 We have seven. Okay, awesome. Welcome. Okay. Can you hear Lynch? We can. We can't see you, but we can hear you. There's three. Hi, Lynch. So we are with the farthest reaching schools and the whole ESU. So thanks for joining us today. Were you all able to access the resources at the website? We don't have any handouts this time, but just our presentation, if you want to go back to it later is there. Yep. Our. Resources are all posted should be all posted on the website as usual. And you can access those there. And how'd you like our opening slide? Hopefully a little funny for today. So we're going to focus on talking about those basics of reading comprehension today. And so yes, we have some funny little teacher memes for you. Um, so we'll let you read those over and think about, is there anything that's funny that has happened to you so far this school year? Cause we can remember those funny times that makes us get through those hard times. So anybody have one to share? Anybody? Anybody want to share a funny story? Or even a success story. Win, I guess you could call it. Okay. Well, we'll come back at the end and see if anybody has a story they'd like to share about the school year. So again, hi. Um, I'm Steph Monic. I'm sure that you're probably used to us by now and seeing us. I'm staff developer here at ESU eight. And I'm Tina Souser. The tech integration is here at ESU eight and very happy to be back with you today. I'm glad we're not getting any snow today. Although way out in Stuart, did you guys get some snow last night? You know, they got some yesterday. I was there. We didn't get any last night, but the day before. Oh, you guys have some slippery roads. Yeah, we did. Yeah. Okay. Well, that's the benefit of zoom too that even if we have bad roads, we can still meet before we get going, there's just a couple of vocabulary terms. I think we should cover. Um, that we'll give you a little bit of background for this class today, but the first is reading comprehension. We use that a lot, but actually do we know the in depth, what it means. So, um, what it means by pulling out meaning and building meaning as you work with the text. So I think a lot of times we just say, well, reading comprehension is remembering what you've read and being able to retell, but it's actually, um, being able to form meaning by pulling out that information. And, um, at the same time, um, you know, build your own meaning or, um, to think back about what you already know about the world and inform that meaning as you pick apart the text. Right. And just making connections with the text, I think is the big thing, um, especially in reading comprehension, because if you're not making connections with the text, you're basically just reading the words for the words and not the meaning behind it. And decoding. So we use that word too. And it's kind of that teacher jargon, but it's decoding basically is just sounding out a word. And using word attack skills to figure out what it word says. And in that kids, um, little kids, especially have to learn that, um, whole process of turning these symbols of letters into a sound. So, um, decoding is basically sounding out, figuring out what that word says. Um, so there's a really famous quote from Louisa moats who's kind of a reading guru. Um, that says teaching reading is rocket science. And it is a complicated task. And, um, we are always learning more about it. Um, I don't think that you can ever say that I've learned everything that there is about teaching reading because there's always more research, always more methods. And, you know, every brain is just a complicated piece of equipment and teaching that you can use to, um, you know, turn those, you know, pieces of writing into meaning is just a really difficult task. So we're going to touch the tip of the iceberg today. But my whole means is it, um, a comprehensive look at reading. Right. We're just going to give you a few strategies and ideas that you could do hopefully kind of on the fly because you guys know you guys are working with the kids that, um, and you're probably full aware that everyone learns differently. And I think that's where some of this teaching is like rocket science because you're constantly having to figure out how your students are actually connecting to the information. So what we're going to do today is just to give you some of those strategies where you could possibly, um, again, do them on the fly with the students so that you can help them make the connections that they need. So what skills and knowledge do make a good reader? So what things do we need to build in our kids and make sure kids can say about themselves? So one thing is, um, a good reader must have some word attack skills. They're going to allow the kids to decode those words in text accurately and fluently. So again, they're going to be able to sound out words. Maybe they know their phonics really well. Phonics helps you be able to sound out those words, um, better. Um, so, and also, um, it's really important that kids pronounce words correctly. That means that they'll be able to use them again when they see them, if they can just pronounce the words. Also, um, kids should have some vocabulary, knowledge and oral language skills that help students understand the meaning of words. Um, so at all of your schools, I think that are on here today. Um, vocabulary is a big focus and has been for the last couple of years. And so it's really important that kids understand the meaning. And actually they've, they've found that vocabulary is one of the largest factors in reading comprehension. Do they even know these words that they're being asked to read? And there's a, with vocabulary, when I was in elementary, we always, I always focused on the visual auditory and kinesthetic movements with vocabulary so that they can make those ties with the definition. So basically you can create