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Being Intentional: Selecting Efficient, and Effective Instructional Practices that Align with Student Needs - Shared screen with speaker view
Judith Cohen
20:54
Hello from Miami, FL - IDA-Florida Branch and FIU!!
Kristen Koeller
22:18
Our website: https://fl.thereadingleague.org/
Kristen Koeller
22:48
Our FB page: https://www.facebook.com/TRLFL
Katherine Carley
24:38
to acquire information
Toni Norton
24:40
to understand
Conny
24:44
to broaden you horizon
Pamela Matamoros
24:47
to understand information, to understand our culture
Conny
24:50
(your)
JRL
25:50
Just a gentle comment - the audience can see Jesse pinned/spotlit but not the speaker. Was that intended?
Jesse Steif
26:53
Thanks JRL, Are you able to see the slides?
JRL
26:58
Yes
JRL
27:19
I see the slides and Jesse
JRL
28:16
Fixed!
Kristen Koeller
28:28
Thank you for the feedback.
JRL
28:42
thanks - zoom now shows Stephanie and the slides
Jesse Steif
36:17
Here’s a brief overview of word reading phases: https://education.ufl.edu/ufli/files/2020/03/EhriPhases.pdf
Ms. Smith
41:24
Will there be a certificate at the end
Kristen Koeller
43:01
The clarification between phonological sensitivity and phoneme level awareness is very helpful.
Jesse Steif
43:19
Sorry Ms. Smith! We didn’t create a certificate.
Jordan Simons
49:33
Root cause analysis
Ms. Smith
50:03
Ok but the information is awesome
Kristen Koeller
50:15
Check to see if your chat is set to "everyone". We love seeing your comments and questions.
Jesse Steif
51:42
There are a variety of oral reading fluency screening assessments that are great for this purpose. DIBELS (https://dibels.uoregon.edu/materials/dibels) and Acadience (https://acadiencelearning.org/acadience-reading-materials-download/) are two free resources.
Jordan Simons
52:15
What screening assessment do you recommend for Language Comprehension?
Kristen Koeller
53:04
CORE phonics survey is published by CORE Literacy: https://www.collaborativeclassroom.org/wp-content/uploads/2020/05/CORE-Multiple-Measures-Rev-2nd-Edition-CCC-2020.pdf
mwilliams
53:47
thank you!
cynthiamoultrie
54:48
If you know that a student is starting well below level, should you screen them at a grade below where they are?
Kristen Koeller
55:06
automaticity is important
Jennifer Lane
55:09
It has to be automatic
Julie Molthen
55:12
automaticity
Toni Norton
55:15
automatic retrieval of letter sounds supports blending
Katherine Carley
55:17
does letter sound fluency help with automaticity leading to blending
Jesse Steif
55:30
Language comprehension is trickier to screen and assess given that it’s such a vastly complex composite of multiple skills. Vocabulary assessments can be a good proxy for general linguistic comprehension. The CORE assessing reading multiple measures book has a good vocabulary screener. I would also say that a student’s oral reading fluency is actually highly predictive of their general language comprehension as well.
Nexi Barahona
56:06
Link to unfamiliar words
Jordan Simons
57:26
Thank you, Jesse. Do you have a link to to the CORE Assessment? I see the link above..but I don’t see the vocabulary part
Jordan Simons
58:15
Just make sure you don’t teach nonsense words in the core instruction…
Jesse Steif
59:23
It’s from a book that you must purchase to have access to most of the assessments. The phonics survey is freely available online, but the other assessments are copyrighted.
liz
01:00:09
I believe if you google it there is a pdf out there of the phonics survey.
Nexi Barahona
01:01:12
https://spes.ncmcs.org/UserFiles/Servers/Server_19566293/File/Academics/Exceptional%20Children%27s%20Services/CORE%20Phonics%20Survey.pdf
jen
01:01:14
Really great Reading has many diagnostics for free
Judith Cohen
01:01:28
The CORE Assessment book is excellent. We use it in our reading courses at FIU.
