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K-12 Evidence-Based Literacy Instruction: Implementing a Collective Effort to Support Students Part 3 - Shared screen with speaker view
Pamella Simpson
35:17
No more mud
Julia Boynton
35:17
Moose hunting and harvesting the garden :)
Lisa
35:32
Having a snow day on Nov. 2!
troypoage
35:39
Tree colors
Anne Magalsky
35:40
The cranberries!
dianakurka
35:46
Wonderful walks with the golden leaves!
Coach Bentz
35:49
duck hunting and the leaves changing colors!
Anne Magalsky
35:52
Beautiful sunsets!
Melissa
35:53
The beautiful fall colors, especially this year
MirabelleNausialuataqblossom
35:53
It starts getting darker
Lydia Zeisel
35:58
Getting back to a regular schedule
Kaleigh Ryno
35:59
changing of the colors
Fran
36:05
Changing colors of the tundra, sunsets
michelle.amundson
36:15
Colors
Sherri
36:25
The berries and changing of the colors of the vegetation.
Sheree Smith
36:32
The bugs are gone!
KyraHarvey Vucasovich
36:37
fishing
Elena Allers
37:20
In the interior it’s the fall colors. In Barrow it’s the slush on the ocean. Called Qinu in Inupiat. It’s the first stage to get Sea Ice.
Lisa
39:29
stamina to complete a reading
becky.long
39:34
Difficulty decoding words
Lydia Zeisel
39:37
They don’t remember what they read
Kaleigh Ryno
39:41
still downloading the document. But one first comes to my mind is low vacb
Sheree Smith
39:42
Either phonics or comprehension
Elena Allers
39:43
vocabulary
Kaleigh Ryno
39:43
vocab
Coach Bentz
39:46
understanding the content
Julia Boynton
39:47
Dialectal differences and lexicon
KyraHarvey Vucasovich
39:47
Vocabulary knowledge, fluency, decoding
Fran
39:50
Not going back to reread what they did not comprehend the first time around (especially working with math word problems even)
Lisa
39:54
finding key info
Pamella Simpson
39:55
Not understanding the context of what was read
Jordan Scanlan
40:06
Comprehension of figurative language
Anne Magalsky
40:08
Trouble making connections to text
Megan Hayes
40:09
Encountering new vocabulary
KyraHarvey Vucasovich
40:18
comprehension is lacking due to slow decoding that they forget what they read
carissacotta
40:29
Vocabulary and connecting to their knowledge.
Anne Magalsky
41:01
Drifting and not attending to the text- reading only the pictures…
Megan Hayes
41:27
pronunciation (at least in the “mind’s eye”)
carissacotta
42:24
Inference is hard for struggling readers
Lydia Zeisel
59:00
made
Melissa
59:01
made
kswanson
59:02
made
Erica Burnham
59:04
made
Megan Hayes
59:04
made
carissacotta
59:08
made
Julia Boynton
59:09
made
joelle.gefre
59:10
made
KyraHarvey Vucasovich
59:11
made
Fran
59:11
made
becky.long
59:15
made
Pamella Simpson
59:17
made
Lydia Zeisel
01:01:14
When I teach finding S and V, I teach finding S first and then find V. Then I reteach it finding V first and then S. Students find it easier one way or another. I let them choose.
Lexie Domaradzki
01:01:56
Nice Lydia! Great to give them both experiences and explicit support them with that strategy
Hoeler_Joan
01:02:19
Thanks! :)
Pamella Simpson
01:04:52
They had collected not that had collected?
mollychingliak
01:07:30
“Everyday”
Jordan Scanlan
01:09:01
word order
kswanson
01:09:02
Word order
Kaleigh Ryno
01:09:03
order
Julia Boynton
01:09:06
order
becky.long
01:09:08
Word order
KyraHarvey Vucasovich
01:09:09
Every day
Anne Magalsky
01:09:10
dependency
Megan Hayes
01:09:14
The sentence appears as though it should be read aloud. Reading text that is intended to be heard can be difficult to read.
