ࡱ> ') !"#$%&y {>bjbj ,8{{0h h """$###Pl#l$T#[,),--->n 2I.L$C"M=>MMh h --*J\\\Mh -"-\M\\^:@"-ÈSvPhnT[zrU$"&HMM\MMMMM\MMM[MMMMMMMMMMMMM .: Grade 6 English Language Arts Unit 7: Research ReportsWriting Products Time Frame: Approximately four weeks Unit Description This unit focuses on reading, comprehending, interpreting, responding, and writing content area/informational nonfiction. Researching topics and writing paraphrases, summaries, and reports/essays provide opportunities for students acquisition of informational, technological, and problem-solving skills. Vocabulary development and grammar instruction occur within the context of the nonfiction literature and student writing. Student Understandings Nonfiction is writing that deals with actual events about people, places, and things as they actually happened. The essential goal of this unit is for students to apply the reading and research processes to various types of informational texts, science and social studies articles, reference materials, and multimedia and electronic resources to find and synthesize specific information into usable formats such as paraphrases, summaries, and reports. Vocabulary and grammar instruction occurs within the context of the literature and student writing. Publication of research products provides an opportunity for students to hone technology and desktop publishing skills. Strategies such as vocabulary self-awareness and vocabulary cards, word grids, modified split-page notetaking, reading response learning logs, brainstorming, modified DL-TA, text chain, GISTing, and process guide will be introduced and applied to the research and nonfiction content. Guiding Questions Can students generate and narrow a topic of personal interest, formulate open-ended questions for research, and develop a plan for gathering information? Can students identify appropriate sources and gather relevant information? Can students correctly document sources in a works cited list or bibliography? Can students use a variety of communication techniques to present information gathered? Can students use available technology to publish research results? Unit 7 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) Grade-Level ExpectationsGLE #GLE Text and Benchmarks01a.Identify word meanings using a variety of strategies, including using context clues (e.g., definition, restatement, example, contrast)01b.Identify word meanings using a variety of strategies, including using structural analysis (e.g., roots, affixes)01c.Identify word meanings using a variety of strategies, including determining word origins (etymology)01d.Identify word meanings using a variety of strategies, including using knowledge of idioms (ELA-1-M1)01e.Identify word meanings using a variety of strategies, including explaining word analogies (ELA1M1)02.Identify common abbreviations, symbols, acronyms, and multiple meaning words (ELA-1-M1) 03.Develop specific vocabulary (e.g., scientific, contentspecific, current events) for various purposes (ELA1M1) 11a.Demonstrate understanding of information in gradeappropriate texts using a variety of strategies, including sequencing events and steps in a process (ELA7M1)11b.Demonstrate understanding of information in gradeappropriate texts using a variety of strategies, including summarizing and paraphrasing information (ELA7M1)11c.Demonstrate understanding of information in gradeappropriate texts using a variety of strategies, including identifying stated or implied main ideas and supporting details (ELA7M1)11d.Demonstrate understanding of information in gradeappropriate texts using a variety of strategies, including comparing and contrasting literary elements and ideas (ELA7M1)11e.Demonstrate understanding of information in gradeappropriate texts using a variety of strategies, including making simple inferences and drawing conclusions (ELA7M1)11f.Demonstrate understanding of information in gradeappropriate texts using a variety of strategies, including predicting the outcome of a story or situation (ELA7M1)11g.Demonstrate understanding of information in gradeappropriate texts using a variety of strategies, including identifying literary devices (ELA7M1) 14.Analyze an author's stated or implied purpose for writing (e.g., to explain, to entertain, to persuade, to inform, to express personal attitudes or beliefs) (ELA7M3) 15.Identify persuasive techniques (e.g., unsupported inferences, faulty reasoning, generalizations) that reflect an authors viewpoint (perspective) in texts (ELA7M3)17a.Write multiparagraph compositions on student- or teacher-selected topics organized with an established central idea (ELA2M1)17b.Write multiparagraph compositions on student- or teacher-selected topics organized with organizational patterns (e.g., comparison/contrast, order of importance, chronological order) appropriate to the topic (ELA2M1)17c.Write multiparagraph compositions on student- or teacher-selected topics organized with elaboration (e.g., fact, examples, and/or specific details) (ELA2M1) 17d.Write multiparagraph compositions on student- or teacher-selected topics organized with transitional words and phrases that unify ideas and points (ELA2M1)17e.Write multiparagraph compositions on student- or teacher-selected topics organized with an overall structure including an introduction, a body/middle, and a concluding paragraph that summarizes important ideas (ELA2M1)19a.Develop gradeappropriate compositions on student- or teacher-selected topics that include selecting topic and form19b.Develop gradeappropriate compositions on student- or teacher-selected topics that include vocabulary selected to clarify meaning, create images, and set a tone19c.Develop gradeappropriate compositions on student- or teacher-selected topics that include information/ideas selected to engage the interest of the reader 19d.Develop gradeappropriate compositions on student- or teacher-selected topics that include clear voice (individual personality)19e.Develop gradeappropriate compositions on student- or teacher-selected topics that include variety in sentence structure (ELA2M2)20a.Develop gradeappropriate compositions applying writing processes such as selecting topic and form (ELA2M3)20b.Develop gradeappropriate compositions applying writing processes such as prewriting (e.g., brainstorming, researching, raising questions, generating graphic organizers) (ELA2M3)20c.Develop gradeappropriate compositions applying writing processes such as drafting (ELA2M3)20d.Develop gradeappropriate compositions applying writing processes such as conferencing (e.g., peer, teacher) (ELA2M3)20e.Develop gradeappropriate compositions applying writing processes such as revising based on feedback and use of various tools (e.g., LEAP21 Writers Checklist, rubrics) (ELA2M3)20f.Develop gradeappropriate compositions applying writing processes such as proofreading/editing (ELA2M3)20g.Develop gradeappropriate compositions applying writing processes such as publishing using technology (ELA2M3)21.Develop gradeappropriate paragraphs and multiparagraph compositions using the various modes of writing (e.g., description, narration, exposition, persuasion), emphasizing narration and exposition (ELA2M4)23.Develop writing using a variety of literary devices, including foreshadowing, flashback, and imagery (ELA2M5)24a.Write for various purposes, including business letters that include a heading, inside address, salutation, body, and signature24c.Write for various purposes, including textsupported interpretations of elements of novels, stories, poems, and plays (ELA2M6)25a.Use standard English punctuation, including hyphens to separate syllables of words and compound adjectives (ELA3M2)25b.Use standard English punctuation, including commas and coordinating conjunctions to separate independent clauses in compound sentences (ELA3M2)26.Capitalize names of companies, buildings, monuments, and geographical names (ELA3M2) 27a.Write paragraphs and compositions following standard English structure and usage, including possessive forms of singular and plural nouns and pronouns (ELA3M3)27b.Write paragraphs and compositions following standard English structure and usage, including regular and irregular verb tenses (ELA3M3)27c.Write paragraphs and compositions following standard English structure and usage, including homophones (ELA3M3)28a.Apply knowledge of parts of speech in writing, including prepositional phrases (ELA3M4)28b.Apply knowledge of parts of speech in writing, including interjections for emphasis (ELA3M4)28c.Apply knowledge of parts of speech in writing, including conjunctions and transitions to connect ideas (ELA3M4)29.Spell highfrequency, commonly confused, frequently misspelled words and derivatives (e.g., roots and affixes) correctly (ELA3M5)39a.Evaluate media for various purposes, including text structure (ELA-4-M5)39c.Evaluate media for various purposes, including support for main position (ELA-4-M5)39d.Evaluate media for various purposes, including background information (ELA-4-M5)39e.Evaluate media for various purposes, including opinions vs. facts (ELA-4-M5)39f.Evaluate media for various purposes, including sequence of ideas and organization (ELA-4-M5)40a.Participate in group and panel discussions, including explaining the effectiveness and dynamics of group process (ELA4M6)40b.Participate in group and panel discussions, including applying agreed-upon rules for formal and informal discussions (ELA4M6)40c.Participate in group and panel discussions, including assuming a variety of roles (e.g., facilitator, recorder, leader, listener) (ELA4M6)41a.Locate and select information using organizational features of gradeappropriate resources, including complex reference sources (e.g., almanacs, atlases, newspapers, magazines, brochures, map legends, prefaces, appendices) 41b.Locate and select information using organizational features of gradeappropriate resources, including electronic storage devices (e.g., CDROMs, diskettes, software, drives)41c.Locate and select information using organizational features of gradeappropriate resources, including frequently accessed and bookmarked Web addresses41d.Locate and select information using organizational features of gradeappropriate resources, including organizational features of electronic texts (e.g., bulletin boards, databases, keyword searches, email addresses) (ELA5M1)42a.Locate and integrate information from gradeappropriate resources, including multiple printed texts (e.g., encyclopedias, atlases, library catalogs, specialized dictionaries, almanacs, technical encyclopedias)42b.Locate and integrate information from gradeappropriate resources, including electronic sources (e.g., Web sites, databases)42c.Locate and integrate information from gradeappropriate resources, including other media sources (e.g., audio and video tapes, films, documentaries, television, radio) (ELA5M2)43.Locate and integrate information from gradeappropriate resources, including identifying sources as primary and secondary to determine credibility of information (ELA5M2)44a.Locate, gather, and select information using datagathering strategies, including surveying (ELA5M3)44b.Locate, gather, and select information using datagathering strategies, including interviewing (ELA5M3)44c.Locate, gather, and select information using datagathering strategies, including paraphrasing (ELA5M3)45a.Generate gradeappropriate research reports that include information presented in a variety of forms, including visual representations of data/information (ELA5M3)45b.Generate gradeappropriate research reports that include information presented in a variety of forms, including graphic organizers (e.g., outlines, timelines, charts, webs) 45c.Generate gradeappropriate research reports that include information presented in a variety of forms, including bibliographies (ELA5M3)46.Use word processing and/or other technology to draft, revise, and publish a variety of works, including compositions, investigative reports, and business letters (ELA5M4)47a.Give credit for borrowed information following acceptable-use policy, including integrating quotations and citations (ELA5M5)47b.Give credit for borrowed information following acceptable-use policy, including using endnotes (ELA5M5)47c.Give credit for borrowed information following acceptable-use policy, including creating bibliographies and/or works cited lists (ELA5M5)48.Interpret information from a variety of graphic organizers , including timelines, charts, schedules, tables, diagrams, and maps in gradeappropriate sources (ELA5M6)ELA CCSSCCSS CCSS TextReading Standards for LiteratureRL.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.4Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choice on meaning and tone.Reading Standards for Informational TextRI.6.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.RI.6.8Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.Writing StandardsW.6.1 a,b,c,dWrite arguments to support claims with clear reasons and relevant evidence. a. Introduce claims and organize the reasons and evidence clearly. b. Support claims with clear reasons and relevant evidence, using credible sources and demonstrating and understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claims and reasons. d. Establish and maintain a formal style.W.6.2 a,b,c,d,eWrite informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts and information using strategies such as definition, classification, comparison/contrast and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information, and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform or explain about the topic. e. Establish and maintain a formal style.W.6.6Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single setting.W.6.7Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.W.6.9bDraw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grade 6 reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not).W.6.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences).Speaking and Listening StandardsSL.6.5Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.Language StandardsL.6.4c,dDetermine or clarify meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L.6.5b,cDemonstrate understanding of figurative language, word relationships, and nuances in word meanings b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions).L.6.6Acquire and use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Sample Activities Activity 1: Independent Reading (Ongoing): (GLEs: 11a, 11b, 11c, 11d, 11e, 11f, 11g 14, 15; CCSS: RL.6.1, RI.6.1) Materials List: informational nonfiction, reading response learning logs, Reading Response Prompts BLM Students should have access to texts at their independent reading level in the current genre for 10 to 20 minutes of daily sustained, silent reading (SSR) that is not formally assessed; student choice is key in choosing these, as is teacher modeling of this skill. To reflect the emphasis on informational nonfiction and technical texts in the Common Core State Standards (CCSS), teachers should encourage students to read a balance of fiction and nonfiction, both informational and literary. Some types of literary nonfiction include biographies and autobiographies; books on content-area subjects, including social studies, science, and the humanities; and technical texts. SSR offers students an opportunity to practice word attack skills, to boost confidence to work through reading problems, and to learn the joy that reading can bring. Students should continue to keep a reading response learning log (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) of pages read in which they respond to the research process they are going through with the use of brief reflective prompts. Sample reflective response log prompts (starters) and a full-blown lesson plan on this strategy can be found at  HYPERLINK "http://www.readwritethink.org/lessons/lesson_view.asp?id=55" http://www.readwritethink.org/lessons/lesson_view.asp?id=55. It is crucial that this metacognitive process be seen by students as a personal response to their reading, not as a test. Teacher modeling of his or her own use of the active reading processes of purpose setting, predicting and refuting, visualizing, connecting, speculating and questioning, reacting, and rereading is vital. To meet CCSS involving citing textual support, the fourth column provides an opportunity for students to support their responses with passages from the original text. An example is shown below. Reading Response Learning LogTitle of Text: Phineas Gage: A Gruesome but True Story about Brain ScienceGenre: NonfictionDatePages read:Response:Passage from text to supportMay 2pp. 1-2I really like that this book is nonfiction, but has something of a narrative. The authors use of foreshadowing makes me want to keep reading.He is good with his hands and good with his men, possessing an iron will as well as an iron frame, according to his doctor. In a moment, Phineas will have a horrible accident.May 3pp. 3-4I cant imagine living in a world without an understanding of bacterias benefits and dangers. Its no wonder life expectancy wasnt great.Medical science in 1848 knows very little about bacteria, even though they were first seen through a microscope nearly two hundred years before. May 4pp. 5-6Again with the ignorance about bacteria and contamination. The patient has a huge hole is in his skull, and these physicians are all wearing street clothes.The second thing you should notice is what the doctors are wearingnothing special. They are in street clothesblack frockcoats, shiny satin vests, and linen shirts. No one is wearing surgical scrubs. No one is wearing surgical gloves, masks, or booties.Excerpts from Phineas Gage: A Gruesome but True Story about Brain Science; John Fleischman (2002). Fleischman, John. Phineas Gage: A Gruesome but True Story about Brain Science. New York: Houghton Mifflin, 2002. Activity 2: Vocabulary Study (Ongoing) (GLEs: 01a, 01b, 01c, 01d, 01e, 02, 03) Materials List: index cards and vocabulary card examples, Vocabulary Self-awareness BLM, Frayer Model Vocabulary Card BLM, Word Map BLM, plus dictionaries and thesauruses, pen/pencil; paper or notebook, index cards Students will continue to use the Vocabulary Self-awareness BLM for the vocabulary self-awareness strategy (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) to determine their familiarity with new words, phrases, or idioms. Students will continue to use the four most common types of clues (e.g., definition, restatement, example, and contrast) for figuring out the meaning of an unknown word in context; they will apply this comprehension strategy throughout the unit, as appropriate. Students will continue to create word webs and riddles that illustrate multiple-meaning words, including illustrations or examples for each meaning. Students will use the Frayer Model Vocabulary Card BLM to create Frayer Model vocabulary cards (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) or the Word Map BLM to create vocabulary word maps, to help acquire this vocabulary knowledge. Frayer model and additional best practices strategies for teaching vocabulary can be found at  HYPERLINK "http://www.justreadnow.com/strategies/vocabulary.htm" http://www.justreadnow.com/strategies/vocabulary.htm. Students may create their own vocabulary tree graphic organizers in which an affix or root word and its meaning are displayed. This is an especially good strategy for nonfiction content study. Students then write as many words containing the root/prefix and find sentence examples as they read. Sample Vocabulary Tree  Students will also use electronic and print dictionaries, thesauruses, and glossaries to expand vocabulary during research, drafting, and editing processes. Students will use vocabulary cards (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) to define words specific to the research content and key to its comprehension as part of the research unit as detailed below. Example: Vocabulary Card front of card   back of card    Students will review their vocabulary cards and quiz each other with them in preparation for tests and other class activities as needed. 