Introduction
so again welcome thank you for joining a stay for fountain Canal classroom a shared reading webinar my name is
Siobhan Murphy I just want to first of all thank you for really adapting and
and changing and I certainly unprecedented time and trying to meet the needs of students as we encounter
this new learning environment that we've embarked upon so during our time together today we are going to explore
fountain Pannell classroom shared reading and just provide some information on that resource and like I
said if you have any questions as we go through the session please feel free to post them in the chat box and I'd be happy to do my best to answer
them for you during our time we will look at a little bit about what is shared reading and
what does it look like in the context of the fountain Pannell classroom resource we'll also spend a few minutes just kind
of digging into the continuum and and how that's linked to found to some Pannell classroom just to give you some
of that background information we will spend a little bit of time looking at a
sample of shared reading that comes from the grade one piece of shared some
sample classroom you'll be able to see just a few sample pages of a book and then exactly how the lessons are laid
out and as I mentioned I think before the recording started so if you're listening to this on the recording you
can actually go to our website so HTTP Pearson Canada GA / FPC to get to our
homepage and you'll be able to just click on the explore tab and access any
of the virtual samplers on there for all of the instructional contexts are organized by instructional context as
well as by grade level all right so let's get going here just before we dive
Instructional Contexts
right into shared reading you'll notice on this slide across at the bottom of the of your screen there are seven tiles
there and I just wanted to kind of briefly go over those just so you can kind of get a sense of
the information or the context the instructional contexts that are available in France and pinnell
classroom and kind of how they fit together so what you'll notice is across the bottom I erase tans for interactive
read aloud and this is obviously a highly supported opportunity for students to engage engage in great
appropriate trade books with the teacher doing the reading and and of course involving the students in the thinking
and the talking and the writing about texts and a really good opportunity to expand their vocabulary the next one to
the right of that is reading mini lessons so again that's another instructional component this is
organized by grade level books starting in kindergarten to grade six and it has
just brief practical mini lessons that fall either under the category of management literary analysis strategies
and skills are writing about reading and just again another really good opportunity to engage kids in those
brief mini lessons and all those - all those different grade levels from there
you'll see shared reading which we'll talk about more in a few minutes to the
right of that is guided reading so again this is a chance for you to do some
small group instruction with students and with texts that are more at their
instructional level so there's some teacher support but a little bit less support than you would see in a shared reading or an interactive read aloud
environment and this is just a chance for students to like I said engage in those challenging texts with some
teacher support and really build their processing with fluency comprehension and of course opportunities to you know
talk with their peers about their reading write about reading and those kinds of things I our is the next one
independent reading this is a really good opportunity for students to self select books that they can read and
confer with you about and a really great opportunity to develop themselves as a
reader in their reading their identity as a reader and then another small group
component is book clubs and these run from Kate kata said and again small group opportunity for
kids to have some in-depth discussions about different books that they're of
course choosing and self selecting so you know there's certain ones that they
can self select from so that they can join that group and have some really good literature discussions about the book clubs that they're involved in so
without any further delay let's dive right into shared reading so during
shared reading like I said this is an opportunity for students to engage in high-level text there's lots of teacher support of course that you know the
first reading through usually is the teacher doing most of the reading sometimes kids jump in if they're familiar with the book but there's a
large book format that the teachers actually reading to the students during
the first reading and so you'll see actually on the left of your screen s which the large books look like but there's also also copies of that book in
a smaller format and so students really get the opportunity to revisit those
books and you know start to think more deeply about them it could even end up
in a listening Center because there's an audio component that that you have access to as well so the whole idea was
shared reading though is that you know like I said the teachers leading that first reading and then students are really getting multiple chances
throughout the subsequent readings to get involved with reading that text and
noticing more about the text discussing the text and and you as a teacher
obviously you're selecting teaching points that you feel are going to be most important for that for the group of
students that you're working with so
Shared Reading
obviously as I said we really want to build that strong reading foundation
with students this is a great way to do it through shared reading it's also a chance for us to have those enlarged
versions of text now some of these texts have you know features like fold outs or
flaps that might be new to students but it's really that opportunity to have a
lot of support context so they might not necessarily be books that students are reading at they're independently they maybe after
they've had a few readings with it enduring shared reading time but because there's so much teacher support involved
in there the teacher is really bridging the students understanding between the
