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The Science of Reading Part 1 - Shared screen with speaker view
Lexie Domaradzki
31:37
you may have videos on if you wish and yet we know that some may need videos off for bandwidth. Either way is ok. We will have breakout rooms and frequent response mechanisms to keep folks working :)
Rochelle
31:51
Thank you,
Lexie Domaradzki
32:27
Absolutely
Ray Burns
36:37
K-2 DLE
Nikiesha Richards
36:40
Other
Karin Halpin
36:43
admin
Chris Brown - KPBSD
36:46
Admin
LIZ KANE
36:50
kindergarten
Emma Henze-Nelson
36:52
Special Education
Bob Hawkins
36:54
Debbie - Special Ed
Dixon
36:54
Sped
Andi Hakkinen
36:55
Intervention
Beth
36:55
elementary
lourdesmasambo
36:56
SPED
mabel.pilapil
36:57
4-12 Teacher
kwn-imac-07
37:07
2nd3rd
Angela Hayden
37:07
k-5
Vanissa S Carbon
37:11
K-5
Arthur Balala
37:14
Multi-grade kinder to grade 5
Tiffany, SVA
37:18
3rd
e12675
37:20
K
Nikiesha Richards
37:21
Intervention
Suzanne Bell
37:24
Coach
April’s iPhone
37:26
1st-3rd
kathleen.abrams
37:27
Pre-K and Kindergarten
Rochelle
37:33
Intervention
Stephanie Mullaly
37:35
Intervention K-5
Missy McMillan
37:44
k-5 coach
Duane
37:45
Teacher assistant - primarily special education, charter school - K through 8
Lila Johnson
38:13
intervention - K-2. I marked K-2 though
Darlene
44:18
Thank you for a great list of books.
Tricia Young
44:42
Intervention K-5
Lexie Domaradzki
44:50
Absolutely! We will do that each webinar so that you have specific supports for the topic each time we gather together
Melissa - Tech Host
45:49
• Resource page: https://asdn.org/webinar-resource-page-fall-2021/
Tricia Young
46:15
Science of reading makes me think of brain research and the systematic and explicit approach to reading instruction.
Patti Lloyd
46:20
There really is more to reading then just reading words.
carmen.russo
46:24
Research and data collected for reading to help determine how to instruct and learn to be better readers
Circe
46:29
Reading practices based on explicit instruction based in the latest research. Learning reading through sounds to text.
DALE SWEETSER
46:41
systematic structure
Lila Johnson
46:41
The Science of Reading - progress monitoring, improvement data, rubrics to show progress with expression, cadence, speed, etc.
Ray Burns
46:43
I think about what we know more about the brain
Arthur Balala
46:56
Science of Reading is an experiment on how students learn how to read...Employ more strategies and techniques in order for them to read.
Elise Barrett
46:57
Set rules or steps to follow to teach/ learn reading
Emma Henze-Nelson
46:57
Background and brain research to help kiddos learn to read
Rochelle
46:59
logical and research based methods on how to best teach reading to readers.
Mo
47:02
Hypothesizing, gathering data and continued study to decipher and solve a problem on each individual student
Missy McMillan
47:02
trendy
Darlene
47:02
How the brain learns to read. Many connections are needed to help the brain learn.
mabel.pilapil
47:05
How we learn to read
Kelly Longrich
47:06
It has been studied and there are best practices.
Kim
47:06
Using research methods
Janice Habermann
47:09
the equation of decoding +fluency+comprehension + desire
SteveOReese
47:10
There is a research-based best-practice approach to learning and teaching reading that is ever evolving.
Beth
47:10
revised theories, and studies/peer reviewed
Courtney Hudson
47:11
How the brain works while reading, what skills do we need to instruct, research to help us teach reading
Suzanne Bell
47:12
How the brain processes written language
Karin Halpin
47:13
The ‘rope’ with language, word recognition
LIZ KANE
47:16
Thinking about how the brain processes and stores the different skills needed to read.
