00:46:29	sharonpickett:	Sunny and cold on the Bering Sea in Hooper  Bay
00:46:35	Paula Alvana:	Paula Alvana Pre-K
00:47:29	sharonpickett:	How long have you two been teaching these seminars?
00:47:38	Nicole O'Donnell - ACSA/ASDN:	Resources for this webinar: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/
00:47:58	Lexie Domaradzki:	hmmmmm, this is the first time for this content.  However, doing ASDN webinars for about 8 yrs
00:50:13	Karin Halpin, Goodnews Bay:	I am using the term mental velcro with students when I’m teaching them vocabulary helping them understand the why I am doing certain things.
00:50:20	stephanie.watkins:	Students making connection using prior knowledge
00:50:24	ottum_sarah:	checking that background knowledge is accurate
00:50:28	Karen Millington:	I really focused on learning what  background knowledge had before we read as a class “Stone Fox”
00:50:30	Rebecca Minnema:	Discovery activity with magnets which provided a great reference point as we began to read and study through the chapter
00:50:31	Carol Boehmler:	Yes! kids were reading about shearing sheep so I found a video so they could understand what the story was about it has made a difference!
00:50:31	Nicole Ito:	Readworks Article A Day
00:50:39	christinekrause:	I have started using roadworks article a day to help build background knowledge
00:50:46	Peter Shier:	Background knowledge!
00:50:51	Christina Compton:	I’ve been more focused on having students actively engaging that prior knowledge to help with inferences.
00:50:53	Paul Saltzman:	Chunking content in my woodworking workbook
00:50:53	Kristin Rothe:	I chose multiple texts on the topic of the environmental impacts of waste from different sources for students to use for a research paper.
00:50:57	Nicole O'Donnell - ACSA/ASDN:	For secondary folks, I had a discussion with a teen about Death of a Salesman in which I realized that she was missing pieces of background knowledge of the time period.
00:50:58	Dana A. Evans:	cognitive overload and making sure I don’t overwhelm
00:50:58	Tiffany Gerwig, 3rd:	I have been more intentional in setting the stage for what we are reading (watching a video or telling a story to get the students to understanding more or the main concept of the text)
00:50:59	luchie.manlangit:	Language structure
00:51:05	iPhone:	I am using multiple texts on a topic. We are reading multiple texts on dairy farming and baking ice cream. Tomorrow we will be making a diagram on making ice cream from theee texts
00:51:06	Laurie Hagelman:	Yes, multiple texts on ideas or topics
00:51:09	Ray Burns:	Using epic on the topic reading about
00:51:54	King_Heather:	Videos, and multiple texts on the topic to build the background knowledge for hands on projects starting next week! (Rube Goldberg Machines 🙂)
00:53:23	Nicole O'Donnell - ACSA/ASDN:	Here’s the reading playbook: https://aklearns.org/wp-content/uploads/2022/02/AlaskasReadingPlaybook.ac-1.pdf
00:53:38	Nicole O'Donnell - ACSA/ASDN:	https://bookshop.org/a/81665/9781462508167
00:54:08	Nicole O'Donnell - ACSA/ASDN:	Anita Archer’s website: https://explicitinstruction.org/
00:54:21	Stephanie Gillogly:	@King_Heather, My daughter’s also doing Rube Goldberg machines with her 3rd grade classmates.
01:10:17	pam:	Could you share how often a word needs to be repeated/used/exposed to learn?
01:10:56	Shelby Skaanes:	We will! Hold tight. :)
01:12:19	Topher Kinkead (Goodnews):	I am preparing to do a lesson on the roots and prefixes for geologic time scale right now in my geology course.
01:12:40	Carol Boehmler:	Anita Archer's Rewards program is what I'm using with 6th graders who come for intervention and the prefixes and suffixes they learn make a lot of difference
01:12:41	Lexie Domaradzki:	Fantastic!!!  That is awesome!!
01:13:14	Lexie Domaradzki:	Yes, Rewards works primarily with prefixes, suffixes and base or root words!
