00:29:46 ottum_sarah: Sarah Ottum, ASD, Grades 2/3 00:29:48 Nicole O'Donnell - ACSA/ASDN: Here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:29:54 Nicole: Nicole 00:30:02 Bonnie Goen - ASDN: Hello everyone…. Our last webinar!!! 00:30:18 sharonpickett: Sharon Pickett from LYSD, and I teach High School ELA 00:30:32 Nicole O'Donnell - ACSA/ASDN: Here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:30:48 Karen Millington: Karen, FNSBSD, 4/5 teacher 00:30:56 sharonpickett: I just left Washington on Saturday and it was a beautiful spring day. 00:30:57 krista chadwick: Krista Chadwick-Hello from Valdez, grade 2 ;o) 00:31:02 Stephanie Gillogly: Stephanie Gillogly, FNSBSD, 4/5 teacher (reading and Math focus) 00:31:10 Moira Westervelt: Moira- FNSBSD Grades 1, 6, 7, 8 00:31:32 Dana A. Evans: Hello and Happy Monday from Fairbanks. 😄 00:31:41 Stephanie Mullaly: Stephanie Mullaly - KPBSD, Interventionist K-5 00:33:16 Ravhen Cade: The importance of checking for accuracy of background knowledge 00:33:18 ottum_sarah: checking misconceptions 00:33:19 Tiffany Gerwig, 3rd: Multiple reads 00:33:19 Peter Shier: Peter Shier FNSBSD. Background knowledge - it might often be less than you imagine 00:33:20 Mrs. Roseberry: I was impressed to learn that strong background knowledge can actually compensate for low reading skills 00:33:21 Stephanie Mullaly: Using multiple text to build background knowledge 00:33:22 jasmine.hightower: How big a role background knowledge plays. I’ve started using the Article-A-Day passages in my classes. 00:33:23 Amy Utecht: Getting multiple resources on the same topic 00:33:26 Karin Halpin, Goodnews Bay: Don’t assume kids have the background knowledge to access the test. Check misconceptions 00:33:29 Carol Boehmler: Students have to have an understanding about the topic before they can understand 00:33:29 Cindy Hurst: Our school focuses on Being There Experiences that we can revisit throughout the school year. This may be a walk on the nature trail, etc... 00:33:30 Charles Stewart: adding context to make new content 'stick' 00:33:38 Laurie Hagelman: Reading multiple sources for background knowledge 00:33:39 Nicole: Multiple readings 00:33:39 iPhone: Activating prior background knowledge, checking for misconceptions 00:33:42 krista chadwick: It made me think about the advantages kids who parents talk and read with them have. 00:33:43 Moira Westervelt: Most important factor in reading comprehension. 00:33:43 Stephanie Gillogly: Activate background knowledge and remind about times they encountered info before 00:33:44 Ray Burns: The ABCs 00:33:49 Andi Hakkinen: Items are stored in long-term memory whether it is accurate or not; holding onto misconceptions is typically the norm, not the exception. 00:34:01 JoEllen: That students rely on their own background knowledge even if it isn't really correct. You really need to check for accuracy and understanding. 00:34:07 kristin.rothe: Multiple readings combined with other resources to activate background knowledge and make connections 00:34:11 Dana A. Evans: some background knowledge can be misconceptions b/c we store inaccurate info. 00:34:57 Nicole O'Donnell - ACSA/ASDN: For anyone who just joined. here’s the resource page: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:35:22 iPhone: 6-9 words a week, repeated instruction, embedded instruction over and over again. 00:35:26 Andi Hakkinen: Tier II often requires explicit instruction - can't always use context clues like we can for Tier III vocab. 00:35:28 Karin Halpin, Goodnews Bay: I model the words LOTS and expect them to use the words too at some point in the lesson 00:35:30 Nicole: Fast mapping vocabulary during read alouds 00:35:32 Ray Burns: “Word consciousness" 00:35:34 Stephanie Gillogly: Word matrices 00:35:37 Cindy Hurst: I loved how you spoke about the different ways to teach vocabulary, by repeating the word at least 25 times. Also, focusing on a specific number of vocab words and to what extent you want the students to know them. 00:35:37 ottum_sarah: identifying tier 2 words beforehand 00:35:38 Lovie Brock: repeated explicit instruction 00:35:42 Ravhen Cade: Splitting the word load into sections for better understanding 00:35:44 Peter Shier: 6-9 words / matrices 00:35:45 Mrs. Roseberry: Purposeful teaching of tier 2 00:35:46 Charles Stewart: using the word repeatedly and giving time to practice 00:35:56 Laurie Hagelman: The vocab was my favorite! I really liked the explict vocabulary instruction! 00:35:59 Amy Utecht: Focusing on fewer words and using examples and non-examples to explain the meaning 00:36:00 Stephanie Mullaly: repeated explicit instruction 00:36:06 Dana A. Evans: The graphic with the Meaning Processor including context, phonological and orthographic processors. 