hello everyone my name is alyssa ricky and welcome to the second webinar in our series about the youth uh you fly foundations implementation today's webinar will focus on how to implement the day one steps of the lesson so steps one through five this webinar is being recorded and the recording will be available on the you fly youtube channel later this week the recording of our first webinar from this series is already up there on the youtube channel before we get started let's go over a few logistics first i'm sure several of you are anxiously awaiting your manuals you've ordered if you have any questions about your order status please contact our publisher ventress learning their contact information can be found on our on their website but it can also be found on our website um a second if you have any questions for our panelists and hosts today please post them in the q a chat instead of um the q a function instead of the chat box um there's going to be a few a lot of people here tonight and it's a lot easier for us to answer them in the q a rather in the chat they can kind of get lost if you want to say where you're from add it in the chat um as we get started um the behind the scenes team it's a lot easier to answer them in the in the q a function um so with that i would like to welcome um the authors of the youth life foundations programs and our host of dr holly lane and dr valentina contest welcome ladies so excited thanks ali and welcome everyone it's nice to see you tonight we are ready to get going to talk about how to implement the day one part of the lesson so as you know we had an implementation overview last week and that video as ali mentioned is already posted on our youtube channel so please do go and watch that that gives you some general guidance for implementing you fly foundations things that we may touch on or refer to tonight but we're not going to go into depth those are all covered thoroughly in that first webinar tonight's focus is really going to be just on the lesson steps so to get us started remember in your manual you've got a whole section on implementation that really takes you through each of the different parts of the program and so we're going to very quickly go over a little bit of that but again focusing in on the lesson steps so in the manual you will find your scope and sequence and as we go through tonight you will see down in the bottom right hand corner of a number of the different slides a page number so if you've got your manual handy you can flip to that page number and see what we're showing if you want a closer look at it so our scope and sequence is a really important part of the program this lays out for you the topics of each of the lessons and as you know probably by now the scope and sequence is continuous all the way from kindergarten through second grade and we do have a suggested lesson sequence those are on the subsequent pages this is our kindergarten suggested sequence the lessons that we recommend you teach in kindergarten obviously if your students are ready to move on beyond that you're more than welcome to keep going in first grade these are the lessons that we recommend if your students need more of the earlier lessons or are ready to move on to some of the later lessons you are certainly free to do that and the same with our second grade um suggested sequence our books um our lessons begin with our getting ready lessons and we do recommend that everyone no matter what grade level you're you're using this with that you do reference these lessons these include guidance for the sound wall and also introduce alphabet knowledge and letter formation we do not expect that these lessons the information about the letters will lead to mastery of those letters that's not their purpose the idea is that they will introduce kindergartners or older students who don't know their letters yet introduce them to the letter names that will come back and learn a lot more about each letter in the lessons in the alphabet lessons but these lessons will get you started and if you have older students um second graders or even some first graders you may not need to go go through all of the alphabet knowledge and letter formation in as much detail but that is there for kids who do need it this is also the time that you're going to be able to build instructional routines and teach students to manage their materials so during these lessons you'll introduce the sound wall there's an example of what the sound wall should look like in the manual and there's also an abbreviated format for the lesson formation guidance so if you aren't going into great detail through the whole getting ready lesson you can refer to these pages to get a better sense of how to introduce letter formation here's an example of one of our getting ready lessons and as you can see it's got those two main parts sound wall and the alphabet knowledge and letter formation and it comes with a set of slides that this particular lesson focuses on strokes vertical horizontal slanted lines and in a little bit later getting ready lesson this is actually forming uppercase letters so the lessons progress pretty quickly and you might choose to take a getting ready lesson over more than one day but these are really designed to be implemented in one day as opposed to the core lessons that are designed to be stretched across two days during these getting ready lessons you're going to want to be preparing your classroom getting kids used to where they're going to be for different parts of the lesson and how to manage their materials in kindergarten as you probably know if you teach kindergarten you need to go over every little detail including how to make sure that the cap is on your dry erase marker and you hear that click to make sure that it closes and your marker doesn't dry out um you also want to prepare your students helping them understand the behavioral expectations for each part of the lesson and the routines the transitions that you'll be using during the lesson and how to manage those materials and also how to respond establishing gestures and responses from the beginning of the year is a really important piece of this so how your students respond whether they're going to show you their answer on a whiteboard whether they're going to respond corally they're going to repeat after you they're going to respond to a signal these are things that are really helpful to get established from the beginning we honestly don't care