 All right, so I am going to turn it back to Dr. Clive for strategy number three. Well, I'm going to start with just commenting on a question and a couple of comments that I noticed as Mia was sharing. And one of the things that happens is any one activity and I'm going to call it an activity isn't strategic by itself. The concept here is multiple repetitions in so many different ways. And when we consider whatever it was that you might have tried. The issue was did you keep it in isolation, or did you take it into context. And it is a con sometimes in isolation it doesn't have enough meaning. Sometimes in isolation it doesn't seem real. Why am I doing this, even young children will ask why am I doing this. And sometimes they are not receptive. I have a lot of children who have. I want to say, because second French was my second language. It's a language that we had in our schools starting in kindergarten and growing up and then added languages after that I'm a fan and a student of language I want to just live long enough to add some more languages. It sounds like a strange geeky goal. But when I think about what I needed to do in drill and practice. The longer it stayed isolated, the less interesting it was to me as a young child. But if I could take it to a song to drawing to labeling to retelling to again back to using language, tying it to this third idea. The idea that it isn't about drudgery. I'm not talking about drudgery at all. I'm talking about in isolation without application doesn't make it memorable doesn't make it owned by the child and doesn't make it encouraged participation. So I was a child who didn't like to talk. I know that sounds funny right now. I was the quietest one in the classroom. And therefore when we did some talking activities in English or French and then in New Mexico and Spanish, the kinds of things that we were working with didn't allow me to apply it. The strongest application for memory trace with young children is also the idea of drawing labeling retelling, not just again one and done or not just here's what your center has in it. So the strategy is to use language and talk to draw to label to retell. Now young children will come to us with a drawing and some scribbles. And as drawing and scribbles they say, I wrote a letter to grandma. We're not talking about it being a letter to grandma in a negative sense. We're not talking about it being a letter to grandma in a challenging sense. You didn't write the capital. You didn't write that letter you didn't do this. This idea wonderful read it to me. So inviting them in from any one of these opportunities to take it further is critically important to be the companion to what we've been talking about learning and isolation, taking it to talk, repeatable long term memory, because in the long run. If we have word work, reading and writing, they strengthen and reinforce all learning. Someone said, there was an old cartoon that said, I taught him one child talking to another about their dog. I taught him that word. But I don't hear him using it. I said I taught him. I didn't say he learned it. I hope you can envision the cartoon I'm talking about. But the idea is even children recognize that when they take it to meaningful context. Then it strengthens and reinforces their own efficacy, their own agency, their own motivation. So all of these words are about coming back to long term memory. So children make up stories about letters, because they might have heard a song, they'll make up their own version of the song, and you'll laugh and giggle and not say, No, you didn't sing it right. You're just laughing and giggle their approximation. We're trying to honor the approximation. As children hone and develop their skills that go to long term memory. So talk, drawing, labeling, retelling, long term memory often doesn't get considered in early learning. It's just the Tuesday letter of the week, the Friday color of the week, we've got to build more depth and repetition and reinforcement and experience and joy into everything we're doing. So I give three examples from the classroom as we pull this together. But the idea that even though my examples may not have been the one that fit for you. To allow children talk while they draw is something I'm going to suggest you revisit in any language. So when I think about the idea of some children approach letters as drawing, many young children do, then they refine the form of the letter making. If they're talking about it while they're drawing, they actually are building language in their head to go to long term memory to be memorable. I think I started with one point related to this I know I did, but I'm coming back to it. Talk in the classroom, while labeling and drawing and writing is critically helpful to the child's own building of a memory trace. We do acting and drama from the very beginning acting it out. And by the way on apps, and then other devices, seeing playful characters acting it out is a form of role playing with children, and then technology. I've been a big fan and part of implementing cat technology, since I had an, oh I hate to say it 19. Well this almost sounds weird because of the year 1984. When we started the implementation of the California technology project, and so much of that technology was four pieces of software. Exploring language. Now look at where we are. This is an opportunity. This is learning together. This is growing together, and the student generated formats. My granddaughter told me how to change my wallpaper on my phone the other day to the color I wanted from the color I had. So technology they're growing up with. I want to think about digital native versus digital, not native, but I'm thinking in terms of how much it has changed in the years I've been teaching since we first started in technology. It's a tool, it's not the learning. It's a tool, and we need powerful tools. So our goal is to use language in all form. And to me technology is a language. Go to what I did when I was learning basic, we won't go there, but language in all forms drama reading drawing writing. I don't read slides to you, but these words are just too important to use them as language in all forms for our learning and technology uses language in a way that has grown so beautifully. That's what we're talking about. So our final set of seesaw lessons that we want to share with you come from our ELA blockboards collection. Blockboards encourage students to use language in all forms like Dr. Klein was just talking about. So they ask a guiding question that students explore in multi dimensional way so by writing through drawing with movement by acting it out cross-curricularly at home and at school which sparks connections in the brains and reinforces learning. So we're going to take a closer look at how a blockboard supports early literacy development by using that language that talking that drawing that labeling and that retelling that is what Dr. Klein was talking about. So I'm going to just pop right in to a kindergarten block board called how can I tell a familiar story. So like with all of the other lessons that we shared, our block board also starts with an instructional video where Dr. Klein talks about teaching students in Turtle, his friend, how to retell a familiar story. So I'm just going to play just a quick snippet of this. Well, great job. Sorry about that. Everyone, now that the wolf has run away, let's have the three pigs pack up to leave their mother's home. Oh, hey, Turtle. You directing a movie? Oh, yeah. I'm directing the three little pigs. And I just filmed the scene where the wolf runs away and leaves them alone forever. Awesome. So you just filmed the last part of the story. You must be finished. Oh, well, actually no. I'm about to start filming the beginning now. Please take your seat over there. I need to focus. Wait, wait, wait. You're just filming the beginning now? But I just heard you say the wolf ran away and leaves them alone forever. Uh-huh. Doesn't that happen at the end of the story? The beginning is important, but the whole story is important, Rainbow Bear. So that's just a little snippet of that instructional video that kicks off this lesson after students watch that, then they can click that arrow there. I'm going to just take them back to that homepage. And here on the homepage, students are going to be completing several activities over the course of multiple days. That allows them to practice retelling a familiar story. Let's take a look at this activity here where students have the opportunity to act it out. So Dr. Klein was talking about acting out in drama. So they have a video here that they're going to watch of a person using toys, retelling a story. The toys are their characters, and then they're going to go to this follow-up activity. They get to find three toys or objects to help them retell the story of the three little pigs. And they're going to line those up, and they're going to use that camera feature. There's that technology within Seesaw to retell that story. So there are multiple activities that they go through over the course of multiple days. They do have the access to that draft feature. So someone had asked that question again. So they can complete one activity. They can click draft. They can save that activity in Seesaw, and they can come back to that activity. And then when they're done over the course of several days, and they'll click that green check mark to submit that activity. But they're going to be drawing, they're going to be writing, they're going to be reading, and they're going to be using language in all forms, just like Dr. Klein mentioned. And this lesson does have a reflection activity, which students use to kind of reflect and self-assess on how they did. So we do have three blockboard lessons that we will be sharing with you. And as we said before, we'll share the links to all of these resources at the end of the session in one handy dandy participant handout so you don't have to look several places for it, and it will also be included in the follow-up email. Thank you.