Introduction
so again welcome and thank you for joining us for the fountas and pinnell classroom webinar on guided reading I'd
like to first of all just thank you for taking time out of your schedules to be here today I know that as we manage
things in a different environment for most students it has been a challenge so
again thanks for taking the time to be here all right so as I mentioned that
Overview
this webinar is geared towards the guided reading instructional context have found something out classroom but
before we kind of jump into that there are some just a few things I want to
cover but I will just let you know that during our time together today we are going to just spend a few minutes on the
other instructional context just a tiny little bit of background on those just so I you can get an idea of what else is
part of this fountain panel classroom resource from there we're actually going
to dig into looking at guided reading and what it is and the resources within
found some Finnell classroom we will also explore the alert the literacy
continuum because guided reading if you're familiar with literacy continuum
you'll know that there's a section in in there that specifically addresses guided reading and so we'll spend some time
doing that we're gonna also look at a sample lesson and I will talk to you
about where you can find some of those sample lessons and then as I mentioned we will stop for some questions at the
end so let's get going so fountain pal
classroom is is a very new resource it is like a co here it really is a coherent literacy system from pre-k to 6
so some of the instructional contexts start at pre-k and other ones start at
kindergarten and they do go up to grade 6 it's really based on the idea of responsive teaching and uses an inquiry
model and multi text approach across many instructional contexts so what
you'll see if if you're familiar with these instructional contexts you'll know that found something out classroom
you'll know that they fit together in a coherent way and really offer students multiple opportunities to engage with
age-appropriate text in many type of learning context so whole group small
group and individual opportunities as well and it's really about moving them forward as learners and allowing them to
process increasingly challenging text and develop their proficiencies in
literacy so just to kind of quickly run through the tiles that you see on your
screen there there's seven tiles that are instructional contexts I should say
that make up the mill classroom so of course the first one there is interactive read aloud and as many of
you know that his whole group opportunity this does run from pre-k to 6 and it's organized in text set so
there's like an essential question that bounds about four to five texts together and there's 25 text sets per grade level
and so that's how they're organized there and of course it's as I said highly supported because it's whole group and the teachers doing the reading
during that's context the next one from there is shared reading so again an opportunity to engage in a whole whole
group instruction and many opportunities for students to be involved in the
reading and they can engage they engage with large texts that the teachers using
as well as the small book versions and audio recordings of them to reading mini
lessons those are by grade level from kindergarten to grade six and their whole class lessons are based on either
management or literary analysis strategies and skills or writing about
reading and there's 150 to over 200 lessons per per grade level phonics
spelling and word study so again opportunities for students to explore
and attend to and learn about sounds letters and words and that is by grade
level from kindergarten right now to grade four and five and six or just in development and will be out later this
summer book clubs you'll see on there so another opportunity for students to work
in in small groups and to really promote in-depth discussion about trade books
that they're reading and again they're organized as a set so that the whole
class can be working on an essential question but students taking part in different book clubs within the class
and then from their independent reading and so obviously this is an opportunity for students to develop their their
reading and their love of reading independently through self selected choices of books that they're going to
read within the independent reading collection and of course an opportunity
for teachers to confer with students and make some teaching points during those
that conferencing time so those are the
instructional contexts that make up found some Finnell classroom that URL that's on your screen right now that's
where you can go to download any virtual samples for any of these instructional contexts or if you want to look at a
specific grade level and see all of the instructional context by grade level you can certainly do that too so once you
click on this and you get to this yourself to this web page you'll see that there's a little icon towards the
top left of the screen it looks like a book and that's where you can get any virtual samples and so you'll be able to
see that the sample share for guided reading today comes from there but of course the limited amount of time we
have together today I'm only able to pull one sample so if you want to see something from a higher or lower grade
level or reading level this is where you can find that information all right so
Guided Reading
let's get going right into guided reading so obviously you'll see there's
kind of some just key points on the screen here about guided reading and we know that during this time teachers are
working with small groups of students and really closely helping them process
the reading of course the teacher provides that scaffolding and that support because the books that the
students are reading are challenging text so there Genet their instructional reading level and you know of course we want the
students to learn something new as a as a reader the Graduate reading text within fountain pal classroom are short
tax and so usually students who are able to read the whole text within the guided reading lesson and really to help
support the idea of comprehension as well as fluency but the whole goal of it is that obviously as a teacher we want
to be responsive to the reading behaviors that we see and observe students exhibiting during this time and
we really want them to build those in the head system of strategic actions
that good readers and proficient readers use when they're processing text and so
