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From YouTube: K-5 Principal's Coffee - November 29, 2022
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A
Hey
good
morning,
everyone
and
welcome
back
to
office
or
to
Wampus.
This
is
your
first
time
here
welcome
good
morning.
Thank
you
for
coming
out
this
morning,
I'm
just
going
to
do
a
quick
introduction
of
myself
and
then
introduce
Tim.
My
name
is
David
Mack.
If
you
do
not
know
me,
I'm
the
principal
here
at
Wampus,
elementary
school
so
again
welcome.
There's.
B
C
You
thanks
everyone
for
coming
this
morning,
we're
very
excited
about
this
principal's
coffee
and
I'll,
introduce
our
guest
speakers
and
facilitators
of
our
great
work
this
year
in
just
a
moment.
First
of
all,
I
want
to
thank
members
of
a
literacy
study
group
that
I
convened
this
year.
Thank
the
parents,
teachers
and
administrators
who
are
devoting
several
evening
hours
to
this
amazing
work
this
year.
C
I
want
to
welcome
our
board
member
Mia
Dipietro
here.
So
thanks
for
joining
us
Mia.
We
also
members
of
the
study
group
include
two
other
board
members,
Lara
stangle
and
Melissa
Jacobs
I
want
to
thank
them.
I
also
have
our
two
reading
specials
from
Conan
Hill
here,
Alana
Levy
and
Sandy
Levine.
So
thank
you
for
being
here:
Dave
Mack,
our
principal
of
Wampus,
and
also
Peggy
mcinerney,
the
principal
of
Coleman
Hill,
are
part
of
that
study
group,
so
I
thank
them
for
their
time
and
also
our
superintendent
Dr
lamia.
C
So
what
I
want
to
First
mention
is
about
literacy
in
general,
before
the
pandemic
hit
in
the
year
2019
even
2018,
we
were
beginning
to
undertake
a
curriculum
study
and
reviewing
our
literacy
curriculum.
Looking
at
the
programs,
we
offered
looking
at
the
continuity
from
kindergarten
up
through
fifth
grade
and
then
how
that
prepares
students
for
middle
school,
then,
obviously
the
pandemic
hit
in
2020,
which
stopped
all
that
work,
as
all
of
our
efforts
were
put
into
pandemic
planning.
C
We
are
now
picking
that
work
back
up
and
a
lot
has
been
in
the
media
around
the
science
of
reading.
So
instead
of
just
jumping
right
into
our
curriculum
work,
I
wanted
to
pause
for
a
moment
and
bring
us
together
to
do
some
studying
about
what
reading
means
and
looks
like
what
does
the
science
say?
What
does
the
research
say
about
how
students
learn
to
read
and
write
and
what
are
best
practices
for
what
we
can
do
in
schools
and
what
parents
can
do
at
home
to
support
the
best
education
in
literacy
possible?
C
C
We
have
to
study
deeply,
make
deliberate
decisions
with
the
folks
internally
with
our
administrators
and
with
our
teachers,
and
make
those
deliberate
decisions
that
are
best
for
students
and
that
are
grounded
in
both
the
standards,
that's
state
and
local
standards
to
make
sure
that
we're
moving
toward
the
right
direction
of
the
important
content
and
also
to
make
sure
that
we're
using
the
best
practices
that
we
know.
So
those
two
things
really
drive
us,
so
curriculum
work
is
tends
to
be
slower
so
that
we're
not
just
reacting
the
current
trends.
C
So
that
said,
we
convene
this
literacy
study.
Group
and
I
have
with
us
two
amazing
folks
who
have
been
working
with
us
this
year.
I
started
talking
to
them
this
Summer.
They
are
both
prolific
writers
and
researchers
in
the
field
of
literacy
education.
They
both
write
currently
have
both
published
numerous
books
on
literacy
and
have
really
worked
at
Cutting
Edge
institutions,
around
literacy
design.
C
For
reading
and
writing,
we
have
Dr
Molly
Ness
who
got
her
doctorate
from
the
University
of
Virginia
and
has
been
an
educator
and
a
researcher
and
is
currently
members
of
very
active
literacy
organizations.
And
then
we
have
also
Dr
Catherine
Stahl,
who
received
her
doctorate
from
the
University
of
Georgia.
She
has
been
an
educator
in
I,
believe
kindergarten
through
fifth
grade
at
all
levels
and
has
also
been
the
director
of
the
NYU
Literacy
Center
I,
believe
it's
called,
which
works
with
students
to
develop
their
literacy
skills
they're.
C
Both
amazing
their
knowledge
is
incredible,
so
I'm
going
to
turn
it
over
to
them
where
they
will
guide
us
through
four
sections
today.
So
there's
a
lot
of
content
that
they're
going
to
present,
but
they
do
want
to
have
time
for
questions
so
we'll
pause
four
times
throughout
this
after
each
section
to
allow
you
to
ask
some
specific
questions,
so
they
will
facilitate
that
I
did
ask
them
to
first
talk
about
the
term
science
of
reading,
because
that's
a
term
I've
been
hearing
a
lot
about
recently.
C
So
they're
going
to
start
with
that
and
then
they're
going
to
talk
about
the
developmental
stages
and
we're
going
to
get
deep
into
the
first
two
developmental
stages
of
reading
and
we'll
talk
about
the
research
behind
that
and
then
what
you
as
parents,
can
do
at
home
to
help
your
children.
So
let
me
turn
it
over
to
them
and
first,
let's
test
the
speaker
system
here
and
see
if
we
can
hear
them
so
want
to
each
wave
and
introduce
yourselves
and
see
if
I
missed
anything
or
got
anything
wrong.
B
D
Well,
I
think
I
have
the
pleasure
of
kicking
off
the
conversation
about
the
science
of
reading
and
I,
actually
just
wanted
to
start
by
thanking
you
guys
as
parents
and
caregivers.
