Download - Welcome to Tutor Training!
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Welcome to Tutor Training!
Presented by Sheryl Springer, ProLiteracy Certified Tutor TrainerBrenda Trosin, Associate Manager – Curriculum & Instruction
Funded by Library Services Technology Act in conjunction with the California Library Literacy Services
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Activity: Introduce Yourself Times Three!
What is your name?What was the last book you read?Tell us in a few words about an activity or
hobby you enjoy
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Lesson 1: Saturday MorningIntroduction to ILM & Adult Learner
Inspired Learning Model ™Guidelines for Accelerated LearningForeign language realiaPositive learning experiencesThe adult learner and learning
environments
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Lesson 2: Saturday AfternoonLearning Environment
Learning differences, difficulties and disabilities
Learner profilesActive listeningLanguage experience approachNon-traditional materials with roles and
goals
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Lesson 3: Saturday MorningReading and Writing
Review Basic reading skillsPhonicsSyllabicationThe writing process
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Session 4: Saturday AfternoonPreparing to Meet your Student
Guest speakerThe first meetingsGuided visualizationFormal and informal assessmentsLesson plansAmerica LearnsEvaluate training
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Introduce Inspired Learning Model ™
Understand that students are capable and wise with rich life experiences
Facilitate learning by focusing on subject matter
Encourage and acknowledge the goodReinforce signs of mastery versus
correction
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Guidelines for Accelerated Learning
Maintain confidentiality Be open to learn with a beginner’s mind Practice a positive focus Connect at a deep level Be responsible for myself and my experience Practice listening deeply and with honor Give only authentic and positive acknowledgement Fully receive acknowledgement and support Practice self care and self responsibility Be fully present
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Activity: Practice Using the Guidelines
Get into 10 groups of 2-3 people Read 1 mini case study in your teamTalk with your team about the situation
and answer questionsPrepare to share your thoughts for 3 to 5
minutes with the groupPractice listening
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Activity: Understand the Guidelines
What guidelines might be useful?How might you approach this problem?How would you want to be treated?What are some possible concerns? What resources could you use?
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Activity: Foreign Language Realia
Examine the item(s) on your tableTalk about its purpose with your partners
for two to three minutesShare your conversations and show
items(s) to group
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Adult Learner Profile for North County
Predominately females, 20-50 years old Predominately English Language Learners (ELL
or ESL) About half completed high school in their native
countries; some have certificates or advanced degrees
Most are employed, but seeking better opportunities
Most are reading at an intermediate level, roughly equivalent to 4th – 6th grade reading level
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Vision Literacy Students’ Goals
Perform current job tasks better (27%)Learn the alphabet, letters and sounds
(22%) Pass all or part of the GED test (17%)Read a book, newspaper, magazine (16%)Get a job, better job, or promotion (15%)Write, send and receive email (13%)
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Activity: Learning Styles Inventory
Look at learning styles inventory in binder on page 14
Complete the inventory in four to five minutesFollow instructions on page 13 to interpret
resultsShare your strongest styles with the class
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Understand Learning Styles
A learning style is a way of taking in new information (ex: read, write, speak, listen, see, and touch)
Always teach a new concept using your learner’s strongest learning style first and reinforce concepts with other learning styles
Know your learning style and your student’s learning style, but incorporate his or her preferences into the lesson
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The 20-40-80 Rule
We remember…20% of what we hear 40% of what we hear and see80% of what we discover for ourselves
by doing
Most people will remember 90% - 95% of what they teach, so learners need time to teach concepts back to others
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The Learning Environment
Respect: tutor’s attitudes and behaviors set tone for the lesson, so remember to recognize the learner as an equal partner
Relevance: lessons should always be based on needs, interests, and goals of learner
Experience-based: lessons can be applied to learner’s real life needs
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Activity: Positive Learning Experience
Remember a time when you learned something as an adult, and it went well; it can be work or non-work related
Think of what made it go well Write one to two adjectives to
describe your experiences (i.e. fun, encouraging, helpful) on a post-it note
Pass notes to presenters
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Lesson 1 Wrap Up
Are there any comments or questions?