00:36:13 Tiffany Gerwig, 3rd: Non-example 00:36:19 Carol Boehmler: Finding signal words to use with my small groups 00:36:20 Rebecca Minnema: Webinar #1 - helping students to connect new background knowledge to previous knowledge - Webinar #2 - Word learning strategies with prefix root suffixes 00:36:24 krista chadwick: Determining which words NEED to be taught explicitly first. 00:36:39 JoEllen: Just focusing on 6-9 words, but going over them man,y many times. 00:36:53 kristin.rothe: Identifying words students might not know (not related to science) that students might struggle with. 00:37:18 Stephanie Gillogly: Teach the text structures explicitly and have Ss writing same text structures themselves. 00:37:22 Andi Hakkinen: Using simple texts when introducing a new text structure. 00:37:23 Stephanie Mullaly: using kid-friendly explanations 00:37:23 Stephanie Brewer: text features vs. text structures 00:37:34 Rebecca Minnema: Need to be taught 00:37:36 Lovie Brock: the connection that can be made to writing 00:37:38 Mrs. Roseberry: Explicit teaching 00:37:44 Nicole: Kid friendly definitions 00:37:45 Peter Shier: features vs structures. Confederacy of text 00:37:45 Dana A. Evans: The difference between narrative and informational text structures and teaching those explicitly 00:37:49 JoEllen: Use graphic organizers 00:37:49 Karin Halpin, Goodnews Bay: Explicit teaching of the text structures across contents 00:37:50 Cindy Hurst: Be focused on what your intent is and to what specific purposes the text is to be used for. 00:37:50 Moira Westervelt: Comparing different structures 00:37:53 iPhone: Explicit teaching using simple 1 paragraph texts 00:37:54 krista chadwick: The importance of teaching text structure…. 00:37:55 kristin.rothe: Using considerate texts that have the signal words to help them learn how to identify text structures. 00:37:56 Amy Utecht: Teach the structure using shorter texts and lots of examplers 00:37:56 ottum_sarah: features vs. structure 00:38:03 Charles Stewart: learn text structure through short writing assignments the model the structure 00:38:10 Nicole O'Donnell - ACSA/ASDN: It’s amazing how much understanding the structure can help a student understand other texts. 00:38:36 Tiffany Gerwig, 3rd: The purpose of learning text structures 00:38:37 sharonpickett: Practicing identification of text structures. Loved the MAP in the Reading Comprehension BluePrint 00:39:15 Paula Alvana: Just knowing how important it is to have students know that authors purposely use text structure when writing. Also how students learning text structure can help them with comprehension 00:41:17 Nicole O'Donnell - ACSA/ASDN: Here’s the resource page with all the handouts in case you’re missing it: https://asdn.org/webinar-resource-page-science-of-reading-comprehension-spring-2022/ 00:46:36 Nicole O'Donnell - ACSA/ASDN: Writing Revolution: https://bookshop.org/a/81665/9781119364917 00:48:08 Nicole O'Donnell - ACSA/ASDN: Here’s a handy list of all the book recommendations from this webinar series: https://bookshop.org/lists/literacy-recommendations 00:51:06 Nicole O'Donnell - ACSA/ASDN: Why We Need to Teach Sentence Comprehension: https://www.shanahanonliteracy.com/blog/why-we-need-to-teach-sentence-comprehension#sthash.C2QwPhpv.dpbs 01:19:16 kristin.rothe: made 01:19:18 Andi Hakkinen: made 01:19:18 Nicole O'Donnell - ACSA/ASDN: made 01:19:18 Rebecca Minnema: made 01:19:19 Moira Westervelt: made 01:19:20 Laurie Hagelman: made 01:19:20 Dana A. Evans: made 01:19:20 Stephanie Brewer: made 01:19:20 pam: made 01:19:20 Nikiesha Richards: made 01:19:21 Paula Alvana: made 01:19:22 Carol Boehmler: made an 01:19:22 Charles Stewart: made 01:19:24 JoEllen: made 01:19:25 Ray Burns: made 01:19:25 ottum_sarah: made 01:19:25 Orien Schmitz: made 01:19:25 Nicole: Made 01:19:26 Karin Halpin, Goodnews Bay: made 01:19:26 Stephanie Mullaly: made 01:19:26 stephanie Watkins: made 01:19:28 King_Heather: Made 01:19:28 Mrs. Roseberry: made 01:19:28 Amy Utecht: made 01:19:33 Karen Millington: made 01:19:33 Christina Compton: made 01:23:50 Ray Burns: Some ambiguity 01:23:53 Karin Halpin, Goodnews Bay: Break it down 01:24:01 Karen Millington: Look line by line? 01:24:06 Amy Utecht: Chunk it into parts 01:24:13 pam: omit needless words 01:24:14 Nikiesha Richards: Who was this about? 01:24:15 Charles Stewart: what is the purpose of the festive dresses? 