hi everyone welcome to the first in our series of you fly foundations implementation webinars um tonight's webinar will include an overview of the ufly foundation's manual the lesson steps and our free online resources this webinar is being recorded and the recording will be available on the ufly foundation's website after tonight before we start a few logistics so first i'm sure many of you are anxiously awaiting the manuals you've ordered um so if you have questions about your order status please contact our publisher ventress learning their contact information is available on their website and one more logistic before we begin if you have any questions for our panelists tonight please post them in the q a box instead of the chat we've got quite a few folks on tonight so questions um may get lost in the chat so they are much more likely to get answered if you post them in the q a we'll be able to type out a response that everybody can see or flag them for our presenters to answer live if we have time at the end so with that i'd like to welcome the authors of the you fly foundations program and our hosts tonight dr holly lane and dr valentina contess welcome ladies and let's get started thanks colleen and welcome everyone we're very excited to have you here and we're very excited that you fly foundations is landing in people's hands right now so um we hope that you're as excited as we are to see it implemented um we will um get started hold on a second there we go okay um by just reiterating if um you have not ordered a manual yet and would like to you can um order it at ventresslearning.com and also they will be able to answer any questions that you may have about shipping um we are i think um caught up now on shipping and hopefully we will have enough paper to keep printing additional ones as they get ordered so without further ado let's get started um uf my foundations if you aren't familiar with it so far is a program that is both research-based and evidence-based so i wanted to start out just by talking a little bit about the research base and the evidence base for the program when i say it's research-based that means that we very carefully reviewed prior research and built a program that we know incorporates best practices that have been found to be effective by by that prior research so you are probably familiar with the simple view of reading and there's a lot of research that says that this model explains reading comprehension pretty well well ufi foundations is designed to address just the decoding side of the equation we do not include content that focuses on the linguistic comprehension side the the research on foundational reading skills is an enormous database so we have lots of reviews out there the national reading panel probably being the best known review of research and also a more recent review is the institute for education sciences practice guide on foundational skills and so these were both very informative for us as we built this i'll also mention that the ies practice guide actually um reviewed some of our prior research and including that the review of that research in the development of their recommendations so we're very familiar with the background of of what works we are all we also relied very heavily on the work of lynnea erie and her research on the phases of word recognition development so um this chart is actually in the manual that provides an overview of the different phases of word recognition development and the kinds of instruction that need to be happening while students are in each phase because the idea is to move them to the next phase we also just looked at the more broad research not specifically on reading about effective instruction and we know that for teaching skills effective instruction should be explicit and systematic and so these lessons are very explicit they're very clear and direct provide lots of demonstration and modeling a lot of guided and independent practice they're also very systematic the scope and sequence was very carefully designed and it proceeds in very manageable steps some of the other features of effective instruction include having ample opportunities to respond that is probably one of the most important elements of these lessons that kids get tons and tons and tons of practice applying the skills that they're learning by reading words spelling words reading and writing connected text we also incorporate behavior-specific praise they're really helping kids understand when they respond if that response is correct we reinforce that and if it's incorrect we provide corrective feedback that supports their acquisition of the correct responses we also very deliberately design the kind of practice that students get for this kind of skill development you could do either blocked practice where you practice one thing over and over and over again until it's mastered or you could do inter-leave practice where you introduce a concept maybe not master it yet but then you keep introducing other concepts and coming back around in a kind of spiral fashion and continuing to practice things and for skills that are very closely related like the skills involved in in reading words interleave practice tends to be more powerful so you will see lots of concepts keep coming up and that's very deliberate it's really important that kids keep having opportunities to practice skills that they may have learned a week or two ago and continue to build that and the lessons are very carefully designed to incorporate that that's the research-based part now the evidence-based part is the work that we've done in piloting this so two years ago we piloted in one school and that was really more about the design of the lesson and the usability and feasibility of this so could teachers take the lessons that we had planned and teach them effectively and they could we got really great feedback from his teachers and we made some really important adjustments to the lesson based on that and then this past school year we did a district-wide pilot in 21 schools with a large number of children as you can see and we were able to compare last year's students with this year's students in kindergarten in first grade the district did not do progress monitoring assessments last year so we were in second grade so we weren't able to do that comparison um but the kindergarten um two years ago in the kindergarten in this past year and then the same with first grade we did that comparison um using dibbles and in each case we saw that they were starting this past year lower than previous years and they finished the year um better than previous years and that was true for all of the different doubles measures um but one of the things that we were most excited about was when we calculated the effect sizes um the you're probably familiar with this um barometer of effect sizes from hattie's work and the idea that you want to have an effect size of at least a 0.4 to be considered a desired effect well when we calculated the effect sizes from our district-wide pilot we were literally off the paddy chart our kindergarten effect sizes ranged from 1.2 to 1.44 and our first grade effect sizes ranged from 1.42 to 2.04 so we were even surprised that it was that effective we were very very pleased with the kinds of results that we were seeing so now we can say with confidence that ufli is both research based and evidence based one of the things that we find especially important is how this fits into a plan for professional learning in the manual one of the things that we're very proud of is that we have provided really strong background knowledge building for teachers so the first parts of the manual are really designed to provide you with the background knowledge that you need to teach foundational skills effectively now the intended effect of professional learning is this diagram that you see professional learning the idea behind doing pd is that it's going to improve