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Hello and welcome to the Designing with Love podcast.
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I am your host, Jackie Pelegrin, where my goal is to bring you information, tips, and tricks as an instructional designer.
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Hello instructional designers and educators, welcome to Episode 78 of the Designing with Love podcast.
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Today, I'm thrilled to welcome back Russell Van Brocklin, New York State Senate-funded dyslexia researcher, for part two of our series.
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In our last conversation, Russell gave us the big picture of his approach.
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Today, we're going to focus on helping students from first grade through third grade improve their writing and reading skills to the point where the teachers can take over and help them cross the finish line.
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Russell, welcome back.
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It's great to continue this conversation with you.
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Thanks for having me.
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I'm glad to be back.
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Yes, absolutely.
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So before we get into the moves you teach, can you explain in plain language why your step-by-step approach lowers cognitive load and helps keep kids engaged?
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Sure.
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So the first thing we need to do is this book is the top of the food chain when it comes to dyslexia research.
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It's Overcoming Dyslexia by Sally Shaywitz from Yale, and I'm just going to reintroduce you to this is the second edition, page 78, figure 23.
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That's dyslexia, yes, okay, now I want you to notice the back part of the dyslexic brain and you see how there's virtually no neuroactivity there.
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Yes, I see that.
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Now, with a typical brain, there's this massive activity.
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Right.
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Now I need you to look at the front part.
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You see how the dyslexic brain is about two and a half times overactive compared to the gen ed brain.
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Yes, I see that Okay.
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So here's my weird idea overactive compared to the gen ed brain.
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Yes, I see that.
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Okay.
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So here's my weird idea let's focus on the dyslexic strengths, not the weaknesses.
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So just to remind your audience, my initial program I took a bunch.
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It was Averill Park Central School District, right outside of Albany, new York, my old high school, and I wanted to see what I could do with the idea.
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These were high school juniors and seniors selected by Averill Park that met the following criteria they were highly intelligent, highly motivated, excellent family support, college math.
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They're high school juniors and seniors, dyslectic, with seventh or eighth grade writing skills.
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Susan ford was their best special ed teacher took about four hours to show her the process.
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One class period a day for the school year, about 180 sessions approximately.
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They went from middle school writing skills to average range of entering graduate school students.
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They all went out of college, no accommodations, gpas of 2.5 to 3.6.
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How did I do that?
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Well, look at again the front part of the dyslexic brain.
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Yale said this is articulation, followed by word analysis.
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We use the graduate records exam, analytical writing assessment, analytical articulation same thing Very little word analysis.
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So after I presented that in New York City, what about typical students?
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I had to switch that over to word analysis followed by articulation.
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We're going to go into that in a lot of detail tonight.
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Okay.
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Okay, but if you want to make things more effective, all right.
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What you need to do is if you can focus on the dyslexic speciality, their area of extreme interest and ability, it would make this a lot better.
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They're a lot more motivated, All right, but that's hard to do when you're dealing with 30 kids.
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So Evelyn White Bay she's on the New York State Dyslexia Task Force.
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As one of the most successful dyslexic teachers in New York State.
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She had an idea Maybe you come up with two or three books that the kids are really interested in, divide them into groups and then at least you have something where they're somewhat interested.
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Okay, All right.
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But secondly, you can do this Do not ask a dyslexic student to learn from the journal to the specific.
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It's like us grabbing fog.
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There's nothing there.
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So you can't ask, for example, if we're dealing with high school kids, what effect did Martin Luther King's I have a Dream speech have on the American civil rights movement in the 1960s?
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There's nothing for us to grab onto.
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Right.
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That makes sense Okay.
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Because, with a dyslexic, you ask them for your area of extreme interest and ability, your speciality.
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Do you have ideas flying around your head at light speed but with little to no organization?
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They're going to say yes.
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So what we have to do is force the brain to organize itself by using writing as a measurable output.
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So we teach them from the specific to the general what personally compelled Martin Luther King to want to give his famous speech?
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And then we do word analysis followed by articulation.
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Does that make sense?
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That makes sense, right, yeah, so you want to.
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Yeah, you want to start with their area of interest and you want to see where, where is it that we can really hone in on those, those ideas that they have right, and then help them organize it.
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And then you move to the more broad right and the more simple.
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Yeah, we start with a very specific question and then we move out from there.
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I like that idea.
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So for many years it was done the opposite way, right?
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The teachers would start more general and then move to specific, so they probably didn't understand why dyslexic students were failing right.
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That's not the reason, the reason why they're doing it again.
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I'll go back to the science.
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Look at the back part of the typical brain.
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School is designed for the 80 plus percent of people who aren't dyslexic, but our brains are completely different.
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So now, what I'm going to do is I'm going to do is I'm going to show you word analysis followed by articulation, and I want to make things very clear to your guests.
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I have tried this.
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Don't try this with kindergarten kids.
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Wait until they're in first grade, and then it's going to be notoriously slow.
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The older they are, the quicker they will pick it up, but you can start this in first grade.
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So the first thing that we need to do is have you ever heard of dyslexic elementary school kids and I'm just ripping this off from a special ed teacher in New York City who said that her elementary school dyslexic kids appeared to be writing randomly placed misspelled words.
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Sound familiar?
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Yes, that does sound familiar because I have a lot of my coworkers that were former teachers.
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Now they're in higher education working in curriculum and then they also have kids in school.
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So yeah, I've heard that quite a bit.
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Okay, yes, now we're going to show you how to fix that.
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Okay, all right.
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So what we're going to do is I want you to.
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First of all, can you think of an elementary school child who met that description?
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They're in elementary school, writing what appears to be randomly placed mispelled words.
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Yes, I have a.
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We mentioned this before we started recording.
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I have a coworker who has a son that has ADHD.
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He might I don't know if he has dyslexia too I'm not sure, but he definitely has ADHD.
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And she says his writing is all over the place and he's in high school.
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He's a freshman.
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Or no.
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Yeah, oh, you wanted elementary, though, right.
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Oh, I'm sorry, Just so you know ADHD and ADD same thing.
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Okay, we solve it the same way.
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They just go through it quicker.
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Okay, sounds good.
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You think a kid has ADHD, can't concentrate.
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Get them in their speciality and they're laser focused for 12 hours.
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Oh wow, try to pull them away.
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Yes, Right so, but you know of an elementary school kid like this, or should I use one of my standard examples?
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Yeah, that might be good, because I'm trying to think of anyone that I yeah, and I don't think I have coworkers that have kids.
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I think that's the only one but he's in high school, yeah, okay.
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So let me explain to you when we'll eventually get to high school, but for right now, I'm going to give you my standard example.
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Her name is Sarah.
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She's, at the time, 10 years old.
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Her favorite thing to do in the world is swimming.
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She's on the swim team.
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She took a course to be an assistant swim instructor for the really little kids.
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Okay, she gets in the pool every chance she can.
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All right.
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So what we do is the first thing is we have.
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I'm going to, first of all, I'm going to go over three default writing strategies from this book.
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It's called Strategies from Struggling Writers.
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Okay.
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Professor James Collins.
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This is a result of a $1.5 million grant from the United States Education Department.
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He has three default writing strategies copying, visualization and narrative.
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Kids naturally want to use these.
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Schools tell them not to.
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Okay.
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So what we're going to do is we're going to start off with a list of 10 likes and 10 dislikes.
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If you don't like dislikes, you can do 20 likes, so I'm just going to assume the 10 to 10.
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Okay, so we have the child write out, or you can do this in a group, it doesn't matter.
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You write out the 10 things that they really really like and then the 10 things they really, really dislike.
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Okay, and then what you do is, after we practice this with what they like and dislike, then you go to their book and you find out what their character likes and dislikes.
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So, for example, girls in elementary school almost always pick Hermione from Harry Potter for a very horrible reason she's not stupid and they don't want to be stupid anymore.
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Okay.
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Okay, so then they would go through book one, the Sorcerer's Stone.
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Give me 10 things that Hermione likes and then 10 things that she doesn't like.
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They listen to the audio book and follow along with their fingers trying to answer a specific question.
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Redu, they listen to the audio book and follow along with their fingers trying to answer a specific question.
