Transcript for:
Teaching Reading 5205 Webinar

and we are live on our webinar for the teaching reading 5205 I'm just going to give everybody a second to come into the webinar and I'm going to check Facebook really quickly to make sure that I am live and it looks like I am so good we're live on YouTube we're live on Facebook and we're live in the webinar so really quickly if you're watching this on social media and not in the actual webinar you can use the link in the description to sign up and you will gain access to the study guide that I'll be going over today and an offer code and all of that so just let me know in the chat that you can hear me okay that you can see me and that we have started the webinar I'm actually watching right now in my on my own phone to make sure everything is going okay and it looks like we are live so I'll just give it a second for everybody to come in and just explain a little bit about what is going to happen today so today I'm going through the teaching reading 5205. and I'm going to be using my teaching reading book so this is the teal book you can get it on my website you can get it on Amazon and we're going to be using the information from that study guide and also the study companion and stuff like that so it does look like people are coming in and just let me know if you can hear me all right and see me looks like we got about 50 people in the webinar and a few people live online so so glad you guys are here now the teaching reading exam 5205 and other teaching reading exams are used for people who are content Area Teachers who need to get reading certified in their content area some states require people teachers to get certified in teaching reading because there's such a reading deficit in our country I mean it it it's because we're over testing students but that's another webinar but um anyways lots of teachers have to get certified in reading so whether you're a social studies teacher or a science teacher or whatever a lot of you will have to be certified in reading and some of you don't have a reading background and so this test can be very hard and so that's why I'm doing this today so we're working out of this book but again if you don't have this book I have everything projected on the screen and all of that all right looks like everybody can hear me good morning guys so glad you're spending your Saturday with me I'm going to try to keep this to under an hour but you know I always um want to answer everybody's questions and so sometimes it goes a little longer than that so if you're having any technical difficulties you can just refresh your screen and that will pop everything in it looks like people can hear me um just fine and if you can't see me then just go ahead and refresh your screen and come in and log back in sometimes things get messed up with your cash and your cookies and all of that all right so with the chat if you're chatting on Facebook or YouTube I can't really see it right now but I will get to your questions and if you are chatting in the chat then I will get to those questions periodically throughout the webinar so let me just send a quick chat all right so again teaching reading 5205 and we're going to get started here so there's a couple of things to think about when we are going through this test first of all the study companion is your number one thing and I always talk about this when I prep people for the exams a lot of people skip this document and it is the most important document you can use so I have a little back story on this when I was a curriculum teacher with my district a very large testing company came in to train us on how to write certification or not certification exams how to write Common assessments for students in the district so that they were prepared for the big test at the end of the year and the number one thing that this large testing company did was train us on how to use the blueprint and the specifications to structure questions and so for this exam and any big exam built by a large testing company there is always a test spec now I break up the test spec in my book so in front of each section of the book there is the spec so you have an understanding of what it is but I'm just going to hop over to the ETS study companion really quickly to make sure that you know where to access this and you can see it because this should be your first stop whenever studying for any teacher certification exam all right so let me go ahead and share my screen with you there so you should be able to see this on the screen this is the Praxis ETS study companion it looks the cover of it looks like this all you have to do is Google your test name and then study companion and it will come up disregard all the ads and stuff for study guides go straight to this document this is the document that the testing company puts out and ETS does a really good job in providing so much information for this exam so please don't ignore this document this is where all the information is now you can see here this is what we call a blueprint all right and the blueprint has this little pie chart here and it goes through you know everything about the exam so it's talks about you know the actual test name then it has how how much time you have now this particular exam is timed all at once meaning that if you gain some extra time on your selected response so let's say you kind of get through the selected response and pretty good time you can use that time for your constructed response questions and there are three of those you can see that so basically three essay questions at the end of the test so you know you can use some time that you've gained on one section in the other section all right now there are six content categories so those are the major components of the exam so we have phonological and phonemic awareness these are the foundational reading skills this is a really important part of the test and we want to make sure that we are have a really good understanding of this because these questions are scenario based and you're going to have to understand that we're also going to get into phonics and decoding other foundational skills and then we move into vocabulary and fluency and then finally the big skills here comprehension which is the ultimate that's what we want students to have is comprehension and then writing and so these foundational skills here phonological and phonemic awareness phonics and decoding and vocabulary and fluency all build upon each other in order for students to comprehend and to write now just a quick note here notice that when I talk about this these types of skills we're always talking about building on top of other skills and so the comprehension and the writing part if you're visualizing like a Bloom's taxonomy or a web step of knowledge these are high or higher order skills comprehension has a lot to do with critical thinking predicting you know metacognition all of those processes and so does writing and so these foundational skills are going to build on that and then the very last section is going to be your your writing section where you're going to have to write to an essay and we'll talk more about that now Beyond this blueprint piece then we get into the test specifications and I really love the ETS test specs they do such a good job so you can see that under this major content category here phonological and phonemic awareness we have all of this information here this is what we call fair game on the exam and that means that these subcategories are these more specific topics are going to be in the questions and the words in these specifications are going to be in the correct answer choices on the test and I call those good words and we're going to go into more of that in just a minute but if you want to know how to pass this exam you need to explore these test specs and beyond that another thing they they do at ETS that I just love is they have these discussion questions here and these are critical thinking questions about the topics on the exam and this is really really good to have because if you can answer these questions then you can pass the exam if you're just taking you know multiple choice practice tests over and over and over again you're not really getting the understanding of the content and the skills that are required for this exam so I highly recommend you check out the study companion as you can see here it's very in-depth there are some practice test questions that they have here the very good you can have a look at those and see how they are structured and then of course there's some constructed response practice now in my teaching reading books so this is my book here by Kathleen Jasper um I have the blueprint and then in front of each section as you can see here I break down the test specifications so I always have them in my book because that's how important they are we will be going over some of the things in my book you can also see that in the book let me go back to the table of contents here I have the actual section and then I have practice problems specific for this particular section and then I have decoding phonics and decoding and then I have practice problem specific for that and then of course at the end of it I always have very detailed answer explanations when you are taking the practice test it's very important for you to read this information in the answer explanations because it'll help you understand why you got something right and why you got something wrong okay and knowing why you got something right is just as important as why you got something wrong so really evaluate that and then of course I have two full practice tests at the end of the book with let me just scroll down here detailed answer explanations and I even tell you what category they come from you can see here this column here tells you this is from content category one these are from content category three and so that helps you understand the types of questions you're getting and why you get them wrong and why why you got them correct and then of course I always have where's my good words list it's at the beginning before the practice test hang on please where are you let me go