01:24:18 Dana A. Evans: Asking those questions of who it was about, what it was about, where does it take place 01:24:18 Stephanie Gillogly: Break out each parenthetical clause and link it to what it is describing 01:24:19 stephanie Watkins: who, what where, and how 01:24:20 Stephanie Brewer: identify who, what (what each thing needed) 01:24:23 Tiffany Gerwig, 3rd: Highlight the nouns and circle the verbs 01:24:24 Lovie Brock: who are they talking about? 01:24:24 Ray Burns: redundacy 01:24:25 Mrs. Roseberry: Ask questions like who and what 01:24:25 krista chadwick: What is the subject, what is the verb? 01:24:26 ottum_sarah: who is it about? what re they doing? 01:24:29 Cindy Hurst: Made what? Sunday suits 01:24:29 Moira Westervelt: Why would the women go in? 01:24:30 Carol Boehmler: why are they coming in with dresses? 01:24:32 Rebecca Minnema: Search for the subject first who or what is the sentence about? Take out prepositional phrases since the S/V won’t be there 01:24:33 Karin Halpin, Goodnews Bay: Who, what, where , when, why 01:24:35 Stephanie Mullaly: Who? What did they do? They did that with what? What is the result? 01:24:35 Andi Hakkinen: Who? Did what? Why? 01:24:41 JoEllen: Ask who, what, where questions. 01:24:41 Paula Alvana: Who are the women? What are they doing? Why are they fixing up the dresses? 01:24:48 Lovie Brock: what are the adjustments? 01:24:48 kristin.rothe: Eliminate prepositional phrases 01:24:52 Ray Burns: Montgomery? 01:24:53 Carol Boehmler: Who? What does adjustment mean? 01:25:09 Karin Halpin, Goodnews Bay: Make it into smaller sentences? 01:25:36 pam: fancy 01:25:38 Ray Burns: Take out the appositives 01:26:00 stephanie Watkins: for anybody!!! 01:26:08 Ray Burns: agreed 01:26:14 Carol Boehmler: Especially in Alaska where we aren't very fancy! 01:26:31 Orien Schmitz: Haha! True, CB! 01:26:35 Dana A. Evans: lol @Carol 😂 01:26:45 Eric: I would put a period after dresses and ask the students if that made a complete sentence if we stopped there. Then I would ask them what the rest of the original sentence was about. 01:27:06 Dana A. Evans: Love it @Eric 01:29:41 Stephanie Gillogly: Could you use the decomposition questions to help you make a sentence more complex or help combine sentences? 01:30:19 Stephanie Gillogly: The Writing Revolution has Ss responding to Content texts 01:30:56 kristin.rothe: Deconstructing sentences helps students identify important information (to highlight) in science. 01:31:42 Nicole O'Donnell - ACSA/ASDN: Here’s today’s handout: https://asdn.org/wp-content/uploads/Spring-Webinar-4.Syntax.Participant-Handout.pdf 01:31:48 Rebecca Minnema: two subjects??? Ants or grasshopper?? 01:31:51 Carol Boehmler: commas and word order 01:31:53 Stephanie Gillogly: Order, dependency 01:31:53 Cindy Hurst: Word order 01:31:54 Charles Stewart: word order 01:31:56 ottum_sarah: word order 01:31:57 Lovie Brock: word order 01:31:57 Christina Compton: length, sentence order 01:31:58 Nicole: Word order 01:31:58 Moira Westervelt: order 01:31:59 Dana A. Evans: length, order 01:31:59 stephanie Watkins: punctuation 01:32:00 Edan Badajos: order, length 01:32:00 krista chadwick: Switching subjects 01:32:03 Karin Halpin, Goodnews Bay: Ideas, length, order 01:32:04 Mrs. Roseberry: Order of word 01:32:04 Andi Hakkinen: length, order 01:32:07 Orien Schmitz: Lots of ideas 01:32:08 pam: dependency, complex notation 01:32:10 kristin.rothe: Length, lots of commas, order, length 01:32:13 Stephanie Mullaly: length, density 01:32:28 Amy Utecht: length, word choice 01:32:40 Karin Halpin, Goodnews Bay: length 01:32:41 Moira Westervelt: length 01:32:45 Karen Millington: Length 01:32:45 Mrs. Roseberry: Word order, length 01:32:47 Charles Stewart: length 01:32:47 Stephanie Gillogly: Semicolons, order, length 01:32:48 Rebecca Minnema: Length and punctuation 01:32:48 Tiffany Gerwig, 3rd: Order 01:32:49 Dana A. Evans: Density, verb order 01:32:49 Andi Hakkinen: length 01:32:49 Cindy Hurst: Density 01:32:51 Lovie Brock: length 01:32:53 kristin.rothe: Length, density 01:32:54 stephanie Watkins: descriptive word usage is confusing 01:32:55 ottum_sarah: word order, density, length 01:32:55 pam: length 01:32:57 Carol Boehmler: length and density 01:33:01 JoEllen: vocabulary, length 01:33:02 Amy Utecht: density 01:33:05 Nicole: Length 01:33:16 Karin Halpin, Goodnews Bay: Length, density 01:33:18 Mrs. Roseberry: length 01:33:20 Rebecca Minnema: sounds like a run-on sentence 01:33:21 Stephanie Mullaly: length 01:33:23 Andi Hakkinen: length 01:33:24 pam: density 01:33:26 Carol Boehmler: length 01:33:27 Christina Compton: density 01:33:27 Lovie Brock: length 01:33:29 Stephanie Gillogly: Length, word order, dependency 01:33:29 Dana A. Evans: Length, order 01:33:29 Karen Millington: density 01:33:29 ottum_sarah: length 01:33:30 Amy Utecht: length 01:33:34 Paula Alvana: Length 01:33:34 JoEllen: length 01:33:34 iPhone: Length 01:33:35 stephanie Watkins: toooo many words 01:33:39 krista chadwick: length 01:33:43 Amparo Faraon: Yes length 01:33:48 Nicole: Density 01:42:04 sharonpickett: Quill.org has some great practices for students with immediate feedback. 