what gestures you're using or what particular things you say whatever works for you in your classroom is fine you just want to have a routine so that the kids don't have to wonder what they're supposed to do one of the beauties the beautiful things about these lessons is that there's such a predictable routine to adults that might sound boring but we have gotten a lot of feedback from teachers and kids that the routines are one of their favorite things about these lessons that they can focus on the content of the lesson because they understand the activities they know what's expected of them it's just now applying this with a new skill so establishing good instructional routines is an incredibly important part of this but you want the routines to fit you and to be comfortable for you in some of the lessons you'll see things like uh make a gesture for a particular type of sound a continuous sound or a stop sound or you decide what is a gesture that will make sense to to communicate that idea so in the manual there's a whole section about implementation guidance that starts on page 16. and in that section there's some important things you can see the diagrams right there one of them is the suggested breakdown of the 90-minute reading block you fly foundations is designed to address the decoding side of learning how to read the idea is that you'll have you'll use other materials to address the language comprehension side we do recommend that each of those takes about 30 minutes of your 90 minute reading block and that middle time is your time to differentiate so to provide small group supplemental support for kids who need it and also enrichment for kids who are ready to move on as i mentioned the ufi foundation's lessons are divided over two days so over the course of a typical week you would address concept one during um monday and tuesday and concept two on wednesday and thursday and then friday would be reserved for review and assessment so each of our core lessons has eight steps um and these eight steps stay pretty much the same through all the lessons there's some slight variations um when you get to different types of concepts like morphemes or multi-syllabic words and the directions are slightly different but for the most part the steps are exactly the same for most of the lessons um so the idea is that we divide the lesson across two days and steps one through five are taught during day one and then day two begins with the review of step five and then goes through steps six seven and eight so the way that we think about this is those first four steps are designed for warm-up and review and to get students ready to learn the new concept and as you can see day one that 30 minutes of ufi foundation's time is divided pretty much in half between the warm up and review time and then introduction of the new concept so each part those first four steps combined is about 15 minutes and the new concept is about 15 minutes on day two the new concept review is very quick and then you spend a lot of time applying the new concept and reading and spelling words and then in reading and writing connected text and again there's about a 15-minute combination of five six and seven and then step eight is 15 minutes on its own so the amount of time that you spend on each step we think is pretty important we recommend that you don't spend 45 minutes or an hour slowing down and doing these things a lot slower because the pace really is important for developing kids automaticity we want to get them to the point where they can respond quickly and and don't take a lot of time to get through this on the other hand if you're not if you're only spending 15 or 20 minutes for getting through steps one through five you're probably not giving kids nearly enough practice so we really have spent a lot of time and effort getting the time amounts pretty exact so you want to try to stay as close to those time the recommended times as you can so um when you're teaching your lessons you're going to need your lesson um plan and the lesson plan has all eight steps laid out for you and here's an example of a later lesson plan for one for morphemes introducing morphemes each lesson plan has an accompanying slide deck as well you will also need to teach these lessons some form of manipulative letters we prefer magnetic letters these tend to be easiest for kids to move quickly and to keep organized on the board the word work mat is another great alternative these are velcro tiles and just card stock printed and we've got the template for creating those available on the fly foundations toolbox you'll also need to have a writing surface and a writing utensil for every child so um the most common one that our teachers in our pilot schools use was a dry erase board and marker paper and pencil is fine some teachers had kids right on their tables with the dry erase marker that worked well too if you haven't yet visited the foundations toolbox we encourage you to go ahead and do that there are a lot of the things in the other tools are things that we're still adding but we do have um available the you fly apps already and you will see how those get applied in the steps as we go through them there's also a place where you can download this what we call our little cheat sheet the lesson planning implementation support guide um this is a quick overview of each step of the lesson um if i were using foundations in a classroom today i would print this out double-sided laminate it have it with me all the time put it in a sheet protector or whatever have it out and ready so that while i'm getting familiar with the lesson steps i can refer to this what am i supposed to be doing what material do i need for this this just puts it all in one place very easily accessible and it goes through each of the steps for both day one and day two also you've got lesson resources for this you actually have to scroll down we've had some people say where are the lesson slides you have to scroll down until you get to the buttons that have each unit laid out and so these are the units that are or that the scope and sequence is organized by and if you just click on one of those buttons it'll take you to all of the materials for the lessons in that particular unit so this is the alphabet review and longer words unit resources and on here you've got for each concept you've got a slide deck and the slide deck is available in both powerpoint and google slide format you have decodable passages you have