the text and what the we want the students to develop more competencies at as a reader so like I said they could be
more challenging and there's going to be certain things that we're gonna want to point out for them to notice and make
sure that they're really engaged in the text with so they can start to develop those processes that they need to get
through the text independently because they will have those opportunities when they look at the copies in small book
format like I said you may have it in a listening Center or it may be available for the students to revisit after but
they've already had support going through it the first couple of times in that shared reading environment now
these books are original to the shared reading collection for fountain Pannell
classroom and obviously this is a really great time for our early readers to to
build critical concepts about how print works so a really great opportunity for them to be able to do that
each book also comes with its own lesson folder so within there you'll be able to
see a sample of that and what that looks like in just a bit but lots of suggestions for the teachers to make
decisions about what's most important for that group of students that you're working with to really move their learning forward what are some of those
key processes that we want them to acquire as we make our way through this
text so you'll be able to see a sample of that in just a bit you also with the shared reading
collection there is a collection guide and that just kind of goes over some of
the key components of shared reading and a little bit of information about how that instructional context is set up the
other thing is there's access to the online resources and so from there
you'll be able to go on and get the PDFs of each lesson so you you
also have the hard copy with the lesson folder but you can go back on there and get them on the online resources as a PDF and also access to the video library
and that's where you'll be able to see some shared reading in action and teachers doing it in the classroom the
other thing is as I mentioned earlier you get access to that audio file so you're actually able to get a you set up
a unique space they give you unique URL where you can bookmark to a device in
your classroom and students can just click on that and then any of the shared reading books that you add to that site
students can then access and listen to the story so you can certainly just put the ones on there that you've already
done some shared reading as a whole class with and then when students are in the listening Center they can choose
from there which ones they would like to revisit now shared reading in that's
kind of shared reading in grades k-2 3 in grades 4 to 6 it looks a little bit different so shared reading is really
just enlarged text from I could be interactively read aloud guided reading or book club selections that students
can use for shared or performance reading so looks slightly different and it's integrated in those other
instructional contexts and of course the text is age-appropriate and grade
appropriate so we you know it could be things that students have read previously in interactive read aloud it
could be a poem that comes from a book club things like that now I just want to
show you on this next slide here's a quick visual of what the audio or the
online resources platform looks like so you'll just see there there's some
samples of the under the audio there's where the audio file is and then you'll
also see the resources in section that's where you'll find the PDF of each lesson so you get access to that when you
purchase it gives you a special access codes go on your online resources where your other found some Pinal literacy
resources would be housed if you have access to and have purchased previous
fountas and pinnell resources
What is Shared Reading
all right so let's look a little bit more closely at shared reading and really what it is so as I mentioned it
is a whole group instruction and so this is an opportunity again for the teacher
to kind of lead that whole group through that book and then the whole idea is
that we're going to do three readings of that book but there's gonna be certain things that we may want students to tune
into on the readings or to take certain parts maybe they take part in on the rereading maybe we have half the class
join in on one part and half on it on another or things like that or there could be a component where the teacher
does the reading and then the students jump in and maybe they're reading some
of the dialogue that's happening so lots of different things that you can do with it and you'll see in the example of the
lesson that there's lots of suggestions on how you can actively involve the students in in shared reading now the
whole idea is that we also want to be able to use these texts as well as mentor texts so what do we notice the
author doing and when we come back to these texts we may revisit them and possibly use them for reading
mini-lesson a certain component of what we've noticed the authors done we could be using these as mentor texts for some
writing about reading so lots of different opportunities to come back and reuse those books in different
instructional contexts and as I
mentioned this is really or I shouldn't say really is maybe so it could possibly be a text that students may not be able
to read themselves independently at that point in time so we really want to
stretch their ability to help them think about text in new ways in a supported environment and like I said for our
early early readers it's a really great opportunity to focus on this early and read those early reading behaviors so
how print moves left to right we really want them to be notices of certain
aspects in there and and really kind of take that inquiry stance as they're uncovering and making sense of of the
text and understanding it and the whole idea is that like I said
that they revisit that text with those small independent books that they can use whether like it's in a listening
Center or an opportunity for them just at a different point in the day or different centers to revisit those books
The Literacy Continuum
okay so let's look at now the literacy continuum because what you'll notice is
if you have access to other fountas and pinnell classroom resources you may be for other fountas and pinnell literacy
