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From YouTube: January 2019 ASI On Course
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A
Welcome
and
thanks
for
joining
us
for
ASI
on
course,
a
show
that
shares
all
that's
hashtag,
a
a
CPS
awesome
here
in
Anne
Arundel
County,
Public
Schools.
We
intend
to
take
you
through
a
fascinating
journey
through
the
county
and
featuring
the
amazing
that
happens
in
each
of
our
classrooms.
Each
and
every
day
our
travels
will
explore
all
aspects
of
the
division
of
academic
and
strategic
initiatives
whose
focus
is
directed
solely
towards
supporting
all
students
and
their
learning
travels,
welcome,
aboard
and
enjoy
the
ride.
A
Our
show
today
will
highlight
the
very
important
component
of
our
elementary
literacy
program.
It's
called
explicit
comprehension
and
it's
been
an
existent
for
a
very
long
time,
but
recent
emphasis
on
this
component
of
literacy
is
worth
our
attention.
We're
delighted
to
have
miss
Kristin
Adelman
from
the
reading
office
and
miss
Jenny
Allen
from
our
Advanced
Learner's
and
programs
office
to
share
this
information.
Welcome
aboard
thanks.
A
B
C
Allen
I
work
for
as
a
resource
teacher
for
the
advanced
learner
programs,
office
and
I
work,
with
providing
professional
development
to
teachers
and
reaching
out
and
helping
teachers
to
plan
and
implement
the
advanced
curriculum,
but
also
implementing
curriculum
for
students
who
need
something
at
a
higher
level.
Fantastic.
A
B
So
we
not
only
have
the
core
curriculum.
You
know
lots
of
literacy
blocks
that
really
encompasses
a
comprehensive
literacy
program,
of
course
math
and
in
social
studies.
But
a
lot
of
focus
lately
has
been
really
on
that
idea
of
the
whole
child,
so
really
getting
into
I'm
cracking
social
emotional
issues
and
being
able
to
teach
strategies
and
and
skills
for
students
to
overcome
some
of
the
deficits
that
they
have
in
those
areas.
B
A
C
We
worked
with
the
literacy
office,
the
advanced
learner
programs,
office,
special
education
and
the
English
language
acquisition
offices
work
together
to
provide
to
write
lessons
that
incorporated
day
by
day
sequencing
of
skills.
We
worked
on
differentiated
learning
opportunities
for
our
lessons
as
well
within
each
block,
and
we
also
worked
on
writing
and
assessment
questions
very.
A
B
So
kindergarten
through
fifth
grade
starts
their
day
with
what
we
call
a
mission
launch
or
a
morning
mission,
and
really
it
just
sets
the
tone
for
the
day
and
what
they're
gonna
be
working
on
throughout
the
day
and
gets
them
focused
on
school
and
and
prepared
for
their
purpose.
Okay,
we
move
on
then
to
kindergarten.
First
and
second
grade
will
have
a
foundational
literacy
skills
block
where
they're
really
working
on
breaking
words.
Apart
reading
whole
words
motion.
B
B
Teacher
is
reading
it,
they
might
be
echo
reading
it
or
they
might
be
doing
some
choral
reading
together,
but
the
students
are
getting
to
really
engage
with
some
big
books
and
get
excited
about
reading
in
that
block.
Okay,
the
other
thing
that
K
through
2
has
is
the
literacy
centers,
which
is
a
part
of
the
guided
reading
block.
Okay.
E
B
B
A
C
We
want
to
make
sure
that
we
are
meeting
the
needs
of
all
learners,
so
within
explicit
comprehension,
for
example,
we
have
differentiated
learning
activities,
we
have
di
options
or
what
we
call
them.
We
have
di
options,
one
for
those
students
who
maybe
didn't
necessarily
understand
or
comprehend
the
skill
that
was
administered
in
that
lesson.
Okay,
we
also
have
differentiated
two
options
and
that's
for
these
students
know
the
skill
they
hit
the
standard
they're
doing
well,
and
they
need
just
a
little
bit
more.
C
So
we
have
extended
learning
opportunities
for
some
students
as
well
and
they
could
be
students
who
are
advanced
or
students
who
just
need
that
extra
bump,
and
then
we
also
have.
The
third
option
is
for
our
English
language
learners,
who
just
may
need
that
little
bit
of
extra
support
in
order
to
help
them
accomplish
the
lesson
goal
so.
A
It
sounds
like
the
curriculum
really
does
afford
the
teacher,
a
menu
of
options
and
opportunities
to
meet
all
students
in
the
house
really
yeah.
So
Chris
and
Jenny
mentioned
explicit
comp,
and
that's
really
what
our
conversation
about
today
is.