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Lesson 2: Saturday Afternoon
Learning differences, difficulties and disabilities
Learner profilesActive listeningLanguage experience approachNon-traditional materials with roles and
goals
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Learning Challenges
Many people have learning challenges; they can be differences, difficulties, or disabilities
Learning disabilities is a very broad term covering a number of learning problems associated with the way the brain processes information
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Tips to Help with Learning Challenges
Present information in a manner and pace that is tailored to each student
Teach to preferred learning stylesBreak information into smaller piecesRefresh, re-teach and repeat oftenAchieve mastery before moving onto new
topics
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Review and Discuss Learner Profiles
A learner profile is typically a one-page summary of a student’s educational history, current goals, needs and challenges; it also includes contact information to setup first meeting
A learner profile may also include recommendations for materials and strategies
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Activity: Active Listening
Find a new partnerOne person speaks for two minutes about
why he or she wants to tutor and one person listens intently without interrupting or asking questions
At signal, listener gives positive feedback for two minutes while speaker receives positive feedback
At signal, switch roles and repeat process
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Language Experience Approach (LEA)
Developed by Van Allen in the 1960sUtilizes student’s personal speaking
vocabulary as foundation for learning new vocabulary words
Connects prior knowledge to written wordLinks speech with text and helps with
comprehensionExample found on pages 110-111 in
LitStart
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Activity: Language Experience Approach
1. Let the student talk about a topic of interest2. Write down the student’s exact words as the
story is told to you (remember to print, skip an extra line, and don’t make any corrections)
3. Read the story for the student to check for correctness
4. Reread the story together5. Ask the student to read the story independently6. Include a date7. Keep paper for next week for another activity
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Activity: Non-traditional Materials
Get with a partnerChoose 1 item Discuss with your partner how it could be
used in a tutoring sessionDiscuss how the item could be linked to
the roles and goals formShare your insights with the group
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Session 2 Wrap Up
Are there any comments or questions?
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Lesson 3: Saturday Morning
Review Basic reading skillsPhonicsSyllabicationThe writing process
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Language Components
Skills are typically acquired on a continuum
• listening
• speaking
• reading
•writing
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Language Components
Listening and reading For receiving information
Speaking and writing For expressing information
Reading and writing Communicated through written symbols
Listening and speaking Communicated through oral symbols
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Language Components
Present language skills as an integrated whole not in isolation
If we separate the skills, we fragment the language learning
Develop the four components equally
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Basic Reading Skills: Short Vowels
ă apple ĕ elephant ĭ igloo
ŏ octopus ŭ umbrella
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Basic Reading Skills: Long Vowels
ā angel ē eagle ī ice
ō ocean ū unicycle
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Basic Reading Skills: Long Vowels
a at ate
e pet Pete
i din dine
o con cone
u cut cute
Long vowels say their name. The silent “e” tells the vowel to say its name.
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Basic Reading Skills: More VowelsWhen two vowels go walking, the first one does the talking. Name the first vowel and skip the second vowel.
a mad maid
e met meat
i did died
o cot coat
u sud sued
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Basic Reading Skills: Word Families
Word families are a group of words that have a common feature or pattern
We were most likely exposed to word families through songs and nursery rhymes
This approach allows beginning readers to master more words quickly
There are 37 word families according to Richard Wylie and Don Durrell, authors of “Teaching Teaching Vowels Through Phonograms”
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Word Familieslong I icedicelicemicenicetwiceprice
long A akecakebakefakelakemakeshake
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Basic Reading Skills: Sight Words
Recognized immediately by the reader without having to go through the process of breaking them into smaller parts
Might be high frequency words like “the” and “and”
Might be functional words like “stop” or “exit” Could include important words like a child’s
name Could include hard to pronounce words like
“clothes”, “February” or “candidate”
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Basic Reading Skills: Syllabication
The purpose of teaching syllabication is to help learners improve their reading skills by breaking down larger multi-syllabic words into smaller parts
Syllabication helps students decode new words and recognize patterns
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Basic Reading Skills: Syllabication
Diphenhydraminehydrochloride
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Basic Reading Skills: Syllabication
Diphenhydraminehydrochloride
Remember
Calculate
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Basic Reading Skills: Syllabication
Look for recognizable partsUse index cards and markers to color
code syllablesTap on table or hold hand on chin to find
the syllablesPractice recognizing prefixes and suffixes
to help with decoding words and understanding their meanings
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Activity: Word Work using LEA
Find a partner Use your LEA story from Session 2Identify 2 words to create word familiesAsk the student to select 2 sight words Identify 1 word to practice syllabication
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Reading Comprehension
Read at least 90% of the words in the document without assistance
Able to make reasonable predictions Use mental pictures to visualize Apply prior knowledge of the subject matter to
better understand text Understand the vocabulary Summarize the text Become involved in what he or she reads
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Example
The procedure is actually quite simple. First you arrange things intodifferent groups. Of course one pile may be sufficient, depending onhow much there is to do. If you have to go somewhere else due to lackof facilities, that is the next step. It is important not to overdo things.That is, better to do a few things at once than too many. In the short runthis may not seem important, but complications can easily arise. Amistake can be expensive as well. At first the whole procedure willseem complicated. Soon, however, it will become a facet of life. Afterthe procedure is completed, one arranges the material into differentgroups again. Then they can be put into their appropriate place.Eventually they will be used once more and the whole cycle will have to berepeated. However, that is a part of life.