resources I should say you may be already familiar with the literacy continuum but the reason why I want to
kind of address it before we look at a sample lesson is the literacy continuum for fountain Pannell classroom is really
that roadmap and in fact it's really a big piece of their other literacy
resources so if you're familiar with leveled literacy intervention or benchmark assessment you probably have
heard of or used the literacy continuum so this resource actually comes inside
the benchmark assessment system box so if you have that you know this probably already looks familiar to you or like I
said it may be a resource you're already using and/or familiar with if not you may have purchased it separately and
have looked through it but it's a really great tool to look at how we can select
text and goals for the students that we're working with and also really be responsive to the needs of our students
so it is broken down into eight continuous so you'll see those listed on the right of your screen and of course
you'll notice that one of them is shared and performance reading and so within
there there's some support listed and I'll show you a screenshot in just a
second when you think about selecting texts for shared reading there is some
characteristics we want to think about when we're selecting texts and so shared in performance reading like many of the
other continua is actually broken down a by grade level the one that is not is
guided reading which is actually broken down by reading level and so students or
teachers as they're using this tool so it's not necessarily something you're gonna maybe read cover to cover but you're gonna dive into the sections
and and look at you know your grade level maybe the grade level prior or following your grade level but really diving in and using it as a tool like I
said to help select texts that you're gonna read with intention and purpose and also select goals behaviors and
understandings that we want to notice teach and support as we move through shared reading so let's take a little
bit of a look at what that looks like in more detail you'll see here this comes from pre-k in
because the continuum runs from pre-k to 8 so this is just kind of a quick snapshot these are some of the goals and
understandings those behaviors and understandings that fall into pre-k when we're looking at shared and performance
reading so these can definitely guide some of the teaching points or explicit
things that I want to focus on as we navigate through that shared reading text and again it's going to depend on
the students you're working with and what their needs are what you'll also notice on here are there's little
bullets I know they're a little bit hard to see but they're actually color coded and so you'll notice that on there
they're the ones that appear in blue and kind of have a blue circle are thinking
within the text anything with a diamond shape that is green is thinking beyond
the text and anything in purple is that thinking about the text so when we
actually think about the system of strategic actions that system of strategic actions wheel that's in the
letters inside the inside cover of the literacy continuum that's what we're talking about the thinking within beyond
and about the text and sometimes some of them you'll notice are red and that's just to inform you that that's a
behavior understanding that is new newly introduced at that grade level so that's
Responsive Literacy Teaching
a at the literacy continuum and you'll see in just a second in the sample lesson how the goals for the lesson are taken
from the literacy continuum before we do that let's just quickly look at this
visual here which is a design for responsive literacy teaching what you'll notice on here is you'll see shared
reading falls in the whole group section and you'll also notice that interactive
read aloud and is really that foundation piece and a lot of the things that we're doing during interactive read aloud time
are supporting students to engage in thinking about reading but also
supporting the teachers during that reading during that shared reading time
so some of those things that we've modeled or had students focus on or talk
about or think about during interactive reading and those things that we're covering is going to filter down and
support them also during their shared reading time and so it's really important for shared reading to be
happening because that's the foundation for and bridging some of the things are gonna happen in independent reading so
again a really really important instructional context for not just independent reading but other small
group reading that's gonna happen as well like book clubs and and guided reading you'll also notice that some of
the boxes here have an orange bullet
inside of them that's just to let you know that those are other instructional contexts where word study could be
happening so even during our shared reading time there could be things that were focusing on that we might have
students attend to some letter and word work that they might notice and engage within that text during shared reading
and it and links to some of the teaching that we've done during our phonics and
word study lessons so again another opportunity to bridge that understanding
between what they're doing in phonics spelling and word study and lead it into what can be happening inside the text
that we're exploring during shared reading
and I'm just gonna check I think we have a question in the chat oh can the
literacy continuum be accessed online there you can purchase it digitally you
would have to go to the Hyneman site we don't have it up on our Pearson site for
purchase digitally but if you go to fountain pen Elcom you can purchase it digitally from there as an as an e-text
so a great question all right so let's
Sample Lesson
actually take a peek at a sample lesson and what that looks like inside of
shared readings so as I told you at the beginning this is a taken from grade 1
but if you want to see other samples of other grade levels and some samples of the the books that are used go on to our
website and if even if you get yourself to the Pearson Canada school website or
if you go to as I say at the top of the hour the HTTP Pearson Canada CA / FPC
site that landing page you'll be able to go on there and access multum any many