Can
you
unpack
that
and
tell
us
really
what
explicit
comprehension
is
the.
A
A
F
B
F
F
Okay,
is
this
a
hippo?
It's
a
rhino,
very
good.
It's
a
rhinoceros
you're
right,
very
good,
and
that
was
a
very
interesting
observation.
She
said
they
must
be
heavy
because
when
it
steps
it
creates
those
waves
and
the
water.
Doesn't
it
that's
an
interesting
detail
there
isn't
it?
What
else
do
you
notice
dead.
G
F
Okay,
so
we
don't
actually
see
it
covered
in
mud
here,
but
we
can
see
the
color
of
its
skin.
We
can
see
different
features
of
its
body,
the
horn
and
the
ears.
We
see
kind
of
the
environment
that
it
that
it
lives
in
right,
so,
okay,
so
hands
down.
For
this
part,
the
reason
that
we're
talking
about
this
painting
today
is
this
painting
gives
us
a
lot
of
information.
F
Doesn't
it
it
has
details,
it
has
things
that
we
can
tell
about
a
rhinoceros
that
maybe,
if
you've
never
seen
one
before
we
can
start
to
learn
things.
Just
by
looking
at
the
detail
in
this
picture,
and
today
we
are
going
to
be
looking
at
a
text
and
talking
about
just
like
the
painter
gave
us
details
about
the
rhinoceros,
the
author
and
this
text
also
gives
us
details.
So
this
book
that
I
have
here
today,
animals
helping
at
home
we've
read
this
together.
F
B
Mccall
referenced
the
mentor
text
that
will
be
used
in
this
lesson
was
previously
read
during
the
interactive
read
aloud
block
this
helps
students
focus
on
the
comprehension
skill
instead
of
the
context
of
the
text.
Ms
McLeod
then
gives
the
teaching
point
of
the
lesson.
Students
will
be
active
listeners
during
the
explicit
instruction,
the
modelled
by
the
teacher.
This
is
referred
to
as
the
I
do.
F
So
I
am
gonna
focus
in
on
a
page
today
and
I'm
gonna
do
a
little
modeling
for
you
bless
you
sneezes
today,
I'm
gonna
switch
over
and
I.
Want
you
to
look
specifically
at
this
page
and
it
says
other
ways:
the
dogs
assist
and
I
was
as
I
was
reading.
I
was
thinking
about
this
paint.
I
was
thinking
about
this
page
and
I
sort
of
set
a
thinking.
F
Job
in
my
head,
I
wanted
to
think
about
what
do
I
learn
when
I
read
this
page,
so
this
chapter
as
we
know,
we've
already
read
together,
but
I'm
gonna
go
back
and
I'm
gonna
model
for
you.
What
I
did
to
complete
this
chart,
so
I'm
gonna
show
you
so
guide.
Dogs
can
help
people
who
are
blind
and
deaf
but
service
dogs
can
provide
a
variety
of
assistance
to
people
with
other
medical
issues
too.
They
can
help
people
who
are
in
wheelchairs.
F
F
F
Good
excellent,
now,
we've
sort
of
talked
about
evidence
before
as
being
like
a
detective
right
that
a
detective
tries
to
find
evidence
to
prove
what
they're
thinking
so
I
think
that
service
dogs
help
people
in
wheelchairs,
so
I
started
to
think
like
a
detective
and
decide
what
evidence
would
really
prove
this.
What
would
make
sense
if
I
say
they
help
people
in
wheelchairs,
then
I
needed
how
they
help
people
in
wheelchairs,
so
I
pulled
out
two
details
and
the
one
that
sort
of
struck
me
first
or
caught.
F
My
attention
was
this
one
that
they
can
open
and
close
doors.
First
I
thought
that
was
pretty
amazing:
that
a
dog
can
open
and
close
a
door.
So
that
was
a
piece
of
evidence.
Is
that
showing
how
a
service
dog
helps
a
person
in
a
wheelchair?
Yes,
so
that
would
be
one
piece
of
evidence.
So
right
here,
I
wrote
just
a
simple
sentence:
right
from
our
text:
they
can
open
and
close
doors.
F
Then
I
noticed
or
I
put
right
here.
Do
you
notice
that
I
put
the
page
number?
Yes
page
33,
just
so
that
I'm
referencing
rate,
where
that
detail
came
from
okay,
but
I
wanted
to
try
to
think
of
something
else,
because
this
is
one
piece
of
evidence,
but
there's
some
others
up
there.
So
the
other
one
that
caught
my
attention
right
here
was
this
sentence.
They
can
turn
light
switches
on
and
off.
F
That's
pretty
amazing
and
I
started
thinking
about
pretty
helpful,
because
I
can
imagine
somebody
in
a
wheelchair
might
not
be
able
to
reach
those
light
switches
to
turn
them
on
and
off.
