Lori from Ohio 4th grade!!

Hello, everyone! So glad you are joining us today! \

Hello, everyone! So glad you are joining us today!

Hello everyone, Ryan Nevius from Illinois ASCD!

Tell us who you are -- and where you are!

nicole 1sr grade

Hello Kristina!

Maggie Funkhouser, from Indiana, I teach chemistry!

Susan Masters Bermuda Special Education Teacher

5th grade in Indiana

Hi, Emily from Lansing Illinois

Katie - Las Vegas - middle school ELL

Jessica-Hickory, NC Reading Specialist

Rachel Lammers, Ohio, 3rd grade

Miriam from Ft. Wayne, IN - intervention K-8

Sue Wilson , Indy

Angela Johnson AZ 9th grade

4th grade teacher in Indiana!

Brenda Britton - LaPorte , I ndiana - Instructional Coach K-4

Beth Grade 3 Oak Park, IL

Meg Cunningham 7th grade in Lynn, MA

Zac Waters 6th Grade Social Studies Wheatfield, IN

Amy from Shipshewana, IN

Allison Crider, Indiana, 3rd grade

Tricia Diagostino North West Hendricks Lizton Indiana Instructional Coach

Joelle Hauguel Middle school Special Ed ELA

Kathryn first grade in Delaware

Hi Amy from Illinois

Shena from Kendallville Indiana

Shannon Burkett 10th and 11th grade English teacher from Red Bank, NJ

Eileen from Illinois...resource Grades 1-4

I am Alicia Russell . i teach Grade 4 from Bermuda.

5th Grade, Indiana

G4-6 from Tucson, ARIZONA!

Kathy - 2nd grade PHM schools in Mishawaka Indiana

Merilee Norton in Hawthorne, California and I'm a secondary English learner Specialist

Vicky from Indianapolis - K-5 Reading Interventionist

Edwina Fullerton, Administrative Assistant , Bermuda

Halle Hewitt- Lexington KY 3rd grade

Hello . Special education teacher in Minnesota

Kim - Pre K. - Portland, OR

Kelly Tucker Bermuda Reading Interventionist

Reading Consultant K-3, Hideaway, Tx

Librarian/tutor Conway, SC

Emma from Chicago, SPED 3rd-5th grade

Marla from Plainfield, IN 5th grade

Tammy North Carolina, Middle School EC

Emily --Jasper Indiana--Title I K-5

Cindy, IN, K-8 ENL

Jamie Haas....Hello from Dolton Illinois K-5 MTSS

Florida a lit. coach

First grade teacher in Indiana

Jason in Sacramento, CA, high-school

Dianna - grade K-5, Indiana

LaShawn White ELA

Sandra Webster Indianapolis 5th Grade

Indiana 5th and 6th

Hi everyone. Sofia from NYC completing speech externship in a elementry school

Anna 1st grade indiana

Laura

hello...this is Barb from Illinois

Emily 1st Grade IN

Gioia from Algonquin, IL Special Education High School Teacher

Walkerton, IN…ELA…9-12

Tammy Koontz from NC 6-8th grade reading specialist

Kerry , Lockport,IL - 7th grade

Stacy Iowa K-5 Literacy Instructional Coach

Good evening Im Rupert Holdipp Primary 5/Grade 4 in Bermuda

Tarasha Williams, South Carolina Secondary ELA

Ohio-ESL

Hi I’m Nikeisha Swan from Bermuda P3

1st grade in Indiana

retired educator in northern Montana.

Las Vegas Nevada

K-5 Literacy Coach in Lamar CISD in Rosenberg, TX!!

Mary S 4th grade Hershey, PA

Dr. Alicia Rosado ELD Specialist Phoenix

Meredith van Zyl ky, 3rd grade

Nancy DJ …Oostburg WI. 6th ELS

Suzanne Granger, Indiana, second grade.

Kelly from Iowa 6-12

Jill from Indiana Grade 4

Howdy! I'm checking in from East Central Illinois and I teach first grade!

Lori/ Crest Hill, Reading 5-8

Michelle from Northwest Indiana, 2nd grade

Patti Illinois- Kindergarten

Hello everyone, I am Linda Lynch, EC Resource Teacher K-5, in Warrenton NC

Patrice W, Chesapeake, VA-7th grade ELA

Julie 6th grade ELA Oak Lawn, IL

Tammy, Louisiana,ELA

NY grade 8

Hi! Fort Wayne teaching small group remedial Reading gr 3-7

third and fourth here from Indiana

Hi! I am Kendra. I teach 6th -8th grades Social Studies and Religion in Raleigh, NC.

Cassie Burgess- 1st Grade Illinois

stephanie from Miami ELA 4th grade

Maria upstate NY, 2-3rd grade SPED

Rachel Blackburn from Chicago, K-12

Sarah K-5 Title 1 Reading, Chippewa Falls

Barbara from Marion, IN

Jennifer Indiana Kindergarten

Hi, Janice here from Brookfield, IL. I am a resource teacher for grades 1 through 8.