01:14:14	Lexie Domaradzki:	Yes, Pam, we would want students to have 15-20 reps for each word so that they can begin to store it in their lexicon!
01:15:07	pam:	Thank you—that is a bit higher than I remember
01:16:12	Lexie Domaradzki:	It often takes 4-12 reps for typical learners and some students need 20 or more...So, to be sure we have it tucked in, we use a routine that efficiently gives them tons of reps
01:19:30	Nicole O'Donnell - ACSA/ASDN:	https://asdn.org/wp-content/uploads/Spring-Webinar-2.Vocabulary.Participant-Handout.pdf
01:22:23	christinekrause:	ready
01:22:28	Karin Halpin, Goodnews Bay:	ready
01:22:31	Peter Shier:	ready
01:22:35	Dana A. Evans:	RTG
01:22:58	Laurie Hagelman:	ready
01:23:16	Stephanie Gillogly:	View options by the top middle
01:23:25	Stephanie Gillogly:	Then annotate
01:23:40	JoEllen:	ready
01:23:50	Christina Compton:	Tier 1  Living, survive
01:24:08	jasmine.hightower:	Tier 1 - bug, food
01:24:10	Ray Burns:	T1 many discover T2 habitat, organism
01:24:12	Kristin Rothe 7-12 Science BSSd:	Tier 1 - survive, spider
01:24:12	Topher Kinkead (Goodnews):	Tier 2 Ecosystem and Habitat
01:24:29	Mrika Cami Greva:	tier 1- survive, living
01:24:33	Ray Burns:	T3 ecosystem
01:24:36	Topher Kinkead (Goodnews):	System Tier 3
01:24:38	Mitzi:	soil
01:24:42	Nicole Ito:	Tier 3 microscopic bacteria
01:24:44	Christina Compton:	Tier 2 defenses nutrients
01:24:48	Topher Kinkead (Goodnews):	non-living system tier 3
01:24:53	Kristin Rothe 7-12 Science BSSd:	tier 3 –ecosystem, food chain, microscopic
01:25:03	Darien Greason:	T3 ecosystem, apex predator
01:25:04	Ray Burns:	T3 apex
01:25:09	Peter Shier:	What about “image” as metaphor?
01:25:09	Robin Neltnor:	Tier 3: ecosystem, predator
01:25:17	Nicole Ito:	Tier 2 predators nutrients
01:25:19	Christina Compton:	Tier 3 organisms ecosystem
01:25:21	Rebecca Minnema:	Tier 1: shelter, survive; Tier 2: habitat, mammals; Tier 3: ecosystem and microscopic
01:25:23	jasmine.hightower:	Tier 2 - systems, habitat; Tier 3 - ecosystem, mammal
01:25:23	Topher Kinkead (Goodnews):	Ecosystem would definitely require explicit teaching because it is an extremely COMMON word.
01:25:30	Nicole Ito:	Tier 1 trees, eggs
01:25:33	iPhone:	Tier 1 - survival living
01:25:34	Topher Kinkead (Goodnews):	It isn't just subject specific
01:25:35	Ray Burns:	T2 nutrients
01:25:36	Rachel Phelps:	Tier 1-trees, bark  Tier 2 mammals,  habitat  Tier 3 predators, sac
01:25:39	Ravhen Cade:	Would that be dependent on grade level? Whether or not it would be tier 1 or tier 2. For example- if this is a primary’s class first time hearing the word ecosystem, would that be more tier 3?
01:25:45	Topher Kinkead (Goodnews):	It would
01:25:46	Darien Greason:	T2 defenses, nutrients, organism
01:27:00	Ravhen Cade:	Thank you!
01:27:04	Peter Shier:	I’m coming from an urban, high school setting serving military connected kids
01:27:08	Amparo:	T1 - habitat T2- forest ecosystem T3 - predator
01:27:13	Peter Shier:	It’s a weird mix
01:27:47	Peter Shier:	Yep!
01:32:55	Karin Halpin, Goodnews Bay:	14
01:32:56	Nikiesha Richards:	14
01:32:57	Paula Alvana:	14
01:33:02	Nicole Ito:	14
01:33:06	Amanda Painter:	14
01:33:07	Carol Boehmler:	14
01:42:04	Ray Burns:	EXPLICITNESS
01:42:05	Ravhen Cade:	Tons of reps!