So
the
dog
would
be
really
helpful
with
that.
So
again,
I
jotted
down
my
evidence
from
my
text.
They
can
turn
light
switches
on
and
off
and
again
that
came
from
page
33.
Everybody
agree
thumbs
up
great.
So
today
we
are
going
to
practice
this
together
and
then
you're
gonna
have
a
chance
to
do
some
on
your
own,
sound
good,
all
right.
F
B
F
Somebody
had
never
read
this
and
you
said
why
read
this
book
and
service
dogs?
They
help
people
take
medicine
and
somebody
might
say
how
in
the
world
do
they
do
that?
That
sounds
amazing,
so
we're
gonna
find
out.
We've
found
evidence
from
the
text.
You've
already
done
it
and
we're
gonna
write
some
proof
down
if
we
say
that
they
helped
them,
how
do
they
do
it
so
I
borrowed
Haley,
sticky,
note
and
Haley
wrote
they
give
them
water.
F
F
F
F
So
now
is
going
to
be
your
chance
to
practice
this
and
you're
gonna
do
this
with
a
text
that
I
know
you're
familiar
with,
because
we've
used
it
before
you
are
going
to
need
your
reading
book
for
this
and
you're
also
going
to
need
your
readers
response
notebook,
so
the
texts
that
we're
going
to
be
using
today
and
I'm,
just
gonna
flip
right
over
and
I'm
gonna
show
you
just
like
I
set
up
a
chart.
You're
gonna
do
the
same
thing:
you're
going
to
be
doing
it
for
the
truth
about
wolves.
F
Do
you
remember
when
we
read
the
truth
about
wolves?
Okay,
so
I
need
you
first
to
open
up
your
notebook
turn
to
our
next
clean
sheet
and
we're
gonna
set
our
notebook
up
in
this
format.
Please,
and
it's
the
same
way
that
I
did
mine.
Okay,
I
think
we're
ready
to
get
started.
I'm
gonna
flip
back
over
to
my
example,
page
and
I'm.
Gonna
leave
that
there
for
you,
so
you
can
see
how
I
did
my
example
and
that
might
help
you
with
yours,
sound
good,
okay,
my
blue
group
friends
can
head
to
their
Center.
A
I
have
the
pleasure
being
here
in
teal
elementary
with
Renee
Robbins,
the
reading
resource
teacher,
and
we
just
had
an
opportunity
to
see
Miss
McCall's
classroom,
which
was
amazing
and
Renee,
just
wanted
to
kind
of
get
your
foot
reflections
on
explicit
comprehension
from
a
k5
perspective
here
at
DeLand
in
the
county.
So
um
tell
us
a
little
bit
about
yourself.
Wow.
I
um
Is
my
third
year
here
at
deal
and
I?
Just
the
school
was
just
an
amazing
place
to
be
it's
small
and
the
class
sizes
are
small
and
you
know
we
just
really
enjoy
working
with
the
kids
here.
So
in
terms
of
explicit
comp,
we,
you
know
I
feel
like
it's
really
kind
of
notched
up
the
rigor
in
at
least
our
school
and
I
think
throughout
the
county.
So
you
know
just
the
lessons
they're
just
very
targeted
lessons.
I
A
They're,
given
a
good
foundation
for
the
learning
when
you
get
before
the
guided
reading-
and
it
really
has
a
nice
fit
for
what
we're
trying
to
do
with
students
here
in
the
county,
so
tell
me
a
little
bit
you
mentioned
about
the
teachers.
Tell
me:
how
are
they
acclimating
to
we're
in
year
2
now
of
they
supposed
to
come
being
an
integral
part
of
the
literacy
blocks
in
the
elementary
experience?
How
are
they
coming
along?
Well,.
I
You
know
I
think
so.
Last
year
was
our
first
year,
and
you
know
we
would
often
sit
down
at
collaborative
planning.
We
would
plan
the
lessons
out,
especially
in
combination
with
the
interactive
really
loud.
Assessments
are
crazy,
one
block
and
just
making
sure
that
the
text
paired
ups
that
they
had
read
those
texts
prior
to
using
them
an
explicit
comp
and
I
think
that
was
kind
of
where
the
meat
of
it
was
at
the
beginning
of
last
year,
just
a
little
gistic
apiece.
I
But
as
the
year
progressed,
we
really
got
into
looking
at
the
standards
that
were
being
addressed
in
those
explicit
comp
lessons
and
making
sure
that
we
were
ready
for
their
quarterly
assessments
and
making
sure
that
you
know
if
there
was
one
after
they
took
those
assessments.
Was
there
anything
that
needed
to
be
reaped
each
or
retaught
using
the
DI
options?
