggling readers because it causes them look closely at the vowel
Duane
44:43
Spot the vowel, read the word
Lori Crupi
44:52
vowel is tricky part so that helps with attention'
Ray Burns
45:07
Accuracy is what I was referring to :)
Mo
45:08
looking at vowels first and seeing the whole word
Amanda Painter
46:25
Looking first at the vowel team, then adding into the parts of the word that are around it.
Rochelle
46:38
Hey Amanda!
Aleta May
49:24
YES
Aleta May
49:33
thank you!
Karin Halpin
50:18
Why don’t you sound the other letters too?
Karin Halpin
50:56
thanks, that makes sense
Lexie Domaradzki
51:58
Absolutely Aleta! Thank YOU
Karin Halpin
53:51
Good to go
Tricia Young
53:51
If they choose the wrong /ow/ sound, then try the other sound.
Duane
53:58
Yes
Amanda Painter
53:58
I have been doing that since last week, and the kids get it quickly. I am the one who stumbled a little!
Darlene
53:59
Thank you!
Paula Alvana
54:08
Good to go
Missy McMillan
54:12
important to maintain perky pace
Katie Schneider
54:15
do you use the number of fingers to represent the number of letters in the vowel combos?
Bob Hawkins
54:21
Do you each gh and where it falls?
Bob Hawkins
55:48
teach
Bob Hawkins
56:22
Will you demo light
Darlene
56:27
In one program it taught ough makes 6 sounds
Bob Hawkins
57:00
thanks
Stephanie Mullaly
57:24
When introducing vowel first, do you begin immediately with long vowel combinations, or do you begin with known words, such as CVC words or CCVC words?
Stephanie Mullaly
59:45
Thank you
Andi Hakkinen
01:03:15
walked
Andi Hakkinen
01:03:18
nope, sorry!
Tricia Young
01:03:22
jumped
Darlene
01:04:30
Lexie, I was taught that the 3rd sound is /ed/? Hmm
Andi Hakkinen
01:04:40
Is there a preferred resource for suffix cards? I don't always have complete sets of materials.
Darlene
01:05:22
Ok, thank you, ladies.
Cynthia’s iPhone
01:05:56
Reading Rewards!!!!
Suzanne Bell
01:06:02
How many would you teach at a time?
Suzanne Bell
01:06:14
We don’t have a program
Suzanne Bell
01:06:18
AT ALL!!!
Suzanne Bell
01:06:20
:(
Andi Hakkinen
01:06:30
Thank you!
Darlene
01:08:48
Great, I just taught all three today with a word list!
Tricia Young
01:09:53
Love REWARDS!
circe schwentor
01:13:45
could someone repeat how it sounds
circe schwentor
01:13:53
like what the student says
Karin Halpin
01:15:23
for hiking we usually say hi-king
Karin Halpin
01:16:52
Right, though when we speak it we say…
circe schwentor
01:16:55
thanks for modeling that
SVA Elementary
01:17:35
Yay! Thank you!
Bonnie Goen
01:17:59
yes I do have everyone’s email
Lexie Domaradzki
01:18:17
Wonderful, thank you Bonnie
Duane
01:23:06
Example of temporarily irregular words?
Lexie Domaradzki
01:23:20
then
Lexie Domaradzki
01:23:24
she
Lexie Domaradzki
01:23:41
students haven't been taught the th or she or long e yet
Darlene
01:24:19
Could you put this map in our resource area?
Darlene
01:24:32
Ok
Bonnie Goen
01:25:30
yes it is on the resource page)https://asdn.org/webinar-resource-page-fall-2021/
Duane
01:30:50
Neat, thank you!
Lori Crupi
01:31:02
you did have him take a guess at a sound
Missy McMillan
01:31:03
there is a really nice video set of heart words available online
Judith
01:31:04
I have kids put a heart on top of the tricky part ( from Really Great Reading)
Fleming_Storme
01:31:05
the heart word strategy is new to me
Kim W.
01:31:09
quick-paced rhythm
Andi Hakkinen
01:31:09
Reviewing the "tricky part" by saying it and spelling it again. So helpful!
Karin Halpin
01:31:10
highlight what sound ai makes in said
Mo
01:31:11
good routine and modeling
Nathan Pitt
01:31:12
First acknowledge “normal” vowel sound
Liz Kane
01:31:13
even on the tricky words, most parts are decodable.