Lora Reed from Indiana -- I teach reading in TItle I Kindergarten through 5th grade.

K-1

Flavia Vlasa ...Instructional coach K8 Dallas Texas

Janine Jensen Resource 7th LA Utah

Nina Schleeper Jerseyville IL...sub PreK-4th grade

Denise H. Aurora University, Teacher prep program in Illinois

Shakeela Smith- Grade 2-Bermuda

Thank you for being always helpful! Primary from Japan

Hilda K-2 ELL Jasper IN

Hello everyone Jessica Cruz Teaching Assistant Middle School Syracuse NY

Kristina collado slp grad student - substitute teacher NY

Angie 6th Grade Tell City, Indiana

Laura R. - Indiana

Tammy Middle School Special Education in Indiana

Indiana

Hello! Melanie Tobias from El Paso, TX. 6th-8th grade RLA/Social Studies.

Thank you

Hi! Ginger from Indiana. 7th grade

Austin, Texas private tutor all ages

Reading Specialist, Indiana

Whitney from Indiana. SPED ED k-4

janice wade Indiana 6th grade

I'm Megan I teach a combined 4th and 5th grade from New York. I teach all subject areas

Darlene Malave from New York, Lehman CUNY, 1st year Speech Pathology Master program

Lindsay, 5th grade ELA in Indiana

Title Reading-Wisconsin

Tracey from Valparaiso, IN 5th grade

Jenny S Benton, IL Middle school math and science

Pam H 6th Grade ELA English, In

Clarence in Indiana. 3rd & 4th grade.

Kimberly from Milwaukee, WI High School English

colinda - Melbourne Australia

Karen Tinley Park, il

Lori F. Indiana Reading Ib

Kia ora from Napier New Zealand

Colleen from Westhampton, NY

I'm Mary from Indiana, and I teach 9th grade English.

Tenie from Powell, Tennessee, teach 4th grade.

COLLEEN WILSON

Edwina Fullerton, St. David's Primary, Bermuda

Private school tutor, Indiana.

Estephanie from New York.

Liz from Houston, Tx

Leavenworth, Kansas

Tammy from Miami Beach

Hello. Instructional Coach K-5 ELA/Soc. Studies from GA

Lisa Brown 6th grade McDermott, OH

Libby from Beaumont, Texas Retired Dyslexia Specialist

Instructional Coach in Greenfield, WI

Kristin Odom, 4th Grade in Southern Illinois

Barb Title I in Illinois

Kansas!

Director of mentoring for new teachers.

Lori from Indiana- Reading Interventionist

Darlene.malave@lc.cuny.edu

Columbia, SC

Cheryl Ebers, Illinois, Administrator

4Th Grade In IL

Kilee -Special education utah

4th grade in Indiana

Dierdre from Connecticut, I teach 5th grade.

Stephanie Assistant Principal /former ELA teacher- Florida

Tamara McDaniel~ Hello there from Southern California, San Jacinto

Lori A. -ELA 7th,8th Grade-Clayton NM

Rebecca, Arizona 5th grade

Angel a Joseph Elementary School Teacher NJ

Hello from the state of Washington!

Pamela Herrera Jacksonville FL

Amy Hooper, Secondary SPED, Hardeevillle, South Carolina

Amy, 3rd grade Ohio

Jonathon Siebenaler - 6th grade - Toledo, OH

Hello From White Rock North Schooll, Dallas, Texas, Deborah, 1st

Anita, 3rd grade...Northridge, California

Krista, 4th Grade, Mt. Vernon, IN

Joy (7 & 8) and Jenny (3), Grafton, WI

Amanda Bailey 1st grade illinois

MD GLUA, 8th grade, Gary, IN

Missy, K-3 Title I Reading, Greencastle, IN

Biljana K

2nd Grade Benton, Illinois

Kahler Middle School/ Grade 5

Check out the Handouts tab for today's handout.

Zorin: Elementary school teacher

Ryan Nevius, IL ASCD rcneviu@me.com

Ann C , Maine, Reading Coach

Sandra Luther, Reading Interventionist

Susan Nolen - Kindergarten in Benton, Il

Elementary / 4th Grade

Angie ela/math

Jennifer A

3rd grade

Antoinette Hollis -Grade 1 - Bermuda

Bryn J

Linda Fields

Carol-principal and Jr high ELA

Sankofa School of Success

Lauren Martinez, Speech Language Pathology master’s student

Bill Dodds, Associate Director, IL ASCD

Sharon grade 8

Welcome, everyone! Thanks for attending today!

title teacher Indiana

Are we automatically muted?