classroom practice which will in turn improve student outcomes but what we know is that actually almost never happens what we see is professional development leads to better knowledge but that knowledge very seldom gets translated into practice and so what we call that is the research to practice gap and this is a very big problem in education in general is that what we are learning about things aren't getting implemented effectively so one of the things that we figured out through this process um is that we if we target the professional learning activities and we accompany that with an educative curriculum we consider you fly foundations to be an educated educative curriculum and by that i mean that by teaching these lessons you will actually learn more about teaching reading and when we see that that that these two things combined that research to practice gap disappears and that's evidenced in our district-wide pilot that by doing these lessons we saw really dramatic changes in classroom practice and those practices those improved classroom practices led to improved student outcomes so we are going to be launching some online professional development that goes a little bit deeper than what the manual provides and so this is something that will be available soon you'll be hearing about this um we'll be announcing this on our social media and our website as well um but there are modules we have actually some districts piloting this right now this professional learning on these different topics and this is a little bit more enhanced version of the background knowledge building that's in the manual so this takes about six hours to complete and it's completely asynchronous so if you're interested in that stay tuned we'll be giving more information out about this soon so let's dive into the manual itself and we want to make sure that you're familiar with all the different parts of it and then we're going to take you through um the lesson steps very very briefly but keep in mind that we're going to have follow-up webinars starting as soon as next week where we will go into the lesson steps in a lot more detail but this will give you an overview and where to find all the different materials so the first part of the lesson of the you fly foundation's manual um really gets into this um the implementation and did i say the first part the the implementation section gets into all of this information the scope and sequence and how to prepare for teaching the lessons actually how to go through each step and then there's a lot of other resources available so in this section of the manual this breaks down the different components of the program and so as i go through the different parts of the manual you'll see a little page number over there to indicate what to look for so one of the first things that you'll see on page 16 is the um breakdown our suggested breakdown of the 90-minute reading block um [Music] ufi foundations is designed to be administered or to be delivered in whole group that's how we piloted it and that's the the data that you saw came from that implementation but we have also seen teachers implement it in small group and even one-on-one with really good effects too but we haven't systematically studied that and i'm always reluctant to recommend something that i haven't actually got data on so you see a lot of programs out there that get published and sold to teachers when there's never been a study of it and i don't feel comfortable with that and so i don't want to do that with you fly foundation so we know that it works whole group and we have studied variations of it in intervention mode but we haven't studied it specifically yet so you'll be hearing more about that so the 90 minute reading block we suggest that you divide it up into three 30-minute segments with 30 minutes devoted to your phonics instruction your decoding side of that simple view equation with the other part the other 30 minutes devoted to language comprehension and then the 30 minutes in between is where differentiation can happen so this is when kids who need a little bit of extra small group support can get that this is when you can implement the center activities that we provide you can do other enrichment you can also incorporate differentiation related to the language development side the way that this is structured the intention is that one lesson is taught over two days and this is something that we learned from our initial pilot school they suggested this and we tried it and it worked really well so we divide one concept or one lesson over two days and so monday tuesday would be less than 26 and wednesday thursday would be lesson 27 and then on friday you would do review and assessment and so the all of the review and assessment differentiation part of this we will get into in much more detail in a future webinar as well so in the manual you'll see plenty of um opportunities to learn about the lesson components there is a detailed explanation of each lesson step one of my favorite elements in the manual is this lesson roadmap this really takes apart the lesson plan and the lesson plan is pretty standard um in the core lessons they're all pretty much organized like this so you can see what information you can glean from each lesson step at each step of the lesson plan so in the instructional materials one of the key things that you'll find is the scope and sequence the scope and sequence is designed intentionally as one continuous scope and sequence to cover all of the decoding encoding skills that kids need from the beginning of kindergarten through the end of second grade and we put it all together in one manual very intentionally first we don't think that you should have to spend money to buy three separate manuals second we know that a kindergarten teacher might have kids who are more advanced beyond what would normally go in a kindergarten manual and second grade teacher might have kids who are struggling and need some review of skills that might be appropriate for typically for kindergarten and first grade so we wanted to give you access to all of those things but in addition to the overall scope and sequence we do have a suggested lesson sequence for each grade level um you are you are obviously quite free to teach lessons beyond your grade level suggested sequence but this has worked well in our pilot schools to implement the ones that are indicated so this is the kindergarten sequence this is the first grade sequence and you'll probably notice there's some overlap between the kindergarten and first grade and then second grade actually has some of those same lessons as well but then it moves on to more advanced skills so um if you have older students maybe third fourth fifth grade students who still don't have these skills that's one of the questions we hear a lot is it an appropriate thing the content is perfectly appropriate to use with older students who don't have these skills so um it it would probably not be as appropriate for whole class instruction in those grade levels if you have kids who are on more on grade level but for intervention absolutely so the the lessons are organized into two main groups there are a few ten lessons actually at the very beginning called getting ready lessons a through j and the idea behind those is we're introducing kids to the sound wall idea um and we're introducing the the alphabet knowledge and letter formation so depending on what grade level you're teaching you um may choose just to do the sound wall part of these lessons or you might choose to do the letter formation as review if your kids maybe aren't really firm in their alphabet knowledge and letter formation but for kindergarten you're probably going to do all of these lessons in their income in their entirety um this is also the period where we suggest that you spend time building instructional routines and teaching kids how to manage the materials so you'll be using things like