 Like I said, welcome to Elk Island Public Schools. The ERLC is thrilled that they've agreed to share what they've been up to in their classrooms, because so often we bring in speakers, but what we really love to hear is from teachers who are actually doing it in their classrooms. So I'm going to let Elk Island teachers introduce themselves as they go, but I know that we have a lovely list of folks who have gathered together this afternoon. So I'm gonna turn it right over. Dana, are you the first one up? Yes, I am. All right, Dana, take it away. All right, how are we gonna connect, please? And I teach a one-to-combined class up here at Elk Island. One of the things I found every single year was that I was trying to revamp and change my spelling units every single year. I was remaking it and trying to find a better way to teach spelling to my kiddos and I've been teaching combined classes for a few years now. And when we were introduced to where they were, I thought, well, I think I'm gonna give that a try. It's a really good way to kind of target all the needs of my class. With the combined class, I have a unique set of challenges, having two grades, and with both of that, I actually at the beginning of the year had 12 different groups that were practicing different sets of spelling words. So that was a bit overwhelming in the beginning, but because I use daily five as a structure in my classroom, I decided to try and incorporate that as best I could into the structure that I was already using. So if you look at these bookmarks, this is what I used to organize myself at the beginning of the year with my kid. What I did is I took out, read to friends and listened to reading, and we actually did those at a different point during the day. And I combined that with what I was doing, I started reading with my class, with my students. So I made word sort by myself and word sort with the partners two separate centers during my morning. The reason I did this was because I wanted to give my students a chance to really practice those skills before I put it into just one center, especially since my kids in my class were so young at the time. I had five, six, and seven year olds in my class. So with word sort by myself, that was really a time for them to practice their sorts, make sure they were able to put their words into the proper category. This was also a time when they would, I gave them ABC order pages and rainbow writing pages to practice writing those words that they were sorting. And then the word sort with partners centers when they would actually say the word sort gains and activities with the partners who was doing the same word sort as they were. Once they got the hang of working through those two centers is when I combined it into the regular word work center into my daily five and we were able to move on to the choice of daily five as well. So looking at the screen you can see that my kids all are assigned numbers and they just moved their numbers to whatever center they're choosing to work on. And when we started this, like I said, the word sort with the friends and word sort by myself were two separate centers. And as we move through the year, I was able to put it into just word work. So when it was just in word work, they knew that they had to do both of those word sort by myself and they had to do it with a partner as well. But it became a little bit more challenging when I started doing those words because I had so many different levels and so many different sorts that kids were doing. But they think to really enjoy practicing each other's sort sometimes as well. So I kind of just let them do that. It's good practice. As the year has gone on though, the gap of levels has gone down significantly. I started with 12, now I only have five. So that's made my life a little body easier. One of the reasons why I love word work that I wait so much is because I was finding the many spelling program that I was using is that my students weren't transferring the information from their spelling test into their reading or their writing. So they were putting their right on the spelling test because they practiced it at home the night before but they weren't necessarily spelling those words correctly when we were doing our writing on a daily basis. And they were, if they didn't want to spell it, it would ask me that they weren't reading the word correctly either during reading time. So using word survey has really helped my kids transfer that knowledge and that information. And I've seen a huge improvement in all of my students and how they're spelling. And it's given me a unique opportunity to be able to target exactly what skill they are missing. A lot of my kids were missing diagrams in their spelling and some of the hardest ones was the DR and the TR. So we've spent a lot of time in the class working on that. I know one of the biggest challenges of word survey is figuring out how to teach each different group their word sort. So what I would do is every Monday during daily five is all about writing about your weekend during work on writing. And that was something they got very used to doing and they got very independent at it. A lot of people to meet with all of my students at their word work and word sort centers and target them and be able to teach them the lesson and what they needed to be doing for the week. We typically spend in my class two weeks on a word sort and then at the end of every month is when I would go ahead and give them a little spelling inventory or a quiz on their spelling to see where they're at and if they were ready to move on to the next sort. It's been a really great experience for me. My kids really love it. It's hands-on. Adding it into my daily five has made a bold difference for me but making sure that you organize it at the beginning of the year and tracking kind of where your kids are and what sorts they've done so they're not repeating them too often is really important. So yeah, that's the my experience with Thursday and I'll want you to mind that. And Darnene, I teach a grade two class. When I first heard about it, I guess the biggest thing for me was organization. So when I look at all the books and all the different sorts that I have to be preparing on a Monday morning, that's