This
is
the
crazy
time
of
the
year
where
we're
juggling
holiday
shopping
and
band
concerts,
and
all
of
that
so
thank
you
for
making
this
a
priority
on
your
busy
calendars.
D
First
of
all,
I
will,
of
course,
give
our
email
addresses
for
follow-up
conversations,
and
there
will
be
ongoing
times
to
continue
to
to
chat
with
us,
but
I
get
to
start
by
having
a
conversation
about
what
we
mean
by
the
science
of
reading.
This
is
an
extremely
exciting
time
for
anybody
like
Kay
and
myself,
who
have
spent
decades
AIDS
in
the
field
of
reading.
It
feels
like
everywhere.
D
We
turn
there
are
conversations
about
literacy
and
reading
and
they
are
being
they
are
appearing
fun
times
in
the
front
page
of
the
New
York
Times
and
documentary
films
and
in
all
of
these
conversations
and
social
media.
So
part
of
me
is
so
grateful
that,
like
this
is
the
time
I've
been
waiting
for
in
my
career
and
then
another
part
of
me
is
a
little
cautious
because
there
are
so
many
misconceptions,
some
projected
by
the
media
or
on
continued
by
the
media
about
what
we
mean
by
the
science
of
reading.
D
So
my
goal
is
for
you
really
to
have
a
clear
understanding
of
what
that
means
and
do
some
myth
busting
about
the
science
of
reading,
so
I
am
pulling
from
the
reading
lead,
which
is
a
professional
development
organization
based
out
of
Syracuse
New
York.
It
was
created
about
six
years
ago,
I
think
with
many
teachers
and
reading
researchers
and
University
professors
coming
together
and
saying
are
teacher
training
way
back
when
didn't
cover
these
areas.
D
And
how
can
we
create
a
forum
for
teachers
to
visit
what
they
didn't
learn
the
first
time
around
continue
to
stay
on
top
of
research
and
have
a
collaborative
Community
to
advance
learning.
So
the
reading
league
is
a
website
available
to
anyone.
I
highly
recommend
that
you
visit
the
reading
league
and
when
we
talk
about
the
science
of
reading.
D
What
excites
me
most
is
how
interdisciplinary
the
science
of
reading
is
when
I
was
a
graduate
student
at
the
University
of
Virginia,
and
then
I
spent
16
years
as
a
professor
at
Fordham
in
New,
York
City,
and
what
I
noticed
and
what
was
pretty
pretty
typical
is
that
people
worked
in
silos.
Special
education
people
didn't
talk
to
the
literacy
people
and
the
math
people
and
science
people
didn't
overlap,
and
this
science
of
reading
movement
is
really
a
time
where
so
many
people
have
come
together
to
talk
about
the
importance
of
literacy.
D
The
science
of
reading
is
pulling
on
Research
from
so
many
disciplines,
the
first
being
speech,
language,
pathology
and
Linguistics,
I,
always
think
of
speech,
language
Pathologists,
who
are
in
school
buildings
as
one
of
the
most
important
advocates
for
literacy,
their
training
and
their
understanding
of
our
language
structure
is
just
top-notch
and
they
are
making
important
contributions
to
these
conversations.
The
science
of
reading
pulls
from
Neuroscience.
D
What
vaccine
the
American
Academy
of
Pediatrics
is
coming
together
to
have
conversations
about
the
importance
of
families
and
schools
reading
aloud
to
children,
Developmental
and
school
psychologists
are
a
part
of
the
science
of
reading,
as
are
on
the
reading.
Researchers
like
myself,
like
Kay
and
all
of
these
people
coming
together
to
have
important
conversations
about
what
the
science
of
reading
is.
So,
let's
dispel
some
myths
that
are
pretty
pervasive
in
these
current
conversations
around
the
science
of
reading
I
see
these
as
I
work
with
teachers.
D
I
see
these
as
I
interact
on
social
media
and
even
in
news
coverage
about
reading
the
science
of
reading
is
not
an
ideology
or
a
belief
system.
So
the
science
of
reading
really
is
a
body
of
research
and
just
as
when
we
look
at
the
body
of
research
around
global
warming,
it's
very
difficult
to
negate
or
deny
or
say,
I,
don't.
B
C
D
This
the
science
of
reading
is
similar
because
it
is
a
body
of
peer-reviewed
research
which
shows
what
reading
development
entails.
It's
not
a
fad.
It's
not
a
trend,
it's
not
a
new
thing.
It's!
It
may
seem
like
it's
a
new
thing,
because
there's
been
so
much
focus
on
it
and
the
name
science
of
reading
the
label-
maybe
new,
but
it
is
not
a
new
idea
or-
and
we
often
see
an
education.
D
These
pendulum
swings
we
swing
to
one
extreme
and
then
back
to
the
other
and
then
eventually
settle
somewhere
on
Common
Ground,
so
the
science
of
reading
actually
pulls
from
four
decades.
If
not
more
of
research,
I
was
reading
research.
As
a
graduate
student
in
2000
about
the
science
of
reading,
it
has
existed
for
a
long
long
time.
Some
people
argue
that
the
science
of
reading
the
original
research
was
conducted
by
Samuel
Orton
in
the
1920s
and
1930s.
So
it's
not
a
new
idea,
even
though
the
attention
on
it
may
seem
a
little
bit
new.
D
Some
of
the
reasons
why
we
think
there's
been
so
much
focus
on.
It
is
because
we've
come
off
of
the
of
a
couple
years
of
the
pandemic,
where
parents
have
seen
literacy
instruction,
take
place
at
their
dining
room
tables
and
kitchen
counters,
and
it's
very
easy
to
look
over
our
kids
shoulders
and
look
at
their
spelling
and
have
questions
and
and
want
to
know
more,
and
so
that's
one
of
the
reasons
why
we
think
it's
getting
so
much
more
attention.
Also
we're
coming
off
of
a
recent
release
of
the
nape
scores
on
being
relatively
stagnant.
D
But
again
it
is
not
a
new
thing.