Dixon
01:31:14
Heart word
Rod Meade River School
01:31:15
Quick pace
Bob Hawkins
01:31:16
They must know their vowel sounds to take part in this.
Ray Burns
01:31:16
Most have one irregular sound
Duane
01:31:17
Loved the flow
mabel.pilapil
01:31:18
heart
Beth
01:31:18
modeling say it spell it
Tricia Young
01:31:21
Identifying the "tricky part" and drawing the heart.
Darlene
01:31:22
scaffolding - I'm wondering why it is spelled said?
Kelly Longrich
01:31:22
You point out the parts that they know, and the part that is strange, and needs to be remembered.
Mark J.B. Poyaoan
01:31:23
Step by step to get the tricky part
Ray Burns
01:31:23
brisk
Nicole Ito
01:31:25
Tricky part
e11301
01:31:26
modeling words outloud
Aleta May
01:31:27
At what point do we turn sight words into words that can be sounded out? Like /th/ /ey/ they
Rochelle
01:31:27
Pointing out that /ai/ doesn't make the expected sound.
Paula Alvana
01:31:33
The “tricky part” is tricky for the teacher
Donald Torres
01:31:33
Remind them of the vowel sound ahead of time
kathleen.abrams
01:31:44
Say it spell it say t
Bob Hawkins
01:31:46
Your pacing was pretty fast.
Donald Torres
01:32:08
“Ai” equal “e” sound
Ray Burns
01:33:16
I like see it, say it, write it with my kiddos
Suzanne Bell
01:33:23
This is why I hate the word of
Fleming_Storme
01:34:04
How would you teach……..of?
Darlene
01:34:28
Great question Storme.
Suzanne Bell
01:34:47
I say it is a word you have to just know wby heart
Suzanne Bell
01:34:56
Know by*
Mo
01:37:26
present s sound talk about ai sound being e and ending sound as d
Jennifer Hubbard
01:37:45
Is the literacy routing map posted somewhere? I looked for it on resource page but don't see it.
Bonnie Goen
01:38:02
Will Do
Tricia Young
01:38:04
I could not find it either.
circe schwentor
01:39:05
they have great videos that support that
Missy McMillan
01:39:59
when to use heart words as opposed to say spell say
Fleming_Storme
01:40:06
heart words was new
circe schwentor
01:40:13
A sight word can be a CVC word , using heart words for irregular spelling
Rod Meade River School
01:40:15
The say it, spell it, say it has been powerful for my classroom
e11301
01:40:18
that irregular words are mostly regular
Courtney Hudson
01:40:18
The difference between high frequency words and sight words
Ray Burns
01:40:19
We need to focus on orthographic mapping…not having kids memorize HFW
Karin Halpin
01:40:20
A way to teach sight words
Dixon
01:40:21
Heart words
Andi Hakkinen
01:40:22
Words are not stored based solely on seeing the word repeatedly/rote memorization.
Nicole Ito
01:40:22
High frequency words and sight words are not the same thing
Mo
01:40:26
say it spell it say it
Darlene
01:40:26
Not the shape of the word.
Beth
01:40:26
reading the word many times also solidifies into sight bank
Lori Crupi
01:40:26
sight words are not just memorizing how a word looks
CBrown@KPBSD.k12.ak.us
01:40:29
method for teaching sight words
Kelly Longrich
01:40:31
I will start use it say it spell it say it.
Nathan Pitt
01:40:32
Memorizing words is not how we learn to read 🙂
kathleen.abrams
01:40:34
Heart words are new to me
Bob Hawkins
01:40:36
Interesting that usually only one part of a word is irregular
Duane
01:40:37
Vowel first, then blend
Patti Lloyd, ECE/K @ MRS in ATQ
01:40:42
Say it, spell it, say it
SVA Elementary
01:40:46
When teaching them segment them. To help them see it is not all irregular sounds
Kim W.
01:40:46
multisyllabic vowel first blending and say it, spell it, say it
DALE SWEETSER
01:40:46
high frequency v sight words...not just a rote word list
Suzanne Bell
01:40:50
Most sight words are not completely undecodable. It is usually just one part
Kim Pherson
01:40:50
Say it, spell it, say it
Rochelle
01:40:52
70,000 words in our stored memory. Amazing!
Tricia Young
01:40:59
Identifying sounds we know in sight words, and scaffold the "tricky sound".