home practice activities and um you also have other additional activities right now we have roll and read games we will be adding additional activities um later on so the slide decks as i mentioned are available in both powerpoint and google slides format and if you haven't already noticed just today we added a slide deck tutorial um this is available on our youtube channel and i believe there's also a link now on the website for this and this is super helpful so that you'll know how to actually use the slide deck in connection with each step of the lesson so we'll be referring to it but we're not going to guide you through all of the little components to it i really highly recommend that you watch the slide tutorial video i'm also in the lesson resources section this is this is some of the home practice activity and the um decodable passages that are available here's an example of the rolling reed game we'll also have word cards that you can use for board games and now i'm going to turn it over to my colleague valentina contest let me give her remote control of my screen so she can take us through the first steps in day one thanks holly and welcome everyone feel free to comment in the chat or use the q a um as questions come up as we present more information about the steps in day one as holly mentioned we will be using the sh sample lesson that's found on pages 168 and 169 as we discuss each of the steps in day one so we'll be discussing the phonemic awareness step the visual drill step the auditory drill step the blending drill step and ending with the new concept step um as holly mentioned each of the lessons has a accompanying a slide deck that can be found as powerpoint or google sites and the first slide for each of the lesson slide decks includes both the lesson number and the concept as holly mentioned there is a tutorial now available in further utilizing the lesson slides and you can find that link in the chat the video discusses in greater detail the symbol key and how we use this to support your use of the slides throughout the lesson so very quickly if you see the red box that means that you no additional slides are needed if it's the teal icon that means that we suggest using the slides in editing mode or just normal viewing mode if it's the orange icon it means that the slide should be used in slideshow view and if there is the blue web browser icon that means that you should either be sharing a website or some other type of resource so once again the core lesson includes eight steps beginning with the warm up and review step steps one through four then the introduction of the new concept step five word work and irregular words in steps six and seven and then ending with connected text today we will be discussing steps one through five which are in the day one lesson here's the day one and day two broken up with those approximate times yet again and um just a reminder and again the slide deck tutorial goes into more detail about this but each slide deck has the lesson slides for both day one and day two so there are transition slides that are important to note here on the screenshot so to discuss more of day one as holly previously mentioned steps one through four are intended to be quick warm-up steps um so these should take approximately 15 minutes altogether in order to devote at least 15 minutes to teaching the new concept and allowing students multiple opportunities to practice with that new concept so here's what the visual schedule looks like for day one again students engage in the phoenix awareness drill the visual drill the auditory drill the blending drill and end with learning the new concept so to talk about the first step phonemic awareness again this is the first step that allows students to warm up and for the lesson as far as teacher materials all you will need is the information on your lesson plan and students do not need any materials they are engaging by listening and by using their fingers to segment sounds this step should take approximately two minutes so it is a very quick step to warm up for this step first you'll engage your students in blending phonemes in order to form full words so you will orally segment the word into individual phonemes or sounds for example and then students correlate blend those phonemes to form the full word by saying fish it's very helpful whenever possible to use connected phonation to support student blending so instead of saying ish to help them blend those sounds together this warm up is a great activity to do for decoding or reading because students will need to be able to blend phonemes when they are reading words the second part of the phonemic awareness step is phoneme segmentation so for this you will orally present the word and students will repeat the word and correlate segment into individual phonemes for example you would say the word shin students will repeat the word shin and then segment into individual sounds and then they can repeat the word again shin so the goal of this is for students to first hear the whole word and then be able to segment or separate the individual phonemes or sounds say here in the word and this activity is a great warm-up for encoding or spelling because when students spell or encode words they need to be able to hear each individual sound in the word in order to represent it with the letter or letter combinations that they know for that sound so the phonemic awareness step typically highlights that phoneme that is used as part of the graphing phoneme correspondence in the upcoming new concept introduction or step five so this lesson is the sh lesson and so you'll notice that the words chosen for the phonemic awareness step target that phoneme the sh phoneme another thing you'll notice here is that um we have tried for blending to always begin um with words that have uh continuous sounds at the beginning like you see here with fish and rush and ship and shut um another thing you'll notice is that whenever possible we try to list these in uh order from least to most complex at the bottom like you see here with shin versus brush at the bottom of the list here's a video example of the teacher engaging her students in this step and holly i don't think that we can hear i think it might be because you're muted let's start it over okay that's good [Music] i'm going to tell you the words and you are going to tell them each sound and we're going to use our comments on so watch me the word so something you saw in the video