back to my it's a big book so let me go back here good words list we're going to talk about good words in a second but this good words list in the back of the book these are the words you're going to see in the correct answer choices so it would behoove you to get to know these words and definitions it's sort of like a little glossary in the back here definitely recommend having a look at that and then I have a little list of bad words that'll show you some words to stay away from in the answer choices and I have some specific examples that we're going to be going over today with that so let me just hop back here and make sure we're good all right does anybody have any questions so far if you do go ahead and put them in the chat I'm so glad you guys are here so that's kind of the overview of the exam you got to understand those content categories you've got to understand those specifications and dig in taking practice tests over and over again is not going to get you to the goal of passing the exam this one's tough this one's got a lot of scenario questions it's got a lot of you know long answer choices and things like that and that's why we're going to use good words bad words and we're going to work backwards and I'm going to show you how to do that today all right looks like everybody's okay in the chat you guys are all just hanging out with me listening perfect perfect so let me hop over to my presentation there are a couple things I want you to understand um before we get started on the actual test questions all right so let's go here all right so these are my good words bad words and again these These are in the back of the book as well I pulled some of the main ones for this particular slide but I have probably I don't know 50 of them in the back of the book so um but these are the most important that you'll see on this particular exam so let's talk about good words really quickly when we're talking about reading instruction we are really working on that differentiated instruction because you're going to have students who are above level on level below level you're going to have kids that are right on level meaning they have the possibility of slipping below and we don't want that we want to make sure we're pushing pushing pushing those kids to higher levels of reading now of course those who are not reading on grade level we're going to use targeted interventions that's the second good set of words and that's when we are zoning in on specific deficits that students have and we're we're intervening there well how do we do that we do that through formative assessment we do that through diagnostic assessments and in the study guide you'll see a whole section on assessments I have a lot of videos on my YouTube channel about assessments but with reading and instruction we're constantly progress monitoring we're diagnosing we're differentiating instruction we're making instructional decisions on all of that and so we want to make sure we're targeting those interventions based on the skills that students are missing because remember these are foundational skills so one kid might have a problem with phonemic awareness another kid might have a problem with vocab another kid might have a problem with decoding because they're in these beginning stages and it's kind of a hodgepodgey smorgasbord of skills and you know needs and so we need to make sure we're targeting those then of course we're always building in those scaffolds supports scaffolding just basically means that there is a benchmark here that students need to meet right we don't lower The Benchmark because that Benchmark is what they're assessed on at the end of the year so what we need to do is build in supports to help those students who are struggling meet that Benchmark and again that could be small group instruction that could be one-to-one instruction that could be targeted interventions and vocabulary it could be whole group maybe your whole class is struggling with some sort of vocab or something like that so it just depends you got to make those decisions as a reading teacher and of course those decisions re should be driven by your data analysis which is our fourth good word and this is for any teacher certification exam so we want to make sure we're not just going on a gut feeling although as teachers our gut feelings are very important but we want to make sure we're using different types of data and it comes in all shapes and sizes so qualitative data which is usually your formative data from formative assessments those are informal checks so walking around the room and observing that's collecting data that's observational data talking to your students and uh you know asking them a question that's collecting data you know sometimes you ask students a question and that gleans a lot of information for you so that's important exit slips quick checks fluency reads these are all collecting formative pieces of data that you can then use to make decisions now beyond that we have state test data that quantitative data things that can be Quantified in numbers so State tests Benchmark tests anything where you're collecting scores and there's a breakdown of the scores for the students so both sets of data are very important we use them together to make instructional decisions and we want to make sure we're doing that on this exam and then of course at the end of this good words list is our evidence-based strategies so we make up a lot of stuff as teachers on the Fly and that's totally good I love it but on this test and in your practice you want to make sure that you are using evidence-based strategies what does that mean that means somewhere someone has done a study or multiple studies and it has shown that these things work and so there is evidence to support that whatever strategy we're doing actually works all right so we take those good words and those good practices and we mush them all together and hopefully we have an effective reading teacher right but on this exam be on the lookout for those words and also phrases that allude to those words like for differentiating instruction it might say something like break the students up by ability and use targeted interventions that way or use specific strategies right so that's differentiated instruction and targeted interventions scaffolding might sound like support for specific students who are struggling data-driven decisions might look like look over test scores or observe the class or walk around the room and make decisions those are data-driven decisions and then of course course evidence-based might be where you find a strategy that has worked in a study and things like that so it's it may not say exactly data-driven decisions but make sure you're on the lookout for scenarios that kind of support that type of teaching and then the bad words you want to stay away from these on the test anything that says relying on the Reading Coach or other teachers now do we rely on the Reading Coach in real world yeah sure we do do we ask our peer teacher for help absolutely but on this test it's assessing your ability as a teacher to work on this stuff in your classroom so we want to make sure that we are we're handling it it's it's on us not parents not other teachers not the Reading Coach not the administrators the other thing you want to stay away from is anything that says worksheets on this test worksheets is a bad word do we use worksheets in the real world absolutely but it's not going to be the best way to teach reading extra homework silent sustained reading two bad words on these exams uh the reason being is that this exam has to do with students who are struggling with reading and extra homework and silences sustained reading is not going to help those who are struggling right so if you're struggling to read a passage and I say okay go read it on your own I mean that's not going to work right so typically silent sustained reading for students who are struggling is not a good word now there could be a question about using silent sustained reading to increase student cognitive ability and things like that and that might be okay but for students who are struggling extra homework and Silent sustained reading bad word and then of course you might get questions where there's some extrinsic motivation in the answer choices like give the kids a piece of candy or give the kids a reward or put a chart on the wall I'm sure some of you have been around long enough where we had those data charts on the walls and I call them shame charts because you have the kids that are always good at reading in there at the top and the kids who have always struggled they're down at the bottom and every day they got to walk past the the data and see that they are at the bottom yet again so I highly recommend you don't use those in your classroom although a lot of principles require them and some districts require them because sometimes districts don't look at the research that shows that those types of splattering of personal data on the wall is not always good for students who are struggling to read it's not a race it's not a you know it's not a game it's not a competition everybody learns differently and reads at different levels especially when we're talking about elementary and that's what we're going through today all right so those are the good words now the next thing I always show my reading peeps is my final phonological awareness umbrella and this will help you kind of distinguish between or among phonological awareness phonemic awareness and phonics because they're all pH words and they kind of all have to do with the foundational skills or fundamental skills of reading they tend to get jumbled and mushed up okay so the way I like to think about it is phonological awareness is the umbrella it is the overarching skill that encompasses lots of skills and then under that umbrella are specific skills phonemic awareness and phonics so let's break those down first before we get to phonological awareness so phonemic awareness is going to be sounds only in words and I just did a bunch of videos on this I have some YouTube shorts and some Tick Tock videos in a one minute or less or fewer um uh