a dry erase board and marker to kids know how to get how to erase the board quickly so it doesn't slow down the lesson piece um do they know how to put the cap back on the marker so it's they don't have to have a new marker every day because it's dried out um those kinds of things getting their magnetic letters out and arranged so that they can do word work with them so the getting ready lessons um have those two sections and um throughout these lessons the there is a lot of what we call recommended teacher language um you can read these exactly as they are but you don't have to consider that you're following the script exactly if you want to alter it in some way to make it feel more natural that's fine just make sure that what you say conveys exactly the same message because that part is really important personally when i use these i prefer just reading the lessons because i don't have to think of how to explain these concepts each of the lessons has an accompanying slide deck and we'll talk a little bit more about about that um later on and how to find those um but the big the getting ready lessons because they're very limited and just introducing the the sound wall concepts and the letter formation this is an early one that is just working on basic strokes not actual letters yet but then later on in these you're actually forming um letters and practicing doing those those are all built into the slides um again this is um there's information in the manual about some of the things that you can do to prepare your classroom including the equipment and the classroom spaces and materials preparing your students to be successful what kinds of behavioral expectations you want to convey what kind of instructional routines you want to establish in particular the instructional routines that we think are particularly important um effective and quick ways to have kids respond and ways for you to signal their responses um and so those are those things can make the lesson go a lot more quickly and um you're not wasting time any down time during a lesson is a is just basically robbing kids of an opportunity to practice more so the more the more carefully you have prepared your students to follow instructional routines the more instruction that you can get done and your time is spent learning rather than transitioning for example the core lessons are the bulk of the manual it says lessons one through 128 but there are 10 additional lessons that we have built into the short vowel review and those we recommend that you look through at say 37 a and b and decide do your kids need both of those or would one of the two be more appropriate um the a in each of these examples is the easier of the of the lessons and the b and and if there is a c those are the more advanced ones so um some teachers have decided that their kids need more reviews so they're just going to do them all some are just going to pick one of those to do so that part is up to you to decide but again these lessons are designed to be implemented in a whole class setting the lesson structures are pretty standard throughout all of these core lessons but there's some slight variation based on the content of the lesson but the same basic steps are included and again dividing the lesson across two days seems to work the best and so the 30 minutes a day so it works out to one hour per lesson so the way that the lesson is structured we have these eight steps um and again these four lessons have these very consistently um we have divided them across the two days so step five where the new concept is taught is the one that is sort of the bridge between the two days the way that we think about this breakdown is that these first four steps are the warm-up and review there's nothing new taught during these steps this is what gets kids ready to learn they are activating their background knowledge and together these four steps take approximately 15 minutes if you're pacing it well that leaves the other 15 minutes of your lesson time to be devoted to learning the new concept so that new concept introduction is a really really important part so we have a much greater emphasis on that during day one during day two it starts with a quick review of that new concept and then there's practice reading and spelling words so both regular words in the step six section and irregular words in step seven and then in this day of the lesson the bulk of the lesson is devoted to reading and writing connected text so kids spend some time reading sentences some time writing sentences and then time reading a decodable passage so here's what the lesson looks like again and so you have you can see each of the eight steps listed out and on these in these eight steps there are some pretty important pieces we have on most lessons there's an instructional note section and that's anything about that lesson that's important for you to note before you teach the lesson because these are so already planned out there's not a whole lot of work to do other than just reading through the lesson plan just to make sure that there's nothing that you need to learn more about before you teach but each of the lesson steps follows pretty much the same basic sequence step five is the only part of the core lessons that has the recommended teacher language written out the rest is just the material that you'll need to teach that step here's an example of a little bit um a more advanced lesson this one is about morphine so the suffixes um to e-r-o-r and i-s-t and you can see there are slightly slight changes in the lesson format so um for example the the words in step one are now um multi-syllabic words so there are differences like that that um things that change across the lessons but those changes are pretty minor and it's pretty clear why they are there so the manual also includes some other um features that we that we really like um there's a detailed scope and sequence so one of the nice things um about that you have the scope and sequence that i already shared but on this one you can see some additional important information so for each of the concepts um for the the graphing phoneme correspondences that are taught it provides a keyword and also the graphing placement where in a word or in a syllable can that particular graphing appear some can only appear at the beginning or the middle some can only appear at the end and so forth and so that's built into the lesson um an explanation of that but it's a nice reference to have here any new irregular words that are introduced are listed here and we include temporarily irregular words so what we mean by that is that is a word that um if it has an asterisk next to it it means it's a word that is decodable but kids who are going through this scope and sequence haven't yet learned the graphing phoneme correspondences that they need in order to read that word so at that point they're learning it as an irregular word but we consider it temporarily irregular another feature that teachers requested so we included in here was where other high frequency words are addressed so these high frequency words are both regular and irregular words that are included on the dolce list and the fry list and some of these are included in the lesson not all of them but these are high frequency words that kids should be able to read at that point in the scope and sequence they've learned the skills necessary to decode that word so that's really helpful when you're planning other kinds of practice and maybe you want to write your own sentence for to dictate for kids to spell well you can look back at these high frequency word lists and figure out some of the words that could be useful to have there we also have in one little section a listing of all the graphene phoneme correspondences taught so these are the phonemes in the order that they're introduced and then the graphemes that are taught to correspond with those and the lesson number for each connection