for me, I looked at efficiency and so what I decided to do was each day of the week that's going to do Monday, the early days at the back, so it starts Tuesday, Wednesday, Thursday, Friday and then Monday. So after the selling text, each student got to decide where they were gonna begin and I put their name and the picture on the clip and that's where they begin. So you can see in the first, the short vowels, all the kiddos will be working on short vowels with me. So how I organize it is the first 15 minutes while my grade twos are doing their calendar books independently. The students that are working with me come to the horseshoe table, they begin with their words sort and then they go from there. So for example, today we did some making words of short vowels, so I brought in the making word title and we made some more short old words. Are you making more different activities? And I move them on when I feel they are ready. So the students know too by, because they look at this, they know what sort they're working on and I moved them accordingly. So I had a couple of kiddos today that understood short old. So I moved them, I moved them to the next sort. There was a couple of other kiddos in that group that had some problems to be seen on their point. They wanted the color forward or to do when there were some short vowels, kinds of diagraphic in them, what they were called. This is all the sorts from the entire book and I keep it in my classroom and it works fantastic. There's about 10 copies of each sort and as I go, I put in the extra worksheets or extra activities that I find. I put that in the file for this so it's ready to go for the next week. So it's worked great for me. It's quick, I pull it out in the morning and I can begin. Then one group is six students. That's my max size of group I find at the end, you know, sit around your horseshoe table and work with them. So that's how I organize it. The students then can take their work work or their work survey book and work on it during our daily life. So they have activities they can do. They can sort the words or they can just do some other activities that kind of go with it. So that's the way I organize the, and then this is my organization of the week. So I record my students as their notes, how they're doing, and you can see kind of when you're moving in, you know, they're scribbles or scratches, true, what I did. And I see who's ready to move on to the next sort, who is going to continue with that sort. And yeah, we go from there. So I have 10 INPs, so I find this work excellent to get all my children in the classroom and they're working where they're at. Yeah, basically, yeah, it creates clips and I organize them. Oh, I think I have an organization. And I think I added a blank one and just know what's next for me. I think I know that. I know that. My name is Hyde. I teach grade four, and it's my first year teaching grade four. I taught grade two for 13 years. So I'm in transition. I have been doing math, literacy. I have seen you making great words sort of during my work in grade two. And I know I was going to, I want something out for grade four years. So I want to work that way because of the different solution that is built into the program. I'll show you a little bit of my classes down syndrome. I'm working on a first book, number of picture sorts for energy studies. So as you can see, I'm working here on initial confidence and he does picture sort and he's sort of our independent source. So he's able to sort these words by himself by the end of the week. He actually puts them down in his book by starting so it's a big test. He does the sort with his aid and partner sort with a fellow classmate. So this is what would be my lowest level. So I think this book will have poetry and music by Sarah Blacksheep for the 20 minutes pouring through the art. So I'm incorporating music during the new time. We would put out these lines or forms during music in the classroom and he would keep a friend back from his regular class and he would listen to the police instruments and he would have a good time to learn about these songs and poems along with the initial confidence down. This, let's see, I'll do one of these is chapter six, so in the next slide we'll show you what he is doing now after spring break. He moved into a concept of word imprint. So here we have shared reading activities and writing activities, word study and haemological reading activities. The first selection there is called rain on green grass. So the concept first you have to understand there's a picture set for wet and dry of who is learning what's wet, what's dry. And then cutting up sentence strips that go along with the poem. Finally, some of his artwork that we had worked on earlier in the year. I mean, some of these works to the independent word wall. The word on is already on his word wall. Colour is to learn his word wall. And then just not if he does, he stores, you can see these words are stored in his baby's mouth throughout the year. Not for he is now. Then moving to my height level we're really working at a grade five level. This is a work source for derivational scholars who are interested. Can you see what I have here? The derivational version. So this is sort of number five in the last book. Where Christian was sort of number five which is sort of chapter six in the first book. So there's quite a spectrum of learners in my class there. So John McCoy was working on some of his books. So he was looking at eight words and adding Iowain to his eight words. And the next one would be adding Iowain to his eight words. So you can see just a huge difference in what they're looking on. And they're working on this activity at the same time every day for the first 10 minutes of our daily five times. But I really enjoy the program. I think it's working very well for me and for my students. And I usually take a lesson over two weeks. And a copy of the lesson also goes home with the students on the first date. So the parents know their child's words for the week. That's important. And the test, when it does occur on a Friday, you don't necessarily have to test all the words. So that's something that I learned probably through this pilot program was that half the words would