is that the teacher used the strategy of talent and sound for that phoneme segmentation so she had the students pound the word by saying the whole word shin and then prompted the students to use their fingers to segment each individual sound so once again shin sh eh so later in the scope and sequence when students begin to read and spell multi-syllabic words we also have blending and segmenting using these multi-syllabic words but for blending these multi-syllabic words students will first blend the phonemes in each syllable and then blend the two syllables together to say the whole word so first you would present the phonemes for rain students would say rain and then students would say bo and then you would present rainbow and students would say rainbow so this is the same type of process that we would want students to use when they're decoding or reading multisyllabic words for segmenting students would first segment each individual syllable or first they would segment the whole word into the two individual syllables and then segment each syllable into each individual phoneme for example that you would say the word teaspoon and students would segment into syllables tea spoon and then with segment e and to segment again each syllable into each individual phoneme um again for this uh lesson step the symbol key tells you to just share this screen and no other slides are necessary for this step like you saw in the video example once again the phonemic awareness step is a very quick step it should take approximately two minutes students are engaging in phoneme blending so you are presenting individual phonemes and the students are blending those phonemes to say a whole word and this is a great warm up for decoding or reading and then students are also engaging in phoneme segmentation where you're saying the whole word and students are segmenting into individual phonemes like you see here with shin and this is a great warm up for encoding or spelling our next step is the visual drill for the visual drill you will be utilizing the lesson slides in the slide deck so these are graphing slides and students will be responding by saying the graph theme and then the phoneme that represents that uh graphing like you see here it with a spells ah this step should take approximately three minutes so once again for this step you'll be presenting each selected graphing the graphings listed in the lesson plan will match the slides in your slide deck so the same graphings we see on the lesson plan are represented as graphing cards or slides in the lesson slide deck students will respond when they see the graphing slide by saying the name of the letter or letter combination and then following that with its sound so for example if they saw the letter d on the slide they would say d spells after the students have learned additional phonemes associated with any grapheme based on the scope and sequence they would include all of these in the response so for example if they have learned both sounds for c they would say c spells and c spells another example that you see here in the lesson um on the screen is for the graphene s at this point in the scope and sequence students have learned both phonemes and to represent that grapheme so when students see that s on the screen when they're presented with that grapheme they would say both phonemes or sounds that they have learned for that graphic here's a video of a teacher engaging her students in the visual drill [Music] and in the video you saw the teacher prompt with number two the two sounds that the students knew at this point in the scope and sequence for s so the student said s spouse and z um you also saw the teacher use articulatory gestures to prompt the third sound for y um and additionally she did prompt the students that she was asking for the short vowel sound and you will notice on the lesson slide here where we see the vowels they do have the um the symbol for short vowel sound another thing to mention in the video is that this teacher is using those gestures that holly mentioned so once again you don't need to do a specific gesture but it is important to have some way to communicate to your students that you're expecting a choral response so for all students to be able to say the grapheme and the phoneme or phonemes associated with that grapheme this allows for all students to be able to participate in the activity and all students that have that opportunity to practice and review these graphings in the video that you saw the students were seated on the carpet but this is an activity that can also be done with students sitting at their desk like you see here in the picture here's a closer look at the slide deck for the visual drill once again all of the graphings listed on the lesson plan match the slides in the slide deck so the pacing of the graphing presentation and students responses is really important the purpose of the visual drill is to help students build automaticity with graphing filming correspondences so students should be responding with the phonemes very pretty quickly if students hesitate for more than one or two seconds you should review that grapheme because that means that it's not quite automatic for the student or students yet if students provide an incorrect response it's important to do a correction procedure using gradual release with the whole group so first you would model the correct response then you would guide students in saying the correct response and finally ask the students for a core response without the teacher support this um can even be for things like making sounds blendable so for example if students say a says a and that is correct but we want them to make sure that they are making that sound continuous um we would say close watch me a spells let's try together a spells now you try it without me and have the students try it on their own without that teacher support for this step it's very important that you utilize the slides in presentation mode so that students only see one graphing displayed at a time once again this step is another pretty quick warm-up step it should take approximately three minutes for this you're presenting the graphing on the slide and students are correlating by saying the graphing so either the letter or letter combination followed by its sound so for a two letter graphing students would say c k spells and once again this is a step that really reinforces graphing phoneme correspondences and automaticity with these