01:42:37 sharonpickett: on this very topic 01:42:51 Dana A. Evans: Thank you @Sharon 01:42:52 Peter Shier: THANKS! 01:42:57 Shelby Skaanes: Great sharing, Sharon. Thank you! 01:43:05 Karin Halpin, Goodnews Bay: When teaching complex sentences, use the same strategy across the contents, so students start seeing the connection. Also bring in writing every day. 01:43:54 Nicole O'Donnell - ACSA/ASDN: This discussion of syntax is reminding me of how text structure is important to comprehension. Syntax is the sentence level version of text structure. It’s important to teach it explicitly too! 01:44:17 Ray Burns: LC, it seems to me, is an important aspect of day to day functioning 01:44:21 Dana A. Evans: Ditto, Nicole…you took the words right out of my head 😂 01:44:26 ottum_sarah: understanding sentence structures can lead to better comprehension 01:44:28 Stephanie Gillogly: This explains why a three sentence paragraph is challenging for my 4th and 5th graders to understand. 01:44:30 Stephanie Mullaly: the brain looking for that verb! 01:44:34 Nicole: Sentence decomposition is an effective method to help students 01:44:35 JoEllen: Reading and writing go hand-in-hand and should be taught together. 01:44:38 Rebecca Minnema: Decomposition and sentence combining - it could be a daily quick activity like DOL or diagramming 01:44:41 Carol Boehmler: Breaking sentences down for explicit instruction. Taking long complex sentences and putting them into smaller sentences then putting it back together. 01:44:44 Cindy Hurst: Absolutely! Love the idea of the importance of the verb. 01:44:53 pam: I was interested in the significance of working memory and deconstructing pasive voice 01:45:01 Mrs. Roseberry: Deconstruction of sentences 01:45:03 Moira Westervelt: Asking questions to help students break down sentence meaning. 01:45:09 Stephanie Gillogly: How much info you have to hold on to while waiting to find the verb. 01:45:11 Orien Schmitz: Yes, questioning. 01:45:20 Charles Stewart: syntax can affect sentence comprehension due to length and order 01:45:33 krista chadwick: The importance of taking the time to focus on the sentence level for comprehension 01:45:33 Eric: Syntax has to support meaning. With complex syntax, look for the main idea first. 01:45:38 Andi Hakkinen: There MUST be a link between vocabulary words and a paragraph (sentence comprehension) in order for students to comprehend what they've read. 01:45:42 Paula Alvana: When we change up the way we a sentence is structured from the way we speak, surely makes it more challenging for students to comprehend a passage or even a sentence. 01:45:47 Amy Utecht: Using sentences from your text to teach the grammar skills 01:46:02 kristin.rothe: It explains why longer and complex sentences are so challenging for my 7-12 graders. 01:46:09 Tiffany Gerwig, 3rd: Help students decompose sentences by asking who, what, why, when and where 01:46:12 stephanie Watkins: Breaking down complex sentences so that student can identify all parts of speech and grammar and what is past , present, future tense words are being used. 01:48:53 Carol Boehmler: I think we feel the pressure to have them write a lot! 01:48:57 krista chadwick: Oh my gosh, THIS! 01:49:08 Amy Utecht: Sooo true Carol! 01:49:17 Stephanie Gillogly: @Carol, yes, but we can write a little every day and it can become a lot 01:49:28 Cindy Hurst: Writing is the hardest to make sure we allow the students the time they need. 01:50:00 Dana A. Evans: It’s more challenging to write one strong sentence to summarize something and then they can focus on targeting what they want to say effectively. 01:50:02 Stephanie Gillogly: Very true about time. It varies so much between students 01:50:43 kristin.rothe: Students get better at writing when someone edits their work and they redo their sentences. That is all very time consuming. 01:51:17 Ray Burns: In Phila, strategy was thinking aloud to my students 01:52:27 Ray Burns: And modeling what good writers do 01:52:46 Karin Halpin, Goodnews Bay: I was participating in a webinar when the wifi dropped and I missed the end of the session. 01:52:47 Andi Hakkinen: The teachers participating in the webinar learned how to provide more effective instruction for their students. 