19:04:54 From Evelyn Willburn : What is the difference between Phonemic awareness and phonological awareness? 19:05:36 From Evelyn Willburn : :) 19:07:18 From Stephanie : Where do I find the resources? 19:07:31 From Audra Gooden to All panelists : Is it the presentation hand out on the resource page? 19:07:51 From Rochelle Brenner : I can't fill in the answers in the pre-test. 19:07:53 From lisa.peterson to All panelists : Can you post it? 19:08:08 From Audra Gooden to All panelists : Okay, thanks 19:08:25 From Evelyn Willburn : I can't find it 19:08:32 From Melissa Crane : Direct download link to Handout https://asdn.org/wp-content/uploads/ASDN-Webinar-Series.Part-1-Handout.pdf 19:08:46 From Holly Rinehart to All panelists : it’s in the Weds email 19:11:25 From Karen Ravenscroft : :) 19:11:26 From Stephanie : I can not type into the test. 19:11:29 From mberlin : :) 19:11:29 From Angela.Pirtle : :-) 19:11:30 From Kathryn Connell : :) 19:11:31 From Audra Gooden to All panelists : :) 19:11:32 From Andrea Colvin : :) 19:11:34 From kelley.harvey : :) 19:11:39 From Paula Hubert to All panelists : :) 19:11:39 From Elizabeth Ross : :) 19:11:42 From lisa.peterson to All panelists : :) 19:11:42 From Susan Smith to All panelists : :) 19:11:42 From efairbanks : :) 19:11:43 From pamela.wellspeters : :) 19:11:45 From paulaalvana to All panelists : :) 19:11:47 From Sophia Armstrong : :) 19:11:49 From Erin to All panelists : :) 19:12:04 From Leann Mason : :) 19:12:45 From Melissa Crane to Erin and all panelists : Ah there you are Erin, Did you get sorted out? 19:17:04 From Evelyn Willburn : yes,thanks 19:17:52 From Audra Gooden : yes 19:17:55 From Sophia Armstrong : :) 19:17:58 From mberlin : yes 19:18:00 From Leann Mason : yes 19:18:03 From Evelyn Willburn : yes 19:18:03 From Sophia Armstrong : I can see it 19:18:06 From Lori Miller to All panelists : yes 19:18:08 From Erin to All panelists : yes 19:18:17 From f354349 : Yes, perfect! 19:18:56 From Karen Ravenscroft : Can you repeat the question? 19:19:02 From Karen Ravenscroft : the audio was breaking up 19:19:26 From Shelby Skaanes to All panelists : No question. Just read the three paragraphs on the screen. :) 19:24:32 From Angela.Pirtle : Yes 19:25:23 From Angela.Pirtle : It has great info to send home to parents too. 19:25:43 From Diana Kurka : We will have an opportunity to explore that site as one of the options for those taking the webinar for credit. 19:26:14 From Karen Ravenscroft : great :) 19:32:31 From Melissa Crane : Direct download link to Handout https://asdn.org/wp-content/uploads/ASDN-Webinar-Series.Part-1-Handout.pdf 19:34:12 From Angela.Pirtle to All panelists : So hard, my fellow interventionist brings in print to phonological awareness…. 19:41:56 From lee_helen : HI, Sorry, I have parent teacher conferences, so just joining now. 19:43:23 From Diana Kurka : Glad to have you Helen. You can view the recording. It will be posted on the Resource site tomorrow morning. 19:43:47 From Rochelle Brenner : Thank you Diana. 19:45:02 From lee_helen : Thanks, Diane! 19:47:26 From Leann Mason : yes 19:47:38 From Rochelle Brenner : yes to see 19:47:39 From mberlin : Yes, I can see it, but no sound 19:49:03 From Diana Kurka : We can have them posted on the Resource site. 19:49:06 From mberlin : Charles joined me. He’s going back and forth to the Basketball tournament going on here at our site. 19:51:18 From Connie Mann : we can not see Shelby 19:52:15 From Shelby Skaanes to All panelists : Oh no! Not sure why you cannot see me! 19:53:05 From Melissa Crane to All panelists : I can see you 19:53:09 From Rochelle Brenner : Apologies - I have a touchy touch pad on my laptop and I have logged out of the class several times. I am back, again. 19:54:02 From Brittnay Bailey : It is all new for me! 19:54:12 From Lori Miller to All panelists : I love the inclusion of a multistory approach to teaching phonemes. 19:54:15 From Rochelle Brenner : I had no idea phonological awareness was in the Alaska standards! 19:54:19 From pamela.wellspeters : The importance of teaching sounds without words. 19:54:23 From mberlin : Phonological Awareness is an auditory skill with NO print! 