00:31:14 Nicole O'Donnell - ACSA/ASDN: Here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:31:40 Nicole O'Donnell - ACSA/ASDN: Here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:31:45 Peter Shier: Peter Shier FNSBSD 9-12 science 00:31:51 Stephanie Gillogly: Stephanie, FNSBSD, 4/5 teacher 00:31:57 Nicole O'Donnell - ACSA/ASDN: Here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:32:04 Rebecca Minnema: Rebecca Minnema math/science 8-12 00:32:05 Nikiesha Richards: Nikiesha Richards, KPBSD, Interventionist K-8 00:32:05 e10721: Edan Badajos 00:32:08 Andi Hakkinen: Andi Hakkinen, KPBSD, primary interventionist 00:32:09 Lovie Brock: Lovie, Cordova School District, 1st grade 00:32:11 jasmine.hightower: Jasmine Hightower, BSSD, 6/7/10 ELA/SS 00:32:12 Karen Millington: Karen Millington, FNSBSD, 4/5 Joy Elementary 00:32:15 Stephanie Mullaly: Stephanie Mullaly, KPBSD, K-5 interventionist 00:32:17 Dana A. Evans: Dana Evans - FNSBSD - PD Coordinator for Title 1, CSI/TSI schools 00:32:17 Stephanie Brewer: Stephanie, contact teacher at CyberLynx in Fairbanks 00:32:18 Nicole O'Donnell - ACSA/ASDN: Nicole, ASDN in sunny Fairbanks! 00:32:20 Eric: Eric LYSD, HS Hist. 00:32:20 Paula Alvana: Paula Alvana-BSSD-PreK 00:32:23 Carol Boehmler: CArol BoehKPBSDmler Intervention 00:32:25 Steven Bridwell: Steven Bridwell, ASD, Virtual ELL Tutor 00:32:31 Ray Burns: Ray Burns LKSD DLE K-2 00:32:36 ottum_sarah: Sarah Ottum, ASD, 2/3 Teacher 00:32:36 e10721: Edan Badajos, KPBSD, Intervention K-8 00:32:38 Kellina Hammond: Kellina Hammond NSBSD preschool-12 sped tchr 00:32:42 Nicole O'Donnell - ACSA/ASDN: Welcome all! Here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:32:47 Lesi Anderson: Lesi Anderson - Literacy Director/Coach at Kuspuk School District 00:32:52 sharonpickett: Sharon Pickett, Lower Yukon School District, High School ELA 00:33:01 JoEllen: JoEllen Fowler, KPBSD, K-3 reading intervention 00:33:09 Amanda Painter: Amanda Painter KPBSD interventionist teacher/Title I 00:33:10 Dawnelle Finkel: Dawnelle Finkel - FNSBSD - 4/5/6 classroom teacher 00:33:11 Karin Halpin, Goodnews Bay: Karin Halpin, principal LKSD, Goodnews Bay 00:33:14 iPhone: Lila johnson kpbsd Title 1 Paul banks k-2 00:33:15 Charles Stewart: Charles Stewart, LKSD, 6-12 social studies/ela 00:33:30 Nicole O'Donnell - ACSA/ASDN: Hello everyone! Here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:33:32 Christopher Kinkead: Topher Kinkead, Goodnews Bay, 6-12 Math/Science 00:33:43 Nicole Ito: Nicole Ito Dillingham Interventionist 00:33:46 Christina Compton: FNSBSD 5th/6th All subjects 00:35:55 Christina Compton: Vocabulary strategies for read aloud 00:35:56 Karin Halpin, Goodnews Bay: Vocabulary modeled off of Anita… 00:35:56 Nikiesha Richards: Embedded instruction 00:36:00 Karen Millington: Focus more on word parts 00:36:01 ottum_sarah: previewing read alouds for vocabulary words 00:36:01 Nicole Ito: embedding vocabulary in read aloud 00:36:02 Carol Boehmler: I spent time on the vocab technique Anita Archer used 00:36:04 Ray Burns: Vocabulary routune 00:36:07 Andi Hakkinen: Think, pair, share for new vocabulary words 00:36:08 Peter Shier: Developing morphological awareness in science 00:36:09 Lovie Brock: intentional vocabulary instruction, fast mapping 00:36:12 Peter Shier: Vocabulary routines 00:36:13 Charles Stewart: Prefixes/suffixes 00:36:13 JoEllen: Doing more embedded instruction 00:36:16 Kristin Rothe Science Teacher BSSD: We pronounced words together, I repeated pronunciation of genetic terminology. 00:36:19 Paula Alvana: Vocal imbedded in the read-aloud 00:36:24 Christopher Kinkead: Did a lesson where the kids drew an example of a new word (Motion) 00:36:28 Rebecca Minnema: Used roots for biology - biotic, abiotic, ecology, biosphere and so on 00:36:28 Stephanie Mullaly: intentional instruction with repetition of vocab 00:36:35 sharonpickett: avoided vocabulary overload 00:36:38 Edan Badajos: activate background knowledge 00:37:09 Tiffany Gerwig, 3rd: I have been more intentional about picking out words to teach before we read something. Used more examples and non examples when teaching vocabulary 00:37:18 Dawnelle Finkel: Sentence starters, background knowledge, and embedded instructions. 