01:52:49 Lovie Brock: I was participating in a webinar today when the fire alarm went off. 01:52:55 Stephanie Gillogly: The teachers were participating in a webinar on a Monday afternoon to learn more about teaching reading comprehension to their students. 01:53:00 Tiffany Gerwig, 3rd: Participating in a webinar always gives you at least one idea or food for thought. 01:53:02 Amy Utecht: I enjoy participating in a webinar with teachers from around the state. 01:53:09 Rebecca Minnema: Alaskan teachers have been participating in a webinar about reading comprehension this past month. 01:53:13 Carol Boehmler: Carol sits at her computer every Monday afternoon so she can participate in a webinar. 01:53:14 Cindy Hurst: On April 4th, teachers were participating in a webinar to learn strategies for teaching writing. 01:53:17 Stephanie Brewer: I am participating in a webinar to strengthen my knowledge of reading comprehension. 01:53:18 krista chadwick: Snacking while participating in a webinar is a controversial practice. 01:53:20 Stephanie Mullaly: I am participating in a webinar online right now so I can be a better teacher. 01:53:21 Moira Westervelt: On April 4th, several educators participated in a webinar. 01:53:22 Charles Stewart: I was participating in a webinar when my dog ran down to the lagoon. 01:53:23 Christina Compton: My friend and I are participating in a webinar with others around the state of Alaska. 01:53:35 Paula Alvana: Paula is participating in a webinar to better understand her knowledge and teaching of reading and writing. 01:53:42 Amparo Faraon: I learned so many things in participating in a webinar. 01:53:45 Mrs. Roseberry: I am participating in today’s webinar and am so enlightened by the content. 01:53:45 Dana A. Evans: While participating in a webinar on the science of reading, I learned a great deal about how important it is to teach explicitly and go slow to go far. 01:53:45 ottum_sarah: I was participating in a webiner on Monday when my phone rang 01:53:48 JoEllen: This spring I was participating in a webinar to become a better reading teacher. 01:53:52 Nicole: I am participating in a webinar today and will learn how to help students become better readers. 01:54:00 Eric: In the spring, with perfect snow and sunshine and open trails all around, the teachers were participating in a webinar to learn about reading instruction. 01:54:02 pam: I had previously participated, in the webinar, when I was in Anchorage. 01:54:15 kristin.rothe: After my students took their ELA state tests I was participating in a webinar that helped me understand some of the challenges they may have faced during their test. 01:54:30 stephanie Watkins: Betty participating in the webinar helped her stay focued on her work. 01:54:34 Amy Utecht: Good one Kristin! 01:55:11 Rebecca Minnema: 2 01:55:11 Lovie Brock: 2 01:55:12 Dana A. Evans: 2 01:55:12 pam: 2 01:55:12 Carol Boehmler: 2 01:55:13 ottum_sarah: 2 01:55:14 Orien Schmitz: 2 01:55:14 Karin Halpin, Goodnews Bay: 2 01:55:14 Andi Hakkinen: 2 01:55:14 Stephanie Gillogly: 2 01:55:14 Peter Shier: 2 01:55:15 Stephanie Mullaly: 2 01:55:16 kristin.rothe: 2 01:55:16 Mrs. Roseberry: 2 01:55:16 Kellina Hammond: 2 01:55:17 Amy Utecht: 2 01:55:17 JoEllen: 2 01:55:19 Charles Stewart: 2 01:55:19 stephanie Watkins: 2 01:55:19 Peter Shier: 2 01:55:20 krista chadwick: 2 01:55:21 Paula Alvana: 2 01:55:26 Nicole: 2 01:56:05 Nicole O'Donnell - ACSA/ASDN: Here’s today’s handout: https://asdn.org/wp-content/uploads/Spring-Webinar-4.Syntax.Participant-Handout.pdf 01:56:51 Eric: Sharp teeth and claws make the bear the top of the food chain. 01:56:56 Andi Hakkinen: Living things depend on other living and nonliving things to survive. 01:56:56 Karen Millington: Living things depend on what is in their habitat to survive. 01:57:03 Peter Shier: Carnivores need sharp teeth and claws catch their prey 01:57:06 Cindy Hurst: Living things depend on their habitat for the things that they need to survive. 01:57:08 Stephanie Brewer: Predators can use their sharp teeth and claws to catch their prey. 01:57:15 Mrs. Roseberry: Bugs on any tree become prey for the predators 01:57:28 Nicole: Plants and small animals are at the bottom of the food chain. 01:57:41 Amparo Faraon: Living things depend on other organisms 01:57:42 pam: at the top of the food chain, you will find 01:57:54 Karen Millington: Background knowledge 01:57:59 Christina Compton: I had to use my prior knowledge about the topic to create a sentence. 01:58:03 Peter Shier: Connect something to each end 01:58:06 pam: vocabulary 01:58:06 Mrs. Roseberry: Use background knowledge 01:58:14 Amy Utecht: Living things depend on both living and nonliving things to survive. 