19:54:24 From Karen Ravenscroft : I didn’t realized that phonological awareness didn’t have print 19:54:25 From lee_helen : I didn’t know a good way to count syllables in a word is to put your hand under your chin. 19:54:27 From Rochelle Brenner : That did come as a big surprise to me. 19:54:33 From kherbert to All panelists : The progression of phonological awareness and levels of complexity 19:54:34 From Elizabeth Ross : These are things I have been working on with my 3rd grade resource students using Heggerty. 19:54:35 From Kathryn Connell : The progression really helps me, and also I didn’t know that phonological awareness needed to be mastered by end of first grade 19:54:35 From kelley.harvey : Molly did not know PA did not contain print. 19:54:41 From Paula Hubert : I didn’t realize that rhyming was considered the easiest of PA skills. It’s so hard for some of my students! 19:54:43 From efairbanks : The three parts of rhyming 19:54:43 From Susan Smith to All panelists : In my class this year it is easier to get the little ones to sound out each letter than it is for them to say the entire word 19:54:45 From Evelyn Willburn : The chin drop on the syllables is new to me! 19:54:47 From lisa.peterson to All panelists : Phonological awareness should only be taught 7 to 10 minutes per day, and no print. 19:54:54 From f354349 : Great information. Including the Alaska State Standards was excellent. 19:54:57 From Susan Smith to All panelists : screen shot it ladies! 19:54:57 From Andrea Colvin : I like the chin drop, my students would connect with this 19:54:57 From kelley.harvey : Confirms this progress -Amy 19:54:59 From Holly Rinehart to All panelists : loved the rhyming connections 19:55:04 From Tara Kulbeth to All panelists : Confirmed how the PA standards fall into the four developmental levels. 19:55:11 From Audra Gooden : Appreciate the reassurance that it’s never too late to build phonological awareness 19:55:13 From Leann Mason : That rhyming has the 3 parts 19:55:25 From Marli Nikolaus : The difference between continuous and stop phonemes. 19:55:42 From Erin to All panelists : This confirmed the progression and appreciated the reminders for older struggling readers. 19:55:50 From Angela.Pirtle to All panelists : The Four Part Processing System visual is new to me. I like how it lets one see all of the parts in one picture. 19:56:34 From Angela.Pirtle : The Four Part Processing System visual is new to me. I like how it lets one see all of the parts in one picture. 19:58:06 From margaret to All panelists : It is clarifying to me to practice the syllables and phonological awareness. 20:00:32 From sheila.keller to All panelists : I believe there are tons ( a great majority) of intermediate students that are still developing their advanced phonemic awareness skills and benefit greatly from continuing to train in phonemic awareness. I agree it presents in spelling, but also reading, especially for longer words. 20:02:34 From Evelyn Willburn : curious to know: how might you explain this to kids who might not have learned the difference between vowels and consonants? 20:02:54 From paulaalvana to All panelists : Missed about 30min due to power outage 20:04:03 From Diana Kurka : Paula pick up what you have missed from the recording. It will be available tomorrow morning. 20:05:03 From Paula Hubert : Diana - I’m here and have been since the beginning. 20:05:51 From Evelyn Willburn : I was wondering if words with beginning blends might be confusing. Say you have the word "clap" and the kids want to say "c-lap" instead of "cl-ap" 20:06:08 From Evelyn Willburn : ok 20:07:48 From mberlin : I work with mouth/tongue positioning with my Kindergarten students with phonemic and phonologic awareness, which helps with the different /m/ and /n/. 20:11:25 From Shelby Skaanes to All panelists : Yes!!!!! Teaching about articulation of the sounds and the placement of the tongue/position of the mouth is important! 20:11:26 From Elizabeth Ross : I liked her three second pause. I need to do that when I am working with students. 