18:44:29 From KyraHarvey Vucasovich : Good evening. Harvey and Kyra here 18:47:55 From Pamella Simpson : No more mud 18:47:56 From Julia Boynton : Moose hunting and harvesting the garden :) 18:48:11 From Lisa : Having a snow day on Nov. 2! 18:48:18 From troypoage : Tree colors 18:48:19 From Anne Magalsky : The cranberries! 18:48:25 From dianakurka : Wonderful walks with the golden leaves! 18:48:27 From Coach Bentz : duck hunting and the leaves changing colors! 18:48:31 From Anne Magalsky : Beautiful sunsets! 18:48:31 From Melissa : The beautiful fall colors, especially this year 18:48:32 From MirabelleNausialuataqblossom : It starts getting darker 18:48:37 From Lydia Zeisel : Getting back to a regular schedule 18:48:38 From Kaleigh Ryno : changing of the colors 18:48:44 From Fran : Changing colors of the tundra, sunsets 18:48:54 From michelle.amundson : Colors 18:49:04 From Sherri : The berries and changing of the colors of the vegetation. 18:49:11 From Sheree Smith : The bugs are gone! 18:49:15 From KyraHarvey Vucasovich : fishing 18:49:59 From Elena Allers : 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. 18:52:08 From Lisa : stamina to complete a reading 18:52:12 From becky.long : Difficulty decoding words 18:52:16 From Lydia Zeisel : They don’t remember what they read 18:52:19 From Kaleigh Ryno : still downloading the document. But one first comes to my mind is low vacb 18:52:21 From Sheree Smith : Either phonics or comprehension 18:52:22 From Elena Allers : vocabulary 18:52:22 From Kaleigh Ryno : vocab 18:52:25 From Coach Bentz : understanding the content 18:52:26 From Julia Boynton : Dialectal differences and lexicon 18:52:26 From KyraHarvey Vucasovich : Vocabulary knowledge, fluency, decoding 18:52:29 From Fran : Not going back to reread what they did not comprehend the first time around (especially working with math word problems even) 18:52:32 From Lisa : finding key info 18:52:34 From Pamella Simpson : Not understanding the context of what was read 18:52:44 From Jordan Scanlan : Comprehension of figurative language 18:52:47 From Anne Magalsky : Trouble making connections to text 18:52:48 From Megan Hayes : Encountering new vocabulary 18:52:56 From KyraHarvey Vucasovich : comprehension is lacking due to slow decoding that they forget what they read 18:53:08 From carissacotta : Vocabulary and connecting to their knowledge. 18:53:40 From Anne Magalsky : Drifting and not attending to the text- reading only the pictures… 18:54:06 From Megan Hayes : pronunciation (at least in the “mind’s eye”) 18:55:02 From carissacotta : Inference is hard for struggling readers 19:11:39 From Lydia Zeisel : made 19:11:40 From Melissa : made 19:11:41 From kswanson : made 19:11:42 From Erica Burnham : made 19:11:43 From Megan Hayes : made 19:11:47 From carissacotta : made 19:11:47 From Julia Boynton : made 19:11:48 From joelle.gefre : made 19:11:50 From KyraHarvey Vucasovich : made 19:11:50 From Fran : made 19:11:54 From becky.long : made 19:11:55 From Pamella Simpson : made 19:13:53 From Lydia Zeisel : 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. 19:14:35 From Lexie Domaradzki : Nice Lydia! Great to give them both experiences and explicit support them with that strategy 19:14:58 From Hoeler_Joan : Thanks! :) 19:17:31 From Pamella Simpson : They had collected not that had collected? 