Dr. Anne Cunningham
Anne is Author of Booksmart, a Scholastic Education expert, a literacy development scientist and a special education professor at University of California, Berkely.
• What is the difference between Phonics, Phonemic Awareness and Phonological Awareness?
• Why are they the most important skills for beginning readers?
• What are the specific skills and how do you teach them in a play environment?
• Which skills do we teach first? How do they interplay in the classroom?
Dr. Tim Rasinski
Tim is a multi-award-winning author and international expert on fluency and word play. His Kent State University lab has proven the value of daily fluency with all age levels Pre-K to 12.
• What is reading fluency or automaticity and why is it important in the early years?
• What is the connection between fluency, comprehension, and word play?
• How can primary teachers use song and poetry to teach oral fluency skills?
• What is the five-day plan that embeds fluency into daily classroom joy?
Dr. Maria Walther
Maria’s recent ideas-packed book Shake Up Shared Reading should be on every teacher’s bookshelf!
• How do we link rich read-alouds to target key skills and understandings?
• How do we teach comprehension skills and build vocabulary through joyful reading?
• What role can re-reading short bursts of text play in building enthusiasm for reading?
• How can we use investigation and conversation to shed light on deeper thinking?
Chelsea Mytko and Nathan Reist
• How can we integrate active and playful practice centres to move children to skill mastery?
• How do daily fluency infusions energize and inspire even the youngest children to read aloud?
• How can a theme-based approach incorporate all this skill learning into classrooms invisibly?
• What is the blitz intervention strategy and how do we use it so no learner falls behind?t
Dr. Janet Mort
So Many Skills! So Many Children! Such Urgency! The Simple but Elegant Solution and the Perfect Companion to Any Good Reading Program. Now we can close gaps easily!
• How can we track struggling learners and design interventions skill by skill?
• How do we organize small groups with the same needs for practice activities?
• How do we meet the 90% proficiency goal if we don’t know who and what to target?
• How do we make assessment, tracking and targeting a pivotal part of our weekly planning?