graphing phoneme correspondences our next step is the auditory drill for this step you are presenting phonemes or sounds to the students and students will need something to respond with so we recommend either a whiteboard and marker or paper pencil and as students are responding they're also repeating the sound and connecting that sound or phoneme to the graph being that they're writing this step should take approximately five minutes we have devoted a little longer to this step because we know writing is more laborious for our students in the primary grades so for this step on the lesson plan you'll see phonemes listed so in bold you'll see phonemes and in parentheses you'll see the graphings that students have learned up to this point in the scope and sequence so for example for the phoneme students have learned c k and c k to represent that phoneme or sound for this step you'll say the sound again what's folded in the lesson plan and students will repeat the sound while forming the letter or letter combination so if you presented the sound students would repeat is d while writing on their whiteboard or paper additionally letter formation could take place um with uh on of the finger on the table or the carpet especially in kindergarten as students are learning um about letter formation and how to use those writing utensils once again in the lesson plan it's really important for you to note what phoneme students should or which graphing students should be representing based on the phoneme that you are presenting like we saw with the example of students at that point in the scope and sequence know three spellings or three graphemes for that phoneme here's a video of a teacher guiding her students through this step the next [Music] so in the video you heard that the teacher presented the sound and the students repeated the sound and then said the grapheme or letter that represents that sound students once they learn multiple spellings for a phoneme so multiple graph themes they would write both of those on the whiteboard like you see here for the phoneme boy students have learned o i and o y to represent that phoneme or sound here's some pictures of other materials or other ways that students can respond during that step in the video we saw students utilizing their desks as whiteboards of course a traditional whiteboard also works many of our teachers in our pilot schools use plastic sleeves with cardstock in them to use this step teachers also sometimes use document cameras to project what they are providing as error correction or responses on the board so just like with the visual drill pacing is really important in the auditory drill so the pace of your sound presentation and students response is very important like the visual drill the auditory drill the focus of it is to build automaticity with graphing phoning correspondences so students should be responding quickly with the graphemes that they know for the phoneme that you're presenting if a student hesitates um with what the graphing is we should practice that grapheme again and again that connection to the phoneme and if students have an incorrect response with letter formation it's important to model the correct letter formation emphasizing where to begin for that letter which direction to move and then where to finish that letter for the lesson slide decks you'll have one transition slide for the auditory drill and then a blank slide that again you can use for error correction or to model letter formation so for the auditory drill we should be spending approximately five minutes on this step once again for this step you'll be presenting a phoneme and students are forming the graphemes that they know for that phoneme that you've presented while saying the sound so ah as an example of a phoneme that students know multiple graphings for this step just like the visual drill reinforces graphing phoning correspondences and the goal is to build automaticity with these graphing phoning correspondences our next step and our last part of the warm-up and review section of the lesson is the blending drill for this you'll be utilizing the ufly blending board app and one of our team members will be linking that app in the chat you will also need the word chain that is provided on your lesson plan and we'll take a closer look at that in just a minute students do not need any materials for this they will be looking at the words that you're presenting and they will be segmenting and blending those sounds to read the words this step should take approximately five minutes so for this step um the teacher is going to you are going to point to each graphing as the students corely say each sound so if the word on the screen was snack the students would say and then you will sweep your finger or pointer across the graphings and the students will say the whole word snack you will like once again be using the word chains to provide it in the lessons to change one part of the word at a time occasionally the word chains do include nonsense words it's important to note that these are nonsense words for the students also if there are specific words in the word chain that require a brief student-friendly definition it is okay to do that even though these lessons target the decoding part of the equation of course if we have vocabulary words embedded in these word chains it's perfectly fine to provide once again brief student-friendly definitions for these words for each lesson the word chain is provided in the lesson plan you are welcome to modify that provided word chain um or develop your own in order to best meet the needs of your students but if you are modifying or developing your own it's important that you're only including previously learned graphemes in this word chain so we very carefully develop these word chains to only include previously learned graphings another key component of these word chains is that you'll notice here on the left underneath the word chain there's a grid that will help you set up your blending board app what you'll notice here is in the final placement ck is bolded ck is bolded because that was the concept that was taught prior to this current lesson and so that concept is very important to review because students have very recently learned it so you'll notice in this word chain that ck is targeted and there are a lot of words that allow students to practice and review with that ck grapheme whenever possible use connected phonation to help students make those