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It reduces that chaos in their head by about 70% Wow.
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So what we do first of all is for Sarah, the first thing is swimming.
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Okay, that's what she likes the most.
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So what we do is we're going to now engage the default writing strategy of copying.
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The instructor will type out on a laptop no iPad, no iPhone and no handwriting.
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Teachers are going to scream what do you mean?
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No handwriting?
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When I took the best students in my original program, they were hitting the 70th percentile.
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Here's an easier prompt and read out the answer.
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The SUNY distinguished professor in psychology, dr Holitschka, said I am trying to keep this at the 30th percentile.
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It should be at the sixth.
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The spelling and grammar went out the window because it's so much harder mental energy to try to write the letter W than to hit a key.
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Yes, that's true, Okay, so typing from now on on a real keyboard all right, no iPad, no iPhone.
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So you're going to type out hero plus sign what are we talking about?
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Then Sarah will retype that and we're going to switch it over.
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We're going to get rid of hero for Sarah Sarah plus sign, what are we talking about?
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Then we're going to take the first thing on her list that she likes Sarah plus sign swimming.
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See how we got there.
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Yes, okay.
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Okay, Now I'm going to try to fool you.
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I'm going to ask you the simplest questions in the world, and if you answer them correctly, this will work.
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If you don't, it doesn't work.
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The simplest questions you'll ever be asked.
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Do you think I can fool you?
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Maybe We'll see.
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Okay, we'll give it a try.
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Most of the teachers get this wrong at major dyslexia conferences.
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Okay, remember, the thing Sarah loves best in the world is swimming.
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So we got Sarah plus sign swimming.
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The plus sign is the default writing strategy of visualization.
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It indicates that we most likely need to add a word, subtract a word or move something around.
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Right, but we need to add a word here.
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So here's my question Are you ready?
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Yes, I'm ready, I'm going to try to fool you.
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Answer it exactly Ready, okay.
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Yep.
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Here's my question Does Sarah like or dislike swimming?
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Like.
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Okay, go ahead and complete the sentence for three words.
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Sarah likes swimming.
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You did it the first time and you messed it up the second time.
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Oh no, what did I do?
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Okay, what do you think you did wrong, sarah?
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Well, I replaced the plus with the like.
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That was correct.
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That was absolutely correct.
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Sarah likes what did I?
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I don't know what did I do wrong?
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Okay, and just so everybody knows, you teach instructional design.
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Right, and you don teach instructional design.
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Right, and you don't see it.
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No, I'm trying to imagine it in my head.
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I'm trying to let you know you're about ready to have an epiphany and understand how we're going to solve this.
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You still don't see it.
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No, because I'm trying to imagine myself typing it and I'm picturing it in my head.
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Okay, let me ask you one more time Again.
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I'm not trying to make you, I'm just trying to.
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You're about to have an epiphany.
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Your audience is about to.
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This whole thing's going to become clear.
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Yes, I asked you.
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What did you say initially, when I asked you to Sarah like or dislike?
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Your answer, which was correct, was Like like.
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Okay, oh, oh.
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I get it, I know what I did.
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now, what is it?
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I said likes instead of like.
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So Sarah likes swimming, right?
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I was supposed to say.
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Just so your audience understands.
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You did it.
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Initially.
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I asked if she liked or disliked and you said like, because that's what I asked, right?
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But then, like every educated person, when you put it in the sentence, you corrected it.
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So, sarah, likes swimming Sarah, as a dyslexic doesn't know how to add the S.
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Oh, okay, yeah, Because my brain automatically knows I got to make it sound correct for English, right?
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Yes, you automatically know that it's ingrained.
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And this is where Sarah starts to feel really bad, because how do we fix this?
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So if you were really really rich, if you were Bill Gates' grandkid or great grandkid, whatever it is, you would be looking at a Fortin-Gillingham multi-sensory structured language approach and you would use seeing, touching, hearing.
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All of that.
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It takes two years and $11,000 to become certified.
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Wow, it's forever, but it works.
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This is what the wealthy, this is what they do.
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So, for example, the Windward School in the Upper East Side of Manhattan will take kids, you know, let's assuming it's fourth grade or above and they have a 98% success rate.
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Wow $75,000 a year for four to five years.
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Oh, my goodness, wow, yes.
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So now I'm about to show you how we're going to do this, for it's going to be absolutely clear and it's so much simpler.
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So let's assume it was Sarahah.
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I would say, sarah, do you like or dislike swimming?
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And she was like like I was like, okay, now replace the plus sign, what do we have sarah like swimming?
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I was like okay, sarah, but does that sound a bit weird?
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and she's enthusiastic yeah I, okay, read it out loud and let me know if it sounds generally correct.
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Sarah likes swimming.
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Does that sound generally correct, sarah?
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No, fix it.
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Sarah likes swimming.
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Okay, now we practice that until the like and dislikes are correct every time.
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It's been mastered Right, okay, okay, and teachers are.
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So here's what happens all the time.
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It's a race.
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Let's try to get through this.
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This is not a race.
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Yeah, you are going to do this really slowly.
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Yeah, it's a journey, right, it's a journey for them, yeah.
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I'm I'm teaching a mom.
00:16:44.816 --> 00:16:46.537
I have permission to tell her story.
00:16:46.537 --> 00:16:48.675
Her name is Angela.
00:16:48.675 --> 00:16:50.080
Her son name is August.
00:16:50.080 --> 00:16:51.617
She's a certified.
00:16:51.617 --> 00:16:56.801
She's not in special ed, but she's a certified elementary school teacher and she's tried everything.
00:16:56.801 --> 00:17:04.364
So he's nine and he found out he likes doing two to three sentences a session and that's it.
00:17:04.364 --> 00:17:09.699
But she's made more progress in the last three weeks than she has in the last three years.
00:17:10.480 --> 00:17:11.644
Oh wow, that's amazing.
00:17:12.490 --> 00:17:16.701
So don't try to make sure they get it correct.
00:17:16.701 --> 00:17:22.299
But you see how like and dislike is a simple form of word analysis.
00:17:22.901 --> 00:17:24.022
Yes, absolutely.
00:17:24.503 --> 00:17:24.663
Wow.
00:17:25.431 --> 00:17:45.092
I love that exercise too, russell, because it shows that there's a difference between how dyslexic kids and adults, how they process it, and how someone like me that's not dyslexic, how it's just so automatic for me to want to correct it and so that's an ep's a, that's an epiphany, wow.
00:17:45.493 --> 00:17:59.349
I never realized it was like that, you know, cause I don't think I really ever understood, really what dyslexic kids were going through when I was, when I was in school or anything like that, or even now, because it just wasn't something that was talked about a lot.
00:17:59.349 --> 00:18:03.832
And so, yeah, really helping them in that way, that's amazing.
00:18:04.415 --> 00:18:06.714
I love that, but yeah, but let's look at where we are.
00:18:06.714 --> 00:18:09.952
I mean, and just you know, the older the kid is, the quicker they'll pick it up.
00:18:09.952 --> 00:18:13.711
Third graders will pick this up a lot faster than second and first graders.
00:18:13.711 --> 00:18:19.839
But even once we're done, congratulations, we're doing a three-word sentence.
00:18:19.839 --> 00:18:22.243
We got to do better than that.
00:18:22.704 --> 00:18:23.024
Right.
00:18:23.449 --> 00:18:26.978
So what we're going to do is now we're going to add the word because.
00:18:26.978 --> 00:18:31.817
Okay, give me a simple reason why Sarah likes swimming.
00:18:33.922 --> 00:18:37.280
Let's see, because she loves the water.
00:18:38.230 --> 00:18:46.438
Because she loves the water, sarah likes swimming because she loves the water, and what you got there is a whole mess of misspelled words.
00:18:46.438 --> 00:18:55.926
Okay, now, the traditional way of teaching spelling to me is archaic, inefficient and not based on the current science.
00:18:55.926 --> 00:19:05.278
So now I'm going to tell you how we're going to do this, because when I did my initial study, those kids, their spelling and grammar, was atrocious.
00:19:05.278 --> 00:19:08.626
Dr Hrlitschka describes it sometimes as disgusting.