so the articulatory gesture explanation is right here as well it just makes it nice to have all of this in one place so if you need to go back and review the articulatory gesture with the kid who's struggling you don't have to find that lesson you can just turn to this reference here's a little closer up version of that resource as an example for the phoneme one of the other things we have is some guidance on forming letters so just the directions for letter formation for both uppercase and lowercase and i actually love this part this is the glossary if you are new to the science of reading some of the the terminology may be new to you and this is just a helpful reference for nerds like us um so one of the things that's really important um is that we have in addition to the manual itself other materials that you'll need to teach not very many but we want to make them make it as clear and as available as we can so obviously you'll need the lesson plan you'll also need a sound wall of some kind um and so the sound wall pictures are embedded in the lesson slides we will are also going to be um releasing a sound wall very soon we're going to have one that you can print out or one a nicer quality one that you can with a little bit more information in it that you will be able to purchase from our publisher um so those are both things that will be coming very soon you will also need manipulative letters of some kind we recommend that you have magnetic letters but it's also nice to have other alternatives like the word work matte you'll need each child so for the manipulative letters you need one of those sets for each child to be able to manipulate the letters you also need to have a writing surface and a writing utensil for each child we've had in several of our pilot classrooms the writing surface is the kid's desk or their table and they just use a dry erase marker on it and erase that but having something a dry erase board some sort of writing paper all of the other materials that you'll need are available on the you fly foundations tool block so this is on our website um and all of the things here are downloadable so one of the things that you will be able to find is printable resources and this is where the links to the ufly apps are we are going to also be posting um video support so these webinars will be there but also support for actually implementing each lesson um you will also have information for parents so home support as well so we have home support that is connected to each lesson but then there's some general guides and and a little bit of video support for parents on how to implement some of those home activities the lesson resources include the app so you may already be familiar with the ufly apps we have two versions of the word work matte one while kids are just doing the basic alphabet and then once they get into more advanced skills we have the intermediate word word map these can be either on your touch screen your smart board if you have an interactive whiteboard or if you have individual student devices these can be loaded onto tablets or chromebooks um so these these two are intended for kids to be able to manipulate so if you've got a touch screen at the front of your classroom having kids come up and do the movements of the letters is really powerful the virtual blending board is also linked on the page this one we recommend that the teacher does all the manipulation it's not intended for the kids to manipulate another thing that always comes up is on the blending board we have consonant clusters together that's simply because of how the app works the different columns of tiles are associated with the initial medial and final position of the word and so it you need to click on the consonant cluster together in our lessons we treat consonant clusters or blends as separate phonemes we don't talk about them as a unit when we're teaching kids that again that's another reason why it's better for the teacher to do the manipulation on the blending blending board it is helpful to also have um heart word cards and graphing cards these are not essential but can be helpful um the heart words are also built into the lesson slides so you don't have to have them as a separate um a separate material but a lot of teachers find that helpful one of the things that we find very helpful is our lesson planning implementation support guide and this is a just a kind of a little cheat sheet it has a lot of the information from the manual condensed down into just a two page document so you can see lesson one through four here uh five six seven eight and so hopefully my colleagues are linking this it's also on the website on the toolbox that you can download this as a pdf um i would stick this in a sheet protector or let print it front back and laminate it and have it handy while i'm getting used to teaching these lessons it's just handy to know oh yeah what material do i need for this what teacher material was student materials and what are the things i need to do to get ready um so this is a really helpful resource that's available as well um also on the toolbox if you scroll down you will see these bricks these buttons um and you can click on any one of these buttons to get more of the materials so for example this is from the alphabet review unit you can see that each one has slide decks both in powerpoint and google slide format decodable passage for each lesson home practice activities you can see right now that's gray i'm not sure if it's still gray when this screen shot when i took the screenshot it was but we're going to have home activities for each of these lessons as well and then we're adding other games and activities so right now we have roland reads already linked we will be adding other ones as well as i mentioned the lesson slides a really important part of teaching a you fly foundations lesson they are available in both powerpoint format and google slides format but you'll want to have those downloaded and ready to teach each of the lessons in addition you will also have home practice sheets those that's an example of what one of the home practice sheets for a lesson looks like and here's the decodable passage the decodable passages are also built into the slide so you'll have it projected but you can also print it out for kids to um to read again or to take home and we left it without pictures for a couple of reasons we think having the kids illustrate is a good way to first make sure that they're not using the pictures to figure out words but also it can serve as a little comprehension check so you can see if they understood what they were reading by what they illustrate so this story um you can see what our shells represented is swimming represented it's a ship represented you'll get a sense of did they understand anything that they just read i'm here some of the examples of the games that are included as well so i'm going to turn it over now to my colleague dr valentina contess to take us through the steps of the lesson good evening everyone and thank you for being here thank you for your engagement in the chat asking questions and using the q a as holly mentioned we will provide follow-up webinars that go into far more detail for each step and materials used for each step this is intended just to be a brief overview for you all tonight um so let's go ahead and get started so as holly mentioned the lesson is broken up into eight steps with steps one through four intended to be for warm-up and review step five where students are explicitly learning a new concept and then step six and seven where students apply reading and spelling regular words through word work and then also irregular words and each lesson ending with step eight which is connected text where students are reading and writing connected text in order to understand the purpose of all of the other types of practice throughout the two lessons through two days here's a closer look at that sh