2013-2014 Activity 3: Words in Context (CCSS: RL.6.4, RI.6.4, L.6.4c, L.6.4d, L.6.5b, L.6.5c, L.6.6) Materials List: independent reading material, Words in Context BLM, pen/pencil Because students will encounter a number of unknown words in their independent reading, they need a process for dealing with these unknown words. This activity is in some ways an extension of Activity 2, but it incorporates the study of figurative and connotative meanings and analysis of the impact of specific word choice on meaning and tone as students encounter them in independent reading. The Words in Context BLM is a variation of the learning log (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) strategy. On the log, students keep track of unknown words, sentences from context, how they determined the meaning (definition, restatement, example, or context), their own definition, and their understanding level. Because student understandings will change over time, it is recommended that students complete this in pencil. Teach students to add to this chart as they read. These should be words that are not necessarily foreign to students, but they should be words that students stumble over. The goal is that over time, these words become part of the students writing vocabulary. Once a students understanding level is marked +, the word should be showing up in student pieces. Because the goal is improvement of vocabulary, encourage word talk among students. To meet CCSS language standards, discussion should be geared toward nuances in words, particularly figurative and connotative meanings. Encourage students to use the dictionary for verification after trying to determine word meaning from context. As students look up the meaning of words, encourage them also to determine the pronunciation and part of speech. Online dictionaries with pronunciation tools can be found at these links:  HYPERLINK "http://www.m-w.com" www.m-w.com and  HYPERLINK "http://www.dictionary.com" www.dictionary.com. As students encounter words with multiple meanings, these could be added to a master class list or word wall. For instance, with the word biotic in the following example, a discussion might reveal that while not generally used in this form, biotic in this context is the root for the much used antibiotic, and it is also a derivative of the Greek root bio-, meaning life. Incorporate the authors word choice into the discussion. In this context, the author draws upon an antiquated term. This deliberate use of a word that is no longer common certainly lends to the tone of the text. Example: Words in Context Text: Phineas Gage: A Gruesome but True Story about Brain Science datewordsentence(s) from context, page if availabledefinitionrestatementexamplecontraststudent-developed definitionunderstanding level + ( (May 3bioticIn 1848, science is still twenty years away from figuring out that infections are the work of livingthat is, bioticthings. (13)X living+Excerpt from Phineas Gage: A Gruesome but True Story about Brain Science; John Fleischman (2002). Fleischman, John. Phineas Gage: A Gruesome but True Story about Brain Science. New York: Houghton Mifflin_(2002). Activity 4: Writing Craft Mini-Lessons (Ongoing) (GLEs: 17a, 17b, 17c, 17d, 19a, 19b, 19c, 19d, 19e, 20a, 20b, 20c, 20d, 20e, 20f, 20g, 21, 23) Materials List: Writing Piece with Target Skills Planner BLM, projection or presentation device (e.g., overhead and transparency pen, dry erase board and marker, document camera, SmartBoard, etc.), paper or notebook Continue to point out examples of good writing in texts followed by questioning. (Examples: Does this skill make the writing clear, interesting, or pleasant sounding? Why do you think the author uses this skill? How do you like it as a reader? What words do you especially like? Can you imitate this?) With students, continue to model the skill orally, then have students try it out in practice pieces, and finally apply the skill in independent writing. Important to focus on in this unit will be word choice, fact versus opinion, main ideas and supporting details, and logical organization of ideas. In planning whole-process pieces, continue to use the Writing Piece with Target Skills Planner BLM; choose one (new) or two (review) genre target skills, one (new) or two (review) organization or composing target skills, and one (new) or two (review) conventions skills as Target Skills for each whole process piece. These skills become part of the scoring rubric. Students will draft several whole process pieces, double-spacing in order to have room for revisions (adding, substituting, deleting, reordering). Illustrate various proofreading/editing strategies. 2013-2014 Activity 5: Writing Record (Ongoing) (CCSS: W.6.10) Materials List: Writing Piece with Target Skills Planner, Blank BLM and Writing Piece with Target Skills (See Activity 4.), projection or presentation device (e.g., overhead and transparency pen, dry erase board and marker, document camera, SmartBoard, etc.), Writing Record BLM This activity is an extension of Activity 4 for the 2013-2014 school year. CCSS W.6.10 calls for routine writing over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. Because this is not much change from current expectations, having students keep a record of their writing over the course of the year would be evidence of achievement. On the Writing Record BLM, students track each time they write over the course of the unit. They should indicate whether the writing is over an extended time frame, and if so whether it is to research, reflect, or revise. If it is a brief piece written over a day or two, students should indicate whether it is a log entry, response to text, or other. Students should also indicate the intended audience of the piece. Students should record on this page each writing assignment in the unit (Activities 8, 9, 10, 11, 12, 13, 14, and 15). Activity 6: Sentence Formation/Grammar/Usage/Mechanics (FUMS) Mini-Lessons (Ongoing) (GLEs: 25a, 25b, 26, 27a, 27b, 27c, 28a, 28b, 28c, 29) Materials List: projection or presentation device (e.g., overhead and transparency pen, dry erase board and marker, document camera, SmartBoard, etc.), Proofreading/Editing Strategies BLM, Secondary Editing/Proofreading Checklist BLM, sentences for proofreading, student grammar text, pen/pencil; paper or notebook Distribute copies of the Proofreading/Editing Strategies BLM and demonstrate the use of each strategy covered in the BLM. Continue with whole-class brief mini-lessons in usage, mechanics, and spelling, choosing only one explicit focus for the lesson, based upon student errors in drafts and daily editing practice. This could be a grammar, usage, or conventions focus. Mini-lessons should be adjusted accordingly for this unit. Students should also continue daily proofreading practice of several sentences in context (related), writing sentences or lines correctly with positive teacher feedback via brief comments to students. When a student has not caught an error, encourage him/her to search further and then return to the board or overhead, correcting sentences with the class and explaining why each error is incorrect. Students continue to correct their papers, using proofreading symbols, and record the types of errors they have made on the Secondary Editing/Proofreading Checklist BLM. Keep a record of which errors are being made by the majority of students in order to plan appropriate whole-class mini-lessons. (Adapted from Jane Bell Keisters Caught Ya: Grammar with a Giggle, Maupin House, 1990.) Mini-lessons should also be part of this unit whenever student errors indicate a need for the following: the use of hyphens, commas, coordinating conjunctions, capitalization, possessives, verb tenses revisions to add prepositional phrases, transitions, and interjections for emphasis conjunctions and transitions to connect ideas Hold regular peer-editing sessions to help students form the habit of attention to spelling highfrequency, commonly confused, frequently misspelled words and derivatives (e.g., roots and affixes) correctly and daily reinforce the habit of using a variety of resources (e.g., glossaries, dictionaries, thesauruses, spell check) to find correct spellings. Throughout the writing process, students should use peer editing to work with mechanics and conventions of writing. Grammar instruction should occur within the context of students reading and writing. Grammar instruction lessons may be found in the district-adopted textbook. Activity 7: Informational Nonfiction Overview (GLEs: 11a. 11b. 11c. 11e, 11f, 14, 15, 39a, 39c, 39d, 39e, 39f) Materials List: graphic organizers, nonfiction text examples, student anthology, Nonfiction Text Structures BLM, Nonfiction Text Structures (Answer Key) BLM Reading expository text requires students to closely examine the texts vocabulary, features, and structures, if the material is to be comprehended and retained. Students must comprehend 75% of the ideas/concepts and 90% of the vocabulary of a content area/informational text to understand what theyre reading. Working with the science or social studies teacher will allow relevant cross-curricular materials to be selected for the class examples. Review, show examples, and discuss the defining characteristics of informational nonfiction (e.g., newspaper/magazine articles, historical/workplace documents, scientific/technical writing, encyclopedia entries, handbooks, manuals, recipes). Students will discuss how to read informational nonfiction differently from literary/personal nonfiction. Using the Nonfiction Text Structures BLM and the Nonfiction Text Structures (Answer Key) BLM, provide examples of these various types of nonfiction so students working in groups can read and identify the type of nonfiction as well as determine the authors purpose and viewpoint (perspective) for each example with the aid of the graphic organizer. After completing the graphic organizer, students will record notes in learning logs (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions). Allow time for students to share their responses and discuss their entries with a partner or the whole class. Sample Nonfiction Learning Log: NONFICTION TYPECHARACTERISTICSAUTHOR'S PURPOSEnews article  HYPERLINK "http://www.sciencedaily.com/releases/2007/09/070923202538.htm" You Can Teach An Old Dog New Tricks -- With The Right DietShort uses 5 ws & how approachto informInterview Paul Miller, professor of veterinary science word for word account personal experienceto inform to entertain Using the Nonfiction Text Structures BLM, also facilitate a review of the many types of expository text features that provide additional information to help students comprehend content such as: table of contents, glossary, index, headings and subheadings, pronunciations in parentheses, text boxes and sidebars, photographs and illustrations, captions and labels, quotes, boldfaced words, and graphics (charts, diagrams, maps, tables, etc). Examples may be found in the science, math, or social studies textbooks. Using a modified DL-TA (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions), acquaint students with a nonfiction library text. Using the modified DL-TA, students look at the table of contents, then think about what they already know and predict what they think will be covered in a particular chapter. Students will also determine where they might look for background information. This modified DL-TA can be done individually or in groups. Sample Questions for modified DL-TA 1. For each chapter, read the title and write what you think will be presented. 2. Read the subheadings for each chapter. Ask yourself these questions about each subheading: (use words, phrases, or sentences to answer these questions) What do I know I know about this topic? What do I think I know? What do I expect to find out in this chapter? If I dont know anything about the topic, where could I go to find out?  Review the parts and functions of a book (title page, copyright page, table of contents page, chapter headings and subheadings, appendix, glossary, index) as it is a LEAP Using Information Resources Component. Students will practice by comparing two selections using the Text Features BLM. Knowing the organizational structure of expository text will increase students comprehension of the relationship of ideas. Review the most common text structures that characterize nonfiction (description or listing, sequence or time order, comparison and contrast, cause and effect, problem and solution, etc.), the most common signal words for each type, and questions students can ask themselves to aid in understanding, distributing the Nonfiction Text Structures BLM for reference. Examples may be found in the student anthology, content area textbooks, newspapers, or trade magazines (e.g., SCOPE, READ, Time for Kids, Ranger Rick, Junior Scholastic, Science World, Scholastic MATH). As students continue to read and respond, the class will discuss and then list in notebooks/learning logs, the elements of nonfiction (e.g., main idea, cause/effect, fact/opinion, problem/solution, authors purpose/viewpoint, chronological order, persuasive techniques). If needed, present mini-lessons and have students practice these important skills in context. Activity 8: Narrowing and Choosing a Research Topic (GLEs: 11d, 20a, 20b, 39a, 43; CCSS: W.6.1a, W.6.1b, W.6.7) Materials List: pen/pencil; paper or notebook; KWL BLM; if available, computer with Internet access; model research report Following a teacher-facilitated discussion on focused versus broad topics, students will generate a broad list of topics of interest on either a science or social studies topic, using the KWL BLM. Students may skim content area books for items of interest. Students should check the table of contents, the introduction, picture captions, quotations, or other possible sources of quick information. Having selected a topic, students will narrow the topic and present it for approval. After teacher modeling on the use of guiding questions, students will list five to seven possible questions for their research investigation (e.g., A 5-Ws organizer is helpful.). (NOTE: If desired, limit topics to a large category, such as pets or animals, or allow students to choose any topic of interest.) Because emphasis on argumentative and persuasive writing is a major instructional shift of the CCSS, provide guidance for students on adapting their topics of interest into arguments with evidence to support their claims. For example, if a student is interested in food, and this gets narrowed to engineered, or chemically altered and processed foods, a resulting thesis might be It is the governments responsibility to protect consumers by monitoring the food industry. CCSS W.6.9 calls for students to conduct short research projects to answer a question, drawing on several sources, and refocusing the inquiry when appropriate. To meet this standard, develop a mini-lesson for students about the nature of inquiry with emphasis on hitting roadblocks in research. Using a sample topic and questions, work through the questioning process with students emphasizing how research may begin down one path but eventually travel another. Students will review the differences between primary and secondary sources. Students will generate a list of topics in which they are interested by looking for ideas in their logs, conversations with friends, reading, watching television, and daydreaming (what if). Alternatively, confer with content-area teachers to seek cross-curricular categories for students to research, but all individual topics must include some personal choice in order to be relevant to students. Review with students the guidelines for the final research report: presents factual information about an interesting topic states and develops a main idea brings together information from a variety of sources has a beginning, a middle, and an end credits sources for ideas, quotations, and information presented. NOTE: Additional help with the research process may be accessed at  HYPERLINK "http://thinktank.4teachers.org/" http://thinktank.4teachers.org/, which has an interactive Research Organizer to help students generate a list of topics and subtopics for