01:42:14	Ray Burns:	repetitiveness
01:42:14	Peter Shier:	I can’t count the reps - wow!
01:42:22	Karin Halpin, Goodnews Bay:	Didn’t have them guess the definition
01:42:22	Andi Hakkinen:	repetition!
01:42:22	Charles Stewart:	Repetition and opportunities to practice
01:42:22	Rebecca Minnema:	Partner practice before sharing with the class.
01:42:22	pam:	No downtime!!!
01:42:23	stephanie.watkins:	Repeating words
01:42:23	Nicole O'Donnell - ACSA/ASDN:	The number of repetitions
01:42:24	Topher Kinkead (Goodnews):	A lot of yo-yo back and forth
01:42:24	ottum_sarah:	repitition and explicit
01:42:24	Laurie Hagelman:	Lots of reps
01:42:26	Carol Boehmler:	I liked the way the kids were learning to form complete sentences with the words
01:42:28	Stephanie Gillogly:	Both she and the kids are using the word and lots of examples of the word in use
01:42:30	Peter Shier:	Lots of examples - making concrete for kids
01:42:30	JoEllen:	She used the words in many different sentences, making sure to give lots of examples
01:42:31	Ravhen Cade:	Modeling how to visualize these words
01:42:31	King_Heather:	ties to real life experiences
01:42:33	Amy Utecht:	She is amazing! Lots of examples
01:42:34	Nicole Ito:	Taught the meaning of the word and didn’t ask for the definition
01:42:35	Mrs. Mullaly:	No "Who knows what  . . ?"
01:42:35	Stephanie Gillogly:	Helping them segment word to read
01:42:41	Mitzi:	Repetition of words
01:42:49	Andi Hakkinen:	Giving an example using a complete sentence.
01:42:51	Rachel Phelps:	explicit instruction and many opportunities for the students to repeat the word
01:42:52	Tiffany Gerwig, 3rd:	Use of sentence stem to get the students to properly use the word in a sentence
01:42:58	Karen Millington:	She was using examples they could relate to
01:43:00	Amanda Painter:	gave real world examples of situations the kids may experience
01:43:11	Kristin Rothe 7-12 Science BSSd:	Impressed was repeated to the group around 30 times,
01:43:13	Paula Alvana:	She used the focus word so often and broke it down by parts.  The students were so very involved, especially when they had to make a sentence.
01:43:13	stephanie.watkins:	Helped students really understand meaning of word
01:43:45	Darien Greason:	Tied new words to known real world examples
01:43:52	Ravhen Cade:	There were not a ton of new words to be introduced. Only a few that were taught explicitly
01:51:54	Laurie Hagelman:	Moved around the room a lot!
01:51:57	Andi Hakkinen:	Students teach each other
01:52:11	Andi Hakkinen:	I do, you do
01:52:12	Rebecca Minnema:	Kept everyone on task and each partner had a job
01:52:13	ottum_sarah:	illustations
01:52:14	Robin Neltnor:	Examples and non examples
01:52:14	Stephanie Brewer:	Broke apart the word Diameter
01:52:15	Charles Stewart:	Prefixes and provided examples
01:52:17	Amy Utecht:	Gave examples and nonexamples
01:52:18	Kristin Rothe 7-12 Science BSSd:	I do, we do, you do
01:52:18	Nikiesha Richards:	Practice vocabulary
01:52:22	Stephanie Gillogly:	Step by step with visuals and words
01:52:23	Nicole Ito:	Partner practice
01:52:26	JoEllen:	All students were engaged in drawing, teaching, and defining.
01:52:27	Cindy Hurst:	Checked for understanding
01:52:28	Mitzi:	Giving examples
01:52:34	stephanie.watkins:	Made students were pn task and understood what she wanted from them
01:52:37	jasmine.hightower:	She had them draw, speak, etc. She had them teach it.
