1. Lisa-Dai Venker

2.  identify the uses for and structure of TumbleReadables.  identify how TumbleReadables can be integrated in and as a classroom resources.  explain the importance of TumbleReadables in the Common Core and curricula.

3. CCombine online text with complete narration. 1125 read-alongs and 100 large print. Picture Books Early Readers Chapter Books Middle School Readers YA/Teen Children’s Classics Classics Shakespeare MMatt Christopher, Judy Moody, Nancy Drew and the Clue Crew, and Sleepover Squad series HHigh interest/low level CClassic children’s literature (Black Beauty and Call of the Wild)

4. Online (can go anywhere on any internet based system) Early and easily adopted because it is technology Identifiable reading levels Can add highlights Notes Book marks Return to sections Font Colors Background Color Text size Paragraph spacing Read aloud Speed of reading (ELL, Struggling, Emergent, Reluctant Readers)

5.  Adobe Flash Player 7 or higher  Tumble pad (download once, macromedia)

6.  (Read-Along): Online books complete with large print text and complete narration. Choose from 3 text sizes. Sentences are highlighted as they are read and pages turn automatically.  (2 in 1): Online classics that include adjustable text and complete unabridged audio.  No Brackets: Large print online books with adjustable text. These have no audio. Many will be converted to read-alongs in the next year.

9.  Don’t highlight  Manual/auto turn page  Length of time it stays on pages  Notes options/Bookmark

10.  Summary  Pre-reading Idea  Connect to the World  Connect to the Text (setting, characterization, conflict, theme)  Discussion Questions  Writers Craft (simile, foreshadowing, figurative language)  Author’s Bio  Handouts/Organizers  Assessments  Rubrics  Interactive Actives (role play, discussion)

13. English Language Arts Curricula, Grades 3–12 I. Text Selection 1. Text Complexity: The Common Core State Standards require students to read increasingly complex texts with increasing independence ….”

14. Some students need more work on…. instruction on grade level fluency practice vocabulary building additional practice with texts from the previous grade band Used in addition to “regular” classroom work Common Core “….high priority on close, sustained reading of complex text…” TumbleReadables

15. “…students have daily opportunities to read texts of their choice on their own during and outside of the school day.” “….access to a wide range of materials on a variety of topics and genres.” “…. students’ own reading level as well as texts with complexity levels that will challenge and motivate students.” “….informational texts and literary nonfiction as well as literature.” TumbleReadables

16.  Fiction- Poetry, drama  Non-fiction- essays; speeches; opinion pieces; biographies; journalism; and historical, scientific, or other documents TumbleReadables

17. Grades 9-12 Founding Documents (all required)  American Literature  World Literature  A Play by Shakespeare  American Drama Early Grades Classic Myths Stories Anchor Text

18.  Rigorous  80-90% should be text-dependent  Students to make valid claims But also have… Nontrivial inferences Lesson Plans?

19. Yes and No

20. BBookmarks CCo-planning LLibrary Introduction AAnnouncements PPosters-Signs PProjector/Running Slideshow BBack To School Night NNewsletters EEmails TTwitter/Facebook EEdline / Wiki

21.  Engagement  Adaptations  Decrease dependence on books  How is it relevant to ME?  Learning 24/7  Mobile Today’s Learner -Self-directed learning / work at own pace -mobile (un-tethered)

22.  Tublebooks.com  Images from TumbleReadables  From Publishers’ Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades 3–12 David Coleman Susan Pimentel