It's
not
a
political
agenda,
though,
as
is
often
the
case
at
has
become
politicized
and
that
I
think
is
sort
of
a
trend
in
our
country
in
general,
not
just
with
literacy
instruction,
but
so
many
other
things.
But
it's
not
an
agenda.
It's
not
a
one-size-fits-all
approach
and
it's
not
a
program
of
instruction.
D
So
when
I'm
on
social
media
I
see
teachers
on
asking
questions
like
I'm
trying
to
teach
the
science
of
reading
in
a
sort
of
under
thinking
of
it
as
this
this
program
this
this
I
check
it
off
my
box
and
it's
really
not
a
program.
It's
again
a
body
of
research
which
helps
us
understand
the
process
of
reading
development,
which
K
is
going
to
unpack
in
more
detail.
It's
not
a
singular
focus,
and
this
is
probably
the
one
I
see
the
most.
D
So
a
lot
of
people
will
sort
of
Hit
the
science
of
reading
against
balanced
literacy
or
against
whole
language
and
say
well,
it's
all
just
phonics
drill
and
kill
phonics,
and
when
we
look
at
the
science
of
reading,
we're
really
looking
at
a
number
of
intertwined
skills
that
help
students
become
readers,
writers,
thinkers
using
fluency
and
vocabulary
and
comprehension,
and
all
these
other
components.
Phonics
is
an
important
part
of
the
science
of
reading.
But
again
it
is
not
a
singular
Focus.
D
So
what
do
we
mean
by
the
science
of
reading
again?
This
comes
from
that
reading,
League
professional
website
and
we'll
start
to
unpack
this
and
you'll
see
that
this
definition
is
pretty
much
what
we
were
summarizing
already.
It's
a
comprehensive
body
of
research
that
entails
years
of
scientific
knowledge.
So
again
years
of
knowledge.
Again,
it's
not
a
fad.
It's
not
a
trend.
It
spans
across
many
languages.
There's
really
exciting
important
advances
made
by
colleagues
overseas.
Some
of
our
Israeli
colleagues
are
doing
amazing
things
to
us
to
start
to
understand,
reading
development
even
more.
D
It
shares
the
contributions
of
experts
from
relevant
disciplines
such
as
education,
special
education,
literacy,
psychology,
neurology
and
more
well.
There's
that
reminder
about
the
interdisciplinary
focus
of
the
science
of
reading
how
how
many
people
are
coming
to
the
table
to
have
these
conversations
about
the
science
of
reading,
and
so
that
being
said,
the
science
of
reading
helps
us
understand
the
process
by
which
the
brain
undertakes.
Reading
development.
D
I
just
think
it
is
totally
fascinating.
Our
brains
are
not
hardwired.
To
read,
meaning
reading
is
not
an
innate
skill.
We
need
instruction
in
it
if
you
think
about
the
evolution
that
the
timeline
of
human
evolution
reading
has
existed
for
just
a
tiny,
tiny
little
portion
of
the
entire
existence
of
human
beings.
I.
Think,
if
you
look
at
a
timeline,
it's
about
three
percent.
Only
three
percent
of
the
entire
timeline
of
humans
has
included
reading
and
our
brains
have
not
yet
caught
up
to
that
evolutionary
process.
D
The
brain
changes
as
we
learn
to
read
by
this
super
cool
process
around
neuroplasticity
and
all
that
means,
is
that
we
basically
take
the
neural
Pathways
of
the
neurons
in
our
brain
and
repurpose
them
and
recycle
them
based
on
what
is
happening.
So
if
you
were
to
look
at
this
brain
slide,
you
see
the
brain
stem
going
down
the
neck.
It's
where
you
know
controls
our
bodily
functions,
our
breathing
our
heart
rate,
those
sorts
of
things
that
sort
of
bluish
area
in
the
back
that
orthographic
processor
often
is
referred
to
as
the
brain's
letterbox.
D
I
have
definitely
had
days
where
my
child
has
sped
two
or
more
hours
a
day
on
a
device
that
certainly
happened
during
covet.
So
by
no
way
am
I
trying
to
say
if
your
child,
because
you're
sick
or
because
there's
a
snow
day,
is
on
an
iPad
for
two
hours.
Their
brain
will
look
like
that,
but
we
start
to
see
this
disorganization
with
chronic
use
and
so
we'll
start
to
see
how
the
brain
of
children
who
live
in
literacy-rich
environments,
with
lots
and
lots
of
read-alouds
look
differently
from
that.
D
B
B
So
we
want
to
have
an
awareness
of
these
stages,
and
the
fourth
stage
is
over
the
year
that
we
will
be
addressing.
Are
the
is
the
emergence
stage
which
is
from
birth
to
late
kindergarten,
the
novice
stage-
and
these
are
the
two
stages
we'll
be
focusing
on
today
and
then
in
the
later
months
of
the
school
year,
we'll
be
talking
about
the
transitional
stage
and
post-transitional,
which
are
like
in
grades
two
and
three
and
then
a
Beyond
grade.
Three
okay.
A
B
B
B
We
also
want
to
think
about
what
they
are
able
to
retell
us
and
what
they're
they're
able
to
generate
and
reproduce,
either
through
retelling
or
in
a
written
expression
of
that
understanding.
So
all
of
that
is
going
to
be
reflected
as
part
of
language.
So
when
we
talk
about
deep
contextualized
language,
the
contextualized
language
is
here
and
now
so,
for
example,
if
you
have
your
your
child
and
you're
talking
about
say,
setting
the
table
all
right,
that's
contextualized
language,
it's
here
they
have
other
cues,
not
just
language.
B
You
know
they
have
the
table,
they
have
youth
cooking.
So
there
are
other
signals
to
the
child
because
it's
contextualized.
However
decontextualized
language
is
another
level
of
complexity,
and
that
is
when
you're
asking
your
child.
Well,
what
happened?
Let's
say
you
and
your
you
know,
even
when
you,
the
child's
father,
live
in
different
places.