5 Kinds of Nonfiction by Melissa Stewart and Marlene Correia!

Amanda B. Special Education

Sandra 3rd grade Coronado Elementary

Sharon T - Yes, attendees are muted. :)

Active, Browseable, Traditional, Expository Literature, Narrative Nonfiction = 5 Kinds of Nonfiction

Emily Kavanagh, MS SPED Social Studies Teacher, Annapolis, MD

Love the idea of a "Reading Voice" and "Thinking Voice"

Lynnmarie Milwaukee 2 nd grade

Julia / 1st grade

Sue, Seattle, K-8 ELA tutor

This always excites me and makes me want to go and implement these things right away!

i CANNOT GET THE PRINT OUT

Kelli 3rd/4th grade Indiana

Paul Magnafici, Newman Catholic in Sterling IL. HS Literature/AP

Carolyn Marriott Year 1 Grand Cayman

Linda - drop me an email and I'll send it to you - brady@smekenseducation.com

Chancellor 3rd ELAR/ Houston Texas

Joan 4th 5th 6th Lang Arts

Danville Illinois

In timed grade level digital assessments, what reading strategies are the most essential that struggling readers can apply to beat the time and pass? Thank you.

Stacy Klein District Literacy Coach - Milwaukee Public Schools

Reading voice is so important!

lfields@Sankofaschool.org

I agree Jessica.. that reading voice is so important

@Brady - Would it be possible to get this video sent to me? I have to logoff at 4:30, but I want to watch the rest of it. I also want to share this with our district reading person. You know MPS writing works with Kristina & Bridget does coaching sessions already - I want to talk to our reading dept about possibly adding Kristina's reading stuff next year as well. kleinsl.milwaukee.k12.wi.us is my email. THANK YOU!!!!

@Stacy K - Absolutely! All attendees will get a link to the recording within 24 hours.

Thank you!!!

Hi Stacy :)

I used to think that it was nearly impossible; and now I'm thinking of how to do better and teach it at the beginning of the school year for everyone.

I used to think, how can I get them to think deeper? Now I'm excited to get back tomorrow!

I used to think kids could comprehend by just reading over and over

That informational text is much more comprehensive; a wider range of text

I used to think that learning vocabulary was the key. Now I think vocabulary is a small part.

Hi Bridget!!!

I used to think it was impossible to teach comprehension. Now I'm thinking about how I will teach comprehension.

I used to think comprehension with informational text was primarily focused on finding the central idea of the text and the evidence

I used to think that if students could read it, they could comprehend it. Now I'm thinking that without a thinking voice, comprehension is difficult for all.

I used to think students needed to use direct examples from the text. Now I'm thinking that students can use synthesizing strategies to show their comprehension.

I used to think that students were just repeating details. Now, I am thinking that I want to encourage deeper thinking of text.

I used to think students only needed to read the words then think about the text... Now, I know we need to model them doing both at the same time consistently

I used to think that the answer was stated in the text. Now I know that students need to go deeper in their thinking to make inferences.

Í used to think it was simply answer the questions to the questions.

I used to think I could do a guided reading with my students and ask them questions. Bam. Done! Now I am thinking I need to do a WHOLE lot more modeling of reading voice/thinking voice!

I used to think that third graders would not understand the concept of making an inference.

I used to think that about teaching inferences with fiction mostly now I'm seeing that you really need it with nonfiction as well

i used to think that if I showed them how to decode that they were reading. Now I'm thinking decoding is just prat of reading. Comprehension is the other part.

I used to think comprehending NF was different but reader's voice is both fiction and nonfiction

Everyone knows how to read a map.

I used to think teaching comprehension was about asking questions. Now I'm thinking teaching comprehension is about establishing a thinking voice.

I use to think most of my reading time should be on fiction. Now I'm thinking that I am doing a lot of reading comprehension skills during Soc. Studies.

I used to think read and comprehend. Now I'm thinking read and think, read and think, read and think.

I used to think that students should take notes. Now I'm thinking that there should be direction and discussion.

I used to think that comprehension was more for the ELA teachers... After being thoroughly Smekenized (hahaha) I now KNOW it is ALL of our jobs!

I used to think reading comprehension was a natural process. Now I know it has to be taught.

I used to think to get inferences you had to use schema plus text clues. Now I 'm thinking that schema is the thinking voice which is easier for a fifth grader to relate too.

Now I know they need to think out loud and talk through their learning.

I used to think that it was important to know that types of text features and why the author included text features. Now I'm thinking that students need to be able to "Use them! Don't just name them!"

I used to think I would just charge into the questions in the "Reading Comprehension on Varied Subjects." Now I'm thinking, I need to model my thinking much more first, and explain better what an inference is

I used to think that reaidng and thinking voices should be used after reading more text. Now I am thinking that I need to use smaller chunks.

I used to think that having the kids read through the passage and answer the questions but now I'm thinking to stop and ask them to share their thoughts along the way

I used I used to think they only needed to restate the question. Now I know they need to have a readers voice and thinking voice to response

I use to think my students could read it three times and comprehend.

I used to think, readers need to put a picture in their mind. Now, I'm thinking read, think, read, think....

I used to think teaching comprehension was complicated. Now I'm thinking it's not rocket science.

I used to think that readers knew how to make the connections. Now I'm thinking that I explicitly model and guide them to what they need to do inside their brains.

So important to model your thinking outloud.