Bob Hawkins
47:17
When I think of science, I think of absolutes. The art of reading also includes absolutes
Dixon
47:17
The brain and how it learns to read
Tiffany, SVA
47:17
Researched strategies that help students become better readers
Nicole Ito
47:22
Learning how our brain processes words and oral language to understand
Karin Halpin
47:24
And skilled reading
e12675
47:25
evidence based, not "research" based. consensus, replicated results, not anecdotal or favored practices
e11301
47:27
Research on how brain works and acquires informaton
rodney.lloyd Atqasuk Alaska
47:32
Reading is so complex and the difficulties can be so diverse. Must to look the brain and how it works to help in significant ways.
kathleen.abrams
47:55
Understanding the brain to help children become excellent readers.
Darlene
47:59
Making the jump from oral language to print.
Duane
48:04
Comprehension, and how the mind works to interpret & comprehend what we read
Stephanie Mullaly
48:04
Research - what are the facts and data showing us about how people (kids!) learn and improve their reading skills
Lori Crupi
48:26
Research on how we process written word
Vanissa S Carbon
48:52
systematic arrangement of knowledge on how reading should take place, reading with comprehension
Rachel Phelps
49:04
Instruction can be presented in an order, structure of formula to achieve better results.
Bob Hawkins
49:22
HOTS
Suzanne Bell
58:21
How long for the phonics?
Mo
01:00:46
Are you thinking all this time is whole group or students travel through something like the Daily 5?
Mo
01:03:04
Good thoughts, thanks.
Bob Hawkins
01:20:28
Might be really good for writing goals / objectives in IEPs
Lexie Domaradzki
01:20:49
:)
Dan May
01:22:03
Could you repeat the name of the book or author
Dan May
01:22:23
Quyana Lexie
Lexie Domaradzki
01:22:38
Reading Comprehension Blueprint by Hennesey
Circe
01:23:10
With simplified reading , if there is a zero on one column than the overall score is still 0.
rodney.lloyd Atqasuk Alaska
01:23:12
The simple model is just that, simple. The Scarborough shows a much deeper level of what reading is and the many aspects of what makes up “reading”. Both are true but one is much more usable.
Melissa - Tech Host
01:24:26
👍🏻
Duane
01:25:41
4 thoughts came to mind: word recognition, contextual relevance, real world understanding, comprehension
Courtney Hudson
01:33:23
Many of us are using Heggerty and finding success with it.
Missy McMillan
01:33:35
same
DALE SWEETSER
01:33:46
ditto
Chris Brown - KPBSD
01:33:49
Same
Ray Burns
01:33:51
Just got the book…Bridging the gap
Bob Hawkins
01:33:51
Educators interested to learning more about reading - the rope keeps popping up
Fleming_Storme
01:33:53
My school just started using Heggerty this year!
LIZ KANE
01:33:56
The importance of background knowledge in being a strong reader.
Elise Barrett
01:33:58
Success with Heggerty at all levels
Lila Johnson
01:34:07
We talked about the strengths of Fountas and Pinnell and where it needs to be supplemented (phonics).
Duane
01:34:07
Using iReady this year
suzanne walters
01:34:07
a percentage of our time is spent on phonics/phonemic awareness
Karen Reese
01:34:12
The pressure to teach letter sounds and fundamentals and, with that process, comprehension is put on a back burner.
Maria Morrison
01:34:18
There was a consensus that students are lacking in background knowledge and vocabulary. I have a number of ELL students in my classroom.
Suzanne Bell
01:34:19
We had a principal that is taking this course because he has expectations of his teachers so he figured he better be up on it as well! That’s a leader!
Janice Habermann
01:34:21
phonemic awareness and language comprehension are critical
paula.alvana
01:34:22
All in our group were using some tool to work on Phonological awareness.
Elise Barrett
01:34:23
Importance of background knowledge
Rochelle
01:34:26
I have seen that Scarborough Rope - and your explanation has been so very helpful! I also use Bridge The Gap and love it.
Tricia Young
01:34:27
👍
e11301
01:34:36
The variety of strengths between the four of us. Phonological awareness vs comprehension or vocabulary.
rodney.lloyd Atqasuk Alaska
01:34:44
Many of us have the same strengths and struggled in the same areas. Strong with PA and P and SR and struggle with the upper areas of the rope.