reports and projects. Students can refine a topic by choosing from a variety of suggestions and by using a random subtopic generator. In addition, student models of research reports for grades 1-12 can be found at  HYPERLINK "http://thewritesource.com/models.htm" http://thewritesource.com/models.htm. Review the research process using the text chain (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) strategy. Previously used in unit 3, the text chain strategy gives students an opportunity to demonstrate their understanding of newly learned material, in this case, the research process. The process involves a small group of students writing a short composition using the information and concepts being learned. The text chain strategy works for narratives, steps in a process, or solution to a problem. In a small group, students write a short composition using the information and concepts being learnedin this case, how to take a topic from inception through the research process to a well-developed argument. It might be helpful to provide students with the first line of the text chain, for example, I started by thinking about topics Im most interested in. Students would then each add one line, further explaining the steps in the research process. The last student should bring the steps to a logical conclusion. The full text chain for how to conduct research might read something like this: I started by thinking about topics Im most interested in. From this list of topics, I considered availability of information and chose just one topic for my focus. I developed a list of questions to further explore my topic. Skimming the available sources, I chose those that best answered my questions. Over the course of reading, I developed an argument. I kept track of these resources by writing down all copyright information. To avoid plagiarizing, I paraphrased or summarized my answers and labeled with source information. When necessary, I redirected my research with new questions. At times, I used the authors exact words, but I kept track of necessary information for fair use. I organized my information and developed my argument with a clear beginning, a middle, and end. Using the model MLA format page, I made a Works Cited page. The group should then check their text chain for accuracy. Students will then submit a final, focused topic, title, and questions for teacher approval. Activity 9: Locating Information and Summarizing and Paraphrasing Informational Nonfiction (GLEs: 41a, 41b, 41c, 41d, 42a, 42b, 42c, 44c) Materials List: pen/pencil; paper or notebook, Paraphrasing Versus Summarizing BLM, GIST Worksheet BLM, access to library/media center, computer(s) with Internet access Students will visit the library/media center and begin a search for possible resources on their focused topics from Activity 8. With the librarians assistance, review as needed the use of all organizational features of multiple print and non-print, electronic, or Internet resources as students begin their information searches on their focused, narrowed topics. Facilitate a discussion with students of the differences between summarizing and paraphrasing information found in doing research, distributing the Paraphrasing versus Summarizing BLM for student reference. Once students understand the difference, they are ready to do a GIST. Students will use the GIST strategy (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) to summarize and paraphrase essential information from the resources they are reading. These GISTs can then be recorded in their learning logs (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) or they can be transferred to notecards. In this strategy, students must limit the gist of a paragraph to a set number of words. Limiting the total number of words forces students to think about only the most important information in order to summarize a text; this is the essence of comprehension. First, model this strategy with a short (one to two paragraphs) information nonfiction text. 1) Students read a short section of no more than three paragraphs. 2) Students try to remember important ideas from the passage, and the teacher lists them on the board. 3) The teacher assists the class to condense those ideas into 20 words. 4) Students read a second short section and, again, create a 20-word summary that incorporates information from both the first and second sections. 5) Students repeat the strategy with a third section. NOTE: Students must be shown how to delete trivial and repetitious information and to collapse lists into broader categories. If a passage lists the achievements of Robert Fulton, Alexander Graham Bell, and Thomas Edison, collapse the names into the category of inventors; or if a passage lists the various schools a person attended, then it could be summarized by stating that the person was well-educated. Example of GIST: SAMPLE of Informational Nonfiction Text A dog's temperament is first inherited, then modified by events in his life and proper training. Some breeds and certain bloodlines within breeds are friendlier, more tolerant, and more adaptable to training because they were bred to be that way. A responsible breeder wisely puts emphasis on good temperament when selecting breeding stock. Breeders without adequate knowledge of dog behavior may not understand what a correct temperament is and use unsuitable dogs for breeding. There are some dogs, just like there are some humans, that are mentally disturbed or have an illness or physical defect that affects their behavior. A dog's basic temperament, instincts, and training have the biggest effects on how that dog reacts to the world around him and his levels of tolerance. Very few bites happen without provocation -- but the provocation may exist only in the dog's mind! We need to realize that dogs are not little people in furry costumes. They don't think in the same way that we do. They look at the world around them with a different perspective. Most of their actions are instinctive. A dog will react to situations according to what his instincts tell him unless these instincts are overridden by the consistent training and socialization he needs to receive from his owner throughout his life. Based upon the excerpt from above, a student might complete the following GIST: GIST Worksheet A dogs temperament is influenced by heredity, life experiences, and training; so reliable breeders consider this and breed for tolerance. A dogs basic instinct may need to be replaced with consistent training and socialization from his owner throughout his life. Students will then choose a text from their own resources for which to complete one or more GISTs, using the GIST Worksheet BLM. Also, model the use of note cards for selecting essential information from these resources, using the GIST strategy for creating the notes themselves. An excellent lesson on GIST (GIST: A Summarizing Strategy for Use in Any Content Area) may be accessed at  HYPERLINK "http://www.readwritethink.org/lessons/lesson_view.asp?id=290" http://www.readwritethink.org/lessons/lesson_view.asp?id=290 After a teacher-modeled lesson, students will read the various informational resources they have located and may apply other note-taking strategies (e.g., SQ3R, 5 Ws organizer, web, summary notes, outlining) to identify the main idea and supportive details for each. Activity 10: Conducting the Research and Crediting Sources (GLEs: 20a, 20c, 20e, 24a, 39c, 39d, 39e, 41a, 41b, 41c, 42a, 42b, 42c, 43, 47a, 47b, 47c; CCSS: W.6.1a, W.6.1b, W.6.1c, W.6.7, W.6.9b) Materials List: index cards, library or Internet informational texts, KWL BLM, model source cards, model note cards, model Works Cited page After a teacher-modeled lesson on use of source cards and note cards and how they connect to one another, students will gather information from their sources and make both source cards and note cards for each resource, listing one idea per card by paraphrasing and summarizing, both with and without questions. Model source cards can be found at  HYPERLINK "http://www.crlsresearchguide.org/04_Making_Source_Cards.asp" http://www.crlsresearchguide.org/04_Making_Source_Cards.asp. Model note cards can be found at  HYPERLINK "http://www.crlsresearchguide.org/12_Making_Note_Cards.asp" http://www.crlsresearchguide.org/12_Making_Note_Cards.asp. Through a teacher mini-lesson, students will review the definition of plagiarism and the importance of giving credit to authors. Students will learn how to credit quotations, citations, and endnotes. Emphasize the need for relevant, textual evidence in argumentative writing. Explain to students that certain topics demand using the words of an expert. Through conferencing with students, monitor their balance of paraphrased and summarized support as well as directly quoted text, all properly cited according to fair use guidelines. Using MLA format, students will create a Works Cited page from their source cards. Keeping in mind the focus on developing an argument, students will write a thesis statement to guide their report. Students will organize note cards into headings/subheadings that will provide the basis for an outline (Inspiration software can be used.). Students will create a visual representation (e.g., charts, graphs, photos, timelines) of data/information gathered. A model Works Cited page may be found at  HYPERLINK "http://owl.english.purdue.edu/owl/resource/557/14/" http://owl.english.purdue.edu/owl/resource/557/14/. NOTE: A model lesson on how to use information resources is available on the LDE website as part of the Teacher-to-Teacher lesson plans:  HYPERLINK "http://www.louisianaschools.net/lde/uploads/1988.pdf" http://www.louisianaschools.net/lde/uploads/1988.pdf. This is a good lesson for students who have not had much prior instruction in using information resources. Students will use the Internet (e.g.,  HYPERLINK "http://www.Galenet.galegroup.com/" www.Galenet.galegroup.com/) and library to search for further available information on their chosen topic. Students may also use alternative strategies to gather information (e.g., written sources provided by companies, government agencies, and political, cultural, and scientific organizations). Students may write business letters to the appropriate organizations, asking for materials. In the research learning log (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions), students will record the search process (e.g., library visits, bibliographic information by bookmarking websites/web pages, skimming and scanning books or articles, and taking brief notes on search information). Students will write about problems encountered in locating or using information. Students will continue to jot down interesting information and observations as the search progresses, as explained in Activity 9. Students will record whether resources were helpful (by recording a + or sign next to each entry). Students will update their KWL BLM and record notes and search progress in their writers notebook/learning log. 2013-14 Activity 11: Conducting the Research and Crediting Sources (GLEs: 20a, 20c, 20e, 24a, 39c, 39d, 39e, 41a, 41b, 41c, 42a, 42b, 42c, 43, 47a, 47b, 47c; CCSS: RI.6.8, W.6.1a, W.6.1b, W.6.1d, W.6.7, W.6.9b) Materials List: index cards, library or Internet informational texts, KWL BLM, model source cards, model note cards, model Works Cited page This activity is an extension of Activity 10 for the 2013-2014 school year. CCSS RI.6.8 calls for students to trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Because students are writing a research paper with a defendable thesis, make available a piece of writing with a definitive argument, and have students evaluate the argument, annotating claims that are supported by reasons and evidence from claims that are not. As students conduct their research, this mini-lesson should be a touchstone, guiding their selection of evidence and/or support. After a teacher-modeled lesson on use of source cards and note cards and how they connect to one another, students will gather information from their sources and make both source cards and note cards for each resource, listing one idea per card by paraphrasing and summarizing, both with and without questions. Model source cards can be found at  HYPERLINK "http://www.crlsresearchguide.org/04_Making_Source_Cards.asp" http://www.crlsresearchguide.org/04_Making_Source_Cards.asp. Model note cards can be found at  HYPERLINK "http://www.crlsresearchguide.org/12_Making_Note_Cards.asp" http://www.crlsresearchguide.org/12_Making_Note_Cards.asp. Through a teacher mini-lesson, students will review the definition of plagiarism and the importance of giving credit to authors. Students will learn how to credit quotations, citations, and endnotes. Students may use the website  HYPERLINK "http://school.discovery.com/schrockguide/reference.html" http://school.discovery.com/schrockguide/reference.html as a reference. Emphasize the need for relevant, textual evidence in argumentative writing. Explain to students that certain topics demand using the words of an expert. Through conferencing with students, monitor their balance of paraphrased and summarized support as well as directly quoted text, all properly cited according to fair use guidelines. Using MLA format, students will create a Works Cited page from their source cards. Keeping in mind the focus on developing an argument, students will write a thesis statement to guide their report. Students will organize note cards into headings/subheadings that will provide the basis for an outline (Inspiration software can be used.). Students will create a visual representation (e.g., charts, graphs, photos, timelines, etc.) of data/information gathered. A model Works Cited page may be found at  HYPERLINK "http://owl.english.purdue.edu/owl/resource/557/14/" http://owl.english.purdue.edu/owl/resource/557/14/. NOTE: A model lesson on how to use information resources is available on the LDE website as part of the Teacher-to-Teacher lesson plans:  HYPERLINK "http://www.louisianaschools.net/lde/uploads/1988.pdf" http://www.louisianaschools.net/lde/uploads/1988.pdf. This is a good lesson for students who have not had much prior instruction in using information resources. Students will use the Internet (e.g.,  HYPERLINK "http://www.Galenet.galegroup.com/" www.Galenet.galegroup.com/) and library to search for further available information on their chosen topic. Students may also use alternative strategies to gather information (e.g., written sources provided by companies, government agencies, and political, cultural, and scientific organizations). Students may write business letters to the appropriate organizations, asking for materials. In the research learning log (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions), students will record the search process (e.g., library visits, bibliographic information by bookmarking websites/web pages, skimming and scanning books or articles, and taking brief notes on search information). Students will write about problems encountered in locating or using information. Students will continue to jot down interesting information and observations as the search progresses, as explained in Activity 9. Students will record whether resources were helpful (by recording a + or sign next to each entry). Students will update their KWL BLM and record notes and search progress in their writers journal/notebook/learning log. Activity 12: Planning and Conducting a Personal Interview (GLEs: 11b, 11c, 24a, 44b) Materials List: index cards, model Interview script, learning logs Students will review the components of good interviewing. Students will brainstorm (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) the names of at least three individuals (e.g., either in person, via phone, or email) whom they could contact about their chosen topic; they may use print or electronic versions of the yellow pages to help them with this. In peer groups, students will relate to one another how they became interested in the topic and will seek help with tips, names, addresses, and telephone numbers of experts. Students will then fill out an interview graphic organizer (i.e., chart of questions to be asked) in their writers notebook for planning and conducting their interviews. Students will create a list of interview questions appropriate for the topic and submit to the teacher for approval. A sample interview script is available at  HYPERLINK "http://www.u.arizona.edu/~kimmehea/purdue/421/exampleinterview.htm" http://www.u.arizona.edu/~kimmehea/purdue/421/exampleinterview.htm. Teacher Note: Interviewees may be experts, friends, family, or anyone who knows much about the topic. The experts can also refer students to books, magazines, journals, documents, etc., which might be useful as research tools. Also, some experts can now be reached via email as well as through postal mail, so allow time for discussing and planning all interviews and reviewing the elements of good communication for a letter of request. Students will review and practice appropriate manners for interviewing people. Then, students will conduct the actual interviews and record responses in a writers notebook/learning logs (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) and create a source card and note cards from the interview. Activity 13: Creating a Draft of a Research Report (GLEs: 17a, 17b, 17c, 17d, 17e, 19a, 19b, 19c, 19d, 19e, 20a, 20b, 20c, 21; CCSS: W.6.1a, W.6.1b, W.6.1c, W.6.1d, W.6.7, W.6.9b) Materials List: pen/pencil; paper or notebook; if available, computer with Internet access, model research report, Proofreading/Editing Strategies BLM, Secondary Editing/Proofreading Checklist BLM, Research Group Checklist BLM Teacher Note: For easier revision, the draft should be double-spaced, front side of the paper only. Students will use all the notes they have taken during the unit to begin to draft the research report, first by physically sorting the notes into groups of related ideas and then by using the sorted clumps of note cards to create the body paragraphs of their reports. Students will refer to the thesis sentence written in Activity 10 to help them create their introduction and will circle back to that idea in writing their conclusion. Students will create a rough draft that includes the following: a well-developed beginning, middle, and end a focused central idea transitions and phrases that unify ideas and clarify the relationship among claims and reasons points developed from the outline and note cards, with parenthetical citations inserted as needed a graphic organizer, where appropriate, that presents research information Before students begin drafting, discuss formal style, emphasizing that reporters of research findings need to utilize a certain level of formality to sound credible. Students may need to read sample research reports to develop an understanding of formal style. To meet CCSS W.6.1 and W.6.9, design a mini-lesson on incorporating textual evidence. Using MLA guidelines, students should use in-text citations to support their argument. Within the draft, students will use interjections for emphasis and variety in sentence structure in writing their drafts, double-spacing in order to have room for revision and editing. Students will use proofreading strategies from the Proofreading/Editing Strategies BLM and will record their errors on the Secondary Editing/Proofreading Checklist BLM. After authors have completed their drafts, they will return to their groups and share them. Using the Research Group Checklist BLM, student groups should review one anothers documents for development of a clear argument, relevant evidence, use of credible sources, and formal style. 