you know tutorial on this but phonemic awareness is all about the sounds and when I was getting my reading endorsement the woman teaching it I had a really good way of talking about it she said you can do phonemic awareness in the dark you don't have to see the word you don't have to you know look at the word on the paper you can close your eyes and you can do phonemic awareness because it's just about the sounds and words so if I were using the sound bat or the word bat and I said how many sounds in the word bat students could close their eyes and go ah three sounds I didn't have to see the the letters I didn't have to look at the word I know that there are three sounds and beyond that we can do things like okay take away the beginning sound in Bat what do you have and the kids might go at that's a deletion activity that's phonemic awareness you don't have to see it and cross it out on the paper you can just see it in your mind hear it and um actually you don't even have to see it in your mind you can just listen to those sounds and go eliminate the first sound at those are phonemic awareness activities right now phonics you actually have to see the word phonics is letter sound correspondence so for example in the word phonics you can see here there's a p and an H together right well when I see a p and an H together in English I know that makes a sound or an F sound that's a rule that's a rule for English if I see an A and then a k and then an e like in the word make I know the a is long because if I have a vowel consonant silent E I know that the a is going to be long well that is a rule in Phonics that and they're all different for all different languages and hours in in English we have certain rules and so that's letter sound correspondence and you have to see the word right so phonemic awareness do it in the dark can't see the word it sounds only and then phonics you have to actually see the word now phonological awareness it brings all of that together where you understand the sounds and words and you can segment the words by syllables you have letter sound correspondence you are putting it all together to have this this overarching awareness and that's kind of how I like to talk to people about phonological awareness phonics and and phonemic awareness this diagram is in my book and and I also have lots of videos on this particular concept so feel free to check that out now let's go through another thing on this exam you're going to want to understand is the Continuum of phonic or phonemic awareness and phonological awareness so beyond just knowing that these are foundational skills or fundamental skills you kind of have to know how they evolve and grow and you will have questions that ask you what stage of phonemic awareness is this student in or what should be the next stage of phonemic awareness and that's why doing practice tests over and over again may not help you in this because these types of questions are very nuanced you have to really understand that so here is a diagram and again I have this in the book as well I just made it different colors so it was a little more aesthetically pleasing for my presentation but think of it as like steps that build along now when we do these diagrams we tend to think of like linear processes of of learning and really we know as teachers that learning is much more fluid and kind of in and out but when we are talking about acquiring skills typically we're looking at it in this linear fashion or the step-by-step fashion and so you can see here that the simplest form of phonemic awareness is phoneme isolation so if I said to you how many sounds in the word bat and you went ah I'm isolating each sound that's phoneme isolation then when I blend it all together bat that's blending segmentation we might take pieces of the word what's the last part of the word at what's the first part of the word if it's like stick I might say what's the first uh two sounds in the words you know you might just segment out that word now with addition same thing we're adding to the word so let's say the word is um rat I'm just making up words here you guys so maybe it's rat r a t and then maybe I say add a p to that and they would say Pratt now some of these will be nonsense words a lot of times in the beginning stages we use what we call nonsense words and we just are adding sounds to other endings that's okay because we're just talking about sounds and words um and then deletion take away a sound and then the highest level this is important is um phoneme it's called phoneme manipulation or substitution this one is the highest part because you have to understand your phonemic awareness before you can start substituting out sounds for other sounds and that's why it's at the top so if I said something like okay let's say the word play and they say play and I say let's say the word play and they say play and I say okay I want you to switch the pull sound with a St sound so they think for a second and they go stay so they had to isolate the P the pl sound the pull sound and then they had to make sure that they substituted it in with a new sound that is much more complex and so that's why it's at the top so make sure you understand that now we also have a continuum for phonological awareness which is kind of more skills encompassing we have the bottom is rhyme and rhyme is a phonemic awareness activity as well if I said okay we're going to say the word top and they say top and I say okay what's another word that rhymes with top and they start thinking and they're like mop pop you know and they start to hear all these sounds that that sound the same in a rhyme and so that is down at the bottom maybe alliteration all the words that have the same starting sound six squiggly snakes then in phonological Awareness you get into sentence segmentation which is more complex obviously because we're dealing with more than one word and then beyond that we have syllable segmentation where we're actually breaking up the words not by sounds but by syllables which is more complex and then we have onset and rhyme blending now remember the onset of the word is the consonant or consonant cluster like as in rope here hopefully you can see that the ER and rope if it were stop the onset is the first consonant or consonant cluster sound and then the rhyme and it's spelled r-i-m-e is the ending vowel and consonant sound so in stop the onset is and the rhyme is up and breaking that up is even harder than breaking up in syllables because syllables kind of have a pause or inflection at the end of it that indicate a syllable is happening with onset rhyme blending it doesn't have that and then we get to phoneme blending and manipulation here with our CV CVC words consonant vowel consonant consonant vowel consonant consonant these words um understanding that the a is long and make understanding that two consonants next to a vowel make it short those types of things much more complex so make sure you understand those particular um continuums there are stages in which this all happens all right so now I'm just going to take any questions if anybody has any questions about that go ahead and throw that in the chat and I'll do my best to answer you remember these things are important to understand because the scenario questions on the exam are going to ask you to identify the best strategy and what happens is people who are new to reading teaching and people who are not used to these teacher certification exams they look at the answers and they say well all of these could be the right answer and that's not true because the question is asking you what is the best approach what is the most effective way to do whatever it is it's asking you to do so we want to make sure that we're you know drilling down and making sure that we know that and by knowing the Continuum of phonemic awareness and phonological awareness understanding the good words bad words working backwards will help you do that all right well it doesn't look like anybody's got any questions so we'll just go ahead and move on I'm going to share my screen with you here and we're going to move in to some practice test questions so again we're working on the teaching reading and so now I'm going to teach you guys all of this in context meaning we're actually gonna Do It um looking at test questions here all right so you can see that this is our first test question oh really quickly as well the number here corresponds with the number in the study guide so if you're following along in the study guide you will see me go through this and I skip around a little bit I'm not going to do all of the ones in the study guide but I have them labeled here and if you don't have the study guide in front of you it's okay it was emailed to you when you signed up and it was on the thank you page when you filled out the form the link in the description of this video everywhere on social and in the webinar will get you to the sign up form so you can get the free study guide but you don't need it right now because I'm projecting it so if you just want to watch this and then download the study guide later you can do that all right so this is number one and of course I am going to start with the answer choices first we're going to work backwards on these all right so students can remember all 26 letters in the alphabet well right away I can kind of cross this one out because that's really not a good teaching strategy um yeah it's good that they understand the the letters of the alphabet but kind of remembering them what does that have to do with anything not the best practice I'm going to cross it out for now B students can trace letters properly with their fingers okay that's part of the beginning stages of learning letters um I like it okay I'm not going to make it my number one but I'm gonna just um leave it see students can associate pictures with letters on flash cards okay that's part of um uh that's part of the pre-alphabetic stage before we understand before we understand words we'll often associate with pictures so I'll leave it there and D students can spell phonetically using their letter sound correspondence well if I'm looking at my test specs that