continuous sounds um so that's they have an easier time blending these sounds as they blend words here's a quick video of a teacher using the you fly blending board to guide students through the blending drill it was a little bit hard to hear but what you heard is a student segmenting um the sounds and then blending the sounds as you could see it's very easy for the teacher to change the word by clicking on the app and we'll take a closer look at how the app functions in just a minute this is um what the app looks like and so you'll notice that the word that you're building is always at the top so very easy for the students to see and then the tiles that you see in blue yellow green and pink are ones that you are manipulating you are changing in order to create words for your students another feature of the app is as you create words the words list here on the right side of the app so the blue tiles represent initial sounds so the only sounds that you'll see as a blue tile are sounds that can go in the initial place of a word yellow is medial sounds green is final sounds and then in pink we have icon our tiles for silent e or s at the end of words if you click those three lines at the top it will prompt you to this screen the app always generates with just the alphabet on it and so you'll see this first row that's what the app will generate with but it also allows you to click additional tiles that you need for that word chain provided on the lesson plan you can click a whole row like by touching the all button um or you could clear it by clicking none as you can see once again only sounds that can go at the beginning of a word or in the initial placement are in blue any sound that can go in the medial placement is yellow and then things are sounds that can go in the final placement are in green here in pink once again you can click silent e for words but also unclick it by using the blank pink tile and again you can do the same thing here with s and e s in words one thing to point out is that we do have consonant clusters on the app so that it can function with initial and final sounds however as is discussed in the manual we do not recommend that these are taught as in as individual or as one sound um they should be addressed as individual sounds so for example for the word snack we would still want students to sound outs snack because they are not um individual sounds or graphs they are individual sounds not their own crafting i apologize it's very late here is a closer look at a teacher utilizing the blending board app on the screen as you can see she's utilizing a smart pen on the board where she can quickly and efficiently click the tiles that she needs to create the new word she can also provide that segmenting and blending support of the word here's another example of that once again being close to the screen is an important component in order to make this step efficient as holly mentioned as you are beginning the school year thinking about where you're placing your computer and other equipment is really important again in order to ensure that you are delivering efficient lessons if you do not have the blending board accessible to you you can present students with words using graphing cards or simply writing the words on the whiteboard the important part is that you are presenting the words for the students and students are practicing decoding of these words and once again these words only have previously taught graphings in them for the lesson slide decks for these slides you do not need to use them it just prompts you to open the you fly blending board app which was linked in the chat we highly recommend that you bookmark this app because it is one that you will use weekly for your lessons so once again the pace of this step is very important because the blending drill is now to build decoding automaticity so students should be responding by segmenting the sounds and then reading the word quickly if students read a word incorrectly it's important to use that same type of correction procedure that we went over earlier where you are modeling the correct response or reading of the word you're guiding the students through the reading of the word and then you're asking the students to provide that poor response without your support and it's really important across these warm-up steps or really throughout the whole lesson and while students are reading words in the blending drill that they are producing blendable sounds so when sounds are continuous we want to make sure that students are stretching those out and for stop sounds we want to help students avoid adding those schwa so once again the blending drill is approximately five minutes for this step the teacher or you are presenting a word with concepts that have been previously taught and students are reading the words correlate once again this app is intended for you to use and manipulate students are just focused on segmenting and blending the sounds in order to read the words the goal of this step is to develop students decoding automaticity and once again you are the one manipulating the tiles in order to help your students practice decoding now since i've talked so much and i'm getting all tongue twisted i'm going to hand it back to holly to finish up day one with the new concept step thanks valentina and um step five the new concept is probably the most important step of the lesson it's where you are very explicitly teaching kids about the new um concept whether that's a graphene phoneme correspondence or a morpheme or a spelling rule you are explaining it very clearly so for this step of the lesson this is going to take you approximately 15 minutes it's about half of day one and for this you will need your lesson slides and your students will need their writing utensil and their writing surface so something to write on and something to write with they'll also use some spelling strategies um during this particular step and we'll talk about those real briefly all right so because it's so important that the explanation of these concepts is very clear and direct we provide recommended teacher language you don't have to follow this word for word but i would if i were teaching these lessons it just is already thought through how to explain this very clearly and the the language on your lesson plans aligns exactly with the lesson slides so when you are teaching this and you're you're just reading this particular language you will have these slides come up so a