00:19:08.626 --> 00:19:14.099
But after 180 days it was clean at the graduate school level, entering graduate level.
00:19:14.099 --> 00:19:15.451
And guess what?
00:19:15.451 --> 00:19:20.061
Susan Ford, the teacher, spent almost no time on spelling and grammar to autocorrect it.
00:19:20.949 --> 00:19:22.233
Oh wow, that's great Now.
00:19:22.414 --> 00:19:24.059
I'm going to show you how we're going to autocorrect this.
00:19:24.059 --> 00:19:26.115
This is really important.
00:19:26.115 --> 00:19:32.093
What you're going to tell the student is, before they put the period down, they can ask any question.
00:19:32.093 --> 00:19:39.895
Okay, okay, but let's say what was the reason you said again, because she what?
00:19:41.490 --> 00:19:43.018
Oh, let's just say she enjoys the water.
00:19:43.018 --> 00:19:44.634
She enjoys the water.
00:19:45.016 --> 00:19:48.780
Yeah, maybe she could ask did I spell water correctly?
00:19:48.780 --> 00:19:51.216
And you'd be like, no, sarah, you didn't.
00:19:51.216 --> 00:19:57.581
So now you type out water and then she copies it because she asked before the period was put down.
00:19:57.581 --> 00:19:58.563
But that doesn't happen.
00:19:58.563 --> 00:20:00.216
These kids are period droppers.
00:20:00.216 --> 00:20:03.131
But that doesn't happen.
00:20:03.131 --> 00:20:04.474
These kids are period droppers once they put the period down.
00:20:04.474 --> 00:20:11.318
If there's a major and I need to emphasize, major grammatical issue, if you try to hit them up with every grammatical mistake, they will shut down and you're wasting your time.
00:20:11.318 --> 00:20:22.300
Just try to get the stuff that's massively disgusting, horrible out, and you know what that is right forget the meat, the simple and medium stuff, just just the massive, horrible stuff.
00:20:22.909 --> 00:20:29.943
What you really get them is, if they make a major grammatical or any spelling mistake, they got to retype the entire thing.
00:20:29.943 --> 00:20:32.935
So what happens?
00:20:32.935 --> 00:20:37.234
They keep making the same mistake over and over again, usually between three and 13 times.
00:20:37.234 --> 00:20:41.339
Three and 13 times as they keep making the mistake.
00:20:41.339 --> 00:20:50.221
To help lessen the annoyance that they have with themselves, you simply need to tell them you made a silly mistake or a silly error.
00:20:50.221 --> 00:20:53.816
A silly mistake or a silly error.
00:20:53.816 --> 00:21:05.112
Okay, Now, once they they understand that they're going to keep retyping, they're going to keep making the same mistake Each time.
00:21:05.112 --> 00:21:07.780
They're going to start getting more annoyed with themselves.
00:21:07.780 --> 00:21:15.563
Then what's going to happen is they're going to start to hyperfocus to around 9 to 13 times.
00:21:15.563 --> 00:21:19.759
They're focusing so hard you might see sweat coming down the door.
00:21:20.920 --> 00:21:21.241
Wow.
00:21:21.442 --> 00:21:29.817
Okay, and then, finally, they'll keep getting it wrong until they get it correct, all right, and then you move on to the next one.
00:21:29.817 --> 00:21:38.167
You want them to keep repeating this until they do all 20, perfectly, don't try to rush this.
00:21:38.167 --> 00:21:44.985
So then we do reason one, and then I tell them we're going to come up with two reasons and glue them together with the word end.
00:21:44.985 --> 00:21:50.590
So reason one and reason to same thing, the same 21.
00:21:50.590 --> 00:21:58.807
So they're going to, they're going to rewrite the same uh, what they like or dislike, and then they're going to write the same reason one that they did before.
00:21:58.807 --> 00:21:59.888
They're recopying that.
00:21:59.888 --> 00:22:02.092
And then now we're adding just the second reason.
00:22:03.019 --> 00:22:03.119
Okay.
00:22:04.582 --> 00:22:09.232
And then we get to the bane of my existence when we get to three reasons.
00:22:09.232 --> 00:22:17.310
It's called the Oxford comma, and if I could go and just rip that out of the rule book I would be so happy.
00:22:17.310 --> 00:22:29.485
So here's my question for you, For three reasons are you a one comma person or a two comma person?
00:22:29.485 --> 00:22:30.247
I'm a two comma person, Okay.
00:22:30.247 --> 00:22:32.756
So what I do is we go to the kid's parents or guardians Is this a one comma kid or a two comma kid?
00:22:32.756 --> 00:22:39.792
And even if you don't like it, it goes in the IEP and it's in there forever If a teacher dislikes it too bad.
00:22:39.792 --> 00:22:43.961
I have seen kids cry.
00:22:43.961 --> 00:22:49.360
I've seen kids held back for months because teachers and parents were at war with each other over a stupid one or two comments.
00:22:49.901 --> 00:22:51.064
Oh my goodness, all right.
00:22:51.745 --> 00:22:52.067
Don't.
00:22:52.067 --> 00:22:54.511
It's in the IEP, keep it there.
00:22:54.511 --> 00:22:55.192
You don't like it?
00:22:55.192 --> 00:22:57.060
Tough All right.
00:22:57.060 --> 00:23:00.147
You literally will cause extreme anxiety with these kids.
00:23:00.528 --> 00:23:02.052
Gosh, I didn't know it was that crazy.
00:23:02.824 --> 00:23:03.634
It is that bad Wow.
00:23:03.634 --> 00:23:06.635
I literally had kids who were crying over this.
00:23:06.655 --> 00:23:07.319
Oh, my gosh.
00:23:07.399 --> 00:23:09.345
I always taught two commas and the teacher went.
00:23:09.345 --> 00:23:11.109
I am confused and the whole thing just.
00:23:11.429 --> 00:23:12.211
All over a comma.
00:23:13.761 --> 00:23:17.291
All over this darn Oxford comma yeah.
00:23:17.331 --> 00:23:17.591
Okay.
00:23:17.819 --> 00:23:23.953
And I found the simplest way is just go to the parents or guardians and say is this a one comma kid or two comma kid?
00:23:23.953 --> 00:23:32.069
Then it's in the IP itself Individual education, yes, okay, then you do three and remember we're doing this until 20 are perfect.
00:23:32.069 --> 00:23:34.263
They mess up on number 19,.
00:23:34.263 --> 00:23:35.528
Start over again.
00:23:35.528 --> 00:23:40.029
Yeah, if you only get through four in a session, come back to the next session.
00:23:40.029 --> 00:23:50.547
Work with the parents to help do this, to do the grunt work at home.
00:23:50.567 --> 00:23:55.218
Right, yeah, I'm, I'm advocating teach your parent kind of think of it as like math homework right, okay, now does that any?
00:23:55.500 --> 00:23:57.442
do any questions with that process?
00:23:58.203 --> 00:23:59.185
no, that's really good.
00:23:59.185 --> 00:24:02.992
That actually was eye-opening for me to see that difference.
00:24:02.992 --> 00:24:10.439
Yeah, and now I understand better what these students go through every day and what the teachers go through and the parents.
00:24:10.439 --> 00:24:29.640
So it's a real partnership where you want the parents and the teachers to work hand in hand, because you can't have that, you can't have the teachers do one thing and then the parents do another thing at home, because then the kid's going to get confused, right, and it's like a tennis match, right, the ball's going back and forth and you're not going to have, right.
00:24:29.660 --> 00:24:30.725
but here's the other thing.
00:24:30.725 --> 00:24:32.725
Just give me a rough idea.
00:24:32.725 --> 00:24:33.588
You're in Arizona.
00:24:34.179 --> 00:24:34.600
What is the?
00:24:34.741 --> 00:24:38.811
average student-to-teacher ratio in a public school in Arizona for elementary school.
00:24:38.811 --> 00:24:40.163
Just give me a ballpark number.
00:24:40.923 --> 00:24:45.894
I would say probably for every teacher.
00:24:45.894 --> 00:24:48.045
There's probably about 30 students in a class.