I talked about in the beginning these words are in the test specs spelling phonetically letter sound correspondence so right now D is looking like my very best answer but I need to read the question because I can't narrow it down enough to get it without reading the question so let's go here which of the following exercises would demonstrate students are beginning to understand the alphabetic principle now of course a has the word alphabet but remembering 26 letters in the alphabet no that's not going to give them the alphabetic principle tracing letters properly with their fingers that is a pre-alphabetic stage that's not part of the alphabetic principle and so is associating it with pictures that's all pre-alphabetic if we are beginning in the alphabetic stage in the alphabetic principle we know that the sounds the letters and words make sounds and so we're working on our letter sound correspondence or phonics and when students spell phonetically it's so cute when they do this they say things like I was there they might spell like this and that is the beginning stages of spelling and writing sentences and it's part of the alphabetic principle it is incorrect obviously but what this tells me is that the student understands the sounds and words and when they can spell like this that means they are getting to that letter sound correspondence and that's why D is the correct answer there okay all right let's go to the next one starting with the answer choices here identifying the Beginning Sounds and words I know that's phonemic clapping syllables and words okay that's going to be more of um morphology when we're breaking down words uh probably a structural analysis where we're trying to figure out the actual syllables and words and could be a little bit of phonological awareness we saw that on the Continuum that we looked at earlier identify the ending sounds and words okay I have sounds deleting sounds and words sounds so I have a c and d are all sounds and words so let's read the question stem here which of the following would not be a systematic instructional strategy used for phonemic awareness well we said phonemic awareness is sounds in words and so clapping syllables is more about word Parts rather than individual sounds and words and so B would be the correct answer because it is not a systematic strategy used in phonemic Awareness remember phonemic awareness is sounds only syllables kind of talk about the structure of the word and that's not phonemic awareness do you have to have phonemic awareness to do that yeah sure but we're talking about systematic instructional strategies for phonemic awareness and again just thinking like a test maker here I got sounds in one sounds sounds I'm looking for the one that doesn't fit and that's going to be B and you will see those types of patterns on the exam all the time okay all right let's have a look at this one here see we've got a little diagram we'll start here can't do much I got syllables phoneme sequencing onset and rhyme and silent letters all right let's look at the chart I always work backwards the whole time so we have the spelling word is sign and they wrote it sing the spelling word is depend and they wrote it depned and the spelling word is girl and they wrote it Grill okay so we have a problem here well what's going on we know it's not syllables there's two syllables in the in this word here but the rest of them only have one syllable so I can probably cross out syllables phoneme sequencing well is the sequence out of sync yeah these are all the right way to do it and these are all done you know out of order so phoneme sequencing looks like it's my best one here onset and rhyme if these were broken up like Earl sorry that would be kind of an onset and rhyme activity okay and in this case that's not working and in terms of the word depend that's not a great onset and rhyme word because it's a little too much things for onset and rhyme are words like stick onset Rhyme or stop onset rhyme these words don't really lend themselves to great girl does and sign kind of does but the way sign is spelled wouldn't be a great one to do with that so I can cross that out and silent letters yes sign has a silent letter in it but the rest of them don't so that one doesn't work I'm gonna go with phoneme sequencing let's read the question and make sure a student is taking a spelling test and struggling with a few words which are the following skills would the teacher focus on when working with the student well we know now that it's B notice working backwards helps you eliminate all this stuff and you you when you start up here you lose all the important information so if it works for you try working backwards it really helps okay let's take a look at number four and I have a little uh explanation with a diagram to go with this so if I'm looking at my answer choices work on silent letters identify our controlled vowel sounds blend long vowel sounds and identify common vowel combinations all right I have no idea what I'm supposed to do here let's take a look at the question stem which of the following would be most appropriate next step in the teaching sequence this is Classic on any reading exam whether it's the Pearson foundations of reading the Texas Star exam this exam they will ask you what's the next step the student should be in or what should the teacher do next and it says students have mastered consonant sounds and short vowel sounds all right pretty much at the beginning stages what is the next stage of this well we went with short vowel sounds well what's next after that the best thing here is long vowel sounds short and long silent letters those can be more um more difficult we're not there yet like in the word uh way we've got some silent letters there that's a much more difficult word than the word make yes we have a silent E there but we're also talking about long vowel sounds first then we can talk about why it's long all right right here we're blending we're blending the long vowel sounds common vowel combinations this is actually more complex than C because you know e a o u vowel combinations get pretty tricky so D is too high and then R controlled we're talking about i r e r o r those types of vowel sounds that's even higher so the best one is C here and in my book I have a whole section here that will help you understand easy to difficult and you can see that our controlled and silent letters are at the more difficult I probably should have flipped this to make the difficult at the top but this is the way it's presented but we start off with consonant sounds and then short and then we get into long vowel sounds blending short vowel sounds long vowel sounds blending and you can see how this Continuum works here so again another Continuum of student learning and so it's really important that we understand this this is all about you know how to be a reading teacher making sure we're building on each skill all right all right let's go with number seven let's or I'm sorry number five here slide seven number five the question so let's see here memorize high frequency words now typically the word memorize if we're talking about vocabulary would be a bad word but when we're talking about high frequency words it it's not a bad word because we need to memorize high frequency words because they don't follow the rules of spelling and they're all over the text and so a I'm not going to cross off but memorize if we're talking about vocabulary is usually a bad word read independently to practice well what did I say about silent sustained reading to practice I mean do we do it yes of course we do it and and it is a good skill but if somebody's struggling uh we're not going to say go read on your go read on your own we need to support so I'm going to just cross this off temporarily use phonics to decode words okay we do that so I'm not going to cross that off work on students phonemic awareness okay so a c and d are looking good let's read the question here as a student reads she attempts to decode words like said wants and would which of the following strategies should the teacher use to help the student with this process well said want and would are sight words we shouldn't be sounding those out those need to be automatic because they show up so much in text and if students are trying to sound this out they're using all that cognitive demand of their brain to sound these out and I know that many of you as teachers have watched students do this it is exhausting to watch them sound out sight words that don't follow the rules and it uses up all that energy in their brain that they should be using for comprehension of the text that cognitive demand and so we want to make these automatic so really they need to be memorizing high frequency words and notice said does not follow the rules of phonics if it did it would be saved because the a would be long would does not follow the rules of of phonics because it would be uh wowed if it did it's hard to say it because we know what the word is okay and so and wants would be drop my pen please hold want would be rant if it followed the rules of phonics so that's why memorizing these are so important and of course we don't want them to decode these words C is out and this is beyond phonemic awareness because we're actually looking at the words and decoding them all right let's have a look at number six answer choices here the teacher is using incidental vocabulary instruction okay love it this is a good word on the exam well what is incidental vocabulary that is using vocabulary in context also a good word when we're talking about vocabulary why well we don't want to teach vocabulary in isolation we want to use it we want to use it in our everyday talking speaking with students we want to help them use it in sentences when they're writing and so we want it to be an authentic use of vocabulary so in context or incidental it's happening incidentally that's going to be good so a I like all right let's look at B the teacher is using systematic vocabulary instruction okay that's cool I like that too I'm going to leave it see the teacher is using accidental vocabulary instruction no and I know this