01:58:22 Karin Halpin, Goodnews Bay: I had to reread and really think 01:58:22 Cindy Hurst: Understand what the meaning of the fragment should be. 01:58:24 Eric: Identify the sentence or grammar part that the fragment Was to play. 01:58:27 Amy Utecht: Reread the text 01:58:32 Moira Westervelt: Think about what was missing- subject, verb , etc, 01:58:32 Tiffany Gerwig, 3rd: Think is it already a complete thought with a subject and verb if not what can I add that would make sense. 01:58:39 Nicole: Ask myself the question what is at the bottom of the food chain 01:58:42 Carol Boehmler: Living things depend on other living things for survival. understand non living 01:58:48 krista chadwick: Sharp teeth and claws are important tools for survival for many animals in the wild. 01:58:49 ottum_sarah: Living things depend on food sources, air, and shelter to survive 01:59:09 Orien Schmitz: Rereading several times, yes. 01:59:36 stephanie Watkins: Many Animals depend on trees for shelter and food. 02:00:50 Dana A. Evans: Plants and smaller animals are usually near the bottom of the food chain. 02:01:10 Paula Alvana: Bugs may not have sharp teeth and claws for eating and survival, but they can still do a lot of eating. 02:03:31 Charles Stewart: Gloria loved riding her snow machine to school ever day. 02:03:32 Nikiesha Richards: Gloria loved riding her snow machine each day to get to school. 02:03:36 Paula Alvana: Gloria loved riding her snow machine every day to school. 02:03:36 Andi Hakkinen: Gloria loved riding her snow machine every day to get to school. 02:03:42 Cindy Hurst: Gloria loved riding her snow machine to school every day. 02:03:45 pam: Since Gloria needed to go to school, and loved her snow machine, she rode it to school every day. 02:03:45 Mrs. Roseberry: Gloria, who loved riding the snow machine, rode it everyday to get to school. 02:03:47 Eric: Gloria loved to ride her snow machine to school every day. 02:03:49 Lovie Brock: Gloria loved riding her snow machine everyday to school. 02:03:51 Dana A. Evans: Gloria needed to get to school and since she loved riding the snowmachine, she rode it to school every day. 02:03:54 Amy Utecht: Gloria loved riding her snow machine to school every day. 02:03:55 kristin.rothe: Floria loved riding the snow machine to get to school every day. 02:03:55 Karin Halpin, Goodnews Bay: Gloria, who needed to get to school, rode her snowmachine. 02:03:56 Stephanie Brewer: Gloria loved riding her snow machine so much that rode it to school everyday. 02:04:01 krista chadwick: Gloria loved riding her snow machine to school. 02:04:02 Karen Millington: Gloria loved riding her snow machine to school everyday. 02:04:05 Rebecca Minnema: Because Gloria needed to get to school, she grew to love riding her snowmachine daily. 02:04:18 Stephanie Gillogly: Gloria loved riding her snow machine, so she rode it to school everyday 02:04:19 Nicole: Each day Gloria rode her snow machine to school. 02:04:19 Karin Halpin, Goodnews Bay: To get to school, Gloria would ride her snow machine. 02:04:26 JoEllen: Gloria loved to ride her snow machine, which was a good thing because she needed to use it to get to school daily. 02:04:28 Paul Saltzman: Gloria loved riding her snow machine to school every day. 02:04:28 Tiffany Gerwig, 3rd: Gloria is happy to ride her snow machine to school every day. 02:04:41 krista chadwick: To get to school, Gloria loved riding her snow machine every day. 02:04:43 Lovie Brock: Gloria used her snow machine to get to school every day. 02:04:43 kristin.rothe: In order to get to school everyday, Gloria loved riding her snowmaking. 02:04:47 sharonpickett: Gloria was able to combine both love and need by riding her snow machine to school everyday. 02:04:50 Stephanie Mullaly: Since Gloria loved riding her snow machine everyday, she drove her snow machine to school. 02:04:52 Cindy Hurst: Every day Gloria needed to get to school so she rode her snow machine that she loved. 02:05:01 Moira Westervelt: Gloria loved to ride her snow machine and needed to get to school; she decided to ride it to school everyday! 02:05:07 Rebecca Minnema: Gloria, who loved riding her snow machine, would ride her snowmachine to school daily. 02:05:08 Dana A. Evans: Since Gloria loved riding her snowmachine and she needed to get to school everyday, she rode her snowmachine. 02:05:11 Stephanie Gillogly: Riding a snow machine was a joy for Gloria, so she rode her snow machine to school each day. 02:05:17 Eric: Gloria loved to ride her snow machine to school every day but, was frustrated because her snow machine had a broken track and a new one that she had ordered was lost in shipping. 