00:24:48.326 --> 00:24:55.331
Okay, yeah, so you need to be able to go to the parents and have them do the grunt work at home.
00:24:56.092 --> 00:24:56.313
Right.
00:24:56.939 --> 00:25:01.311
And just so teachers understand, can parents do this on their own?
00:25:01.311 --> 00:25:06.672
I recently heard back from I have full permission to tell a story.
00:25:06.672 --> 00:25:14.374
Kimberly was homeschooling her son Reed, who was 10 years old, reading and writing at a similar to the mid-second grade level.
00:25:14.374 --> 00:25:15.685
So he's in the state of Ohio.
00:25:15.685 --> 00:25:17.302
The test he scored a 190.
00:25:17.302 --> 00:25:18.846
Test he scored a 190.
00:25:18.846 --> 00:25:30.464
If he was in public school for the rest of the school year, the statistics were he should increase by 2.8 points to a 192.8.
00:25:30.464 --> 00:25:31.326
His grade level was 211.
00:25:31.326 --> 00:25:31.887
At the end of fifth grade.
00:25:31.887 --> 00:25:34.554
Kimberly worked with him for half an hour a day, three days a week.
00:25:34.554 --> 00:25:38.689
For a little under six months I worked with her for half an hour a week.
00:25:38.689 --> 00:25:40.323
Remember she's a parent, not a teacher.
00:25:40.323 --> 00:25:41.808
She needs a lot more support.
00:25:42.230 --> 00:25:42.570
Right.
00:25:44.119 --> 00:25:45.744
Reed didn't increase by 2.8 points.
00:25:45.744 --> 00:25:48.542
He increased by 20 points to a 2.10.
00:25:49.204 --> 00:25:50.086
Wow, that's phenomenal.
00:25:50.749 --> 00:25:51.971
One point below average.
00:25:51.971 --> 00:25:56.922
So then his friend said Reed, for social reasons we want you to come to public school.
00:25:56.922 --> 00:26:03.513
So he and his brother decided to go to public school and his sisters decided, no, okay, so he goes in.
00:26:03.513 --> 00:26:06.840
He's in normal classes, normal genetic classes, doing just fine.
00:26:06.840 --> 00:26:10.068
If this was January, he would have been put in special ed.
00:26:10.068 --> 00:26:14.467
They wouldn't know how to deal with him and he wouldn't be with his friends and it would have been a big blow up.
00:26:14.968 --> 00:26:19.607
His mom did this in a little under six months, so mom can do it, teachers can do it.
00:26:20.188 --> 00:26:21.271
Absolutely Right.
00:26:21.271 --> 00:26:24.544
That gives them that motivation that they can do it.
00:26:25.405 --> 00:26:33.548
So now let's take a look at the next, because right now I don't know where you're going to think of basic three reason sentences.
00:26:33.548 --> 00:26:36.905
I usually am told end of second, beginning of third grade somewhere.
00:26:36.905 --> 00:26:44.669
So now what we're going to do is we're going to go ahead and we're going to do how do we do reading?
00:26:44.669 --> 00:26:51.107
So one of the big things I want you to understand is I don't teach reading, I teach writing because I have this.
00:26:51.107 --> 00:26:53.126
This is very important for you to understand.
00:26:53.126 --> 00:26:56.146
If the kid can write it, they can read it.
00:26:58.151 --> 00:26:58.393
Right.
00:26:59.040 --> 00:27:04.890
And now I'm going to show you how we're going to start developing a vocabulary of dozens and eventually hundreds of evolved words.
00:27:04.890 --> 00:27:13.570
Okay, great, to give you an example of why I do it this way, I want you to imagine do you ever go to the movies?
00:27:14.331 --> 00:27:15.134
Yes, I do.
00:27:16.080 --> 00:27:28.349
Do you ever read movie reviews where you can look and see that the journalist who did this went to an Ivy League college and they essentially tell you this happened, and this happened and this happened.
00:27:28.349 --> 00:27:29.091
Does that sound familiar?
00:27:29.580 --> 00:27:30.345
It does yes.
00:27:31.340 --> 00:27:41.413
So I'm going to show you a way where we find a universal theme and then, if you apply it to this, you write a review on how the actors did with that universal theme the director and the screenwriter.
00:27:41.413 --> 00:27:43.375
So now you reviewed the movie.
00:27:43.375 --> 00:27:48.741
They understand what's going on at the most important level, what you think of it, but you didn't tell them.
00:27:48.741 --> 00:27:49.764
Abc happened.
00:27:50.908 --> 00:27:51.711
Right, okay.
00:27:51.980 --> 00:27:53.807
Okay, Pathetic.
00:27:53.807 --> 00:27:59.506
That I'm telling you is something that's quick when people are trained in how to do this at the Ivy League.
00:27:59.506 --> 00:28:01.305
It's just I can't understand it.
00:28:01.887 --> 00:28:02.148
Yeah.
00:28:02.188 --> 00:28:02.449
All right.
00:28:02.449 --> 00:28:07.031
So what we're going to do is understand the meaning of a universal theme.
00:28:07.031 --> 00:28:10.451
So what we have to do is remember what we just did.
00:28:10.451 --> 00:28:13.348
Like and dislike is a form of word analysis.
00:28:13.348 --> 00:28:23.172
And because after that the reasons are articulation that's how the front part of the brain works Word analysis is all about articulation Two and a half times the neural activity.
00:28:23.172 --> 00:28:26.184
Now we're going to do the same thing here, but at a much deeper level.
00:28:26.184 --> 00:28:38.465
And once the kid learns the word I've had this happen so many times They've learned the word somewhere in elementary school and then when they're taking their SATs or ACTs in high school.
00:28:38.465 --> 00:28:42.753
The vocabulary section is simply the verbal section is essentially a vocabulary test.
00:28:42.753 --> 00:28:45.668
They remember 70 to 80% of the definition.
00:28:45.668 --> 00:28:50.535
They don't need to learn a list of hundreds of evolved words, they already know them.
00:28:51.198 --> 00:28:53.427
Right it drives their peers crazy.
00:28:53.427 --> 00:28:59.900
They said oh, I learned that in fifth grade, what I have a lot of fun with it, so what we do.
00:28:59.900 --> 00:29:02.968
Let's start off with what I like to call the half circle.
00:29:02.968 --> 00:29:04.732
Okay, we have a hero.
00:29:04.732 --> 00:29:09.947
The hero wants to do something, so we ask them to write it out in a sentence.
00:29:09.947 --> 00:29:13.249
Do you see how they just wrote a three-reason sentence?
00:29:13.249 --> 00:29:14.741
Now they can write out a basic sentence.
00:29:15.202 --> 00:29:15.603
Right.
00:29:16.704 --> 00:29:27.102
Then we're going to ask for an action word, a word that takes the hero in the general direction they want to go, and then a most important word, another form of word analysis.
00:29:27.102 --> 00:29:29.827
Then that's going to be what I call the base universal theme.
00:29:29.827 --> 00:29:32.592
The base universal theme is normally very broad.
00:29:32.592 --> 00:29:42.385
Then what we're going to do is go to a thesaurus and look up five words, ten words, maybe use AI, maybe not.
00:29:42.385 --> 00:29:43.629
I recommend against it.
00:29:44.199 --> 00:29:51.601
Oh, just so you know, as far as AI is concerned, if a teacher says AI can, any one of these steps can be used.
00:29:51.601 --> 00:29:52.443
I think it's ethical.
00:29:52.443 --> 00:29:57.240
If a teacher doesn't say it can be used and they use it, it's not ethical.
00:29:57.240 --> 00:30:02.490
Teachers can disagree amongst themselves, but they're the ones that decide yes or no.
00:30:02.490 --> 00:30:03.430
And it's per teacher.
00:30:03.430 --> 00:30:08.169
Okay, I thought everybody can pretty much agree with that.
00:30:08.169 --> 00:30:09.013
One Right?
00:30:09.013 --> 00:30:09.294
All right.
00:30:09.294 --> 00:30:21.779
So, but as we eventually show you, once you understand this, you can send your kids home to do essays and if they can't show their work, you put a big red F and say go do it and show me the steps Right.