and multiple different samples of shared reading at different grade levels so
this is the book scram and I'm just gonna actually show you a few
screenshots of what the book looks like and then we'll actually take a peek at the lesson so here is this book and and
then I'll walk you through the pieces that are in the lesson now this one this book in particular is about a family
they're actually heading into the park for a hike and the road is being blocked by a cow and so all of the family
members in the car try to use different words to count to tell the cow to move
and finally one of them comes up with the right word and and the the cow moves
out of the way however there you'll see in just a second they're actually left with a surprise then that they have to
try to maneuver around so here is a couple pages inside this text
you and when I show you the goals you'll be
able to kind of see how those would match with some of those are features and things happening inside of this book
so you can see they're going for a hike and the dad says let's go for a hike and
the mom says let's go and so they're heading down the road and then mom stops
the car and and they're asking why are we stopping there there they see the cow and so the cow is telling the dad to
move and then the mom tries and she sticks her head out the window and she starts yelling go and again the cow
doesn't go anywhere and then eventually the cow does end up moving but now
they're stuck with the with a different surprise that they have to get around so that's the the story from one of the
stories from the shared reading collection at grade one and here's the actual sample lesson that goes with it
and this one in particular - you can get off of our website if you want to go back and dig at this into this one a
little bit more you can certainly do that so I will kind of have some screenshots and zoom in on these a little bit cuz I
know they're really hard to see when they're really small on the screen but what you'll just want to kind of highlight some of the key features cuz
what you'll notice is as you look at the shared reading lesson folders from one grade level to the next they they don't
change their that they're the same you'll see the same features on there that's used in all of the shared reading
lesson folders so kind of nice to have that that consistency so what you'll see at the top there's also obviously some
materials about what you're going to need for the lesson and anything that's on the online resources it will let you know at that point and then of course it
lists the book and the author and all those kinds of things what it does from there then is it provides a summary of the book so that you know as a teacher
you have that information about you know what's happening or what is this book actually about and then from there
you'll see that there is some messages that and those big ideas that we want
students to make sure that they have an understanding of so it's going to let you as the teacher know what that is so
you can make sure that you're kind of observing that and talking with students to make sure that they really are
understanding those key messages are those big ideas and then from there you'll see below that
this is one of the pieces I really wanted to highlight was the goals from the continuum so you'll notice here that
they have suggested some of the goals that would be appropriate and would align well to this particular text again
you may decide to go back into the continuum and select some other goals you're not going to select all of these
for this book but there's more than enough that you might decide to go with two or three that are going to be really
important for the students that you're working with at that time so based on what you know about those students and
and trying to be responsive to their needs what would be important goals to select for this text and then from there
there's some information about the book just gives you some of the background
that you might want to make sure that you draw students attention to so it could be something like you might want to talk about the genre and make sure
that students are engaging in some of that academic language again this is teacher information but just as a you
know it's nice to know ahead of time what are some of those key things about how the book works or important
characteristics that we might want students to notice because by pointing those out we may decide that you know
what this is the first time that they've encountered repetitive text so we want to make sure that that's something that
they're aware of as they're reading through that or it could be something with dialogue we could be talking about
you know when characters are talking and you know how authors and illustrators use those speech bubbles to show us that
a character's talking so those kinds of things from there then you introduce the text so here there's opportunities to
Introduce Text
and suggestions provided there and there's also a chance for students to engage and actively in this part of the
lesson so during this time of course we don't want to give too much way or spend too long on this but there is some
suggestions just to pique the students interest and engage them in the reading that's about to take place and you'll
see some some of the questions have a little circle bullet after them just to
let you know that you may want the students to possibly turn into or share with their partners about their
thinking and that's just indicated by that bullet so we just allow them some time to to quickly do that but as I said
you'll notice there's lots of stuff on here so you choose what you think might might work the best for the group that
First Reading
you're working with then from there there's the first reading so again you're gonna be reading to the students
during this time you can invite them to do things like possibly make predictions
or notice some important details there are some prompts here provided for you
to be able to do that again choose and use what you'd like you're the professional you decide what's going to
what's going to work best for the students in front of you and then from
there on to the second reading so during this time during the second reading
Second Reading
there's going to be some stopping points and prompts suggested because we really