Now I'm thinking that with the right tools, young readers can find meaning

I use to think it was only for gathering facts and research, in any order.

I used to think comprehension was understanding the text, but now I see more about how to get to that deeper meaning for the understanding. Really bringing out that thinking part

I used to think comprehension was a skill students should possess, Now I'm thinking there is a lot that I can do to help in SS.

I used to think discussion was how to increase comprehension. Now I think that by teaching reading voices I am teaching them the independent skills to figure things out on their own.

I used to think that comprehension just happened with enough repeated readings. Now I am thinking I need to spend more time modeling my thinking too.

I now know they must think while reading

I used to think teaching comprehension of informational text that students need to read the facts and understand it. Now I'm thinking that I need to encourage the students to use their voices. They need to demonstrate what they are thinking and ask questions to help them undertand

it is easy to teach- but it isn't.

I used to think the answer was in the text. Now I know it’s implied.

I used to think just teaching the text features was enough, but now I'm thinking I really need to explain the informational structures of nonfiction.

I used to think that older kids didn't need as much comprehension modelling from me. Now, I know better.

I used to think reading informational text was so difficult for students, but now (after being previously smekenized) that understanding informational text is possible for students

I used to think about reading Math problems aloud three times with students. Now I'm thinking about using the Reading Voice and Thinking Voice signs during Math.

I use dto think learning vocabulary had to be done before reading the text

I used to think that it takes a lot of modeling to unpack inferential skills . Now I am thinking to use inference stems to help the students.

I used to think that if they knew all the words, they could answer any questions I'd ask about the text

I used to think that comprehesion text could be understood by reading through it. Now I'm thinking I need to stop and use our thinking voice after every sentence(s) to apply the knowledge.

I use the voices often during math

I'm thinking that I hope its not too late to start this....

I used to think the thinking voice was distracting but now I'm thinking I just was not connecting the two

I used to think that just the answer was good enough. Now I'm thinking they need to think so much more.

I used to think teaching comprehension with informational text was challenging. Now I am thinking that this can be accomplished with skills that are practiced early on in the school year. I now think that I need to practice this more with my students.

I used to think comprehension came through discussion. Now I think the students need more MODELING!!!!!!

I used to think that vocabulary was the key to comprehension. Now, I am thinking read, think, read, think…

I used to think vocabulary was a big part of comprehension and reading multiple times. Now I'm thinking of the deeper meanings throughout the reading.

I used to think that comprehension was something students learned in elementary; now I think that students have to practice this throughout secondary classes too!

I used to think kids could comprehend by repeated reading. Now I'm thinking that I need to model what I am thinking.

I used to think that comprehension of informational text was hard. Through your programs I've learned it's not hard if they think about what they are reading.

I used to think all nonfiction was informational but didn’t think about everyday informational text comprehension.

I used to think comprehension was just teaching individual parts. Now I'm thinking there are better ways to synthesize these skills.

I used to think teaching about comprehension could only be done with printed text. Now I know it includes podcasts

I used to think I could take larger sections of a text would suffice. Now I'm thinking I need to break it down into smaller parts.

used to think...all college students used comp strategies now I think the need to review and practice to understand complex

Thank you for softening your voice.

I used to think about teaching comprehension sets of steps that good readers use to make sense of text.

I used to think reading comprehension was taught through just questioning. Now I know how important modeling is.

I used to think reading took too much time my students did not have. Now I'm thinking it's okay if they don't read EVERYTHING, but focus on close reading.

I used to think it was overwhelming to teach comprehension. Now I'm thinking about how important it is to model what i do as a reader

I used to think that students and I would read together answering questions. Now I know to model first.

I used to think reading fluency just improved comprehension.

I use to think that if a child could read well, then they could comprehend.....Not so, You must go deeper.

I used to think reading informational text was conveying the facts. Now I'm thinking I want the students to develop a deeper understanding of the text.

I used to think that nonfiction test was one o the hardest thing for students to comprehend now I have a technique to model how to understand it.

I used to think it was hard to build comprehension in to other content areas. Now I realize it's easy (and essential!)

I used to think that learning vocabulary was all that was necessary. Now I still think it is necessary, but I also see the value in modeling.

Now I’m thinking I need to do more modeling with thinking voice and reading voice

Used to not see importance of thinking out loud. Now think, that modeling out loud is needed.

I used to think learning vocabulary was the key to comprehension.

I used to think it was so hard to teach informational text. Now I'm thinking I can model reading/ thinking voices to help them better comprehend.

Now, I thinking of ways to model it better.

I used to think kids just needed to read it over and over. Now I'm thinking that modeling will make a difference!

I use to think RV was only for elementary! Now I'm thinking about how well my middle schoolers do with RV and making inferences!

Now I'm thinking I can't get them to understand or dig deeper if I'm not modeling.