00:30:21.779 --> 00:30:24.426
So you know that it wasn't just cranked out by chat GPT.
00:30:25.168 --> 00:30:26.271
Right, that's true.
00:30:29.082 --> 00:30:33.971
So once we find you know maybe it's five synonyms, ten synonyms, we have them type out the word.
00:30:33.971 --> 00:30:35.974
Go to Merriam-Webster's online dictionary.
00:30:35.974 --> 00:30:38.467
They cannot copy and paste.
00:30:38.467 --> 00:30:40.021
They cannot copy and paste.
00:30:40.021 --> 00:30:41.723
I can say this until I'm blue in the face.
00:30:41.723 --> 00:30:43.265
They have to type it out.
00:30:43.265 --> 00:30:45.869
Copying and pasting is a waste of time.
00:30:45.869 --> 00:30:48.312
They have to type out the word, type out the definition.
00:30:48.312 --> 00:30:49.834
Let me tell you why.
00:30:57.584 --> 00:30:59.932
How many times do you need to type out a word?
00:30:59.951 --> 00:31:02.317
and type out a definition until you know it Multiple times.
00:31:02.317 --> 00:31:02.878
Yeah, multiple times.
00:31:02.878 --> 00:31:05.524
Maybe it's five, maybe it's times yeah maybe it's five, maybe it's 10, maybe it's 20, who cares?
00:31:05.524 --> 00:31:06.066
All right, it is what it is.
00:31:06.066 --> 00:31:07.408
They do this until they know it.
00:31:07.408 --> 00:31:11.605
Eventually, they're going to have dozens of the evolved words and then hundreds.
00:31:11.605 --> 00:31:19.945
You want to see a big jump up in reading scores oh right, yeah, I can see that okay, yeah, so then that's our post-universal thing.
00:31:20.145 --> 00:31:31.236
And then if I'm dealing with young kids, when I come to the ultimate villain who can best prevent the hero from accomplishing their goals I tend to just leave it as a person.
00:31:31.236 --> 00:31:38.429
The older the kids get you're professionals, you can then move it on as a person or a concept.
00:31:38.449 --> 00:31:40.737
Right, that makes sense, and then, as they get older, I'll do a person or a concept Right.
00:31:40.737 --> 00:31:41.139
That makes sense.
00:31:41.942 --> 00:31:49.350
And then, as they get older, I'll do a person and a concept, and then we'll have a hero, universal theme, ultimate villain, separated by plus signs.
00:31:49.350 --> 00:31:50.963
Ask them to read it out loud.
00:31:50.963 --> 00:31:51.666
Does it sound correct?
00:31:51.666 --> 00:31:52.208
No, fix it.
00:31:52.208 --> 00:31:54.035
And they give you a basic sentence Right?
00:31:54.035 --> 00:31:55.881
So, let's go into that in more detail.
00:31:55.881 --> 00:31:56.663
That's the overview.
00:31:56.663 --> 00:31:57.723
Let's go into more detail?
00:31:57.723 --> 00:32:11.345
Sure, so I want you to think of a bright student who this could be helpful to and then change their name to protect their identity.
00:32:11.365 --> 00:32:12.946
So should they be elementary school?
00:32:13.427 --> 00:32:19.175
It doesn't matter, you can use this in third grade, you can use this with PhDs.
00:32:19.175 --> 00:32:22.606
So just so you know, if I'm doing this with a PhD student, what does a hero want to do?
00:32:22.606 --> 00:32:30.930
They might write 20 pages Then I would go through that, have AI select the action words and the most important words.
00:32:30.930 --> 00:32:33.024
In certain ways, I filter it out.
00:32:33.024 --> 00:32:36.384
Okay, it's the same thing.
00:32:36.384 --> 00:32:38.923
When you have more ideas, you tend to get better answers.
00:32:38.923 --> 00:32:41.964
But just pick up probably an elementary or middle school kid.
00:32:42.625 --> 00:32:44.471
Okay, let's see.
00:32:44.471 --> 00:32:48.358
So I have a friend, her little boy.
00:32:48.358 --> 00:32:51.024
I won't say his real name, but he's eight, going on nine.
00:32:51.024 --> 00:33:01.592
So he's a pretty bright kid, but he tends to because he's been on a tablet since he was two, which I don't agree with, but that's the way it is.
00:33:01.592 --> 00:33:05.010
But he, he wants to go into like programming and stuff like that.
00:33:05.010 --> 00:33:10.653
So he actually does at eight he's doing programming stuff, but his re, his reading and writing is not that great.
00:33:10.653 --> 00:33:12.226
So that's where he needs the help.
00:33:13.905 --> 00:33:17.077
So, um, do you want me to give his real name?
00:33:17.077 --> 00:33:17.619
I cause I won't.
00:33:17.699 --> 00:33:19.903
No, no, no, Make up a name, Make up a name.
00:33:19.903 --> 00:33:23.390
Make up a first name, so he's completely protected.
00:33:23.711 --> 00:33:24.472
Okay, let's say John.
00:33:25.293 --> 00:33:26.235
John, okay, okay.
00:33:26.235 --> 00:33:28.506
First thing we're going to do is take that tablet away from him.
00:33:29.209 --> 00:33:29.429
Okay.
00:33:30.221 --> 00:33:31.426
And we're going to give him a laptop.
00:33:31.426 --> 00:33:36.691
Is that an iPad that he's using?
00:33:37.220 --> 00:33:43.666
Yes, and then the mom and dad have the keyboard that you can detach and attach to it.
00:33:43.839 --> 00:33:44.863
Oh, so it's a real keyboard.
00:33:45.285 --> 00:33:50.000
Yeah, so it's like one of those iPad keyboards and stuff like that, so you can type on it.
00:33:50.099 --> 00:33:51.105
Okay, well then he can use it.
00:33:51.105 --> 00:33:53.185
No typing on the.
00:33:53.185 --> 00:33:54.184
It has to be a keyboard.
00:33:54.184 --> 00:33:55.158
So, yeah, you can use that.
00:33:55.158 --> 00:33:57.845
What we're going to do is we're going to have John.
00:34:02.560 --> 00:34:03.061
What.
00:34:03.061 --> 00:34:04.444
What we're going to do is we're going to have John.
00:34:04.444 --> 00:34:06.608
What's John's favorite book?
00:34:06.608 --> 00:34:06.928
Shoot?
00:34:06.928 --> 00:34:09.454
I'm trying to think Probably Nightmare Before Christmas.
00:34:10.320 --> 00:34:11.483
I think he likes that one Nightmare Before Christmas.
00:34:11.483 --> 00:34:12.728
Who's the hero?
00:34:14.280 --> 00:34:15.141
The hero is.
00:34:15.141 --> 00:34:19.811
Well, I guess you could say Santa Claus would be the hero.
00:34:20.492 --> 00:34:21.994
Okay, what does Santa Claus want?
00:34:21.994 --> 00:34:22.543
So you're going to type out Santa Claus.
00:34:22.543 --> 00:34:22.691
Could say Santa Claus would be the hero.
00:34:22.691 --> 00:34:22.981
Okay, what does Santa Claus want?