20:11:51 From Erin to All panelists : The hand motions were engaging 20:11:55 From mberlin : She gave options as how to respond, verbal or non-verbal. 20:11:56 From Audra Gooden : Using pictures, no letter symbols 20:12:00 From Tara Kulbeth to All panelists : She gave very clear directions and repeated them. She used hand signals. She gave immediate corrections. 20:12:01 From margaret to All panelists : Very clear instructions. Easy corrective feedback. 20:12:03 From lee_helen : repetition 20:12:04 From pamela.wellspeters : Her hand signals really helped move the students along. 20:12:09 From Leann Mason : I like the 3 sec. pause and the repetition 20:12:12 From Kathryn Connell : I noticed she worked out the sound when they thought an “o” sound was an “ow” sound 20:12:21 From Angela.Pirtle : I noticed that she began by saying each word and having the students repeat after her. I also like how she was so explicit about what their task was in identifying the words with /ow/. 20:12:22 From Paula Hubert : 3 second pause was great. 20:12:22 From Andrea Colvin : she modeled silently what they should be doing in their brain 20:12:32 From sheila.keller to All panelists : I loved it that she was thoughtful in the words that have similar but not the same sound as “ou” and they broke each word down to have a clear way to analyze. Plus the students seemed happy. Great instruction. 20:12:34 From Stephanie : I really liked her giving them options on verbal] or non verbal since I work with Yupik Natives. 20:13:06 From f354349 : Instruction was clear and explicit. Her voice was positive and upbeat. 20:13:35 From kelley.harvey : If you have broken fingers like me that don't go up straight I find that if I turn my hand around (so the back of my hand is facing the kids) then my fingers go straight up :) 20:16:27 From Audra Gooden : Do you recommend this particular routine for preschoolers? 20:16:31 From Angela.Pirtle : 1 20:16:31 From Kathryn Connell : 1 20:16:32 From Andrea Colvin : 1 20:16:32 From Susan Smith to All panelists : 1 20:16:32 From Rochelle Brenner : 1 - 20:16:33 From lee_helen : 1 20:16:34 From Lori Miller to All panelists : 1 20:16:35 From Leann Mason : 1 20:16:35 From mberlin : 1 20:16:35 From Tara Kulbeth to All panelists : 1 20:16:36 From margaret to All panelists : 3 20:16:36 From Karen Ravenscroft : 2 20:16:38 From kelley.harvey : 1 20:16:41 From Paula Hubert : 1 20:16:42 From Evelyn Willburn : 1 20:16:42 From Erin to All panelists : 2 20:16:42 From efairbanks : 1 20:16:46 From Shilo McManus : 1 20:16:52 From pamela.wellspeters : 1 20:16:52 From Audra Gooden : 1 20:16:56 From paulaalvana to All panelists : 1 20:17:13 From 631131520 : how do you pronounce truck? 20:17:16 From Marli Nikolaus : Fast was tricky…do kids swear? 20:17:29 From 631131520 : in English we kind of say chruck but the true initial sound is t alone, right? 20:18:34 From Audra Gooden : My students says “tr” 20:18:40 From Holly Rinehart to All panelists : 1 20:20:59 From Susan Smith to All panelists : tricky for us too! 20:22:42 From Lara to All panelists : Is omitting appropriate for PreK? 20:23:41 From Elizabeth Ross : Is this a harder omission skill with the word or within a multi-syllable word and omitting a syllable? 20:24:12 From sheila.keller to All panelists : Phoneme manipulation is appropriate for students well beyond 1st grade- especially with longer words. I am wondering if actually, our best information is that teachers should work with phoneme manipulation tasks for students through 5th or 6th grade. I was a little alarmed to hear that phoneme awareness training may end at the end of 1st grade. 20:24:16 From Lara to All panelists : Our curriculum is asking us too, and I thought it seemed too much 20:24:39 From Elizabeth Ross : Thank you ! 20:28:10 From Shelby Skaanes to All panelists : Grade K standard expects students to ADD or SUBSTITUTE individual sounds in simple one-syllable words to make new words. The skill that Lexie just demonstrated! 