lesson we use this lesson a lot throughout our support and webinars to show you different examples we will take a closer look at each of these components in the lesson tonight again very briefly but we'll follow up with other webinars as holly mentioned there are slide decks for each lesson that correspond to each of the lessons available in both powerpoint and google slides formats each lesson slide deck begins with a slide that tells you what lesson number and concept you are teaching that day with your students so it's always great to confirm that you have the correct lesson slide a really important feature of the lesson slides is that they include a symbol key so throughout the lesson slides you'll see a small visual on the bottom right corner if it is just that square that means that you don't need to do anything with the slides provided if it's in this teal icon that means that we recommend that to use those slides in editing mode so where you can move things around on the slides most of the slides are utilized in um slideshow mode so how we are presenting these slides tonight and then sometimes they have this little web browser icon that prompts you to either share a website so one of the ufi apps or any other kind of resource in order to engage that in that step once again this is the breakdown of each step and each recommended time as holly mentioned for day one it's really important to try to stick to this pacing in order to be able to devote approximately 15 minutes to explicitly introducing that new concept and then in day two making sure that we have approximately 15 minutes to devote to reading and spelling connected text each of the these days are broken up in the slide decks so these are really important slides to get each lesson day started within the slide deck now we'll again very quickly talk about each step and just have a brief introduction to the materials used for each step each of the day schedules includes a visual schedule we have found these really helpful when um delivering the lessons not just for the students but also the teachers as you're getting acquainted with the steps and so these are built into the lesson slides as checklists as you complete activities with your students so for day one the activities are that phonemic awareness warm-up a visual drill an auditory drill a blending drill and then that new concept introduction so phonemic awareness is that first warm-up activity built into the lessons and for this this is a very quick step that should take approximately two minutes uh for teacher materials all you will need is the information on your lesson plan and students are just engaging by listening and responding orally in the lessons you'll see that the focus of this step and this warm-up is blending and segmenting phonemes as far as slide decks again this is an example of the icon that's just a square that means you don't need to manipulate that slide at all students again are engaging by listening to the phonemes or sounds you're presenting and blending them or listening to the word you're presenting and segmenting using their fingers our next step in the lesson is the visual drill in the visual drill you'll be using the slide decks to present the graph themes to the students and the students are responding by saying the graph theme so letter or letter combination and then the sound that is associated with that graphing this step should take approximately three minutes because the goal is automaticity with these graphing phoning correspondences so student responses should be quick this is a picture of a teacher presenting the visual drill again showing those names on the slides the slides will match whatever is on the lesson plan so you'll see here for the visual drill you have the graphemes listed for you as a teacher in bold and in parentheses you have the phonemes that at this point in the scope and sequence students have learned for that grapheme something to point out is for example for s at this point for this graphing in the scope and sequence students have learned that s can say s or so you see in the picture that the teacher is prompting students to say both of those phonemes for sounds that they have learned to associate with that graphing the slide decks again mimic what is in the lesson plan and this is a step that is done through presentation mode so that students can only see one slide at a time the next step is the auditory drill the auditory drill should take about five minutes we have a little bit more time built into this drill because we know that writing is a bit more laborious for students for this you don't need any materials besides your lesson plan you're presenting phonemes or sounds for the students to then repeat and then connect to the graphings that they know for that sound so they do need something to write with and our recommendation is whiteboard with marker or paper pencil if that's not available to you here's an image of students responding on whiteboards for for example the the phoneme presented was oy so students are writing the two graphemes that they know for that phoneme or sound boy in the lesson plan you'll see the the phonemes are in bold so these are the sounds that you are presenting to students and in the parentheses you'll see any graphing that the student has learned to associate with that phoneme so a great example for this is for the sound students have now learned that c can make that sound k and just recently c k so when they're responding in the in this auditory drill they're presenting all three spellings of for that sound that they know here's some more pictures of students responding so some teachers have preference of their students writing on the table white boards or even just plastic sleeves with cardboard cardstock in them the next step for warm-up is the blending drill so the visual drill and the auditory drill help with students automaticity of graphing phoning correspondences the goal of the blending drill is to build automaticity with decoding now this step should take approximately five minutes as far as teacher materials you'll be utilizing the ufly blending board app which is linked on our toolbox and um also the word chain that is provided in the lesson plan and students are responding by segmenting the sounds and then blending the sounds for example if this if the word presented was snack the students would say snack again on the left you see what is provided on the lesson plan for the blending drill so you'll have a word chain that includes words with previously taught concepts so the the idea with the blending drill is that it only reviews concepts that the students have already been introduced to below it you'll see a grid that helps you set up the blending board in order to provide these words on the word chain for students one thing you'll notice is that ck is bolded ck is the concept that got taught right before this current lesson so that's a very important concept to review in this lesson as you can see here by the words with ck built into the word chain if you don't have the blending board app available to you or if you're still learning how to use it you can provide the words with graphing cards on a pocket chart or simply written on the whiteboard the importance is that important part is that you're presenting words for students to practice decoding and that you're presenting the words and they are just focusing on decoding or reading these words in order to build automaticity with decoding again the lesson slides for this step will prompt you to exit the slides and pull up the blending board app next is the new concept introduction so like holly mentioned a very important part of the program is that we are providing explicit instruction to new concepts and so this step should take approximately 15 minutes for you as a teacher you'll be utilizing the lesson slides to guide your students through these this explicit introduction and practice with the