we'll talk about that and they'll system of strategic actions in just a few minutes so here's just kind of a quick
Guided Reading Resources
overview of some of the resources that are inside the guided reading
instructional context of course now these are created under the direction of found something else so you'll notice
that whatever level that book is given has been under the direction of fountas
and pinnell and really matches the text characteristics and the found some Pannell text level gradients and I'll
show you a quick screenshot of those in a few slides and talk about those in a
little bit more detail but they are really high quality engaging texts that are really going to extend students
reading writing and also their language skills as they begin to discuss and share their thinking about the books
that they're reading so what you'll notice here is it just kind of outlines how many texts are available at each
grade level there is six copies of each title and a lesson folder both print and
digital so their lesson folder card for each title within the guided reading
context there's also a recording form for each title and that's available digitally so any of the digital in
products that are resources that are on here once you purchase found sceptile
classroom you get an access code to go on to their found simple online resources and if you have other found
some Finnell resources you've probably been on the online learning resort and so everything's housed in that one
area whether it's benchmark assessment Li or whatever resources that that you
have access to that's where you'll find the digital files so those recording
forms that you can use if you want to listen into one student for that particular book and do a running reading
record that is available digitally for you to do that you also get the collection guide K to
six and that is really provides some overview and general information about guided reading and then just information
about what books are included in the collection that you have and like I said the online resources has all of that of
digital information as well as video library so you can actually see some
video of guided reading in action in classrooms and there is included in that an online data management one year trial
with that so you can use that as you please and you may be familiar with that if you have other firms empanel
resources so and I will show you like I said a sample of a book and a lesson in
just a little bit and you'll be able to see what they look like
so there's actually just a quick visual on the screen you'll see on the left of
what the books look like way they come packaged and the lesson folder card you
can see it sticking out there one of the books just so you can get a sense of what that looks like on your screen
Guided Reading Resources Organization
right now you'll actually see the breakdown of how the books are organized
now you'll notice that they are by level
and also by grade level not to say that you can't use the books with the
students in other grades whether it's you know higher or lower but just know that this is how they're organized what
you'll also see on here is that there's 50 titles per text level based on that found some final text level gradient so
for each reading level there's actually 50 titles and you'll see how they're spread out amongst the grades you'll
notice too that in in you know the grades that it takes you higher up the
levels so for some students in your classroom let's say in grade one you may have some students reading at some of
those higher reading levels they will have access to those texts because they run all the way up to level M for
example in grade one they are original text there is about half fiction half nonfiction and they really truly have a
global focus so it is about content from different parts of the world and really a great opportunity for students to
build their their background knowledge and you'll see one of the samples like I
said of those books today it is like I
said very appealing and of course you may decide as let's say the grade three
teachers to share the collection and house them in something like a book room because there's so many titles per grade
so you may choose that you know two or three teachers you're going to share that certain grade level
said of guided reading resources their house and a book room and people can come and grab them as they as they need
them alright so let's kind of jump over
Literacy Continuum
just to the literacy continuum take a few minutes to talk about that because bouncing Pinal classroom is really built
on the foundation of the literacy continuum that is its foundational piece it's really that roadmap or that guide
for classroom it is a great tool it you may have already seen this tool or have
it in your school's it does come in the benchmark assessment third edition systems so if you have that in your
school you probably are familiar with this book or this tool if you have
previous levels of benchmark assessment you would have the previous levels of literacy continuum but this is the new expanded edition and what you'll notice
is it's broken down into eight continuum and of course one of them being guided reading the other continuous are
Lesson Goals
organized by grade level but in guided reading it's organized by reading level
and so the literacy containments really at the center of everything we do from shared reading to writing about reading
to guided reading and it's really a description of what proficient readers and writers at those levels know and are
able to do so it's kind of that general information and can really help in
helping us select text for students and for our class and as well as some goals
that we may want to work on or behaviors that we may want to notice teach and
support now the lessons for guided reading grow out of the continuous so
you'll notice that we actually look at the sample lessons the goals for the lessons this is where they come from
they come from the literacy continuum and the whole idea is you know of course
we want you to be familiar with it because as you're thinking about the goals suggested for example in the
guided reading lesson you may decide that you want to go back to literacy continuum and choose a different goal
again that's it's a teaching to vision up to you based on what you know about the students that you're working
with and so it really allows us then if we're familiar with this tool to really
be responsive to the needs of the students that we're working with now