a visual that goes along with the vocabulary. Uh, and you, we actually applied a movement with every vocabulary word where it can help those, um, uh, kinesthetic learners understand the vocabulary as well. And then of course the auditory are hearing and, and hearing and relating to the words based on, on the word itself and the definition. So if you can make those connections with them. Um, and like I said, just by applying an action and a picture to the vocabulary, it helps them develop a deeper meaning and understanding for the word. And some of those things are more meaningful than, um, when I grew up, we used to have to go get dictionaries and look up all these words and we were reading definitions that were too hard for us to, we weren't ever going to remember them. And so really we've moved away from those dictionary definitions to more of a student friendly description of the word. And the next one is background knowledge that includes knowledge acquired at school. So background knowledge is so important. Have they had any life experience with the topic that they're reading about? You guys can probably all name a time that kids were totally clueless or lost in the text. And it was because it was about maybe a place they'd never been or a topic they'd never heard of. And actually what they've proven is vocabulary instruction is background knowledge is gay is giving the kids some background knowledge with the word. It's a, um, it's a time that they've used the word before they get to it in the text. So, um, we might notice that our rural kids might have less background knowledge than kids who maybe go on more trips and, um, and have more experiences within the cities that they live. So that's a job for us to really focus on with rural kids. And I think the background knowledge is a huge component of understanding what they're reading because if they take the time to associate themselves with what they're reading, then they're taking the time to actually understand the text and understand the content. And I think a lot of times as teachers or para educators, we are in such a hurry to get them the information that we don't allow time for them to really process and to relate to the information. And if you can kind of take a moment and set back and, and relate the information to something you've experienced, it has a deeper and longer lasting meaning for the students. And then also, um, kids to be a good reader, they must have thinking and reasoning skills like drawing inferences. Um, it's not just about what the text is telling you, but it's making those decisions to make inferences too. Um, and so we're going to talk about that a little bit more as we go, but kids really need to be able to reason and think through things and think about what's the author not telling me that I need to just pick up on. And so sometimes, especially kids who might need para support have a hard time with that one because it's a high level skill. And next, um, they need the motivation to learn and apply the information, um, so they can reach that automaticity or when they see a word, they just know it. And I think that that's a big struggle too with our kids. Some of our kids love to read and some of our kids just don't. How can we motivate them to be interested in it? So hopefully we're using, um, uh, texts that, that, you know, apply to one of their interests or, um, something like that. But we've got to keep them motivated. And with that mindset of I can learn. I want to learn more. So these are things now here that, uh, a good reader must do. That was things that a good reader must have. And now we're going to focus on things that a good reader must do. So they must draw on that prior knowledge. So we talked about background knowledge. So good readers really pull out experiences that they have had and try to apply them and help them understand what they're reading now. Again, sometimes we have to help kids see that connection because it's, it's something that some kids just don't have. If you don't have any background with something, it's going to be really hard to be able to understand it. And I think again, all of these concepts are just making those connections with what you're reading and in going back to prior knowledge, they're just able to really, um, make the connection with the information in each other. Sometimes you might even, um, maybe you're reading a personal reading book with a kid and it is about, um, I don't know, volcanoes. So a lot of our kids won't have a lot of background knowledge about volcanoes or experience. So you want to ask them some questions that's going to draw that out like say, have you ever heard of the mountains? Have you been to Colorado to see a mountain? Do you know what mountains look like? Could you draw one for me? And then say, well, you know, a volcano is just a special kind of mountain and we're going to read more to, to learn about it. So really drawing on that prior knowledge is asking some questions of the kids. Right. And again, starting where they, they are, um, what they have already understand or what they can relate to. So drawing inferences is something else that they must do. And we talked about that a little bit a minute ago too. So it says, in addition to understanding the literal points that the author is making, good readers are able to read between the lines and draw inferences about a wide range of hidden meanings, such as why events are unfolding like they do, why characters behave in a certain way, or what the characters are thinking and what might happen next. So really drawing that inferences, it's a really high level skill. So, um, we sometimes have to help kids with that. I used to tutor and, um, we had a kind of a task card about drawing inferences. And, um, it described inferencing as, um, taking something that the author told you, mixing with, um, something that you already know about