new concept as far as student materials students will just need something to write with when they get to the spelling step the lesson has a very explicit introduction so this is um teacher suggested language to introduce the concept the new concept introduction to graph themes always includes teaching what can you all still hear me yes okay thank you something's happening with my computer um so this new uh concept introduction always connects to previously taught concepts that may connect to this new concept for example as students are learning this new concept of sh they have already learned ck so it makes that connection it explicitly teaches the graphing phoneme correspondence with a keyword like you see here with sheep and then it explicitly discusses the placement of this graphing boning correspondence for example sh can go at the beginning of the word and sh can also go at the end of the word and students are always presented with example words to show that placement another very important feature of the new concept introduction is that it includes discussion of the articulatory gesture and also again presents sound wall tools related to discussion of the phoneme in the earlier lessons in the alphabet lessons um there are letter formation slides built in for later lessons like sh most lessons will say practice letter formation as needed one thing we're very excited in the alphabet unit is that we have built-in gifs for you to use during guided practice of letter formation so um let's see if it will work yes on the powerpoint it will loop through so students can see the model of that letter on the board while you walk around to provide corrective feedback so we're very excited about that because us as teachers always felt like it was really hard to provide feedback related to letter formation if we were on the board guiding students through this practice so we hope you're equally as excited about these our team worked very hard to figure out a way to do this um a really critical part of the of course the new concept introduction is ensuring that students are getting a lot of practice reading and spelling words with this new concept this reading and spelling practice is always done always done through i do we do so i do being a teacher modeling example and then we do uh examples that are done through guided practice um you always have at least one example to model and then um about nine word examples to guide students through that practice for reading and about four words for spelling um at the beginning of the year it will likely be difficult to get through all of the words for spelling but um hopefully that list provides um some choice for you to ensure that you are providing both reading and spelling practice so now we are moving on to day two and again this is just a brief overview we'll have much more in detail webinars about each step and each component of the lesson for day two day two begins with a brief concept review and then students apply reading and spelling words with word work irregular word practice and of course these lessons end with connected text for the new concept review all you will need are lesson slides and students are just engaging with this with the slides and this should take approximately three minutes the slides for day two are just the condensed version of that new concept introduction in order to provide that explicit review and then a brief guided practice opportunity before students go on to word work word work step is where students are utilizing some form of manipulative letters so you can use the word work mat app or students can use individual manipulative letters like magnetic letters or letter tiles and this step should take approximately six minutes on the lesson plan you'll have a word chain that targets that new concept that was just introduced so in this sh lesson you'll notice that graphing phoneme correspondence is provided in in most of the example words in this word chain the word chains are built so that only one graphing floating correspondence correspondence changes at a time in order to guide students through this reading and spelling practice in future webinars we'll talk a lot more about how we provide students both encoding and decoding practice using these word chains so that students have both types of practice with the new concept these lesson slides will prompt you to do use either the web resource or whatever other tool you're choosing to practice with for word work so in addition to um the word chain provided for the new concept in the lesson that one is always listed up at the end of this list we also have additional word chains for most of the lessons what you'll notice from these word chains is that there are onset rhyme word chains and then other phoneme level word chains all of these still target sh but as you can see from the onset rhyme level word chains these are these are a bit simpler for students to practice with so these can be used in whole group instruction but also for supplemental differentiation in small groups and again the materials that you use for this step will depend on what is accessible to you but we do have the you fly word work map that you can use for this step next is irregular words for irregular words you will be utilizing the lesson slides and students will need something to write with when they get to practicing spelling of these words and this step should take approximately six minutes as holly mentioned those are our lessons include sometimes temporarily regular words or permanently regular words if the words are temporarily regular for this at this point in the scope and sequence they'll have an asterisk showing you that and most lessons include both review words and then teaching of new words and the goal is to practice both reading and spelling these words with instructional activities that promote orthographic mapping of these words so focusing on sounds here you see with the example you're the first and final sound of these words make their most common graphing phoneme correspondences so they have a blue uh square to show that that these make their normal sounds and the only part that's that is irregular in this word and that we have to discuss as having to learn by heart is the oh you in this word this is what the full slide that look slide that looks like for irregular words again it's built in for um your review slides for reading and spelling and then your teaching slides for teaching through reading and explicit introduction to that irregular part of the word and then of course spelling practice the new um teaching words have in an orange square on the top corner to show you that this is the part of the lesson that should be used in editing mode we've built in this white square um here for you all to cover the symbols um and again provide that explicit discussion of what part of the word um makes the typical sounds and which parts of the words are irregular and that we need to learn by heart down below in the notes we've also provided explanation of the part that's irregular and as you can see with this example sometimes it depends on dialect so this is an important part of the resource that we recommend that you preview before teaching the lesson so that you're able to explain very explicitly again that irregular part of the word based on your students dialect and last connected text for this you will be utilizing your lesson slides students will need something to write with for sentence writing we recommend line paper and plastic sleeves for this or lined white boards just for space boundaries and then an optional uh component of this lesson is having printed student copies of decodable uh passages or texts and once again this is the very important part of day two and we this should take approximately 15 minutes for reading in the lesson slide decks you'll have the sentences that are um listed on the lesson plan and so you will guide your students through