like I said this is a tool so you may not be jumping and reading it cover-to-cover but looking and dipping
in and out at the sections that you need that are appropriate for your grade level or the reading level of the students that you're working with
all right so inside of course the literacy continued we'll see and you're
Grade Level Goals
probably already quite familiar with the text gradient and this uses lettered levels so if you actually flip into the
literacy contam and go into the guided reading section you'll see the text gradient there and these are grade level
goals and they're intended to provide general guidelines so I just kind of want you to keep into mind that your
school or your district may have modified these or may have a modified version based on the requirements and
the professional judgment of the teachers so this is the way that found sceptile have laid it out but like I
said it's to provide a general guideline the other thing that you'll also notice
in the literacy continuum is that for each level they not only kind of provide
that general overview and I'll show you a screenshot of that in just a second but they also provide information about
each level related back to the ten characteristics related to text
difficulty so these are kind of important to be familiar with just so that you get a sense of when we're
talking about a level C text versus a level M text you're going to notice that
these ten characteristics look different at those different levels so they do
provide a specific description at each level within inside the literacy continuum so if you have access to it
you may want to take a deeper look at it and it really is an opportunity for us
to think about how do how do things like sentence complexity or vocabulary change
at the different reading levels and how can we use that as a tool to well build
instructional coherence with other teachers in our in our buildings or in our districts as we talk about the text
characteristics so it's important for that and also important to think about what might be challenging for students
as they embark on it on a new reading level and how do those things change how does the text structure change from a
level B to a and what they'll encounter in a level C text
so here you'll see that overview this is coming right straight from the literacy continuum just a quick screenshot but
you'll see that it provides a brief description of what would be generally true of readers at a particular level
and I really want you to remember that that obviously we know that you know all students are individual and they progress it at different rates and we're
gonna see different things happening with the students that we're working with and so it is impossible to create a
description that is true of all readers but this is what is generally true of readers at at this particular reading
level we'll Level II that you see on your screen here so again general expectations but again it's going to
help us in thinking about the readers that we're working with and what types of supports that we might provide them
and so you'll see here here's where the ten text characteristics come up so
Grade Level Text Characteristics
within each level so we're still on Level II here's just a quick screenshot of some of those text characteristics
and again what we're gonna notice that Level II when we think about these
characteristics so what kind of genres that level II might students be exposed to what might the content at that level
be about again the text structure so this can help us in thinking about the
students that we're working with thinking about the books that we have access to and you know making sure that
knowing these things ahead of time we can be well equipped to support our students because they may encounter a
new text structure or new text structures at that level and so this helps us be prepared to support them as
they start to problem-solve and process texts moving up the levels what you'll
notice is that on these slides and I'm going to show another one on the the goals within the level that's a little
bit more specific you'll notice that there's different colored will different shapes and different colored bullets on
the screen so anything there we go anything that has a circle
Thinking Bullets
bullet is thinking and as blue is thinking within the text anything that is green and it's on your screen I don't
actually think that you have a visual of a green bullet but when you see the green one that's for thinking beyond the
text and then purple is thinking about the text what you'll notice both for this screenshot of thinking within the
text you'll notice that some of the bullets appear red and you probably notice that on the previous slide that I
had back here with the 10 the text characteristics anything that's red just
lets you know that those are newly introduced at that level so it's important whether it's new text
characteristic or breeding behavior that it's when it's red we're just knowing
that it's new at that level so like I said knowing that can help us think about how are we going to support those
readers as they now uncover some new content for example at level ii as i
System of Strategic Action
mentioned all of the goals within the different reading levels that are in the
literacy continuum and then you'll see carried over into the guided reading lesson folders for each lesson are
broken down into the system of strategic action so you'll notice that there's the like I said the thinking within the text
beyond the text and about the text and that is how the literacy continuum is organized so when we think about
selecting goals for our students this can help us really pinpoint do we want
to focus or where our focus might be depending on the information that we have from the students working with and
the observations that were making and so like I said this is just thinking within
the text but there's also behaviors and understandings to notice teach and support for about the text and beyond
the text and that is for each reading level
Beyond the Text
so there's the beyond the text so you'll see it's those green diamond bullets and
then like I said there's the about the text section as well now Before we jump
About the Text
into a sample lesson just kind of wanted to do a kind of quick overview as that
we think about a design for a responsive teaching as I said guided reading takes
place in a small group environment but what you'll notice is that the very top you'll see interactive read aloud and