01:52:37	Paula Alvana:	Anita moved/scanned the room for accuracy.   Explained when needed.
01:52:39	pam:	Non-examples, reluctant student integrated
01:52:41	Rachel Phelps:	she listened to one student's answer and shared his answer.
01:52:43	Ray Burns:	Liked how she had one explain the concept as if the partner wasn’t in class
01:52:43	christinekrause:	No way to escape not knowing the vocab
01:52:45	Carol Boehmler:	Well, it was a good review for me! Haven't taught that for a long time! Partner work! Multiple opportunities
01:52:52	Mitzi:	Check the understanding of students
01:52:55	Tiffany Gerwig, 3rd:	Review-teaching it to each other. She kept repeating the definition and asked them to find examples and non-examples
01:52:58	Christina Compton:	She gave examples and non examples
01:54:14	Ray Burns:	I like her pacing
01:58:29	Nicole O'Donnell - ACSA/ASDN:	https://explicitinstruction.org/
01:59:19	Nicole O'Donnell - ACSA/ASDN:	https://asdn.org/wp-content/uploads/Spring-Webinar-2.Vocabulary.Participant-Handout.pdf
01:59:39	Nicole O'Donnell - ACSA/ASDN:	Page 10 of the PDF. Page 9 numbered.
01:59:42	Rebecca Minnema:	Predator and prey
01:59:48	sharonpickett:	Graze, skulks
02:00:45	Paula Alvana:	Gazelle a deer-like animal, quiver-shakes, launch-begin quickly
02:00:49	Laurie Hagelman:	Skulks, prey, predator - extended instruction
02:00:54	Rebecca Minnema:	quivers and flare
02:01:23	Katie Schneider:	predator, gazelles-extended instruction
02:01:27	Karin Halpin, Goodnews Bay:	Predator deep
02:01:28	stephanie.watkins:	Skulks, intently,
02:01:28	Ravhen Cade:	Savannah and predator (Extended)
02:01:28	iPhone:	Savannah extended instructions
02:01:29	Stephanie Brewer:	Predator - extended   swivel- embedded
02:01:30	King_Heather:	Pre-teach: Savannah, gazelles, predator. Fast map: launch, snaps, bands
02:01:30	Laurie Hagelman:	Startling, nostrils, surroundings - fast map
02:01:33	Rebecca Minnema:	Deeply teach predator and prey - touch on quivers and flare
02:01:36	Cindy Hurst:	Extended
02:01:42	Katie Schneider:	graze, scan embedded instruction
02:01:44	christinekrause:	quiver - extended due to multiple meanings.
02:01:44	Charles Stewart:	Intentional: Skulks, prey Fast Map: intently, startling
02:01:46	Paula Alvana:	Gazelle- just touch on;
02:01:49	Ravhen Cade:	Gazelles and intently (embedded)
02:01:50	stephanie.watkins:	On-purpose
02:01:50	Rachel Phelps:	extended-skulks, gazelle  embedded-swivel, quiver
02:01:50	Kristin Rothe 7-12 Science BSSd:	Pre-teach unit km
02:01:51	Carol Boehmler:	fast map; graze, surrounding, swivel. D
02:01:53	jasmine.hightower:	Swivel, graze - quick touch; African savannah; gazelle - extended
02:02:05	Cindy Hurst:	Swivel, quiver - embedded
02:02:06	JoEllen:	deeply teach predator, horizon, graze, prey
02:02:12	Amy Utecht:	FM - graze, swivel, quiver
02:02:15	pam:	prey, predator Extended
02:02:23	Kristin Rothe 7-12 Science BSSd:	Need a picture of the animals like gazelle and cheetah
02:02:24	Andi Hakkinen:	Extended: prey, predator. Fast map: snaps, arched
02:02:27	Tiffany Gerwig, 3rd:	Insertion: skulks, Flare,
02:02:30	pam:	Pogo embadded
02:02:30	Cindy Hurst:	pauses, burst - Fast map
02:02:33	Nicole Ito:	Embedded: flare and graze
02:02:40	Topher Kinkead (Goodnews):	Stamp
02:02:43	JoEllen:	fast map: swivel, snort, quiver, gazelle.