the world and making a decision about what's going on. So our example was, um, the boy took out two slices of bread on one half. He spread some peanut butter on the other half. He put some jelly. He put the two halves together and cut the, um, cut it in half. What's he doing? Anybody know? He's making a sandwich. He's making a sandwich. Obviously. Come on. This is not a hard guess. Making a PBJ. Yes, he's making a sandwich. Thank you so much. If I had candy, I'd throw it to you. But did Stephanie tell you that? Did I ever say sandwich and telling you what he did? No, right? So we really have to make that inference. Now that's a pretty basic example, right? Yeah. This is a different story. We're talking about how the characters behave in a certain way. You know, we might talk about little red writing hood because we all know that story, right? And how her knees started to shake as she, um, got closer to the forest. Well, why would her knees start to shake as she gets closer to So one reason why it might be that if we asked a student that they might say well she she got nervous because it's dark in the forest or she we knew that she was nervous because her knees were shaking and that's something that you do when you're nervous or we knew that she was nervous her knees were shaking and there's other animals in the forest and that might make you nervous so so never does the author tell us that she's never does the author tell us that that the forest is a dangerous place but we're able to able to hear that out so basically like drawing inferences I always think about these as the unwritten messages that they're trying to get across and and again it goes back to that prior knowledge or that background knowledge you knew that when Stephanie was talking about the peanut butter and the jelly when that it was a sandwich but how did you know that probably because you've had a sandwich before because you've made a sandwich before it's drawing on that prior knowledge and you it might even just be prior knowledge of another text like I knew that on the forests in old fairy tales are usually a dangerous place because I've read other stories about being in the forest so we can draw on those other books that kids have read too and again it's important to pull those points out for students because they're not going to do this on their own they're not going to stop and make these types of inferences on their own and so some of these these skills you've got to help them develop as as they begin to learn to read especially some of our struggling students some of our really good readers might just do the test on their own but some of our kids who have had those less experiences and maybe have read less in their life need help with that another thing that good readers must do is self-monitor in other words they're going to they're going to know when they're having trouble and kind of stop themselves and ask some questions so during the reading good readers learn to monitor their understanding adjust their reading speed to fit the difficulty of the text and address any comprehension problems they have after reading they check their understanding of what they have read students who are good at monitoring their comprehension know when they understand what they're reading and when they don't so have you guys ever been reading a book and you get down to the end of the page and you ask yourself what did I just read because I do it all the time either it's really complicated text and so I need to go back and reread because it was hard for me or my mind wanders which is probably nine times out of ten and so I need to go back and reread to just comprehend better and pay attention better and so we have to ask kids about this and sometimes we have to foster this in them they don't have it going right away so it might take on having some questions asked of them to be able to say hey did you get that on your own or do you think you need to try it one more time and I think a lot of times what happens in in learning to read and in our text and then text that students work with is they'll go through the whole reading and then they're asked to comprehend then they're asked the questions and so we kind of need to teach them to stop occasionally within the text to review what they've read thus far and to kind of pull out those important points before you get all the way to the end and then you have to go all the way back to the beginning of the chapter to start again and that happens a lot in texts that that they have that they've been reading and so I know they're trying to change that now and they're doing a better job of that but we still have to teach those kids that it's okay to stop and go and think about what you've read before you continue the entire chapter of the entire page I think especially with our older learners too so those of you who work with middle school and high school kids you see that all the time their assignment might be to read chapter six on their own right so they're gonna just read it from start to finish and not stop along the way so if we chunk that content chunk it into a paragraph or a couple paragraphs or maybe a page and then slow down and do something to use that information it would help us out so one strategy there is to use sticky notes and maybe even take a sticky note for each page especially for kids who have trouble with comprehension and they have to jot a note about what that page was about or maybe every few paragraphs they're gonna jot a note about something in that paragraph and then those become almost a flipbook to help write a summary so you can just put together all the sticky notes at the end and they can flip through and tell what they read about so sticky notes are a very good resource and I think that that's a way better idea than having them highlight because myself and I know this happens with a lot of people is I'll