remember at the beginning I talked about interactive free loud and just said that that's takes place in the highly
supported environment I mean obviously in an interactive read aloud the teacher is doing the reading so it may be a
challenging text that students may not be able to read on their own and that's okay because there's strong and and a
lot of teacher support but what you'll notice and the reason why I wanted to to look at this before we jump into the
sample is to kind of just take a look at interactive read aloud as well it
filters into what's happening in our reading mini lessons that we might even be using them in to mentor text that
we've done the text an interactive read aloud as mentor text for reading mini lessons but those things are happening
inside of reading mini lessons and shared reading and those behaviors that were modeling for students and that
they're encountering as they're attending to the interactive read aloud
or the shared reading or the reading mini lessons all of those things support then what's happening during our guided
reading time and that's really what we want to be able to do is provide some of those behaviors that students can then
start to work on as they work again in a supported environment in guided reading
in that small group context but with the
kind of processing and modeling that they have seen in interactive read aloud
shared reading and reading mini lessons now during guided reading we know that students are they could be complete
other students in the class may be completing individual tasks or rotating through literacy centers
meaningful tasks to really free up the teachers so that they can work with small groups and provide specific and
precise instruction and it could be anywhere from 10 minutes that you're working with a guide a reading group it
could be more like 20 minutes it's really going to depend on the group that you're working with the book that that
you're working on and and so those are just kind of things to keep in the back of your mind but you'll see how guided
reading is just one of those pieces that makes up our whole literacy time with
our students anything that by the way anything on the screen that has an
orange bullet inside of the boxes those
just indicate that word study can occur within that instructional context - and you'll see that in the sample lesson
I'll show you today you'll see how in guided reading there is a portion at the end of the guided reading lesson for
word study to take place so let's actually jump right into a sample lesson
Sample Lesson
now this comes from the agreed for release so if you have that or it's you
may already have this this book if you have the grade for release if you are thinking that you want something that is
of a lower reading level again you can go into those virtual samples or
something beyond that going to the virtual samples and you'll see all sorts of samplers on there that you can
actually download the lesson and you can actually download the book as well so you can get a sense of the complexity of
the text at that reading level so a few things I kind of want to highlight as we go through the guided reading lesson and
if you need to access those samplers the Pearson Canada CA /
FPC website that's at the bottom is where you're going to want to go to
access those so what you'll notice at the top there's some information about what you're going to need for this
lesson some of them the things may come from the online resources like I said the book that we're looking at today
during our time together is from grade 4 it's called DJ focus and it is at a
reading level teeth so here is the book
Book
and just to kind of give you a little bit of background this book is actually
a biography of a boy named Calvin doe and he has to come overcome some
obstacles in order to build his own radio station and he broadcasts it to
his community in Sierra Leone in West Africa now as you see I've included a couple sample pages not the entire book
you can visit that online but what you'll notice is there's lots like
graphics in here like maps diagrams and photographs so I get a lot of text features that when we're thinking about
the book characteristics and also the goals for the lesson that may help inform what you may want to focus on or
based on what you know about your students you may have to in your introduction talk to some of those text
features if they're new to the students that you're working with so before we
Sample Pages
get right into the lesson here is just the few sample pages from the books so you'll see some maps and other text
features on there and there is the back
Back Pages
pages of the book so like I said this is just a screenshot of a few pages but
Goals
what you'll notice is that there's the goals now I know that the icon there is a little bit hard to see but there's
actually an icon there of the literacy continuum so as I mentioned before the
literacy continuum is really that that roadmap and that foundational piece so the goals come directly from there from
level T now you may choose or modify the lesson goals again based on what you
know about the students that you're working with and you'll notice here that there is a reading goal reading goals
suggested as well as some phonics that are in word work goals and writing about reading on this sample
so if there's something on here and you feel like maybe you might want to adjust
these goals of course you're not gonna choose all of them you're gonna choose select maybe two or three that are going
to work for the students that you're you're meeting with but if you want to select other ones then you could go back
to level T in your lair see continuum and and see what other goals might be supported in in this book okay so here's
Book Characteristics
the analysis of the book characteristics now this is a summary of this book and detailed detailed analysis of the
characteristics that students are going to encounter so these are books specific remember in the literacy continuum it's
more of a general overview at that reading level but for each lesson folder within Mountain Pannell classroom it's
actually done specific to that book so that again can help you because as you
look here you may notice that maybe students have not read by a biography
before so you may want to do when you're introducing the text talk a little bit about that so that can really start to
shape what we're gonna do in the lesson and again help us think about what might
pose some challenges for the students that we're working with because again this is at their instructional level and