Kristen Koeller
01:03:35
CORE Reading Maze: https://evelinastrela.files.wordpress.com/2016/12/maze-comprehension-1.pdf
Mrs. Elsenheimer
01:04:31
Golfing
liz
01:04:34
Sewing
Marie-Louise Verdonk
01:04:35
Playing the piano
Jennifer Lane
01:04:37
Speaking spanish
Carolynn Collard
01:04:37
Stain glass making
aconway
01:04:37
playing the guitar
Monica Wiebe
01:04:39
CHIN UPS
Chrystal Murray
01:04:45
Cooking
Pamela Matamoros
01:04:45
singing
Katherine Carley
01:04:50
sewing, golfing, playing guitar,
Angie
01:04:50
any instrument
Peggy Maguire
01:04:52
bowling
julia she/her
01:04:58
frustrating
Toni Norton
01:05:02
speaking French
Jennifer Lane
01:05:15
Overwhelming
Katherine Carley
01:05:15
intimidating, anxious, nervous, hesitant, scary
aconway
01:05:21
frightening
Jesse Steif
01:05:24
Labored!
Lesley
01:05:26
Overwhelming, frustrating
kbicknell
01:05:30
uncomfortable
Jordan Simons
01:05:31
As an adult, I feel motivated to learn it
cynthiamoultrie
01:05:32
Hate even trying
Mrs. Elsenheimer
01:05:34
frustrated
Toni Norton
01:05:34
shut down
aconway
01:05:38
embarrassed at times
julia she/her
01:05:42
ambivalent
Ms. Smith
01:05:44
determined
Katherine Carley
01:05:54
exciting too
Finnell
01:05:54
anxious. will people judge me?
cynthiamoultrie
01:06:36
Step by step instruction
Jesse Steif
01:06:38
Explicit, step by step instruction
Katherine Carley
01:06:38
step by step instructions and practice
Finnell
01:06:38
patience.
Toni Norton
01:06:39
step by step
Angie
01:06:39
step by step
Judy Fetcho
01:06:39
Modeling
Judith Cohen
01:06:41
demonstration
Debbie Perry
01:06:42
mentor
aconway
01:06:42
time
Kristen Koeller
01:06:42
Practice
kbicknell
01:06:43
direct instruction from a knowledgeable teacher
Toni Norton
01:06:43
scaffolding
Lesley
01:06:44
Descriptive feedback
Mrs. Elsenheimer
01:06:47
someone who can break down the skills
liz
01:06:48
Chunking the steps, explicit instruction
Katherine Carley
01:07:10
practice appropriate level
cynthiamoultrie
01:07:11
I can play
Angie
01:07:12
time
Ms. Smith
01:07:18
visuals and hands on
Katherine Carley
01:07:28
everyone's time will be different
kbicknell
01:07:30
appropriate feedback
Finnell
01:07:32
patience and encouragement
Angie
01:07:49
relaxed and confident
Ms. Smith
01:08:00
visuals and hands on
Finnell
01:08:09
typically is second nature
Mrs. Elsenheimer
01:08:24
you enjoy it
julia she/her
01:09:32
scanning & skimming
Bridget Brousseau
01:14:19
This sounds very similar to Montessori 3 part lessons
JRL
01:15:23
Wonderful framework on ‘instructional hierarchy’ — are there more recent publications on this topic? If not, please write one!
Katherine Carley
01:18:06
I agree
Jordan Simons
01:19:06
I know F & P is widely inefficient as far as assessment goes….how do you suggest schools use it to their benefit?
Carolynn Collard
01:20:48
Automaticity
Toni Norton
01:20:48
automaticity
Finnell
01:20:51
automaticity
Jordan Simons
01:20:55
I would say generalization
Sandra Koch
01:20:57
automaticity
Toni Norton
01:21:08
generalization
Jordan Simons
01:21:19
They can generalize by manipulating phonemes and graphemes
Toni Norton
01:21:43
sorting
liz
01:21:44
connected text
Pamela Matamoros
01:21:45
words in sentences
kbicknell
01:21:45
decodable text
Stephanie
01:21:50
Phrases, Sentences, Text
Denise
01:21:50
Decidable
Judith Cohen
01:21:56
read in connected text
Toni Norton
01:21:58
sentences
Jordan Simons
01:22:56
Question: My fear with his is that if a student is in the “Acquisition” phase…that teachers will not give the students grade level content...any thoughts? Thinking about our ELLs
Monica Wiebe
01:23:28
THANK you, something I’ve been saying for years!!!
