WEBVTT

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[Music]

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Student reading aloud: .

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. . the crumbling or
shaking movement of Earth

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in phases [indistinguishable]
in Earth's crust.

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Teacher, to student: Great,
so that is the definition

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of the word earthquake.

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Rebecca Carrillo: This is
a third-grade classroom,

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and they are working

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on a science-based literacy
curriculum with one teacher

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and three to four volunteers.

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The science-based reading
curriculum is really important

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because it helps to align
us with the school day.

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The school is a science focus,
so we are always looking

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for ways that we can
connect that to after-school.

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We chose to use this
science-based reading curriculum

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because it's very engaging.

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It's really exciting, and
it gets the kids motivated

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to start building the skills

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that they need to
really succeed.

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Teacher, to student: Shelby,

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why don't you read us the next
paragraph and the next question.

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Student: Earthquakes
happen every day.

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Most earthquakes are very weak.

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We don't even notice
when they happen.

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Carrillo: The materials
are designed

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to really build vocabulary,
work on comprehension,

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and also to start addressing
those district standards

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and the state standards
for science,

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but through a really engaging
format of question and answer.

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So the questions that
the students are seeing

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in these booklets
that they are going

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through are the same questions
that they are going to be seeing

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on these standardized tests
that prove so challenging

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for English language learners.

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So it's starting during the
after-school program to set them

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up for success in
the school day.

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Student: When do
earthquakes happen?

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(A) Every day.

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(B) Only at night.

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(C) Once a week.

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Teacher, to student:
Mariah, what do you think?

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Does that paragraph say how
often earthquakes happen.

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Student: [nods] Teacher:
How often?

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Student: Every day.

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Teacher: Every day.

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Carrillo: We are really lucky
to have volunteers that are able

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to come in to the classrooms,
and they are trained by myself

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and the lead teacher to
work with these small groups

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and also act as floaters
within the classroom.

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We are really trying to build
these students' independent

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study skills.

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So we are really working
towards these volunteers just

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facilitating the students'
own independent completion

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of this science-based
reading curriculum.

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We try and provide as much
training as we can onsite.

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A lot of that relies on the
help of our lead teacher,

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who can come in and provide
fall and spring trainings.

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We have two mandatory
trainings throughout the year,

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and then optional activities
are for the volunteers to come

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and actually engage in our
professional developments

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that we do with the
coordinators.

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If there are specific
skills that we would

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like the volunteers to
work on, we invite them

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to come participate in our
professional developments.

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[Music]