02:05:17 ottum_sarah: Glorida needed to go to school, but it had snowed over 3 feet last night! Gloria loved riding her snow machine so she rode it everyday. 02:05:21 Carol Boehmler: It was a stormy day in Bush Alaska and Gloria had to get to school so she took rode her snowmachine because she love riding it. 02:05:27 stephanie Watkins: Gloria needed to get to school and everyday she rode her snow machine , Gloria loved riding her snow machine. this made going to school fun 02:05:28 pam: Getting to school every day was accomplished by using the snow machine Gloria loved. 02:05:32 Moira Westervelt: The snow machine was ridden to school everyday by Gloria. 02:05:34 Tiffany Gerwig, 3rd: With great joy, each day Gloria rides her snow machine to school. 02:05:41 Charles Stewart: Because Gloria loved riding her snow machine, she took it to school every day. 02:05:51 Paula Alvana: Gloria needed to get to school every day, so she rode her snow machine, which she loved to ride. 02:05:57 Andi Hakkinen: Gloria needed to get to school on time each day, so she rode the snow machine that she loved so much. 02:06:03 sharonpickett: Poor Eric, writing from experience 02:06:06 Orien Schmitz: Gloria loved to ride her snow machine to school every day. 02:07:38 krista chadwick: An ecosystem is like a habitat. 02:07:38 Stephanie Gillogly: Bugs and birds lay eggs. 02:07:39 Eric: An organism is like a habitat. 02:07:46 Karin Halpin, Goodnews Bay: Most food chains also include plants. They also include bacteria and other tiny, microscopic organisms. 02:07:52 Eric: Ecosystem 02:07:52 stephanie Watkins: There are ecosystems in many places 02:07:53 Moira Westervelt: Spiders make egg sacs. 02:07:57 Karen Millington: All living things depend on one another. 02:07:57 Andi Hakkinen: Spiders make egg sacs. 02:08:00 Rebecca Minnema: Living things depend on one another. 02:08:02 Mrs. Roseberry: Mammals give birth to live babies 02:08:03 Stephanie Mullaly: Plants make seeds. 02:08:08 Nicole: Most of them will be eaten by other bugs. 02:08:10 Paula Alvana: Many living things depend on trees for shelter and food. There are ecosystems in many places. 02:08:17 Carol Boehmler: Bugs and birds lay eggs. Spiders make egg sacs. 02:08:33 pam: To survive, living things need food. 02:08:35 Charles Stewart: Living things must develop ways to protect themselves 02:08:44 Nicole: Most food chains also include plants. 02:09:13 JoEllen: Some creatures live under ground 02:09:15 Amy Utecht: Bugs and birds lay eggs. 02:10:35 Ray Burns: Teaching the mnemonic FANBOYS might prove helpful 02:11:31 Ray Burns: For, And, Nor, Bot, Or, Yet, and So 02:12:00 Carol Boehmler: I used to use this with my 4th graders to set up their stories 02:12:56 Paula Alvana: Because 02:13:29 Christopher Kinkead: but it was several years before commercial flight was possible 02:13:32 Cindy Hurst: because they dreamed of wings not wheels 02:13:34 ottum_sarah: because they wanted to explore the skies, but they didn't have modern technology, so they could advance travel 02:13:35 Kellina Hammond: because they dreamed of wings, not wheels. 02:13:36 Shelby Skaanes: Thanks Ray! I was hoping you would expand on FANBOYS. :) 02:13:36 Ray Burns: Because they needed a vacation. 02:13:37 kristin.rothe: but it took them several designs before they actually could fly. 02:13:47 Rebecca Minnema: Because they were fascinated with the flight of birds. But they had to work at it for many years before they were successful. So today we can fly across the world. 02:13:57 Mrs. Roseberry: Because they loved inventing new things; but they encountered reality; so they kept on trying. 02:13:59 Moira Westervelt: , but their first flight only lasted 12 seconds! 02:14:05 Eric: Because they wanted to fulfill their dream. 02:14:14 Ray Burns: But their flight lasted only a few minutes. 02:14:23 krista chadwick: But it looked like a box kite with an engine. 02:14:25 Eric: So, they spent years working hard to design the machine. 02:14:30 Lovie Brock: because they had a dream. 02:14:33 Stephanie Brewer: because they had a dream to build something that could fly and be controlled. 02:14:34 Cindy Hurst: but they realized that it was dangerous because people had died. 02:14:54 Eric: But, even though they proved that man could fly, they only made it a short distance. 02:14:55 Stephanie Brewer: but the first flight only lasted 12 seconds 02:14:58 Paula Alvana: Because they had a dream of wings. 02:15:00 Andi Hakkinen: ...because they wanted a flying machine they could control in the air. 02:15:00 Amy Utecht: because they wanted to fly and balloons were too hard to control. 