00:37:26 Amanda Painter: started talking about morphemes when working with suffixes 00:43:12 Nicole O'Donnell - ACSA/ASDN: Here’s the packet. It’s on page 4. Here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:43:29 Paula Alvana: Definition, antonym 00:43:31 Kellina Hammond: Definition, antonym 00:43:31 Nicole O'Donnell - ACSA/ASDN: https://asdn.org/wp-content/uploads/Language-Comprehension-Text-Structure-ASDN-SoR-Spring-Webinar-3-21-22.pdf 00:43:38 Andi Hakkinen: definition; antonym 00:43:38 Stephanie Brewer: definition and antonym 00:43:38 Ray Burns: Definition…antonym 00:43:38 Stephanie Gillogly: Appositive definition, Antonym 00:43:38 Dana A. Evans: definition 00:43:38 Amanda Painter: definition,antonym 00:43:39 Darien Greason: definition, antonym 00:43:39 Karen Millington: definition 00:43:39 Karin Halpin, Goodnews Bay: Definition,antonmy 00:43:39 Rebecca Minnema: Definition and antonym 00:43:41 Carol Boehmler: definition of t he 00:43:44 Lovie Brock: definition,antonym 00:43:45 Christina Compton: definition 00:43:46 iPhone: Definition antonym 00:43:46 Tiffany Gerwig, 3rd: Defintion, antonym 00:43:47 Nicole Ito: appositive and antonym 00:43:47 Stephanie Mullaly: 1. definition 2. antonym 00:43:50 Emily: definition 00:43:52 JoEllen: definition, antonym 00:43:52 Kristin Rothe Science Teacher BSSD: Positive and antonym 00:43:56 ottum_sarah: definition, antonym 00:43:57 Antoinina Hammersland-Billich: definition 00:43:59 Cami-greva_Mrika: definition 00:44:21 Nicole O'Donnell - ACSA/ASDN: Chart on page 4: https://asdn.org/wp-content/uploads/Language-Comprehension-Text-Structure-ASDN-SoR-Spring-Webinar-3-21-22.pdf 00:44:22 Stephanie Gillogly: Examples, definition 00:44:23 Stephanie Brewer: example and definition 00:44:23 Karen Millington: example 00:44:24 Rebecca Minnema: example andappositive 00:44:25 Emily: examples, appositive def 00:44:26 Dana A. Evans: examples & def 00:44:27 Karin Halpin, Goodnews Bay: Example, definition 00:44:27 Amanda Painter: example, synonym 00:44:27 Carol Boehmler: appostitive defi and 00:44:27 Peter Shier: appositive 00:44:30 Nikiesha Richards: Example definition 00:44:31 jasmine.hightower: Example, def 00:44:32 ottum_sarah: example, definition 00:44:33 Darien Greason: example, definition 00:44:34 Kellina Hammond: examples, definition 00:44:37 Kristin Rothe Science Teacher BSSD: Example, definition 00:44:37 Andi Hakkinen: example; appositive 00:44:38 JoEllen: example, definition 00:44:38 Stephanie Mullaly: example, definition 00:44:40 Tiffany Gerwig, 3rd: Appositive 00:44:42 Paula Alvana: Example,appositive 00:44:42 Nicole Ito: example definition 00:44:45 Christina Compton: example 00:45:18 Ray Burns: Antonym… 00:45:19 ottum_sarah: antonym 00:45:25 Rebecca Minnema: Antonym and definition 00:45:25 Darien Greason: antonym, definition 00:45:27 Carol Boehmler: antonym def 00:45:27 Karen Millington: antonymn 00:45:28 Christina Compton: antonym 00:45:30 Robin Neltnor: Antonym, definition 00:45:31 Nicole Ito: antonym synonym 00:45:31 Stephanie Brewer: antonym, definition 00:45:33 Dana A. Evans: antonym definition 00:45:35 Amanda Painter: antonym, definition 00:45:36 Kellina Hammond: Antonym, definition 00:45:36 Emily: antomym 00:45:38 Andi Hakkinen: antonym; definition 00:45:38 Lovie Brock: antonym, definition 00:45:42 JoEllen: antonym, definition 00:45:42 Stephanie Mullaly: antonym, appositive definition 00:45:43 Christina Compton: definition 00:45:46 iPhone: antonym 00:45:54 Amparo Faraon: definition 00:45:59 krista chadwick: Ant, definition 00:46:35 Emily: examples 00:46:37 Rebecca Minnema: example and definition 00:46:40 Dana A. Evans: examples 00:46:40 Andi Hakkinen: example; definition 