Well,
what
did
you
do
with
daddy
this
weekend?
You
know,
did
you
you
know?
Did
you
go
buy
a
Christmas
tree.
B
Tell
me
about
what
you
all
did,
and
so
that's
the
contextualized
language,
it's
not
the
here
and
now,
and
that
is
the
language
that
is
a
major
contributor
to
reading
comprehension,
because
when
we
read
something
it's
not
the
here
and
now,
so
we
want
to
make
sure
that
kind
of
Competency
is
in
place
before
kids
ever
begin
reading
a
book
independently,
also
World,
Knowledge
and
vocabulary
providing
lots
of
various
experience
to
our
kids
and
really
using
sophisticated
vocabulary.
Let's
not
be
afraid
of
sophisticated
vocabulary.
B
We
don't
have
to
dumb
down
our
language
about
world
experiences
and
World
Knowledge
and
that
World
Knowledge
can
be
acquired
in
real
life
experiences.
It
can
be
acquired
it
through
reading
books
together
through
TV
and
videos
and
streaming
movies
and
Discovery,
Channels
and
documentaries
and
YouTube
exercises.
So
there
are
many
ways
to
acquire
that
knowledge.
We
don't
have
to
be
actually
going
to
those
places,
even
though
that
would
be
most
desirable
and
then
also
experience
what
I
like
to
call
experiential
narratives.
B
That
means
that,
even
in
our
lives
and
life
experience,
what
we
do
has
a
sequence
it
has.
You
know
it
has
people
involved.
It
has
a
setting
involved,
it
has
episodes
of
trying
to
solve
a
problem.
It
has
an
ending
or
a
resolution
or
a
final
point,
and
we
want
to
make
sure
that
we
start
with
our
children
getting
them
to
retell
these
stories,
both
experiential
as
well
as
when
you're
reading
them
a
story
or
watching
TV
with
them.
B
The
other
part
of
the
emergent
of
the
emergent
stage
is
something
we
call
phonological
awareness,
and
this
is
not
related
to
print.
It
is
all
in.
It
is
the
ability
to
hear
sound
like
Molly.
Would
you
go
to
the
next
slide,
so
phonological
awareness
is
the
ability
to
hear,
distinguish
and
manipulate
the
Sounds
in
words
and
in
sentences?
That
means
can
children
even
determine
sometimes
when
you
see
early
like
three-year-olds,
writing
the
words
if
they
are
doing
some,
pretend
writing
they're,
not
even
separating
the
words
all
right.
That's
a
kind
of
phonological
awareness.
C
B
Know
individual
word
units
as
well
as
when
they
are
writing
or
if
they're
finger-pointing,
words
and
any
kind
of
sound
nude.
It's
smaller,
sound
duties,
the
the
ability
to
know
when
words
rhyme
or
don't
rhyme
the
ability
to
be
able
to
generate
Rhymes
and
identify
them.
The
word
duration,
the
word
Ma,
is
smaller
in
duration
than
butterfly.
That's
a
longer
word,
for
my
name
has
fewer
K
has
fewer
beats
than
Molly?
B
You
can
do
it
in
the
dark,
because
it's
not
really
involving
letters
yet
the
minute
it
begins
to
involve
that
letter,
sound
correspondence,
it
becomes
a
label
that
the
label
is
phonics,
but
if
we're
still
just
working
with
the
sounds
and
the
manipulation
of
sounds
that's
phonological
awareness
now
we
do
know
that
combining
chronological
awareness
and
letter
work
in
pre-k
through
grade
one.
It
enhances
both
and
causes
that
trajectory
to
be
accelerated.
If
you
can
put
the
letters
with
it
because
it
gives
the
kids
an
anchor
something
to
hold
on
to
as
they're
talking
about.
B
B
B
So
those
teaching
as
we're
teaching
the
letter
names.
We
also
want
to
teach
children
how
to
form
the
letter-
and
you
know
this
is
a
tall
letter.
This
is
a
small
letter
and
by
using
the
same
language
consistently
so
that
if
you
use
same
language
at
home
and
holding
your
child
accountable
for
the
same
things
that
your
classroom
teacher
is
working
on,
it
helps
if
that
is
consistent,
and
then
what
our
pretend
reading
and
writing
for
this
stage
is
very
important,
and
so
that's
not
just
I
know.
B
Some
parents
have
come
to
me
when
I've
taught
in
the
children
in
the
lower
grades
and
work
with
people
in
Korea
and
kindergarten
they'll
say
well,
you
know
they're
really
just
memorizing
the
book.
Well,
we
want
to
encourage
that
to
a
degree,
particularly
in
this
this
early
stage,
where
we're
not
really
beginning
formal
instruction
of
the
letter
sound
relationships.
B
Yet
we
want
to
encourage
four
three-year-olds
that
pretend
reading
and
we
even
have
in
the
research
even
tells
us
specific
stages
that
we
can
look
for,
that
our
child
is
moving
through
in
those
stages
and
the
pretend
writing
should
always
be
in
tandem.
You
know
regular
at
home
things,
let's
make
a
grocery
list,
let's
make
your
list
for
you
know
for
Santa,
or
let's
look
at
this
recipe
that
we're
going
to
make
for
our
Hanukkah
dinners,
and
so
we
can
always
use
you
know
our
at-home
activities
to
do
that.
B
C
B
B
Those
nursery
rhymes
are
very
powerful
in
teaching
kids
rhymes
alliteration
work,
you
know
and
playing
with
sound
it's
you
know.
The
attention
to
sound
in
nursery
rhymes
is
something
that
will
help
them
continue
to
become
further
aware
of
that
same
thing
with
tongue
twisters
and
sound
play
playing
name
games
like
the
song
Oh
substituting.
B
Let's
substitute
all
these
words
with
the
k
sound
or,
let's
substitute
attitude,
if
you
know,
let's
say
these
words,
this
poem
and
do
a
substitute,
a
different
letter
as
at
the
beginning,
and
then
the
role
of
invented
spelling
is
extremely
important
in
the
development
of
chronological
awareness,
writing
forces
kids
to
slow
it
down
it
forces
kids.