02:02:47	Mitzi:	Gazelles, swivel, quiver
02:02:49	Ray Burns:	swivel
02:03:01	Darien Greason:	FM stamp, graze, swivel
02:03:02	Stephanie Mullaly:	extended - predator, quiver; embedded - graze, swivel
02:03:04	Ray Burns:	Pogo sticks
02:03:52	Nicole Ito:	Extended launch  startling
02:03:55	Kristin Rothe 7-12 Science BSSd:	In order to make appropriate decisions for my class I would need to give a pretest of the vocabulary...
02:03:59	Tiffany Gerwig, 3rd:	Embedded: Intently, quiver
02:05:22	sharonpickett:	Yes, you do finish each other sentences. I could tell you have been teaching together for awhile. I was just wondering how long. Thanks for answering that questions.
02:05:30	sharonpickett:	question
02:15:56	Rebecca Minnema:	49
02:15:59	Andi Hakkinen:	22
02:15:59	Amanda Painter:	20
02:16:00	Charles Stewart:	25 +
02:16:02	Ray Burns:	20
02:16:02	Tiffany Gerwig, 3rd:	14
02:16:03	ottum_sarah:	20
02:16:03	Stephanie Mullaly:	17
02:16:04	Stephanie Brewer:	11
02:16:05	JoEllen:	22
02:16:06	Amy Utecht:	23
02:16:06	Karen Millington:	20
02:16:07	Nicole Ito:	26
02:16:08	Carol Boehmler:	13
02:16:09	Peter Shier:	15
02:16:09	Christina Compton:	17
02:16:10	Karin Halpin, Goodnews Bay:	20+
02:16:10	pam:	7
02:16:11	Paula Alvana:	10
02:16:11	Darien Greason:	16
02:16:12	stephanie.watkins:	15
02:16:15	Cindy Hurst:	32
02:16:17	Eric:	20
02:16:20	Kristin Rothe 7-12 Science BSSd:	26
02:16:35	luchie.manlangit:	16
02:18:34	Topher Kinkead (Goodnews):	Geology
02:19:37	Rebecca Minnema:	I use it in biology and zoology and the students really engage with it and are better able to remember vocabulary throughout the yerar
02:20:20	Lexie Domaradzki:	Nice Rebecca!  It so helps students with the vocabulary you are teaching and figuring out words when you are not with them!  Great job!
02:21:08	Rebecca Minnema:	1
02:21:09	Ravhen Cade:	1
02:21:11	Karin Halpin, Goodnews Bay:	1
02:21:13	christinekrause:	1
02:21:13	stephanie.watkins:	1
02:21:13	JoEllen:	1
02:21:14	Kristin Rothe 7-12 Science BSSd:	1
02:21:17	Charles Stewart:	1
02:21:18	ottum_sarah:	1
02:21:19	Stephanie Brewer:	1
02:21:19	Nicole Ito:	1
02:21:20	Eric:	1
02:21:22	Stephanie Mullaly:	1
02:21:27	Andi Hakkinen:	1
02:21:27	Amanda Painter:	1
02:21:27	Carol Boehmler:	1
02:21:29	Peter Shier:	1
02:21:33	Amy Utecht:	1
02:21:38	Katie Schneider:	2
02:21:38	Nikiesha Richards:	2
02:21:38	Karin Halpin, Goodnews Bay:	2
02:21:38	Amanda Painter:	2
02:21:38	Rebecca Minnema:	2
02:21:39	Eric:	1
02:21:39	Stephanie Mullaly:	2
02:21:39	Andi Hakkinen:	2
02:21:40	christinekrause:	2
02:21:40	Stephanie Gillogly:	2
02:21:40	Amy Utecht:	2
02:21:40	Stephanie Brewer:	2
02:21:41	stephanie.watkins:	12