sounds like a silly answer but those of you have taken teacher certification exams you will see kind of these nonsense answer choices on the exam so C is out there's no such thing as accidental vocabulary instruction I mean I guess there could be some happy accidents when you're teaching vocab but it's not really a thing that we talk about so cross that off D the teacher is using direct vocabulary instruction okay direct is X explicit vocabulary instruction which also goes with b b and d are sort of the same I'm going to just cross them off a little bit but let's read the question first let's start up here students are talking loudly as they enter the classroom the teacher says please avoid horseplay and Loud chatter when entering the classroom it causes cacophony and sets a disorganized tone for the rest of the class well that's a mouthful normally teachers are like hey knock it off just get in here and sit down and be quiet but in this case this teacher is going on and on and using lots of words like avoid horseplay cacophony and students would probably say if they were my students they'd be like what's that mean and then you could have that conversation with them about what a cacophony is and in this case it is incidental vocabulary because it's an incident that happened and now we can have a discussion on what cacophony is that's why a is the best answer Choice here all right let's go to number 10. so skipping down a little bit to number 10 let's take a look at the answer choices differentiated instruction with targeted interventions well what did I talk about in the beginning those good words there we want to make sure we're looking for that so A's got all the good words I'm going to circle it there partner reading to focus on key vocabulary words great strategy I don't hate it I'll keep it comprehension games for maximum engagement this is a problem here it's the games now do we do use them yes students love them use games but on this test we want to be more sophisticated in our approach and so C would most likely not be the right answer and D whole group memorization strategies no now if we're talking about sight words yes but whole group memorization strategies we're all together memorizing something I don't know D doesn't look good to me let's read the question several students in class are struggling with comprehension skills which of the following would be most effective well differentiated instruction with targeted interventions now people get caught up with the activity and that's why they might say well B is a good one B is a good one but it's asking what is the most effective so make sure you're choosing the best strategy and usually when it comes down to two or three possibly correct answer choices the right one has that set of good words in it so make sure you're on the lookout for that all right and here's a big one that you'll see you can see this is very much full of a ton of information and can overwhelm you as a test taker this is where working backwards is really going to help you so let's have a look at a the teacher should have the student focus on spelling because spelling is phonics and phonics is a necessary part of comprehension well that is true that's not bad I like it I mean it's spelling is phonics and phonics is part of reading com you got to have phonics have reading comprehension so I'll leave it B the teacher should have the student take a diagnostic test all right collecting data there and then have the Reading Coach work with the student okay so notice I have a good word paired with a bad word Reading Coach and my reading coaches out there you are not a bad word we appreciate you so much but on this test we're not supposed to choose you lo siento mucho so on this we want to make sure that we're not relying on the Reading Coach it's happening in our classroom but if we are having trouble you should always contact your Reading Coach because they have lots of information to help you with stuff so B is out because of the bad word in there see the teacher should use a running record okay more data collection to record the miscues a student demonstrates during one minute reading okay I like this this is a fluency read a running record the student reads to you you are kind of ticking off where the student misquees or messes up and then you know we can evaluate that but the only problem with C is that we're not doing anything with the miscu data this would be a good answer if then we had a discussion with the student about the miscues or we use the information that we got from the running record to make instructional decisions I'm not going to cross it off but I'm not going to Circle it D the teacher should focus on fluency and automaticity strategies for the student because proper fluency and automaticity will reduce the cognitive demand needed for decoding leaving more cognitive space for comprehension okay let me talk about this one for a second when students are struggling to read and I talked about this in a couple of questions ago they are using so much cognitive energy and cognitive demand that it's hard for them to get through the whole passage we've seen it before they're sounding out every word they're I mean it just it you can see their little Minds just like smoking because they're working so hard and so automaticity strategies and fluency strategies they help students get automatic so they're not even using that cognitive Demand on those sight words and those easy words when a big word does happen in the sentence then then they can use their cognitive demand there and that's why we want to free up cognitive space because the Freer the cognitive space the more room there is for comprehension which is what we're trying to do we're trying to get them to comprehend the text all right so I love D let's read the question just to make sure a student is struggling during reading the student often stops when encountering high frequency words and tries to decode them this interrupts the reading and makes it difficult for the student to understand meaning in the text understanding meaning in the text is comprehension which of the following interventions should the teacher employ well here you could a is a thing you could do and C is a thing you could do this is where you might say well all of these could be correct but D has got all the good stuff in it and it references comprehension and metacognition cognitive cognitive demand all right so that's that's why D is the best answer there now in this one D is the longest answer that doesn't always mean it's the right answer but it is the longest one here okay but that shouldn't be your decision you should be looking at um at substance rather than length all right all right let's take a look at number 14 skipping ahead a little bit let's look at the answer choices use a linking word activity to help the student achieve sentence variety okay in writing sentence variety is a good word why because we want students have Variety in their writing so it's a pleasure to read rather than it being very robotic so a is looking good because it has sentence variety let's look at B work on punctuation worksheet nope bye I don't even have to read any further diagram sentences to help the student understand prepositional phrases okay diagramming sentences a good writing activity especially if we're talking about grammar instruction so I'll keep C and D work on modes of writing so the student can improve persuasive writing okay different modes of writing meaning cause and effect narrative expository persuasive chronological those are your modes of writing those are really good when we're teaching writing skills and writing is a big part of reading instruction so D is okay I really like a because of the sentence variety let's have a look at the question stem which of the following activities can the teacher use okay can't do anything there let's go to the main part Julie and Mary go to the same school Julie likes math oh it says July I need to change that sorry guys Julie likes math Mary likes reading class Julie and Mary have been friends for a long time notice how robotic it is and then it asks which of the following activities can the teacher use to help the students with his writing well here using leaking words like and or also would help to give this sentence variety it's looking a little too robotic here a is the correct answer all right number 15 this is our last multiple choice and then we're going to move into the constructed response but before that I'm going to take questions if you guys are asking them in the chat because I can't see them right now number 15 which of the following is most important for students to consider when they are writing oops I forgot to work backwards sorry guys let's work backwards the ability to adapt Communication in relation to audience task purpose and discipline okay another good word here knowing your audience task purpose and discipline is a really really important thing when you're teaching students writing pretty much all the time this focus on the audience is key who are you writing to are you writing to a friend are you writing to a senator are you writing to the principal are you writing to your grandmother this is all going to affect what mode of writing you're going to use so you're writing to your grandmother what kind of what kind of structure are you going to use well they're probably going to use a narrative because it's a letter to the grandmother now if I'm writing to the principal I might write an expository or persuasive that's why audience is key and then of course task and purpose comes in so A's got all the good stuff for writing let's look at B the ability to use transition words to give writing variants okay other good word here writing variants I like B also keeping it see the ability to use proper grammar and punctuation C is good but when we're talking about the beginning stages of writing we want to talk more about A and B and less on C now you know I'm a huge grammar snob and I love doing grammar videos and it's really important that we teach grammar explicitly so that people understand that grammar is like a mathematical equation that there are rules