You
know
we
often
have
heard
people,
especially
in
those
some
of
the
podcasts
about
children's
memorizing
books
and
not
learning,
and
not
paying
attention
to
the
letters
and
sounds
and
predictable
books.
B
Writing
forces
kids
to
pay
attention
to
the
sequence
of
sounds
and
words,
and
we
can
it's
also.
The
spelling
is
also
for
us
what
we're
reading
we
can't
see
what's
going
on
in
the
kid's
head,
but
when
they
are
spelling
words,
we
can
see
exactly
what
stage
they
are.
Are
they
just
hearing
Beginning,
Sounds
or
the
most
Salient
sounds?
Have
they
moved
to
hearing
beginning
and
ending
sounds
building
that
consonant
framework?
B
I
think
the
next
one
is
letter
practice
and
again
with
the
alphabet
books
read
alphabet
books,
have
your
your
kids
make
alphabet
books
or
as
you're
if
you're
going
on
a
vacation
begin,
making
a
dictionary
that
has
different
categories
of
you
know
for
that
topic.
Oh,
let's
try
to
find
things.
You
know
that
go
along
each
letter
of
the
alphabet
or
even
like
Thanksgiving.
B
You
were
driving,
you
know,
let's
see
how
let's,
let's
make
an
alphabet
list
and
see
what
states
and
what
license
plates
we
can
find
that
are
for
each
Alphabet
letter
or
our
Foods.
You
know
our
foods
for
our
Thanksgiving
dinner,
let's
find
out
where
they
are.
Let's
make
a
dictionary
of
Thanksgiving
Foods
and
then
for
children
having
difficulty
tactile
materials
like
you
know,
getting
a
little
tupperware
box
and
putting
some
cat
litter
in
it
and
helping
our
our
kids
actually
write
with
something.
B
B
We
want
to
apply,
we
want
to
require
children
and
hold
kids
accountable
for
Bunny
Hop
finger
pointing
every
time
the
child
is
reading
books
at
that
level,
because
that
way,
we're
guaranteeing
that
they
are
looking
at
the
word
and
that
they
are
being
held
accountable
for
making
what
they
say
match
what
they're
doing,
and
also
noticing
that
beginning
letter
and
that
beginning
sound.
Because
that's
what
is
that's,
what
is
required
for
them
to
do
one-to-one
match
it
requires
attention.
It's
they
don't
do
it
by
letter
spaces.
B
They
do
it
by
phonologically
matching
the
first
letter
to
that
sound
and
they
need
at
this
stage.
They
need
all
kinds
of
books.
They
need
some
predictable
books
because
they
don't
really
have
the
skills
yet
to
use.
You
know
we
want
them
reading
books,
but
they
don't
have
the
the
Alphabet
letter,
knowledge,
skills
and
the
Sound
Skills
to
read
complex
books.
So
we
do
want
predictable
books.
We
want
decodable
books,
we
want
controlled,
High
vocabulary
books.
We
also
want
you
to
write.
B
B
B
I
would
say
these
three
slides
I
would
just
take
these
three
slides
because
I
mean
you're
going
to
have
a
copy
of
this.
These
slide
presentations,
so
I
would
say
these
three
slides
and
like
the
Bunny
Hop
reading,
you're
actually
doing
that
as
you're
reading
books
with
your
kids,
you
know,
so
this
is
informing
what
kind
of
books
that
they
should
be
reading
and
then
there's
other
two
slides
that
Molly
have
to
go
back
to
the
last
two
slides
I
mean
alphabet
books,
making
an
alphabet
book.
B
D
But
what
we
know
is
we
know
that
kids
learn
the
names
of
their
letters,
the
names,
the
letters
in
their
name
first,
so
we
started
our
alphabet
book
with
the
letters
that
were
relevant
to
my
child's
name
and
the
alphabet
book.
So
you
know
you
go
through
and
we
found
a
picture.
Her
name
is
Cali,
we
found
a
picture
of
a
cat
and
we
would
cut
it
out
and
then
I
would
write
it
and
I'm
not
expecting
her
to
write
it,
but
the
other
opportunity
in
those
is
that
we
introduce
vocabulary.
D
D
B
I
would
recommend
that
you
do
that
you're
reading,
something
to
your
child
every
day
and
that
they're
reading
to
you
every
day,
all
right
and
then
in
other
activities
can
be
really
organic.
I
mean
you
want
them.
You
don't
want
to
say.
Oh
I've
got
to
spend
an
hour
doing
this
with
my
child.
You
want
to
just
integrate
it
in
with
whatever
your
daily
activities.
Are.
B
B
D
I
love
the
idea
of
the
organic
and
also
fun
I
always
found
that
when
my
kid
was
an
emergent
reader
at
bath,
time
was
an
opportune
literacy
time.
We
would
take
shaving
cream
and
put
it
on
the
tile
wall
and
she
would
practice
writing
letters
and
the
shaving
cream
on
the
wall,
which
is
super
fun
and
tactile
for
her.
We
would
get
floating
letters
like
the
ones
that
you
see
in
the
pictures.
D
You
can
buy
them
at
the
dollar
store
and,
as
we
cleaned
up
I
would
say
hand
me
the
letter
or
what
have
you
and
so
all
those
opportunities.
Every
time
you
are
waiting
at
the
grocery
store,
you
know
as
an
opportunity
I
spy
with
my
little
eyes,
something
that
starts
with,
or
what
have
you
so
all
of
those
it's
not
a
sit
down
and
sort
of
do
the
drill
and
kill
it's
these
engaging
little
opportunities
that
you
pepper
throughout
the
day.
B
B
B
You
can
put
your
two
cents
in,
but
I
think
at
the
four-year-old
five-year-old
six-year-old
level.
We
really
I
think
want
them
to
to
do
that.