go through and I'll read and I'll highlight a whole bunch of stuff but does it really relate to what I need to understand from the text usually no so if you're pulling out just those important points and writing them down on a sticky note number one you're revisiting those points while you write them and number two you're coming to the end and you're putting it all together into a like Stephanie said a summary of what they've read and so then they can go back and relate all of that to their background and prior knowledge. Also we need to help kids form mental images and mental images is what I always tell them it's the movie going on in your brain or it's the cartoon of what's happening in the story so if they can kind of picture it like it is a movie or a cartoon it'll help them some kids have a hard time with this and they should draw out little pictures they have some paper with them they can draw the images and we're going to show you a graphic organizer later that might help with forming mental images so I remember once one of my teachers in junior high actually told us to draw a picture of the main character of our book and I had it wrong I had not listened to the details of that read-a-lab book that she was reading us and I had it wrong but I'm definitely a visual learner that every book I've read I swear I can go back to in my head and see the pictures and another thing that they must do is summarize and retell we touched on that a little bit with those sticky notes but kids have to be able to quickly tell you what happened in a story and retell some of those main points so summarizing requires students to determine what is an important in the text and then put it into their own words by retelling verbally or writing so maybe they're just going to tell you one time what they read or maybe another time they need to write it down as a kid I was much better to tell you than I was to write it down writing it down I wrote way too many details so we really have to help kids focus on just the important parts and instruction and summarizing can help students become more purposeful as they read and more skillful and comprehending that's because their their brains are looking for the important parts so especially when we think about a nonfiction text where they're reading a lot of information and that's really important and it'll serve them well all the way through college yeah that that was my point I mean think about when your kids get to college they're reading this informational text and they're going to have to unless they're gonna spend hours upon hours reading a book and deciphering through all of it they're gonna need to be able to summarize and pull out those important points of the text so that they can relate the information to what they're supposed to be learning about the text and that's really hard for kids to do okay so let's talk about some strategies we have to help improve comprehension especially I mean I think as a classroom teacher I relied on my parents to help kids with comprehension strategies a lot so I think this is some ways that you can really help out your kids when reading with them so one thing is to use graphic organizers so how many of you already use graphic organizers I guess we're not seeing the screens of everybody but I'm gonna guess that many of you have and we're gonna take a look at some of them here so graphic organizers help students organize that information and understand the format or text structure better and sometimes just getting it down on paper really helps kids to kind of see that information in an organized way it takes something that's more abstract like the reading that's just going on in their head and it puts it down on paper for them so and it also helps students write a well organized summary or text analysis which maybe they've been doing for some of their writing pieces so where they're having to pull evidence out of a piece of text to back up their writing and we have a whole bunch of free templates here on this link down here at the bottom so later you could access this link and print off some free templates there and the one thing about all of this is even though your teacher may not give you that as a template to use with your students it's something that you could always relate to if you're trying to help students walk through these kind of these strategies and help them identify what they've read and I think some of these graphic organizers are simple enough stuff mentioned to me earlier about you go ahead and say well I always I always want to use graphic organizers that are simple enough for kids to draw on their own later so there's some really cutesy graphic organizers that have all these like thematic things on it and clip art and stuff like that and some of them get really complicated and what you have to organize and I think it's and I'm not saying that those are bad necessarily it's just not what I gravitate to I try to make ones that kids could could draw on their own if they only have a blank sheet of paper in front of them so we know like I'm Lisa on that well it's not gonna kill me anymore I think we actually got a new name it's called ens gas or something like that something weird yeah ens gas or ens ens goes ens goes and so and they can't have any papers with any writing on it but they can have plenty of plain white scratch paper so if we teach them to use some graphic organizers that they can reproduce themselves then they have a tool to use on the test and if every time we use a graphic organizer we tell them why we're using it then they'll know which ones to use at which times so I highly encourage these so the first one I want to talk about is the Venn diagram I think that this is probably one of those graphic organizers that is used the most of any and it really helps you examine those similarities similarities and differences to do a compare and contrast