02:21:42	Carol Boehmler:	2
02:21:43	Peter Shier:	2
02:21:44	Cindy Hurst:	2
02:21:45	Karen Millington:	2
02:21:46	becky:	2
02:21:47	Rachel Phelps:	2
02:21:47	JoEllen:	2
02:21:47	ottum_sarah:	2
02:21:50	Nicole Ito:	2
02:21:51	Mrika Cami Greva:	2
02:22:04	Karin Halpin, Goodnews Bay:	3
02:22:05	becky:	3
02:22:05	Katie Schneider:	3
02:22:05	Rebecca Minnema:	3
02:22:05	Andi Hakkinen:	3
02:22:06	Amy Utecht:	3
02:22:06	christinekrause:	3
02:22:06	Stephanie Mullaly:	3
02:22:06	Charles Stewart:	3
02:22:06	ottum_sarah:	3
02:22:06	Eric:	3
02:22:06	Ravhen Cade:	3
02:22:07	Stephanie Brewer:	3
02:22:07	Rachel Phelps:	3
02:22:07	JoEllen:	3
02:22:07	Nicole Ito:	3
02:22:07	Amanda Painter:	3
02:22:08	stephanie.watkins:	3
02:22:08	Darien Greason:	3
02:22:08	Karen Millington:	3
02:22:09	Carol Boehmler:	3
02:22:09	Mrika Cami Greva:	3
02:22:10	King_Heather:	3
02:22:12	Paula Alvana:	3
02:22:13	Peter Shier:	3
02:22:16	Kristin Rothe 7-12 Science BSSd:	3
02:22:26	Eric:	1
02:22:27	Darien Greason:	3
02:22:27	Karin Halpin, Goodnews Bay:	1?
02:22:27	Peter Shier:	1
02:22:27	Andi Hakkinen:	1
02:22:28	Stephanie Brewer:	1?
02:22:28	becky:	1
02:22:28	Rebecca Minnema:	2
02:22:28	Paula Alvana:	1
02:22:28	Stephanie Mullaly:	1?
02:22:29	christinekrause:	2
02:22:29	Amanda Painter:	1
02:22:29	Katie Schneider:	1
02:22:29	stephanie.watkins:	2
02:22:29	Charles Stewart:	2
02:22:31	Carol Boehmler:	2
02:22:31	Kristin Rothe 7-12 Science BSSd:	2
02:22:32	Ravhen Cade:	1
02:22:35	Nicole Ito:	2
02:22:38	JoEllen:	1
02:22:38	Cindy Hurst:	1
02:22:38	Karen Millington:	1
02:22:40	Rachel Phelps:	1
02:22:41	Christina Compton:	1
02:22:42	Tiffany Gerwig, 3rd:	1
02:22:43	Amy Utecht:	2
02:22:47	King_Heather:	1
02:23:12	Karin Halpin, Goodnews Bay:	3
02:23:12	Nikiesha Richards:	3
02:23:12	Rebecca Minnema:	3
02:23:13	Stephanie Brewer:	3
02:23:13	christinekrause:	2
02:23:13	Darien Greason:	3
02:23:13	Eric:	2
02:23:15	King_Heather:	3
02:23:16	Amy Utecht:	3
02:23:16	Tiffany Gerwig, 3rd:	3
02:23:16	becky:	3
02:23:16	Katie Schneider:	3
02:23:16	Stephanie Gillogly:	3
02:23:17	Stephanie Mullaly:	3
02:23:17	Mrika Cami Greva:	3
02:23:19	Karen Millington:	2
02:23:19	Cindy Hurst:	2
02:23:20	Paula Alvana:	3
02:23:21	Amanda Painter:	3
02:23:21	Andi Hakkinen:	3
02:23:22	JoEllen:	3
02:23:22	stephanie.watkins:	3
02:23:22	Nicole Ito:	3
02:23:23	Kristin Rothe 7-12 Science BSSd:	2
02:23:23	Charles Stewart:	2
02:23:23	Carol Boehmler:	2
02:23:24	Rachel Phelps:	3
02:23:25	Peter Shier:	2
02:23:27	Laurie Hagelman:	2
02:26:13	Kristin Rothe 7-12 Science BSSd:	Love the picture!
02:26:59	Nikiesha Richards:	I’m a Latin teacher with a little reading intervention on the side! Love this!