so where might they require some precise support around this book okay
so the next section after that so after we kind of go over that information as a teacher and have that background
information from there we're going to introduce the book to the students and
there's lots of suggestions provided here so again you want to think about
the students that you're working with what's the most important information that they're going to need and you can
choose from these suggestions you certainly do not need to use all of them but it's just that guide to help you
think about what might be important information to present to the students
as an introduction again we want it to be supportive but not provide too much
information that students have nothing left to discover and learn so of course
ahead of reading the ahead of the lesson with the students we want to be familiar with these and decide which of these
couple that we're gonna focus in on you'll notice that some of them actually have a circle bullet after a question there and that's just to indicate that
we would have students respond so for example we might read the first paragraph on page two and ask the
students what they're thinking and then we would allow them to share some of their responses about that the other
Reading the Text
thing that's on here you'll notice is the reading the text so we of course the
students are going to be reading the text and they're going to be reading silently we may want to you know listen
in as they read so that to one student at a time so we can observe their their
oral reading and provide supports and then you'll see here that you're gonna
obviously be listening to those students and you may prompt or interact with the students as they're reading to provide
some some support to them what you'll also notice is that there are supports
English Language Learners
for English language learners so you'll notice that in the introducing the text as well as reading the text there is
specific supports for this book to help students and our English learners process the text and really benefit from
the teaching by using these suggestions or modifying or scaffolding the
instruction in a way that's going to be supportive of the text that they're that
they're reading and then the next section here is the
Discussing Revisiting
discussing and revisiting so during this time obviously we want to have a conversation with students about what
they read and and get them to engage in their thinking about the book what
you'll notice here is that it comes back to that system of strategic actions wheel so that thinking within beyond and
about the text and you'll see that it's color-coded and so we really want to
think about those big key understandings or main messages that we want students
to come walk away with so again this is book specific so you'll see for the DJ
focus book those are specific he understands we would want students to have so we may phrase or pose some
questions or prompts the students if in our conversation about the book these
sorts of things are not coming out but these are the things that we want to be looking for and observing you know also
notice to that there's the main message or big idea so again these are shared
with you so we're hoping that this is the understanding that students are coming away with and we may have to
provide some staffing scaffolding and support to make sure that they're really understanding those main messages of the
book so that's shared with you as well the other thing here is the teaching point so again there's lots of
Teaching Point
information provided here and you can choose what might be most important for
the students that you're working with and select that from what's suggested
below the other thing is in the margin
Prompting Guides
you've probably seen these icons for the prompting guide so those are you may
have these prompting guides if you have level literacy intervention in your buildings you probably have access to the prompting guys or you may have
purchased them separately but this this is in the margin just to reference
specific pages that will help you to provide some clear and concise language
and facilitative language to for the students if you need to teach prompts or
reinforce some of the reading behaviors that are are happening or support them during the
reading so that's why those are referenced there and like I said those may be professional tools that you
already have access to in your buildings now on the next part of the lesson
Word Work
folder you'll see that there is word work and so this takes a couple of
minutes towards the end of the lesson after students have read and shared their understanding of the book and
you'll see here that there's key understandings provided and they're
directly connected of course to the continuum so if you do look in your
continuum and you look under level T you'll see that there's some general word work principles provided and now
they've actually provided some key less mini lesson or a couple of minutes I
shouldn't say even a mini lesson just a couple of minutes about three four minutes where you're gonna work on word work with students they always provide a
visual of what that could look like so that's very helpful so that students can start to see or you sorry you as a
teacher can start to think about how the responses or word work might go so
that's always provided there and then the other part from there is the writing about reading now this is optional and
Writing
you're not gonna have time to do this necessarily for you know every day with every guided reading book that you're
doing but in cases where you want students to write about the text that they've read there's always writing
about reading provided you will also notice here that there is a visual provided about what the response could
look like for this particular book the writing done is actually shared writing
so here they're doing a two column chart so they will let you know whether the writing is going to be something where
it's going to be independent is it going to be shared writing or dictated writing and it will it will suggest that for you
of course you can make a professional decision to to change that but it will
suggest it we will be provided there the other thing is the assessment piece so
Assessment
it links back again to the schools in the literacy continuum that were shared on page one of the lesson
and or you can dig back into your literacy continuum and look at the goals that align to that reading level you may