00:34:22.981 --> 00:34:24.306
So you're going to type out Santa Claus.00:34:24.728 --> 00:34:25.519
Right, santa Claus, what?00:34:25.539 --> 00:34:28.190
does Santa Claus want to do One sentence.00:34:29.579 --> 00:34:33.731
Santa Claus wants to deliver the presents for Christmas.00:34:35.081 --> 00:34:35.541
In that book.00:34:35.541 --> 00:34:36.505
Is that what he wants to do?00:34:37.768 --> 00:34:37.989
Yes.00:34:38.851 --> 00:34:43.726
Okay, so Santa Claus wants to deliver the the kids Christmas presents.00:34:43.726 --> 00:34:45.070
Okay, right, what is the?00:34:45.070 --> 00:34:47.167
What is the action word in that?00:34:47.167 --> 00:34:50.050
What's the word that'll take the hero in the general direction they want to go?00:34:50.050 --> 00:35:04.009
Deliver, deliver okay, I'm gonna say once oh, all, right, okay, no no, no that, no, that is not saying that's the correct answer but that's what teachers need to understand right.00:35:04.009 --> 00:35:06.501
This is where I'm going to tell you real learning occurs.00:35:06.501 --> 00:35:07.465
You're going to say deliver.00:35:07.465 --> 00:35:10.173
Why is deliver the action word?00:35:11.658 --> 00:35:16.769
I think it's because I think of that as, like the action verb um, that he's actually doing something.00:35:16.850 --> 00:35:29.392
So that's where that's what made me think of that as the one okay, I'm saying once, because that's going to move him in the general direction he wants to go oh okay, okay, now it doesn't.00:35:29.392 --> 00:35:31.437
We can disagree on that.00:35:31.437 --> 00:35:33.382
You can say well, you think it's delivered.00:35:33.382 --> 00:35:40.041
I can say well, I think it's yeah, it's once okay and then the class can decide what they think.00:35:40.041 --> 00:35:50.535
So when you have a genuine disagreement, you can put completely, argue with it, and that's where the real learning occurs right, okay, okay.00:35:50.756 --> 00:35:54.164
This is what they're going to remember in the future, not some less, I hate to say.00:35:54.164 --> 00:36:00.434
You teach them a lesson and it's like you know, we're clearly not just out of college, you and I.00:36:01.015 --> 00:36:01.195
Right.00:36:02.059 --> 00:36:08.972
We don't remember what we did on a Tuesday in the third week of January in fourth grade.00:36:08.972 --> 00:36:10.713
We just don't remember Exactly.00:36:10.713 --> 00:36:12.746
Okay, this is what they remember.00:36:12.746 --> 00:36:18.508
Okay, so you figure out whatever your action word is Now what's the most important word of that sentence?00:36:22.981 --> 00:36:28.393
For me, I would say the presence, because that's what he's aiming to do.00:36:28.393 --> 00:36:30.840
He wants to deliver those presents, so I would say presence.00:36:30.900 --> 00:36:32.947
I would say the most important word was deliver.00:36:33.950 --> 00:36:34.070
Oh.00:36:34.740 --> 00:36:37.550
I would assume that presents are presumed.00:36:37.550 --> 00:36:41.021
And again, we can, we can disagree on that.00:36:41.704 --> 00:36:43.168
I can see where you're coming from on that.00:36:43.168 --> 00:36:44.532
Yeah, that makes sense.00:36:45.161 --> 00:36:47.508
Right, but uh, but it's.00:36:47.508 --> 00:36:48.711
Sometimes they're the same word.00:36:49.501 --> 00:36:55.986
Right Cause it's good to see each other's thought process and how, yeah, and where, where we came up with those things, yeah.00:36:56.307 --> 00:36:56.929
Right Now.00:36:56.929 --> 00:37:00.780
Do you see how this is a form of word analysis?00:37:00.780 --> 00:37:01.923
It really got you thinking.00:37:02.405 --> 00:37:04.972
Right, yeah, okay, I like that.00:37:06.021 --> 00:37:08.890
And remember, when you're teaching this, I'm just going to tell you what's going to happen.00:37:08.890 --> 00:37:13.311
It's going to start off so slowly.00:37:13.311 --> 00:37:13.742
Yeah, just to show you how bad this could get.00:37:13.742 --> 00:37:16.943
Yeah, just to show you how bad this could get.00:37:16.943 --> 00:37:28.988
When I taught my original program, the most advanced guy I taught it to completed an MBA Master's in Business Administration from Columbia University, ivy League, and he did very well.00:37:28.988 --> 00:37:30.168
So I gave him.00:37:30.168 --> 00:37:35.769
If I walked into any high school, any AP English class and said, what's the?00:37:35.769 --> 00:37:38.731
What is this argument asking you to do?00:37:38.731 --> 00:37:41.952
It would take less than a second for any of the kids to tell me once they finished reading.00:37:41.952 --> 00:37:44.313
It took him almost 60 seconds.00:37:45.394 --> 00:37:45.874
Oh, wow.00:37:46.693 --> 00:37:50.175
And then, after he practiced it a couple hundred times, he got real fast.00:37:50.175 --> 00:38:00.099
So eventually, the dyslexic will get much faster than their peers are, and sometimes much faster than their teachers, because remember, this is the part of our brain that's overactive.00:38:00.099 --> 00:38:08.773
Right, okay, so what we're going to do is that?00:38:08.773 --> 00:38:09.855
What way do you want to go?00:38:12.446 --> 00:38:13.612
What word do you want to use?00:38:13.612 --> 00:38:15.119
We can use wants if you want.00:38:15.119 --> 00:38:16.303
Yeah, let's use wants no.00:38:16.323 --> 00:38:17.148
No wants is horrible, that's horrible.00:38:17.148 --> 00:38:18.516
You want to use deliver no no Wants is horrible, that's horrible.00:38:18.516 --> 00:38:20.601
You want to use deliver no.00:38:20.601 --> 00:38:22.969
Usually you go with the most important word.00:38:23.108 --> 00:38:23.591
Oh, I see.00:38:24.722 --> 00:38:26.309
But we have presence and deliver.00:38:26.309 --> 00:38:28.106
Which way do you want?00:38:28.106 --> 00:38:31.230
Don't just because it's my idea doesn't mean it's right.00:38:31.230 --> 00:38:32.965
Which one do you like better?00:38:33.621 --> 00:38:34.746
Uh, we can go with presence.00:38:38.620 --> 00:38:39.358
Yeah, let's go with presence, Okay, presence, okay.00:38:39.358 --> 00:38:43.995
So what I'd like you to do is that's our base universal theme, and I'm just going to show you how you can do this easier.00:38:43.995 --> 00:38:47.890
I want you to go to ChatGPT, okay, tell them.00:38:47.890 --> 00:38:52.086
Type in the hero wants, tell them what the hero wants to do.00:38:52.086 --> 00:38:56.408
You're going to tell them the most important word is presence, alright.00:38:56.408 --> 00:39:08.459
And then you want 10 synonyms of what the hero wants to do in relation to presence, and you want them to type out the word and give it a custom definition.00:39:08.479 --> 00:39:10.707
Okay, so I'm putting in chat GPT.00:39:10.707 --> 00:39:13.005
What am I typing in there?00:39:14.722 --> 00:39:18.472
You're going to want to say what does the hero want to do?00:39:18.472 --> 00:39:19.182
Type that out.00:39:19.182 --> 00:39:21.149
This is what the hero wants to do.00:39:21.149 --> 00:39:26.981
The hero wants Santa Claus wants to deliver presents.00:39:26.981 --> 00:39:34.132
So just type the hero is Santa Claus, he wants to deliver presents, okay, okay.00:39:34.132 --> 00:39:40.835
And you're going to say the most important word is presents, okay, okay.00:39:40.855 --> 00:39:42.440
And you're going to say the most important word is presence.00:39:42.460 --> 00:39:45.586
Okay, Based on what the hero wants to do.00:39:45.586 --> 00:39:48.972
Give me 10 synonyms with custom definitions.00:39:54.921 --> 00:39:56.648
Custom definitions Okay.00:39:56.748 --> 00:39:59.750
Right Now you're going to send the kid and they're going to do this manually.00:40:00.332 --> 00:40:00.512
Right.00:40:02.624 --> 00:40:08.653
But once you've got past the problem stage, I just have kids do it with the AI.00:40:09.135 --> 00:40:09.335
Yep.00:40:09.335 --> 00:40:10.445
So here's what it did.00:40:10.445 --> 00:40:14.519
It came up with 10 synonyms with custom story-friendly definitions.00:40:14.519 --> 00:40:17.427
You can give your narrative variety and charm.00:40:17.427 --> 00:40:18.329
I like that.00:40:18.389 --> 00:40:19.251