02:30:59	Nicole O'Donnell - ACSA/ASDN:	http://www.neilramsden.co.uk/spelling/matrix/
02:31:30	Rebecca Minnema:	Are the students also coming up with definitions for their words based on the meanings of the individual morphemes?
02:32:40	Rebecca Minnema:	So do they have a list of meanings that they refer to when building meanings
02:33:39	Lexie Domaradzki:	They would be prefixes, suffixes or roots you have taught.  If they haven't been taught, we wouldn't put them on the matrices.  It is a review and cumulative activity after the instruction has taken place for each of the word parts.
02:34:09	Rebecca Minnema:	thanks
02:34:37	Carol Boehmler:	I use the Reward program with 3  - 6th grade boys but we do not have any reading that goes with the words used. I only have the boys for 30 min a day. Any suggestions on reading material that I could use? The program does have reading passages that go with it but they are later and we will not get there in time before school is out.
02:35:42	Lexie Domaradzki:	hmmmmm, there should be text that goes with it....Let us take a look and include that support in the next webinar!!!
02:36:20	Carol Boehmler:	Thank you!
02:37:30	Rebecca Minnema:	I’m sorry, but I need to leave a few minutes early today …..  thank you so much
02:37:47	Lexie Domaradzki:	No worries!  Have a wonderful week!
02:38:03	Rebecca Minnema:	You too - enjoy the sunshine!
02:38:43	Paula Alvana:	Continue to graze…between bites of grass
02:38:44	Kristin Rothe 7-12 Science BSSd:	Graze… bites of grass. definition
02:38:46	Andi Hakkinen:	blends/invisible
02:38:59	Cindy Hurst:	bouncing - spring - pogo
02:39:23	stephanie.watkins:	Bouncing as if on a pogo stick
02:39:23	pam:	Run fast, hitting speeds up to 40 mph
02:39:44	Carol Boehmler:	run fast-40 mph
02:39:45	Charles Stewart:	Blends/invisible; graze; bouncing leap/spring
02:39:49	Amanda Painter:	spring high in the air
02:39:56	Nicole Ito:	Flare: sniff for the scent
02:39:57	Rachel Phelps:	cheetah, lion, predator
02:40:06	Amanda Painter:	launch a surprise attack
02:40:21	Carol Boehmler:	Hi Cindy H.!
02:40:40	Carol Boehmler:	Thank you ladies! Very good!
02:40:42	Cindy Hurst:	Hi Carol!
02:40:43	pam:	Thank you so much
02:40:45	Christina Compton:	Thank You!
02:40:46	Andi Hakkinen:	Thank you!!!
02:40:51	Paul Saltzman:	Thank you!
02:40:52	King_Heather:	Thank you!!
02:40:55	Amy Utecht:	Thank you!!
02:40:55	Ravhen Cade:	Thank you!!
02:40:55	stephanie.watkins:	Thank you
02:40:56	Charles Stewart:	Thank you !
02:40:56	JoEllen:	Thank you
02:40:57	luchie.manlangit:	Thank you so much!
02:41:00	Kristin Rothe 7-12 Science BSSd:	Thanks!
02:41:00	Cindy Hurst:	Bonnie, can I check to see if I'm registered for credit please?  Thanks
02:41:02	Stephanie Gillogly:	Thank you!
02:41:03	christinekrause:	Thank you!
02:41:05	sharonpickett:	Thank you
02:41:09	Nicole Ito:	Thank you! Class flies by!
02:41:30	Laurie Hagelman:	Thank you!
02:41:39	jasmine.hightower:	Thanks
02:42:25	sharonpickett:	As long as we got a registration confirmation we are good?
02:42:35	Shelby Skaanes:	Thanks everyone!
02:42:38	sharonpickett:	Thanks
02:43:10	goen_bonnie:	That is correct
02:43:17	Paula Alvana:	Is there a link for the “survey monkey”?  Might not be quite the right name.
02:43:49	Carrie - ASDN Tech Host:	https://www.surveymonkey.com/r/36YCX3N
02:44:47	Ray Burns:	Thank you