Writing
because
that's
going
to
be
another,
the
actual
formation
of
the
letter
and
them
writing
it
themselves
is
going
to
be
another
Pathway
to
help
them.
Remember
it
and
they
you're
doing
it
not
only
for
them
to
write
it,
but
you're
doing
they're
doing
that,
so
that
they
can
also
remember.
C
C
D
Cents
well,
I
totally
agree,
and
we
also
know
that
we
want
the
kids
to
develop
the
fine
motor
skills.
I
mean
I've
worked
with
middle
school
kids,
who
don't
have
proper
letter
formation
and
don't
have
the
proper
pencil
grip
and
when
they're
in
sixth
grade
it's
kind
of
hard
to
correct.
So
we
want
to
give
them
lots
of
early
exposure
to
it
and
when
I
work
with
kids
that
are
are
reluctant
about
the
handwriting,
it's
all
about
finding
ways
to
engage
them.
B
Well,
I
mean
certainly
an
emergency
novice
readers.
We're
not
going
to
be
doing
that
I
mean
I
personally,
have
my
own
opinion
on
that,
and
you
know
that
certainly
is
for
we're.
Talking
transitional
and
post-transitional
I
I,
don't
really
think
Trend
I
I,
don't
think
person
is
important.
I
want
them
to
know.
B
Of
how
to
form
the
letters
and
and
to
make
them
neat
enough,
because
I
don't
think
in
terms
of
fluency,
we
also
fluency
is
also
the
point.
So
you
know
to
me:
I
was
not
even
as
a
second
grade
teacher
I
mean
I
taught
person,
because
it
was
part
of
our
curriculum,
but
I
was
more
concerned
with
them.
Having
legible
manuscript,
writing
that
could
communicate,
and
that
was
fluent.
D
The
other,
the
the
I'm
sorry
cursive,
is
one
of
those
things.
I'm
sort
of
I
see
both
sides
of
the
argument.
There
is
some
research,
particularly
with
kids,
with
learning
disabilities.
That
cursive
is
in
many
ways
a
lot
of
the
researchers
will
say
it
sort
of
helps,
kids
close
the
the
circuit
like
it.
It
is
more
fluid
for
kids
I.
You
know
what
I'm
saying
now
is
that
we're
not
necessarily
practicing
it
or
providing
an
explicit
instruction
in
it?
D
B
B
Words
like,
like
words,
like
C
words
like
when
we
want
them
to
recognize
those
words
in
a
half
a
second
and
schools,
to
use
a
particular
list,
and
you
can
work
with
your
your
teacher
to
find
out
well
what
is
the
list
that
you
all
are
using,
so
that
I
can
also
be
providing
support
with
those
words
we
also.
This
is
where
the
phonics
really
is.
This
is
the
stage
where
I
think
the
phonics
instruction
isn't
the
most
important
and
your
classrooms
will
probably
need
to
devote
out
of
their
literacy
block.
B
This
is
the
stage
that
phonics
instruction
should
receive
the
most
emphasis,
because
we
want
kids
during
the
stage
by
the
end
of
grade
two
to
they
need
to
have,
or
by
early
grades
you
rather
they
they.
We
want
them
to
require
its
systematic,
explicit
instruction
in
blending
those
common
single
syllable
letter
patterns.
You
know
where
there's
a
consonant,
a
vowel
and
a
consonant,
and
it's
a
single
syllable
and
the
letter
to
letter
correspondence
makes
a
word.
B
Well
what
happened
next
and
to
get
them
to
be
able
to
tell
a
Whole
Story
from
beginning
to
end
and
and
to
identify
important
information.
If
we
want
the
reading
informational
text-
and
you
know
that's
not
just
for
grades
three
and
Beyond,
you
know
children
love
learning
about
their
world,
and
so
we
want
to
include
a
lot
of
informational
text,
and
can
they
tell
what's
important
versus
what's
interesting,
and
all
of
this
will
continue
to
develop
that
conceptual
vocabulary.
B
So
Molly
you
want
to
go
on
to
the
next
one.
Here
is
what
good
phonics
instruction
includes
when
we
talk
about
explicit
and
systematic
phonics
instruction.
It's
systematic
in
this
instruction
is
not
haphazard
like
when
they
come
across
in
a
book.
It
goes
from
that
that
that
early
stage
of
letter
learning
into
patterns
into
morphology,
with
beginnings
and
endings
of
words
and
fear
what
we're
doing
at
this
stage
is
we
want
kids
to
hear
you
know
to
hear
differences
in
sounds
and
they're.
B
The
kinds
of
activities
are
those
phonological
awareness
activities
that
we
talked
about
in
the
last
section.
We
also
need
we
need
to
instruct
kids
how
to
read
the
patterns,
not
only
hear
the
sound
difference
in
patterns
and
and
letter
sounds,
but
we
need
them
to
be
able
to
read
them,
and
so
they
need
to
be
doing.
Activities
like
sorting
words,
doing
word
hunts
and
finding
words
that
have
particular
patterns.
Word
lists,
including
nonsense.
B
Words
as
well
as
decodable
texts
that
give
them
intense
and
dense
practice
is
with
the
patterns
that
you
were
taught,
because
that
doesn't
happen
in
naturalistic
texts.
They
might
only
see
two
words
in
a
naturalistic
text
that
have
the
patterns
they've
been
taught.
So
we
want
decodable
text
to
enable
them
to
have
intense
practice
with
those
patterns,
so
they
could
really
make
those
brain
connections
that
Molly
was
talking
about.
They
also
need
to
have
time
to
write
the
patterns
and
doing
the
spelling
activities.
B
So
yes,
spelling
and
phonics
needs
to
be
connected,
it's
one
in
the
same
and
then
ultimate
with
the
pal.
The
part
that
teachers
often
don't
have
time
for
that.