19:20:08 From mollychingliak : “Everyday” 19:21:40 From Jordan Scanlan : word order 19:21:41 From kswanson : Word order 19:21:42 From Kaleigh Ryno : order 19:21:45 From Julia Boynton : order 19:21:46 From becky.long : Word order 19:21:47 From KyraHarvey Vucasovich : Every day 19:21:49 From Anne Magalsky : dependency 19:21:52 From Megan Hayes : The sentence appears as though it should be read aloud. Reading text that is intended to be heard can be difficult to read. 19:21:55 From Fran : order 19:21:55 From Melissa : dependency 19:21:55 From Elena Allers : dependency 19:21:58 From troypoage : order 19:22:05 From michelle.amundson : order 19:22:07 From Anne Magalsky : Length and word order 19:22:09 From carissacotta : Order and dependency 19:22:17 From KyraHarvey Vucasovich : dependency 19:22:28 From Hoeler_Joan : order 19:23:20 From Anne Magalsky : length….! 19:23:21 From carissacotta : length 19:23:22 From Lydia Zeisel : length 19:23:23 From Melissa : length 19:23:28 From Julia Boynton : density 19:23:29 From Fran : Density 19:23:34 From becky.long : length 19:23:35 From Elena Allers : “Real thread whiskers” 19:23:37 From KyraHarvey Vucasovich : The semi colons would be a challenge in reading. length 19:23:38 From Megan Hayes : What is velveteen? 19:23:41 From Jordan Scanlan : word order, length 19:23:45 From Coach Bentz : length 19:23:49 From Kaleigh Ryno : length 19:24:04 From Hoeler_Joan : Where would “a lot of punctuation”, L, De, Dep, or order? 19:24:26 From Anne Magalsky : dependency 19:24:28 From Anne Magalsky : Word order 19:24:30 From Fran : dependency 19:24:34 From Kaleigh Ryno : dependency 19:24:36 From becky.long : dependency 19:24:37 From Melissa : density 19:24:43 From troypoage : dependency 19:24:45 From Jordan Scanlan : dependency 19:24:45 From Lydia Zeisel : dependency 19:24:51 From Anne Magalsky : lots of adjectives…so density 19:24:51 From Elena Allers : density 19:24:52 From KyraHarvey Vucasovich : length and density of vocab 19:29:09 From Melissa : If a student is below grade level, should teachers read aloud the sentence from grade level passage or have the student read it aloud? 19:30:45 From Lexie Domaradzki : 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 19:30:56 From Melissa : thank you 19:31:48 From Lexie Domaradzki : comprehension work, sorry 19:33:42 From Lydia Zeisel : I think of it as creating file folders for new information to go into. 19:39:48 From joelle.gefre : done 19:39:49 From Lydia Zeisel : done 19:39:49 From Anne Magalsky : done 19:39:50 From Pamella Simpson : done 19:39:51 From Megan Hayes : Done 19:39:56 From Elena Allers : Done 19:39:57 From Kaleigh Ryno : done 19:39:59 From carissacotta : done 19:40:06 From Coach Bentz : done 19:40:08 From becky.long : done 19:40:11 From Jordan Scanlan : done 19:40:11 From michelle.amundson : done 19:40:20 From Melissa : done 19:40:26 From KyraHarvey Vucasovich : done 19:50:15 From Lisa : fly paper airplanes first 19:50:23 From Kaleigh Ryno : background knowledge of a box kite. One I didn’t think of 19:50:41 From carissacotta : We talked about having the mental pictures of an attic or the early flyers would help 19:50:44 From michelle.amundson : Using videos to help with background knowledge 19:50:48 From Elena Allers : Locations; Washington DC North Carolina 19:50:48 From KyraHarvey Vucasovich : we began making connections to other modes of transportation and connecting roll, pitch and yaw to flying 19:51:00 From Jordan Scanlan : show images of words 19:51:18 From Amy Macpherson : Have a model of a plane with labels. Pictures of different items including sand dunes, to airplane, museum etc. 19:51:32 From Amy Macpherson : Make paper airplanes to hook them. 19:51:36 From Julia Boynton : 4th 19:51:59 From Julia Boynton : 4-5 For the Spooky Story 19:54:35 From Hoeler_Joan : 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.. 19:55:03 From Hoeler_Joan : THe pages are so busy with text boxes and pictures, it’s hard to focus on the text. 19:55:58 From Lexie Domaradzki : Definitely challenging, Joan! Thank you 19:59:31 From Megan Hayes : 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. 