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      <title>Spiraling of Skills in K-12 by Colleen Cassada</title>
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         <title>Connecting letters and words require meaning</title>
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         <title>The need for strategies to support secondary students who did not obtain these skills in their early childhood education. </title>
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         <description><![CDATA[<div>We really don't learn differently. The process is the same just different speeds.<br><br></div>]]></description>
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         <description><![CDATA[<div>Connections give meaning which is required for retrieval<br><br></div>]]></description>
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         <title>Struggling readers require up to 50 exposures to a word in order for it to become a sight word.</title>
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         <title>The importance of knowing the abilities of your students as a teacher to ensure the process of orthographic mapping. </title>
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         <title>Sight words need to be taught in accordance with the 4 processors. We can not just have students memorize words in isolation.  We need to connect orthographic mapping, phonological processing, meaning and context.</title>
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         <title>Guidance for teachers to correctly provide instruction to students as it relates to the 4 processor and pillars. </title>
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         <description><![CDATA[<div>Explicit instruction of academic vocabulary: store in a notebook, </div>]]></description>
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         <title>Deliberate and direct instruction of vocabulary is needed.</title>
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         <title>Empower students to help make the word come to life!!</title>
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         <title>Have students take ownership with use of personal journals or interactive notebooks with vocabulary words. The daily discussions become ongoing conversations and related to real world situations and the opportunity for more student feedback.</title>
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         <title>Vocabulary Map from the video</title>
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