and it's very easy to figure those rules out and how to use them however when we're talking about student writing I don't like C as much as I like a and b so I'm just going to put a little x on it D the ability to organize paragraphs so the writing has continuity okay that's good too we are talking about elementary school students so that might be a little Advanced but I'll leave D but I Like A and B the best let's read the question here which of the following is most important for students to consider when they are writing well the most important overarching thing is to figure out your audience task purpose and discipline transition words are important but they're not the most important we have to figure out who we're writing to and why we're writing to those people in order to figure out how we're going to structure it so that's why a is the best answer there all right let me go back to my screen here all right um what is meant by phonological processing Harold okay so this is in the book as well towards the end of the book I believe or towards the end let me just have a look here on what page so I can send you a reference there you know what I'll just do a control F on my uh study guide give me one second I'll let you know what page number that is on a logical process ing okay yep it is on page 16. so let me share that with you really quickly because that's in my book and um yeah so that's on page 16 of the study guides and that's when students use phonemes to process spoken and written language it's basically just using your phonological skills phonological awareness skills you're putting it all together and so when we are doing things like blending and manipulating sounds in words when we are using alliteration when we are talking about this this uh little diagram here that I went through at the beginning that's all phonological processing it's the process the brain goes through to go through phonological awareness and so it's just kind of more of a I drill down a little bit in it here but um you just that's part of it now you're also going to be using your phonological working memory where you're storing that information about phonemes and phonological awareness in your brain and that all has to do with phonological processing but it's basically the process the brain goes through in order to do that and so if you do have the study guide It's on page 16 there are some questions about phonological processing on the exam I mean I don't know what questions you're going to get on the exam but there might be some of those all right that's a great question thank you so much for asking that um the last Continuum graphic you showed belongs to phonics no so let me go back this Continuum is actually considered considered phonological awareness but remember that uh phonics thought can fall under phonological awareness now here's the key where people get a little bit mixed up they'll say well phonics isn't about phonological awareness phonological awareness is about sounds only but the way it's presented on this exam is that phonics is sort of a sub skill of phonological awareness because if we are to look at syllable segmentation and cvcvc words there's a bit of phonics in there as well and so when we're talking about phonological awareness I just I've been doing this a long time and people there's always a people have their own opinions but I say phonics is under phonological awareness it is a separate skill you are decoding and it's letter sound correspondence and phonological awareness is focused more on the sounds part but if you're looking at onset Rhymes which can be done you know just through sound but when you're thinking about CVC CVC VV words things like that you're talking phonics as well it's kind of mushed together but this is actually a phonological awareness Continuum this is phonics I mean sorry this is phonemic awareness sounds only and this you get a little bit more advanced into the phonological awareness all right and that's in the book as well um where can we find activities for certain skills some of the practice test questions I have gotten have asked for an activity to use to help students needs do you have any videos with activities based on certain skills foundational skills decoding vocab Etc yeah so in um the book let me stop let me go here okay in the book I have a whole thing there are some tables in there so there will there's tables in there that talk about read aloud think aloud word sorts um clapping games segmentation deletion activities in the book there are all these things listed out depending on the skills so if we're talking about phonics and phonological awareness and stuff like that there are activities in there but when you're thinking about the test just make sure you can separate those skills and be like okay is this a comprehension activity or is this a phonics activity is this a phonemic awareness activity or is this a fluency activity usually on the test they're they're kind of broken up like that where they're you know if you're working on phonemic awareness it's going to be thinking about the sounds and words you're not going to be doing a fluency activity so knowing the skills really well will help you with that what is systematic vocabulary okay so a couple things Sarah thanks for your question when we're talking about systematic instruction we're talking about explicit instruction that has steps right so an example of systematic vocabulary instruction might be something like let's say we're looking at a word and we're already into the phonics stage here we're already into the morphology stage here okay so we're past we're doing vocab we're past phonemic awareness and phonological awareness and we're moving into the meanings of words and things like that so A systematic vocab instructional activity might be something like okay I have a word here and maybe it's something like unbelievable let's say the words unbelievable and so what I might do is have them look at the word and I might say okay let's break this word down by affixes prefixes suffixes and Roots right and so they might chop off the UN put it to the side and put the word believe in the middle and able at the end right and so now we've broken it up okay and so now we might say okay what does un mean un means not what does believe mean this means that what does able mean okay when we bring it together right then we might use the word in context and or see it in some reading and we might do that we might draw a picture to talk about the word we might do a word wall activity we might do a word sort so notice that we started with breaking down the actual uh word into afixes and then we moved into more complex so systematic meaning a system is happening in place it's explicit and there are steps involved okay and there can be systematic phonics instructions systematic fluency instructions systematic math instruction it's just following a system okay thank you thank you uh can we only study 10 days to pass this exam yes sure but I really recommend you read the whole study guide there's people will sometimes email me and say I don't know how to answer this constructed response question and I said well did you read the beginning of the study guide because all of the information in the beginning of the study guide will help you with your constructed response because you're going to have to pull strategies I'm going to show you that in a minute we're not done yet I'm already over sorry guys um please read the whole thing but yes you can totally do it in 10 days and if you don't pass you've seen the test now you can go back in study and get it not everybody passes their first time it's all good Timothy when can we use to when do we use targeted instruction okay so here's the steps right you've got a class and they all have different um ability levels right so you are collecting that formative data I talked about you're observing you're collecting exit slips you're talking to kids you're watching them reading you're seeing they're messing up on certain words you're gonna then figure out who needs what okay this kid's struggling with uh phonics this kid's struggling with fluency then you're gonna Target those kids so if it's phonics I'm gonna do a targeted activity on Phonics if it's fluency I'm gonna do a targeted activity on fluency and the way I make those decisions is through my data analysis you could also get a printout of their diagnostic tests maybe they took a diagnostic in your classroom for reading a lot of reading teachers have it the kids take a test on the computer and you get a printout basically or or a screen of where they're low and so you say okay these five kids are low in vocab I'm gonna take them and I'm gonna bring them over here and we're gonna do some explicit vocabulary instruction these guys over here are good but their comprehension is a little down I want them to be better all right let's do some comprehension activities over there that's targeted okay is there a difference between prior knowledge and background knowledge or would you say they're the same great questions you guys these are good prior knowledge and background knowledge are the same thing um that it's also called schema and basically what we want to do is we want to activate that prior knowledge or activate that schema or background knowledge before we read complex text now there's a little bit of debate on this of how much we should activate that because there is a side that says what we end up doing is we give them all the background knowledge and then they don't have to read the actual passage right so we want to we want to go easy on that we want to make sure hey have you ever been to the beach well this passage is about the beach what do you know about the beach oh I I make sand castles at the beach or I I see kite surfing at the beach and then we have a discussion and it gets the gets the brain moving and they start to activate the sounds the smells the situations of the beach so that when we read it and we see a complex word we're more apt to understand it because we're in the beach mind Zone all right so that's good but background knowledge and activating prior knowledge very important