20:02:55 From Lydia Zeisel : Reminds me of students who are lower readers but can out talk others on certain topics. 20:03:06 From Sheree Smith : Wonder how test scores would change if texts were more relevant to rural students??? 20:03:08 From Fran : 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 20:03:16 From Julia Boynton : 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 20:03:22 From Coach Bentz : makes sense that with prior knowledge they were able to understand the content better 20:03:27 From Jordan Scanlan : A lot go my students have partial knowledge of things from either family or things they have seen. 20:03:29 From carissacotta : 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. 20:03:37 From Bill S : Background knowledge can level the reading playing field 20:03:55 From Elena Allers : I think ‘exposure’ to a lot of thing is important to understanding and making connections. 20:03:58 From mollychingliak : 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 20:04:01 From Coach Bentz : I bet it helps or gives them more confidence too, which I believe increases learning as well 20:04:08 From Megan Hayes : Finding those topics that kids know a lot about and giving them texts on those topics… give them success 20:04:25 From Anne Magalsky : 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). 20:04:30 From KyraHarvey Vucasovich : Background knowledge definitely makes it easier for the students to comprehend the text and to engage in class discussions 20:04:37 From Melissa : integrate reading instruction with other content subjects to build background knowledge 20:05:09 From Pamella Simpson : We use many culturally relevant novels in our High school English class. The students are more willing to read these books. 20:05:36 From Lydia Zeisel : It gives me encouragement 20:05:37 From Hoeler_Joan : This is why thematic teaching was so important. You could hit on so many things, including background knowledge and scafolding. 20:06:04 From Anne Magalsky : I like how focused it is for instruction. 20:19:58 From dianakurka : One of the Options for today’s assignment is to explore the ReadWorks website. 20:20:33 From Kaleigh Ryno : I’m sorry, my slide is cut off. Can someone help me with the site? 20:20:48 From Lexie Domaradzki : Read Works.org 20:21:26 From Kaleigh Ryno : thank you 20:25:04 From Sheree Smith : That’s cool! 20:25:18 From KyraHarvey Vucasovich : awesome 20:25:47 From michelle.amundson : awesome 20:27:11 From dianakurka : Is it Commonlit.org 20:27:21 From Lexie Domaradzki : yes 20:29:31 From dianakurka : I will add those to the Options to choose from for those taking the webinar for credit. 20:30:01 From Melissa Crane to Shelby Skaanes(Direct Message) : Ready 20:39:27 From Melissa Crane : Survey Link 3: https://www.surveymonkey.com/r/CYTTNBP 20:39:48 From Melissa Crane : Resource Page: https://asdn.org/webinar-resource-page-k-12-evidence-based-literacy-instruction-implementing-a-collective-effort-to-support-students-fall-2020/ 20:41:09 From Melissa Crane : Survey Link 3: https://www.surveymonkey.com/r/CYTTNBP 20:42:16 From Coach Bentz : Thanks everyone :) 20:42:19 From carissacotta : Thank you, Shelby and Lexie! 20:42:31 From kswanson : Thank you! 20:42:35 From Hoeler_Joan : The two hours just flies. Thank you so much! 20:42:36 From mollychingliak : Thank you 20:42:40 From Lydia Zeisel : Thank you. It has been helpful how much I have learned. Most of this was very new to me. 20:43:03 From michelle.amundson : Am I registered for credit 20:43:30 From KyraHarvey Vucasovich : Thanks for a great session 20:46:13 From Elena Allers : Thank you, my internet has been unstable today, so I’m going to listen to the recording. 20:46:15 From michelle.amundson : thank you