That's cool.00:40:19.251 --> 00:40:19.913
So we have the 10.00:40:19.913 --> 00:40:21.744
So here's what I would ask.00:40:21.744 --> 00:40:27.446
Here's the next step Tell it to pick the top five compared to what the hero wants to do.00:40:34.276 --> 00:40:38.446
Okay, okay, now do you?00:40:38.467 --> 00:40:40.896
see how it gave you the now did it give you?00:40:40.896 --> 00:40:43.122
Did it give you the definitions as well, or it?00:40:43.122 --> 00:40:43.784
Did tell it to.00:40:43.784 --> 00:40:56.666
Okay, now, instead of us going through this, because it tends to annoy the listeners, just pick the one that you think is the best, the one that has the best definition that matches your head?00:40:56.666 --> 00:40:57.490
I don't care what the word is.00:40:57.490 --> 00:40:58.112
Which one has the best?00:40:58.112 --> 00:40:59.356
The one that has the best definition that matches your head?00:40:59.356 --> 00:41:00.000
I don't care what the word is.00:41:01.722 --> 00:41:03.584
Which one has the best definition that matches your head.00:41:03.584 --> 00:41:03.784
Let's see.00:41:03.784 --> 00:41:13.675
I would say, hmm, surprises, it says captures the wonder of children waking up to the unknown delights.00:41:15.740 --> 00:41:16.322
Okay, so surprises.00:41:16.322 --> 00:41:18.106
So now that's our post-universal thing.00:41:18.728 --> 00:41:18.969
Okay.00:41:19.791 --> 00:41:27.228
Okay, now when the kids do this, they're going to go to Merriam-Webster's online dictionary, pick their definition and type it out again.00:41:27.228 --> 00:41:30.547
As I said, we're going to have them keep doing this.00:41:30.547 --> 00:41:33.021
It'll be 5, 10, 15, 20 times, who knows?00:41:33.021 --> 00:41:38.085
Eventually they're going to have that moved in and they'll just type it out because they know it After.00:41:38.085 --> 00:41:42.268
I've had kids do this in fifth grade for like six months the smartest kids and most motivated.00:41:42.268 --> 00:41:46.311
They will go down, not only look at the first level on the synonyms.00:41:46.311 --> 00:41:54.958
They'll go down to the second, third, until they get to a level where I call garbage words, where it's not as good as the previous level, and they will go through 200 words in less than 10 minutes.00:41:55.920 --> 00:41:58.144
Oh wow, because they know all the definitions Right.00:41:58.144 --> 00:41:59.968
Yeah, reach their teachers.00:41:59.968 --> 00:42:01.250
How did you know all this?00:42:01.250 --> 00:42:03.173
Well, this is what I did for the last six months.00:42:03.173 --> 00:42:05.286
All right, so what you just did.00:42:05.286 --> 00:42:09.408
Now do you see how this definition best matches what's in your head?00:42:10.430 --> 00:42:10.691
Yes.00:42:11.050 --> 00:42:11.312
I do.00:42:11.312 --> 00:42:18.193
Okay, now, this is so important, this is unique to you, right?00:42:18.213 --> 00:42:18.314
now.00:42:18.314 --> 00:42:19.400
This is so important, this is unique to you, right.00:42:19.800 --> 00:42:26.608
If we're going through all those definitions, somebody else might pick the same word, but over time they're probably going to pick a different definition.00:42:26.608 --> 00:42:30.826
Or even if they pick the same definition, it's for different reasons than why you picked it.00:42:31.387 --> 00:42:32.932
Right, exactly yeah.00:42:33.059 --> 00:42:34.344
So this is unique to you.00:42:34.344 --> 00:42:42.729
Now based on, we have the hero of Santa Claus, we have the final universal theme is again it's what?00:42:42.769 --> 00:42:46.695
word Presence.00:42:46.695 --> 00:42:48.384
Well, it's surprises now, right?00:42:48.384 --> 00:42:50.390
Surprise, surprise, yep Surprises.00:42:50.490 --> 00:42:59.292
Okay, Now what person is the ultimate villain that can best prevent Santa Claus from delivering his surprises?00:42:59.793 --> 00:43:00.514
Jack Skellington.00:43:01.414 --> 00:43:07.751
Okay, now we have those three words separated by plus signs.00:43:07.751 --> 00:43:08.885
Make it a simple sentence.00:43:08.885 --> 00:43:11.668
Just connect it, so it sounds generally correct.00:43:12.329 --> 00:43:14.704
Okay, where I have the villain in there too.00:43:14.704 --> 00:43:18.143
Yes, okay, so we can.00:43:18.143 --> 00:43:20.931
I don't even remember what the original sentence was, santa.00:43:20.971 --> 00:43:25.931
Claus, santa Claus, plus sign surprises, plus sign Jack, whatever his name is.00:43:26.332 --> 00:43:32.809
Okay, so I want to put it together into a sentence where Wait wait, we just have those three words separated by plus signs.00:43:32.860 --> 00:43:33.986
Just add a couple of words.00:43:34.509 --> 00:43:34.769
Okay.00:43:35.442 --> 00:43:36.164
Until it makes sense.00:43:36.660 --> 00:43:37.161
Okay, until it makes sense.00:43:37.161 --> 00:43:48.509
Okay, so Santa Claus wants to deliver surprises to the children on Christmas Day, but Jack Skellington took down the sleigh, or something like that.00:43:48.849 --> 00:43:51.514
Okay, that's it.00:43:51.514 --> 00:43:57.707
Yep, then we do it again, okay, okay, and we keep doing this until the kids have it.00:43:58.690 --> 00:43:59.111
Oh, okay.00:43:59.881 --> 00:44:02.548
This is going to take forever for an eight-year-old in third grade.00:44:02.548 --> 00:44:05.168
Right, they'll probably get it by the end of fourth grade.00:44:05.168 --> 00:44:08.327
Much easier to teach in fifth.00:44:08.327 --> 00:44:16.425
So if you don't get them to pass the third grade reading and writing test, english language arts, then we can shoot for fourth grade.00:44:16.425 --> 00:44:18.387
We want to make sure they have it done by the end of fifth.00:44:19.410 --> 00:44:20.071
Oh, okay.00:44:20.071 --> 00:44:29.711
So when you're working with them and you're finding out their favorite book, then they already know the story right, so that way they can make these sentences and connections so much easier.00:44:30.501 --> 00:44:33.791
What you do is you give the kid the correct book and audio book.00:44:33.791 --> 00:44:38.544
So listen to their audio book while following along with the real book trying to answer a specific question.00:44:38.544 --> 00:44:41.211
Give that to the parents to do at night.00:44:41.961 --> 00:44:43.720
Right, exactly yeah.00:44:43.800 --> 00:44:57.628
And then if you're again what Evelyn White Bay said, if you got 30 kids, maybe you pick two books or three books and go around and we saw the kids have an interest in the book, somewhat of an interest.00:44:57.628 --> 00:44:59.769
Make it so much easier to teach.00:45:00.311 --> 00:45:01.492
Right, exactly.00:45:01.692 --> 00:45:05.096
And give the parents the grunt work to do it at home.00:45:05.096 --> 00:45:09.443
Now, this is not going to work for every kid.00:45:09.443 --> 00:45:13.852
I'm assuming that the parents want to try to overcome the issue and the kid wants to at least halfway try.00:45:14.293 --> 00:45:14.534
Right.00:45:14.840 --> 00:45:17.409
You get them in their speciality, they will care a lot more.00:45:17.409 --> 00:45:21.365
But do you see now what we discussed tonight?00:45:21.365 --> 00:45:36.527
What we did is now you understand how to get their sentence writing skills from kindergarten to end of second, beginning, third grade level, and now you're learning how to understand, how to get them to start developing a real vocabulary.00:45:37.268 --> 00:45:40.012
Yes, exactly, yeah, that may all make sense.00:45:40.012 --> 00:45:42.062
Now you start with the, with the.00:45:42.062 --> 00:45:53.847
Putting those plus signs there, you get them to start with their interest, and then you move on to the sentence structure and I can see how writing yeah is so important, because then it helps them with the reading.00:45:54.269 --> 00:45:58.251
Yeah, Right now, and we've done this in about 45 minutes.00:45:58.820 --> 00:45:59.922
Wow, that's pretty cool.00:45:59.922 --> 00:46:01.666
Great, I love it.00:46:01.846 --> 00:46:03.470
Now for next time.00:46:04.010 --> 00:46:04.211
Yes.00:46:04.512 --> 00:46:09.749