00:46:41 ottum_sarah: examples 00:46:41 Karen Millington: definition 00:46:43 Kellina Hammond: examples 00:46:44 Stephanie Mullaly: synonym, example 00:46:45 Carol Boehmler: antonym , definition 00:46:47 Peter Shier: example defn 00:46:47 Paula Alvana: Synonym example 00:46:48 Steven Bridwell: definition, example 00:46:48 Kristin Rothe Science Teacher BSSD: Example and 00:46:48 Darien Greason: example, example 00:46:50 iPhone: Definition 00:46:52 Karin Halpin, Goodnews Bay: example 00:46:52 Nicole Ito: example example 00:46:55 King_Heather: Definition 00:46:57 Amparo Faraon: synonyms 00:46:58 Tiffany Gerwig, 3rd: Example, definition 00:47:17 JoEllen: example, definition 00:49:44 iPhone: Embed definitions 00:49:45 Kristin Rothe Science Teacher BSSD: I would share a student appropriate version the lesson you just taught. 00:49:51 Karin Halpin, Goodnews Bay: During guided reading 00:49:52 Paula Alvana: Working with PreK students, I think I would do a think aloud while reading outlaid. 00:49:56 JoEllen: Pointing out the clues during read aloud sessions 00:50:02 Amanda Painter: embedded instruction with pre determined words 00:50:04 Ray Burns: Read aloud 00:50:05 Carol Boehmler: With 1st graders I have used synonym while they read a story. Pals/friends 00:50:13 Emily: My students journal, so this would be a great way to have students come up with their definitions and synonyms 00:50:17 Amy Utecht: Sorry, I am late. 00:50:19 Nicole Ito: direct instruction of signal words 00:50:23 Stephanie Mullaly: I am actually doing this with some of my students right now! Every day we begin our lesson with 2 context clue cards, and the students read and discuss their definition of the word and what they considered clues in the sentences. 00:50:29 Peter Shier: Student appropriate versions - I would need to calm down. I get enthused. 😳 00:50:29 Tiffany Gerwig, 3rd: Highlighting clues that help us find the word. Explaining why we know the word. 00:50:31 ottum_sarah: use during read aloud sessions or in book club discussions 00:50:32 Rebecca Minnema: With science texts it works well as vocabulary words are presented. Perfect place to look for context clues. As we are doing a close read outloud 00:50:36 Dana A. Evans: I will incorporate these more explicitly when working with teachers. 00:50:38 Stephanie Gillogly: Take opportunities when reading shared text to focus on these clues as we find them. 00:50:40 Nicole O'Donnell - ACSA/ASDN: Here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:50:47 Darien Greason: Working out a paraphrase 00:52:55 Ray Burns: Is anyone having difficulty printing beyond page 3? 00:52:59 Nicole O'Donnell - ACSA/ASDN: Here’s the book: https://bookshop.org/a/81665/9781681254036 00:53:27 Nicole O'Donnell - ACSA/ASDN: Alaska’s Reading Playbook: https://aklearns.org/wp-content/uploads/2022/02/AlaskasReadingPlaybook.ac-1.pdf 00:54:25 Nicole O'Donnell - ACSA/ASDN: TOday’s packet: https://asdn.org/wp-content/uploads/Language-Comprehension-Text-Structure-ASDN-SoR-Spring-Webinar-3-21-22.pdf 00:55:09 2. Dana A. Evans: @Ray - I was but once I downloaded it and opened it in Adobe it worked, I don’t know why? 00:55:37 Rebecca Minnema: headings, sub-headings to guide the readers 00:55:39 Karin Halpin, Goodnews Bay: Transition words 00:55:41 Kellina Hammond: little 00:55:44 1. Amanda Painter: bold words 00:55:44 Kristin Rothe Science Teacher BSSD: Captions, graphs, charts, headings, subheadings, 00:55:44 Steven Bridwell: English is an SVO language 00:55:45 Ray Burns: Headings 00:55:45 Emily: Learner here 00:55:47 iPhone: Cause and effect 00:55:47 Paula Alvana: Headings 00:55:49 2. Dana A. Evans: There is a order to the sequence usually 00:55:50 2. Darien Greason: not much 00:55:54 2. Charles Stewart: Built in definitions 00:55:55 4. Andi Hakkinen: cause and effect 00:55:59 Peter Shier: Descriptions, sequences, etc 00:56:02 Lovie Brock: labels 00:56:02 JoEllen: Headings 00:56:04 1. Amy Utecht: Informational text can be written in a compare/contrast, cause and effect, timeline 00:56:09 Nicole Ito: lots of facts 00:56:09 ottum_sarah: headings, graphs, captions, charts 00:56:10 4. Carol Boehmler: some. graphic organizw 00:56:15 4. Christina Compton: Sequencing, cause and effect, informational, narrative 01:06:12 Nicole O'Donnell - ACSA/ASDN: Here’s the handout: https://asdn.org/wp-content/uploads/Language-Comprehension-Text-Structure-ASDN-SoR-Spring-Webinar-3-21-22.pdf 01:06:15 1. JoEllen: Yes 01:06:15 4. Carol Boehmler: yes 01:06:15 1. Stephanie Brewer: yes 01:06:16 2. Nikiesha Richards: yes 01:06:16 4. Christina Compton: yes 01:06:16 4. Andi Hakkinen: yes 01:06:16 3. Stephanie Mullaly: yes 01:06:17 1. ottum_sarah: yes 01:06:18 2. Charles Stewart: yes 01:06:18 2. Rebecca Minnema: Not yet 01:06:19 3. Paula Alvana: yes 01:06:19 1. Kristin Rothe Science Teacher BSSD: yes 01:06:20 2. Stephanie Gillogly: yes 01:06:22 4. Lovie Brock: no 01:06:22 3. Lesi Anderson: yes 01:06:23 1. Amy Utecht: not yet 01:06:24 Nicole O'Donnell - ACSA/ASDN: Handout: https://asdn.org/wp-content/uploads/Language-Comprehension-Text-Structure-ASDN-SoR-Spring-Webinar-3-21-22.pdf 01:06:25 4. Emily: y 01:06:26 3. Edan Badajos: yes 01:06:29 2. Dana A. Evans: yes 01:06:30 1. Nicole Ito: yes 01:06:30 2. Paul Saltzman: Yes 01:06:31 2. Orien Schmitz: yes 01:06:31 3. Cami-greva_Mrika: ye 01:06:31 2. Dawnelle Finkel: yep 01:06:31 1. Christopher Kinkead: yed 01:06:32 2. Becky: yes 01:06:47 4. Peter Shier: yep good 01:07:22 4. Carol Boehmler: where are the numbers 01:07:24 2. Orien Schmitz: I need a number please. 01:07:27 2. Orien Schmitz: nevermind 01:07:53 4. Emily: need a number 01:07:58 3. Kellina Hammond: yes 01:08:04 1. Mitzi: yes 01:08:11 4. sharonpickett: How do we know which group we are in? 01:08:19 4. Carol Boehmler: number?? 01:08:20 3. iPhone: Your name 01:08:32 2. Amparo Faraon: Can I have the link 01:08:49 4. Carol Boehmler: got it 01:09:03 2. Stephanie Gillogly: yes 01:09:05 4. Carol Boehmler: 4 01:09:05 4. jasmine.hightower: yes 01:09:06 3. iPhone: Yes 01:09:06 2. Paul Saltzman: Yes #2 01:09:06 1. Kristin Rothe Science Teacher BSSD: yes 01:09:07 2. Dana A. Evans: yes 2 01:09:07 1. JoEllen: yes 01:09:07 2. Amparo Faraon: yes 01:09:08 4. Andi Hakkinen: yes 01:09:09 3. Kellina Hammond: yes 01:09:09 4. Lovie Brock: yes 01:09:11 1. ottum_sarah: yes 01:09:11 4. Emily: y 01:09:11 4. Peter Shier: YEP! 01:09:13 2. Becky: yes 01:09:13 1. Tiffany Gerwig, 3rd: Yes yes 01:09:14 Ravhen Cade: I need one please. 01:09:15 1. Nicole Ito: yes 01:09:15 3. Edan Badajos: yes 01:09:17 3. Paula Alvana: yes 01:09:18 4. Steven Bridwell: yes 01:09:20 2. Karen Millington: yes 01:09:42 1. Amy Utecht: yes 01:35:45 3. Edan Badajos: reading and writing strategies can be taught together 01:35:57 2. Paul Saltzman: Graphic organizers 01:35:58 1. ottum_sarah: using graphic organizers as an instructional strategy and then having students use those graphic organizers to summarize their reading 01:36:03 4. Andi Hakkinen: graphic organizers! 01:36:04 King_Heather: Actual ideas for teaching these structures 🙂 01:36:05 1. Stephanie Brewer: The examples of unit plans. They put it all together. Also, the graphic organizers 01:36:08 1. Ray Burns: Research has shown that students’ expository reading comprehension can improve with the help of text structure instruction. 01:36:10 1. Nicole Ito: the importance of graphic organizers 01:36:10 1. Kristin Rothe Science Teacher BSSD: The 4 recommendations made to help us teach our students were very specific which was appreciated and graphic organizers. 01:36:17 4. Peter Shier: Graphic organizers can help with reading and writing both 01:36:21 2. Rebecca Minnema: The graphic organizers and the idea of using two different text structures side by side to look for differences 01:36:22 2. Amparo Faraon: Context clues, graphics organizers, guide questions 01:36:23 2. Dana A. Evans: The importance of planning, having rubrics, and assessment. 