I used to think the voices would be used only for traditional nonfiction now I'm thinking I can use it in all subjects

I used to thibk if they read it a few times they would understand better and then I realized I needed to model HOW to think by modeling this

I used to think that there was not much to teach for new readers because they are not very meaty now Im thinking that this process needs to start from day one

Also, I used to think 5th graders already knew how to think while reading! Now I know everything must be modeled

I use to think at least students should read the questions first, then the passage at least once through before thinking about their responses.

I used to think kids would just read something and comprehend it. Now I'm thinking I need to stop and using our thinking voice as we are reading it.

I used to think that I was not able to reach all students in my classroom to enable comprehension of the text. Now, I'm thinking that by breaking down the text into different parts, it makes comprehension accessible for ALL students.

I used to think, students needed to read fluently to understand the concept, now I think they must stop and ask questions to interact with the text. it must be modeled.!

I honestly am not sure what I used to think. I know now that I need to model what I am thinking. Showing them my thinking. It has to be explicitly taught.

I used to think fiction was the it thing but now I know better.

I used to think students had more awareness. Now I think I might have overlooked differences in comprehension and perhaps

I use to think that students needed to be proficient in reading to have good reading comprehension skills. Now I'm thinking helping the students to understand the reading and thinking go hand and hand.

More info about CompCON - https://www.smekenseducation.com/get-started/compcon-2023/

Now I think the back and forth of read and think may be more beneficial.

I went to comcon! YOU HAVE TO GO :))

Is amazing!!! Go if you can.

It's so important to teach the skills and tools explicitly!

I used to think that 5 year olds couldn't understand or comprehend complex or informational text.

I was registered yesterday. Can't wait!

I use to think that my students knew how to understand informational text. However, I realize now that they have to be shown how to understand it.

I used to think I needed to guide their thinking toward an inference now I allow more of their own thinking voice and listen more !

Comp Con is so very worth the time and money!!! You need to go if you have not signed up to go!

It’s almost my working time (Tokyo) prep, how do I access the video? Truly grateful for the awesome Smekens education team.

Patricia who are you working for?

I used to think comprehension was more reading more books at their level to increase fluency and comprehension. Now I think, it is that plus modeling across all subject areas.

YES! Apply it ;)

@Patricia A - Have a great work day! We will email you the link to the video.

Grateful as always!

Now I know questions and thinking are very important For comprehension.

Application: Depth of Knowledge Level 3-4!

Hi!

I missed the first skill, will there be a recording?

They said a link will be sent to you within 24 hours!

Thanks!

We also need to teach students to read what is within the parentheses! So many students skip that information.

Thanks, in advance for sending a link to the recording. I will have to log off soon ;)

@Biljana K - Thanks for attending!

Where can I email for continuing ed credit if out of state?

YOu have changed how I think when I say "teaching reading" as a former 1st grade teacher I thought when they could decode the words I was doing my job. Teaching reading is SO MUCH more.

@Kristina C - Everyone will receive a completion certificate via email at the conclusion of today's presentation. If you are from Illinois, you will also get the necessry link to secure state-approved credit.

Questions about continuing ed credit - workshops@smekenseducation.com

where can i find the handouts??

Where are the handouts?

Ester - Look under the handout tab

The handouts tab is in the upper right-hand corner.

You have to click on the tiny download arrow

Thanks!

Thank you so much!

Will I be able to access this later? I have had something come up that I am going to have to leave the video.

Lisa G - Yes! We will send a link to the video. Thanks for joining!

Perfect!! Thanks!!

Thank you for the video. I usually need to watch it again.

Would you teach each of these as a separate mini lesson? Combine them?

Happy to offer the video!

I like hearing about all the different ways to explicit talk about context clues with vocabulary

Been missing

I have to force the kids not to skip these things.

I need to do more modeling!

The validation for me was teaching how to find the meaning of highlighted words by looking for the commas.

New: Where to look for the clues as well as the various types of clues including purpose, antonyms, etc.

Defining text features v. using text features...big deal!

@Allison C - feel free to email Kristina if you don't get a response to that question here. kristina@smekenseducation.com

If I could get my high schoolers to stop ignoring anything in parenteses, I'd be thrilled

Should roots and word parts be taught in isolation?

information thieves!!!!

Modeling!

All of this is new to me, because I don't use textbooks, so figuring out how to incorporate this into the curriculum would be invaluable.

I need more modeling!

Modeling

I have not been providing intentional and explicit instruction in looking for meanings and context clues. "Look for clues!" But I need to teach them what and where!

to use the clues to see the clues and teach them

More modeling!

More modeling

Teaching them where to locate clues

New....3 words before and after the unknown word.

I made an assumption that kids did that just because I do it as a curious reader.

Finding multiple context clues on a page is validating for me. I just stick to the 4 sentences before or after a word.

I struggle to teach context clues with kids that are just at the beginning stages of reading skills.

I always look in the word. Thanks for validating!

Love to be reminded about the importance of looking for clue via modeling.

Stealing information and the use of text features before students begin reading an informational text was for sure missing for me.

More modelling

I've been missing demonstrating "how" rather than telling them.