on this exam and if you see it in an answer Choice it's probably correct not worried too much about the time okay so that's somebody talking to somebody else what is data driven data driven means you're looking at test scores and you're looking at your formative assessments and making decisions so you're constantly observing students using exit slips looking at their test scores looking at their fluency reads and making decisions based on that okay can you please explain morphology okay morphology is breaking up small meanings in words so what I just did with that word unbelievable and I broke off the on the believe and the Abol that's a type of morphology or breaking down compound words sidewalk right a sidewalk is on the side of the road so breaking down side and then walk it you're walking on the side of the road it's when you take pieces of a word and you're looking at specific meanings inside that word to have the overall word so like phonemes are separate sounds in words morphemes are separate little meanings in words and that's all covered in the book too um do we need to be specific on a targeted assessment and the writing portion yes I'm going to do the writing portion now can the couponing effort be towards anything yes the offer code you're going to get after this webinar and I'll just tell you what it is it's read20read20 you can use it on anything are you going to be doing any summer or fall review sessions yeah I'm going to be doing live webinars like forever so I'll have more stuff typographic features so think about this typographic those are going to be letters and different features that have to do with graphics and type so typographic features could be something like um Let me Give an example let me go to my book really quick hang on tell you what page it's on typographic oh [Music] that orthographic let's see here hang on one second let me see if I can find it in my book so I can point you in the right direction I don't know if it's in there um I have orthography but I let not typography so anyways basically it's the laying out of a word the design type capital letters if a word is underlined if um uh I don't think indentation wouldn't be considered there but when we're reading and we have different typography like in a in a uh in a textbook you know you'll have like a bigger letter or underlined or headings and things like that those are really important to show students because it helps with their comprehension would it be helpful to make study cards for the reading vocabulary yeah absolutely I would even make study cards for the good words list at the end of my book that would be really good orthographing okay an orthography is on page in case you have the book hang on or photography I'm trying to find what page it's on for you guys give me one second sorry Talk Amongst yourself well it's probably lumped in I can't find it here um I'm trying to find it in my book I only have it in an answer explanation um but basically it's the conventional spelling of a word so let me go to my my study guide here and I'll just share it with you let me go to a screen entire screen share okay we should be here okay so if let's take a look at number 17 let me zoom in this is in the book okay number 17 here okay so you can see that we have um this particular question here which of the following strategies is the teacher using here the teacher gives students the cards below and instructions to put them together and so um you can see that these are broken up by syllables right if we were going to do orthographic mapping we would be working on the way that they are spelled so we might have a card with an f a u a t a u and R we might be putting them in order of the way they're spelled that would be orthographic mapping so it has to do with the conventional spellings of words this particular one you can see they're broken up by syllables few chur fan tastic complete that's why it would be syllable manipulation it's not clapping syllables because you don't need the cards to collapse syllables syllable manipulation is going to be pushing those cards around let's see here I think I've got another one oh here's one that encompasses sorry it's going too far give me one second here's one that on um encompasses uh morphology and orthographic so right here we wouldn't choose Ortho graphic because look what we're doing here we are taking the root believe on able and we are breaking them up by prefixes suffixes and Roots this would be a morphological analysis for those of you who ask me about morphology because we're breaking down pieces of the word and going you can see here not able to believe able to bend we're looking at the different pieces in the word and and basically subscribing meaning and remember morphology our morphology is individual meanings in the word and in like unbelievable there are three meanings basically the on is not believe is believe and able is the ability to so unbelievable is not having the ability to believe okay all right so let me go back let me stop sharing here now we're going to go through the writing I'll try to answer some more questions um oh somebody's asking me about a coupon code on Amazon I can't give coupon codes on Amazon it just doesn't work on KDP I would if I could but I can't so if you want to buy it on the cheap get it from our website but you know physical copy Some people prefer that um it's okay you're asking questions I like questions um will you do a similar YouTube video on constructed response only I have so many videos on constructed response I'm going to show you at the end of this where you can find it okay let me go to my constructed response now all right let's just have a look I'm going to quickly break it down for you and I'm only going to do one today because we don't have time so you're going to have three of these all right now when we do the constructed response you gotta work backwards on this too don't start here and if it's a longer scenario and I shortened this up a little bit you will get short ones like this but um you're gonna get you're gonna forget things so go straight to the question now some might be short like this you might have one with a data set it doesn't really matter because all you have to do are these two bullets here describe two strategies he can use to address the reading deficits during His science block and explain how these strategies will improve student reading skills so what I'm going to do here and I I recommend you do this when you have a constructed response like this this is going to be two paragraphs the first one is going to be the first strategy the second one is going to be the second strategy and inside those as I describe those strategies I'm going to make sure to hit this you got to do both things in order for you to get full credit all right let's have a look at the actual prompt Mr Payton is a third grade teacher who has several students struggling to read content area should have had a hyphen there sorry about that text and science he notices that students struggle with domain specific vocabulary and comprehension of complex text describe two strategies he can use and why you're using them and how they will will help the kids the thing is the book has all kinds of strategies in here read aloud think aloud word sorts word walls morphological analysis um fluency reads metacognition analysis I mean there's so many things you can pick from you don't need all of them you just need two and what do we have here we have domain specific vocabulary so that's going to be your tier three words domain specific means words like mitochondria words like um plasma membrane words that are specific to science okay and then comprehension has to do with metacognition and understanding the text all right so what am I going to do well I'm going to map it first so here's my map here's my question just so you guys can reference it as I'm mapping well right away it says domain specific so I know I need to focus on tier three words so that's strategy number one but I got to get specific in my constructed response I can't just say I'm going to focus on tier three words well what does that mean well we're going to do some word sorts and we're going to do some root word analysis because science has a lot of Latin roots and so I could also call this morphological analysis or morphology lesson or you could just say root word or affixes whatever you want to do if you don't know the exact word to say it's okay you're not going to fail this part of the test but basically drilling down to root words is going to help with scientific specific vocab because words like um homogeneous heterogeneous those all have Latin roots Latin prefixes suffixes and it's going to help us understand that okay and for the sake of this it's an easy thing to write about all right so strategy number one is focusing on tier three words or domain specific and two for comprehension I'm always going to work on metacognition now listen guys if you get a different one and they're struggling in comprehension you can use what I'm saying here for metacognition this is this this goes and and you can use this for any vocabulary it doesn't matter they're just giving you a specific scenario all you have to do is choose to and then explain how it's going to work all right so now let's break it up here and I I understand there's a lot of words on this and I'm not going to read this too because we're online but what I want to do is show you like why the oops I want to zoom in zoom in now I can't really zoom in sorry guys it's it's going a little wonky but let's uh have a look at paragraph one here all right so I talk about because they're suffering or because they're struggling with domain specific words I'm going to use tier three vocabulary strategies so what did I do I named I named my um strategy right away I don't go around the world and have 40 intro sentences you don't need to do that on this you don't need an introductory sentence just State what you're trying to State I will do this or if it's a teacher he should do this or he could do this okay and this is going to happen before reading the text now I get into well what do those strategies look