1. Presented by: Central AT Center Facilitators Tammy Dupre Patty Lagron Kristine Taylor April 23, 2013

3. READING It is difficult to learn to read when the words don’t stand still. Can you imagine what it is like to read when the words and letters move up and down on the page? It helps to use my finger or ruler to keep my place so I can read.

4. CHANGES Changes are all around us. Changes are a part of life. Changes are a part of growing. Just look how a sapling becomes a tree. And in the fall, the leaves turn all different colors. Red, gold, amber, brown, orange, and yellow. Even though they’re different colors, They are all part of one tree, And beautiful together. And so, too, it is with people. We are born, and we grow into adults Who are different, but we are all part of the same family. If only we could just blend harmoniously Like the leaves on the tree. Well, there’s still time for change. by Jane Brucker

5. One of the key concepts is quantum entanglement, which describes a situation where multiple particles are associated in such a way that measuring the quantum state of one particle also places constraints on the measurements of the other particles. This is best exemplified by the EPR Paradox. Though originally a thought experiment, this has now been confirmed experimentally through tests of something known as Bell's Theorem.quantum entanglement EPR ParadoxBell's Theorem

6. Word Identification: Phonology Comprehension: Prior Knowledge Fluency: Word Automaticity

8.  Teach phonemic awareness  Phonics or word study explicitly and directly  Provide opportunities to apply skills in reading and writing connected text  With integrated instruction in fluency, vocabulary, and comprehension

9.  Phonemic  the ability to hear, identify, and manipulate individual sounds- phonemes--in spoken words  Explicit Instruction  clearly models or demonstrates skills/strategies and provides clear descriptions of new concepts (providing both clear examples and non-examples).  Systematic Instruction  carefully sequenced, so that easier skills are taught before more difficult skills  Connected Text  Text-to-self  Text-to-text  Text-to-world

11. Developing FluencyText Comprehension

12. FLUENCYCOMPREHENSION  Questioning or retelling  Timed testing  Formula for timed WPM or CWPM; QRI-4  Anecdotal records for expression  Reading in context and isolation  Miscue analysis (word id, punctuation, timed) Written response to literature- personal experience Written response focusing on story element – Characters, setting, theme, moral, etc. Retelling the story Completing graphic organizers T-charts with predictions and justifications Written response to describe personal monitoring process

14.  Joe Witt Joe Witt  Florida Center for Reading Research Florida Center for Reading Research

15.  Pulaski Community School District Pulaski Community School District  Easy CBM (Curriculum Based Measurements) Easy CBM (Curriculum Based Measurements)  Chart Dog Chart Dog

16.  The Balanced Literacy Diet  http://www.oise.utoronto.ca/balancedliteracydiet/H ome/ http://www.oise.utoronto.ca/balancedliteracydiet/H ome/  Children’s Storybooks Online  http://www.magickeys.com/books/ http://www.magickeys.com/books/  Have Fun Teaching  http://havefunteaching.com/ http://havefunteaching.com/  Reading Rockets  http://www.readingrockets.org/ http://www.readingrockets.org/  Project Gutenberg  Http://www.gutenberg.org/wiki/Main_Page Http://www.gutenberg.org/wiki/Main_Page  Flowcabulary  http://flocabulary.com/ http://flocabulary.com/

18. Presented by: Central AT Center Facilitators Tammy Dupre Patty Lagron Kristine Taylor April 23, 2013 tammy@atanswers.comtammy@atanswers.com or patty@atanswers.compatty@atanswers.com kristine@atanswers.com