What I'm going to do is I'm going to show you a more advanced reason.00:46:09.749 --> 00:46:16.209
I'm just going to tell you the big picture we're going to come up with because, remember, we just did a lot of word analysis.00:46:16.209 --> 00:46:17.332
Now we're going to do articulation.00:46:17.332 --> 00:46:32.721
We're going to come up with three good reasons Okay, Not any reason the three best reasons the kids can come up with For each reason.00:46:32.721 --> 00:46:36.211
After that, I'm going to show you how to take the reason and to make it a simple, universal theme so they can go find a quote.00:46:36.211 --> 00:46:40.682
And then this is going to really oversimplify.00:46:40.682 --> 00:46:44.797
You will not be ready to teach this until I show you in detail.00:46:44.797 --> 00:46:52.750
We're going to take that quote and then we're going to answer the basic questions who, what, when, where, how, why and I'm going to show you how to turn that into a basic body paragraph.00:46:53.220 --> 00:46:56.648
Oh, I love that, and that's what we're taught in writing Right.00:46:56.668 --> 00:46:56.809
Yeah.00:47:00.780 --> 00:47:01.996
But this is going to be a very unique way of doing it.00:47:01.996 --> 00:47:02.300
I love that.00:47:02.360 --> 00:47:07.132
The next thing up, that's the end of context, the craft of research, context, problem solution.00:47:07.132 --> 00:47:19.024
Then we're going to do problem, and what I'm going to show you to do on problem is we're going to come back and for each reason, we're not going to look for one universal thing, we're going to work for two.00:47:19.024 --> 00:47:22.958
They're going to start off by being very close together as the kid evolves.00:47:22.958 --> 00:47:26.689
You're going to find a lot in the beginning of the book and a lot at the end of the book.00:47:26.689 --> 00:47:28.361
You're going to pick your two best ones.00:47:28.361 --> 00:47:36.372
Okay, and then I'm going to show you how to create a warrant for each of those sentences.00:47:36.372 --> 00:47:39.905
That's from the craft of research, and a lot of people haven't heard of what a warrant is.00:47:39.905 --> 00:47:45.925
It's a way of organizing your thoughts in a systematic way, to explain a quote.00:47:45.925 --> 00:47:47.670
Essentially, that's my definition of it.00:47:47.670 --> 00:47:59.934
I'm going to show you how to do that with two quotes, those body paragraphs, which will be enough to get you past the high school essay and into college.00:48:00.074 --> 00:48:01.336
Okay, and into college.00:48:01.559 --> 00:48:11.621
Okay, so just that one addition, as the kids practice that like reed's practicing that now in fifth grade he's I'm sorry sixth grade he's really good at, he's getting really good at doing the quotes.00:48:11.621 --> 00:48:13.085
Wow, that's great.00:48:13.085 --> 00:48:15.631
If I can, yeah, I show you how to do three body paragraphs.00:48:15.631 --> 00:48:17.102
You do the introduction and conclusion.00:48:17.102 --> 00:48:20.329
Now we have enough to get them to pass the high school essay.00:48:21.111 --> 00:48:21.932
I love that Wow.00:48:22.220 --> 00:48:23.525
And they're in middle school at this point.00:48:23.966 --> 00:48:38.278
I mean, this is great, and not only is this great for teachers, russell, but I can see this being good for instructional coaches, like curriculum coaches in school, and also people like me, instructional designers, that we, you know, I think.00:48:38.278 --> 00:49:01.563
I don't think enough attention is given to this because if the if they're, if the kids were younger, now they're adults, you know, we don't, we don't realize, because universal design for learning, as you know, is so important, being able to design for every learner, no matter where they're at, and so I think these are great to know at, you know, whatever age they're at, so that you can meet them where they're at and hopefully help improve.00:49:01.563 --> 00:49:04.009
Right, you know like you said yeah.00:49:04.611 --> 00:49:05.233
Let me be clear.00:49:05.233 --> 00:49:06.505
Kimberly made this work.00:49:06.505 --> 00:49:07.865
Now, she's just not any mom.00:49:07.865 --> 00:49:15.826
She has taught her reads for brothers and sisters to read, well, yeah, using traditional methods.00:49:15.826 --> 00:49:16.941
Okay.00:49:16.941 --> 00:49:25.515
So she's not an inexperienced mom, but she's a homeschooling mom, but still not anywhere near a professionally trained teacher, okay, right.00:49:25.515 --> 00:49:27.547
So just think about what I just told you.00:49:27.547 --> 00:49:37.262
I gave you the outline, right, how I'm going to get you to do body paragraphs that are acceptable in high school and college as the next thing.00:49:37.903 --> 00:49:38.463
Right as the next.00:49:38.463 --> 00:49:38.643
Thing.00:49:38.663 --> 00:49:39.403
Right as the next thing.00:49:39.403 --> 00:49:40.744
It's literally that simple.00:49:41.344 --> 00:49:43.525
Wow, I love it Wow.00:49:43.525 --> 00:49:47.246
I love it how you're teasing us for the next one, so that's great.00:49:47.246 --> 00:49:50.767
It gives something to look forward to for my listeners.00:49:50.767 --> 00:49:54.408
So is there anything you wanted to mention before we wrap up?00:49:54.688 --> 00:50:00.250
If anybody has any more direct questions, if they just go to dyslexicclassescom.00:50:00.250 --> 00:50:05.312
There's a button there that says download free report.00:50:05.312 --> 00:50:07.273
Just type on that, answer a few questions.00:50:07.273 --> 00:50:14.255
You get a document, the three reasons your child's having trouble in school due to dyslexia and you can also set up.00:50:14.255 --> 00:50:20.017
Then you can set up a time to speak with me for about for half an hour on whatever questions you have Perfect.00:50:20.117 --> 00:50:20.537
I love that.00:50:20.977 --> 00:50:21.157
Well.00:50:21.217 --> 00:50:25.939
Russell, thank you so much for coming back and sharing these practical strategies with us today.00:50:25.939 --> 00:50:33.929
I know my listeners will really appreciate having such a clear, actionable set of moves that they can start using right away with their learners and their kids too.00:50:33.929 --> 00:50:34.530
So that's great.00:50:34.530 --> 00:50:41.288
And so, for those listening, don't forget to check the show notes for the free resources that Russell will send over to me.00:50:41.288 --> 00:50:45.066
That will help you put these ideas into practice tonight.00:50:45.066 --> 00:50:47.758
So the best part is, as we've mentioned, we're not done yet.00:50:47.758 --> 00:50:52.921
So you'll be back soon, russell, for part three of the series and we're going to dive into the problem stage.00:50:52.921 --> 00:50:54.364
Is that correct For the next?00:50:54.684 --> 00:50:54.765
one.00:50:54.765 --> 00:50:58.033
No, we'll be going into answering the three reasons.00:50:58.500 --> 00:50:59.443
Answering the three reasons.00:50:59.764 --> 00:51:08.142
And doing the basic and then from there going into how to do the basic paragraphs, three body paragraphs, Okay, great.00:51:08.943 --> 00:51:11.090
So we definitely don't want our listeners to miss this one.00:51:11.090 --> 00:51:13.182
We want to make sure we get them to that.00:51:13.182 --> 00:51:18.687
So again, thank you, russell, it's been a pleasure having you here, and thank you for joining me for part two today.00:51:18.707 --> 00:51:19.349
Thanks for having me.00:51:19.670 --> 00:51:20.171
Appreciate it.00:51:20.171 --> 00:51:26.371
Thank you for taking some time to listen to this podcast episode today.00:51:26.371 --> 00:51:28.688
Your support means the world to me.00:51:28.688 --> 00:51:33.266
If you'd like to help keep the podcast going, you can share it with a friend or colleague.00:51:33.266 --> 00:51:36.184
Leave a heartfelt review or offer a monetary contribution.00:51:36.184 --> 00:51:38.173
Every act of support, big or small, leave a heartfelt review or offer a monetary contribution.00:51:38.173 --> 00:51:42.949
Every act of support, big or small, makes a difference and I'm truly thankful for you.