Tiffany, SVA
01:34:47
SIAP? or SYAP? Not sure but being sure to prepare the students before reading any text.
Patti Lloyd
01:35:05
SIOP?
Kelly Longrich
01:35:07
In classrooms, it seems that there are too many non-effective reading skills such as three cueing going on, that kids aren’t focusing on effective reading skills.
Mark J.B. Poyaoan
01:35:11
It is good to hear from fellow educators that our kids are not alone when it comes to the need to bridge the gap. We have to do some serious, magical work!
Nicole Ito
01:35:12
Schedules are still changing with makes teaching challenging. Vocabulary and background knowledge are a high need.
kathleen.abrams
01:35:53
We are all trying to help and apply the 5 aspects in our reading program. I am also using Hegerty
Cynthia’s iPhone
01:36:11
We are starting to bring in our SLP’s more with reading intervention because of the language component.
Lexie Domaradzki
01:36:27
love that Cynthia
Maria Morrison
01:48:04
Explicit instruction
Courtney Hudson
01:48:07
I think I am strong in explicit
Karin Halpin
01:48:08
explicit
Fleming_Storme
01:48:10
Explicit
e11301
01:48:11
explicit
Kim Pherson
01:48:13
Explicit instruction
Emma Henze-Nelson
01:48:14
Explicit
becky.long
01:48:14
vocabulary
Donald Torres
01:48:14
explicit
LIZ KANE
01:48:15
Sequential instruction
mabel.pilapil
01:48:16
explicit
Ray Burns
01:48:17
eicit
Patti Lloyd
01:48:19
explicit
Dixon
01:48:19
Explicit
e12675
01:48:21
Explicit and sequential
Alex Tatum
01:48:23
More withsystamatic
Stephanie Mullaly
01:48:23
explicit
becky.long
01:48:24
ec=xplicit
Missy McMillan
01:48:24
explict
Nikiesha Richards
01:48:25
explicit
Karen Reese
01:48:25
I feel I am pretty strong with explicit.
Elise Barrett
01:48:26
Explicit
Stacy Beesley
01:48:30
Explicit
Suzanne Bell
01:48:31
explicit
Arthur Balala
01:48:34
I am strong in Explicit Instruction
Andi Hakkinen
01:48:39
explict
Nicole Ito
01:48:39
Multiple opportunities for students to respond in a variety of ways
Lila Johnson
01:48:39
Explicit
Darlene
01:48:40
Explicit Instruction
Chris Brown - KPBSD
01:48:41
-
Mc Kerwin Niño Acdal
01:48:41
Explicit
Tiffany, SVA
01:48:42
Explicit
rodney.lloyd Atqasuk Alaska
01:48:44
Explicit
Rachel Phelps
01:48:44
sequential
Bob Hawkins
01:50:40
Pat Lindamood would be happy about this
Lexie Domaradzki
01:51:44
Indeed and all who have worked so ard with phonological awareness!!
Courtney Hudson
01:53:20
Modeling by teaching
Ray Burns
01:53:20
I’m thinking she could stretch out some of the continuous sounds
Nikiesha Richards
01:53:21
modeling
Chris Brown - KPBSD
01:53:22
modeling
Nicole Ito
01:53:22
modeling
Karin Halpin
01:53:22
modeling
Angela Hayden
01:53:24
modeling
Nathan Pitt
01:53:24
Directly modeled!
Karen Reese
01:53:25
Modeling for students
Mc Kerwin Niño Acdal
01:53:25
modeling
Janice Habermann
01:53:26
modeled
Alex Tatum
01:53:26
focus
Rochelle
01:53:27
Love the repetition!