02:15:08 Cindy Hurst: so when they were successful, the art of flying took off! 02:15:10 Charles Stewart: because no one had made a powered plane. but it took years. So they made four flights and took turns as pilots 02:15:27 Karin Halpin, Goodnews Bay: Because they loved to create. But, it only lasted 12 seconds. So, flying today is the norm. 02:15:28 Dana A. Evans: They dreamed of wings not wheels and wanted to fly; It took many attempts with trials and errors; Now 100 years later we can fly all over the world. 02:15:43 stephanie Watkins: Because they believed man should be able to fly, but they needed to find a way to build and design a flying machine, so they started off by using a bike 02:15:51 Nicole: Because hot air balloons were hard to control; but flying was dangerous; so the brothers took turns piloting the airplane 02:15:52 Darien Greason: because they dreamed of wings not wheels 02:15:55 Paula Alvana: But flying was very dangerous, and many people had died trying to fly. 02:15:57 Andi Hakkinen: ...but flying was very dangerous. 02:15:58 Carol Boehmler: because they wanted a flying adventure. But they had many struggles before they were successful. So they made four flights a day and they took turns. 02:16:06 pam: because they dreamed of wings, not wheels 02:16:12 JoEllen: because they dreamed of flying. 02:16:18 Tiffany Gerwig, 3rd: Because it had never been done before. But we have had many improvement to planes since then. So you can do hard things too. 02:16:21 Darien Greason: but designing and building took years 02:16:35 JoEllen: but the flight only flew a distance of 852 feet. 02:16:54 JoEllen: so human flight has soared all the way to the moon. 02:20:15 pam: Loved this. So helpful. Thank you!! 02:20:16 Peter Shier: 😢 02:20:21 Nicole O'Donnell - ACSA/ASDN: Please take a moment to fill out today’s evaluation: https://www.surveymonkey.com/r/36RHHSV Here’s a handy list of all the book recommendations from this webinar series: https://bookshop.org/lists/literacy-recommendations 02:20:32 Rebecca Minnema: You need to do it more often! It was amazing, thankyou 02:20:39 Carol Boehmler: It had been fabulous! 02:20:48 Nicole O'Donnell - ACSA/ASDN: This was so helpful for secondary folks! 02:20:49 Lovie Brock: thank you 02:20:51 Amy Utecht: Super class! Thank you!! 02:20:55 kristin.rothe: I can’t wait to take the lesson on inferences in the future so that I can help my students make those inferences using research based strategies. 02:20:56 Nicole O'Donnell - ACSA/ASDN: Please take a moment to fill out today’s evaluation: https://www.surveymonkey.com/r/36RHHSV Here’s a handy list of all the book recommendations from this webinar series: https://bookshop.org/lists/literacy-recommendations 02:20:58 Laurie Hagelman: Thank you so much! 02:20:59 Mrs. Roseberry: Thank you so much 02:20:59 sharonpickett: Thank you so much! 02:21:01 jasmine.hightower: Thanks. 02:21:01 Stephanie Mullaly: So much valuable information!! Thank you!! 02:21:02 JoEllen: Thank you very much for teaching this class. It was great! 02:21:05 Dana A. Evans: Phenomenal webinar! Thank you so much 02:21:07 stephanie Watkins: beautiful workshop 02:21:09 Andi Hakkinen: Thank you so much! 02:21:14 Nicole O'Donnell - ACSA/ASDN: Please take a moment to fill out today’s evaluation: https://www.surveymonkey.com/r/36RHHSV Here’s a handy list of all the book recommendations from this webinar series: https://bookshop.org/lists/literacy-recommendations 02:21:14 Stephanie Gillogly: Thank you. This was very helpful! 02:21:15 Charles Stewart: thank you 02:21:17 Christina Compton: thank you!! 02:21:17 Ravhen Cade: Thank you!! 02:21:17 Nicole: Loved this webinar ❤️ 02:21:17 stephanie Watkins: thank you 02:21:18 krista chadwick: Thank you for a great class! 02:21:19 Orien Schmitz: Thank you! 02:21:24 Bonnie Goen - ASDN: : https://www.surveymonkey.com/r/36RHHSV 02:21:24 Amparo Faraon: Thank you so much 02:21:28 Cindy Hurst: Thank you! This was a great class and I learned lots of things I can apply immediately to my classroom. 02:21:35 Nicole O'Donnell - ACSA/ASDN: Please take a moment to fill out today’s evaluation: https://www.surveymonkey.com/r/36RHHSV Here’s a handy list of all the book recommendations from this webinar series: https://bookshop.org/lists/literacy-recommendations 02:21:43 Paul Saltzman: Thank you! 02:22:03 Nicole O'Donnell - ACSA/ASDN: Please take a moment to fill out today’s evaluation: https://www.surveymonkey.com/r/36RHHSV 02:22:06 Paula Alvana: Thank you Lexie and Shelby. You are both so knowledgeable and excellent teachers. 02:22:26 Shelby Skaanes: Thank you all! SO fun to be with you and work alongside you. 02:22:40 Ray Burns: Didn’t disappoint