It
would
be
wonderful
if
you
all
could
practice
this
at
home
is
the
automaticity
of
work
with
those
patterns
getting
kids
to
sort
them
in
kinds
of
speed,
drills
or
in
card
games
with
it
to
where
there's
sort
of
a
little
time,
pressure
related
to
it
in
a
way,
that's
fun
and
then
transfer
again
gains.
B
B
However,
at
this
stage
we
don't
want
them
just
reading
decodable
books,
all
right,
kids
have,
if
they're
going
to
make
those
that
transfer
they've
got
to
have
other
kinds
of
easy
to
read
books
in
which
they
can
transfer
it.
What
they've
learned
not
just
this
week,
but
what
they
learn
in
kindergarten?
We
want
this
to
continue
to
develop
and
it's
those
naturalistic
texts
that
enable
them
to
apply
the
sight
words
that
they
learned
two
weeks
ago,
the
patterns
they
learned
a
month
ago.
So
we
want
decodable
books.
We
want
control
vocabulary
books.
D
So
I
encourage
you
to
find
a
time
and
a
routine
that
works
for
you
and
for
your
family
to
read
aloud.
It
does
not
have
to
be
a
bedtime
activity.
You
get
the
same
benefits
at
any
point
of
the
day.
Even
if
it
is,
you
know,
10
minutes
as
you're
waiting
in
carpool
line
or
whatever,
whatever
I
will
say
that
there
are
just
so
many
benefits
and
the
research
is
so
compelling
about
how
kids
at
different
stages
and
phases
benefit
from
read,
alouds
their
brains,
develop.
D
You
saw
the
slides
of
the
under
activation
with
kids,
who
had
too
much
screen
time.
Well,
we
know
that
when
you
look
at
the
brains
of
kids
as
they
are
read
to
the
areas
associated
with
language
and
literacy,
light
up,
they
fire
up
reading
aloud,
builds
background
knowledge
in
vocabulary,
and
why
does
that
matter?
Well,
those
two
components
are
what
we
know
about
the
world
and
what
life
skills
and
vocabulary
we
bring
are
hugely
our
huge,
huge
impactors
of
comprehension.
D
So
we'll
talk
about
that
more
in
subsequent
times,
but
background
knowledge
and
vocabulary.
We
build
that
through
Reading
aloud
to
kids.
There
are
all
sorts
of
socio-emotional
benefits
of
reading
aloud,
reverse
research
that
shows
how
it
strengthens
the
parent
caregiver
bond,
that
kids,
who
are
said
to
have
a
are
more
empathetic,
that
they
see
themselves
as
readers
more
there's
early
research
that
shows
that
kids,
who
are
read
to
improve
behavior
and
have
longer
focused
times,
and
particularly
as
we're
talking
about
reading
aloud
with
very
young
kids.
D
We
also
have
to
fight
against
the
idea
that
a
read
aloud
has
to
be
a
sedentary
activity.
So
whenever
I
work
with
parents
who
have
three-year-olds
or
five-year-olds,
they
say
well,
my
kid
won't
sit
still
for
reading
aloud.
So
why
do
I
stop
reading?
Are
they
not
getting
the
benefits
and
absolutely
they're
still
getting
those
benefits?
Even
if
they
walk
up,
you
know
get
out
of
your
lap
and
they
are
playing
trains.
D
D
Kay
mentioned
this,
but
we
want
to
read
aloud
from
informational
text
and
I
know
that
when
my
kid
was
at
this
age,
I
tended
to
gravitate
towards
those
narrative
picture
books
which
have
you
know
a
beginning
middle
and
end
and
have
a
narrative
Arc
and
all
that
lovely
language
and
warm
fuzzy
feelings.
But
what
we
know
is
that
when
we
read
kids,
non-fiction
informational
text
that
tell
us
about
the
natural
world,
we
build
their
background
knowledge
and
we
better
prepare
them
for
the
text
that
they
are
going
to
encounter
in
early
childhood
education.
D
D
Oh
we've
already
read
that:
can
we
choose
another
book
and
we
actually
have
to
have
even
more
parenting
locations
and
read
those
books
again,
because
we
know
that
it
increases
their
vocabulary,
their
comprehension
and,
as
you
read
aloud,
point
to
picture
a
point
to
the
the
text
features
in
the
book.
We
know
from
eye
tracking
studies
that
kids
at
this
age
naturally
gravitate
towards
the
picture
and
when
they
look
at
the
picture
alone,
they're
missing
some
of
the
benefits
that
exist
in
the
book.
D
So
there
are
opportunities
to
point
to
here's
where
I
start
the
page
I'm
going
to
read
to
the
end
of
the
sentence
and
then
my
finger
is
going
to
sweep
and
read
to
the
next
sentence,
or
this
is
the
top
of
the
page.
I
start
here.
Watch
as
I
read
down
the
page
or
pointing
to
this
is
a
short
word,
or
this
is
a
long
word
pointing
to
print
and
explicitly
noticing
it
and
as
kids
get
older,
then
you
can
involve
them
in.
D
Most
parents
stop
because
they
figure
their
kids
are
independent
readers
and
don't
enjoy
it
and
don't
need
it,
but
that's
actually
the
time
to
pull
out
those
chapter
books
that
are
a
little
bit
meteor
and
have
more
substance
to
talk
about
and
have
great
conversations
about
world
issues,
and
things
like
that.
The
big
takeaway
here
is:
don't
stop
reading.
When
your
kids
become
independent
readers,
they
still
continue
to
benefit
in
so
many
ways,
and
there
are
ways
to
get
your
older
kids
involved
in
your
reading
aloud.
D
D
Do
this
all
the
time
when
I
have
a
book
that
my
book
club
signs
and
you
know
I'm
having
a
hard
time
getting
into
it,
starting
with
an
audiobook?
Is
a
nice
entity
point
so
the
the
research
is
actually
pretty
compelling
that
when
you
look
at
what's
happening
in
the
brain,
when
you're
listening
to
an
audiobook,
it
is
the
same
richness
of
reading
of
of
looking
at
the
text
itself
and
I
will
say.