reading of these sentences and we'll discuss different strategies to use at later webinars then you'll spell at least one sentence as you can see for both the reading and spelling sentences these sentences incorporate the new concept but also the new irregular words whenever possible so these sentences for both reading and spelling really help students apply these concepts in connected text for the decodable text part the lesson will say see decodable text guide we are working on finalizing this decodable text guide and it will be available on the u5 foundation's toolbox we do have printable um ufi passages that holly described earlier and these same passages the text is built into your lesson slides so that you can guide your students through um on the board this is just a small picture of what the decodable text guide will look like and we what we've done is aligned it not just with to our you fly passages but also other series of decodable text our goal is to ensure that you have enough practice materials to provide your students a lot of practice again applying these concepts in connected text here's another look at our lesson again this is has all the information that you will need to teach the lesson with those accompanying digital resources and when we wanted to point out once again those additional word chains that are embedded in the lessons up top on the second page of the lessons you'll always see high frequency words addressed and so these can be regular high frequency words or irregular high frequency words so you'll see here listed um dolce and frey words and the words she and we in this lesson as you saw were taught as irregular words but now the word wish which is a high frequency word is fully decodable or regular for the students based on learning that sh concept so hopefully this will help guide um those of you using dolce and frey words um and the key thing here is that students don't need to learn these words through visual memorization now they have the skills to read them based on the practice in this lesson and then one of our favorite parts of the lesson is these word lists that target the new concepts but are controlled so that they only include concepts that have been taught so far in the scope and sequence and so these are the word lists that we're utilizing to create additional resources like the roll and read but that you can also use for additional practice for differentiation in small groups speaking of small groups towards the end of the manual we have progress monitoring spelling assessment information we won't have time to discuss it in great detail today but we wanted to point out that for each lesson and for each new new concept you'll have three items to assess that new graphing phoneme correspondence typically through regular words any irregular word that's taught in that lesson and then a sentence that includes that new concept for example for nasalize a fan and tan are two words in that sentence that apply that concept of nasalized a so what you see on these totals is first a total for the new concept points in bold and then on the far right a total for all of the items for this concept in lesson 11 the entire mini progress monitoring assessment has eight items but there are five items that assess that new concept of nasal ice a um as you can see we have this for each of the lessons in the scope and sequence um and it follows the same pattern so assessing regular words with that graphing phoneme correspondence any regular words taught in that lesson and then a sentence that helps us see if students are applying these concepts in text with those two totals the total that's most helpful to you in identifying students who need additional support with that concept is actually the con the total in bold because if a student gets um one out of five versus five out of five that tells you that one student needs a lot more review of that concept than the one that got um five out of five correct there's a lot more information related to progress monitoring in the manual for those of you who have that already in your hands so you can find that towards the back of the manual along with information about once again how to use that new concept total points in order to plan very targeted um small group instruction and the main takeaway here and in the manual is that not all students need the same thing in small group support some students need a lot more practice and review with the concept than students and some students may not need any additional practice at all the practice built into the lessons themselves is plenty for them to master the concepts this chart is in your manual so this chart provides just an example of how to use that progress monitoring data to plan small group instruction utilizing the activities that students already used to from the whole group lessons and so once again we will provide another webinar that talks about this in more detail and now i will hand it off back to my colleague dr lane holly thank you valentina um so we do have um lots of resources on the website that we so we want you to make sure you visit that and find the ufl foundation's toolbox to access all the resources that we talked about um and we will continue to offer these webinars and and um generally we announce them on our social media so please look for us there as well i know that we also had some um oh one more thing about social media we have a facebook group that we started as a support for teachers using the virtual teaching resource hub and we are about to transform that into a um a group focused on you fly foundation's support so a place to come and ask questions or to share ideas about implementation of you fly foundation so if you're not already a member of that facebook group you can search for it we'll we're going to be making the announcement about transferring it over in the next day or two but it's currently the u5 virtual teaching hub support um group but i know there were also some questions um in the q a and in the chat so i know colleen um messaged that she had some questions that she wanted to ask live so yes thank you um so the first question um goes back to that first pa step and um asking about the reason that we're just focusing on those two pa skills blending and segmenting great question so um if you're following all of the just conversation about the science of reading undoubtedly you've heard information about phonological awareness and phonemic awareness and what what do we really need to teach and ultimately because as i mentioned we are really focused on what previous research has demonstrated um to be particularly effective the instruction at the phoneme level is what has a direct connection with word reading um and so that's the reason that we focus on phonemes rather than on larger units like syllables or rhyming um because kids need to really learn how to um use the phoneme level in order to transfer the skills that they need to reading and writing and so that also is part of the reason for the focus on blending and segmenting specifically there are a lot of other things that you can do and a lot of other skills actually are practiced with letters in the word work section so deleting a sound or adding a sound or moving a sound from the beginning to the end those things are practiced but for the phonemic awareness warm-up the we really focus on the two most important phonemic skills as our blending and segmenting so blending is directly applied when kids are reading words and segmenting is directly applied when kids are spelling words so those are the two most important skills and so that's why we focus on those awesome thank you um so the next question is about assessments um so two parts um a lot of folks have been asking um if there is an assessment we suggest for like kind of getting some baseline and then some progress monitoring data and then the second part of that question is um if it's possible that through