Lori Crupi
01:41:06
see it spell it say it is all new
Ray Burns
01:41:20
Question…should we get rid of of word walls altogether and put up sound walls?
Bob Hawkins
01:41:22
I would like the 70,000 is based on someone who reads
Paula Alvana
01:41:26
I wish I had a class to practice this and to know that we don’t learn words by their looks.
Mark J.B. Poyaoan
01:41:27
pacing is important
Patti Lloyd, ECE/K @ MRS in ATQ
01:41:27
Of is an awful word :-)
Tricia Young
01:42:11
Can we make motions to go with sight words to help remember and store words?
Donald Torres
01:42:18
I LIKE the sound wall idea!
Ray Burns
01:42:51
Didn’t mean to putt you on the sport
Aleta May
01:42:53
Me too, Donald
Rod Meade River School
01:43:20
Our sound wall really grew when we began to write more, students found it useful
Dan May
01:43:36
Knock it off the gnome
Darlene
01:43:49
I'm interested in the sound wall & what a good one would look like.
Paula Alvana
01:43:54
This conversation makes me think about how non hearing folks learn to read.
Rochelle
01:44:09
Good point, Paula!
Bob Hawkins
01:44:26
That comment holds true with word walls, as well.
Duane
01:45:57
What is connected text?
Aleta May
01:46:05
Do you have a picture example of a sound wall?
Duane
01:46:42
Thank you
Shelby Skaanes
01:47:30
Reading Rockets will also have a resource to support your continued understanding of the use of sound walls. Just type "sound walls" right into the search bar at the Reading Rockets website.
Shelby Skaanes
01:48:36
Mary Dahlgren (Tools 4 Reading) is also leading the work with the effective use of sound walls in classrooms. You can find more info at her website. She has a blog that is informative.
Judith
01:49:41
Is this particular slide included in the resource?
Ray Burns
01:49:58
The rebus uses icons doesn’t it?
Judith
01:50:01
Thanks!
Shelby Skaanes
01:50:08
We will post this powerpoint!
Suzanne Bell
01:51:04
Knowing this I would have been a little less critical of Reach for Reading. (Only a little.)
Donald Torres
01:52:13
Students confidence in reading developing earlier with decodable text
Katie Schneider
01:54:42
blends and digraphs
Aleta May
01:55:07
take may need to be taught as a sight word since it appears that the rest of the text is all in short vowels.
Courtney Hudson
01:55:20
Wh digraphs
suzanne walters
01:55:23
Consonant blends, short vowels
Tricia Young
01:55:26
consonant blends, silent e words, irregular words, vowel teams, CVC words
Andi Hakkinen
01:55:26
Short vowel sounds, silent e, digraphs, familiarity with letters that make multiple sounds (short e, long e).
Katie Schneider
01:55:28
Br
Katie Schneider
01:55:31
st
Ray Burns
01:55:33
Letter Tt
Karin Halpin
01:55:34
short e, i, o blends st, br,
Lori Crupi
01:55:35
st
suzanne walters
01:55:36
br
Suzanne Bell
01:55:36
a_e, th, oo, wh, is (iz),
Mrs. Richards
01:55:38
oo
Aleta May
01:55:42
they learned consonant blends like Br st dr
Rochelle
01:55:43
a_e
Beth
01:55:44
long a, short i,u,e,o and wh digraph
suzanne walters
01:55:47
A,e,o,i
Fleming_Storme
01:55:48
s
Tricia Young
01:55:49
nt, st,
Ray Burns
01:55:51
Blends Br st
Judith
01:55:53
consonant blends br, dr,
Donald Torres
01:55:54
Silent “e”
Mo
01:55:55
a-e st br wh
Katie Schneider
01:55:56
is
suzanne walters
01:55:58
st
suzanne walters
01:56:01
nt
Rochelle
01:56:02
what, and, too
Stephanie Mullaly
01:56:02
Read this book with my students today! Focused on st
Liz Kane
01:56:05
oo, a_e, what, s says /z/,
SVA Elementary
01:56:07
Wh, a (ah), a_e, br, s(z)
Jennifer Hubbard
01:56:08
a_e, th, wh, initial blends, he, too, is the
Duane
01:56:08
Long a, oo, short a, e, I, o, u
Tricia Young
01:56:09
oo
Darlene
01:56:10
High Frequency word what
Rochelle
01:56:11
/oo/
Nicole Ito
01:56:12
/u/ /I/
Bob Hawkins
01:56:19
Need to know /ae/, /I/, /e/, /o/, /a/, /u/, work on what - doesn’t play fair
Nathan Pitt
01:56:20
Wh, oo, nt, br, s - /z/
Paula Alvana
01:56:30
S - /z/
Nicole Ito
01:56:37
Sorry short i
Paula Alvana
01:58:58
Is there a website for teaching reading to kiddos who are not verbal. I have a preschooler with only a few words and sounds that he can form, and there is a k student that virtually does not speak at all. He has only been with a 2 or three days and has been heard to only laugh and grunt.