Missy McMillan
01:53:27
very clear modeling
Tiffany, SVA
01:53:28
Always modeling first
Andi Hakkinen
01:53:29
Sequence: count, tap, spell
e12675
01:53:31
routines
Beth
01:53:32
it was similar to inventive writing...I am a beginner with all this
Darlene
01:53:32
modeling and routine
Lila Johnson
01:53:33
Modeling, explaining the lesson goal over and over
Fleming_Storme
01:53:34
repetition
Kim.Williams
01:53:34
segmenting complex skills into small steps
Kelly Longrich
01:53:35
Modeling, promoting engagement using manipulatives
Elise Barrett
01:53:35
Confident students
Chris Brown - KPBSD
01:53:35
repetition
e11301
01:53:36
segmentation
Courtney Hudson
01:53:37
order
Rochelle
01:53:45
consistency!
Maria Morrison
01:53:45
Routine
Karin Halpin
01:53:46
Phonological to phonics
Suzanne Bell
01:53:49
routine
Stacy Beesley
01:53:49
Modeling and routine
paula.alvana
01:53:52
The teacher spoke quietly and kept the same pattern each time
Kim Pherson
01:53:52
Modeling, practicing skill
kathleen.abrams
01:53:55
Great modeling
Tricia Young
01:54:00
guided and routines
Dixon
01:54:02
Modeling
Arthur Balala
01:54:04
The guided practice and independent practice
Circe
01:54:10
Can I ask , what she would have done if a child put down an incorrect letter
Bob Hawkins
01:54:19
Easy to hard
Bob Hawkins
01:54:37
routines
Rachel Phelps
01:54:50
started with foundational practices and built upon them
Circe
01:55:17
ok, thank you
Suzanne Bell
01:55:18
How might this look in a multi-grade classroom, like a K-2 classroom, where you have brand new students that are learning the basics and 2nd graders that are more advanced? (Thinking whole group instruction and 90 minutes)
Patti Lloyd
01:55:46
That’s what I was going to ask - small groups?
Bob Hawkins
01:55:58
Does she then go from mop to map to pam etc.?
Arthur Balala
01:56:49
Can you suggest best practices to benchmark in teaching multi-grade level kindergarten to grade 5.
Ray Burns
01:59:02
I’m thinking I would have stretched the continuous sounds more
Lexie Domaradzki
02:00:02
You could surely do that if they needed it. I noticed that they seemed to hold the vowel a little longer than the consonants
Lila Johnson
02:06:31
I was thinking this ended at 5:15. I must have gotten the time wrong. What time does it end? I have to get to my daycare so I might have to leave early.
Rochelle
02:06:48
5:45
Lila Johnson
02:08:10
OK
Karin Halpin
02:12:09
can you send the link to this video?
Lexie Domaradzki
02:12:24
absolutely!
Bob Hawkins
02:12:27
Recognizing and connecting - Brain’s letter box
Karin Halpin
02:13:07
Thank you
Donald Torres
02:13:10
See it!!!!
Donald Torres
02:13:16
Thank you!!!
Karin Halpin
02:13:49
phonological assembly
Nikiesha Richards
02:13:50
e
Darlene
02:14:06
Letter box- cool
Suzanne Bell
02:14:09
We know more about our cars than the brains that we are trying to form!
becky.long
02:14:15
Making the connections in the brain
Tiffany, SVA
02:14:16
I know more about how a car works then how a brain works…
Kelly Longrich
02:14:17
Reading connects vision with spoken language, as an interface
Courtney Hudson
02:14:19
I agree with that
e11301
02:14:20
loved the idea of interface and the visual of the electrical storm across the brain
Beth
02:14:20
I liked how he expressed the MRIs as reading from the brain's pt of view
LIZ KANE
02:14:21
It is our job to help them built their letter box
Fleming_Storme
02:14:21
Reading is not natural
Donald Torres
02:14:21
The importance of each step…the process…
Nicole Ito
02:14:24
Connection between meaning and articulation
rodney.lloyd Atqasuk Alaska
02:14:26
Just how complicated it is for our brain to read
Kim Pherson
02:14:26
I like how he said that know how the brain works when learning to read, empowers teachers. I never really thought about that.