Fran
01:09:16
order
Melissa
01:09:17
dependency
Elena Allers
01:09:17
dependency
troypoage
01:09:20
order
michelle.amundson
01:09:26
order
Anne Magalsky
01:09:28
Length and word order
carissacotta
01:09:31
Order and dependency
KyraHarvey Vucasovich
01:09:38
dependency
Hoeler_Joan
01:09:49
order
Anne Magalsky
01:10:41
length….!
carissacotta
01:10:43
length
Lydia Zeisel
01:10:44
length
Melissa
01:10:44
length
Julia Boynton
01:10:50
density
Fran
01:10:50
Density
becky.long
01:10:55
length
Elena Allers
01:10:56
“Real thread whiskers”
KyraHarvey Vucasovich
01:10:59
The semi colons would be a challenge in reading. length
Megan Hayes
01:10:59
What is velveteen?
Jordan Scanlan
01:11:02
word order, length
Coach Bentz
01:11:06
length
Kaleigh Ryno
01:11:10
length
Hoeler_Joan
01:11:25
Where would “a lot of punctuation”, L, De, Dep, or order?
Anne Magalsky
01:11:48
dependency
Anne Magalsky
01:11:50
Word order
Fran
01:11:51
dependency
Kaleigh Ryno
01:11:56
dependency
becky.long
01:11:58
dependency
Melissa
01:11:59
density
troypoage
01:12:04
dependency
Jordan Scanlan
01:12:06
dependency
Lydia Zeisel
01:12:06
dependency
Anne Magalsky
01:12:12
lots of adjectives…so density
Elena Allers
01:12:12
density
KyraHarvey Vucasovich
01:12:14
length and density of vocab
Melissa
01:16:30
If a student is below grade level, should teachers read aloud the sentence from grade level passage or have the student read it aloud?
Lexie Domaradzki
01:17:45
both are good. If it is read aloud, be sure to have it posted so students can see the words. You may need to read it aloud first, then have students read it, then choral read it even before you do the comorehension wor
Melissa
01:18:17
thank you
Lexie Domaradzki
01:19:09
comprehension work, sorry
Lydia Zeisel
01:21:04
I think of it as creating file folders for new information to go into.
joelle.gefre
01:27:09
done
Lydia Zeisel
01:27:10
done
Anne Magalsky
01:27:11
done
Pamella Simpson
01:27:11
done
Megan Hayes
01:27:12
Done
Elena Allers
01:27:18
Done
Kaleigh Ryno
01:27:19
done
carissacotta
01:27:20
done
Coach Bentz
01:27:27
done
becky.long
01:27:30
done
Jordan Scanlan
01:27:33
done
michelle.amundson
01:27:33
done
Melissa
01:27:41
done
KyraHarvey Vucasovich
01:27:47
done
Lisa
01:37:36
fly paper airplanes first
Kaleigh Ryno
01:37:44
background knowledge of a box kite. One I didn’t think of
carissacotta
01:38:03
We talked about having the mental pictures of an attic or the early flyers would help
michelle.amundson
01:38:05
Using videos to help with background knowledge
Elena Allers
01:38:09
Locations; Washington DC North Carolina
KyraHarvey Vucasovich
01:38:09
we began making connections to other modes of transportation and connecting roll, pitch and yaw to flying
Jordan Scanlan
01:38:21
show images of words
Amy Macpherson
01:38:40
Have a model of a plane with labels. Pictures of different items including sand dunes, to airplane, museum etc.
Amy Macpherson
01:38:53
Make paper airplanes to hook them.
Julia Boynton
01:38:58
4th
Julia Boynton
01:39:20
4-5 For the Spooky Story
Hoeler_Joan
01:41:56
I think some of the textbooks have so much information about a topic, though, it’s overwhelming for the kids and they shut down, especially of they are struggling readers..