also decide to do a reading record on one of the students in the group and so if you decide to do that you can go on
to the online resources print that off and use that information likely you'll probably do that on the following day
you may not have enough time to do it during that particular time but just know that those resources are available
there's just a quick snapshot of what the reading record form looks like I
don't know if you notice there on my last slide I don't have it zoomed in screen shot but there's
supports for English language learners forward work as well as for the writing about reading so what you'll start to
see is that in each part of the lesson within the guided reading lesson each component within there always has those
supports for our English learners and for really any students that we feel
like we want to use them for I'm just
gonna check I think we have a few questions okay I will get to those in
just a minute because I see there is a handful of them the next part that I before our time
ends together I kind of just want to kind of recap so we've you've been able to see a sample a little bit of a sample
book and now then a sample lesson following that it kind of comes back to where we talked about that design for
responsive teaching at the start what you'll notice is that the levels of support look different within different
parts of our literacy time with students but the whole idea that still within
guided reading we are providing support for students so not as highly supported
a shared reading but somewhere in between the support within shared reading and of course you know less
support within independent reading and just again to kind of highlight that you
know we've got many things going on during our literacy time with students again some whole groups some some small
group stuff and some individual stuff just to kind of look at how these three
important and critical contexts fit together now this image actually comes
from their guided reading professional resource and I'll show you what that looks like in just a minute but again
what we know in guided reading is that we still need to provide a moderate amount of support for students because
again it's a challenging text at their instructional level we really want them to be notices of text and and uncover
new things but again with that support provided in there and what we're hoping is that from the shared reading support
that's provided also the things that are happening and support and scaffolding
within guided reading those reading processes and behaviors will start to
carry over into what students are now doing in their independent reading so
again I mean that is our goal we want students to be processing texts proficiently with minimal support and
that's the whole idea so again they have these other highly supported contacts to
be able to transfer that learning and understanding into what they do in their independent time now like I said that
image actually comes from this resource guided reading responsive teaching across the grades this is a great
resource it's excellent in thinking about that well really the power and the purpose of
guided reading and as well as looking closely at responsive teaching and
selecting texts for guided reading and the importance of reflecting on exposing
students to a variety of different types of text within guided reading it also
looks to at supporting students in in the diverse classroom and how we
interact with students too and examples of teacher interactions with students during that guided reading time so if
you haven't seen this resource before it's certainly worth checking out and a great companion resource to have if you
are looking more closely at the found sub panel guided reading context
okay so I am going to get two questions right away before I do that though just
if you're interested in looking at a more closely phonics spelling a word study we do have a webinar coming up
later this week or interactive read aloud the following week so if you would like to sign up for those please feel
free to do that if you would like to request a print sampler you can contact
your your local rep I'll put their information up in just a second in case you don't have it if you want to book an
appointment then virtually they would be happy to meet with you and and show you some more samples or answer any
questions that you have one of the things I do want to highlight though is if you get a chance to join the fountain
symphony literacy community it's a great community to be a part of it's free to join there's excellent webinars on their
daily lit bits and and information that they share and of course during this
time of remote teaching they also have updates on supporting remote learning so
on that slide there to the right we're in the green box you'll see the fountain
pen al.com web address there's also the blog and we also have that linked on our
homepage I'll put that up in just a second but if you actually go on there and you do have some of fountain panel
resources whether it's level literacy intervention or maybe your school has already purchased some of the classroom
instructional contacts they will let you know how they're doing their best to support you now that things have turned
over to a remote environment so they do update that fairly frequently so you may
want to just make sure that you're following that again if you want to
download or get more information on fountain al classroom you can head to our web page or for the remote learning
we also have a page on our Pearson Canada site that will link you to the
fountain sets now blog and provide some important information about using fountain pen on resources during this
time of remote learning so I'll leave those up for you and just for a second
and then I'll click on the next slide that will give you your rep in your air your local reps contact information that
you can reach out to if you're at the board level you can just contact the rep that's in your territory that's on the
next screen and they'll put you in contact with the account executive in your area but before I do that I will
address a few questions just so you have a minute to get these web addresses down
now if you do have to leave because I know our times up I really want to thank you for joining us today and again thank
you for all you're doing during this challenging time and being there for the students and and supporting them as best
as you can so again thanks for your time today I will put the reps contact information up and head to the chat box
for any questions at this time so thanks again