suffice and understanding that the child understood that they're not. And we have a lot to think about it. Thank you. All right, so my name is Farah and I teach grade five. I have a little bit of a different perspective as a first year teacher. So I don't really have much to relate to but I found it very successful in my classroom. So first class means I use a few different formats. There are spell checks directly in the books but I find it hard to integrate them as have all groups at different levels at the same time. Not all groups are coming to those provided assessments at the same time. So I choose to do a state variation on a standard spell check. So the assessment I use is on the screen and I either provide them with an X or get them to draw an X on a piece of paper. And it works or all groups are bound as a level. In the section with the X, they write down their headers. So if they don't remember their headers, I provide them with those because I want to test their ability to sort the words not their ability to memorize the headers. For each group, I give them five words. So I take five words directly from their sort. So as you said, we don't have to assess everything in the word from the sort. And then for the sixth word, I allow the students to add an additional word that wasn't part of their sort but it fits their sorting rule. So if I was going to see if the students understand the sort of word, they can apply their knowledge to a new situation. So kind of from the bottom joint and have a truly understanding of their sorting rule. Sometimes I do this spelling assessment of a whole class. So I use for the names for my groups. So I would do, if one teaches your first word, it's happy and then I would do the last next word. So orange is your first word of slice and I would go through all of the groups. So coming back to the second word for each of the groups and I just find that it gives kids the chance to think about the word they're spelling and it gives them a little bit of processing time for some of the kids that need a little bit longer to think about it. So sometimes that works for them. I've also done it where I do the at the beginning of my conferences. So when I fill in with the side, I sometimes do the assessment right at the start before we start the newest word sort for that week. So I would still give them the same format for the X and then after that, we would then move on to the newest sort. It looks to me actually just has to be closer to the name. So we have everything that looks to me. I just had it a hard time hearing that. But it was a real effort. So, yeah. Okay, so when I mark these assessments, I give one mark for them being spelled correctly and one mark for them with a right header. So when the other form of assessment that I use is a moving sort, so I cannot use as well as a formative assessment because it does take quite a bit of time. So for some students, it's not an effective assessment because they can't get it done in a reasonable amount of time. It's not fair to assess them on it if they haven't had the chance to finish it. So students take out their words for that week. They sort them first when they go. I find that having them sort them first and then move them just a favor a bit of time rather than moving as they go. For early finishers, because there's some kids that finish right away, I let them do word hence and look for new words in the books that they're reading and we do daily three. And so they look for new words and add them to their column. So even if there are other students that take a little bit longer to do their sort, the ones that don't really have something to do. In terms of assessing each group, it is fairly straightforward and there's no way that you can assess. But for me and this year, I have 29 students and so this is two of the ways it's been most effective for me in order to be able to assess them at their levels. And I think we're going to check if we're doing it right now. Yes, we can, but we'd like us to keep doing that. Hi, I'm Kathy McCory, I teach grade six and I'm going to talk to you guys a little bit about how you can actually start getting this set up in your own classroom. So hopefully you're a little bit familiar with the inventory that's provided from with their way. If you're not, it's basically just a traditional spelling test that you give them between 20 and 25 words and then you correct it, except it's not just whether the word is right or wrong, it's where you start to determine where their deficiencies in spelling are and whether it sounds or patterns. And so I'll show you. Okay, so here's a spelling inventory that I did in September with my class. And so you can't tell here whether the word was right or wrong. You're looking at the different elements that were in the words and where the mistakes were. And so the purple that I highlighted is showing the areas where they had more than two errors in that category. So that tells us where they're starting to have trouble with different elements of spelling. And so from there, this is where you would actually start to group your students based on the areas that they need to work on. So depending on how they do on their spelling inventory, if they have more than 20 words correct, you're going to give them a higher level than the upper elementary spelling inventory, just because that gives them more challenging words. You're still looking for the same elements like blending different vowel sounds, that kind of thing, but any more difficult words so you're able to see if they can apply it on a higher level. If they have less than 20, you stop with that inventory and then you just analyze their errors like I did on this image. So the inventory is basically just a diagnostic tool that's going to help guide your practice and help you as you form groups. I guess it's very important to keep in mind that these groups can be flexible. So if you notice, I started to point out here one, the very top student had two areas that were low in row, but then they had three that were okay, so I wouldn't necessarily keep them going in order in those sorts. I might give them those too many lessons on the earlier errors and then not give them the next three and put them up into another group