constant digraph is when two consonants come together to make one sound you've already learned about a consonant diagraph at this point you'll have the ck slide up we've talked about ck when c and k are together at the end of a word they make one sound the two consonants s and h have their own sounds and but when these consonants come together in words they make one new sound like at the beginning of the word sheep so that just very clear initial explanation is really important one of the other things that's important when you're teaching a new grapheme is that kids need to know well where in the word in a word can that particular grapheme appear so the next slides go over that and the next part of the recommended teacher language follows the consonant digraph sh can come at the beginning of a word such as ship and shop and the consonant digraph sh can come at the end of a word such as fish and wish so these slides are animated so that you can put these words up as you are saying them another thing to note and this is probably obvious by this point um the anything between the slanted lines or the verbals are sounds that you'll produce the phoneme and when you see a capital letter that's you're going to say the letter name so you're connecting the grapheme and that phoneme the next part of introducing the new concept is explaining the articulatory gesture so one of the things that's really important to know when you're teaching these lessons is that a really critical piece of this is developing kids phonemic awareness so as educators we were always taught that a phoneme is the smallest unit of sound in spoken language which is a true but incomplete explanation of what a phoneme is a phoneme is the smallest unit of sound but it's also the physical act used to produce the sound or the mouth movement or the articulatory gesture so one of the things that we connect with the graphemes is what's going on with your mouth as you're making this particular sound so the language for this would be to make the sh sound put your t's together and round your lips like this pull your tongue back toward the back of your mouth be sure your voice is off because this is a quiet sound the sh sound is a continuous sound that can be stretched out watch me shh you try okay so all of this is just built in so that you can explain very clearly to your students exactly what it is you want them to know once you have talked about the articulatory gesture the sound wall card is on the screen you will take the actual sound wall card and add it to your consonant grid at this point under so you're adding at this point the sh to that particular sound wall so here's a quick clip of a teacher valentina um introducing us and then the next piece of this is practicing letter formation so these um are a particularly important part of the initial alphabet introduction um lesson so i think it's 1 through 34. um the letter formation is a big focus for later lessons it will say practice letter formation and that's an option for you if your students still need it but for those initial um lessons one of my favorite things is that we have built into the slides a little video example of the lesson being or the letter being formed so you would model yourself the directions for the less for performing the letter and that language is in the alphabet lessons and then you can have the video model it as well so while this is being modeled so this is an n while this is being modeled i can walk around and watch students to make sure they're doing it correctly and this video continues on a loop to me this is a great um feature one of the things that i would like to use as well with this is having kids actually um point and look looking at their arm kind of like a pencil making the letter um on with their finger practicing that that letter formation over and over again and doing that along with it so after they've written it on their dry erase board have them practice it some more we also have um for this particular step practice reading and spelling words this is a really important part as soon as kids have learned the graphing phoneme correspondence we want them to apply it so for for each lesson there are some read words and some spell words so the read words are laid out on the slides and again um i don't know if you can see it on these slides but you have the slideshow mode icon in the corner that's important because you want those um slides to be in slideshow mode because those words are animated and you can have one come up at a time and that will be the one you're focusing on when you get to the spelling practice you'll see the um the lined paper slides and this is gives you an opportunity to spell and then it'll prompt you to do let's spell together so the let's read together watch me read let's read together watch me spell let's spell together this corresponds with the i do and the we do for each of these so let's watch valentina do the i do part there is a word okay so that was the i do um now let's watch her do some we do practice [Music] very good reading here we go we're sounding confident pretty straightforward and for this um spelling the same kind of thing happens first the teacher will model a word and then the kids will do the we do for the spelling part what we recommend is that you use a spelling strategy the two that we recommend are alkonin boxes and pound and sound so if you're using alconen boxes you would go through these steps these are explained in the manual as well um you would start by counting the sounds draw one box for each sound insert the letter or letters for each sound and in the case of the word fish you would put the two letters sh in one box because they represent one phoneme and then you would have students write the whole word under the boxes and then read the word alcona boxes tend to work better when you are doing one-on-one support or in small group supplemental instruction for whole class um we tend to see pound and sound working better so the idea for pound and sound is you want to prompt the students to pound a fist so they would um say the word so if i'm if i'm spelling fish i would say fish and then i would sound it out and the sounding part is the segmenting and as i'm segmenting i would write each letter so students write the letters um to spell the word if you are doing a multi-syllabic word then you're pounding once for each syllable so if i'm spelling the word lobster i would say lob stir okay let's go back and think the first one