01:36:23 1. Amanda Painter: I liked the description about how the reading and completing graphic organizers can transfer over to writing activities. 01:36:23 2. Karen Millington: Having the examples from the article 01:36:23 1. Ray Burns: The Note Frames 01:36:24 4. Emily: examples of unit plans and graphic organizers 01:36:33 Nicole O'Donnell - ACSA/ASDN: Teaching structures explicitly. And reversing the process for writing 01:36:39 2. Karen Millington: Bring in the Thinking Maps 01:36:39 2. Stephanie Gillogly: Specific graphic organizers and text summary formats 01:36:41 3. Kellina Hammond: I liked all the various strategies. Close paragraphs 01:36:42 2. Charles Stewart: Teaching text structures by writing 01:36:42 3. Stephanie Mullaly: various graphic organizers for reading and writing 01:36:44 2. Orien Schmitz: Guidelines for specific grade levels at the end! 01:36:46 4. Lovie Brock: reading and writing can be taught simultaneously, structures need to be explicitly taught w/multiple passages 01:36:54 4. Carol Boehmler: It takes work to plan specific learning objectives, strategies, assessments, and reading materials 01:37:06 2. Darien Greason: Graphic organizers to clarify instructions. 01:37:10 4. sharonpickett: Examples for lesson planning 01:37:17 3. Paula Alvana: I like the idea of using a well designed graphic organizer to help students write paragraphs. 01:37:18 4. jasmine.hightower: I liked the text structure unit plans 01:37:19 1. krista chadwick: The confirmation that it takes time to do it right. The use of graphic organizers and that writing needs to be in the same structure as the reading. 01:37:19 1. JoEllen: That we need to meet the students where they are, and give them explicit instruction in understanding text structures. 01:37:22 1. Amy Utecht: Great article- using graphic organizers 01:38:04 4. Carol Boehmler: With the covid and so much missed instruction this seems more important than ever 01:41:09 3. Karin Halpin, Goodnews Bay: Love it 01:44:36 3. Karin Halpin, Goodnews Bay: The student examples of the structures 01:44:36 2. Ray Burns: Learning objectives 01:44:38 4. Christina Compton: Lots of graphic organizers, signal words 01:44:40 3. Stephanie Brewer: Loved the cards and going to a corner. Movement while identifying the text structures 01:44:40 4. Carol Boehmler: I love the 2 colored pens so each student showed their work. 01:44:41 4. Christopher Kinkead: Liked how her modeling was highly interactive 01:44:42 4. Andi Hakkinen: Graphic organizer; signal words 01:44:43 2. Rebecca Minnema: explicit teaching with specific vocabulary definitions 01:44:48 4. Kristin Rothe Science Teacher BSSD: Students working together, but with different colored pencils. 01:44:50 2. Ray Burns: ORGANIZED!! 01:44:50 2. Orien Schmitz: Signal words and graphic organizers were mentioned in the article. I like how she starts w easy texts at first. 01:44:51 5. Stephanie Gillogly: Low level text first. Graphic organizer 01:44:52 2. Charles Stewart: Focus on identifying signal words 01:44:54 3. Stephanie Mullaly: Using low level reading books to introduce structers, then moving to instructional level 01:44:55 3. krista chadwick: How video confirms what was seen in the video: use low level texts first so students can focus on text structure rather than comprehension, use of graphic organizers, colored pencils so teacher can see each student’s work, pair share… not sure all of that was in the article, but this is what I noticed 01:44:55 4. jasmine.hightower: Easy assessment 01:44:58 1. Amanda Painter: Creating a graphic organizer with the signal words 01:45:01 3. King_Heather: Text structures explored and practiced in such an interactive and cooperative way! Good times 01:45:01 1. Nicole Ito: I loved how she used the different colored pencils to assess student level of understanding 01:45:01 4. sharonpickett: Colored pencils to make sure everyone in the group is working 01:45:01 1. ottum_sarah: signal words and graphic organizer 01:45:02 4. Ray Burns: Well planned out 01:45:04 1. JoEllen: Starts by giving definition and signal words. 