How would these clues, the title and picture, change the readingexperience for you?
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Doing the Laundry
The procedure is actually quite simple. First you arrange the things in different groups. Of course, one pile may be sufficient, depending on how much there is to do. If you have to go somewhere else due to lack of facilities, that is the next step; otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run this may not seem important, but complications may arise. A mistake can be very expensive as well. At first the whole procedure will seem complicated. Soon, however, it will become just another fact of life. It is difficult to foresee any end of the necessity for this task in the immediate future, but then one can never tell. After the procedure is completed, one arranges the materials in different groups again. Then they can be put in their appropriate places. Eventually they will be used once more and the whole procedure will have to be repeated. However, that is a part of life.
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Using Pre-Reading Skills
Preview what is to be readSet the purpose for the reading (Is it for
pleasure? For information? To pass an exam?)
Read the title and subheadingsLook at pictures and captionsIdentify difficult vocabulary in advance
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Using Pre-Reading Skills
Discuss title and topic before reading the story or passage
Make predictions (What will it be about?)Focus attention before readingBuild and activate background knowledge
(What do you already know about this topic?)
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Using Oral Reading Techniques
Increase fluency and improve comprehension
Appropriate for all levels of readersThree commonly-used reading techniques
are assisted reading, duet reading (also called reading together), and echo reading
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Activity: Assisted Reading Technique
Have the student read the text aloud while the tutor follows along quietly
If the student is unable to pronounce the word within 5 seconds, say the word for him or her
Correct any mispronunciations only if they change the meaning of the text
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Error Correction
The text reads… “The children are here.”
The student says… “The kids are here.”
• Do not correct the student in this example
The text reads… “I walked passed the door.”
The student says… “I walked paste the door.”
• Do correct the student in this example by quietly
giving the corrected word
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Using Duet Reading Technique
Tutor and student read aloud a text simultaneously at a “normal” speed while the tutor moves his/her finger beneath text being read
Builds confidenceGood technique for reading technical,
medical, or legal materials
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Using Echo Reading Technique
Tutor reads aloud while the student reads silently; the student then imitates or echoes the tutor repeating the text
Teaches inflection and intonationGood technique for an English language
learner or a student who reads “word by word”
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Writing
Of the four skills (listening, speaking, reading and writing), students are typically most hesitant to practice their writing skills
To practice writing skills, begin with by making lists, writing letters, or journaling to gage the student’s level of comfort
Since this skill is the most challenging for many, always give positive praise!
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Controlled Writing/Language Patterns
Controlled writing is a technique commonly used with ESL students to reinforce a specific concept
After reading a paragraph together, you may ask the student to change all of the verbs from singular to plural or change all of the pronouns from feminine to masculine
See page 90 in LitStart Example: Singular - The car is moving quickly.
Plural - The cars are moving quickly.
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Dialogue Journal/Written Conversation
This is a journal that is shared between the learner and the tutor. The tutor writes a sentence or paragraph to the student, and the student responds in writing. You should not worry about making corrections
See page 178 in LitStart. Example: The student wrote, “Bobby is 5 yrs ol
and wer having a parte.” The tutor wrote back to say, “My son Mark is 29
years old. Will you get Bobby a present for his party?
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Guided Writing/Sentence Completion
The tutor prepares open-ended sentences for the student to complete
See pages 180-181 in LitStartExample: If I won the lottery, I would…
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Functional/Assisted Writing
This type of writing allows us to meet practical everyday needs
See page 185 in LitStart for more information
Example: shopping lists, to do lists,
forms, notes, messages,
instructions, etc.
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Personal Journal/Free Writing
A journal can be a record of day-to-day events or a collection of thoughts about a topic
A journal should not be corrected, and the student may choose to share it with others or not
Students should also be encouraged to reflect on their progress or frustrations while journaling.