Nathan Pitt
02:14:26
Reading is an interface between vision and language
Missy McMillan
02:14:28
the simultaneous (?) nature of visual and language
Angela Hayden
02:14:28
That we, as teachers, have a big role to play
Kim.Williams
02:14:31
the regions in the brain which are used for processing reading are also used for processing spoken language
Janice Habermann
02:14:32
kids start making pathways long before they begin to recognize letter
Rochelle
02:14:33
The brain has an area which accesses pronunciation and articulation. Cool.
mabel.pilapil
02:14:35
connection
Chris Brown - KPBSD
02:14:37
These tools are for both speech and print
Ray Burns
02:14:52
Decoding and oral langauge
paula.alvana
02:15:00
It was so amazing how the the brain lit up during the reading. It is so true that we don’t know much about the brain and yet we are so responsible for the growth of a section of the brain.
Stacy Beesley
02:15:02
Teacher make part of the brain grow.
Bob Hawkins
02:15:13
Reading is soooo much more than the teacher reading what’s in blue and students responding what’s in white.
Rachel Phelps
02:15:19
seeing the wave of light through the brain. wow
kathleen.abrams
02:15:33
Reading is a process of interfacing in the brain
Mark J.B. Poyaoan
02:15:38
This is why we need very passionate reading teachers in the lower grades to allow this phonological assembly to open the portals to learning other reading/study skills
Patti Lloyd
02:16:37
It boggles my mind when they say reading is not natural because to me - for 50 years - it is so natural - so thanks for the reminder - for me for my kiddos!!
Courtney Hudson
02:16:39
So great, thank you!
Donald Torres
02:16:47
It was!
Andi Hakkinen
02:16:50
Very, very interesting! Thank you!
Dan May
02:16:59
Thank You
suzanne walters
02:17:02
Thank you! This was wonderful!!
Darlene
02:17:05
Thank you for sharing the knowledge.
Nathan Pitt
02:17:08
Fascinating and re-invigorating!
Nikiesha Richards
02:17:09
Thank you!
Arthur Balala
02:17:10
Thank you so much....If the teacher is teaching, the evidence is in the students..
Circe
02:17:12
thank you !
Kelly Longrich
02:17:15
Thank you :)
Bob Hawkins
02:17:18
Thankou
Tricia Young
02:17:20
Thank you! Thank you!
Sarah Sefton (she/her)
02:17:23
Thank you! Looking forward to learning with you all!
Mark J.B. Poyaoan
02:17:23
Thank you. Looking forward to the next sessions
paula.alvana
02:17:27
Time goes by so quickly during this class. Thank. You for your presentation.
Rochelle
02:17:38
So much to ponder! Thank you.
Duane
02:17:43
How do we access the course handbook?
Lexie Domaradzki
02:17:58
Thank you all! We appreciate being with you!
Bob Hawkins
02:18:26
Bonnie - Can you let us know if you have a record of our registration?
Melissa - Tech Host
02:19:12
• Course Registration: https://cvent.me/gRLnow
Bonnie Goen
02:19:15
https://cvent.me/gRLnow
Melissa - Tech Host
02:19:33
Survey 1 – https://www.surveymonkey.com/r/7CNQJPH
Karin Halpin
02:20:39
When will the recordings be posted?
Andi Hakkinen
02:20:39
Can the handout be found elsewhere? I cannot open the one posted in the chat.
Courtney Hudson
02:20:51
When does the registration open?
Melissa - Tech Host
02:21:10
Course materials Resource page: https://asdn.org/webinar-resource-page-fall-2021/
Mo
02:21:18
this download recordered versions are too long to download
Andi Hakkinen
02:21:20
Thank you!
Shelby Skaanes
02:21:34
So good to be with you all tonight! Thanks for your engagement!
Courtney Hudson
02:21:44
There is no registration button as of now
e12675
02:21:52
Where are the assignments located?
carmen.russo
02:21:56
We can not register
Courtney Hudson
02:22:05
No it’s not
Courtney Hudson
02:22:17
Thanks!
Darlene
02:22:29
I can't register for the credit right now either.
Karen Reese
02:22:36
It is just a button to contact you.
Beth
02:22:45
Thank you and Happy Alaska Day!!
Karen Reese
02:22:47
Will they email the link to register?
e12675
02:22:58
Sorry- what is the teaching channel?
Nikiesha Richards
02:23:09
Where is the discussion forum located?