and you can use it within one text or two more tests I think we need somebody to mute themselves we might be able to help you with that okay there we go alright so I want to show you an example here one of my favorite books is Ramona Quimby AJ and so here we're gonna look at the differences and similarities between Ramona and her sister Bezos so Ramona she's the little sister and she's mischievous Bezos on the other hand she's the big sister she has more responsibility and independence but both of them are from the Quimby family and need to help family through a tough time so this circle part over here is just about Ramona this over here is just about Bezos in the center is what they both have in common so again these are the contrasting areas on the edges and the center is the comparison or how they're alike so that's just a lot and I mean I use this all the time for informational texts you might be comparing and contrasting vertebrates and invertebrates in science class or you might compare and contrast Nebraska with Florida in social studies class or you could even do it as simple as you know talking about shapes and things like that and what they have in common similarities and differences and and how easy of a form can you get is drawing two circles that you can use with your kids and so this is something you guys could do on the fly with a student who if you're trying to pull out some compare and contrast information and so then I would always make sure I reiterated to kids is we are doing this so that we see how these two things are alike and how they're different we are going to compare them and say how they're alike we're going to contrast them and say how they're different and it's really important to tell kids why we're doing it give them that purpose so that they can use that tool again on their own another graphic organizer is the chain of events so here we use this for a series of events helps to write a summary because those things in your boxes can become sentences for your summary and we really need to focus on only the main important events and that's why it helps to have those boxes drawn to start with so kids don't put in too many things but it can be as simple as beginning middle end and just have three in your chain of events it can have many more than this if you think about you're working with some of your older kids your high school kids here they might need to do this for a novel like Romeo and Juliet or Huckleberry Finn or something like that where there it's going to be much longer than four boxes but maybe they want to do this for each chapter even or maybe one chat each chapter is one box and they can only put a couple sentences in per chapter for preschool kids this is something that you would want to make very visual we talked about kids who have a hard time kind of seeing the story you can draw pictures for these and make it almost like a cartoon box and this is really something that I think goes on a lot in preschool and can be valuable maybe even you have picture cards that show each part of the story and you're reorganizing them so and have kids help write them as they're younger and then have them come up with more and more on their own as they get a little bit older and another graphic organizer that's really helpful is cause and effect okay so on this one and it we're really going to look in and help kids understand what made something happen what caused it to happen and you might have a whole series of cause and effect so there might be four different cause and effect boxes for each story so causes of course what happened and the effect is why did it happen okay what caused the effect to happen so again these can be pictures they can be words you think about big problems in a story you know usually characters encounter a problem and then you can look at what caused that problem and I think that this sounds to us probably as adults is something that's pretty concrete pretty easy to understand but when you start I remember doing this with my third grade class and it was it was it was a very hard for them to lay out those two details and so I think if you can use this type of graphic organizer with them to help kind of focus in on those important points of what they're reading then it will help them identify that relationship between cause and effect and like like I said it's not as concrete as it sounds like it should be and this is something to use a lot in science class or social studies class too so the cause might be that the factory dump pollution into the river and the effect is that the river got dirty and then the new cause is that the frog started to die and and the effect was that and that then it disturbed the food chain or something like that so we can keep going on and on and on with cause and effect and you'll actually find a lot of instances of cause and effect in nonfiction texts a lot so it's this is a good one to utilize to help with understanding okay so another thing that you can really focus on for reading comprehension is student generated questions okay so we want kids to be asking questions as they read a story a book a text a small piece of text maybe it's something out of their science or social studies book anything yeah so we do have a link up here to the top to a great resource that you can click here on this link but one thing we'll talk about is reciprocal teaching so reciprocal teaching and that you notice that's a link to is when students take turns reteaching each other they kind of take on the role of teacher to talk about what they read so there's a great video on that link we highly suggest going back to that video at some point and watching it and seeing what that looks like but especially if you're working with a small group of students and maybe you have to read a chapter of text so you're gonna read a small piece of it and then have maybe the students are