01:45:06 4. Emily: Introduced signal words and use of graphic organizers, cooperative learning 01:45:07 1. Amy Utecht: I liked the modeling of the reading text together and then circling signal words on the board 01:45:09 1. Amanda Painter: low level text, then on level 01:45:10 2. Darien Greason: GO for compare contrast. Cool activity for checking for understanding 01:45:10 4. Ray Burns: Did not frustrate them 01:45:17 5. Amparo Faraon: I liked the use of different colored pens 01:45:19 4. Dana A. Evans: She used structures of I do we do, cooperative learning, review of concepts previously taught, graphic organizers 01:45:23 5. Paula Alvana: Using the room corners to have the students move 01:45:25 3. King_Heather: Loved that flip book too! 01:45:27 5. Amparo Faraon: Think-pair-share 01:45:31 4. Ray Burns: Four corners 01:45:32 4. Lovie Brock: partner share, go to corner, students monitor eachother 01:45:40 1. JoEllen: Reviews every time she introduces a new text structure. 01:49:18 3. King_Heather: Thank you for sharing these! 01:50:10 1. Peter Shier: Yep! 01:50:24 5. Stephanie Gillogly: yes 01:50:25 3. Stephanie Brewer: yes 01:50:25 3. Stephanie Mullaly: yes 01:50:26 4. Andi Hakkinen: yes 01:50:27 2. Katie Schneider: yes 01:50:27 1. Charles Stewart: yes 01:50:28 2. Becky: yes 01:50:28 1. ottum_sarah: yes 01:50:28 1. Nicole Ito: yes 01:50:30 1. Amanda Painter: yes 01:50:31 5. Mitzi: yes 01:50:31 4. Lovie Brock: yes 01:50:34 3. Kellina Hammond: yes 01:50:34 3. King_Heather: yes 01:50:38 4. Dana A. Evans: yes 01:50:38 2. Christina Compton: yes 01:50:39 4. Carol Boehmler: I think 01:50:39 1. JoEllen: yes 01:50:40 4. Christopher Kinkead: yes 01:50:41 5. Emily: y 01:50:43 4. Tiffany Gerwig, 3rd: yes 01:50:44 1. Rebecca Minnema: yes 01:50:44 3. Karin Halpin, Goodnews Bay: yes 01:50:45 3. iPhone: Yes 01:51:00 2. krista chadwick: yes 01:51:19 1. Amy Utecht: Yes 01:51:23 2. Paul Saltzman: Yes 02:02:13 1. JoEllen: description 02:02:21 2. Katie Schneider: At first I thought it was description and then realized cause and effect 02:02:25 1. Amanda Painter: cause and effect 02:02:27 1. ottum_sarah: torn between description and cause/effect 02:02:38 2. Katie Schneider: this makes me feel better! 02:02:53 1. Amy Utecht: Description/Cause and Effect 02:03:37 2. Paul Saltzman: Description 02:03:40 2. Christina Compton: description 02:03:40 2. Darien Greason: description 02:03:40 Charles Stewart: Description 02:03:40 1. Rebecca Minnema: #2 - description - made up of, consists of 02:03:43 2. Becky: descriptive 02:03:46 2. Orien Schmitz: Description 02:03:47 2. krista chadwick: Description 02:03:48 1. Nicole Ito: description consists 02:03:58 3. King_Heather: Problem solution 02:04:01 3. Kellina Hammond: Problem/solution 02:04:01 3. Cami-greva_Mrika: problem solution 02:04:02 3. Stephanie Brewer: problem and no solution 02:04:10 3. Edan Badajos: problem solution 02:04:11 3. King_Heather: "One problem” 02:04:13 3. Kellina Hammond: problem solved 02:04:21 4. Ray Burns: Compare and contrast 02:04:22 4. jasmine.hightower: Compare/contrast 02:04:22 4. Lovie Brock: compare and contrast - alike, unlike, same 02:04:23 1. Peter Shier: compare / contrast. “like” “similar” 02:04:23 4. Carol Boehmler: #4. compare and contrast: signal words: alike, same, different, unlike, 02:04:24 3. Stephanie Mullaly: Problem and Solution, problem, solved 02:04:28 4. Kristin Rothe Science Teacher BSSD: 4 compare/contrast - first sentence mentioned two topics 02:04:30 4. Andi Hakkinen: compare/contrast: unlike, alike, different 02:04:31 4. Tiffany Gerwig, 3rd: Compare/contrast 02:04:31 4. Dana A. Evans: Compare contrast - unlike 02:04:33 4. Christopher Kinkead: Compare 02:04:37 3. Karin Halpin, Goodnews Bay: I did the wrong one I see now, I did four compare/contract 02:04:39 