assessment we find that there's a child who might not be ready for this program yet and what we can do there so assessment and then readiness um so as far as assessment goes um one of the things that we do um intend to do eventually we've kind of had our plates full lately so we haven't gotten to it quite yet is to develop a placement test so that you can assess a child and determine where in the scope and sequence they need to start um so i that i believe is going to be a helpful addition but in the meantime i feel like the suggested lesson sequences for each grade level are really um useful if you're using it for intervention that's where the placement test is going to be more important i think if you're doing whole class in k through 2 just following the suggested lesson sequences will probably meet your needs as far as progress monitoring valentina just described the progress monitoring that we have built in one of the things that's really important to know why we chose spelling in particular as our progress monitoring approach [Music] kids who can spell a word can almost invariably read that word that's it's like almost unheard of that a child can spell a word accurately but could not read that word but the reverse is not true we could do an assessment and have kids read words that they can't spell so by assessing spelling you're kind of assessing both spelling and reading so encoding and decoding assessment at the same time um and it's also group administered you can you can assess your whole class at the same time so it it takes up less of your instructional time as assessment time so um that's why we chose that for our um every lesson progress monitoring and we really want teachers to use that progress monitoring data to plan their small group instruction and my personal uh preference is to take this week's assessment and plan next week's small group support so i know which kids need extra review all kids are going to get some review throughout the week because that's how our lessons are built they're going to get review built into their lessons but having that additional review so maybe pulling kids for additional word chain work or um additional spelling work you know another dictated sentence that kind of additional support can really make the difference for kids and so in our pilot district the teachers who use their progress monitoring um data seem to have a much better um [Music] outcome for their kids than ones who are not using that so we really recommend that and now i have no idea if i had i've actually answered the question colleen did i okay yeah that was great get me started talking about this hard to bring me back in um so yeah just to reiterate and then this kind of goes into the next question um would there be a circumstance in which a child might not be ready for these lessons um so go ahead with that and then we'll go to yeah so i think i think um with very few except exceptions most kindergartners would be ready i think you could use this with some preschool kids as well um if you have a child with a you know significant reading disability they may not be ready for this in kindergarten but i don't know that i would wait kids don't get ready by just waiting um doing some of these activities and maybe just slowing down the pace of them would be my suggestion rather than just holding off um it might be that you do um spread a lesson out over a week and do two steps a day or something else rather than just holding off and not starting the instruction just because you feel like they're not ready readiness is kind of a um a really difficult thing to pinpoint and i think that that we give it too much power in our planning for for kids that um the way to get kids ready is to start working on these activities absolutely all right i think we have time for two more questions um so one kind of goes along with um what what you just described with the spelling test that would kind of be a scenario where we're using this as whole group tier one instruction and then we're using our spelling test to create some tier two small group intervention but can you kind of just summarize the difference between that and then just using this as an intervention maybe with older students or if you're just an interventionist and you're using something different for your tier one yeah so i i could see this implemented in multiple ways for intervention again i am hesitant to recommend any specific way just because we haven't studied those yet and so i can't say oh doing it this way is is what's going to be most effective so um we have a another model that is very similar to this that we do one-on-one with kids with dyslexia and i would feel comfortable substituting these lesson steps for the steps that we have in that model there's very much overlap as it is and the things that are different i don't feel like are important differences and that model we have shown to be effective we do have evidence of effectiveness so i feel comfortable saying that if you're doing this um you know one-on-one with the child who's struggling you would probably be able to a skilled teacher would be able to notice where it needs tweaking for that child you could do an entire lesson in one sitting with an older student some of the activities that might take a kindergartner a long time just because for example their fine motor skills make it hard for them to spell a sentence out and they need lots of support for that where if you're working with a fourth grader they can probably do that part much more quickly even though they are struggling with the skills so um i i think there's lots of ways that it could be adapted um we are piloting it this year in in several settings as an intervention with third through fifth graders and so we're really excited to assess the effectiveness of it in in that setting um but i think there's a lot of of possibilities for it to be implemented as intervention great um okay so we have time for one more question um and i'm seeing a lot more questions come in as we're talking so just as a reminder this is the first of a series of webinars so if you didn't get all your questions asked tonight um be sure to tune back in with us and be sure to look at the website because we are constantly posting more resources and guidance and help and um also email us um with any specific questions or if you'd like to to collaborate so the last question for tonight um is about uh the kind of debate that's that's been stirring lately about print to speech versus speech to print and are we a print to speech or a speech to print and for those who might not be in the loop what what is that debate about and where do we kind of fall in there that's a really good question because um in my mind this is a an unnecessary debate um it is not something that most researchers really talk about as an issue [Music] every lesson should have both directions happening you should have kids take print and read it that's print to speech and you should have kids hear speech and write it that's speech to print our the organization of our lessons is organized around phonemes we introduce a phoneme and then we introduce different ways to spell that so you could call it speech to print in that regard we also do quite a bit of work on the grapheme itself so some people will say that that makes it prince of speech this is not to me a serious question i know some people are very invested in in calling programs one or the other but this is not something that most um i've talked with a lot of my researcher colleagues about this and they just kind of shrug and say what what's the point instruction needs to have both things happening um so it's it's it's a it's not a debate in most circles great awesome well thank you so much and thank you again to everybody for joining us um we will have the recording available on our website be sure to follow us sign up for alerts and we will see you next time thanks so much for joining us