later on with people that have the same areas of need. So you can have as many groups as you want or you're comfortable with. I right now have six and it's pretty manageable. I do have EA support that helps me with that, but last term I had seven groups, I believe, and it's not too bad, but if you'd rather have larger groups then it's just kind of whatever works for you. I would suggest at least doing this inventory in September and in June that we do it every term so that we can start to reflect on how they're progressing as we report on these things through the report cards. And then just in terms of rows, so this is the inventory in September and then this is the progress in March when I did it. So down the bottom I've tallied how many students were missing that skill and then this red is how many changed. So there were six fewer students having the first skill missing and then five fewer students. So it just gave me a good indication that this program is actually working. So I'll flip back between those because you can see how much purple there is here and how much less there is, especially in these middle rows. So it really shows the progress there. The weekly search and assessments really allow you to determine how they're moving. So you're checking in frequently and you're able to, like, find out if they're able to apply these skills to reward, so that's something, especially in grade six that we're looking for, we don't want them to just kind of regurgitate what we've given them, we want to see them using it in new ways and let the other ladies that we encourage them to do that through a word hunt during daily, we do daily three, so during daily three. And then I'm gonna pass it on to Sheila. To side by way. Hello. Oh yeah, hello. So hi, I'm Sheila Starr, I teach grade six as well as Chrissy. So once we've finished, or we're moving our students into groups, we're going to figure out how we're actually going to implement this in a really good classroom. So I think that maybe we just need to see how grade three works a little bit more smoothly, perhaps with division one, where you already might have a setup or you have stations or activities like that, where grade six, we were not so sure at first how to approach that and how to give the students time to work on their words, but also have time to teach the words. So we decided to implement a daily three sort of framework, but we modified it for grade six, we called it daily five, then we modified it with called it daily three. So I'll just look ahead to the first slide and we can see sort of how we organized ourselves. We organized our thinking. So during our nine dark periods, our period of 31 minutes each, we break it down into a mini lesson and then two blocks of daily three, where the students have a choice of activity and we work in small groups or individually with some coaching. We have at least two blocks of time, whether it's every day, sometimes three blocks, so we can get through several sessions of daily three with the students. So this is the way we sort of organize our thinking from the teacher side of things. Our school has a five day rotation system, but this will work the same if you had a Monday Friday rotation system. So we decided to put our learning work, which is our third day on day one. And then, so on day one, our mini lessons of the whole class would relate to the word source in some way. So we'd be teaching them the word source or getting them to do a word source or reminding them to practice those, so it's whatever we felt they needed to focus on. And then on day two, zone three, our mini lesson would be about writing, specifically using the Writers Workshop program, and on day four, zone five, so we focus on reading strategies. That's just with our mini lesson. And then during our conference in time and the small groups are individually, that's where we're working with students, rather than so the class is working independently on their chosen activities. So for example, on day one, when it says we're going to focus, the students don't have free choice of any of the three activities or any block of time. But on day one is when we're doing our conference in time, that's when we're teaching the new words. So as Chrissy said, we had sort of between five and seven different groups of students. But we found with our two to three blocks of language arts, a day, and day one is we focus on when we have three blocks of language arts, and we're able to usually get through all of our words or if we can step to our time limit. And we can get through teaching the new sort, so that they can take it from and practice it. It does take a little bit of time for them to cut out the words, especially when they're getting used to the program. So we get them to cut out where they come to the table. So we get part of our morning routine. They can even be cutting out words while listening to morning announcements, and then they have those words ready to go to come to the table and learn the sort. We also have the students take home a set of the same words to practice at home. So they go home for a set for practicing at home and a set for practicing at school. So we don't have to worry about them forgetting when we're going to practice. In preparing for those lessons, learning that we have to move through five to seven different groups of students, if they're not to have an individual have your brain wrapped around teaching those different sorts. So what we did as a team, those three of us implementing were building a decision to this year. So we collaborated and worked together. And we broke down the lesson plans in a simple format. So on the left side, you can see the lesson plan as it is written in the workbook of users. And then in the right end, you can see an example of how we broke it down into a simpler format. So taking the long paragraphs of description, opening it down into just a few simple jot-nodes that you can follow as you're working with a group of students, which is really helpful as you're trying to get through several groups quickly. So this is a format that worked for us. Obviously, you can play around if it works well for you. And then, of course, you can change things and adapt things as you need. So one thing we found was