 So one of three ideas I want to put in there is the importance of spaced repetition, and repetition can have choice, whether that's which book do you want to read first. Not which book do you want to read is the idea of choice but repetition. And so the brain research tells us again that early learning needs some choice brought into it. That idea of only going in one path through the repetition, make it a big letter M, make it a small letter M, draw in crayon, make the color variation. That whole idea of repetition with early learning with choice is part of that consideration. All of us repeat. We go into a room and we remind ourselves why we went into that room, or at least I've been teaching long enough to try and remember which book was I going for. As I immediately find another book I want to get another book and it's like, don't leave the room without the book you came in here for. It's the idea of I need repetition, but I need some choice. So I'm using an adult humor example to talk about giving children, we're going to read these two books, do these two word learning activities. But there could be flexibility and interchangeability that makes a child feel they have agency and empowerment. So, what happens is things are in short term memory. And we all know about the working memory and the short term memory, but to go to long term memory, the research of the early learners says to us, they need seven to 10 repetitions space, but in close proximity. So that concept is, we can know it today, you heard the old adage in one ear and out the other. That is not what we're talking about and that is not true. But the idea that if we space the repetition and do it again, more times with fun with enjoyment. How many times do you think I kept referring to the M from Max's name. So the old idea of one and done. We've done it once I taught that it's done. But the cognitive concept we're talking about means we have to come back to revisit it over time. But why choice. What is for building cognition choices what's build memory agency ownership. So if we only have repetition, but we don't have a degree of choice. Now, I used to say to my colleagues at the university, we're still talking forced choice. We know the parameters of what we want to teach today, but it's possible there could be a little bit of flexibility, which says, as a learner. I control some of my own learning, but I need to do it all, but it can vary. And that's one thing that we've been talking about a lot in this work. One and done, but the cognitive concept is revisit over time, and choice makes it memorable. I repeated on purpose. I said it at the beginning, I gave an example, then I gave a repetition, it will stick differently, it will go deeper, it'll go from working memory to long term memory, more often that way, simple example. So what do we do, what are ways to implement and think about this in regard to alphabet charts. We have many different versions in classrooms. I believe some games, listening with ears and looking with eyes. You know those big glasses that children love to do. And if you're old enough to remember Ding Dong School and Miss Francis she had a magnifying glass. I have never gotten children to look more closely at something than just having a glass in a little frame, which isn't magnified, but they go oh my gosh, I'm listening and I'm looking. That's both sides of the brain, adding now making the print visible. It comes together in a very logical way. I didn't say much about games with repeating sounds, but that actually takes us to the concept I've been talking about, which is long term memory, and not just one and done. We listen with our ears, and we look with our eyes. We often say as Mara Clay said, to the ear to the mouth to the eye to the hand. How do we repeat in many ways throughout the day, make it fun, but have opportunity for choice. Those are big ideas I've been talking about. So when I say fun practice. I'm not talking fluff. I'm talking serious focus, but with a lighthearted different voices in the room, ping ponging across the room, repeating again for fluency. So when we decode which is essential to teach and stress. We aren't done. I like to say in a rhyming fashion we've just begun. The more has to be done. So, while that's a rhyme, in a bad way, I have to admit, people will say you're not a poet. But from that standpoint when I wrote that I was thinking, the idea is those sounds repeat, but they don't all look alike. Spelling and sounding may not match. That's part of what we have to expose kids to back to the first idea, making print visible. Thank you so much, Dr. You my friend. Yes, so let's talk about those fun ways to practice within seesaw. So seesaw now offers as Tracy mentioned earlier a subscription of standard aligned ready to teach lessons that support students with skills that they absolutely need the most. One of the fun phonemes lessons collections was built to support phonemic awareness. So earlier Dr. Klein emphasize the importance of that spaced repetition of sounds in order to build long term memory of those sounds with fun phonemes each lesson is designed to give us that repeated practice to hear to interact with and to practice the sounds in the English language. We know that children's speech sounds develop as soon as they utter their first babbles as babies, while acquiring the sounds vary from child to child So research does show that there is a predictable pattern to which they are able to produce sounds according to their age and our activities were created to follow this pattern. Fun phonemes is completely focused on sound so it's all phonemic audio and each activity includes ways for the child to see the