Finnell
01:24:12
maybe I'm off base, but I'm visualizing this as more of tier two instruction. if it were tier 2, then the student wouldn't be working with grade level text.
Stephanie
01:25:14
Acquisition
Toni Norton
01:25:17
acquistion
Toni Norton
01:25:48
decodable word lists
liz
01:25:51
connected text that is controlled for the skill
Denise
01:25:54
Reteach
Jennifer Lane
01:26:03
Model and provide examples
Finnell
01:26:51
generalization
Jesse Steif
01:27:03
Hi Finnell! Could you put your question in the Q&A so we can address it?
Toni Norton
01:27:25
generalization to novel practice
Toni Norton
01:27:41
extensions with feedback
Jordan Simons
01:28:18
Will we be getting this powerpoint?
JRL
01:28:59
For students with reading disabilities, the generalization phase is quite challenging to master — are there other strategies other than encouragement and novel contexts that you recommend?
Jesse Steif
01:31:02
The concept of a visual drill and an auditory drill can be very helpful for letter sound fluency.
Jesse Steif
01:32:31
Manipulative letters guidelines: https://education.ufl.edu/ufli/files/2020/03/Manipulative-Letters-Guidelines.pdf
Bridget Brousseau
01:35:42
Thank you! very informative.
Kristen Koeller
01:36:02
Lastinger Center Literacy Matrix: https://lastinger.center.ufl.edu/literacy/literacy-matrix/
cynthiamoultrie
01:37:45
Please remember Dr. Snidarich said she would answer the question if we should use a lower grade screener for students who are clearly not on level.
Jesse Steif
01:38:18
Thanks, that’s coming up next!
cynthiamoultrie
01:38:44
Thank you!
Angie
01:40:45
Even though they take time do you recommend an informal reading inventory (IRI) to see the grade level and below?
Jordan Simons
01:41:04
Good question, Angie. I usually use IRI as a diagnostic
Jordan Simons
01:41:36
Only for a few students
Angie
01:41:48
As do I, just confirming because they are not always accepted by iep
cynthiamoultrie
01:42:18
If you don’t use DRA - or something like it, how do you determine what level they are reading on?
Angie
01:43:00
I use Dible, Maze and am Wilson Certified, so I use the WIST
Angie
01:43:22
I Try to get a complete picture if I can
cynthiamoultrie
01:43:24
Thank you
Kristen Koeller
01:45:02
Follow us on FB to catch the link for upcoming sessions: https://fl.thereadingleague.org/
Jordan Simons
01:45:16
Exactly!
Julie Molthen
01:46:14
We have been saying this for years about the DRA. If these studies conclude that they aren't as reliable or time is better spent on instruction, why are districts and counties not following suit. These assessments take until mid Oct to finish.
Judy Fetcho
01:46:30
thankyou
Marie-Louise Verdonk
01:46:48
Thank you Stephanie & Jesse!
cynthiamoultrie
01:46:53
You two were GREAT. Thank you!!
aconway
01:46:53
Thank you :)
kbicknell
01:46:53
Thank you so much!
Angie
01:46:54
Thank you this was very informative
Nexi Barahona
01:46:56
Thank you so much for all the great strategies and information.
Kimberly Hinderegger
01:47:00
Many thanks!
Julie Molthen
01:47:02
Thank you very much!
Jennifer Lane
01:47:07
Thank you!
Peggy Maguire
01:47:09
Thank you!
Jordan Simons
01:47:12
Thank you! Great asession!
Jacqueline Brown
01:47:13
Thank you - so informative!
Denise
01:47:13
Thank you!
Jordan Simons
01:47:14
*session
Lesley
01:47:14
Thank you so much!
Judith Cohen
01:47:15
Outstanding presentation!! Thank you so much!!!
Mrs. Elsenheimer
01:47:18
Thank you for reassurance that what I do every day is accurate for my students.
Peggy Maguire
01:47:18
Go Gators!
Jen
01:47:31
Thank you so much!
free
01:47:34
Thank you from the Netherlands
mwilliams
01:47:34
Thank you so much for sharing your passion and knowledge
Nexi Barahona
01:47:39
Are we going to get a certificate about this Workshop?