partnered as partner a partner B and you'll say okay partner a now I want you to reteach or tell partner B what the most important parts of our reading work and then partner B might need to ask one clarifying question and then they move on and they can switch roles the next time so really taking that back and turning into the student becomes the teacher and that's the really the highest form of learning and knowledge is that you can actually teach it to someone else and you could also do that with just you and the students so your student would you would just ask your student now teach me about what you read what did you just read what information can you share with me if I had never learned about this before what can you tell me about what you just read and you then become the student and it's kind of fun with with the younger kids to tell them that you become the teacher I'll be your student yes kids love that thing that kind of thing um okay next is they might have questions for the author okay so after reading this story what questions do you have or if we had rolled doll in this room after reading Charlie in the chocolate factory what would you ask them okay or hey there's this news article that we're reading in our high school class and we're maybe going to read a New York Times article about something but what questions do you still have about that topic that you might ask this this guy about who he interviewed or something and for preschool side of things you might just say hey we just read the book the day the crayons quit what question do you still have for one of the crayons you know so this can be used at all levels really okay next we might have a KWL you might have heard of those again I think they're used a lot kind of like a venn diagram it's a type of yet the graphic organizer as well so a KWL is a chart where we write down what we know what we want to know and what we learned okay so you do this in three stages so first before you do any reading you write down what you already know about a topic so if this was an elementary example we might be talking about the four seasons so kids might say well I know that there are four seasons and I know in fall the weather gets colder winter's the coldest in spring the flowers bloom again and summer is warmest so those might be some facts they know about seasons before they do any reading now also before you read you want to record some questions that you have in this section can even be done somewhat during the reading before and during I think it's a good time for this yes as questions pop up they can add some but you can start out with what questions do you even have to start out with and it might be well why does weather change and why do the leaves lose or why do trees leaves that lose their leaves and why do flowers bloom in the spring so those might be some beginning questions that kids have then when you're finished reading you're going to have that learned section so it and they might have learned that the revolution of the earth causes the seasons that in summer we are tilted towards the sun and in the winter we are tilted away from the sun and I think this the way that I use this a lot too we would go back and look at all the questions that we had and try to discover if we answered all those questions and obviously all the questions wouldn't get answered all the time but it was kind of fun to allow them then time to go back and answer some more of those questions because especially with science then they were making connections to what they had already read and the new knowledge that they were gaining in order to when they were trying to find the answers to the questions that they had that weren't in the text so it was a great learning experience that helped them like I said relate to the text that they had already read I think this isn't particularly important on one of those informational readings and nonfiction texts where they're reading lots of facts and then on the want to know that's another great place to put your sticky notes if each kid has to write a question on a sticky note before you start then when you get to this learned section you could have each kid go up and take one of the sticky notes write the answer to it and then rehang them on the learned so that's another way to just kind of make sure all the questions that you had got answered okay so finger tracking is another really important thing for kids to do when they read um I don't know uh several of you are from reading mastery schools and we know that that's really important with that program and so we can talk about it a little oh oh oh wrong side wrong slide sorry about that we're going to go back there a couple slides um so and finger tracking um kids think it's tedious sometimes and some parents think it's tedious and they say well we're our kids are old enough they don't have to do that anymore and actually it's just so time to brain research um I had a really low reading group one year and I found my kids were not pointing to the right word that they were trying to read and they were way ahead and it just it really was confusing their brains they were looking at a different word and they were trying to say their brain was hearing and seeing something different you know and it was silly silly mistakes that those kids would make like they would say Zella for she or um they would see the beginning of a word and just guess and what the rest of it was so it is really important that kids follow along as they read and you might even do it as adults sometimes especially as we're in complicated text sometimes it's important for us to do so I would just highly recommend that your kids sit up when they read and that they track when they read and they're really actually under the right word as it's being read um it just really helps them out so um as you're with a small group or one on one with a kid