2013-2014 Activity 14: Creating a Draft of a Research Report (GLEs: 17a, 17b, 17c, 17d, 17e, 19a, 19b, 19c, 19d, 19e, 20a, 20b, 20c, 21; CCSS: W.6.1a, W.6.1b, W.6.1c, W.6.1d, W.6.2, W.6.6, W.6.7, W.6.9b) Materials List: pen/pencil; paper or notebook; if available, computer with Internet access, model research report, Proofreading/Editing Strategies BLM, Secondary Editing/Proofreading Checklist BLM, Research Group Checklist BLM Teacher Note: For easier revision, the draft should be double-spaced, front side of the paper only. This activity is an extension of Activity 13 for 2013-2014. In this year, newly introduced standards call for formatting of informative texts to include charts, tables (W.6.2) and for student collaboration via technology (W.6.6). Students will use all the notes they have taken during the unit to begin to draft the research report, first, by physically sorting the notes into groups of related ideas and then by using the sorted clumps of note cards to create the body paragraphs of their reports. Students will refer to the thesis sentence written in Activity 10 to help them create their introduction and will circle back to that idea in writing their conclusion. Students will then create a rough draft that includes the following: a well-developed beginning, middle, and end a focused central idea headings that define each topic and subtopic charts, tables, and graphics when appropriate for aiding comprehension transitions and phrases that unify ideas and clarify the relationships among claims and reasons points developed from the outline and note cards, with parenthetical citations inserted as needed a graphic organizer, where appropriate, that presents research information Before students begin drafting, discuss formal style, emphasizing that reporters of research findings need to utilize a certain level of formality to sound credible. Students may need to read sample research reports to develop an understanding of formal style. To meet CCSS W.6.1 and W.6.9, design a mini-lesson on incorporating textual evidence. Using MLA guidelines, students should use in-text citations to support their argument. Within the draft, students will use interjections for emphasis and variety in sentence structure in writing their drafts, double-spacing in order to have room for revision and editing. Students will use proofreading strategies from the Proofreading/Editing Strategies BLM and will record their errors on the Secondary Editing/Proofreading Checklist BLM. CCSS W.6.6 calls for students to use technology, including the Internet, to collaborate and interact with others. Instead of having author groups meet during class time, set up a wiki or a Google( group for student writers to collaborate using the Internet. Wikis can be set up for no expense using this link:  HYPERLINK "http://www.wikispaces.com/" http://www.wikispaces.com/. For students to collaborate via Google( groups, students will need a free Google( account. Google( groups can be set up at this address:  HYPERLINK "http://groups.google.com" http://groups.google.com. Using the Research Group Checklist BLM, student groups should review one anothers documents for development of a clear argument, relevant evidence, use of credible sources, and formal style. Activity 15: Evaluating, Revising, and Publishing Research (GLEs: 20d, 20e, 20f, 20g, 24c, 39a, 39c, 39d, 39e, 39f, 40a, 40b, 40c, 44a, 44b, 44c, 45a, 45b, 45c, 46, 47a, 47b, 47c, 48) Materials List: pen/pencil; paper or notebook; if available, computer with Internet access, Proofreading/Editing Strategies BLM, Secondary Editing/Proofreading Checklist BLM, Research Report Rubric BLM Using the assessment rubric as a source for comments, members of the author group will point out what they like in the reports, and authors will take notes for things they would like to mimic in their own reports. Again using the Research Report Rubric, students will self-evaluate and revise their drafts for ideas, organization, word choice, style, and audience awareness, incorporating valid feedback by the author group. Using the LEAP ELA Writers Checklist (available at  HYPERLINK "http://www.doe.state.la.us/lde/uploads/1684.pdf" http://www.doe.state.la.us/lde/uploads/1684.pdf), the Proofreading/Editing Strategies BLM, and the Secondary Editing/Proofreading Checklist BLM, students will self- and peer-edit drafts for sentence formation, usage, and errors in mechanics, including hyphens to separate syllables of words and compound adjectives and spelling errors including commonly confused homophones, frequently misspelled words, and derivatives. Students will use spelling resources as needed. Students will read the reports of all others in their group and give one another feedback. Students will revise their reports, making sure the introduction is interesting, the report develops one unified idea, the facts are accurate, credit is given for borrowed information (e.g., integrating quotations and citations, using endnotes), and the conclusion is satisfying. Students will then complete an editing session for grammar, mechanics, usage, and spelling, using a variety of print or electronic resources. Students will revise the Works Cited page as needed. Students will publish a polished final draft, using available technology. Students work may be assessed using a teacher-created rubric available at  HYPERLINK "http://rubistar.4teachers.org/index.php" http://rubistar.4teachers.org/index.php. Students written work will be placed in a personal writing portfolio. Students will orally present a brief synopsis of their reports to the class. The class will decide how to publish and share the reports for others outside their classmates, including a written invitation to the chosen audience. An oral presentation rubric is available at  HYPERLINK "http://www.uwstout.edu/soe/profdev/rubrics.cfm" http://www.uwstout.edu/soe/profdev/rubrics.cfm. 2013-2014 Activity 16: Publishing via Podcasts (CCSS: RI.6.1, SL.6.5, W.6.1a, W.6.1b, W.6.1c, W.6.1d, W.6.6, W.6.7, W.6.9b,) Materials List: recording and editing software and hardware; computer with Internet access In the 2013-2014 school year, podcasting could serve as an alternative to orally presenting research findings for the 2013-2014 school year. With a podcast, students distill their findings into a brief presentation, record the presentation, and publish it on the Internet. Before beginning the podcast development process, have students listen to podcasts on various topics. There are links to NPRs podcasts available at this link:  HYPERLINK "http://www.npr.org/rss/podcast/podcast_directory.php?type=topic&id=-1" http://www.npr.org/rss/podcast/podcast_directory.php?type=topic&id=-1. One other source for brief podcasts could also aid the editing, revising process. Grammar Girl is a regularly updated podcast on all things grammar. It can be accessed at this link:  HYPERLINK "http://grammar.quickanddirtytips.com/" http://grammar.quickanddirtytips.com/. To standardize student podcasts, use the process guide ( HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc" view literacy strategy descriptions) strategy for students to apply their new knowledge. Process guides scaffold students comprehension within a unique format and stimulate students thinking after their involvement during, or in this case, after any content area instruction. Generally, process guides focus students on a common text, such as a chapter in a textbook or a news article. In this context, process guides will help students focus their research findings in a standard format. The texts students use are their notes, interview transcripts, and reports. Sample process guide for a research podcast IntroductionWhat did you set out to learn more about? How did you get interested in the subject? Research ProcessHow did your research process unfold? How did your questions evolve over the units course? FindingsWhat did you learn through this process? What is the most interesting piece of information? (directly quoted) SourcesWhat were your most reliable sources? Further QuestionsWhat questions remain? What would you still like to know?  Information on hosting and developing podcasts can be found at these links:  HYPERLINK "http://www.apple.com/itunes/podcasts/specs.html" http://www.apple.com/itunes/podcasts/specs.html and  HYPERLINK "http://www.voices.com/podcasting/plan-your-podcast.html" http://www.voices.com/podcasting/plan-your-podcast.html. Information on using podcasts in the classroom can be found at this link:  HYPERLINK "http://userwww.sfsu.edu/~nshelley/" http://userwww.sfsu.edu/~nshelley/. Student podcasts should be polished, not freestyle. The process guide should serve as a plan for developing the script. Once students have written and revised their scripts, they can use Audacity, a free software download, available at  HYPERLINK "http://audacity.sourceforge.net/" http://audacity.sourceforge.net/ to record them. Publish student podcasts on the school website or your own teacher website. Kathy Schrock has several podcast rubrics available at this link:  HYPERLINK "http://school.discoveryeducation.com/schrockguide/assess.html" http://school.discoveryeducation.com/schrockguide/assess.html. Sample Assessment General Guidelines Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that can be used for this unit: General Assessments The teacher will provide students with a checklist of research-related writing target skills to practice in their journals (e.g., paraphrasing, summarizing, writing a thesis). Students will collect all log entries from this unit in a portfolio and turn them in to be assessed for completion and response to the topic. Students will complete a visual representation of the knowledge they have gained about research at the end of the unit. These may include outlines, posters, graphic organizers, PowerPoint, and other technologies to demonstrate mastery of knowledge about conducting research and using information resources. For specific skills within the unit, the teacher will use observations, checklists, and anecdotal records to monitor individual student progress in reading strategies, elements, and genre characteristics of informational nonfiction, research process, writing process, vocabulary acquisition, and related research components. Students may be provided with a checklist of nonfiction elements/vocabulary terms for the unit. Students completion of vocabulary lists/products and vocabulary acquisition may be assessed via a teacher-created selected/constructed response format. Students will use information learned from research to complete log entries and graphic organizers as assigned. Students will collect all log entries/graphic organizers created or completed and turn them in for assessment via teacher-created checklist for completion and/or response to the topic. Students progress in the research process (e.g., source cards/note cards/outlines) will be assessed via teacher-created timeline checklist, skills checklist, or teacher observations. Students may use a trait rubric (i.e., ideas, organization, voice, word choice, sentence fluency, conventions) to self-assess their written work. Six Trait Rubric is available at  HYPERLINK "http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.pdf" www.nwrel.org/assessment/pdfRubrics/6plus1traits.pdf Students writing products may be assessed using the LEAP 21 Writers Checklist ( HYPERLINK "http://www.louisianaschools.net/lde/uploads/2071.pdf" http://www.louisianaschools.net/lde/uploads/2071.pdf) or  HYPERLINK "http://www.louisianaschools.net/lde/uploads/3743.pdf" www.louisianaschools.net/lde/uploads/3743.pdf for self/peer evaluation. Students writing products will be assessed using the LEAP 21 Writing Rubric for final drafts.  HYPERLINK "http://www.louisianaschools.net/lde/uploads/9842.pdf" http://www.louisianaschools.net/lde/uploads/9842.pdf Activity-Specific Assessments Activity 7: Student groups will create and complete a graphic organizer (HYPERLINK "http://www.louisianaschools.net/lde/uploads/11056.doc"view literacy strategy descriptions) that identifies the most common text structures that characterize nonfiction, their accompanying signal words, and questions students can ask themselves to aid in identifying and comprehending each structure. These should include the following structures and their information: description or list sequence or time order compare and contrast cause and effect problem and solution Activity 10: Students will create note cards and source cards for each information resource consulted. Source cards should include the following: Author Title of resource Date of publication (copyright date) Page number(s) Call numbers, if applicable/location/URL Place of publication Note cards should include the following: Topic Where the information was found (e.g., school library, Internet, public library) Paraphrased or summarized information on one idea only Page or paragraph where information is located Students will write business letters to organizations, if applicable, for research information. Letters will follow a standard business format. Activities 13 and 14: Research Reports: Students will write an informational report that will incorporate accurate and researched details presented in a variety of forms. Students will apply a writing process to produce a final draft to be evaluated with the following criteria: The report is both accurate and clear. The writing begins with an interesting or provocative introduction that contains a clear and concise thesis statement. The body fully explores the topic and presents information in a sensible order. The report contains facts and quotations, expressed in the writers words with complete and correct documentation from a variety of sources. The body supports and develops the writers thesis and exhibits unity and coherence. The report includes a complete and correct bibliography or source list. The report contains at least one visual representation of data/information. The report uses precise word choice appropriate to the audience. The report contains few or no errors in grammar, usage, mechanics, or spelling. Students work may be assessed using a teacher-created rubric available at  HYPERLINK "http://rubistar.4teachers.org/index.php" http://rubistar.4teachers.org/index.php. Additional Teacher Resources READING Beers, Kylene.  HYPERLINK "http://www.ncte.org/store/books/reading/117743.htm" When Kids Can't Read--What Teachers Can Do: A Guide for Teachers 6-12. Portsmouth, NH: Heinemann, 2003. Boyton, Alice and Wiley Blevins. Teaching Students to Read Nonfiction. New York: Scholastic Professional Books, 2003. Fisher, Douglas, William G. Brozo, Nancy Frey, and Gay Ivey. 50 Content Area Strategies for Adolescent Literacy. Upper Saddle River: Merrill/Prentice Hall, 2007. McCarthy, Tara. Teaching Genre: Grades 4-8. New York: Scholastic, 1996. Robb, Laura. Teaching Reading in Middle School. New York: Scholastic Professional Books, 2000. Robb, Laura. Teaching Reading in Social Studies, Science, Math. New York: Scholastic Professional Books, 2003. WRITING Culham, Ruth. 6+1 Traits of Writing. New York: Scholastic Professional Books, 2003. Freeman, Marcia. Listen to This: Developing an Ear for Expository. Gainesville, Florida: Maupin House, 1997. Koehler, Susan. Crafting Expository Papers. Gainesville, Florida: Maupin House, 2007. Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. Portland, Maine: Stenhouse, 2001. Robb, Laura. Nonfiction Writing. New York: Scholastic Professional Books, 2004. RESEARCH Berkowitz, Robet E. and Adam Berkowitz. The Big6 Research Notebook. Columbus, OH: Linworth Publishing, 2006. Elliott, Rebecca S. and James Elliott. Painless Research Projects (Barron's Painless Series). New York: Barrons, 1998. Harrington, Ladawna, Carol Collier Kuhlthau, and Rachael Harrington. Guided Research in Middle School: Mystery in the Media Center. Columbus, OH: Linworth Publishing, 2006. Laase, Lois and Joan Clemmons. Helping Students to Write the Best Research Reports Ever! New York: Scholastic, 1998. Macrorie, Ken. The I-Search Paper. Portsmouth, NH: Boynton/Cook, 1988. Stanley, Deborah B. Practical Steps to the Research Process for Middle School. Greenwood Village, CO: Libraries Unlimited, 2001. Sullivan, Helen. Research Reports Middle and High. Brookfield, CT: Millbrook Press, 2001. Van Vliet, Lucille W. Media Skills for Middle Schools: Strategies for Library Media Specialists and Teachers. Englewood Village, CO: Libraries Unlimited, 1999. Zorfass, Judith M. Teaching Middle School Students to Be Active Researchers. ASCD, 1998.      