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"synthetic phonics approach" - first time I've heard this term

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"synthetic phonics approach" - first time I've heard this term

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Grammar and how it relates and how is it taught in CKLA

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Grammar and how it relates and how is it taught in CKLA

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Avoid instruction that stops after basic sound-spelling patterns

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instructional approaches that support and develop students' ability to make inferences

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instructional approaches that support and develop students' ability to make inferences

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The importance of Vocabulary development 

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The importance of Vocabulary development 

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We learned not to have a letter of the day (no more Sesame Street)
Provide opportunities for students to manipulate letters/sounds

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Strategies are not taught in isolation.  Connections are taught.

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Strategies are not taught in isolation.  Connections are taught.

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Keep the content of the text at the forefront of instruction.

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Keep the content of the text at the forefront of instruction.

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It's important to understand and incorporate all the elements of Language Comprehension.

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It's important to understand and incorporate all the elements of Language Comprehension.

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We can't have instruction without engagement

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We can't have instruction without engagement

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I learned there are 44 sounds , that background knowledge is extremely important, while reading children stories it should culturally relevant and responsible

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I learned there are 44 sounds , that background knowledge is extremely important, while reading children stories it should culturally relevant and responsible

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concept of encoding-sound to text relationship and spelling

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concept of encoding-sound to text relationship and spelling

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Vocabulary knowledge is a strong indicator of reading comp.

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Best learned by explicit and engaging instruction.

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A combination of word recognition and language comprehension.

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A combination of word recognition and language comprehension.

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Students should not be memorizing words and should not use leveled readers.

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Students should not be memorizing words and should not use leveled readers.

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Sounds first for Phonological Awareness

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Explicit and systematic

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Not to teach students to memorize sight words

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Not to teach students to memorize sight words

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Building strong foundational skills, starting with phonological awareness

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Building strong foundational skills, starting with phonological awareness

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We looked at what it is and what it isn't

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Very different from everything I was taught before

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Very different from everything I was taught before

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Decoding and encoding should happen in the same lesson and in that sequence.

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Decoding and encoding should happen in the same lesson and in that sequence.

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Specific activities for each focus

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Importance of daily practice with decodable text.

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how to successfully implement this during small group instruction/reading intervention 

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how to successfully implement this during small group instruction/reading intervention 

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How can we could continue to support an explicit and systematic instructional program with the use of CKLA? 

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How can we could continue to support an explicit and systematic instructional program with the use of CKLA? 

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what are the non-negotionables in the the process of teaching rdg. 

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what are the non-negotionables in the the process of teaching rdg. 

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How do we address those students who are not ready for 2nd grade skills?

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How do we address those students who are not ready for 2nd grade skills?

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How to best incorporate SoR into our daily instruction

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I wish I had SOR training when I started teaching.

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I wish I had SOR training when I started teaching.

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Sound Wall

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Early emergent decodable text for beginning readers

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How to support reading development for at risk and gifted kids

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How to support reading development for at risk and gifted kids

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We want to know more about the SoR...
How will CKLA support reading foundational skills?
How will CKLA support EL students?

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how do you address the needs of students who are grade levels behind?

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How to manage time

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How does CKLA support science of reading to address struggling students and their needs.

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How does CKLA support science of reading to address struggling students and their needs.

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everything

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Structure, strategies, how it links to CKLA

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Structure, strategies, how it links to CKLA

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Does it address/apply to English Language Learners?

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Does it address/apply to English Language Learners?

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Specific strategies that help move students forward

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What is CKLA lacking in support of the SoR?

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What is CKLA lacking in support of the SoR?

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more research to support

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CKLA explicitly weaves in all 3 dimensions of systematic practice across lessons, units, and grades.

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How to teach it

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The brain functions differently when learning how to read.

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Practical applications to different levels of development.

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How do we include our DHH students?