want to students to start talking about the reading and now that they've had a chance to listen to it read one time and
then engage in that second reading with us so that's a great opportunity to do
Supporting English Language Learners
that the other thing that you've probably noticed there's some writing that's happening there in the margins
and like I said on your side it's a little bit hard to see but what you'll
notice is in every part of the lesson there is supports for English language
learners so they are book specific so you'll see here that they're talking
about how could we support our English language learners when we're introducing the text and what are maybe some of
those unfamiliar vocabulary words that they may have not heard before and that we might want to take some time just to
make sure that they have an understanding of that so you've introduced the text we've
modeled the reading we've read it together and then from there we're going to do some discussion now what you'll
Discussion
notice here is it's broken down into that thinking within beyond and about the text and so you're able to really
focus in on could be a certain area so it could be maybe you're really focusing
in on some of the beyond the text questions and prompts or it could be the
about the text within the text again lots of suggestions provided for you to
choose what's going on what's going to work best for you so these all align to remember I talked about that system of
strategic actions wheel well this is that that wheel that I'm sure many of you have have seen it before or use it
but the whole idea here is we really want to also get students involved in
using that academic language too so we're talking about things like you know the author text features but all of the
prompts really come from these key pieces that are on the system of strategic actions wheel the other part
is the revisit the text so again there
is an opportunity here to go over possibly on on another day it doesn't
have to be done on the same day so possibly another day we come back to this and we go over some of the teaching
points so that students can start to gain some independence in the reading
and some of the things that mean we may want them to be able to transfer into other reading that they're doing so like
I said this can be over a couple of days later the following day however you decide to to set that up but again lots
of suggestions to focus on as we revisit the text and they
again you'll see here is more opportunities for supporting English
language learners the other thing that's also on there that I kind of wanted to highlight that's in the margin and
you've probably been able to somewhat see on your screen is there's often references to the prompting guide now
these are resources that are in leveled literacy intervention so if you have that access to that you probably are
familiar with these or you may have purchased them separately but oftentimes they reference these just for teachers
to think about that facilitative language that you could use and how it might support your readers during that
time so it will reference specific pages in the prompting guide and again it's
that facilitative language where we want to could be we could be teaching for something on that system of strategic
actions wheel we could be prompting some behaviors and and providing some
scaffolding or reinforcing things new new behaviors that we're starting to see students do and that we want them to
obviously continue to do and transfer to their own reading in other instructional
contexts now here is the a chance for students to respond to the text and so
Response
you'll see that there are some samples on here about what you may decide to do
during that time if if you're going to have students respond to the text oftentimes in here it's there's multiple
things that you can have them do so on this in this particular lesson you'll see that there's art there's independent
writing on here there's also some movement and a lot of the books to do
encourage students to come up with some kind of actions possibly and things like
that that go along with the book you'll also notice that in here obviously again their supports for English language
learners during this time and so we can allude or support the students with some
Independent Reading
of those things that are suggested to support them and provide some scaffolding during that opportunity to
have to respond to text and then independent reading so here this just is some
ideas to promote independent reading for using the small versions of the book so
as they engage in those small versions or they could be that that they have access to to the big book in the shared
reading corner they can go and they can use some of these suggestions provided
and then to connect to other books so here they offer some connections to
Connecting to Other Books
other books that you might wish to have students make it could be ones that you've previously read or when you read
them later they are connected usually are related by topic or theme so you may
say like remember when we read not now what are the similarities between that story and this story so again
opportunities for students to make those connections among other books or maybe
these could be even like personal connections that they're doing but one of the nice things about this is it's that opportunity for them to see how
books are related so they will often say here's some other books in the shared
reading context or other instructional context that they're related to and then
Assessment
the assessment piece so the assessment piece goes back to that first part thinking about the goals of the lessons
as we're observing students engaging in the reading and those the second third
or however many readings we decide to do you know we're listening in to students responses when they're talking with
their their elbow partner about it when they're reading or we're asking them about what they're thinking and their
processing of the text these are the kinds of things that you know we're observing with students and so we may
decide then when we when we do a second third whatever reading it might be or when we're doing more shared reading
with other texts what do we notice based on what we see happening from the students and how might that then