we were doing novel study in grade six. And we wanted to be able to really focus on the novel study and make that our priority. So we put a day-to-day program and a week-to-day program just on par for about a month, I think it took. So everything that our company said was focused on the novel study. And then when we finished the novel study, we picked up again, we worked our way, and that worked really well. I think it was flexible like that. And then the thinking in terms of three, we started really focusing on our writing skill, especially being grade six, coming up to the writing team. A lot more of our focus was on the writing, but we actually chose to continue with work their way while we were doing that writing focus and sort of making ties between what they were writing and their work source with the writing that we wanted them to do. So I think now we're going to open it up to any questions from the chat. This is just one question to be able to answer. I think that's a good question. Oh, thank you. So for pre-cutting certs, I never did that with my kiddos. I know the beginning of the year was a little bit painful because it took them so long to do it, but it's just a skill they need to have to be able to do cutting lines. That's one of the reasons why I did two weeks for a cert, even if it was a simple cert as in the beginning or ending down to the word. One of the things I did find that was happening is that my kids were losing their pieces. They were in the classroom when they were five, six, seven years old. That's just kind of how it goes. So what I did for that is that I would always make sure that there was a master copy of the word for up on one of my bulletin boards or on the knife board. So my kid did lose a piece and they couldn't find it. They were only able to write it down on a separate piece of paper or a sticky note and then that's how they would add that word back in. I also had my kids write their numbers, their signed number on the back of that other word for it, but if you just find one on the back or missing piece on the floor, you could just look at number two. Number two, here I have your piece. I've always had them cut it. It really wasn't a big issue in my classroom and putting the word up on the board in case they lost the piece. It was a really great way to combat losing pieces. Cutting took a little bit of time, but now we're a little quick of it. Anything else for me? Um, we just, um, yeah, I think we'll do it differently. They each have their sheets off about four in the morning as they walk in. And so they do their agenda, their announcements, and then they go. And I have them take, they each have a color crown. They just scrum them on the back of the sheet, turning over and cutting it out. So we each know what the purple, or the purple one, or as they think they get mixed up. So they each have their own color and do it that way. So again, they don't usually get mixed up. It's RK, I want a purple, I want a purple, but it's quick and easy. I honestly don't have time to cut out their words for them. So you'll be prepping for the last thing. So it's a good skill for them to learn and end their path that I didn't even know was fit enough. Any other questions? Also, I guess it's on me on, I use the word fine, so I do 125 degrees, two words from my literacy as well. And so the words, the words are a word that they get to practice as well. So I have their sign, I have to consider it as well as their words for languages. Yeah. I do the same thing. They, when they're doing their work, they practice their certain words, they're in comfort with it, and they go to their third work center. I really encourage them to practice their third work, put them in sentences, writing them on the way forward, whatever their third work center is, but they also have all of their words, which are high-frequency words which they'd like them to up on the word well, and that's a really great place for them to practice in those words as well, and they really enjoy making their own search from the word well. Actually, something we've been doing the past week, because it's a short week, so I think we really love making it on their third work. That's it. Maybe two of the possible kinds of search. How to search the search? This is how you put it in the word. Oh, store the search. I actually have all of my search in file for birth. It's very similar to what I mean. I just have them in file for birth. I have what book they're from, and then I just have them members, and then I put the kids' names on them based on what search they're working on, and then I have a sheet at the beginning of each file for birth. My class has been checking off who's done what search, that way I'm not giving them the search that they've already done. My kids. The kids? How the kids search? So before, my kids search in their daily bag basket. I had a freezer, and they're a couple of baggies, and they just throw in the baggie, pick them up over, and it goes in their daily bag baskets. I never thought that my school just put it in their bin. Another teacher I know, they have just a bin that they put them on with their name on it, so whatever works best for you. I find my daily bag baskets with their folder works really, really well with the baggie. At least they knew that it's not something that I'm upset about happening to a place. My students have their own work notebooks, and inside the front cover I have a notebook that they put their word search in, and rather than letter tiles, so they can make the word that in the word search. So I use that book. Well, what's in the house? And I like to do a tank here. So I have a grade four teacher, and I have all the different types of stores with the very first, so I can figure out how to do a certain store. You can just check, and then a baggie. And I already think that next year we have to replace a few of these baggies, they do check. You can get those dollars for pencil, little pockets with the zipper, and have the three now, both of them. And something to make sure that's what I was using here. I would put it in a pencil case inside the do tank. I think that would work really, really well actually. So I do the same thing, I don't have word searchings with the font that you stapled