We're
always
there
as
a
possibility.
I
I
think
our
teachers
are
becoming
comfortable,
utilizing
those
that
curriculum
and
we
often
would
spend
a
lot
of
time,
taking
a
look
at
the
unify
question
options
that
the
curriculum
provides.
So
that
was
a
lot
of
time
that
we
spent.
You
know
just
pulling
those
into
an
assessment
for
students
to
use
and
to
practice.
On
that
platform,
you.
A
Mentioned
the
collaborative
planning
and
and
now
pushing
another
thing
into
that
that
time
block
and
the
one
thing
in
schools
that
we
just
don't
have
enough
of
his
time
so
to
be
able
to
strategically
carve
out
time
to
collaboratively
plan
at
grade
levels
and
with
your
support
are
you
finding
the
teachers
are
realizing
the
return
on
investment
of
that
time?
Yes,.
I
Absolutely
especially
last
year,
our
Park
scores
went
up
ten
percent,
so
in
reading,
and
we
were
just
kind
of
thrilled
about
that
and
I
think
that
really
sold
our
teachers.
You
know
these
lessons,
you
know
sometimes
they're,
they're,
meaty
and
I.
Think
that's
what
we
love
about
them
and
then
also
that
with
the
time
constraint,
it's
hard
to
fit
them
and
all
the
time
but
I
think
that's
where
we
really
saw
the
teacher
buy-in.
You
know
these
are
really
making
a
difference
in
our
students.
So
I
think
you
know
this
year.
I
A
I
Know
I
think
they
are
just
impressing
us.
You
know
I
think
we've
often
heard
at
first
like
they
can't
do
it
they.
You
know
it's
it's
too
hard,
it's
too
much,
but
you
know
what,
when
we
give
them
the
opportunity
and
in
the
framework
that
these
lessons
are
developed,
we're
seeing
them
do
it
and
as
they
go
up
I
think
it's
we're
gonna
see
an
even
bigger
impact.
You
know
last
year
was
the
first
year,
so
our
fifth
graders.
I
I
A
E
A
They're
doing
there
a
deal
is
really
remarkable
and
it
really
gives
our
students
across
the
county
a
great
opportunity
to
understand,
learn
and
apply
reading
strategies
right
there
and
then
isn't
it.
So
do
you
guys
have
anything
else,
you'd
like
to
add
for
our
viewers
to
maybe
know
or
consider
in
terms
of
what
we're
doing
here
in
the
county?
Well,.
C
Skip
it
really
truly
is
a
wonderful
time
to
be
a
student
in
Anne
Arundel
County
write
down
the
collaboration
and
our
offices
have
put
together
in
creating
curriculum
for
k5
students.
It's
wonderful
and
it
gives
the
kids
a
great
chance
to
have
those
extended
learning
opportunities
that
collaborative
learning,
I,
just
I.
Think
it's
a
wonderful
thing.
Awesome.
A
C
A
J
Today,
I
come
to
you
with
exciting
news
about
school
meals.
School
meals
offer
students
a
healthy
school
breakfast
and
lunch
every
day.
Students
are
offered
unlimited
choices
of
fresh
fruits
and
vegetables.
Students
are
encouraged
to
select
up
to
two
cups
of
fresh
produce
each
day
at
lunch
from
our
unique
salad
bars.
You
may
also
monitor
your
child's
school
meals
online.
At
my
payments
Plus,
this
is
a
convenient
tool
we
offer
to
all
parents
to
make
managing
your
school
meal
accounts
a
simple
process
to
learn
more
about
my
payments
plus
simply
visit
WWF
and.
J
0
946
each
year,
families
have
the
ability
to
apply
for
free
or
reduced-price
meals.
The
application
to
apply
is
online
parents.
You
may
log
on
to
apply
for
meals,
a
ACPs
org.
The
process
is
fast,
easy,
convenient
and
it's
accessible
from
any
computer.
Remember
if
you
receive
meal
benefits
last
year,
you
must
complete
a
new
application
each
school
year.
Thank
you
for
this
opportunity
to
provide
you
this
valuable
information
pertaining
to
school
meals,
school
meals,
fuel,
your
child's
brain
and
body
for
academic
excellence.
K
Roanoke
County
Public
Schools
has
two
centers
of
Applied
Technology
Cat,
north
and
cat
south
students
who
attend
one
of
the
seven
high
schools
in
the
northern
part
of
the
county
would
attend
cat
north
and
students
who
attend.
One
of
the
five
high
schools
in
the
southern
part
of
the
county
would
attend
cat
South.
Both
centers
offer
innovative,
hands-on
programs
that
provide
students
with
industry,
certifications,
college
credit
and
apprenticeship
credits.