2012-13 and 2013-14 Transitional Comprehensive Curriculum 7-PAGE 28 Grade 6 ELA(Unit 7( Research ReportsWriting Products Louisiana Comprehensive Curriculum, Revised 2012 therm- heat means thermometer = an instrument to measure temperature thermal = having to do with heat or conserving heat thermostat = an instrument that keeps something at the same temperature (or 'static); "stat" means 'same.' geothermal = heat coming from the earth (geo means earth), as in hot springs or volcanoes hypothermia = a condition in which the body's temperature goes below normal a behavior obedience Many owners need to take their animals to obedience training in order to learn how best to control them. Superordinate idea Characteristics or features Student-composed sentence Vocabulary word Sentence from text that illustrates the word  HYPERLINK "http://ardictionary.com/The/2611" The  HYPERLINK "http://ardictionary.com/Act/1734" act  HYPERLINK "http://ardictionary.com/Of/869" of  HYPERLINK "http://ardictionary.com/Obeying/112" obeying,  HYPERLINK "http://ardictionary.com/Or/1924" or complying, as  HYPERLINK "http://ardictionary.com/Required/4547" required  HYPERLINK "http://ardictionary.com/By/9543" by someone in  HYPERLINK "http://ardictionary.com/Control/11587" control. Noun Example of obedience  The dogs obedience improved greatly after just a few training sessions. Definition Example or drawing %'IKLYt 1 2 3 J K   Z m  ?@Zxy~ |}RSX髞髞鍞htkB*ph h\~htkCJOJQJ^JaJh\~htkB*\phhtkCJOJQJ^JaJh?hHOhtk6 htk6 htk5hoo2B*ph#jhtkB*UmHnHphuhtkB*phhtk5B*\phhtk4IJKrst1 2 3 J K    a1$7$8$H$ 1$7$8$H$gd  Z 1$7$8$H$ u1$7$8$H$$ Z 1$7$8$H$a$R?@Y$ Z$Ifa$gd?   1$7$8$H$ 881$7$8$H$^8` & F(1$7$8$H$ YZ`x|| Z$Ifrkd$$Ifl*%%  064 lap ytQ3xy~}kX $1$7$8$H$Ifgdtk# & F$If^`kd$$Ifl0*%IM"064 lapyt0 |wd $1$7$8$H$Ifgdtk# & F$If^`vkdD$$Ifl0*%IM"064 layt0|}wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%IM"064 layt0Rwd $1$7$8$H$Ifgdtk# & F$If^`vkdZ$$Ifl0*%IM"064 layt0RSXwd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%IM"064 layt0ta $1$7$8$H$Ifgdtk# & F$If^`gdtkvkdp$$Ifl0*%IM"064 layt0 td $1$7$8$H$If# & F$If^`gdtkvkd$$Ifl0*%IM"064 layt0 9:?RSXJKNO(). ݱxkkkkhc.htkB*\phhyhtkB*phhtkB*phhtkB*phhR+htkB*\ph hc.htkCJOJQJ^JaJ hR+htkCJOJQJ^JaJh.yhtkB*\phhtkCJOJQJ^JaJhtkB*phhtkB*\ph h\~htkCJOJQJ^JaJ*9wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%IM"064 layt09:?wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%IM"064 layt0wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%IM"064 layt0Rwd $1$7$8$H$Ifgdtk# & F$If^`vkd'$$Ifl0*%IM"064 layt0RSXwd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%IM"064 layt0wd $1$7$8$H$Ifgdtk# & F$If^`vkd=$$Ifl0*%IM"064 layt0Jwd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%IM"064 layt0JKOwd $1$7$8$H$Ifgdtk# & F$If^`vkdS$$Ifl0*%IM"064 layt0wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%IM"064 layt0(wd $1$7$8$H$Ifgdtk# & F$If^`vkdi $$Ifl0*%P064 layt0().wd $1$7$8$H$Ifgdtk# & F$If^`vkd $$Ifl0*%P064 layt0 wd $1$7$8$H$Ifgdtk# & F$If^`vkd $$Ifl0*%P064 layt0Sub $1$7$8$H$Ifgdtk# & F$If^`vkd $$Ifl0*%P064 layt0STY67<WX]  } ~ 8!9!>!!!!"" """"D#E#J####$$$$%% %%%%%%&&&&&ع彬彬htkB*phhZghtkB*\phhtk h htkCJOJQJ^JaJhtkB*\phhc.htkB*\phhtkCJOJQJ^JaJh0htkB*ph@STY6wd $1$7$8$H$Ifgdtk# & F$If^`vkd $$Ifl0*%P064 layt067<wd $1$7$8$H$Ifgdtk# & F$If^`vkd $$Ifl0*%P064 layt0Wwd $1$7$8$H$Ifgdtk# & F$If^`vkd $$Ifl0*%P064 layt0WX]ta $1$7$8$H$Ifgdtk# & F$If^`ykd6 $$Ifl40*%P064 laf4yt0ta $1$7$8$H$Ifgdtk# & F$If^`ykd $$Ifl40*%P064 laf4yt0 ta $1$7$8$H$Ifgdtk# & F$If^`ykdX$$Ifl40*%P064 laf4yt0  } wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%P064 layt0} ~ 8!wd $1$7$8$H$Ifgdtk# & F$If^`vkdt$$Ifl0*%P064 layt08!9!>!!wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%P064 layt0!!!"wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%P064 layt0"" ""wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%P064 layt0"""D#wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%P064 layt0D#E#J##wd $1$7$8$H$Ifgdtk# & F$If^`vkd+$$Ifl0*%P064 layt0###$wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%P064 layt0$$$%ta $1$7$8$H$Ifgdtk# & F$If^`gdtkvkdA$$Ifl0*%P064 layt0%% %%wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%P064 layt0%%%&ta $1$7$8$H$Ifgdtk# & F$If^`gdtkvkdW$$Ifl0*%P064 layt0&&&&ta $1$7$8$H$Ifgdtk# & F$If^`gdtkvkd$$Ifl0*%P064 layt0&&&%'ta $1$7$8$H$Ifgdtk# & F$If^`gdtkvkdm$$Ifl0*%P064 layt0&&&&%'&')'*'''''+(,(1((((2)3)8)))))))o*p*t****G+H+M+++++++K,L,Q,,,,0-1-6----I.J.O.//0/5////000000j1˿˿˿˿˿˿˿˿˿˿˿˿˿˿˿˿˿˿˵htkB*\phhtkB*phh?hZghtkB*\ph h htkCJOJQJ^JaJhtkCJOJQJ^JaJhtkB*phE%'&'*''ta $1$7$8$H$Ifgdtk# & F$If^`gdtkvkd$$Ifl0*%P064 layt0''''+(ub $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%P064 layt0+(,(1((wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJ(((2)wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJ2)3)8))ta $1$7$8$H$Ifgdtk# & F$If^`ykd$$$Ifl40*%@064 laf4yt/oJ))))wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJ)))o*wd $1$7$8$H$Ifgdtk# & F$If^`vkd@$$Ifl0*%@064 layt/oJo*p*t**wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJ***G+wd $1$7$8$H$Ifgdtk# & F$If^`vkdV$$Ifl0*%@064 layt/oJG+H+M++wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJ++++wd $1$7$8$H$Ifgdtk# & F$If^`vkdl$$Ifl0*%@064 layt/oJ+++K,wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJK,L,Q,,wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJ,,,0-wd $1$7$8$H$Ifgdtk# & F$If^`vkd $$Ifl0*%@064 layt/oJ0-1-6--wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJ---I.wd $1$7$8$H$Ifgdtk# & F$If^`vkd#$$Ifl0*%@064 layt/oJI.J.O.//wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJ//0/5//wd $1$7$8$H$Ifgdtk# & F$If^`vkd9$$Ifl0*%@064 layt/oJ///0wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$Ifl0*%@064 layt/oJ000j1ta $1$7$8$H$Ifgdtk# & F$If^`gdtkvkdO $$Ifl0*%@064 layt/oJj1k1p1B2wd $1$7$8$H$Ifgdtk# & F$If^`vkd $$Ifl0*%@064 layt/oJj1k1p1B2C2H2222~333041464444555~555*6+606666n7o7s7 8!8889999U:V:_:`:e:p:q:::;;;;;;;v<w<=======d?e?#hshtk5CJOJQJ^JaJhtk5CJOJQJ^JaJ#hHOhtk5CJOJQJ^JaJhZghtkB*\phhtkCJOJQJ^JaJ h9htkCB2C2H22wd $1$7$8$H$Ifgdtk# & F$If^`vkde!$$Ifl0*%@064 layt/oJ222~3wd $1$7$8$H$Ifgdtk# & F$If^`vkd!$$Ifl0*%@064 layt/oJ~33304wd $1$7$8$H$Ifgdtk# & F$If^`vkd{"$$Ifl0*%@064 layt/oJ0414644wd $1$7$8$H$Ifgdtk# & F$If^`vkd#$$Ifl0*%@064 layt/oJ4445wd $1$7$8$H$Ifgdtk# & F$If^`vkd#$$Ifl0*%@064 layt/oJ555~5wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$$Ifl0*%@064 layt/oJ~555*6wd $1$7$8$H$Ifgdtk# & F$If^`vkd$$$Ifl0*%@064 layt/oJ*6+6066wd $1$7$8$H$Ifgdtk# & F$If^`vkd2%$$Ifl0*%@064 layt/oJ666n7wd $1$7$8$H$Ifgdtk# & F$If^`vkd%$$Ifl0*%@064 layt/oJn7o7s7 8wd $1$7$8$H$Ifgdtk# & F$If^`vkdH&$$Ifl0*%@064 layt/oJ 8!8&88wf# & FE$If^Egdtk# & F$If^`vkd&$$Ifl0*%@064 layt/oJ8889wf# & FE$If^Egdtk# & F$If^`vkd^'$$Ifl0*%@V!064 layt/oJ9999wf# & FE$If^Egdtk# & F$If^`vkd'$$Ifl0*%@V!064 layt/oJ999U:wf# & FE$If^Egdtk# & F$If^`vkdt($$Ifl0*%@V!064 layt/oJU:V:_:u#$ & FE$If^Ea$gdtkvkd($$Ifl0*%@V!064 layt/oJ_:`:f:p:wf# & FE$If^Egdtk# & F$If^`gdtkrkd)$$Ifl*%%  064 lap yt/oJp:q::x# & FE$If^Egdtkvkd&*$$Ifl0*%@V!064 layt/oJ:::;y# & FE$If^Egdtk# & F$If^`ckd*$$Ifl*%%064 layt/oJ;;;;wf# & FE$If^Egdtk# & F$If^`vkd.+$$Ifl0*%@V!064 layt/oJ;;;x# & FE$If^Egdtkvkd+$$Ifl0*%@V!064 layt/oJ;;<v<y# & FE$If^Egdtk# & F$If^`ckdD,$$Ifl*%%064 layt/oJv<w<~<=wf# & FE$If^Egdtk# & F$If^`vkd,$$Ifl0*%@V!064 layt/oJ====wf# & FE$If^Egdtk# & F$If^`vkdL-$$Ifl0*%@V!064 layt/oJ===x# & FE$If^Egdtkvkd-$$Ifl0*%@V!064 layt/oJ====>S>>:?d?yyddy# & Fm$If^m`gdtk# & FE$If^Egdtk# & F$If^`ckdb.$$Ifl*%%064 layt/oJd?e?k?u?@0AAwwfQ8# & F $If^`gdtk# & F$If^`gdtk# & FE$If^Egdtk# & F$If^`vkd.$$Ifl0*%@V!064 layt/oJAA\BBBBsC_M<# & FE$If^Egdtk# & F$If^`vkdj/$$Ifl0*%@V!064 layt/oJ# & F $If^`gdtk# & F $Ifgdtke?BBsCtCCC|DD@EAEF F@FAFBFFFFFHHHJIJKKK%K&K'K2K3KYK\K^KaKcKfKhKkKmKpKrKvKwKμ븪rrh1htk5B*\phhtk5>*B*\phhtk5B*phhtkB*phhtk5B*\phhhtk5B*\phhtk#hshtk5CJOJQJ^JaJhtk5CJOJQJ^JaJhoo2CJOJQJ^JaJ h9htkhtkCJOJQJ^JaJ,sCtCzCCwf# & FE$If^Egdtk# & F$If^`vkd/$$Ifl0*%@V!064 layt/oJCCDbD@Ewff# & FE$If^Egdtk# & F$If^`vkd0$$Ifl0*%@V!064 layt/oJ@EAEHEFwf# & FE$If^Egdtk# & F$If^`vkd 1$$Ifl0*%@V!064 layt/oJF FAFx# & FE$If^Egdtkvkd1$$Ifl0*%@V!064 layt/oJAFBFIFFy# & FE$If^Egdtk# & F$If^`ckd!2$$Ifl*%%064 layt/oJFFFx# & FE$If^Egdtkvkd2$$Ifl0*%@V!064 layt/oJFFFGYHHydd# & F`$If^``gdtk# & FE$If^Egdtk# & F$If^`ckd)3$$Ifl*%%064 layt/oJHHHYIIHJtcNN# & F`$If^``gdtk# & FE$If^Egdtk# & F$If^`gdtkvkd3$$Ifl0*%@V!064 layt/oJHJIJOJKwf# & FE$If^Egdtk# & F$If^`vkd14$$Ifl0*%@V!064 layt/oJKKK%K&K'KKLMOoocWNNdd[$\$ 1$7$8$H$ 1$7$8$H$$ ;1$7$8$H$a$gdtkgdtkvkd4$$Ifl0*%@V!064 layt/oJwKzK{K}KKKKLLwL|L MNLOMOxOOOOOOOOOOOObPPPPιεΠwq`wqwέXhoo2B*ph!jG5htk>*B*Uph htk0Jjhtk0JU hh"htkhtkB*\phh8htk6B*\phh8htkB*\phhtkB*phhtkhtk6B*\phhtk5B*phhtkB*\phh.yhtk5>*B*\phhtk5B*\phhtk5>*B*\phPP0Q1Q2QmQnQ]SwSxSySSSVV_XmXXXXXYY6Y8YEYmYpYrYuYYYYYYYY망}vrmfmfmfmfmra htk5 htk>*\ htk\htk htk6]h"htk56]h7htk56htk5]mH sH h>htk56 htk5]h htk6B*phhtk5B*phhhtkB*phhtk0JB*phj%6htkB*UphhtkB*phjhtkB*Uph$MOySzSSSSSzgW $1$7$8$H$If $1$7$8$H$Ifgdtkfkd7$$Ifl%~% t044 la$ $1$7$8$H$Ifa$ 1$7$8$H$SSSTT/Tvcvc $1$7$8$H$Ifgdtk $1$7$8$H$Ifykd7$$Ifl0D% t044 la/T0T6T>TTU`PPPP $1$7$8$H$Ifkd{8$$Ifl\*p%FN T t044 laUUUUVV`PP=P $1$7$8$H$Ifgdtk $1$7$8$H$Ifkd9$$Ifl\*p%FN T t044 laVVVVV]W^X`^NNNN $1$7$8$H$Ifkd9$$Ifl\*p%FN T t044 la^X_XXY7Y8YY`PCC;; ;  ;gdtk$ ;a$gdtkkdL:$$Ifl\*p%FN T t044 laYYcZdZ\\_ _J`K`c`e`f`g`h`i`j`k`l`m`n`o`p`q`r`s`t`$a$ ;1$7$8$H$ ;YYYYbZcZdZZZZZZZZZ[[[7[8[9[:[\\\\1]Q]R]h]i]z]{]|]]ɾЩۂxɾpfhtk6B*phhtkB*phhtkB*]phhtk5B*phj:htk>*U htk0Jjhtk0JUhtkB*phh8htk6B*phhhtkB*ph hhtkh8htkB*phhtkB*phhtk5B*\phhtk htk5hUhtk5"]]]]]]]]]^^^^^^^__ _N_`_J`K`L`c`d`aa&a*a:a*U!t`u`v`w`x`y`aa%b&bAbObRbSbTbVbWbXbYbZb[bhbjblbmbnb7$8$H$  !$ 7$8$H$ $ 7$8$H$$a$~aaaaaaa#b$b%b.b0b?bAbObQbRbSbTbUbZb[bhbibʷʭʠ}sseM.jhtk5B*CJUaJmHnHphuhtk5B*CJaJphhtk5B*phhtk5B*CJaJph)jhtk6B*U]mHnHphuhtk56>*B*phhtk6B*phhtk6B*]phhtkB*phhtkB*phhtk>*B*phhtkB*ph htk0Jjhtk0JUj=htkUibjbkbmbpbqb{b|b}bbbbccccc-c9cicjclcweeeee˴˩{{{wow`Vhtk0JB*ph3fjhtk0JB*Uph3fh{htk6htk htk5h)htk5h htk5>*h9htkB*\phhtkB*\phhtk5B*\ph,jhtk56>*B*UmHnHphuhtkB*phhtkB*ph&jhtk5B*UmHnHphu htk56B*mHnHphunbobpbrbsbtbubvbwbxbybzb{b|bccckclcccGeHe8g9ghhdmgdtk $ 7$8$H$gdtkeeeeenhph,j/jjjjjjjjjkkkkkk ll@lJlzl}llldmemfmmmmmmmRnVnWnYnżżѷѷѯѧѠѷрv jsh25xhtk h[*Ahtkh7htk56 hhtkhhtk5 h1!htkh\Ryhtk6hwhtk6 htk6hZ{Uhtk0JjhtkUhoo2htkhtk0JB*ph3fjhtk0JB*Uph3f!j>htk>*B*Uph3f+dmemfmmmmmmmnnn!n>nRn[n\nbninnn $IfgdtkFf@$$Ifa$gdtkoU&$qq$If]q^qa$gdtk $$Ifa$gdtk  ;gdtkgdtkYnZnn oGoPoQovoooooooooooopppppp!p$p0p3p5p8p:p=p?pBpNpQpSpVpXp[p]p`pfphpkplppp2qCqᰥ襖htkB*phhhtkB*\phhtkB*\ph htk>*htk5B*\ph htk6]h\Ryhtk5]h"htk56]htk5]mH sH h7htk56 htk5]htk% j-h25xhtk5B*CJ$\ph2nnnnnnndooookplpDqEqssuuugdtk $ 7$8$H$ ;1$7$8$H$ ;  ;gdtk$ ;a$gdtkFfvC $$Ifa$gdtkCqDqEqqurstuuvvvIv`vvvvw0w1wyyyyNzszwzzzz${'{){,{A{D{F{I{K{N{P{R{U{d{e{f{{A|s|<~ǵǮhhtkB*\ph htk>*ho,htk>*h0mH sH htkhoo2 hhtkhHRhtkB*\ph htk5hhtk5h htk5>*htk6B*phhtkB*phhtk5B*\phhtkB*\ph1uvv0w1wxxzzU{|=~>~RSq 1$7$8$H$# & F# & Fgdtk# & Fgdtkdd[$\$ ; $ 7$8$H$gdtkgdtk<~=~>~<RS_`LTWY\^acfhkqsuxz}ƴ}v}v}v}v}v}l}v}v}vhR+htk5>* htk5>* htk5 h05\ htk5\htkhtk5B*\ph)hrChtkB*CJOJQJ^JaJph#htkB*CJOJQJ^JaJphhtkB*\phhtk6B*phhhtkB*phhtkB*phhtk5B*phhtkB* phI}'-.NOڋۋ , $1$7$8$H$If 1$7$8$H$ 1$7$8$H$ 1$7$8$H$߅.3MNO9CDEhijڋۋ;<ŒÌvۭxpppjhtkUh3htkB*ph'juEhzhtk>*B*Uphhzhtk0Jjhzhtk0JU h[shtkh8htk6B*phh8htkB*phhoo2htk5B*\phhtk htk\ htk5\ htk5 htk5>*h htk5),-:Ōˌqaaaaa $1$7$8$H$IfkdSF$$IflF ,"z  ^ t06    44 la(>R\iqaaaaaa $1$7$8$H$IfkdF$$IflF ,"z  ^ t06    44 laijkop_`ԑpqeeeeee__1$If 1$7$8$H$kdsG$$IflF ,"z  ^ t06    44 la ʏˏ̏/8?16up*+O pǰwph`hphoo2B*phhtkB*ph htk5\h/ehtk6 htk\ htk6\htkCJOJQJaJ htk6 htk0J&hQhtk0J&6hoo2htkjHhtk>*U htk0Jjhtk0JUh htkB*phh htk6B*phh8htk6B*phhtk6B*ph"p*+,Opqrxxxxxxxx 1$7$8$H$ikdH$$Ifl  t0644 la & F+dd$If[$\$ ŘИ٘_`4CDEy!DEУѣ CEFGkloԽԵԵԢԵԆ htk0JjjJhtkUhoo2B*phh`!htk0Jj]IhtkUjhtkUhtkB*phhoo2h0B*phhN htkB*phhtkhtkB*ph htk\ htk5\hFKhtk5 htk5 htk5>*2_`ST"#D|Ӣ=>op9  & F0gdtkgdtk & F) 1$7$8$H$ 1$7$8$H$o 5?JTr|psuwˮٮڮ !xs htk6 h htk htk\ htk5htk5>*\ htk5\ h05\h/oJB*phhtkB*ph h4rhtkhoo2hoo2htk6hL#htk6!jsKhtk>*B*Uph3fhtk0JB*ph3fjhtk0JB*Uph3fh<}htk6htk+0ePOPvw ! 1$7$8$H$ 1$7$8$H$gdtk `gdtk  & F0gdtkDZȱɱʱ 013²òIJ*+Xab@Dko'+.#$׼쭼ќ׼쏇}umuh OJQJhtkOJQJhtk6B*phh0B*phhtkB*ph hoo2\!j.Mhtk>*B*Uph htk6hk<htk6\htk!jPLhtk>*B*Uph htk0Jjhtk0JUhh"htkB*ph htk\hk<htk\ htk6\'WXfD|}.V$duŽD]D#$d%d&d'dNOPQ 1$7$8$H$ ^gdtkýŽԽսֽ%1:>BVbftwyƾɾ־۾ #,3@HX`km{}ſȿڿ "%;@ABh8htk6htkB*phhtk htk>*htk5CJaJ htk5htkOJQJhtk6OJQJMŽԽս#k \ABQR 1$7$8$H$ 1$7$8$H$D]D*8dh$d%d&d'dNOPQ]8*$8$d%d&d'dNOPQ]8a$+0swyOP^_`!#%Ŵ掆|rrh"!.htk5\h htk5\htk5>*\ htk5\htk5B*phh05B*phhtk5B*\ph htk0Jj NhtkUjhtkU htk\h8htk6hk<htk6hoo2htkB*phhtk hchtk h P5htk,R^_`$%=>34#|} 1$7$8$H$ 1$7$8$H$%5k VWX9:)HIJLMڰ~mf~ htk0J\!j3RhtkB*U\phhtkB*\phjhtkB*U\phjPhtkB*Uphhtk6B*phhBhtk0Jh phtkB*ph htk0JjOhtkB*UphjhtkB*Uphhoo2B*phhtkB*ph htk\htk(3Z["/01rst5F_#]Ñ~wwl^QhHOhtk5B*phh shtk5>*B*phh05>*B*ph h9Khtk h8htkhoo2B*phhtkjhtkUjkThtkU htk>*jhtk>*Uh8htkB*ph htk6 htk0Jj|ShtkB*UphhtkB*phjhtkB*UphhtkB*phhtkB*\ph]^wmbXNNGNG htk5\hQ2Khtk5\h htk5\h"!.htk5>*\h"!.htk5\hehtk5>*\hh(Lhtk5\h>htk5\h>htk5>*\h -htk5\hvhtk5>*\h 0htk5\hf`htk5>*\hf`htk5\hshtk5\hshtk5>*\hHOhtk5\hHOhtkB*ph6|}O GfghXZ[\»xrgTKhBhtk0J$j1VhhtkB*Uphh phtkB*ph htk0J$jHUhhtkB*UphjhtkB*Uphhoo2B*phhtkB*ph htk5\ htk\ hWzhtk hh(Lhtk h>htk h -htk hvhtk h 0htk hf`htkhf`htk\ hshtkhshtkB*ph9XYZ\]Cjk޽늀le[htkB*\ph htk0J\'jXhhtkB*U\phhtkB*\phjhtkB*U\ph$jWhhtkB*Uphhoo2B*phhtk6B*ph htk0J$jWhhtkB*UphhtkB*phjhtkB*UphhtkB*phjhtkB*UphCD123 ;1$7$8$H$ 1$7$8$H$ 1$7$8$H$2?@AEVo123~¸ڠœҔҍxme`Ҝ[ htk\ htk5htk5>*\hO-htk5>*\ h 5\ htk5\ h9Khtk h8htkhoo2B*phhtkjhtkUj^ZhtkU htk>*jhtk>*Uh8htkB*ph htk6htkB*ph htk0JjhtkB*Uph$jYhhtkB*Uph# !"#defCbcdNS<[bopqrﯨ}}l!j]htk>*B*UphhtkB*]phh?htkB*]phhhtk0Jj\htkU hhtkjhhtkUhoo2B*ph!j;[htk>*B*Uph htk0Jjhtk0JU hh"htk htk6htkB*ph htk\htk*SVX[]`begjloqtvy{~h htk5B*phh htk5>*h^=htk5>*hoo2B*phhtk6B*\]ph *htkB*\phhtkB*\phhtk5>*B*\phhtk5B*\ph htk5\htkhtkB*ph6<UbcjkfgJK 1$7$8$H$gdtk gdtkot:g D1$7$8$H$]D 1$7$8$H$ & F* 1$7$8$H$ fwJK9:DEUV}~˾ֶ֛֫}tfff jhhtkB*phhhtk0J$jx^hhtkB*UphhhtkB*phjhhtkB*Uph jhtkB*phhoo2B*phhtk6B*\]ph *htkB*\phhtkB*phhtkB*\phhtk5B*\phhtk5>*B*\ph'N\]deuv?@   1$7$8$H$ 1$7$8$H$ & F* 1$7$8$H$ 1$7$8$H$gdtk@P'(WX  qjhtk>*B*U\phhoo2B*phh41htk0JjhtkB*UphhtkB*\phhtk5>*B*\phhtk5B*\phhtkB*phhhtkB*phhhtk0JjhhtkB*Uph$jY_hhtkB*Uph(Z[t u  2 3     z {   :; 1$7$8$H$gdtkgdtk gdtkot:g 1$7$8$H$ 1$7$8$H$ 1$7$8$H$    / 0 3                 + A C H a v w º¯†|obUbKbKbKhtk5B*phhD htk5B*phhhtk5B*phh shtk5B*phh shtk5>*h^=htk5>*htkhhtk0Jj_ahtkU hhtkjhhtkUhoo2B*phhtkB*ph htk0J\jhtk>*B*U\ph$j2`htk>*B*U\phhtk>*B*\phw z {   #$78dqst!ƪƪzizz_htkCJOJQJ!jJdhtk>*B*Uph htk0Jjhtk0JUhD htk6B*ph$jchhtkB*Uphhhtk0J$jbhhtkB*UphjhhtkB*UphhtkB*phhtkB*\phhhtkB*phhhtk5B*ph"<=z{|01}~ ŵ~k~b~~O~b~$jjhhtkB*Uphhhtk0J$jrihhtkB*UphjhhtkB*UphhD htk0J$j=hhD htkB*UphhD htkB*phjhD htkB*UphhhtkB*phhtkB*phhHOhtkB*phhhtk56B*phhD htk56B*ph,VWckd'e$$Ifl0$ *%  t0644 lag:gp $1$7$8$H$Ifgdtk &'lmvccccc $1$7$8$H$Ifgdtkkde$$Ifl0$ *%  t0644 lag:gpmnvvcccc $1$7$8$H$Ifgdtkkdcf$$Ifl0$ *%  t0644 lag:gpvccccc $1$7$8$H$Ifgdtkkdg$$Ifl0$ *%  t0644 lag:gp<MNBCDVvjjjjjjj[$ 1$7$8$H$a$ 1$7$8$H$kdg$$Ifl0$ *%  t0644 lag:gp >?@ADVX!!#"#ؼؼ藓vh`hvB*phhqvhtk6B*H*phhhtk6B*phh0B*phh/oJB*phhtkhtk5B*phhtkB*ph$jlhhtkB*Uphhhtk0J$jkhhtkB*UphjhhtkB*UphhhtkB*phhD htk6B*phVWXklO !o"#%%%%%'  & F  1$7$8$H$$ 1$7$8$H$a$  `"###R#X#`#e#l#m###########7$8$9$m$n$o$s$t$$$$$$$$$$%%8%N%a%b%%%%%%%ɵԵɅɵuԵjphtkB*UphhtkB*phjohtkB*Uphj.nhtkB*UphhtkB*phjhtkB*Uph htk6]htk htk0J\ htk0Jhtk0J.5B*\phhtk0J.B*phjhtk0J.B*Uph.%%& &1&3&D&F&G&&&&&&&-(.(/(:(=(******....."/$/%/Z/߈ӈ}scXhtk>*B*\phjhtk>*B*U\phhtkB*\phhEhtkB*phhhtkB*phhtk6B*\]ph!jCrhtk>*B*Uph htk0Jjhtk0JUhtkB*phhtk6B*phhtkB*phhtkhtkB*\phhtk>*B*\phhtk5B*\ph"'''((-(/((((())8)M)v)|))*3* & F  !bb>1$7$8$H$^b`>gdtk 8^8gdtk & F   & F 3*4*****+,,,]---F.../// & F  !bb>1$7$8$H$^b`>gdtk & F  b 8^8gdtk !b1$7$8$H$^bgdtkZ/[/\/////////000F0G0I0i0j00wgZP=$hEhtk0J0CJOJQJ^JaJhEhtk5\hEhtk5B*phhEhtk0J5B*\phhEhtk0J5B*phhEhtk5B*\ph$jhEhtk5B*U\ph'hEhtk0J05CJOJQJ^JaJ htk\ htk5\htkhtk>*B*\ph htk0J\jhtk>*B*U\ph$j shtk>*B*U\ph////j0011.22222m33(4y4z444n5666 0^`0 0^`0 $ h7$8$H$^h$ $ h7$8$H$^ha$0001=1>1Q1R11111111111-2<2m2o222222223B3~3333464H4x4y4z444جججkؤؓ'hEhtk0J06CJOJQJ^JaJ'hEhtk0J05CJOJQJ^JaJhEhtkPJhEhtk6hEhtk>* hEhtkhEhtk6B*phhEhtk>*B*phhEhtkB*ph$hEhtk0J0CJOJQJ^JaJ'hEhtk0J0>*CJOJQJ^JaJ*44565n55555666<6w6z666666666)7n7p777(8*8p8pf^pVOVVO hJhtkhEhtk>*hEhtk5hEhtk5>*'hEhtk0J05CJOJQJ^JaJhEhtkPJ hEhtkhJhtk0J>*B*phhEhtk>*B*phhtk0J0CJOJQJ^JaJ$hEhtk0J0CJOJQJ^JaJ'hEhtk0J0>*CJOJQJ^JaJhEhtkB*phhEhtk0JB*ph6^77\8888888888889999F9G9x9y9$a$gdtkh]h&`#$gd/oJ$a$gd/oJgdtk ^` 0^`0p8888888888888889999 9 999999"9#9F9G9w9x9z9{9999}th}a}\ htk5 htk56h"ohtk6CJaJhtk6CJaJhtk jhtk5\ htk5\h00JmHnHu htk0Jjhtk0JU h/oJ0Jh Vh/oJ h/oJ6h/oJ6mH sH hajhaU4jMtHh껆h^ha5<B*U\ph hEhtkhEhtk>*$y9z9{9999999999999g:h:::;;;';(;;;7$8$H$ $7$8$H$a$ $7$8$H$a$$a$999999999:k:p:::::::::;;';(;;;;;;;;;;;;<<<L<M<P<Q<R<S<<<<<<<<<<<<<<<<<<<$=%='=(=7=8=k=l=t=u=v=w===jhtkUhtk5B*phhtkB*phhtkCJaJhoo2 htk5 hhtkhhtkOJQJhtkK;;;;;;;;;<<== >>X>Y>d>e>x>y>z>{>gdtk & F%$h^ha$ & F ]========== >>X>Y>d>e>x>y>z>{> hEhtkhajߢhtkB*UphhtkB*phjhtkUhtk21h:ptk/ =!"#$% < 0 0&P1h:p0/ =!"r#8$% F2;>asE JFIF``C     ""  C    -" }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ?*( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( *9gH`8˯VKs>Q廉ɰFku&CE7ͷAWT?=TuUH>C<O-UGPjo%֊j⣚(F]G"}Q[q+{ol~YO+rēsVuD{& YuާT'/uXU4zGGI [[RݰWo!z*lN[H*D]jWK*KI7YnŪ?>Es[RfQ򯸗V]͇n_8EB(_٬*'ޟ]/hkw&?ѿ+T~P^ y|XFy7RykFţԏoΏ1:`bQޣD:3~fIҍG'IV_452xR{-i{5fxWNR~-V#T?:'){%}:X$)Eo-Z⮨~8[aCyc֥Ћ"iwguŻOъUؾ-@[0oWQxh*z?*}TtYO?S^3MP)b=ib>~~)es_X>uEs<ѮN8)ͮmt3oKtשwObfC ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ($ ɽNc;6EJi7^T$b\MB^-!rVKz]~OVV-g#"+o|]^͸||C^FrI=jϫ3uE{5k^<ox?Ļlh؄M̨V {_:{Y=N^!HB%ƻv~{O蝕N OjR/:{|2wHՉo 8FiD^QfnC(Db(Y<8.SQO9K{ԔSBcڟ!g'EvP)b"+_3HeS{mѿEnmXxx>>~h%FC+Tx^a#uφ4˯)eh~L<>Tl'󬋿-u앬qTuXy?O6<>, ]b]_=Hm37NkttQ*ƔO5}q|}tRu#cQ?8딢tk҉o2 >} , {o"ȾC9x |ld20ֹ_gOGBQ^=Fլp:0<}u_: r'?sʄo_^'o"ȇjbhQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEtr#gOBWjj,F7Erk?~f yʬW[Y髺TyW-S#޿q?61^Y$+cԓMㆊF2+VU>|5sy5oFbXmQP=+x1$d )3ޞ#Qf|Ȋ QO\^RUd (\//-y=N?CiooDS/ڝ "=t_ m#>߭c,E87y*ŮsxqoRʽM p!# uk$iڠ;+ c_p uɈD=]Ws㕻i7S싟~LV2T{Yz/5T NVƕoyukY5>FkBU%-3EAETQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE`( ׿렍i X7 #wȕQWͯE<}Y6$g_~ jV3n_=½Ɠqs[_2xx="KPϩkj ,&ɶw}O['3[4yuPoe2v'_>ɶ\FFWDjF[4eNQ?̂=ih }O[Hѷʺ+ngU=~I3\B{HՔvyOO y2ȟ6ѫ+粠֎-GH ZLBo?<'X:#OI+yuIQ2~19+[mF?6E}T1*r-tQEAAEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEs++$ߟ_SX!_?k#JrYwz);=6D2:8r:+l~T巺24U8d'ʻ+:S6}   W3,31X(zVcE8FOZx@+ED@Ҟ"=J*W.CD`S *톋{[D{r};k>v?U7iyu#JR?