like now I gotta Dig Down Deeper so we're going to do this by breaking down words uses using a fixes because science involves words with Latin roots using this type of structural analysis structural analysis is breaking down the word you could also say morphological analysis or morphology exercise will help students understand the parts of the words and then I go one more I could have just done this you could just do that and you would be fine but I wanted to have a couple examples here for you guys you could stop there and you're good because what did you do you identified let's go back here you described one of your strategies and you explained how it's going to help so did you satisfy that for the first strategy yeah you did and you could even stop right here at there and you'd be fine and I'm giving you a little more here because I want you to have more examples next the students can engage in word sorts another vocabulary strategy and separate words into categories for example in biology lessons notice I say for example in biology lessons students can separate words into plant cell categories and animal cell categories I just got really specific there why did I do that because you get more points when you're specific and you support what you're trying to say if you're too General you're not going to get as many points and then I go ahead and wrap it up these pre-reading vocabulary strategies will set students up with the skills necessary to understand complex text with domain specific vocabulary so I could choose either one of those things you don't need both again I'm using it because I want you to have but did I satisfy my first my first uh task here yes I did for the first strategy now I have my paragraph two for the second strategy well they struggled with vocab and then they struggled with comprehension okay so paragraph two is going to be my second strategy I'm not going to talk about my first strategy I'm I'm going to keep it separate this is only strategy one and this is only strategy two don't intermingle them because you'll confuse the grader make it easy on the person grading your essay so I say here to help students with their comprehension of complex texts Mr Payton can use here's my strategy Boom Read Aloud think aloud and I have that in the book I use that strategy all the time I have a bunch of videos on it on YouTube this activity helps the student helps to increase students metacognition throw that word in there metacognition is how you learn to comprehend texts it's called thinking about your thinking as Mr Payton reads the text aloud students can stop and think aloud and show students how to process this this type of modeling demonstrates to students how to use their brains again I'm explaining why I'm using this activity and why it's important I'm satisfying that second bullet and then why is it good this strategy will show students what to do when they come to difficult parts of the text and we'll increase comprehension and free up cognitive demand did I meet my my two things here yes I did this would be full points most likely I mean I'm giving myself full points but you know two quick paragraphs and again you don't have to go into as much detail as I did all right now we're getting towards the end here um okay let's have a look at some of you have questions about uh extra stuff somebody was asking about constructed response so I got a lot of videos on constructed response on my YouTube channel here so my YouTube channel is full of stuff and I have this teaching reading playlist here so here you're going to find uh videos for the teaching reading the foundations of reading the star exam look at phonemic awareness this one has gotten so many views this is one of my oldest videos this phonemic awareness phonics and phonological awareness it's like when I first started and people love this video uh there's an old teaching reading webinar in there you can check out but this playlist has got a lot of uh teaching reading stuff okay now I just did one on the constructed response and let me sort this by newest there we go this video here on this playlist is all about the reading constructed response and I go into it in a lot more detail all right now for if you want even more constructed response if you go to playlists you scroll down I have um six videos on man six videos on just different types of constructed responses so I have a ton of of stuff on my YouTube channel I also am on tick tock and I share shorter videos there I just did one on metacognition today um I got stuff about research papers I'm trying all different content there and then of course our YouTube um or our Facebook page okay now where can you get the book let's go to that so if you go to kathleenjasper.com this is the homepage I've got this Banner here but if you scroll down you can click study guides here or you can just go to the the menu go to study guides 5205 and practice so crazy there's so many different um different names and numbers of tests but here is the study guide you can do the digital copy it's a PDF it's emailed to you or you can just click this button and go to Amazon and you can get it here we have a ton of five star reviews people use this book for all kinds of reading tests so teaching reading foundations of reading if you're taking a reading exam the concepts are covered here remember you want to understand all those Concepts okay so you can get it two ways on my website and uh on Amazon I have lots of stuff on YouTube I have more online courses for all different kinds of certification exams I am just about to publish a Praxis Middle School reading five or English language arts five zero four seven and I'm also almost done with my Praxis Elementary Ed 5006 7811 and 5017 I think that's it yeah and so that's coming out soon in the next month so I have a bunch of Publications coming out um in the next month so I've been really writing a lot and doing these lives and things like that so let me take a couple more questions and then we'll go um can you go back to the paragraph just really quickly I was just taking a quick note sure well here's what I'll do for um Susan I'll send you the I'm going to send you those last three slides for my constructed response and I'll send those to you in the email so give me about an hour this video has to like populate and then you're going to get an email from me and I will send you those last three slides or four slides so that um uh you have it and you can take notes on it okay how do I get to your YouTube videos you just go to youtube.com you can search my name um if you Google me you'll see it there it's on my website you can click on my website and just just go into YouTube and search Kathleen Jasper and I'll come up um I'm sending it to everyone Kathleen I'm going to send it to everyone I'll send it to everybody's going to get everything so don't worry do you have a rubric that the graders used to grade the construction response yes I have okay so let me talk really quick let me share my screen one more time with you guys I have to make sure everybody's questions gets answered so let me go back to my study guide here so in the study guide let me go to constructed response down here the constructed response section in my study guide is very comprehensive and I have sample oh where's my hang on here we go so here is the constructed response section and you can see that I go through what the rubric actually means so a response should and then what that means to you and so I go through I have you know the test tips and things like that let's keep going down I have my constructed response here and then let's go here um I have like a sample constructed response for you and what a score of three would look like and an evaluation why it got a three all right so that's really important so I have the rubric in here I simplified it a little bit but the rubric is also let's go to here the rubric is also in the study companion let me go back to their constructed response questions here oh do they not have the rubric in here let's just see real quick here's the rubric this is the rubric for you know you want to make sure that you've answered the question accurately the question completely things like that but I break it down into more specifics here where I talk about what so here it is right here a response should clearly and specifically answer all parts show strong knowledge of Concepts theories and facts notice that when we did the construct and response I talked about metacognition I talked about tier three words I talked about breaking things up in a structural analysis I talked about cognitive endurance those things show that I have strong knowledge of the concepts and and methodologies of teaching reading and then provides a strong explanation supported by evidence for example this will help students do X Y and Z so that's all here if you need it okay let me go back stop sharing okay um thank you for the webinar my pleasure thank you for coming the new book the new books coming out will be available on Amazon I'm hoping that they'll all be available by the end of May I'm working like crazy there in edits right now have a wonderful weekend thank you thank you read 20 as the offer code somebody bought the book and it's amazing thank you so much um all right so that's it I think I covered everything I was going to cover today make sure you get the book make sure you check out the YouTube channel I'm probably going to be building an online course for this I just haven't had a chance because I'm working on some other things but um you can use my YouTube channel as like an online course with the book the book plus the teaching reading playlist is like a good combo lots of people pass this test foundations of reading the star exam by using the book and the YouTube videos all right when will you do a webinar for special education it should be coming up hopefully this summer all right guys thank you so much for spending your day with me I'm gonna go take a little break and then don't forget to be on the lookout for that email it will have everything in there for you I really appreciate you spending your Saturday with me have an awesome day bye