5. Eric: Sequence 02:04:41 5. Ravhen Cade: 5-Chronology/sequence-dates, began 02:04:41 Nicole O'Donnell - ACSA/ASDN: 5. Chronology 02:04:42 5. Paula Alvana: 5. Chronology/Sequence 02:04:42 5. Stephanie Gillogly: Chronology/Sequence. Then, during, list of dates in order 02:04:44 5. Emily: chronological 02:04:50 5. Emily: list of dates 02:04:54 5. Paula Alvana: Began, dates, end 02:04:58 3. Karin Halpin, Goodnews Bay: Time sequence dates 02:06:40 4. Ray Burns: Compare and contrast…clue was “on the other hand” 02:06:51 2. Katie Schneider: compare/contrast 02:06:51 4. Kristin Rothe Science Teacher BSSD: “On the other hand” compare contrast 02:06:53 5. Stephanie Gillogly: Compare and contrast; on the other hand 02:06:54 4. jasmine.hightower: Compare/contrast 02:06:54 2. Paul Saltzman: Compare and contrast, description 02:06:55 4. Andi Hakkinen: Description; compare and contrast 02:06:56 1. Peter Shier: compare & contrast AND description 02:06:58 3. Stephanie Mullaly: Compare and Contrast. On the other hand 02:06:59 5. Eric: Expository and contrast 02:06:59 3. Stephanie Brewer: description 02:07:00 3. Kellina Hammond: Compare/contrast 02:07:01 3. King_Heather: compare/contrast 02:07:02 Nicole O'Donnell - ACSA/ASDN: Description. Compare and contrast. 02:07:02 2. Darien Greason: description 02:07:03 4. Dana A. Evans: description and compare contrast 02:07:04 1. ottum_sarah: compare/contrast 02:07:04 1. Amy Utecht: compare/contrast 02:07:04 1. Nicole Ito: compare and contrast: on the other hand 02:07:05 Cindy Hurst: compare/contrast 02:07:06 5. Emily: compare contrast 02:07:06 2. krista chadwick: Compair/contrast 02:07:07 1. Karen Millington: Compare and contrast, 02:07:08 Charles Stewart: Compare contrast 02:07:09 3. Edan Badajos: description/compare contrast 02:07:10 3. Karin Halpin, Goodnews Bay: Compare/contract…on the other hand 02:07:10 4. Tiffany Gerwig, 3rd: Description 02:07:11 4. Carol Boehmler: mpare contrast; on the other hand 02:07:12 2. Christina Compton: Compare/contrast “on the other hand” 02:07:13 2. sharonpickett: Description and Compare and Contrast. 02:07:15 1. Rebecca Minnema: Compare/contrast ….on the other hand, once I know this I can look for similarities and differences 02:07:17 5. Paula Alvana: Description, 02:07:21 3. King_Heather: on the other hand 02:07:22 1. JoEllen: Compare/ contrast: on the other hand, less tolerant, relative size. 02:07:51 3. King_Heather: Now I can Venn diagram it in my mind 02:07:55 Cindy Hurst: Descriptive 02:07:55 Nicole O'Donnell - ACSA/ASDN: As a skimmer, I used the cues to read more quickly (not sure how that helps me comprehend) 02:07:57 1. Peter Shier: IT helped me organize the ideas in my head. 02:08:02 5. Stephanie Gillogly: I can use it to put info into a graphic organizer 02:08:08 3. Karin Halpin, Goodnews Bay: Organize it 02:08:24 1. Amy Utecht: Venn diagram 02:08:25 5. Emily: organize 02:08:26 1. Nicole Ito: I thought "I can do this!" 02:08:30 4. Carol Boehmler: helped me organize it and look at signal words;on the other hand 02:08:31 4. Dana A. Evans: Even not knowing some of the words, you knew there was a relationship between the creatures and why it was important 02:08:37 4. Tiffany Gerwig, 3rd: I would have started pulling out notes about the main things it was describing 02:09:50 Shelby Skaanes: https://www.readworks.org/ 02:10:59 3. Karin Halpin, Goodnews Bay: Great resource, thank you for sharing. 02:12:56 Nicole O'Donnell - ACSA/ASDN: Yes, thank you. We discussed this in our group. Sometimes the examples in the materials we’re provided don’t match as clearly. 02:13:44 4. Carol Boehmler: I have a much better understanding of signal words after today! 