D
Those
audiobooks
as
well
are
another
way
that
we
in
my
family
incorporate
the
read
aloud
on
those
really
busy
days.
We
have
a
water
proof
speaker,
we
have
Audible
on
my
phone,
my
kid
gets
in
the
shower
or
the
bath
every
day
and
she
listens
to
right
now.
She's
listening
to
Hunger
Games.
Is
that
me
reading
15
minutes
to
her
right,
then,
no
because
I'm
packing
up
lunches,
I'm
doing
the
dishwasher,
but
she's
still
getting
that
read
aloud.
So
we
can't
underestimate
those
audio
books
for
creators
of
all
ages,
yeah.
B
But
the
research
seems
to
say
if
the
audio
books
and
but
it's
and
even
books
on
print
it's
except
for
informational
text,
but
if
you're
reading,
narratives
and
reading
stories,
those
audio
books
and
the
you
know,
just
the
regular
books
on
the
computer
reading
online
is
is-
is
fine.
It's
it's
good,
it's
good,
because
they're
still
getting
that
vocabulary
and
the
conceptual
development-
and
you
know
the
the
story
itself
so.
D
So
as
we
head
out,
I
want
to
encourage
you
we're
at
the
holiday
season
time
and
when
I
work
with
parents
I
always
encourage
the
gift
of
literacy,
there's
so
many
different
ways
to
give
literacy
as
a
gift,
meaning
give
your
kids
a
magazine
subscription
that
comes
to
them
every
month,
give
them
a
gift
certificate
to
your
favorite,
independent
bookstore.
Where
you
go
and
choose
the
books
together,
you
know,
read
a
book
together
and
then
go
see
the
film
adaptation.
So
in
my
house,
every
holiday
gift
is
reading
related.
C
We
have
another
question,
but
first
as
in
terms
of
gifts,
if
your
child
is
in
the
roller
coasters,
I
am
a
card
caring
member
of
American
coaster
enthusiasts,
and
they
have
quarterly
newsletters
that
are
amazing
about
roller
coasters
across
the
world,
and
so
it
can
sort
of
combine
literacy
with
steam.
And
so,
if
your
kid
is
into
engineering,
this
design
or
physics,
I
love,
roller
coasters
and
there's
a
lot
of
math
lessons
and
physics.
Lessons
with
it,
but
also
literacy
in
terms
of
the
the
newsletter.
D
C
D
So
I
will
say:
I
will
answer
it
from
the
read
aloud
perspective
if
I'm
reading
with
my
child-
and
we
encounter
a
vocabulary
word
where
they
have
to
understand
the
word
in
order
to
understand
the
text,
I'll
stop
and
very
briefly
restate
it.
For
example,
we
were
reading
the
book,
Brave
Irene
and
they
use
the
book.
They
use
the
word
Duchess.
Every
kid
knows
the
word
princess,
but
they
don't
know
Duchess,
and
you
have
to
understand
that
word
because
it's
a
part
of
this
character,
so
I
might
just
restate
it
in
very
short.
D
D
B
I
agree
completely.
I
call
that
point
of
contact.
You
know
point
at
the
point
of
contact.
You
know
you
just
say
a
brief
what
the
definition,
because
you
never
really
want
to
interfere
with
the
comprehension
process.
The
the
comprehension
is
the
whole
point
of
everything.
So
you
don't
want
to
hinder
the
comprehension
by
stopping
looking
something
up,
and
then
you
even
lose
the
train
of
thought
and
the
kid
doesn't
want
to
do
it
then
so,
and
it's
not
really
useful.
That's
not
what
I
do
when
I'm
reading.
B
C
First
of
all,
let
me
say
thank
you
to
Kay
and
Molly,
please
if
we
can
thank
them
for
this
time.
I
know
I'm
learning,
so
much
I'm
learning
about
how
the
how
complicated
teaching
reading
is
I
thought
teaching
math
was
the
most
complicated
thing.
That's
my
background,
but
I'm
seeing
Oh.
This
is
also
very
complicated,
but
there's
so
much.
C
We
can
do
to
facilitate
students
being
readers
and
writers
and
that
we
just
have
to
respond
to
the
needs
of
the
kids
in
front
of
us
every
day
as
we're
helping
them
and
how
you,
as
parents,
can
help
what
we
can
be
doing
in
schools
as
we
reflect
on
our
own
curriculum
internally
and
have
our
internal
processes
for
reviewing
our
program
in
the
coherency
of
our
literacy
program,
kindergarten
through
12th
grade.
So
it's
an
exciting
time
as
we
start
to
study
this.
So
let
me
tell
you
about
a
couple.
C
Other
public
meetings
we'll
be
having.
We
have
four
more
sessions
planned
next
week.
It'll
be
a
similar
presentation
to
this
one
to
our
Board
of
Education
and
again
that
will
be
recorded
and
sent
out.
This
principal's
coffee
will
get
sent
out
by
Peggy
and
by
Dave
to
the
community.
I
will
also
put
the
link
on
our
website.
C
We
have
a
literacy
study
website
now,
if
you
go
to
the
curriculum
and
instruction
Tab
and
scroll
down
to
literacy
study
all
of
the
information,
the
presentations
are
there
and
all
of
the
readings
that
we're
engaging
in
are
listed
on
that
website
as
well.
There's
really
amazing
research
in
in
readings
on
that
site.
I
will
post
this
video
as
well
on
the
site
in
the
presentation,
I'll.
C
Out
to
you,
I
have
your
email
addresses
if
you
RSVP,
and
then
we
have
February
9th,
will
be
a
site-based
team
meeting.
I
will
certainly
send
that
information
out
where
you
all
will
be
invited
again,
we'll
have
another
session
with
Kay
and
Molly,
or
we
can
go
deeper.
We
can
go
into
the
next
developmental
stage
and
I'm
hoping
we
can
even
create
some
games.
I'm
thinking
of
they
introduced
us
to
some
really
great
games.