is lob sound it out then stir and i would write each um grapheme as i come up with the phoneme so there are multiple ways that you can do this writing out the words is the simplest way if your kids are able to do that quickly what we have seen is that early in kindergarten before kids have the fine motor skills to write their letters um using some of the other manipulative letters is either the magnetic letters or the word word matt can work really well instead of having them have to write so at in summary for the new concept step five this takes about 15 minutes total the introduction needs to include the discussion of the placement and example words it includes an explanation of the articulatory gesture letter formation practice as needed so if your students are pretty proficient with their letter formation then you're not going to worry as much about that but then in that case you would probably spend more time doing word reading and spelling so that is our um day one um lesson so in the second part of this that we are going to come back to on wednesday i believe we are going to go over day two so we've got day one that has steps one through five day two we will do a talk about a new concept review and then take you through steps um six seven and eight um so we have a few minutes for questions if anybody has any at this point and we also recommend that you visit our website and um follow us on social media to get some more information we do have a new facebook group that's designed specifically to support teachers in their use of foundation so i believe it's called you fly foundations community all right yes we do have some questions for you um dr lane and dr contest the first one is if students in first grade or second grade have never been exposed this type of learning focus would you remem recommend starting at like the kindergarten level lessons if students have never had any phonics instruction um is that what that means i guess they mean like this intense of like systematic and explicit phonics instruction um i i think it's more a matter of what they have learned so a lot of kids tend to pick up a lot of phonics instruction or a lot of phonics skills even if they haven't been explicitly taught so in that case i would do some assessment with with my kids and kind of pick the lowest common denominator what are the things that um what are the the first skills in our scope and sequence that you would have some kids that still need it's not going to hurt kids who have those skills to review them um but you want to make sure that you are addressing everyone's needs if you have a couple of kids who are way behind the rest then you might be better served by pulling those kids for small group instruction to help get them caught up and start at a place where the where a larger number of kids are still needing support perfect thank you um and then the second question we have is do you recommend um first graders or um essentially first graders uh do letter formation the letter formation parts of the getting ready lessons if um schools are already using uh a handwriting published curriculum outside of of you fly foundations yeah if letter formation is being systematically taught then i don't think it's it's particularly important um it's what's important is that kids get time um with explicit instruction in letter formation if if they're getting it elsewhere then um what i would probably do is just do a very quick review not spend as much time as um is designated in the lesson for it um just to make sure that that the kids are keeping up perfect no that makes complete sense always wanted to check everything with them just to make sure they get it all and then um the last question which kind of i thought was what was interesting is kind of putting it all together what what would you expect from a child who goes through all of these lessons like these are lessons meant to be from cater to mastery at the end what would you expect from a child that goes through all of these lessons all the way through kindergarten first and second grade i would expect a pretty proficient reader so at that point they would know how to read words now you fly foundations does not address the language comprehension side of reading and so it's certainly not enough to just learn how to do these phonics skills but it is extremely important so um the way that i like to think about it is this is absolutely essential but it's not sufficient you also need to be developing kids language comprehension their vocabulary their their syntax their background knowledge and so forth and if you're doing that and the and you fly foundations you're going to have really proficient readers awesome which i think is the ultimate goal of what every teacher and everyone that's listening right now what we want all of our little kiddos to be doing wonderful if you didn't see the first webinar we did share some of the data from our pilot schools in that webinar and um we were even kind of surprised at how incredibly effective it was we had the smallest effect size that we had was a 1.2 which is extremely strong effects so we have been very excited to see this implemented and yield such really good skills with kids so i think if you do implement it with fidelity and go through the steps as we are describing them you are very very likely to see very good results wonderful and i know we didn't get to every single question that was here today so if you have additional questions my um colleagues will pop um our email our youtube email into the chat box but you can also go to our website any of our social media um and ask us questions there we know everyone when when you start rocking and rolling with this you're going to get those questions so just feel free to email us and we'll get back to you as soon as we can yeah you're actually your best bet is to go to the facebook group you will get a faster response and chances are if you have a question some other teacher out there has the same questions so you're not just helping you do it better you're helping other teachers do it better when you get your questions answered there definitely i love seeing all the chit chat that's happening on there it's very fun well thank you all so much for joining us we really appreciate it and we hope you are enjoying getting to know foundations and we hope you'll join us again on wednesday for the second half of the lesson that's five again and six seven and eight thanks everyone have a great night