02:14:26 1. Rebecca Minnema: Thank you; this has been really helpful and I can see where my students would gain so much from lessons like this! 02:14:27 4. Andi Hakkinen: cause/effect; compare/contrast; description; chronology; problem/solution 02:14:30 1. Amy Utecht: 1. Cause/effect 02:14:35 Cindy Hurst: compare/contrast, descriptive, cause/effect, chronological, problem/solution 02:14:37 4. Kristin Rothe Science Teacher BSSD: Description, compare/contrast, prob/solution, sequence, 02:14:38 4. Christopher Kinkead: Simple description, compare and contrast sequence cause and effect and problem and solution 02:14:38 2. Katie Schneider: compare/contrast, description, problem, solution, chronological order, and cause/effect 02:14:39 3. Karin Halpin, Goodnews Bay: Cause/effect, compare/contracs, description, chronology, problem/solution 02:14:41 4. Dana A. Evans: compare/contrast, description, cause and effect chronologic, problem solution 02:14:42 5. Emily: cause effect 02:14:42 1. ottum_sarah: problem/solution, description, compare/contrast, sequence, cause/effect 02:14:49 5. Stephanie Gillogly: Description, cause/effect, problem solution, compare contrast, chronology/sequence 02:14:51 4. jasmine.hightower: Compare/contrasts; cause & effect; problem & solution; description; chronology 02:14:52 2. krista chadwick: Problem and solution, compare and contrast, description, problems/solution… 02:14:52 1. Karen Millington: Problem/solution, cause/effect, compare/contrast, description, sequence 02:14:54 1. Amanda Painter: cause/effect, description, chronological, prb/solution, 02:14:54 Charles Stewart: Compare/contrast, chronology, descriptive, problem solution, cause/effect 02:14:54 4. Lovie Brock: compare and contrast, description, problem-solution, chronological order, cause and effect 02:14:55 1. Rebecca Minnema: Compare/congtrast, description, chronology, problem solving and 02:14:57 5. Emily: compare contrast sequence description 02:14:57 3. King_Heather: cause/effect, description, problem/solution, chronology, sequence 02:14:57 1. Peter Shier: compare contrast cause and effect sequence problem solution 02:14:58 1. Nicole Ito: cause/ effect. chronological compare and contrast descriptive problem solution 02:15:00 3. Stephanie Brewer: description, compare/contrast, cause/effect, problem/solution, sequence 02:15:05 4. Carol Boehmler: problem and solution, description, compare, contrast chronological and cause and effect 02:15:07 2. Darien Greason: Cause/effect, compare/contrast, problem solution, sequence 02:15:08 5. Eric: Description sequence, cause and effet, compare and contact problem solution. 02:15:10 1. Amy Utecht: 2. compare/contrast 3. description 4. sequesnce 5. problem/solution 02:15:14 4. Tiffany Gerwig, 3rd: Discretion, compare, cause, sequence + problem 02:15:14 2. Christina Compton: Compare/contrast, cause/effect, description, sequential order, problem/solution 02:15:15 3. iPhone: Cause effect: problem solution: compare contrast: chrolologicsl; sequence 02:15:16 3. Kellina Hammond: Cause/effect. Descriptive. Problem/solution. Compare/contrast. Chronological. 02:15:18 3. Stephanie Mullaly: cause/effect, chronology/sequence, compare/contrast, problem/solution, description 02:15:29 1. JoEllen: Description, cause/ effect, Sequence/ chronology, problem/ solution 02:16:05 Nicole O'Donnell - ACSA/ASDN: Please take a moment to offer some feedback: https://www.surveymonkey.com/r/36YCX3N 02:16:10 4. Dana A. Evans: Thank you! 02:16:20 1. Rebecca Minnema: Thanks again! 02:16:28 Nicole O'Donnell - ACSA/ASDN: Please take a moment to offer some feedback: https://www.surveymonkey.com/r/36YCX3N 02:16:32 2. krista chadwick: Thank you. 02:16:35 1. JoEllen: Thank you! 02:16:35 1. Amy Utecht: Thank you! 02:16:40 Nicole O'Donnell - ACSA/ASDN: Please take a moment to offer some feedback: https://www.surveymonkey.com/r/36YCX3N 02:16:42 3. iPhone: Thank you 02:16:44 2. Darien Greason: Thanks 02:16:44 2. Christina Compton: Thank you! 02:16:44 2. sharonpickett: Super helpful! Thank you 02:17:11 Cindy Hurst: Thank you 02:17:20 Nicole O'Donnell - ACSA/ASDN: This is such a great group. Thank you all! Please take a moment to offer some feedback: https://www.surveymonkey.com/r/36YCX3N