Lexie Domaradzki
01:59:56
Hmmmmm, let me give that some thought Paula!! I think there is but I am not sure of the reference
Paula Alvana
02:01:05
Thank you Lexie
Aleta May
02:03:31
yes
Aleta May
02:03:48
nice split screen; even better full screen
Katie Schneider
02:06:36
So to clarify, a decodable text might be decodable for one student but not another?
Karin Halpin
02:06:37
No, you have taught us well
Kim Pherson
02:06:38
You said read, would you decode as you go along?
Duane
02:06:47
What is prosody?
Aleta May
02:06:52
What do you think about using fingers under the words and reading guides?
Kelly Longrich
02:07:24
For older readers, 5th grade, who are missing accuracy, do you still do point to each word and read?
Aleta May
02:07:26
Prosody includes voice inflection and attention to punctuation.
Aleta May
02:07:54
thank you for asking that Kelly
Donald Torres
02:08:05
Would you read with expression
Katie Schneider
02:08:56
That's what I meant, based on what I have taught
Kim Pherson
02:10:21
Yes, thank you.
Kim Pherson
02:11:40
Would you use a patterned book or rebus text while you are teaching a blending routine before you introduce the decodable?
Judith
02:11:41
So would you decode words first with students before you do a fluency assessment like RRs?
Tricia Young
02:12:26
Accuracy with older students(3rd-5th) would depend on vocabulary knowledge as well, correct?
Judith
02:13:02
Yes. I mean Running Records
Aleta May
02:14:17
When I see Robust Vocabulary word walls that are not natural for students to read, the first thing I want to do is to use syllabication to help them read these words out of context once they are placed on the wall. Is this wrong thinking?
Lexie Domaradzki
02:15:27
absolutely Aleta. Pronunciation, decoding word parts and then blending syllables together
Dan May
02:16:00
https://www.mrsjudyaraujo.com/free-decodable-and-sight-word-stories/
Dan May
02:16:07
freebee
circe schwentor
02:16:40
High Noon books has great decodables especially for older students. They are not cheap, though
Melissa Crane - Tech Host
02:17:34
Survey 4 – https://www.surveymonkey.com/r/7QKLPGT
rayburns
02:17:34
The reading brain
Tricia Young
02:17:36
Decodable texts building confidence.
Darlene
02:17:36
Guessing what a word is, is NOT a good strategy!
Donald Torres
02:17:36
Your modeling!
Nicole Ito
02:17:42
I loved the blending routines and the Literacy Routine Map
Courtney Hudson
02:17:43
I have gained a ton from this webinar!! Hard to choose. I will defi
Donald Torres
02:17:48
The brain piece!
Mrs. Richards
02:17:50
Yes the modeling was great to see!
CBrown@KPBSD.k12.ak.us
02:17:51
explicit instruction, I do you do
Nathan Pitt
02:17:51
We don’t naturally know how to read!
Kim W.
02:17:52
your modeling of the explicit teaching for phonemes!!
rayburns
02:17:55
Deeper understanding of the ROPE
Missy McMillan
02:17:57
reading purpose determines which type of text to use
SVA Elementary
02:18:01
It was really helpful to take a look at the sounds needed for students to read a “decodable” text
circe schwentor
02:18:03
The my turn, your turn
Mo
02:18:04
scope and sequence
Andi Hakkinen
02:18:04
Reading is not inherent. THANK YOU for the modeling! So helpful!
Beth
02:18:05
The modeling of the routines, the I say, this was amazing. I have learned a great deal.
Rochelle
02:18:05
My turn, your turn.
Tricia Young
02:18:06
Expose kids to above level books in read alouds.
Bob Hawkins
02:18:06
Such a nice in-depth overview of the 5 areas of reading. Would love more on comprehension - another opportunity
Judith
02:18:06
The importance of explicit instruction..!