I need to include more direct instruction on context clues

Its validating to hear that modeling is needed and worth spending the time on

The thing missing from our instruction is how text features help the reader. You are right it asks that on the TEST!

I need to work on more modeling.

It was helpful to hear the context clue information again. I didn't do enough instruction with that this year and will plan to improve my modeling/instruction moving forward!

must model more

More modeling

How to teach students ways to figure it out

I've been missing the explicit out loud modeling for these comprehension skills.

I am doing most of what you said but could be more intentional about my modeling

love the idea of a 90-second "hunt" with informational text -- setting up the readers for what to look/read for BEFORE they have to read for deeper understanding!!

Validating - looking for the word meaning before and after the unknown word.

How many 20 minutes mini- lessons in the upper elementary will be needed to teach the context clues’ strategies?

Missing from my instruction is enough modeling.

stealing informstion

Practice, practice, practice...

ways to look for meanings of words, including antonyms and synonyms

Be more explicit

I am so happy to know how to model this!

So many times the kids want tp skip over the text features and I need to model and remind them how helpful they are for them to read.

Model, model, model

New is the gaming analogy and I will use that look in the word, then go back, go forward.

I teach more text features now after comp con

Great explanation for some many different type of clues.

Edwina, using context clues is validating.

I have been modeling the vocabulary within the text and it is exciting to see my students look for meanings!

need more modeling

Be more explicit

More practice.

Modeling is the key.

It's validating to know that the teaching of affixes goes beyond our grade-level vocabulary. I really like the idea of sharing these lessons within context of our content area

I need to model more. We do tons of discussion about punctuation.

I need to use the exact phrasing of some of the standardized questions, such as, "What does this graph contribute to the overall meaning of the passage,"

I’ve been teaching the same few kinds of clues over & over; I need to go beyond -and teach all types of clues

More modeling especially with my SPED students

I now realize the importance of teaching the text features for all the online resources (i.e. search function) we are reading in class.

context, context, context

What's new-not teaching in isolation

More modeling

Modeling searching for context clues.

Context clues

YESSS !!!!

What's missing is the instruction of the context clues in isolation.

I love seeing CON- meaning together with TEXT= ;) WITH TEXT= I never taught it like that...of course I've said, let's use context clues...

I like the "text" within "context" reminder.

We need to model more in every area bc we assume kids know things that they don't without our help

I really like the fast forward or gaming analogy. I also agree that I need to model different types of context clues.

Modeling! Explicit instruction and modeling!!

Definitely more modeling

I have always taught context clues, but now I need to start earlier and really make sure that they are actually using all of the clues to figure out words.

Love the break down of how to look for context clues vs. "Look for clues" or "just read before and after the word"

I never thought to point out that not every sentence is a fact...many sentences explain and support the fact.

I haven't been teaching the students the clues

Model everything!

More modeling

Model Vocabulary!

more practice with the clues

Teach every kind of comprehension skill explicitly.

Validating about how important it is to teach and explicitly teach each part. When do you teach the kids about prefixes and suffixes

I love the idea to “steal” info before reading the text!

It is validating that I share with teachers to do lots of modeling how to read a little and think about it.

Thank you for incluvding the use of punctuation

I need to model more.

modeling without going waaaay off topic

Should we use "root word" or "base word?

Previewing text features

I need to model more for my students. Modeling has been missing from my instruction. I need to demonstrate my thinking voice

Practice the clues very often

punctuation clue was new!

V - teach and model! teachers need to do this! C - ? B M - explicit instruction of each type, strategy, how to find clues, and so much more!

It is good to point out how many different ways that a text will explain a concept. It is with different ways for different types of learners.

It makes more sense now!!

give kids a chance to practice the comprehension skill in text that's at their grade level or interest level.

Model more for the students

Included with your CompCON registration: https://www.smekenseducation.com/books-resources/comprehension-playbook/

Text is usually loaded with features, and if not taught the purpose its over looked.

This info is put in such a direct manner, it is making good sense!

I'm noticing a weak vocabulary across the board with students. This validates the need to teach context clues and word parts/roots.

What if I already have the playbook?

do you get one if you do the virtual compcom

Hi everyone

@Nancy D - Great questions. Contact our office for special arrangement. workshops@smekenseducation.com

Virtual CompCON attendees also receive The Comprehension Playbook, plus the CompCON Kit.

I am being called away to take notes at a meeting. Please send me the link so I can finish watching tomorrow. Thank you so much! Can we also get the chat information, please?

What if I want/need a refresher Compcon?!

@Lisa B - We have lots of folks who come back for a refresher. We are happy to work out a discount. Contact us at workshops@smekenseducation.com

I was wondering the same thing, Lisa. do you ever offer an option to just come back and hear it again minus the materials we have from last year?

Oh I guess that answers my question...

I attended CompCon 2 summers ago. I highly recommend it! The program compliments our reading series perfectly.

Thanks, Julie B!

Summarize by section, love it!

I love this summarizing chart? Will it be available to print?

deff. want to know more about this!!! kids struggle with this!