See page 187 in Lit Start Example: “Today I buy a card for my suster for
her berfday. I think she will like it. I got a card I cood read.”
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Process Writing
Process writing is any type of formal writing with a thoughtful or specific purpose
See page 189 in LitStartExamples: essays, family history, letters,
poetry, assignments
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Cloze Writing
This type of writing omits key words for the student to fill in the blank with the correct response
The student should already be familiar with the text or writing sample before working on this exercise
Example: When I took the ____ off of the stove, the lid was very ____ (pot/hot).
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The Writing Process
1. Brainstorm. What shall I write?
2. Pre-write. Put your ideas on paper by making mind map or list.
3. Create the first draft. The idea is the important thing. Don’t worry about spelling or grammar yet.
4. Share your writing. Read what you have written to someone else. Talk about changes or new ideas.
5. Rewrite. Make any changes. You may repeat steps 4 and 5 several times. Don’t worry about spelling or grammar yet.
6. Edit. Now is the time to make your spelling and grammar corrections.
7. Congrats!
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Mind Map
my birthday
party
guests
Lee Sue Vicky
candle
cake coffee tea ice cream
gifts
book
CDfood I served
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Mind Map
I had a birthday party. My guests
were Lee, Sue, and Vicky. I got a
candle, a book and a CD. I made
food. I served my friends cake, coffee,
tea, and
ice cream. We had fun.
As a tutor, how could you help your student revise this draft?
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The Writing Process
Step 1 – Brainstorm Step 2 – Pre-write Step 3 – Create the first draft Step 4 – Share your writing Step 5 – Rewrite Step 6 – Edit Step 7 – Congratulations!
Thanksgiving
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Lesson 3 Wrap Up
Are there any comments or questions?
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Session 4: Saturday Afternoon
Guest speakerThe first meetingsGuided visualizationFormal and informal assessmentsLesson plansAmerica LearnsEvaluate training
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Please Welcome Hugh Cox!
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First Meetings
Set tone and focus for tutoring relationship Focus on short- and long-term goals Build rapport using ILM principles Exchange contact information if needed Agree to meet in SCC libraries, MV library or
public spaces Talk about process to cancel or reschedule
lessons if needed Practice active listening
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First Meetings
Incorporate activities like learning styles, visualization, mind mapping, and LEA in first few lessons
Include learner in lesson planning processTour the library together to visit adult new
reader, ELL/ESL/international collections and references section
Talk about portfolios and the types of items to save
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Guided Visualization
Use this technique to create positive images and replace negative images
Promotes physical, mental, and emotional wellness and academic success
Helps with stress relief or behavior modification
Works well for students who tend to enjoy day dreaming
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Formal Assessments
Uses standardized measures developed overtime (CASAS and BADER)
Establishes eligibility and placement into program
Establishes baseline data to better quantify progress
Helps select materials and guide instruction May help identify any significant learning needs Occurs at intake and periodic intervals
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Informal Assessments
Provides more well-rounded profile of someone’s skills, abilities, and progress
Includes writing samples, portfolios, pre- and post-skills skills checklists, audio recordings, observations, anecdotal, etc.
Allows student to participate in processShould be incorporated frequently into
learning activities and routines
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America Learns
Online resource for reporting monthly progress, accessing and sharing strategies
Includes over 300+ lesson plans for adultsInstructional packet in binder with information
to access siteOnce matched, you will receive an
introductory email with the instructional packet, web link, login information, and password
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Lesson Planning
Provides a “road map” for instructionIncludes list of materials, supplies and
activities used during lessonIncludes time for review, new concepts,
practice and mastery, and reflectionLots of resources available to create
lesson plans (America Learns, online resources, links in binder, LitStart, etc.)
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Lesson Plans
Include learner in process and get his or her involvement and feedback in planning lessons
Use library resources, reference books and pleasure reading materials
Find materials and resources with your student
Plan activities in 15-20 minute increments
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Lesson Plans
Facilitate using students’ preferred learning styles and create multi-sensory lessons when possible
Vary activities and approaches Allow time for review and masteryFocus on literacy activities, reading and
writing, versus building conversation skills or navigating the community
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Lesson Plans
What resources, materials, texts, and technology are needed for lesson?
What did we work on the last time we met, and what should be reviewed in this session?
How will you master this topic? How can you use this information today? How can this concept or materials be reinforced
at home? How did the session go?
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Lesson 4 Wrap Up
Are there any comments or questions?
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