that's something really to remember and I think sometimes something that goes along with that is the fact that you can also use some different tools to kind of minimize the text amount that they're seeing so even covering up some of the extra text especially when you're dealing with nonfiction text and younger students if you can just cover up some of the extra text and allow them then to finger track on just um a small portion of the text and then what you can do is because you have that small portion you can have them stop and evaluate what they've read right at that small portion before you go on to the next one and something as simple as a piece of paper a note card um a ruler we've used those before just a piece of paper or a note card are almost the best to use there and I think sometimes younger kids too who have those tracking issues um and and some of some of the ones that you probably see quite often have when they see a whole group of text like that they automatically get overwhelmed and they get anxiety and they're not able to really concentrate on what they're actually reading so I think along with finger tracking I think covering up that extra text is also very beneficial for a lot of kids and it helps them focus in on the content that they're reading and some kids too I think that that bridge on that about second or third grade when they're starting to read some chapter books that can happen too they go from these picture books that have just a few words per page to a chapter book that's just full of words and oh my gosh this is overwhelming so use a note card and cover up the rest of the page and just go you know paragraph by paragraph even and even if you're not sure if that's something very simple you can try with your kids kiddos who are struggling is to start out with that right away and see if that helps them um I literally had a third grade student when I was working with them I said I sat down to read with him often and he struggled quite a bit on reading and then one day I just grabbed a note card out of the desk and I covered up half of it and it was almost like his he he just took this sigh of relief and was able to really focus on it and that's all it took it I'm not saying that he read excellent after that but it did help improve his his reading fluency and he would on his own then start grabbing things to cover up the additional text so I know from experience that that does help and it does work yes so um I'm just wondering what other questions are out there so I know that you must have some comprehension questions because it is rocket science so um I why don't you talk at each of your sites a little bit about some questions you still have about reading and we'll give you just a couple minutes to do that and then um we'll have each of you unmute one at a time and um go ahead and ask us how about our butte site butte do you guys want to unmute and tell us any questions that you still have about reading comprehension we appreciate what you've got to say today you bet do you have any skills or things that you do with students that could help some of the other paris is there something that like a go-to that you use with your students just pretty much give us the information and then we help the students more one-on-one so we probably do not produce this on our own and so um when I was a reading mastery teacher too I really tried to take some of those coral responses and stuff to reading and use those in science and social studies too so just remember when you're working with kids um you know you might work with them a lot in reading transfer those skills right on over to those other content area classes it's so valuable for kids and I think our teachers do that really well for us yeah great thank you um okay how about Stuart we can't think of anything right now okay sorry are there any certain times that kids have more problems understanding what they're reading than others my kids get that sometimes just the more naive ones that are already getting the extra help I guess mm-hmm you know yes so um repeating it in different ways can often help them a lot and um and I think use of those graphic organizers and things can really help them kind of put it all down and see see the information okay how about everybody out there in Lynch where Lynch you guys have any lingering questions about comprehension or strategies you want to share I think we're good okay okay I see Jane listed here Jane Freudenberg any for you okay I have one listed just as admin here any other sites with questions okay all right well thank you guys for joining us today and if you would again just want to remind you that our resources are here on this parasite oh that sounded funny parasite um and again the sorry the resources will be down here underneath November and the recorded video will be over here so if you want to direct other pairs there that weren't able to join us today um and then again if we go back to our main site here our next one is going to be on behavior supports um helping kids with self-monitoring and impulse control no kids have trouble with that especially in December right no impulse control issues kind of ends up excuse me kind of ends up being a good good time for to cover that so um and and remember you can get all of our resources and stuff from our webpage so we have a report today that some of our emails were going into your like spam folder so if you haven't gotten some from us that could be where they are you might need to check your junk mail um or spam we should be offended right thinking that we're junk and spam but um anyway um hopefully you're getting our emails if you're not and want them make sure that you just email us and let us know but we're so happy to have you being part of this program this year and um thanks for your time and attention today yes thanks for joining us have a good afternoon bye everyone