influence our next steps in instruction and again it's that coherence back to
the literacy continuum so let's look at
some of before we finish up the value of shared reading and for early readers
we'll also take a quick peek at the importance of it for our intermediate or middle level readers so they're actually
if you have access to one of the PD books called guided reading responsive
teaching it actually has two chapters in there on shared reading and the importance of it but what you'll see is there some things highlighted on this on
the screen and just some of those key benefits and value of why we would want
shared reading to happen in our classroom as I mentioned earlier - it also makes it easier to teach guided
reading - in that you know we're still providing some of that support to students but they're also learning things and shared reading that they can
then apply to - guided reading and help in their progress of the books that
they're reading during guided reading the whole idea - is that it offers that opportunity not just for our early
readers but also for our older readers to really build that sense of community build interest in meaning having
students at being able to share their understandings obviously the developing the system of strategic actions and
really just helping students understand things that readers go through when
they're reading so lots of key benefits there's only a couple provided here on the slide but lots of reasons why we
would want to do shared reading so the value of it for our intermediate or middle level readers again you'll see
IntermediateMiddle Readers
some of the things on here it's that opportunity - for them to engage in some challenging text because the teacher is
supporting the reading they are able to navigate through text with our support
that maybe books that or pieces of books that they may not necessarily and parts
of books that they may not necessarily be able to read on their their own independently without without support it
also gets them thinking - about writer's craft understanding text features there
could be specific things that we want to focus on that have to do with vocabulary
things like that but like I said just really a really great opportunity to develop that sense of community within
the classroom and the community of readers now I did want to just share this slide
Guided vs Shared Reading
with you just because I know I've talked a few times about you know the different types of support that are provided in
shared reading and then how it looks you know slightly different and guided reading and then into independent
reading so as I've said a few times shared reading can definitely be a more
difficult text and is used in guided reading it may or may not be of course it depends on the students that we're
working with but there is a high level of teacher support and also you know shared reading and guided reading both
have teachers support built into them and of course independent reading as we're you know engaging with students in
conversations about their reading but the support looks a little bit different in there but what you'll notice is what
happens in shared reading really contributes to these other areas of reading and it's really that transition
to guided reading and ultimately to independent reading and the whole idea is we want the students to expand their
processing systems and shared reading is a really great instructional way context
to be able to do that and so you can also see on this slide how those pieces those instructional components shared
guided and independent reading really fit together and this visual actually comes from that guided reading book that
I mentioned so guided reading or responsive responsive teaching across the grades is where this visual comes
from so that's kind of a quick recap or overview I should say on shared reading
Wrap Up
we do have other informational webinars coming up on guided reading phonics
spelling and word study and interactive read aloud if you are interested in any of those please feel free to sign up but
as I mentioned at the beginning I was going to open it up to some questions so I do want to do that at this point in
time and as I'm doing that I'm actually just gonna flip the slide over to here
just to show you a couple of things to kind of think about as you're some
questions come in the chat box if you want to actually see a print sampler you can contact the rep in your area I'll
put their contact information up in just a second and they can always get you a print sampler they are identical to the
digital samplers that are on our website so if you prefer to look at it digitally you and and immediately you can do that
right now by going to our website if you would like to book a meeting obviously
at this point in time it's um we you know we can't have anyone coming I know you're not in the school so that's not
going to work out but we can certainly do virtual meetings so we can arrange our reps in the area can arrange a
virtual meeting to show you some other samples or walk you through any questions or other information that
you're looking for but I really want to encourage you if you haven't already done so to actually join the fountain symphony literacy community so this is a
free community to join lots of great stuff on there including some information about how do we support
students now that things have moved into a remote environment so if you're
looking for some suggestions on what you can do you can visit our Pearson Canada homepage but you can also which has a
link to our open access information and we'll link you to the fountas and
pinnell remote learning blog or you can go on to the literacy community and find
the information through that Avenue as well so whenever it's gonna work best for you encourage you to do that and
like I said lots of great resources on there so webinars daily lipids some
videos lots of things to support you so if you do have or would like to contact
the rep in your area regarding a sampler or other questions that you have their
contact information is on the screen if you're at a district level you can just reach out to the rep that's on the
screen in your territory and they will be able to put you in contact with the account executive that can definitely
work with you with any questions that you might have or follow-up that's needed