Maria Morrison
02:18:07
Scarborough Reading Rope
Rod Meade River School
02:18:12
This was a just right class at the right time for my classroom. All the topics were instantly used in my classroom.
Fleming_Storme
02:18:17
explicit instruction
Mark J.B. Poyaoan
02:18:20
We cannot expect children to read if we have not prepared them through routines and explicit instruction.
mabel.pilapil
02:18:22
Blending routines…
Courtney Hudson
02:18:23
Will Definitely look into the literacy routines for the future
Kim Pherson
02:18:24
I have learned a lot. Thank you for all of the information. I look forward to applying it my classroom.
Dixon
02:18:25
Reading doesn’t come automatically
Kelly Longrich
02:18:31
Vowel first decoding has changed my game.
rayburns
02:18:33
Also not to take blending routines for granted
Rochelle
02:18:34
Thanks for the vowel first teaching.
Suzanne Bell
02:18:35
It isn’t natural to read. The scope is amazingly helpful as is the literacy routines with the videos
e11301
02:18:38
explicit instruction - tight timing to keep the brain focused on phonemes/gramenes
Liz Kane
02:18:41
All of this information has been beneficial to me and my students. Thank you!!
Bonnie Goen
02:18:44
yeah
Paula Alvana
02:18:48
Your first webinar has been making me think about how I should go about teaching letters and letter sounds in preschool. Do I teach the students letter recognition, or do I need to wait until I teach the sounds, but then they have nothing little to associate that sound.
Bob Hawkins
02:18:49
awesome
kathleen.abrams
02:18:59
The modeling has been excellent! Thank you forall your work!
Beth
02:19:01
thank you so much, very very useful
Sam Jordan
02:19:01
2022 RTI Conference: Want to continue your Science of Reading journey? The RTI Conference will have an 18-session strand on the science of reading with Anita Archer, Pam Kastner, Lexie Domaradzki, Shelby Skaanes. Details here: https://asdn.org/2022-rti-mtss-effective-instruction-conference/
Duane
02:19:05
We have already made changes in our classroom to align our instruction with what we have learned
Rochelle
02:19:13
Thank you so much for this. This is the second time I have taken a course from you and it has been so very helpful.
Nicole Ito
02:19:20
I too would enjoy taking a class on the language comprehension strand
Jennifer Hubbard
02:19:24
So thankful, so much great info!
Mo
02:19:28
thanks appreciate your efforts and information
Tricia Young
02:19:29
Thank you! I was wanting to fine-tune my reading instruction.
vanissa carbon
02:19:38
Making sure the child is ready also helps
Judith
02:19:50
Is it still virtual this year?
Darlene
02:19:54
I appreciate the information you have graciously shared with us.
Rochelle
02:19:55
A veritable Who's Who at the RTI conference!
Lori Crupi
02:19:57
Great info! Thank you very much.
Tricia Young
02:20:00
This will help to instruct smarter, and not just skill and drill.
Donald Torres
02:20:11
Thank you!
Melissa Crane - Tech Host
02:20:12
Survey 4 – https://www.surveymonkey.com/r/7QKLPGT
Fleming_Storme
02:20:15
THank you
Duane
02:20:20
Thank you both very much!
Donald Torres
02:20:23
Happy Thanksgiving!
Patti Lloyd, ECE/K @ MRS in ATQ
02:20:24
That you showed us what you were teaching - your examples were fabulous. Showed us what I was teaching was in the right direction but tweaked me to do things correctly/better.
Sam Jordan
02:20:25
Wonderful job Lexie and Shelby
Donald Torres
02:20:33
Happy Holidays!
circe schwentor
02:20:33
Thank you so much for a wonderful class!
Suzanne Bell
02:20:49
Thank you!!!!
Dan May
02:21:01
Thank You Both
Patti Lloyd, ECE/K @ MRS in ATQ
02:21:25
I didn’t want to give up my word wall - but a sight wall does make sense!!
Shelby Skaanes
02:21:34
Thank you! Loved spending Monday evenings with you all. Wishing you all a wonderful and peaceful Thanksgiving.
Tricia Young
02:21:39
Did we find that Literacy Map Guide?
Liz Kane
02:21:59
Thank you!
Patti Lloyd, ECE/K @ MRS in ATQ
02:22:12
Thank you all for making this possible and sharing your wisdom with us!!
Lexie Domaradzki
02:22:20
You have all been a delight!! Happy Thanksgiving!!