֤[ 3Wvx23zM?*譬]"ƾs荣}]&^`b%=8k73DG뽢剩.ѡ [iv$RoMղT`p)hmST(C ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( h#JJd-^s:.,X~1+Ծ^Ce_CWZ½Hu3(Kuhx5yۘ3uJXRe) #"SD0 ZK ChUmi"d+ Mh9ѣaفSWTjF OySwDU%̶%vu8i=%64ov؏PA2}~Y?ogG5?ѥ\3Ͻx*3! A~5S kuD1 i-Wu%'[ Gu\H?>g]?Y ;||¸Q=u ^M(,(((((((((((((((((((((((((((((((((((((((((((((((i0Ԡ?slקi7jobm̋qkW7ODok>^__?s#Hs[۳VKmY:+[|>j/||r:ƢcJk%VR (lfMMJJ=r#?& *冑wXC]fl5}|Mzu#JR}>+CN/3 0Jm7^ 1QY?| o {(A/]^}*D$qR|o㕿FkuOwe:#N1}U`EaEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP{['sȾfQBmm>lO-o jZNZhF?>d?u&q^{2uZ=bM_:n1R?%Ҹmc^?ߡ]t0}:yynr Ax6(#Sksu;?EIdסh&W67F:׈ӣ`V^AW=L4g_q1]>W_n-q< :fkwQ} OuuԿEVeQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@uAK]َ"Q;%q6ּ{9Mlc/^ixQ2I>U&n%f:־!ZR#xd)+f.K1=Ic(< ~FnH!4yT<1ExkPՈ6?*m䢮ݗ\2$%.ǠQ-z&(_!cj춉P{Or.1}#xa/uvZ_:_ÝF > C[ϲ-/cL;KhI*Ohtƌ#R8HT$`* +@((((((((((((((((((((((((((((((((((((((((((((3V펮ÆG_pzKl`rt?9^Ek ӧӳ؉ӌ_3i-2qX`ugGu]iqotSݓxI{Ic/ T֗%7 S%r)V^#S+Fa|B~&tS_o1Gwi} bkwt WU+[$-d*{rZ}?:iZOwCq !~F7u) 2+PQw(((((((((((((((((((((((((((((((((((((((((5PeE?&?Yt'd&CEK9 Rk~%f;OGiμZEdhA/Y5 :Z_%}kw?h~TdQ@] )h9&l(ԋ<:V/Ї%0GO JZ*H *ŝUm#3]iq&'N['OJՄ>'FHF rk:p o~:_ltŬJuc߭iWL[zA[0å[ޑ-7M'G?C]"QҖ'y6NdQE!Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@߆l@8u 4/tbdQۏQʏjutkZuOmc38}>{~"}m5X&F?t'>W ږsK]u~qz4Ƨ382t>DdqOQZJv=C%o >WZ%:S+<76-_ @e޸*\u}ge:ZK}E2)U drҟ\@QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE`1Y_|^[?|QrvZ7mM>|TOK}=G5\uC_rYtmk.։Yl]^?ht0֤37/ŋ֞)hI"l4W}ۢ/w';{lI7 V=޽>]?tkUHr>u+~FR}y ewZTS9|>~#Uӭ#XvQZ\WQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEUKJ"0] t>CQ{j|M +7yߩSs~LzWФW⟇"!b Mk)'n5L:zGۣ#(lӦ6Hcv=F4kII]j9'l <Ǐg<ڽOBn0~5xMi{5kw)""MW.MqHMqZ-qtWok5NS2RWZETQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQQM:@IX*$ 7Z5="?6@7NHO1IS5yc]9k/uvuRWw%]_f<bZ7,qnf$&,QNT-R*[3rHbO^*@zRZ$ U7H$#.W]1.c1fo';Yԭ {{-!JSEݜ.^j2ûtEy%ytpf[El8* TS9v>[d(F:yG 18*TQ\ۛQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@z5|ϣѿ_=ɼGK>_چ;1ʡ# :۱驭w|#"/= Cբ\<\-$ JXZoM}W8ž>Ok~L?xETj OkcYa` EM^-2a~x 't}jXOl^㺟?U*oz?;S]ThQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEt: ߀47ċ`ӳ ] Fc|){mLĞ7>dS[Y:חk)_7-5gݫ%$We:1Yre(Xkdb݆-ҤX< tQ!E*bFIuuu}I./?RH^NߙQ)>+kg5+ti 2k>FJdoWivD~]a}O75\1RW맇ugcb+tXt 1Vh:(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((xj4'E<7U8q4>y}u*pA Z* }<ҎooC_O$MPOC޽5՞qUJ7:<{f%?u\Z֖MYꙂm;j߉wGʿ~3 ?Vx|=uG|:~S.|i?ͯp)nKEW1QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE (zoBgpAQc&Mr&kf |Mr??뫌g+GKO0X:-{}qƺ3 ֶڶuK]c 4QZIhfwaNT-NX֤Qv:d29;mtBIEV4_kd4kFzWe߇0YmCg/~N:0F\uqIi _=GU:u Ybb ׫7)[8ӵy~n}%~gWEW!QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQET7eN^m⯉>m,N_?W r"e%vt'ͮ({sx_Wj޳/ve=#Z\cy$Wm:Jo:^KRjTv[RKEj (jV[Տzo< kbi-W'oUZ񧾲TkN{>\80g+Ҵ"KCj:S}% j}B( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( '-Ao08_[ Bm;n|w:%[\0Yj5p">69>YW}cn߿lJk{"ڽ ui[T-> E&*r DdSFmQjk xXuuܶrбGCE{O8YbDWG{wF>_QEnQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQExB͹nOA?X-06ָcyU>1r7sErZGfSF<]wɉcGEڢG, rn< V3r5P-:7:d.yjQWz$JNNr?gb_o4u5>|\gq]Xخ짇/O?VOOCn8נժ(5gHQEQEQEQEQEQEQEQEQEQE(((((((((((((((((((((((((((((((((((((((((((((((((((((((((J?[<-{2޿}]=WXeJȇ PGjX0ȯNc7Q-TvzJ1ֽ5S_*/?/R[98u?j#"ZMYꙂm;ql."eZН9"y k ص7}{>GJ:[h(((((((((((((((((((U-KTk TwohJfYR.*'6wVupnziŞ6Xc73][Yoۢ9URKI[t *TzSEoW )B5,p$עxWESWMJK*ޛw9 x&Z"isVCjWzEO^U08ڵQzD5QYQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@,MƼX4Ihuw <"?V;WE ^PRkޗ_#Qrdw;_x.Ȓv1+-^^%{f-_'[Jv\\ciuvNP[;/Z(N((((((((((((((((((((((((((((((((((((((((((((((((((((((((-9,lzX\?Q^P \!@XAA?֪pw22Rl8=??V+S~o6d#   T{RO]WRtpҞszUZN q{?pwGЀdR?iAܷP~A,ޏE]y5 ˕î)$QEQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@W1'ʞ_}VuqՉޅ@̜A~Y_ֽ?rp =njqrnWڪu:JeZyZ #ַJ-Dw'J8V%fm*k3y6L~;Vq0LuUO.O+kb~>r/;)Pߤz!BDT 8S袸(Fԕ^|/'> MΫ+aʠUBZmJ?VdhݕLu4Mw"Tޠa=+|Qa w[o{fzHQ*I8/=iktjwYG+>$A'z3βt:ቄ_VZo"<=jEn{jQE!Q@Q@Q@Q@Q@s~ͥJc~O^qFtڃTlּ"KI^ a:m_މVdTP>F-w'us;{gb/7mC29[V9?T5z ((((}59V7J&Ym@>aW]pwP, yAȫJۆE;Y$n䴗!?_VpzׯN3޿"uuϲq _Y_\*Sִ I3J`;]ٰWs~jݯQqm=ևjf-QHaEPEPEPEPEPEPEPEPEPEPEPEPk8nnv 2zWP-abq-?Zu?.psv_7ؙIE]|tu qøL=S(dqnNJr!cB!cSc~fnV(QKEn_³HGM?IA]1ՑxsW"b_!S^<pSݏɦi-zګu֬>[.l)P]VQEbhQEQEQEQEs~=N:CB*5[ tue+Ħ#+u(-KG)jZl[|w\v5ԧ]ukpEc#ϳgCW&=ZÛyǙc!\ /*5/ jw2FYG/+{~-97<#mϥz GzJy +u/ Xj< [5 pUƪ~FN;{@E֞qq'_v։qqz?3SNqoO̿WU|IFǏ|ZhpOsHW6w]rPXpߥ_kRFN+Mc-/uVGQX~4:,5Zܬ댔֩QH{]-4mFk+{hmA\o\%zHӿ^Gopt U?3אx~ڄu rV8my:7B(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((ߊ j?OrqMw(U_^鯥]i'ލQ^k[zcg~Uh_k{*wy)+?.IMo/PTsf7O}u5_rH2'x\0,]=utjQEqAEPEPEPEPEPEPEPEPEPEPEPA Q^kn-7%8Bn)( EB ؔBƄRƧ(c~fr KEt^d[e?3wc<?%\Hoj🄥e[e?3{^cc KFvpD@cQʫU}:j ϫQEdhQEQEQEQEQE/6tf?_5{yĻ-r???*֓NlTy]C‹Ƶ\دӣ~<2~v~[IϷc|5̊+d0 0A*GѦܹ07o՝9Gtb(rzf{y?7Dc}8 P~e%%cWMmwGPkw?Z]7p?_QӋ=hMM]l9aIkA s4ܲ)WʺJPI_?e+[f2a،Jy[^ۈǸjE/Ez>lι}UV =jEzTNo5UoB֯Ys~) ; dtQV$;8Y{۰PhB 'n1՚Wv7OͮƼL?qя,~EVEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP^k[DW?霟E ^YޘE C~P, V>~1zx^FABTuZc+?'3ZyujfscWW)NF)B+J狋D%$ARn.eFH5^;Vv{MjQE ( ( ( ( ( ( ( ( ( (;~1,e H?C8 +k5:u~#}i]سXzMB͜sSK ER*cC&  Z+w¾]Aމ-''..!? ;8X PRXEa cQX*WQulB5 (4 ( ( ( ( ( (\ߏm>Ӧ3 뤪uGV_b]ɜyuc,f7*AalglaQcPPFkdm7dkJgM=O.?yV*X!խ ^ ]gHH0? +u5v_%fzWn'/^^HwadkՃGzPK_SnZ(Š((((((((+3^֠-Z:‹xݖPwbᆸ~#O?^WRJŤs':ί>rwn ]/=J~]36z+h1n¢m*Oܭ,}kVUމe rmzʏy?޽M` [ku?EѠѭ:Ͼ2gQwgJ{+@((((((((_gMNep|α]=r;\A;=xk|9oE?^^)+ ?jk$ + -joZ֢NKJJTt EV[?a~쭏57VZJ k^g^}tF]:u_Z5uq,|8ᗺJu:ه)Ûxz/=j <GՏQ4(C (^5K߶09To,?&ko$Qn37,ē5݂[9qOKp];/;Pk$8yAyW2^?OF+.Zosy_;*( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (!n"hdXG},O.k/zou%QΙ?E%5ʪoϽ[uf&ܣ+Ц|)!+ټhiq3cc}W25,vO-C~WP_SL<+tzUQ^aQEQEQEQEQEQEQEQEAsuM<4bz+<[yyfTg>VExzWË6͠=coѹЃSbpr~(袊= g]Z?:?-tSNEMY2DбG`pAW_oSyjQc?_7epk^gZӣkxw^E޼:*f+Vxr0ׇM&.@jjB3l=~Ov_ P\ c!A5sQETR~?3kȫ} .ݧ׫-;3y^v]>ÖaӠU?VאhVnߨis +lO }EWQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQESӾӦ >h ~]UnjSZh?e\UA?1I]XnHJPk^]֧ -֯J‡ B]ՌZ}E >g>G#^3VvꝾZ) ((((((+ؿ["Q,}W)Z\72:5wroB3{-ٕY-CEdWi*&V"сK[F62W_dQ]X~O)V/) OU+_Gt)[{ (N((((((((((}&/װW|K$7#*U'izبS+sy45دbJJϣ.Y篣=AҖd( p~6;U?w2qwFu +?>We? QC}2RWGRO;MIkw?ޯNEC<|߲ett~?s~uH_UGVm_o#(7+m 7DR7?S<׿lզ`rB©.%iibIG)vIMIsIYyڋNzDKyu|2^d|PcF<ي2ǡB<^zQ\EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP: `o,> vM'%JЃS8&ZCATP=*ZN33s@z!~evBuߗ{-$yT?L^^V"<yѕ༕(MB(((((6R5=>%c/2 ?JADJ*|W' "%c_Eu?XA$㓻T&ѓL3ꩫhGfR}> xvMvD2!NdoEmll-ih]OeeKo/3J¿_%% TQ^aQEQEQEQEQEQEQEQEQEQEQE0ABs] !4ӳbedx9:uӤ18N|^i]E]<;g/ziܘ,{͟^=cI:}/vxqO[Z/a(%ۯ(?zr|bS5e:q~5@Q^}J݂(0(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((.ﵷ䌿^]^,Ǽe\~ A5A>欽D*z ]ޞ$6u]^ݻ3m?1Z^g9&Q|àa"Ou៺f>(3(((((KhiHTPI'PF dǟ')f,ٯwiYI=I5~Mz["1ƿAy"CyYR|M)*i{[7~]Ld :R|;?q u>{֓yBa9%~pp'e}q]b'799>*)%(((((((((((((((((( 1_BL7# ^M?KO}U{RtuH *{ OµUylCh%[ZϮ>r?Q^_F6CЌWΒPHh·F4ʧVA}NI>Nm/K[6vfa1jOѶו'KEWvQ@Q@Q@Q@y`>)ps]u;'~HGOׯ VcܖczE]=޿ wQE* g?ަ ZJ2n콣iRIkV<ʿ3NMKXFcƹxs& \L9W^f"ƽ 4J[oqV*ϯM,М2oz K]ʛѣؼ=ŭ[ï ?Z>6pzuuִm^-^;W,ReQYk?3B(΀(((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((|jvW0`5MXD;՘Z|jʊV wSrOo%z He? z2IU5xwiz Q^YQ@Q@Q@W1bezlei4+8/~"ֽg޿ (Ӹ((((((((((((((((((((my[?E"5iH*KyZWŏՎj:iǖ*=GR\o6<;ͭ47`|s9@C)z/*[9Pnc>a/ΫU{V-ԣntuz]19C/YNZ)9#'uGiZ+<'(Vȼ1I4ir`o:^iuk4D20"gWzjEEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP^ۮ\r:OD#2fj ߽wC85u^7kKG=qVWK_?:(c ( ( (duAS#tzğf#2D!OaZ_gJJ3vDF)Vw/#_NX mE_drv[m)0+{/6m(*Z*Mԓy#ӌTRHZ((((((((((((((((((((wǗdeޓ?_!y;mRԭhG^w3.X7@]ygu{2vW}5<Ȯge }M"0v?7j֤U0)k“mwY++?%80>/@%Vz*ߪ-QRhQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE?97?jsOO:އ#*jk~ Mo޻/-, T[#:(3 ( ( k0A:nm8(=[{4✚K-ηIp5WM*_⩫h++fv½[ރgF&_?%b!ap?%{J+S.GNiQEuQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@x~׫K~D^u:E,~7𛩚gccFrZ6WWԼ8 k=r ,InHG >8ueMyχQ^9#(aҖ/xS9ݨG\{$cV -_G͋&ݏ?Nwyؚ]tzuۧ:FE7W @$r+IEIY:nn=b@Y]Oλ_z\]Bjjo(Š((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((;Ͽ[eu52}?VV~f5Moޡt>%t8ܚ\ihٻ" l{Q^!Q@Q@;Ƨ#Q>594%OuodU5Ӈ/´|Pxrs]i]nʻF)h=cP~i?m>m)(3\Kvz6ΐbYYut Nrr{ӊQI.ET((((((((((((((((((((w{]&l}a~)^ȵ9qJpq;3y^v_=+e-20v?7[j "^Cn?OПtU 0: -o?a#_ꅢ+;(YG{C(܌0ASy|;.6ްoڬ\׶zd: o:[=zWk$5NTمtS6sP|_Jg#F3*f8Q}μ¥KgYNAS2eFG\. ~d*wh7 QEy'QEQҨi]?HԷH+uh?Ѿi?? jK݋ܚG%✹¬a]"V_1 O7ج܃{ ?MmR+U6(?{1,q*u,]_ц~%+ ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (&X#i?E#i1c&[gccq劏d&vu_lO#ߺzq ,InHG >? vQw= QEsQ@Q@fkz,:Ź_u?E4&Vzxͥm#U+]N?یN{ycmEuB\kQtxhhZ4XS/fZf@Vu>x x]lMHsjp,EW%#d\Ǥ (Q@Q@Q@Q@Q@Q@Q@Q@Q@&qEs=ԤӴr7 nB.rQ[MKN /SXxHCXGz+}2AG"l[i^?XtzĽVbC U*9|-K%zX|U'M t麆|>*r΅H|Qiw}֢TdQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEpn|d?-yUwlBqmh/=NZ **uSsOWviDH ߩ5VHW`v׾E~\ ?z ~QEpaEPG5O6{pH_qcRsz_ŭOdp)A]yvP~5gwnRۯ$Uf%ڢ`59GOKv@7H\zm3w|Ӷ ш%7^y袊@(((((((((((((((((((((+` ^s2H?ExM\?v,~o'.yˊwH6_hĤq~'KҾyvܑ̎}׉-7>7͝Q^9Q@Q@Q@Q@Q@q^3ځ}G?u8)?cGuo mΡh8"?\)I]MZn>'ɷcQ: #!r;ׅYg0?c+:~Nm_o#hV 2:R9Q@Q@Q@Q@Q@Q@Q@Q@Q@++z:62YT8Z)5uf8ѧtxRd #ot犡_D ;i/;Y:oO0[N:3ĨIL&\gL\Ρ b'Tw|I!qktuJ{I'^sTKn%VF?CRn{jixQӿw@;g+~X|T4zMWE4t)oGi ;Oa(?].be[8?U]=YjkMy=24EHacA kn|.A5JIYS>$袊((((((((((((((((((((((((((((((((((((((*+&URO:!?k@Twg?#F*.⓻FXUrMO]֞ڵkt?킼፧Q}zpbo_ۇVEW)QERկEGh|?Zx5 bf+DH1v9f$iY['w~`*AnS֗Lo_Bk;g HGՎ{+U8#QmygÝ7z ? zخ,\%ه(:((((((((((((((((((((( I ?\?C^;^N KO^y^6w?+ݗ>X)_B VW?5{hBVXho? _QE睁EPEPEPEPEPEP_O,o-GXs?KfR7)YZjlGNkwI΄fݏ}\u̮*ptg$ tF?LwUCۥx8Z av~q1/fzV5!|نr[( ( ( ( ( ( ( ( ( ( ( (+YAv'd_FzCΓyXmRBRp[khRk<-)>OyEe!kIGJoj2i #׵{ž+hK}bh{$-U(9((((((((((((((((((((((((((((((((((((Gl? =tu5ORdoQ9j~?"f5+,@0_UIH ZJLYgMpG >?C]V7lťA0J?WЫjߟN KBEa\i>H?4Ω޿¼y 1g] Yz=_? ,<#u>O ]ghv?0DkFz曗wt=H.XQPPQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE2yVGT~O^V#s5]N?v,~wT5S,{$y5%&uePJG~'K׬WeDr}gjWq^^*\}СX/=~+(((((((;@da yO7&6FL [dojèL2r*>WcZ-4GZ.?[M4yRѣⱨ?Qz'xI*r^?&.ŽG jC_r[?::(:Š((((((((њϽl,?x~IMoТ ߉MD%?7+rZ@=\?ΧG7Kz~j6˺iՈẋea?I$Ř'&_t.}==o1#~ߋHZ[#cM2ڊ9?0R#]d# Ea+T9y T5.(CIz (4 ( (}Cm ASI^Ӿ _DgViGOueoRmN/%]0ledϰ^Q @8TQ #_S¯Y֕މiQTbQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE>~߬LADcso?{|uM4-tq_>#J嘒Oʚu5v9d쿮µ|/eNH. ux e \ǁ%^`ߗM%y[ڞ(H(((((((((((((((((((((+cf#8?+=\;$.ݧ%kB<"jEG;sEZ v㫺kn.*^ش##ޟi*W'VVQE!Q@Q@Q@Q@Q@Q@Q@Q@ΑA0=yk5"m&᠘t{0׵Gt)u[+HO誊[y;SKe*r ;POa֫WNzG*7MmW隔lqt׭ZZŸ>/u>W<=<=uQYk5( ( ( ( *y1a^A8Lǰ.Iu.4/9z&tfio$yѕ{XdX5{*Qz0VGO{* @{6Y!#yN^CO~ }|+QdZV/`^Q7_pEO;}`ǧ3Ɲ5+0=m_0E'Da$ )KMjxWTBr6MʀvWEv_ "_t6_ yy%> ~MFO9猣<[C$#^eM.tw#{rnj `p*7i? / ۟/0~efE0FxIu߸#)F+]|V&irFmnD$| \=NN9=S4 /_ΣFv/#GF&7>AND.TdE/#*׫x?h]]K/=_N_+]dfx;mnޭgk1Q_ի*]#QEQQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEU{{5q"F(z9\ i-d1J]N5«G1po;h9q94~%.Z&68.{2vmqidtyɸ=J"m=WkǼ7 t[Ø_Q?ڮRmlva䪹0x"5GM'JKߊ@#{ |/9X"oF_0_+0{Uaa3Ƈа>oҹ߉UD!?.^GEKߗΈe_rW'{{^LX]s5r~5ECmtJEz{$W9,ǹ95R6(z-{C$ꤏeV$#bM&3jp9*+,@7w ~, oW%GKT'CxQN-1Q?4?87w.K1w#O +$noN (!EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEp<~|?+ O+Jy_$$qs+豦#OPtWϚ]@3K?4RG>L^MW[H3H^7~h EPEPEP^m}#!> W5Ovte_43C@>E/]]YƲc\j?`׭8Y1e ( (Sl8 #xV7,Oauu}-7O83Ρxn_Z$M;$GYJLJ^xA'o#=c#u?` 5%K [8&(T/΀>-]mue%]q1pzݽw0hCєPQEQEQEQEQEjkYKvv ȢӐ{EO*i%'es%rrI'h2H'>b _芲~ ;>E}o_k%Fڿ']yTHg}Z(s`(/\v(UUUՖ>̻Z+SbhXU꧷C#/V ƽ)E ?Wxj:}ON^:W&1ά2ѿ?(#(((((((((((((((((((((?39n#KȟםשCJeg}ش3. L7Q[꿙u1^6Z(ƘH/C袊(((((((k2:}|\Fv /Rm-ƢM-M:+>h W?}^LXR1ĹK %i/{ԳUn {ADU3r$pdCkISBI=5>ײ:!IRK*{MӁ)#Rڟ`^Zio$yѕ4T9ɝPҎ#cr]mfrh>Ϟk*mn<#s]+g}Vg{j*ຯ_> ~eEu jh֝ IDΖ3a)ybcCH\ܮ#ȏ?Ҕ~ϣGa5i7? y9FI+,,)ݏoiv#$_){7yA|)_^o[>v.WAe^ne!2d_zST]}Y꽭?qV_ 4yy&>?7D/ iTyO ۛ?sQX7sڧN4,U |'5 A'l)Qw?Ͻ%KV9& O"9 E2ZO۵=GkR\rD#$X.kt@?&$5w񛻻zaEPEPB.J+oImM~D!Dq~ jjss{DOt; $d~l];Iuhz+(((((((((((((((((((((,nA'(|{U9XP~}su=]I;uُ5S,{$y5%&ΟڵU%gէ^\/MtG`s~Wu^^*\}СX/?{QEsQ@Q@Q@ Zw[Y J /~#h #Jò)?OԹ%\Ӝ莢--Dzw-s'?R._y YnI:B`;ǽe vOQ;>ſ*R?O\ԯ?3,ZE/!b~a+dC?9\}Na({h<bok:)*$zF '{/1[8,~>n)?Qv1hM72Ce_ֺ /d<1;Cd_3X1]&Z{A#Po~Z/ rcL|QocX%YI IV_4qXp+(((((( ұ|ܹ[HKhvڥNp:ךڻYX'9+-6OO.$=BUC޷u O'eXQmBWT n>bgqZ)ȥo @A!O:nX? s[m%ĥ>xb}jK냗?Iks@ 5{^vzDE)׽Q(@_('mMgHt1jغ)vZ cy@kEhj%މ9ףqӧg^V̳'WAfLq/ ~Ihk~l4:ycڕjH[? (DB@9'xjj6tqdvS7ߥ|s:]ƽ}8A@K)f>X _xoDIE>A, m߀NNvsrTPE46ȕn?z]@͓nc~^^WCԴf($l# gZJ((((LoW 0:W..{AzCy?EEW QETs覀>}ogJjR6]X֢Ilp=CRvw+? 0|(湓kkTWQWy^^!ޣ~GEZ (((((((((((((((((((((+ Ɨcҧ`pλ7~U\+ݱCjb/TjEG:cN71du_e+_Σ.MW$l5#~▙+}orQ/t/&NФCղ{Z"KS-- =(m{I'QEIAEhYh{#]okc`?mprNGEz}{Xny Z,Y`dȫTNi-/Mxŵm7*bXkw?X%Q Jw9M)G#[sɟ[_t{\a)?JhP>W}{m^Q L6ȡЌJϫO?$1JਢC—ZMK\ k ~э_ʻ>1fKN Ĝh^7lY`憐*+Y]ڀOF6y@3W ^Y2wxσTo@EP9 Ș|J^&F/<&ǖw_=g,?u;\`G+9!@umC;UJc_sY4PL7^ 6g:9"B?՝B/䵓JtbK䶘bH?U[ j>k+a _ |pTE WNm[՛nG^x P|"֮pg[s0y`\'='(oa!?&/]5E ?$S.bC$Ψ1 ՛|ZӴbҦ,C/ޓ# hs&>$Ӗ\ ՊHpsx dOZ(((i3Y?~^W]&)ۿ|W$ytІ֕%S]=֕ݎVMQW4m5Kc#`kfW2I۫= តkf|/ ޠKH(O^EI˿cʒQEAAEPUi T?l6M5=rm+u4,ݩ)O %>V1i\1]yU/Sҧ/DQEdXQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQHHk.m #;oғin5-~њ⯾)nL~?:~*ŬQ=Nd?Mڟi %i_f ڵg@~XPo=d^xV8{)?(֩ŎO&pܭWlƒM&Ӕ˲m[5&n];Cgnq5RrPvbI_3."W6~ kyX@O~o'mӻHެKz|҄>肊*ͮsxvERߪSi+Zlk7|K#W{j+Ky3aӬ4#ܷoֵ(QKߩ*'JO*Š((((((((jL: *ӰMY΍>9QP{0MCY1IÎU%tt _a>oSPt"+[-%Y%]NA$z88/_s&ڄt<' ̼B^VO赨Î}+ZZꦤL(C ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (/k.[F?2d#⟎-X="Gz$]fbI''E/#*} ce6:[[id`?*0N?y/Ӌ2s?vDڴJ|I^+ӾVmYw?3 acTSEGGڻCԔQ@50*zu6דA1,HK?u5QǯLGIe!O%@FĈprWZmt%Eq|^Pn'- h?袊V ` ee8=Cv:Mg:+h薓?Gc?|^f&'evA5?t6bJ3µx*y:>z(> _Wd,a3OWϟaڹ8W,A_A|n>eȿzqх6_ ^#@z;a' c@bܟ?T$'4%uC)H#@xgŻEY׬ѣ ^^ 7USN8Q@Q@ZO6:~MWk^KSPsudOEt>\9k֨Ⱦ.]k6Rae?~Rzu2Wq_B )VSЃڼ;ƾxĞrSpuĸCB4vG̱'Eg@_ d9rF^⮽r6K+-zﻙoWbߣ?*EihdayOrʿVu>|'uOq mG6qD=>Oy2F>e'ߔɃzj(((oG͔Oo7L\Kcg0A_Fok'~_hB1QI.f51ޡ2sV+x.qO+>~TmJ9O:}6MV;H`klc a|]NUȷ7ԱEWvQ@Q@VmqQ\.}TZ| G%Ipdub?Z#aL}tew? ?տuWKa+1a^Eo^O^(̰(((((((((((((3@Wzȟ05{+HFy '?Z$91r_RWY,}buY{,1eEbb_xG}S+x-iՉcT5>_C|~ܛMnB~~&j9?`+ɾL0anuGf8E#EEY+/ ',ǰ5c^;wP{I)Qv2msnjsɭM_3xx d2Hʤmo3YyoZwz9;fVQw#oZA5FGNOʙڛ˘^:N+bFj~1"2ꮋRm(:<~> !s~"<>kOi !PyA9S^zV^U?&4,ш9kf(1U(I-yNRM(dQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@axqp|/okkviTLL˻I-%hf]N5 z|,^lX[7^],O08 T%̼*Iu˚6.8uִ}^Zg;_kg_*̯Լ=~GyGZ,UӸQE ((((((((((((((((+Ⱦ4[}9O!)O$mk7&_'̚(/Z Vd q'18ăzs E@0~ Ex2x^n6m HgV?+1@Žn"}vZ}\ =cKxMW5Eȃ͸?54P~*x툞^;۴(GVyo;'?zyW?D"fj4) .+WP^OP]YіU_^S]‹8Y?4QEp,<*; Fݐyg",G_gv% ~fݿJ*6낧i(/Kvѻ!ٟҫS/OpˉG fOa!Z%YF >w nnt"0?C_//ݠ~h3?75K+Ym%!7gn˦i8đ1V"6ֽO{5̑&QՑyIl-{s@CEPy࿉h;3Z 1 ıd8~+xx;P?^Ezw-GVMgz>ZVDž |C@coF?I pFh+hHgJǐ鏢D3\OZ~j_v,_. 7nJU\Wq}l#J\,x iU*F=Q@^Hɒ?@F*.~ _'{j'_ pہZ_sywǤi%a(KK_f㼧p+]L0 % PIEQEQEQEE44pd kͮߵT,cCo;ğfipQ1)?jy?^_]t!e{z~i)jHS?1sdJb[N\ [6H''e;mFQ7]E o¨(5T]F*)$QEAAEPEPAE>xc'OIUkWQZg?-YUQ%,E>ԕ-g|-l򯤧AZ>m`5 ^K^EVFEPEPEPEPEPEPEPEPEPEPEPL,s\Lp 95~!E޹34VߕDΌ>U۷#|Sq5`o75`^T9&=:+7ROg J⦡/?9p`^TȚ=[dQP{0҇E,\i(EixoRQo#n|-t_ 9{ai7Ӈ(+(SQg72pgoֺ /i681ۡ#|}R~_>9~ Sa7_{9J7wkɟ]ӓdb;]5J9=^blcT/VhLj]d%ެWj]AĪF?<⹚]˙gnVvy`#ȫ.i7/jebVs'4T5P, Q\EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP\|'~1⊤]ZOocuFJJVw%Ekdy^msbXeaExi>*:LEͻ{BΌ=~_rOyE29U *ySB(((((((((((z͖{2D}\w>$.ZNݎ)$9 S|Qt,1`~4M.ܕYq}3&e&pOGNutP2=~ o3fe[wWW5 FQEQEW;kS}^ Bxv G"DGN('¥O+<3lɸ$9kk6@FQlȕzjuo~ WueYo_Vm+j7.'5Ukc'|C>[ye=h^{_vywq$o@1^7?Lۍ_^E[6`CAiжd?HZo3RV+[ ]׵xS–`l$#sQEQQEQEQEV'~ťNv~y5\/ݐCjbhdhǚWKR*K GQAmx^:e~ǔ u86VC‚5T>5\olҲK (aEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPFkμi/ A]GEgֽmnA]SU#g}4WU 5l?pǑW+]jJJ*Stgv aaet߹?u##x8]߂|[t?/5!|vۯ;(E`wQ@Q@Q@Q@Q@TW7FJ#@YU=($|R4ḅppO+o _v-8p?p:b xPe'8(lGXL ?j#$ci娠⇈!97ǣ"1jmw6<ɢGl q5ff?/(V.K8Hn>Rk>7\6,1)B4ұ,NI=I<(77GČM4v=vһ[o9#y]FEXw f(;{ƀ<_FL+~'].K.@;^Ҷ((VDڊ11BW?ۺTրfLn'G}ΔS d @/I9zjODJh_OL zSx E A(^*?Cd'JKfk|cb5ym_|AO ?|^j=`dDY+>39|/ߚc%W G@5QWm.}".lpGogC1}Q nfvE9VSe]]W/EXS=˴7VrY *IҮ5ijLUR(F' 77kia7ߛDhZ}R wx|Q=yAzUZK&FSjS@ j[fc*ʣO/Y/¿ -9rq$(# 61Ҁ3Aa\Z̑:"?z!SV //{:9 eٟ+i4sYߡ靑yq]]QEQEQEQEQEQEQEQEQEQEQEQ3Yjs}ء+->"x.v uH/ӊCZ5)[EeGJ]ȭׯR|ˠq2p*ʮъ_տN͋R[s"BɨoRq"0'dOOEN7waNNY4[5^[kZ y ;ާӢ (Q@Q@Q@Q@ezӎ:nגmx/-Z-Z5Oo=΋: }Wׅx~캍U?5{b#vaEW!QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEժ4`*:yFMxVvo.en](N_ʿsbehڵX،a"\z',G=HACJK~ZחwQExǦQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQECqN9@*+?m+*W4 U|Ƶ%V6Kfx}5=jqc ;)ѽz. uf#_*z׾k6![~;:G~6{5;1ooCU5َ!@?9B4ENڜ yG S#>V"㜌v( 4NդocU'sjF$W r_ "7b>WV7)8˟zˈXx~-vIXPԄV(FY[ިϒ% QF:tr)V^ yqf>b/6SK۱%#qw28dqєaL}+~kn|+,ι(ūG˱礼C>,i OwBT_hUA<) i,S.xۢ~!' ~zWEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEa^3v˄DH_O5|HwJo֑k+;{~=Y (ƛOOu%s07ԴSbv (I5Q_\Xy/#z/ֽR(UPҲ|+ЭGVoVS8Zۯ._i->z7QEQEQEQEQEQE;OhQ2UdѴmXYo-ʹBQ ]XwD [ulu>AXWi"9G@^^Ki  µ͌go kt4QEpEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP//~ťWЫ+>(췆]޽LmNe潓V_caR>g_sey]\G Th!XcXӅPg=Gy|_$+;((((((((((((((((*޽Xc>"KP+Bl; JSϳe8ܧ##Z(ov ^m3T|>cy=$qƧ[M8JQԥ7nd}@=?:SQt6*33}+S0X?je{__RIևh/3B bqOj-=&Zk'Q^b0@I8Mx,Uv^&Oɥ@!+deǷMiRmzr~'x=A2Rg9=5Enx_·~%mPt˞v :P?\'~vH֧í!4$|=ɓL<ğmH>[ࣟs^W,M pUA?_PRk>*٦.l F EBveĆ8z${#v8?;9=r4P?4g-4]KB K_7V-ai:yZlK'#2̧#ݤE3FJy@?w.H**ŽũďWLUz(XHv#?xow G<Ϭ?$>TA ߊdYNpٍhs,>iaus zq4Ŵw1Uta7)dl+վiĽg=O&qq5Q@GsNI=l;oVO ʱ5z풗XeɲIM{<,QVSv?ߞvEcq ?\[{fу)e;澚v"Z km: j~Т(('F@`z< ->Qr_A稌h( Z(((((((((((((((((((/׉;O<i6?K:y|ajBʋbcQE(k ?|? wmr=[90?2kVV[m5O ?oC|(u K#}?rjPD0Hfc$_z tYy @&7%"MY\!iIֽR8ۏ:4v/b-y֝9T8 G^\<.^dxY|ͽH4~)+%;)#s_ꞯ ԞsSjTUBmS3 U'EW)Ꞛ>1}+kKLT-#eUSRqY Pd$(t ĒߣqTh;Z6p/!fQ][GOoz=? {t걨_~_;E7f].h ;{F؆B mň ֶh#5xEIi9ɘ0o@skIe?lz2Zվ @M>f#[]tzEqqm,eǁ@1O PÆS9gڄuuo%OBBQ@K+%I'$ݚ |:uYLqgKө^h/jHѡ!=r3y5vYݏy$nkF ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ;XiHTPI'Lx漗2:ѿѐ?Nn:e%$Vmj袻e8ܝT&>c}&OJzJ]>F6rF0,at;`ndK쟫~uq~ѧVjLZE>Um硰QE((((((Ls\ߏ2я49o^Zhd(!?ZqviWV|O᾵cVm:[V?U5).]w 7VN9Zst*}K\5iQg?JƜyd"QEHŠ(((((((((((((((((]{-.y3Wh[5Qroԭ(ǚW"`e yk0Qc<=s_ca8_(!X#XӀTN\ol⬒QR0((((((((((((((⃨_fB߸8l~?u^\og5tD=̍,.'?3**} p8\˿27|+7ɴB2X)r~D8xVҾhzb+/ (8*@*WK hԉz (#ۏ(_ΧY 'ԯy7gX ҠB(ıh{'JjBDX3ۻ!ę!]QEr~0V9q՟*ՠ-l挆_q^4܆\AcKc8c+WoS+MT˺^[5uS? }*dt<5o>$IY~]C0/ߌq^aD̜x%ͻ2Xu}+<=z5U s$Cǩ@t7=mC}~Ұ q幪 1?ޑ7>"ȔU{,#3:f8^_|hM2'rtXׯ|F W?vTހ>GY2w\o{[IX$9gg?gsʀ!hu(ȟ־{|wnn4+DEMj+X!HGː,%ZƓ^7 ;F@C A(VV[mAG &>|G_bc KZ3Mg|EI4M pUAu_WiI<秕y2 .#Yb`XFR8|]3)^dAK'',Wɫb20k|lFSzp.~_/\,00NOmWQEYӮoeO)E.2i_ @*-$Wy&%ԣ E~9 m]ݠW66Nds4~^Fe$8'=}I@T`0P)WOO\BJ |z f3Ip2뾢8(> ќŔ踖,~6$2Z!2㲱RġtU@RQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEbaش0k"zvdci.Nv&Coz^O|~iYIgcORM:[ZyؼrIk5՜' < N{+h`U )Vϭ"zEkFUމݗ<'5r Ci'mװGiEtTVn "ğviUu%ղOB5aEV&EPEPEPEPEPEPEPEPEPrʅdE7?`4Zc F+JgU]_*H5nՈ[r?ȯFSk%z5_ 5Qdg?<~U5|:èqo?usA.g->gEEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEP?o~ŦO&pJmWЫźפQb +ͫZ^I*½_dbH7)W۵}`m{+K}P-F6Z(+ Ȗ(8 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ("n#x_u*~6k}R۩m$;!k?0N K?u!61tQE{'?}iW12j3@kVzC;D˓0휛%>_B|M ܳjrns5<=@^:z|0ٮ-OٮO$/nq2+~ki'3 (x?ʰүa?U>?% tUtKs3+[w-z!??@z7Bh @ʣ'nf?܏OJz]Z,Xco7?@9bIУ ԔPxKC?'6~ kܮ#nF דÒqVj!%-}O>'O߅^b((z|Tasq61yM*9Cx"5m !^PwrGQ\X5%-ǯ_^ziٞ&QE%Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@W=9N"FՃvxcYPnrOsrۤcWAU5OvqԨ%-4qvo'>cc- KH/KU[[qoGwoV :.I囻7Px_Pfus5nWo3.Ew=(s`((((((((((Y斚E F`3Z9\۽ U[ _+}ozG\Ez4tfrCR>ThۆϽ:9GU]^+՗>Y*?Zד3O?_4uև]7^˞)EVeQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@R1 =yOkߴf xUr׆kn>RQ傏dʫ.iht>^?v<^\,'Ӯ\[R_݇,xQEnQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEZBP8|sKW?g7ϸ}CukM ¬+ GpAt|y, y>(hᆽhqy6VK,rChGD=dufY?I*ԮwG' awĥO_}ᆻm2AJ\¸=r golt$ht5Ŕ*зs篭kPEPEPEPEPEPU5-:-FaoЏJ){CE'(yVkFXhfCO$tͼÑa官ON_"H ~2k1yr`Nm}*{+leY;]NA8s/2(Vt^*+~#[pd_ j3Ռ֩QH((((((((((((((((((((((((((((s/:~Tx{*wϠ/Vbnڲ_ p >DǙ&r}Fvb1Efy{5=I5 wӦSӰTǷW2nGO_ԔT]HDsQԚH#=[[VTp^/ Šù.>vq ?3>B̛ rn?1?κj=GW~^AEW)QEQEQEQEQEQEQEQEQEQEQEQE}u -#(Y&7e${־5?