Angie - the handout had hyperlinks to resources embedded within it.

Thank you, Brady!!!

Compcon is 100% worth it! It has changed my classroom! Going back this summer!

@Sherri H - Awesome! See you this summer!

Love your presentation style! Thank You!

Summarizing- you just blew my mind!

SO GOOD!

wow great example of how to teach main idea

I like the thinking aloud taking place- very explicit connections.

So good.

I really like this idea of generating main ideas.

Great ideas. Thank you.

*idea for the lower grade

What about interventionists that teach various grade levels? Is it possible to get the Playbooks for various grades?

What is the text mostly about?

I want to know too Lorel.

Most / Not All. --WOW!

That’s great

Shifting my "teacher talk" has been the hardest...I have to write my "teacher talk" on sticky notes as a reminder!

@Lorel S - There is a K-5 version of the Playbook and a K-12 version.

Hi Everyone

Playbook options: https://theliteracystore.com/products/comprehension-playbook

How can you purchase the playbooks?

My video and audio has stopped.

Ester - https://theliteracystore.com/products/comprehension-playbook

Thanks!

@Kim N - you might try refreshing your screen. Or, close out and use the original link to re-enter.

Shut up!

The tally mark strategy is eye opening!

I need that like months ago!

Very interesting and informative thanks

Good strategy indeed!

.Thanks! I had forgotten what skill to use The Kid Who Invented the Popsicle.

I love the tally mark strategy!!

Loving the idea of summarizing a section at a time to go back and change into sentences to retell. I can do this with second grade.

Thank you so much for this lecture! I need to hop off, but I'm already trying to put together some lessons for my high school students. :3 Especially since I have short articles for them to read. Thank you so much! Hopefully I can get to come to CompCon

My state standard is "determine the main idea of a text." Third grade. I wonder if that is select or generate?

@maggie f - Thanks for attending!

Most recall, some retell a section

Students summarize but struggle with analysis.

All over. Most of mine can give the main idea of a short text

Most are beginning their journeys.

Working on retelling a section of info text, and short text

they can recall and retell some. I need to focus more on summarizing longer texts with older students

they can recall

Our seventh graders can recall information and some of them can infer the main idea of a short text. It is pulling teeth to get them to write a response regarding main idea.

They can retell a section of informational text.

most can retell by section by are struggling with main idea

Tally marks are a great way to determine what the text is mostly about./

My group of stuents are on all the levels

7th grade barely recall important facts

give the main idea of a short text

They give way to many details.

I'm a bit confused. I always thought that the main idea can look like a short summary summary.

they can RETELL.

recall and point out some major details

Recall, retell short text, infer short

I feel validated how in I have taught main idea.

Most recall, some retell.

They can summarize using jot dots...5 sentences about the text.

Most of my students can recall information. I have some students that can tell the main idea.

My students are getting good at retelling, and getting better at inferring!

I have SPED students and they are learning to identify the main idea using different texts rather than focus on one

My students are able to tally for the repeated ideas in the text. Still working on making the main idea sentence clear.

Recall and retell but struggle to summarize

Mostly they can recall and retell a section of information text.

most of my kids are reading chapter books and are reading longer texts.

Most can retell a section of informational text

They can retell and summarize. They can infer the main idea of short text.

Most of my students are able to RETELL a whole SHORT text

Retell sections of informational text, main ideas of short text.

Most are able to recal info but struggle to organize it as a summary

I was surprised this year that my students did well with main idea but I think we still need some work on summarizing a long text

They can retell the entire text

My students tend to retell the entire section when they need to be modeled and reminded to shorten it.

I have noticed many readers bark at words and can’t retell

Readers retell a short text.

I always teach how to summarize after/during main idea instruction. I have used a main idea plus details graphic organizer for summarizing.

Recall and recall

I think summarizing is a struggle so I LOVE the summarizing of a section!

Summaries are difficult for most.

Main idea of a short text

Retell and Recall

recall - mainly

Need to work on comprehension as mainly decoding.

Retell

My students give too many details. They have trouble organizing their thoughts

My students can recall information but struggle with how to determine the main idea. I need to do a better job of teaching this strategy. Next year, I will teach ALL of the steps.

Determining the main idea... Inferring was a big problem for my 8th graders

I support students with IEP's and they all struggle to create one sentence.

some recall, not much summarizing or main idea

They can find the main idea from choices but coming up with it on their own isn’t a strong suit.

I have used the tally mark strategy the past 2 years, and it has made a huge difference on understanding main idea.

My students can recall, retell, and sometimes summarize. They can improve though.

Love recall instead of retell

They can only write a short summary

My students are of varying abilities.

Modeling

The tally mark strategy will most definitely be using this going forward with my 4th & 5th graders.

I will now use tally marks

I need to model more for my students.

Tally mark is an awesome strategy

love the picture idea could be a daily morning meeting convo ( K-2)

We are currently working on retell a short text. These ideas help!

I love the tally mark method. I will definite ly be using it moving forward

Love the tally marks! Can't wait to use it tomorrow.