sound in many different ways. Now I'm going to actually jump into a fun phonemes lesson. So here I am into in my seesaw journal. The fun phonemes collection is available for all teachers we're excited to share with you beginning this week as a part of our teacher preview. So let me show you in our activities library tab so you'll notice within the next few days that you'll have access to this amazing collection in your activity library. So let me show you how to get there. So I am going to begin by tapping that green add button, going to assign activity. So here you can see I'm in my activity library. I'm going to click on that tab that you see that says seesaw lessons there's a little new shiny new icon next to that you will see that appear in your library, shortly. So here I am in the lessons library so this is where you will have a preview of these four collections you'll have access to all the lessons within these collections but we're going to take a look at fun phonemes. I'm going to click on fun phonemes. And we're actually going to explore the letter I lesson. So I'm going to scroll down to find that letter I lesson and with these seesaw lessons. You do have the ability to assign them directly from the library you don't have to save them to your personal library so I'm going to go ahead and click assign. I'm going to select the class like I would normally do, and I am going to go ahead and assign that to my students. And when students respond to a seesaw activity, they're going to see that activity show up in their activity library and all they have to do is click add response I'm going to submit a response on behalf of the sample students so that we can pop into this fun phonemes lesson for the letter I, and you can see what it looks like from a student viewpoint. So students begin here on the clickable homepage which takes them on this journey to explore that letter I sound. So they begin here by clicking that link where it says start. So we'll begin that journey by watching an instructional video with teacher Barnes and her buddy sound. So I'm going to play the video for you. And as you watch this video I want you to notice how teacher Barnes and sound how are really intentional about enunciating clearly and visually showing students how to make the sound. And this is also really great to support students in learning how to form their mouth to make the sound, especially now when our students have one mask, and they can't see us actually articulate and make those sounds with our mouth. So in the video, as we watch, you'll notice that the sound is repeated over and over again to support that strategy that Dr. Klein mentioned of spaced repetition. So let's take a look. Today is the sound party. Come join me. Hi teacher Barnes. Oh hi sound hound. Teacher Barnes. Yes. You've got milk on your lip. Oh my goodness. Milk on my lip. I took a sip of milk and now I have it on my lip. Better wipe it off before the party begins. The milk is off my lip. Now I'm ready. Are you ready sound hound? Let's make the sound. First, I keep my tongue lifted up to my top teeth as I slightly open my mouth and say it. It. Now you try. Hmm. You got it. Listen to these words with the sound. It. Babe. It. Dish. It. Six. Now you try. Hmm. It. Zip. Right. So I just wanted to play a little bit of that video so you can get an idea of what students will see. So after they watch that video on how to make the sound, you'll notice that there are these kid friendly navigation button. So they're just going to click on that arrow and that's going to take them to the next page. On every page, there are directions in English and in Spanish that explain for students what to do. And then the content is all in audio. So either a video or an audio. So students will navigate navigate throughout this lesson and they will listen to the sound multiple times. They will actually have opportunities to circle the cloud that makes the sound and record themselves saying the sound as they navigate they get to sort images that make that sound. So they have that repeated practice of engaging with that sound and at the end of the lesson after they go through that journey. There is a connection activity that can be completed at home specifically with a family member or with a friend that brings families into the learning. But you'll notice that there are multiple activities that students engage with in multi dimensional ways. This is meant for students to be to complete over the course of multiple days. So you can assign this for a center activity. I saw a question in the chat about how you you still how you differentiate for those students that are progressing or at an advanced and those students that still have the ability to do that. So how you differentiate for those students that are progressing or at an advanced and those students that still need more support. This is a way that you can differentiate you can assign these lessons just for that students those students that need that support, they have everything within the lesson to interact independently. You see they have the draft button, they can save that as a draft and they can come back to it each day. So that is that letter I activity. I have for you three fun phoning lessons to share with you today. These lessons include a short I lesson and in G lesson and along E lesson. But remember, as a part of our new teacher preview you will have access to the entire collection in your activity library, like the demo that I showed you all the lessons allow students that repeated practice with the sound in multiple ways. And we will be sharing the links to all of these lessons with you at the end of this session and in the follow up email.