+D?u? Wq]'gcV7W@89m[pȯBo2{;,K6 q([H"WWs^&:t=}XGo'v|im(Ӵ(((((((((((((((+#wb'GvVq?/|XG,AH+J1樗"}QRIdyK_&~O b_}m-xS4^*.pQE# ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( E5E4RVzxu4׬xQ0L |=k.-CU]P2<]7׳OrsN~Du=nbO/u>WVMN'م)Û^a7g?*E['*ߧ5lW3V=4ыERQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQA/Ynӛt+)o~P˾2Z*kR I/+n.$%Ri#rKO$mwӦ߫9'QӰh< oRs OZ}50gskWdOmR,0yԚxB= ?:\=ˏ(q_|)0,>f3B}-y؊~hj/(7 ( ( ( ( ( ( ( ( ( ( ( ( ( ״9-%oo5E nΗYL I#D?޽⏇2酗"?՟6iNK8B].Sᙠet!THۆiպg>ިk)Y%᱆aïZ>M!a[_YƯ]^Mj~v/Uz4-QYQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@yO{ߴj~HXH-Т뎕)=r*GypzU 1V Ոx5SO ǯ<xZ$y5]Yt)ve4?RKFijGF$=⊧j1P%'(?OUoW1^KVD(((((((((()J)g!Tu'7ڍA :^G7ZѤ%dT˹mdvV %5ox H0t%Xr돫sc;X{?+Zod[>ΕuQgGEW)QE߱i˜GZS5|HGug`h_81R?``%4˟0䖰}`m{ oDu((?F6VJ=Ⱁ5Q^qQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQԼAaȇJMrvIjiQ\tt8S#UiM ԹШeoC "TdQEQEQEQEQEQEQEQEQEQEQEQEQECιnGc_9~*񽶄(% ?w3䚞qLn.GQz* ޕ-^YJ:-__'nwJvħ++%e9\S }?JrGMKZF=YaKEtlnb/JJ D-YS@λ7د]mf?yެidd+E;rƭ+Wu(.Ţ+P(((((((((((((((((˾%W[a9I?=p(k苛hhfpCЃx|7' G&ɍWG+K[y:x9RIuj<컏<ֽg|^?oi-OqNJo/Կ>֊((((((((((+|YflI\?z?^]W q"m?!$Z-Zbcx_]ݗs[ĈrA\UkNZ)?z+ǚ^_4{UQ^)P&D^^{˙'ӯB7.jTwahzQEsQ@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@Q@U{,}ċBoEb.> e2q) vj~IJ(HQEQEQEQEG$rGRNIEs7,ruv?d*ז`7NBynq\Sn/B5 Wp4uf^HҼ7dhc@sz oͫ,D#'?zݖ߉R79;4|`;f84'ka8yF:>j.U5*nW^S'ş%vd#(\'la\}֧.p /ҬxwE[KTY7WZE@:ݙ{'7=:)_[egߊƿnthц?ѫ,Vv[P5~wS"1a+rwF CE)2ZzpX5QDp ]WNKo`uK]x}*S cy(J Ќa+}7zEQ[XQEQEQEQEQEQEQEQEQEQEQEPu}&qt~duW ^w߈wZiG'M=3\ss Yt^ж߷oSuzG$#rY'M6UR+lLfHNT V6˰uM+@YMz7۽H'Ut5*ƚߢʅ7QVdG џȿ?[o% 0TWR;.ͅQYQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE_ïZ57Tntᗳ/t5NnPFOZ+nzs-˴QEsQ@Q@Q@Q@Q@Q@Q@Q@KE&߻oeuC\u6|]9r>&k-wV<6UȤ4ny;]X*r~ӥN_멯yfٳ֋}^M\ }[\W*+`yAźSi!T|o<Ί*KxZy$GՎ<}I&d?/WEP@Ф)QBTN\r=x$ *Fxƶy*lgh8 ]eKʿ<sy4ôgcORMurie#'+(NG,on m ׃W1yEo|ִG܊7-z(:Š((((((((((((((((((((((((Bk5?FBiw5Fu]mH\3Gvme<7+}Q5)rqQE )XjN: g1U|Aa>{nLLҌ*F]+<3}69,zowv% bJʛtԿc+s 3Er>+)6Ks {Gz 楴eœ>XJ]jIS]GMx}CU'1S?KyoTb=@ g_?dGuj| @b:pEw^,No%<ݝ?C:A^/.k ՝Q>S^F)qzjs]b<ȃYOD2m8=?^Kpէgk|)i4)r`~$_CXTVҊٙFNt{WаheH*z/Yv7HuX+6^^v.6W<MM5!Lڽ@2OS(½FbRI~󷹪:4˿~U^V"v_=4{yQ\EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPt/[mM%B,dr? os6zӢF \ 3qH5MS֊WQEfEPEPEP^!kVo05_,6O}J ޿0uvgV&oɫƄfVC<{;'5ȲyViS{Zj_̭-QZxPh<Ė?ſ@߼Oqm5ԗ7#lfYTHk=TUqOQHRUg7OZkQ1UX1ȣBzo-$dBU+ﵫ+#>^QFS-lgLUT3ԩ~V֏~gOMqictdsgwNr|׼n݌1*]m=~}O/cCvG!"G=?ʽk]t(4.?׽u;ro*9eFE>&Rr6~[wI|5d;|W+BD8e ; xz!nT|wݿB׳v^9TV\6O[v[.QQ}?*z(% $*^F '3^id|'P \!@`ЃpꉔT#eTx/9XLd ?=s˻=^:UC7-u ҘZ]1[yאseL&QPH*FA+ʼVȳ$? zR*FA*'I=MM]|aQEfXQEQEQEQEQEQEQE|Mq)Fyu!v<KFqO+81QÏnxe vvνn~եF,qKK VZ5t!+zo*;`yA Ҽʞ6T$/+׼eM&"FR\CT%&U9f!G^en)QBTehwGW/=WTIk/O1REe O3I5(,V4nU莊5Wٵ<(fQND2 $ԚQVZ$y[mm%ԋ *Y@Mz߄-\8jx/CH7O_Һq8r? 7OyO0+ ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( (%7]E'돛_i (8|Grp?Z-7X#K+!,}Vi&8;}.-QLW=`22m9]J^Kn$F_2WOغr䚗ϟ+|"Ya|ZYc11FᔐGþ6-^Wlqk˕ߡ:\;F{EWwO"ƾ@б^7b!(cgOuyT7?X^/L  '~+Os/$󯘪J eAwّg:rN4hJ\ hiK >Gǐ֮kWilz&GO?ߙ]tGT+Gɪ\EC,p:n+geF(%/-ۿ]Z\X!s/\5KN|ŴX%yqFRL]tk.|1d%ӘھYK K\Ϻ_tC ď# wb'_W!љ?(-a](>)}~r%" w^\QuDZB)V*'%JӪ7{mRլZ#/Fx F;6?`ծ" \IƢGhvP>_Zn}ckkmYb'װtޞ6iZ_'FzjJ+Cc_๴I xn?%j q$,QאpG_CI O=_ᶛ|Hw[mXʛztqܵUQI+:Jן?,~$y?)>\\G=L;SGS Hgُ*އKmЈ {lQ0qRr@ 0aT~eXM%vӣyW-6]*EֶJ-bn*_;^l+j{;)ۡwnWgVX1,B{Tk]%.'Sw9 X"i /Ы4HCjWV5x Zj֕G j M (4 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ("C20A?Wx1I繋/FtYW ;ꉔTɟ=E._ש+N-})6YXOXWf^*kN } +_GamrKsKLkեƲA*Z xm O)%;q^aAB'`B?Zѕ7=N(((((( xngFOvʼU,q*Oݷ9Re~%]Iqj{BJox&zD+6?ǚNJ^z}ī?Q( xj{;4G9TjG v_Rj˚mZ^?v2\>dȞ]z$dE$W.xO:JCef?{.ZnURMuҒJ;ȫx#(Y5}nj|nzuo'עbq8?F(((((((((((((((4VW&O[F2!e874⹚[],5$WB+uG|νSڴB~hY?/:3GFkfC_YaI?EݱZ=y|ΪmtcB Et-^,jWoe{KqTr g8IgًS(k^:(<ࢊ(=t{ ;14Kqlʷčy}7[Ng=@n ?۵%$LREwh i7X}SZ):y X6[v_2(g0Fa'Fjkʾ_yWĩCtק9ɋ%Yv7+]Gi)ڈO 5.e'k6Us¯/o~|P׼WL|c)! BY??1GwnߟSIS>yEuΫ8镋>aIe [6ƊGV*Uuf+zQTdQEx~ë WmYf&psgֻ_~C;F4붲zɮV~覾.[;7Dnخޏgљw."f@ʰcRV_gQiۀr2W[jMnzLᒽf` .?#@7as2c{WH/Z?}^wir:0e>{W=tn ^'OϠܘdyG}}:Tԍ?飣YJ[떫s x]hy֎Q׿ֻ) s2uQsN-.hUz-OfA2W=H/AXJ4E inWy?su艺sou?*т.cY;e#<^qMCK3vr~?v_sy秭(ͷFⵏu :?U9솽C5v"^&FH=zU<WTR "鬯!^߮?ƽpU;-=3g߭^ߩxM.^]/Z( ( ( ( ( ( ( ( ( (_><ѳ:qzv위 Ҝb[tJyU^I<\?&Akt%eϭp/mk~#|5uå}NHCSԤ3]9ϯoGZ)@$])[DsެJro=c>Qv::d.ӷNTڊD$Zk.JrN?]w>Aa,w5٨`W\WH_uSghlV<OZF+ޯ:ҰQE(((((((((((((((((((((((((((y>-}=^!ۏOXњI}*Z3d#RWxjY;d_kɡVR)zT=EUSogEL2qwZ3ܴ=~[Ml)Zunq.-\ȏת[v∟܁^a5bwR]5Q\EPEPEPEPEP\_/6;9qŢWhk'_mg; iJ\O3\kpEOn/>K @T`\xG/_'Nږew00(Т(((((((((((|OH& 4~Rڎӧ**csMaj9, V;э?m_wJ̽|?CnHFMf>~' %zGg|Y_?/*c܌Ѭl8ϔU.iwpѸN޺T1v_ʴeRʰ aLK6Jr_t5jy,~/MO5Fٺ+OyNт~#Ww * NaC`~'=_{e M ‡O 6֌!o'Qg;Yǫ4 0+W񆝢tztZ>#[eL&@v#9r-sߨ"N cԥo+cEU\_m߼ay'?O&d'CyA◗Js&}oMkHBf*~=ucGv,ǰ5x;GUQy}?uG 'D~8KҭtmƿA_ꩊC܂k{iO k17^k8.thغѿw8qrVJ\ZI>ZJ?fՌ|"?tW^̵crAN'>Z˴ xZ?T ѫۯ/c%8>ÚWwo}LƲKqeV er緯]R-ݓ얿GXԤծ仗HGH}^ÿٶmby< _?ye $$U`JyO^k C#֜-}رQ}[hQEny!EPEP)ZChY\׎zݺHkc11F=MO[/{_/,SVykfO`7נְw!VKzQTb|SԸaguEa:{aѱ2T]?4.Jg_j hiK |I^ϏMhgc]|n~}*nCǤXGaT6R t=U+}%6֍l4J eG7K-j#nOe?85btקuV*ozF=]dgjtυH{z5*kSՖÙOtiucMiEZIhVܝmzQLAEPEPEPEPEPEPEPEPExFMR^<ƄjӬMsv">_k˟o=\.1X"?u?v/2IF.I'$M<;zO#Km|Οol =?餿F\TU)9nb׊T/JE#7+^ KEZIaJм+}l]n x2FLy}O#гXկz|RSjt%-_8<ن~|WiM/|u?;uj)+ϩZU7ۢ[m( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( 7|A%e_ þd;SMh wE:⩃^& הw:!kLk~??uJzKO9*BCG\0ȧWnhɞoEzO]:)<+5KОW+4}cT{v^m)u?h M;=uB(EPEPEPC(#Pjfks>S=3(J߈+җ4yUc6=P+S0 xf]z|~wIMgnD1~ȿ_{A[U=ٿnlj{5U <Ϛ_ 7[KHXaPڦ;Š(((((((((((7ul$/_zvWc\NFΝbؔ8xCyHKM,nW DVoVr դ"Oquu]<䛏/c 8t(~wk 7+,[<>դ@uG5ե篃Woz3褐:^r2)i6 SgJܭӺO.2qeMCS7:@os_ rb.~\V!lQ>guwP]OY5B @S袺O (+on"X&Oޏ+n<ՊdO>u6v%CtB{3ay5v_ jm #%!_ۏֹJֶ\ Jo ʰ'Ӧ[g(C{դWQ3(x`]yg.2[u#GQ~rZERK: h {Eu/\^{]_:+9סxG1]{,>q~f8W=c=W{hF@H*FA ><ࢊ( u{ ͼyfo5{gy(Q@t{k:x*M]%k}WD'YOy {Z]wS̈cup.~SJS[2pͥnZ(9( 6zE6UPj6(QEQEQEQEQEQEQEQEQEQEQYtu _EℛjӬW]}܊/zwcӗO2~ #늸̳;&!oYhu1dk|N1i'ۙGk̳1wn$tW\alyMpZX[3m"5B"Zuj)QR[Ir(TEQk>.&ԛbάiy R{*Sɴk= lM,v?]moGڢƃϻ~un*e=#&ge:~{}#bPQ)Q\EPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPEPGZ(?c֛Soosc7Sot9W?Ҿsvz^]dÇO\l]=cT+w^ I[n(>75kхH^:g (;? 7tkW(_^ᯈ0jM71m,8F5>n]:} -yo?{PMn3 78Ǣ/`+S ( ("52ʰ c^5̖7e} ^7욻Y\%eQlC/ dٓ8zmxoë۱8Wm -،t9jߤ=Bh/&?0@bpk^j/}cJ\~s/'m5<GO{uedd֯膽SL1IZ_ ڛ]foI6FP#Q~ pv7D]w= zc&?o80qe%gP#:\|YnLغAӫƜ98Y)>&j@Ӷx@ݱ۠r9 Ji7WWWcmX2+#M _}V8ROO»oe7`s?GУ(%i^~օ?~t0R/7#[ ] Ux4y^ikڃX`5Ubj\B H |٬O]>} ky%zyq/-O\v[KȖxFAlT6zEŴ)EVexǑw_B(0 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ) 2k־ i^Q[Δ |Ri.N6&uOц.$3+EyR=Y{L0y;y/1t|e|MvKG!~~qLV,ciWLasn[E8FMHZ(fjcޝEZ^d6Rz ?$G??Ҕ+بS$m#@K]~^"/E𽎎?qd9q\U1m ?:KYkf-cպƴihFwz3ER((((((((((((((((((((((((((((((((((((Ҹ|8웍7ԧo'>_E*9AhL< Oӥ0!Aٺj{Zjn:޼.l53o_b9X-%Sֱvnq-֒ ar/FSLe(J <M}cDĠT=<8\u A5k;ﵐ=TJU-a4Z(/CiwGc?/gdCC)r+P32RWNQEIAEPԼ3m%gʷ'Z)OM'4KZıv~|E }`)QEQEQEQEQEQEQEQEQEQEQEQEW|DǭU, \vN gSc+U&_|p-g= EWWL,) >k4Կ?"iR{C\3/ݯ\+S ( ( ߋ6;3:*ŀLew|ꙫ>J}/gohx24Nxe +۵zHߘ_>W8^NZ&d?1== _U^]^˺ ר#*:AWzҧ pgV/|&q<[8~Ā2ȯk|&Br6~QK_agnVDJ7FW. ZݏMY{uV5s7qG^g$$55 U r8ߋ/V4vgY#(?S\u!.;%eiE=7W]{ܿ%7%&>KUϩrGS\WT TgcՋc8~etg„Bb۟v~]HJZ78M"L2 oc#FP7r!UJʳPwSNja]8VVQfvfr6!qñiVi?]u zn)̣Vq\n1z Vq,(H`(*z(3n(((((((((((((((uNVYC8 |RXF!_7m'֑9lyo`[Xwc\nF)`f|c淚245t ůa*zQ2.%>YS{YP=+E-ޭ<:UB9dEZIaE>^vĥ 2Mu/{Ix|*gR02NR|z9 z]VPė?{e?ҽGņ?ѣ|ge\U1m <q :Z_..;  y7~zڢ䔜ޯ:KE (Š(((((((((((((((((((((((((((((((((((((((( =wV:T/iwN]G%M#G5T޶^t+ J3~s+5Xjȃɘu焯RZTi?wF ?BP{˺#^ Y^yCRV*J]8fzn.߯4g[v61]Skjޟ]ZJў rT'4{0ĽT{GGGgHr}3Y̴dy)9Ҕ>%tq(((((((((((((((s:юH3,:}W/ ƺ"qE&T$%%]Ϝ~xW:L%'b}_ұ{vn+19}\ru;mJ+!.C>R1I8X-%^SI7WeօRlї#U+x٧}^^;{9 Pᐺݸ|wuOíuPi֤1"I%TIX ;쯋}t(N (((((((((((((((((fdUtLi?Qo[vUFXӗ}ܫh?E y^TOesO$dXfUS5o,#27_|WxSrJV3 /7 (Gew1YK()=)/Z&̛J()j{0F^iQUdŠ|3jhʟ WOſ?C^ZXQvyݖq'mHފ3}vMᄲbMFM^gaod;tXvfb-#Na_/BWmJ9cZ&+z3{X(@QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE @P̶?bXظ!U5$Qe<yں)g =ь_u?Q^7̖gȓr,\FvvuwS ;>ste]ѕOgđ3#N(ZO}LkOIaLLd'1m^?B\B[{8Gy~'Њ):g5 'd?2߶/]FirO 8/#5/'VNm?V[L֬kG6Š(EPEPEPEPEPEPEPEPEPEPEPEPkok{  kɼQ[kpe>dױRQ()z7{δ4vMY1|[ռ vsI~k$$GOX=((V%̌ǜETt0.E*B>盈jk/T(e\Ro3zݯTi[&/%GuU̞E}XЫu/ڭV6XqMswS]7;ıڷݽ52tmKni;:U&jwy[}/#-}\hB=.2i?/Bk̸oV%*g8DMlc& `SU#FOZx uJ) bt j M-'%vƢٕO&`f=& J]a.ʿ-7EmJOir7O|i?5 [evO7 H?N(k'^sehtƔ#Ո( Z(M((((((((((((((((((((((((((((((((((((((((((((((((ȮazN9=oeD]? ԴO6!Q}ftc?'=cWӵl| k^L?+ }Wei8i㼇#'?/6ouyYc '87Z4φSadX~gկIPU-r7:#04f"o J\W4~$ (Š((((((((((((((((((((((((((((((((((((((((((((((((((((( uyw1Fk~ϗstW eusOjfY2 (aŧXEqq1j7cCo>j3?s ˷!Ez9k ̃jOR𦥦 Ŀ2IU О^Fa*3K"3F(j|2lvFRTQRJM^>l2 ICek93+* c,<%y.z-7>oZct ^b H#8eM^WZxWǗq&f;6[v58 V2Mmg*~_בWibDt~Ul@Ѯ낿dMn_N/fk9?` \EPQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE!`94|A%޹Ad|DѠ)s±Jj$LNIntWufA#B!5c|U$Qq|vBoHu`Gfdnb5^8.~(L'y'9FsЫE}_"ui6.cyXWx$ͲyMEow뾊s{ZLhR1ĹCpdJ'hAlfIAJ6zLɥzEZ[N\&"(ʅƈQNŠtq<f=5VO?RcHR\°0דcO7].2!VaOX-/8i=O%Я 䮟Maw0 w"=*F:狛mśso. eaCG#DqU-)_oEGe`*FQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEb('QƝd ? \'YJPH2?5wV8lߦB2\CO+ H^&)"a_Auedk8ֆ.޺ F+֯i919ěs #ɵ$ εM9u1kޟN"ֽc4FYEYRR٧d㺰A1Hb=J*yQ\̋k/"[kW֟g=?*M?%)m|@`*ԩjԷآٞC~EDguX R`Iĩ\jFxhkі=tQKW?ܹk)0õf-b=>XuoK_:rڬG]i?jW]ExD~+գR,Oj^;rT4įo3h_[~(èTIOէ?m3h*_xa?ڕ"Z+xПi{ Ga=F1r~}7R"=~Aa+·hij*v!J+n/ک"=Nߐ{Hw=cuZک?E?a>ߊs(.o7oj6#c(U(jE?3$kMU_/?!{hFkd޵'[EQUigfxVdYg?Zk n/4~Ku/hܩw-իIJi*uo'}`fgSl,Z/$oU^eykݓw[o6ʿ1oGYN8\%rX}*.3.>ˏ~Og]#[BGj4VTW/*Y<Ȋh.b|\̌Ei1N -S6*krz>O=\OJq/jɳY*nUE-I5eJ4`eFw䪌 2OaZ^/bpvE^iX[đu쯼aWM?;r`J=?M+qZVh|Dz+ W.4~VM\[Ƒ@ʭQEb4 ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( ( f]O׫P[h+yI@[IV©6y7ԜֱR=[3t.x߀u{nDBA:v;XZ]ݟЫ q?>{w^Ӯ[OoֱX_2XȽ_>?_IEz%”<FCYw 5(}J}jb)ЇBk[ - @5>wmaZ)nV1EQR`RLcJJvB]N hS1@+if8& Ƨq_J{j\i'lˢX>k}o(>ݷ_fU5_ȵFoQ^m#?j[|?1>%xkkEe4G`m]RIUv "SgjP8v_{4XU՞7kMbX߿[ dOAoWYKQh/-P8O|\J~~<#Zcˁ o?}mQXʬ弟cUDq‘ *J((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((>kq$o ϛLz1mz14t~:gTWd~[eZU/2]8><_OsU$Yz?}w/UME$KY>joA*SXgWTu< ?Wo]:?3'[i^EW% G|z Gͅ}T׾_\eݞmUM1 {٢=UO)?O_}Uwg45gL??'U_&o_U? K׼*t?Q['?.߈}Wx8@if^,#_SżCRUwg.tv)MH-yO: 6_\՗vxzx_T~~(Ga[?*~>ȯC;eUj_ 4Tny /Oߚ!Ep(?O+(xHB p*'Wezm">F*]j?*p]`~CcZv0~WsݷI-0ڝ(QEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQEQE$$If!vh#v%:V l  06,5%4p ytQ3$$If!vh#v#v":V l065I5M"4pyt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065I5M"4yt0$$If!vh#v#v":V l065P54yt0$$If!vh#v#v":V l065P54yt0$$If!vh#v#v":V l065P54yt0$$If!vh#v#v":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l4065P54f4yt0$$If!vh#vP#vF":V l4065P54f4yt0$$If!vh#vP#vF":V l4065P54f4yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#vP#vF":V l065P54yt0$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l4065@54f4yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@54yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v%:V l  065%4p yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ{$$If!vh#v%:V l065%4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ{$$If!vh#v%:V l065%4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ{$$If!vh#v%:V l065%4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ{$$If!vh#v%:V l065%4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ{$$If!vh#v%:V l065%4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJ$$If!vh#v@#vV!:V l065@5V!4yt/oJDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docfDyK <http://www.readwritethink.org/lessons/lesson_view.asp?id=55yK xhttp://www.readwritethink.org/lessons/lesson_view.asp?id=55o$$If!vh#v~%:V l t05~%}$$If!vh#v#v:V l t055$$If!vh#v#vF#vN #vT:V l t055F5N 5T$$If!vh#v#vF#vN #vT:V l t055F5N 5T$$If!vh#v#vF#vN #vT:V l t055F5N 5T$$If!vh#v#vF#vN #vT:V l t055F5N 5TDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docJDyK 5http://www.justreadnow.com/strategies/vocabulary.htmyK jhttp://www.justreadnow.com/strategies/vocabulary.htmDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.doc$$If!v h#v#v#v2 #vh#v#vh#v#v T:V l4 t0 &)v, 5552 5h55h55 Tf4kd?$$Ifl4 v:d4J%2 hhhT t0 &$$$$44 laf4$$If!v h#v#v#v2 #vh#v#vh#v#v T:V l[ t0 &,, 5552 5h55h55 TkdB$$Ifl[ v:d4J%2 hhhT t0 &$$$$44 laDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.doc$$If!vh#vz #v #v^ :V l t065z 5 5^ $$If!vh#vz #v #v^ :V l t065z 5 5^ $$If!vh#vz #v #v^ :V l t065z 5 5^ DyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.doc{$$If!vh#v:V l t065a DyK  http://thinktank.4teachers.org/yK Xhttp://thinktank.4teachers.org/yX;H,]ą'c DyK %http://thewritesource.com/models.htmyK Jhttp://thewritesource.com/models.htmDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docDyK =http://www.readwritethink.org/lessons/lesson_view.asp?id=290yK http://www.readwritethink.org/lessons/lesson_view.asp?id=290yX;H,]ą'ceDyK <http://www.crlsresearchguide.org/04_Making_Source_Cards.aspyK xhttp://www.crlsresearchguide.org/04_Making_Source_Cards.aspADyK 3http://owl.english.purdue.edu/owl/resource/557/14/yK fhttp://owl.english.purdue.edu/owl/resource/557/14/IDyK 5http://www.louisianaschools.net/lde/uploads/1988.pdfyK jhttp://www.louisianaschools.net/lde/uploads/1988.pdfDyK www.Galenet.galegroup.com/yK Dhttp://www.galenet.galegroup.com/DyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docDyK yK xhttp://www.crlsresearchguide.org/04_Making_Source_Cards.aspDyK yK thttp://www.crlsresearchguide.org/12_Making_Note_Cards.aspDyK yK phttp://school.discovery.com/schrockguide/reference.htmlDyK yK fhttp://owl.english.purdue.edu/owl/resource/557/14/DyK yK jhttp://www.louisianaschools.net/lde/uploads/1988.pdfDyK yK Dhttp://www.Galenet.galegroup.com/DyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docDyK Chttp://www.u.arizona.edu/~kimmehea/purdue/421/exampleinterview.htmyK http://www.u.arizona.edu/~kimmehea/purdue/421/exampleinterview.htmDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.docDyK http://www.wikispaces.com/yK 6http://www.wikispaces.com/DyK http://groups.google.comyK 2http://groups.google.com-DyK (http://rubistar.4teachers.org/index.phpyK hhttp://rubistar.4teachers.org/index.phpyX;H,]ą'c1DyK /http://www.uwstout.edu/soe/profdev/rubrics.cfmyK ^http://www.uwstout.edu/soe/profdev/rubrics.cfmDyK yK http://www.npr.org/rss/podcast/podcast_directory.php?type=topic&id=-1DyK yK Lhttp://grammar.quickanddirtytips.com/DyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.doc$$If!vh#v #v:V l t065 5g:gp$$If!vh#v #v:V l t065 5g:gp$$If!vh#v #v:V l t065 5g:gp$$If!vh#v #v:V l t065 5g:gp$$If!vh#v #v:V l t065 5g:gp5DyK 0http://www.apple.com/itunes/podcasts/specs.htmlyK `http://www.apple.com/itunes/podcasts/specs.htmlUDyK 8http://www.voices.com/podcasting/plan-your-podcast.htmlyK phttp://www.voices.com/podcasting/plan-your-podcast.htmlDyK #http://userwww.sfsu.edu/~nshelley/yK Fhttp://userwww.sfsu.edu/~nshelley/DyK !http://audacity.sourceforge.net/yK Bhttp://audacity.sourceforge.net/mDyK >http://school.discoveryeducation.com/schrockguide/assess.htmlyK |http://school.discoveryeducation.com/schrockguide/assess.htmlaDyK 5http://www.louisianaschools.net/lde/uploads/2071.pdfyK http://www.louisianaschools.net/lde/uploads/2071.pdfyX;H,]ą'cSDyK .www.louisianaschools.net/lde/uploads/3743.pdfyK http://www.louisianaschools.net/lde/uploads/3743.pdfyX;H,]ą'caDyK 5http://www.louisianaschools.net/lde/uploads/9842.pdfyK http://www.louisianaschools.net/lde/uploads/9842.pdfyX;H,]ą'cDyK yK lhttp://www.louisianaschools.net/lde/uploads/11056.doc-DyK (http://rubistar.4teachers.org/index.phpyK hhttp://rubistar.4teachers.org/index.phpyX;H,]ą'c.Dd< < n  C <A$MCj04325370000[1]"@@b- "2`V}5;0-t7n- "2`V}5;0PNG  IHDRf pHYs  gAMA|Q cHRMz%u0`:o_F- IDATxYdy./wO>\g#)QI8"e/-و%A ~ !@; ~;cZ(Y,!C\ː=k-]{[}ouUuUOL94k{;-- n3#ō=| <90uq  a }@ ֱg38d8ao 1y?>O&1 #o_ދ72su5 Cq<Ǐcsqp8wtE'>QccJ%\EPfpчŒd.GzbGGp9,&LUj6Go1k1l<3HÌ;}!atq[!v s0- RbbgfZP~Fly@298HGAbzf,)%|RX!@bG\>q %aP- 췁$= ;5?NzrFu1L+TrbX62W,P}#gaE9X $>='?[ %HO&Hu!](wXwyb4qR; 4WW[-bϝZFEwS45Z $ˑd xQ_שc83G..0ǘYdUz+!>=H$@9А9L Brvÿ+$quiNr HǡnOIrԊE\u|7;s0>?ωð,]Yl4Hr _oRv/<CdN],Z]%H *dh ÂR'= ?;Be)ɓ̝?Hl9\)|J$H82f"۶ [11|ϞŶmz<~BKz^;#w$nN}i ;#* <  ôd&'9q(2b1ⳳx89A4)|BF#x>ٳXh:|KXօUL$q~MciX,F"bs+8t# &#$iN?O\g 2qS8xQ~ $13jI3 BUjȈ|g`Y2G0s?L*tH@TF'"#}~Ecixd G0c$H:~t)R#²0c1&J%(]?x @"<ѣW;'] "V0OM@! TS1ΜRG2䓘$R+BE[ToaY4v6h\]%N44T/>@4);us"8Yf~T:,>1a۴WWU!#)%d <Ϝ<w0ϩLqz~}V ò˩`Msut>O\Q>cU0 6i_gGzDGUfE^'>P R }bcc$5 !BQ nUSQ|SO+l:q~#Ԇk61 x#wZ osd&f6E'_>!pGqV||G: tt1,*tR)몟qq#eBa8s"L<8i*Ep!u?&=3 J0IjamӲyzT_h+j 1)x/,aS.X\T~VBZ ՠ'[@xHu06?RX^w]R[Y3h#C0b1b㸥xÇ.)`# ~nnE@9wVhXX K-{)a$&&0UxooӼ|k: u&A6TM DA qHtNP9=1 Kabb}}a*ӧMzs3D8;A#,$Fn im] |9 BFշah 0>?BFՙalFv^Fr[VB=>ZU@d, qLa:S&^Eh/#=.~'ma1&^/\5}0T7~M^v[(0WD`"E/2c. vJƶY7H8Q~M)2ݧ *3B("%~A>"!2fqE 4% D 2R ws²C] D6BUEWdc1֢@:gm\O6 |!usTն[y x )q X +C&W^v"7)XэYX#tf*7 e*gg1)qEj(\00뱠r44R* J%88[FʈGai Dgϒ:}Z)(u.nJ5jXlbR,eQ{ Jp Q׶+_v6a0 JT"(DwHw:yuʬHJ!lekQSy=3B)c MqH>MN z[@Q A X_o4Rb$4mS6_z;侮\ vdž*:d 2=W.:ȁW= m&i$8ib(' @쵇ئ_X fxGw߽5as@ mbg}!@Jx3İmT.\{Tw(0TqEV(ѣg3(t]4 LFRK%y{20ɓ,zɳgI8F0Pp]^mNm^Yai^[.#% ¨0t(; a^S(`) BigД=RP9G\Zφmc&4$$4+{2:Yi⦉<g?zT) 0ܤWFJ)ՠX öq >Kki os_PaG0lCEUQfg}]HDa.X+>Dp_5BJ#fIXdGJB(sԳeT{nѬZaخ2Nc&[#9@!~TJa$5J!r9 QQEfyI↱33jmO Eܕ|=aBB}\|}=R!b* 21=ݙd *J&;egIVѣ%{H!B>BC2M&yn_Ȉ,}/,`t̢/}{2R"Uer38xt.z}5xWwm CTYFTB:Z!nl`&Xt²:Wp̩)|[oŘdX @  4 bwމϫ_]ٌlVVֶ?жF~]M=J3Bi?ðmT)brR>!+ J7/z2d䤴*lz7B޶dX*A8]w)`Y #QKtQhGzZM)ei%vUbsl ^'/y qD2 t8x @v GJ^@71|xX׮ɺ0lk5Scc@6VS4m+ ~DSȈ0 ܄V Y-/#mibr&9 mرLPא2涹&heo</URQ</F2HBiZ &'uB2;[-OV++ U@YWɯ77E- ,VLfq(CoTBh'of2ʤ.F",.~ڳݳ.Tv<\ZR%."TMՉ\[__Gj[ P` } 5Y&ZK2WXr9u҂1Ġ> jEdnS]\Fol^It5k7dl"-W*Hc*P \#S515٦T}3o#WWaqM .}]٤RQYƆ2A6ݪfe m ^{38;'ðm>?i eX_"ۈjJ%(VdYAX~۰aLYZVȰmUW Q,n!!%rmMA:L TRE*  ?B ifqð j+͉)òԨIol~G%`mm.B&"/ M7 =Ǭa?>ޙzgN95–wW+66RfSju F!U aq6SZ)|2txz 0Mi Lb2+WDZ j!4߸sR[,i:R/&j{/F.3;ܷa}dՆpV9 v^K8|:G:u R)dl6U0ʺA7EMӊQx|m6s4:D㭭J!@b8/ bvCeחԾÏG8u6 ׮[+ 9y2RQJUq}s f{y6ph-B>ÇI¡CkkjX""|'Ũ!!- c7Gnp 0Nѣs9̌W#Hl4h~JϫWpЗY::5qؘ!BCE; =?Hp4sSi7EpQ+ޛN# sr#|, _^i$:‡9Ƀ^m]xHW'}h*}Z?ug1&&^ Կ] ee ]^%}2<`BN.FF{:Y*j.5@ר@2fOÐa=%%L"bx"~7C]JpP}|{˛ qEM> ضMYG̢pWV_(MtILe4jwј~VqA(݀mYO(@\L?T q%=dAiz=q?j| yT[/0>R0 ۦu" ރ"?*;Q^@L@tcT"f1ܩ!v$f>MMa4^}/F7+s s}79d7Cr +|# XZo9 d2&?K_8p` $ +~9$pO4d򆄌13@Y; v2 !m.ବ D豝n~œ'/#Ξz0ٳgsPL?4E-waئxگ2AoW/\+=vC/`$`y'/|czW/]g!3shp/_,KigUbU Ƞw=ap40Gb"ؠbHӧId sg|˯3w⭭cGa/<qzD8}jl$v!4JX%pňO ^_:V^]wa<"L0 krv ξ!~v.eE/]{Crޭ*$c!My=LjKxJp8|~i{¯ bC^i:: NЩ4.^Q` 5Ɨ~W#L7Ghҫ88?6PreGJ2ÊFL\ahиxR؅*D@8{"'O??&uJ˕ qp^ }LKQ! Y @80S)y-i~m^`︃Cy?y.R7Sޢ@4{ɎB8e>JVPx>C!N;YQtA{u[+p»,?N? o:v44nӺtاN;nZ!qͦZax{z#W+bUCO_mx9B<,֨ eDbui>s &Psn$jCCƵ1)8?4''# CkqZLn vk=7GgS}ݮh]l:MlaAmPw%0R- aƶ@mZիv{Ǔ;"Ȯ{fϽ".]5"@>EfY'J%Qve=R3)V>Y0MRZ!JêB8.\^]NJZKK&p76nCfn>j\ F61Ri+UB'mvƓɐ>|^biy9b\ի̤Rw݅n<*Z!'Fb"u$o Nw@S(뵗bY4I2[/ KaE]"l"!vBkA]HֈmN!US:4ɤ0 rYS9춖`8/W׻^/@h0b:D{e#`wg ⛺^u0tz R`+(%^w$|U&u睐Hŋ, 7j+ȲHCd#C5z)CFmb,64 ' F6T*xVJ(CهG~ \Ŵ~`KR򫯂?~|ףдfhP=C  basA E5G #R)^y=V囵:{tW>U(033[\o0d9m;~0l!HN#5ω9D&닋nn|[=KS,2==}\xv3$1} c*{11(%#te`G@+ k$ o,/^"(%&SSSHa%䈏MeBC}z @jD[²ǐAv0=c>`gJ kjn7{ͯ<\^VXYZQE'[?sn/4Xb8}ì2ʰId*ō 6ph D@EBAmd N~v.2@l[ sJ /"RJV}_C,>3;HG 'ìP <4I;鸇b Q)\ D$\j6)Zr^ʞ, _o:, 0x"b>kB}xI,rs~hHFvjP0+4M SFA)-L(o6JG.2L2LQi0=5 ~;(L-{K]{(R !?@-O_h'{\w c?=!X}6}?_[4P[/ ä,k}+|Cƈ|KGG@hjrmr=fhE*%UYUORvn S@TuER^Ѯ ??"< FTnUj+.F]B~u б9 #,U) ;uԆTa s~m[WT~'x7#xS"%-021x /n&@{= †9IKXU!m 4"YFQ*ᛧAp@ضt-_E~R^9lA)a]" 4u},R#A3!9W' C6hkcAiCQE0#:eӃ>N޾w1J*٫Y2!' }lCV#{owv0Ì|5lX=@h~B@0BVG'w2葁}Q+! e !Dx1ʼ.