Hoeler_Joan
01:42:25
THe pages are so busy with text boxes and pictures, it’s hard to focus on the text.
Lexie Domaradzki
01:43:20
Definitely challenging, Joan! Thank you
Megan Hayes
01:46:53
This supports my theory: I believe HS students should see (and hear) a Shakespeare play before being expected to delve into trying to read and understand the play.
Lydia Zeisel
01:50:17
Reminds me of students who are lower readers but can out talk others on certain topics.
Sheree Smith
01:50:28
Wonder how test scores would change if texts were more relevant to rural students???
Fran
01:50:30
I feel like this shows how important it is to provide background knowledge at the beginning of the lesson and to make it relatable for students from the start
Julia Boynton
01:50:38
For our weekly Anchor texts, in Journeys, I find that student have little knowledge about the topic. I show videos and talk about the topic before we read the text to help them develop background knowledge
Coach Bentz
01:50:44
makes sense that with prior knowledge they were able to understand the content better
Jordan Scanlan
01:50:48
A lot go my students have partial knowledge of things from either family or things they have seen.
carissacotta
01:50:51
I was very surprised that the low reading/high background were so much higher than the high reading ability students with little. I thought they’d be close but less comprehension. Such an important lesson.
Bill S
01:50:59
Background knowledge can level the reading playing field
Elena Allers
01:51:16
I think ‘exposure’ to a lot of thing is important to understanding and making connections.
mollychingliak
01:51:19
I once read a book about medicine, but had to look in the dictionary to try and get an understanding… it was hard so I just gave up after a few pages due to a bad headache
Coach Bentz
01:51:23
I bet it helps or gives them more confidence too, which I believe increases learning as well
Megan Hayes
01:51:30
Finding those topics that kids know a lot about and giving them texts on those topics… give them success
Anne Magalsky
01:51:46
It really makes sense. Knowing about a topic gives purpose to the reading and helps students make meaning. I have seen this increase student enthusiasm for the topic also (in younger students).
KyraHarvey Vucasovich
01:51:51
Background knowledge definitely makes it easier for the students to comprehend the text and to engage in class discussions
Melissa
01:51:59
integrate reading instruction with other content subjects to build background knowledge
Pamella Simpson
01:52:30
We use many culturally relevant novels in our High school English class. The students are more willing to read these books.
Lydia Zeisel
01:52:58
It gives me encouragement
Hoeler_Joan
01:52:59
This is why thematic teaching was so important. You could hit on so many things, including background knowledge and scafolding.
Anne Magalsky
01:53:25
I like how focused it is for instruction.
dianakurka
02:07:19
One of the Options for today’s assignment is to explore the ReadWorks website.
Kaleigh Ryno
02:07:54
I’m sorry, my slide is cut off. Can someone help me with the site?
Lexie Domaradzki
02:08:09
Read Works.org
Kaleigh Ryno
02:08:48
thank you
Sheree Smith
02:12:26
That’s cool!
KyraHarvey Vucasovich
02:12:39
awesome
michelle.amundson
02:13:09
awesome
dianakurka
02:14:33
Is it Commonlit.org
Lexie Domaradzki
02:14:43
yes
dianakurka
02:16:53
I will add those to the Options to choose from for those taking the webinar for credit.
Melissa Crane
02:26:48
Survey Link 3: https://www.surveymonkey.com/r/CYTTNBP
Melissa Crane
02:27:10
Resource Page: https://asdn.org/webinar-resource-page-k-12-evidence-based-literacy-instruction-implementing-a-collective-effort-to-support-students-fall-2020/
Melissa Crane
02:28:31
Survey Link 3: https://www.surveymonkey.com/r/CYTTNBP
Coach Bentz
02:29:38
Thanks everyone :)
carissacotta
02:29:41
Thank you, Shelby and Lexie!
kswanson
02:29:53
Thank you!
Hoeler_Joan
02:29:57
The two hours just flies. Thank you so much!