20:28:24 From Elizabeth Ross : oi is a hard sound 20:28:31 From Paula Hubert : I liked how you used the “snap” as your cue. 20:28:36 From mberlin : snap signal for students to say the “new” word 20:28:42 From Angela.Pirtle : I noticed that you kept your pace perky and used signaling 20:28:44 From lee_helen : Allowed for students to think for a second before expecting a response. 20:28:47 From pamela.wellspeters : complex word 20:28:48 From Evelyn Willburn : "my turn" 20:28:49 From Erin to All panelists : hand motions 20:28:57 From Lori Miller to All panelists : the kids seemed engaged with the cues 20:28:57 From Leann Mason : the snap signal was great to cue them to respond 20:28:58 From Rochelle Brenner : I have never changed to /oy/ I liked it! 20:29:10 From Kathryn Connell : What do you do when a student isn’t responding 20:29:28 From Rochelle Brenner : They did very well! 20:29:47 From sheila.keller to All panelists : Good and fast pace.Easier words for their age. I think extremely good instruction. Maybe you need some small group stuff to, to check who actually knows it. 20:31:36 From Lara to All panelists : What about the 2 sec wait before the slide, is that for this too? 20:33:15 From Shelby Skaanes to All panelists : Lara. No wait time with phonological awareness tasks. :) 20:34:23 From Rochelle Brenner : I really like the visual use of the unifix cubes in the segmentation. Nice! 20:34:46 From Shelby Skaanes to All panelists : It's magical for phoneme blending! 20:34:50 From Stephanie : 1 20:34:51 From Tara Kulbeth to All panelists : 1 20:34:51 From Lori Miller to All panelists : 1 20:34:51 From Elizabeth Ross : 44 phomenes 20:34:54 From Rochelle Brenner : Meh. 20:34:54 From Stephanie : !!!Yay 20:34:57 From lee_helen : didn’t have enough time to finish 20:34:57 From Paula Hubert : 1 20:34:58 From Kathryn Connell : 2 20:35:00 From margaret to All panelists : 1 20:35:00 From Brittnay Bailey : 2 20:35:00 From Evelyn Willburn : 1 20:35:01 From Audra Gooden : 1 20:35:01 From pamela.wellspeters : 2 20:35:02 From Angela.Pirtle : 1 20:35:03 From Leann Mason : 2 20:35:03 From mberlin : 2 20:35:04 From Lara to All panelists : 2 20:35:04 From efairbanks : 1 20:35:05 From Holly Rinehart to All panelists : 1 20:35:05 From Marli Nikolaus : 1 20:35:07 From Erin to All panelists : 1 20:35:08 From Rochelle Brenner : 2. 20:35:08 From lee_helen : 2 20:35:09 From Elizabeth Ross : 1 20:35:12 From kherbert to All panelists : 1 20:35:26 From Karen Ravenscroft : 1 20:35:28 From f354349 : The pre and post test were a nice addition. 20:35:57 From Shelby Skaanes to All panelists : Thank you!! 20:36:03 From Leann Mason : Thank you, great information! 20:36:08 From sheila.keller to All panelists : Thank you both. 20:36:10 From Rochelle Brenner : Slam full of information! 20:36:11 From Melissa Crane : Survey 1 Link: https://www.surveymonkey.com/r/VH3H8TG 20:36:14 From lila : thank you so much! 20:36:24 From Angela.Pirtle : Thank you so much! 20:36:42 From Audra Gooden : Quyana, thank you! 20:36:46 From Lori Miller to All panelists : thank you Lexie and Shelby 20:37:11 From mberlin : Quyana! 20:37:27 From lee_helen : Is the link working for anyone? 20:38:23 From Brittnay Bailey : To the survey? Yes 20:38:30 From Angela.Pirtle to All panelists : I’ll be traveling for the March 27th session 20:38:50 From lisa.peterson to All panelists : How do I register? I am registered but not for credit 20:39:19 From Tara Kulbeth to All panelists : where do we find the discussion forum after the webinars? 20:39:49 From Rochelle Brenner : Hahahaha. Matzatlan. 20:42:59 From Melissa Crane : Credit Course Link: http://www.cvent.com/d/lhqym2 Survey 1 Link: https://www.surveymonkey.com/r/VH3H8TG 20:43:21 From Andrea Colvin to All panelists : Thank you! 20:43:38 From Rochelle Brenner : It is working! I just completed it 20:44:34 From Rochelle Brenner : Thanks! Looking forward to the next one. 20:44:42 From margaret to All panelists : Great webinar. Thank you! 20:45:38 From Karen Ravenscroft : Thank you 20:45:39 From Rochelle Brenner : It is timely indeed. Onward and upward. 20:45:41 From Holly Rinehart to All panelists : can we do a paper on our own 20:46:05 From Angela.Pirtle : Thank you! 20:46:18 From Holly Rinehart to All panelists : thank you! 20:46:33 From lee_helen : Thank You, and Good Night!