in the back, and that seems to be the best way. It's kind of the responsible way. It's a really good way to make a new one and they can find a friend and see which one they're missing, but that seems to be the best way. And then they keep their do tank in their daily five bins. Okay, let's do the next question. Yeah, let's do the next question, okay. How many minutes in the daily five rotation? Well, our periods are 31 minutes each. So we break that into one menu up into five to 10 minutes, and then two periods of, or two rotations of daily three for us. So they're about 10 minutes each. Even though they're very thick, it's hard for them to stay focused for a whole lot longer than that. So it's nice to let them move and shuffle and change activities after that. But we then also do let them pick two in a row if they wanted to just do reading for both or writing for both or word sorts for both. Are you going to do that? Um, I say what I've been doing is on Monday, it does take a little bit longer because you're packing out the sort. But even then I would say 10 minutes. And while they're covering, they're in their group. It's on the same storage. I'll go along and ask them, do you see what you're sorting today? Do you understand what you're having to sort? And so I can actually go from table to table, probably about on the Monday in 15 minutes, and they understand their sort. And then the remainder of that time, I do my guided reading crew at my new table and they do their book club. And then on Tuesday, it's like a five minute sort again, like that individual sort. And they do that for five minutes and we go into their literacy center. So that's how I do that. Yeah, so at the beginning of the year, we were quite sure we were so little and we couldn't focus for more than five to seven minutes. At this point during the year, because we're enjoying the sort so much, we've actually been able to work about 10 to 15 minutes, but it really depends on the weather and how focused we are at that day. I do always make sure that for my work, I'm sure when there's no other activity to do, but if they do finish their work and they're feeling pretty confident and they don't really want to do that part of it anymore, the physical sort itself, then they can go ahead and take management letters or they can take the nanograms or they can use the chalkboard or the lightboard. I also have ABC order pages where they have to put their work sort of into alphabetical letters. They have a sheet of a giant rainbow on it where they have to write over words into rainbow writing. And so I just try and provide them as many options as possible. If I haven't really done too much of a problem, making sure that they're staying focused, we spend a lot of time practicing and having a little bit of extra options during both work has really been helpful for the kiddos. Any suggestions for how to plan any of the reader's workshop more? I think that you can do words you're writing in the first 10 minutes and then get into your reader's workshop to kind of read it. Like I'm doing book clubs and guided reading that I would like to do more of a reader's workshop. I do my read-aloud with the novel after lunch. So my novel study is more of a read-aloud listening comprehension activity. So I'm trying to figure out the reader's workshop, how you would incorporate that after your work is away. And it's okay that I did read it. So there's a book club. Okay, so, yeah, nice little book. So on the top of them spending 20 minutes on board work, I read all of them, so I have one shot, especially in reading books. Like when they've learned the sort, it really takes five minutes for them to do their sort, write it down, and they can be onto something else. So they can cut out their words during the afternoon or the morning and when they cut them out, take a look at them and sort them out. For a while before Christmas, I was having a little bit of tea with my baby Dua, a bird sort of, and we came back from lunch. So, and now we're just in five minutes, sort of, where it's writing down, we're going to the next thing. So I think it's kind of fitting in here. And then there's another question about in grade six, Dua let them do two rounds of reading, two rounds of writing, if they wanted to. We do. We have to make it a week. So we can't just do two walks of writing every day all week and then do no reading or vice versa. So we have minimums that they have to get in their chart in a class. When they sign up for what rounds they're going to do that day, they indicate what rounds they've chosen. So on a given day, they might choose their reading, but then they know that's all their reading walks for the week. And so then they need to choose writing the next day. So it's given that element of choice, but still making sure there's balance of all the activities are being done. And with the writing, we have writing assignments and then I would do it on the writing assignment. So it's up to them to make sure they're choosing enough writing walks to get their assignments done. It's just a new rule for sharing. So most of the emails can be done just with through the email, and then we'll have a new person in the class, so that's great. We're just waiting for them to type in the name of the class too. Yeah, thank you, thank you. You're welcome. So it seems like that's answering most people's questions, but now that you have Heather's email, just let me know if you have any more questions or if you get going. If you have more questions, let me know and she'll pass them on to us. So I guess hopefully you are starting to consider using this program in your classroom. If you've done any research about spelling programs, you'll find that this is one of the best pedagogically sound practices because giving a random list of words and asking students to memorize them is super meaningful for them, but understanding patterns and words and especially looking at the derivational relations learning about where words come from and what different parts of words mean. It's a lot more meaningful and effective in terms of what we found at least. So yeah, if you have any questions, let us know and hopefully you found this helpful. We'll go to two more. Thank you. Thank you. Bye, bye. Bye, bye.