[mAMAa萑A+k_`3=Ȓ07DCmE.:<w3.XJ=igE{ua++4 vƻE7 K!to]CY`Ѱmֿ^Kc[r lÆ@4na *`3?jwp3`U v4ըZ([Ť 4ՠ={{F{>(k=ž:#wQ>o׋.S''x=2Li/BMjgn[dB@ŧfIENDB`?Dd; d 74t  S BA$?MCj04079900000[1]"`2>-kv9 >#7`!>-kv9 lLY  xڕtVǵ8{;BT$ D;q:qWlj 6.` ;7JnKr_mfBOWZ_9sf޳gϞ 7]=M cO hpmp᱋ƆM4A5\?[ti]57peVnKneL7h[h m!nȦ>ʭo?~JmI&=zbߓNv$W}NnT-./U)2R.(崒+UJҊ[rhY3#/?/wA0^9PN G9 P)_ w_=A=Ex4uD% kqvS-#QkY`/v;xبև ;*͉fn6M`JiIے~"ݔ$Gy^zgyG+\9́YrΔJ;C鲃څ\gȫv,G&PFxG)2a #~RB`_ȫ+)CkM2x ;X:ھΖ@o5k!=ݩ&mWtA'[rSJ!Cn!]e͐A4H>rOG|$#mb~u.YRҸd3\e:6dLIOT7DchQ0`J2 v|(T3IVkjirxtΖ\8}X$g$WyVX}𼀝/}xE+? 1xEMؼ2}](ˑBRA9:YA$|M [67Xt^yy(r!״/ #'΃ʡjP5Zz>9Kf_A6B+M?5bt#)˵ױ/Z#N5H:ػD8wd1 >IyP t܋'g126cy ӒmTujgan) =@&Gbei!S`"aa _H~%VBI咨, #kBGvc<c8Vr|~/'n]&dlD~tՌ%6&>)\Y'O].b pɦ Jc-Ӎɲc 1Ie[^=^礔*'9Y#  5moԤ_-=3k΁M䈍s6=գӊq{Hgr^ьS®R)>ķc{iN7Hν >QٳP)'wA?A4Hw_Ipvp5ޤdL'5dCWe`_MlyMZFu߂'+g+_w[qSu|xdtGnxy$7Ѳo=!E!D'zuˮt>Kw([fPkWΐJ~PnyOkR%` ֨8ơJΩbm\mtN"㤮f+.2V^`rSB 㝯r{_1ٞ!8_l>e_ID\=wTc5;lW]z9 gqM~%*׹[K40bry8sz| NnԶHm_ xF0F2t9|ԑ|ԁ|՞No=Lz <]ҩZPRݗמ!Ȍ5 ]%lTRL!*7kge Go4~_!Jj/_&b.d 7q/CڄcAck31J=:2iJ)ouD}h[R _g,a4+c]}>'cBs.jyO2m'^NɼEfasLVi؞I%:78iZݦ}O"jCdzfIhQJcK? SȃG7BFcd5aTHv]D'/DNd͖Ir;F)rA|IDx:7o-#l3rҚa,` =/{2!+W 0ir28+,sgQ?'=Ɉ3TNmWvX"bm d3Mݞ)f}Nيlz+#ԌyҔ'fnӭjlsF)ӄ6Mh͑FE-Ocjj=}Кїc;shٰ5BOt,w|,S6ӳ(͍gcy3;[c jnU~|4Fr?Ȟ!ٔhjVꗖ5g&S{~RBO LNiSd.m}ȆȺкzq̨8dl5Eϧs%'j0sYAf dETdޥrL|#K/X]6j_=bb5o(v9brҖ>z;8FBL"gPʨ7P*1§CN|LM*f*eyz[qbԕgB|d ,6;W̔`Qۺ*_QY*x(gܖ [#ϻwy\~^=lT tI{Aθ%rz([j,69v~SvlAol_<'mt} ]ߐP !1v>Wo%9 !qWB[mgͫ9v݁;*c:_~BY(7)vI:Ͽ!6zkLk̵ĤᦻkJ7#r(rVF\2XTE)6oj;2hN)\gsv.6̟(kƙL$;|i:2rCMk7ִsSMir&]]_$/;n9n9EιN惐Ӯ3nlF9Ōvy5۷Ι v1TgJ_!k2Ŧ}np-J1wn;gB"+/32\3^ޓCTsMgk;ms _,#BU`Neَοٓasxiۙ2; \_og7VYbw?!^':2y=3)ʛX y rkM ~k /ef-lH3?oIs9i=v戒b؎f`!Nج7yM3t2˕ g^\»fhV)C.;T*7ݥ-6?!<1{6f^Ѿ h{>_5#׬]fl6)!_[i?7OYFeJ__R̬VJiWRx[<;$~==nҕ,dyk6ЧrB ͖moȆ˾(6Z𖿯5g0BOly3[E7DvO[Y5_ tաvvu5gRe]H96lVʸ⽨@( ɻڋ.jleJبDj#[9 xau BrF۝:], ;f7NJI, ٥D.'WHѓ99}0G¨k@_RTaVwHS9doTݧNȊ/K%fuE 5A=[O.ރX^nc,~\WF%qi"w;YdGDv%VCVBc+Px{/@oֵ';:֖#N.#J݋7vo]bR=e|91mfDgꨟ?_ }<@e,⤵@{Oͽp*exeul1]BVݭ=n<'"} +Nyu5ߥzm&|E6\_E'8ob7>}*Lȸtc_=?oF=7̯SpҐS )7s.f{RNqY.;'S9ǜ="sT)Q>s_p3kFP>6qŹԍ[L<KWuuds|}q)Hџ)|1S^!?q.!"=V@3OȾckN33E;߿ZH5XYdRݝ1gK2Ě;S&[R5ۣ7l]s-2HyzODE4KY ;rVY[/Ǖrmnmnl乜u\ֺ>2޿"[^y9잓J'܋R,A|Qq|FsF9ޫo:R^v=5i7/U*lޓ&W}u:])K>"eqWM68Oq=ve/?0s3RHW<aySeK-cאY+>y"&[MLezͯvzyM#O 7Hqd+"Kvgtr˖\YO)~9~l87t]-!#NO ɜ}e zAر{^wdy9^oWι`X* |j]C^g"n)X[] l1@Y xm|Eӛ޺.*" R"=H THB(i$: )ꪻvQPJ kw^}^eis̙8ǩ봕Niu)/x0b~|ĕ0jT}0RYH TqN%MԫF_I9=&TpjKCTw*8Gok;zXozC{F+Gvڵ^=tZI}Dj *}u)9SN##ZIuCN}dq*ku Wq#튠ZT>dX N0TF1ܩ=SG<>?9;O/cSSv9U$)'+b&IzVRx,X?ɺ+e.LI:Kt$DCt:}/J6Gk]5dVrOzuKȋ<-_H}+&&9RQҥ3(0zT eUIMmgi oJy]˫,祭UJ3<#.O<,? miuYm)Oi{i1Gl|8wb*Ӷ|}導κŃ)S":.b3V~3r[h\Eu ;kVyZE*ibXZQ]R&7f@`PsI}_]Kkww,'XV^_UΒAkkA?+[& :_Ǘ~x^/"}ZRqY%Y+Y$7_3WS%2M~wD`;>؈G< @0@3c2ᴇ`<g}Ao"7>pƆA;Agw4&A/'۝wY[IdHVVd١Yk]B4N|A7 V"EaE2DߑS$qA `;XY{ 'iAy'?H~)<{Je|SUYkIThsYP;rTΞ%뉁:0X &&^DTbclvi#5z>s<63]:{h||+8X!t) `_}a/cZ\/̥ -e/}-Mu> SL}4Kj&{c>NfwVV]ZA?{ݟ/ژдW݌<*nqo0Ts_տn[ =>kϾ]y6пa͸J93}.J-^k~~5kBFd~ d?1gszWrvorfUЭH{+;!>eg|J}B>AV͇#,UA~'J\&{{!^7v=j&/愘<$$#3m9c-.$P M^hLvr~6ughGҿSF -wn Ε |< NGjk>72B}RpޣFEo}zQVqh=DN^޿Dn@yp"p,ǑqPͮʳ~+' [­4@]PcU[I-쮥7H]xDF}#K\}…d oR7 ubd`gJ\+3GfY̹ m<͚?C<AJ=*CWUju,MGd0 ꬄ\s-.cjvˮ_Ksx̝ɍy]L7dRlی_[B_%pi_Lx8#()mi啷A 0y%MhP6$4$49WcۿN=y'v~c=ƼҴAF359s1#}oB>l 7lOc+>Bwc> odǑcCMLٱ`A  ȼh㧓C)C30;vy]b68O]O^Cr䜫&f?ohL}n.μbGΒuYOUT4~۶ ­._eӹ%r H}q/=|]s/O>P?&r@2ZYΙÝ{9H0q te=+A@V6iBz7rw!#Q.JEG'\=LBrN,lm?kO)lΠ6u~p/Ѳ ;w3=m7<|넯: g"k1~NGn^ITd_!;,Dx.rJdk>$9'^xذ>߇d qW{r} +a*Nތ 0$l2ek1uZFr3؊ ;xa~;9g7Sdkjy+1\b&RF0a .{u?:<2r /^Ģ/Mws*V[>Ka-`[Km?Y;CSG/1}͛[oyGP`G@;QV5eJ]V+{,})73Vfv^ou^h#=GGcHt[[ ON4}{x8ւD ^-g-YLKghݚEH-^5CZRP<틌0^+C>4)[Ӗg?M= d#g9Vی|1CƟuhE5ӟ1C#ϣ(7vXF7cSO03VWKRw Acc0rPXmL+kLP7I;NZ{Fyr=yϜ!#k |2U't'~!sn/45wꁞ0FsBങʼn8é=C0cQ 'pH[dS7m# cC <{[n gpMDG*4.4"X3"|e#;kƘ۷K'<`hrfloW*?{FcO x ~#'?St@n{gGrlWo+Zoub d]w2n˅w y66033fe56fziby!~c"v(rC` ݈lu(o"z}j0~N~Fً`| 'FWכRy?/Lr{)nҷIS.DVϥK7З:ٴ+;݅7dp<1|prY>UkK xDQZTP 6b i+R)SiFP0:^Cuo`YnzaYd3~&~7t-ۖ2DѴ)8@3U|Vj5hď5u?r>܄5z#ׯ7o%<\TGyC?#Vۀּ9tAsЈkuAFW\w"&hE<"#M#&mpq޺dbw*|)N-Q ũMqǝZtj;o0?_v9;4wyZKzߩ%.kk)Ck4YW^2vwiCuq#Gou1w M9zET-F5;f>~~p;R>KY[k c7ޟƲz!Sk/ЛzN5@PP?/LG,>U#N|[iEMѡShQn*ѴWkJyP7:r|uveG$?53u`SA*NEP^Ür>a'>x< -e3J=[KtEV~/[O%2ACּFm9A|~i%3z u#f_SV"憋HK0C2_./Ν>A'g]:; {X_k2k#Y'˵"~^ձzSg=bHfXhY麛Y/#%&%ذz&q}A"6Fj9<FF.75*W5L:Y΂SԏXC吆/%?krPΧLB9rLK.#@rt,#Kf7,@u-9d8cӇ i?GĩD. Ni*'K =Oxʙ8y3?ٓd~cA%?A#6 02 N%f ? ̏%Wyؿ\h 1RsZ'җ(@X>;ϒbpGq]2g1Lh^9ǘQheÿؑ ]z']bഝbS.a7nz4cԋ+Ŗ~2+<[7K_aNQIvNΦ/Ρ?h|e}jmB !6n e+ B Ϸ|"t7)o6% "4 5hb:J;~3(N0ϴlvݫvfݻծOr[7Kﮇjy̸7ޟ7Mgn]|Ů{ ϼx@,qKmk叇>_%^.,]7޶#zGEھX@Wl!W%Ulb1uN$g%dM"&+(Gުh'+W 9N|fAglF$ēLI"%D_<}ς&F^ 'W>,:M焞(DsGҎ e|!凜霐.) #Y9%S, h>s+k$W³ A'P;x!c)͉;бl1璎6Yh$;[>v1)M(g1/?tn҃;(0 l=kN:[Xhp ?Fq2|`Π |]A7dxwxzp's~VzthnY.4,}ǝxt;`UG.vv?L> 蚈sƃqٹ" ^P Cp^f˺MFLhK/5@GQS,ܣ/rjcf5+orm2/{|+Wͷ$ȧ`[,?=G@=^oLnܶa%n 8{dnH)UV]/b9Mvh;kN%<7ؑw8JH!o,Bi NjhyP;lwñXG]ܪ},us:[Λ~}_ݣϛ>o{fLvKv_Z APˎ}AۼM47Vf7Jw[UӚס|<]g5o6ߝ?-U|78tUU[ϠPBϯdsB(3r@On=$[xo+Ki:NOk߲~meߺ1i9ޞ%R*[JZW4wWCf6q:YS%Lڃ/}-zZv#|Poyo/9nr]B\]ħgo!>ƭ03'/-^7 666666666vvvvvvvvv66666686666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH @`@ $NormalCJ_HaJmH sH tH \@\ $ Heading 1 $ Z1$7$8$@&H$5B*\phX@X $ Heading 2&$ <1$7$8$@&H$5\X@X 2` Heading 3&$$ \1$7$8$@&H$a$5\T@T 2` Heading 4$ 1$7$8$@&H$ 6B*phX@X 2` Heading 7$ 1$7$8$@&H$6B*\phDA`D Default Paragraph FontRi@R  Table Normal4 l4a (k (No List PB@P $ Body Text [1$7$8$H$ B*phT>@T $Title $ Z1$7$8$H$a$5B*\ph\"@\ $Caption#$ ;01$7$8$H$a$5B*\phfP@"f 3$ Body Text 2 1$7$8$H$5B*\mHphsHtHVQ@2V $ Body Text 3 1$7$8$H$6B*]ph6U`A6 $0 Hyperlink >*B*phjC@Rj $Body Text Indent& 8h1$7$8$H$^`h B*ph4 @b4 $Footer  !.)@q. $ Page Number@@@ 6$0Header  ! mHsHtHVOV $List1 xG$^`xCJOJQJ^JaJH@H (ZX Balloon TextCJOJQJ^JaJZY@Z W Document Map-D M CJOJQJ^JaJjj n^ Table Grid7:V0R^@R ' Normal (Web)dd[$\$OJ PJ QJ ^J B'`B PdComment ReferenceCJaJ<@< 5Pd Comment TextCJaJ@j@@ PdComment Subject 5\*W`* WOStrong5\ ! +etextNO2N j^Bullet1# & F 8CJOJQJ^JaJFV`AF rFollowedHyperlink >*B* phe@R 2`HTML Preformatted7% 2( Px 4 #\'*.25@9CJOJ PJ QJ ^J aJ.X`a. 2`Emphasis6]fOrf 2`Style List1 Char + 12 pt'h5OJQJ\^Jh^o^ 2`Balloon Text Char$CJOJQJ^J_HaJmH sH tH && 2`tabtextZJ@Z 2`Subtitle *$ Z1$7$8$H$a$5B*\phPRP 2`Body Text Indent 2+ 8^8 2`b1bob 2`Default -7$8$H$-B*CJOJ QJ ^J _HaJmH phsH tH O 2`abOb 2`h33/$dx5$7$8$9DH$]^CJOJ QJ aJBb`B 2` HTML CodeCJOJPJQJ^JaJFOF 2`style11dd[$\$CJOJ QJ aJhO"h 3QCentury Schoolbook 24pt.2$a$B*CJ0OJ QJ phPo1P 7Body Text 2 Char5B*CJ\aJphD`BD70Revision4CJ_HaJmH sH tH :/Q: PComment Text Char6oa6 HO0 Header CharCJaJPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] KJ+Hct{6z|~tuvwxKJ+Hct {64 II&j1e?wKPY]~aibeYnCq<~o%] w  "#%Z/04p89={>  !%')+-/12345789;=?@AGIJMOPRTVYx|R9RJ(S6W } 8!!""D##$%%&&%''+((2)))o**G+++K,,0--I.///0j1B22~30445~5*66n7 8899U:_:p::;;;v<===d?AsCC@EFAFFFHHJKMOS/TUV^XYt`nbdmnu,ipŽRmV'3*/6y9;{>    "#$&(*,.06:<>BCDEFHKLNQSUGGGH1ImIRS7S{UUUVVW"l8msaF$'['''(F({6XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXKRU!  9<>py{),9mvXXXXXXXXt ",R$2;>asE r@H 0(  T!(  t t 3  tS"??  t u 3 uS"?? V v # v"? t w 3 wS"?? t x 3 xS"?? b  ,n$ y #" ?T z # z3 K!  ZB { S DG @ < z | 3  |C"?N$@ +  ZB } S Db! N$ z ~ 3  ~C"?N$4 ,.  ZB B S DN$ZB  S DG  z  3  C"?N$!,n$  ZB B S D t"N$"ZB  S D,3 ZB  S D b oT-l  #" ?T"  # Tp T"  #   TB  # pt  T"  # od T"  # t T"  # B H - T"  #  4sl T"  # 4w'l TB  C DTB  C DB xTB B C D,TB B C D 4TB  C D"4L  Av?vØ.(*FINAL LOGO - access guide (added click here version) SMALLPicture 2FINAL LOGO - access guide (added click here version) SMALLyK yK lhttp://sda.doe.louisiana.gov/ACCESSGUIDE/yX;H,]ą'cFFRTRTF#" ?B S  ?KcXOZPZTZhZjZpZ{6F M@r'ty1'~tt*tuuatv-twtxEt_ _Hlt325477671 _Hlt325477672 _Hlt325477663 _Hlt325477664 _Hlt325477667 _Hlt325477668 _Hlt319483986 _Hlt319483987 _Hlt325477897 _Hlt325477898 _Hlt318535047 _Hlt318535048 _Hlt325478679 _Hlt325478680 _Hlt325478690 _Hlt325478691 _Hlt319486982 _Hlt325480602 _Hlt325480603 _Hlt318537968 _Hlt318537969 _Hlt319486994 _Hlt325480627 _Hlt325480628 _Hlt319487872 _Hlt318538566 _Hlt318538567 _Hlt325481312 _Hlt325481313 _Hlt319487985 _Hlt325481434 _Hlt325481435 _Hlt318538621 _Hlt318538622 _Hlt319488023 _Hlt319488031 _Hlt325481445 _Hlt325481446 _Hlt319488230 _Hlt325481586 _Hlt325481587 _Hlt325481602 _Hlt325481603 _Hlt319488273 _Hlt319488292 _Hlt325481613 _Hlt319488667 _Hlt319488692 _Hlt319488698 _Hlt319488963 _Hlt319488964 _Hlt325482207 _Hlt325482208 _Hlt325482209 _Hlt325482772 _Hlt325482773 _Hlt325482797 _Hlt325482798 _Hlt319490458 _Hlt319490467 _Hlt325482988 _Hlt325482989 _Hlt319490553 _Hlt319490768 _Hlt325483042 _Hlt325483043 _Hlt319490781 _Hlt325483055 _Hlt325483056 _Hlt319490943 _Hlt325483220 _Hlt325483221 _Hlt325483234 _Hlt325483235 _Hlt319490953 _Hlt319490963 _Hlt325483246 _Hlt325483247 _Hlt325483257 _Hlt325483258 _Hlt325483283 _Hlt325483284 _Hlt319490990 _Hlt319490998 _Hlt325483269 _Hlt325483270 _Hlt319491199 _Hlt325483598 _Hlt325483599 _Hlt319491212 _Hlt319491226 _Hlt319491503 _Hlt325483786 _Hlt325483787_PictureBulletsbIbIeIeIeIeIVVWWWWbb c c›ƛƛțț]]],77BBv v''" . .  Rl'y'y'0|6@@@@@@@@@ @ @ @ @ @@@@@@@@@@@@@@@@@@@ @!@"@#@$@%@&@'@(@)@*@+@,@-@.@/@0@1@2@3@4@5@6@7@8@9@:@;@<@=@>@?@@@A@B@C@D@E@F@G@H@I@J@K@L@M@N@O@P@Q@R@S@T@U@V@W@X@Y@Z@[@\@]@^cIcIfIfIfIfIVVWWWWbb c cÛǛǛɛɛ^^^-88CCw!!!w ((# / /  Sm'z'z'0|655k7t7PPPQQQQ6Q8QpQrQuQwQQQQQQQR6RbR1U7U\UbUDVJVeecggggghhh!h$h&h3h5h8h:h=h?hBhi)i oor's)s,s.sDsFsIsKsNsssyy"y$y''j(p(**++, ,,,,,z----. ..!...//\0c000000000000z1{11y6|6\d>>>DD_PPPQQ6Q8QQQbRAZFZ[Z_Zd[i[D`[`eefcgdgggggjhjj7k9kmmvozorTsxQygkې[c~$(eq#%ks\`  |2y      !!!7!8!L!v!{!|!!!""2"#$$~$$$$\%]%%%%%E&F&&&&G(H(j((((())R)))<*n***~+++++,6,I,,,,,,-n----.:....*/p000000000000000G1w1z1{11111111111112h2r222333&3y6|6333333333333333333333333333333333333333333333333333333333333333333 @Z~ } S X  : ? SXKO). TY7<X] ~9> EJ &*, 1 3!8!!!!!p"t"""H#M#####L$Q$$$1%6%%%J&O&0'5'''((k)p)C*H***++1,6,,,----+.0...o/s/!0&0001111V223334w4~45555e7u7::t;z;;<A=H= >I>>>@@IBOBCCzKKKL0L>LLMMMNNNddeeeifffrr}}ۃ-RkOO$$_`<UX ,     Z v   /   !!8!M!v!|!""0000000000001G1x1z1{111111333333335 6Y6c6e6w6y6|61T)"8 8<z74i (Kr\ lCk;ufj:S$8ҕ1!;z\RH\Er@|/gV  *QPv+} m_!22 8^?i2L RW R6u{:7L]Js<&)]><ҕTFT#+FHFP?"J:-"N\ʃEbN&UTnVmWXv:NXΦ_ZKLNrZ4XOk]샜Yb:phŒenMi4"+3yi@,(2lLoosL}9pҕqL Rssst΄ OUzDDiL{ Z'{4v^`56o(hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h88^8`o(.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.^`56o(hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`CJOJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(^`56CJOJQJo(hH) ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h88^8`OJQJo(hHh ^`OJQJo(oh   ^ `OJQJo(h   ^ `OJQJo(h xx^x`OJQJo(oh HH^H`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(88^8`B*OJQJo(ph ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(h ^`hH.+^`5679;<H*S*TXo(hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h88^8`o(.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.h^`56CJo(hH) ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h @ @ ^@ `OJQJo(oh ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h   ^ `OJQJo(h ^`OJQJo(oh !!^!`OJQJo(^`56CJo(hH) ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h ^`hH.h^`OJQJo(hHh pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h88^8`o(.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L.^`56o(hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h ^`OJQJo(h   ^ `OJQJo(oh   ^ `OJQJo(h xx^x`OJQJo(h HH^H`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h pp^p`OJQJo(h @ @ ^@ `OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h PP^P`OJQJo(h   ^ `OJQJo(oh ^`OJQJo(88^8`CJOJQJ^JaJo(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.^`CJOJQJo(^`CJOJQJo(opp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h88^8`CJOJQJo(h ^`OJQJo(oh   ^ `OJQJo(h   ^ `OJQJo(h xx^x`OJQJo(oh HH^H`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(88^8`B*OJQJo(ph ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(hXX^X`OJQJo(hHh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJQJo(h   ^ `OJQJo(oh   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh X X ^X `OJQJo(h88^8`o(.h  ^ `.h L ^ `L.hxx^x`.hHH^H`.hL^`L.h^`.h^`.hL^`L.h 88^8`OJQJo(h ^`OJQJo(oh   ^ `OJQJo(h   ^ `OJQJo(h xx^x`OJQJo(oh HH^H`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`hH.h ^`hH.h L^`LhH.h t"t"^t"`hH.h D%D%^D%`hH.h (L(^(`LhH.h **^*`hH.h --^-`hH.h 0L0^0`LhH.h 88^8`OJQJo(h ^`OJQJo(oh   ^ `OJQJo(h   ^ `OJQJo(h xx^x`OJQJo(oh HH^H`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohP P ^P `OJQJo(hHh  ^ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh``^``OJQJ^Jo(hHoh00^0`OJQJo(hHh 88^8`o(hH.h^`OJQJo(hHh  L ^ `LhH.h   ^ `hH.h xx^x`hH.h HLH^H`LhH.h ^`hH.h ^`hH.h L^`LhH.h88^8`o(.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L. ^`OJQJo(+^`5679;<H*S*TXo(hH. pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(h88^8`OJQJo(hHh ^`OJQJo(oh   ^ `OJQJo(h   ^ `OJQJo(h xx^x`OJQJo(oh HH^H`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(S^S`o(. #^#`hH. L^`LhH.  ^ `hH.  ^ `hH. cL^c`LhH. 3^3`hH. ^`hH. L^`LhH.h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh X X ^X `OJQJo((^`56B*CJOJQJo(phhH) ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h 88^8`OJQJo(h ^`OJQJo(oh   ^ `OJQJo(h   ^ `OJQJo(h xx^x`OJQJo(oh HH^H`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h^`56o(hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h @ @ ^@ `OJQJo(oh ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h   ^ `OJQJo(h ^`OJQJo(oh !!^!`OJQJo(h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h88^8`o(.h^`.hpLp^p`L.h@ @ ^@ `.h^`.hL^`L.h^`.h^`.hPLP^P`L. ^`OJQJo( ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(h   ^ `OJQJo(oh   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh X X ^X `OJQJo(h   ^ `OJQJo(h   ^ `OJQJo(oh xx^x`OJQJo(h HH^H`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh X X ^X `OJQJo(88^8`B*OJQJo(phhH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hH88^8`56o(hH. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`56o(hH) ^`o(hH. pLp^p`Lo(hH. @ @ ^@ `o(hH. ^`o(hH. L^`Lo(hH. ^`o(hH. ^`o(hH. PLP^P`Lo(hH.h ^`OJQJo(h ^`OJQJo(oh   ^ `OJQJo(h \ \ ^\ `OJQJo(h ,,^,`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh ll^l`OJQJo(1W R6'{)]><sS$8TF:NX\E:-"N|/iL{i HFNrZ_!29p+F3yiOUzLoo8<_ZEbN(2l?"JCknMiq?i21gVWXT)Pv+:ph s<!;z\ nV{:7fjRYbsstUOk]11        zj        ?                 %         7         L&o       z                                  Z        F_                  \         %        7I        V%                                                              h         L&o                                                   ̾         I                 Y        |`4        !        -*i  V oo2Q3/oJtk 0?`va00@{6@Unknownlbreaux Lauran HiharUserG*Ax Times New Roman5Symbol3. *Cx Arial9 Webdings3*Ax Times?= *Cx Courier New?Wingdings 2A. Arial Narrow5. .[`)TahomaI. ??Arial Unicode MSCNComic Sans MS9New York7. [ @VerdanaMCentury Schoolbook;WingdingsA$BCambria Math"1h'qR{->){->)q8400^ 3qXR ?0$2!xx Grade 6'Louisiana State Department of Education Nancy Beben1                           ! " # $ % & ' ( ) * + , - . / 0 Oh+'0 $ D P \ ht|Grade 6(Louisiana State Department of Education Normal.dotm Nancy Beben4Microsoft Office Word@V@.@$R@S{->՜.+,D՜.+,@ hp  Your Company)0 Grade 6 Title$ 8@ _PID_HLINKSAt$z,03http://www.ncte.org/store/books/reading/117743.htm:6(http://rubistar.4teachers.org/index.php6http://www.louisianaschools.net/lde/uploads/11056.doc F5http://www.louisianaschools.net/lde/uploads/9842.pdfH5http://www.louisianaschools.net/lde/uploads/3743.pdfM5http://www.louisianaschools.net/lde/uploads/2071.pdf4r<http://www.nwrel.org/assessment/pdfRubrics/6plus1traits.pdf]F>http://school.discoveryeducation.com/schrockguide/assess.html!http://audacity.sourceforge.net//~#http://userwww.sfsu.edu/~nshelley/gk8http://www.voices.com/podcasting/plan-your-podcast.html,k~0http://www.apple.com/itunes/podcasts/specs.html{6http://www.louisianaschools.net/lde/uploads/11056.docTx&http://grammar.quickanddirtytips.com/# uFhttp://www.npr.org/rss/podcast/podcast_directory.php?type=topic&id=-1q9r/http://www.uwstout.edu/soe/profdev/rubrics.cfm:6o(http://rubistar.4teachers.org/index.phpi-l0http://www.doe.state.la.us/lde/uploads/1684.pdfXihttp://groups.google.com/>.fhttp://www.wikispaces.com/c6http://www.louisianaschools.net/lde/uploads/11056.docvs`Chttp://www.u.arizona.edu/~kimmehea/purdue/421/exampleinterview.htm]6http://www.louisianaschools.net/lde/uploads/11056.docZ6http://www.louisianaschools.net/lde/uploads/11056.doc]GW"http://www.galenet.galegroup.com/ MT5http://www.louisianaschools.net/lde/uploads/1988.pdf~`Q3http://owl.english.purdue.edu/owl/resource/557/14/~`N8http://school.discovery.com/schrockguide/reference.html%XK:http://www.crlsresearchguide.org/12_Making_Note_Cards.aspQ&H<http://www.crlsresearchguide.org/04_Making_Source_Cards.aspE6http://www.louisianaschools.net/lde/uploads/11056.doc]GB"http://www.galenet.galegroup.com/ M?5http://www.louisianaschools.net/lde/uploads/1988.pdf~`<3http://owl.english.purdue.edu/owl/resource/557/14/%X9:http://www.crlsresearchguide.org/12_Making_Note_Cards.aspQ&6<http://www.crlsresearchguide.org/04_Making_Source_Cards.aspg3=http://www.readwritethink.org/lessons/lesson_view.asp?id=29006http://www.louisianaschools.net/lde/uploads/11056.doc-6http://www.louisianaschools.net/lde/uploads/11056.doc*6http://www.louisianaschools.net/lde/uploads/11056.docSK'%http://thewritesource.com/models.htmh{$ http://thinktank.4teachers.org/!6http://www.louisianaschools.net/lde/uploads/11056.doc >http://www.sciencedaily.com/releases/2007/09/070923202538.htm6http://www.louisianaschools.net/lde/uploads/11056.doc47http://www.dictionary.com/<?http://www.m-w.com/6http://www.louisianaschools.net/lde/uploads/11056.doc6http://www.louisianaschools.net/lde/uploads/11056.doc 5http://www.justreadnow.com/strategies/vocabulary.htm 6http://www.louisianaschools.net/lde/uploads/11056.doc6http://www.louisianaschools.net/lde/uploads/11056.doc^9<http://www.readwritethink.org/lessons/lesson_view.asp?id=556http://www.louisianaschools.net/lde/uploads/11056.doc&http://ardictionary.com/Control/11587g" http://ardictionary.com/By/9543 P&http://ardictionary.com/Required/4547f'  http://ardictionary.com/Or/1924*= $http://ardictionary.com/Obeying/112i1http://ardictionary.com/Of/869!http://ardictionary.com/Act/1734 !http://ardictionary.com/The/2611 Y*http://sda.doe.louisiana.gov/ACCESSGUIDE/  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~    (Root Entry FpS*Data p1TableaWordDocument,8SummaryInformation(DocumentSummaryInformation8 %CompObjr  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q