My students are at a variety of different places with summarizing information and determining the main idea. Many are able to recall, but not effectively retell (especially longer text).

My students need to learn to infer better.

This helps so much! The tally mark is a game changer

Our students can choose but not generate main ideas.

Yes, now I understand why my students keep looking to me for the answers.

My honors students are more likely to summarize per your examples. My regular level students struggle with both areas. I appreciate the tally method for any level.

I work with multiple grade levels in Title I. Overall, I feel that my third grade small group struggles. These are great strategies!

I have to hop off now. Thank you so much! This is excellent!

YES!!!!

CompCON is a game-changer - Join us this summer! https://www.smekenseducation.com/get-started/compcon-2023/

YES - Teaching to mastery and not just jumping into the next standard!

Can you attend CampCon online?

@Lorel S - Yes! We have two sessions of Virtual CompCON!

We just compared two texts on hurricanes. It went so welllll.

Will I be able to print your sheets tomorrow? Please!

Virtual dates - June 20-21 or July 18-19\

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I don't use Venn, I like the H format and will use it

The sheets from this session!

@Lauren H - You should have received an email with the handout link.

Yes!! I never use a vent diagram! Always a T-chart!

Love the H chart. Supports the thought process. I think it is much easier.

for the T chart, would you start with the categories? Or do you start with details and find the categories?

Love the H chart!

We compared 3 books on Cinderella that were from different ethnic prespectives

Will the playbook begin to align to BEST standards instead of common core?

\

I LOVE using the H chart with my 2nd graders! So much more organized and clear than venn diageams!

I just found EPIC

Monica - Are you referring to Florida Standards?

Got to sign off now and tutor. Thank you for the awesome session.

Yes

Monica - we are working on creating standards alignments as the demand increases. Nothing in place yet for Florida.

Great visuals. So very important.

Great ideas for comparative writing

1

2

3

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5

4

2

5

I don't even know they are all so good!!!!

5

#1

3

1

6

6

I3

5

2

6

1

2

6

2

2

5

2

6

6

2

6

5

3

5

4

6

6

6

3

4

1

1 and 3

1

6

6

6

4

3

#6

4

4

3

1

6

2

6

#4

5

6

1

5

4

1

5

#3

4,5

2

2 and 6

3

1

6

6

6

1

5

5

555-5555

6

1

2

6

5 determine the main idea

#1

5

5,3

5

3

6

1

Summarize

5

5

3

4

2

5

1 2 3 4 5

6

6

5

5

2

2

3

6 with H charts

5

3

5

2

1

#3

1

4,6

2

1

1-6

3/4

4 - especially removing subheadings requiring them to come up with a summary of the information

3

6

1

4

4

1 2 5

6!!!

3

6

tally marks

6

5

Infer meanings in vocabulary

Thank You

3

Thank you

Using the H charts for researching a topic helps my students immensely with organizing their information.

6

Once again (and as ALWAYS), thank you!

Summaries

main idea

Are they free?

Thank you!

Thank you for the organization and information.

Great info

Thank you so much

Thank you!!!

More of 5 and 6

thank you!

Good night

Thank you!

Thank you! Great info!

Thank you for this powerful session

where do we fin the recording

Thank you!

Thsnks

can we get Ryan's email

THank you!

thank you

Thank you!

Thank you

Thank you!

Thank you!

Thank you!!!

Thank you!

Thank you

Thank you

Thank you

Thank you!

Thanks!

Thank you!!!

Thank you!

Thanks, Kristina...awesome as usual!

thank you

wow that was great

thank you!

thank you

Thank you

Thank you! This was great!

thanks!

Thank you!!

Wow. Thank you!

bye everyone

Thank you!

How do you get the CPDU?

Thank you so much!

Thank you!

Thanks!!

Thank you very much!

Thank you so much! This was wonderful.

awesome

thank you

Thank you!

thank you!!!

Thanks

Great as always!

Thanks!

Amazing workshop and you are an amazing presenter! Thank you!!

Thank you!

Thanks very much

thank you

6

6

Thank you for this information.

Thanks, everyone!

Thank you!

Thank you

thanks

Wonderful

No Q&A?

Thanks. Excellent.

Thank you

Thank you!

Time to share this!

Thank you!

Thank you

Amazing

Thank you

Excellent, excellent, excellent as always. You are amazing.

Thanks! Wish I knew this 6 months ago :)

Email any time!!!

1-6

It was a wonderful class!

Handout includes MANY digital hyperlinks.

That was absolutely Awesome!!

ILASCD - Ryan Nevius rcneviu@me.com

How do we get the certificate for this webinar?

Thanks for attending!

Certificates will arrive via email.

thank you!

If you are an IL teacher, email Ryan. rcneviu@me.com

If you're NOT from Illinois, we will EMIAL it to you tomorrow

Thanks Brady, very informative and great pacing by the presenter.

EMAIL

Awesome thanks

Thank you!

4

Thank you!!!

5

how do i get CPDU