Literacy for All Conference Workshops

Literacy for All Conference Workshop Titles and Descriptions (Sunday–Tuesday)

• Sunday Workshops
• Monday Workshops
• Tuesday Workshops

If you are attending Reading Recovery workshops, please be sure to have these two texts with you:

• An Observation Survey of Early Literacy Achievement
• Literacy Lessons Designed for Individuals, Part One and Part Two  

Sunday, November 3, 2013    
11:00 am–4:00 pm    

Grades PreK–8 Pre-Conference Workshops

PC-1 — Featured
Mentor Poetry: Making Reading and Writing Connections (Grades K–5)
Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project
Rose Cappelli, Reading and Writing Consultant    
What role does poetry play in readers’ and writers’ workshops? This session will help you explore how poetry can spark ideas for notebook entries, help students make connections across the curriculum, and serve as scaffolds for writing. Throughout the presentation, you will reflect on how the use of poetry in your classroom impacts your teaching as you begin to implement the Common Core State Standards and improve your students’ abilities in reading and writing. You will deepen your understanding of how the use of the gradual release of responsibility model allows all learners to be successful. We will discuss the importance of choosing effective poems to use in your classroom as students learn how to make reading and writing connections.

PC-2 — Featured
Coaching Teachers to Support Literacy For All Learners (Grades K–5)
Laurie Elish-Piper, Presidential Teaching Professor and Literacy Clinic Director, Department of Literacy Education, Northern Illinois University
Susan L’Allier, Associate Professor and Coordinator of the Reading Program, Department of Literacy Education, Northern Illinois University
This workshop will provide you with a research-based foundation for providing effective literacy coaching for elementary classroom teachers. Laurie and Susan will offer opportunities for you to learn about and apply principles of adult learning theory and the Concerns Based Adoption Model in their literacy coaching work. In addition, they will introduce the research-based Targeted Coaching Model and share video vignettes of effective literacy coaches using this model in their work with classroom teachers. You will also learn how to provide literacy coaching aimed at best practices at the school, grade, and individual teacher levels. Finally, Laurie and Susan will share common coaching obstacles and successful strategies for addressing each. They will use a variety of small group, video-based, role-playing, and discussion activities to ensure you are actively engaged while learning key ideas about literacy coaching. This workshop is suitable for literacy coaches, reading teachers, reading specialists, administrators, and literacy leaders.  

PC-3 — Featured
THAT’S Word Study: Maximizing Children’s Word-Learning and Motivation (Grades 3–8)
Kathy Ganske, Professor of the Practice of Literacy, Vanderbilt University
During this workshop, we will explore ways to engage learners and deepen their understanding of how words work through hands-on word study. Kathy will use demonstration and explanation, as well as your involvement through categorization activities and discussion, to develop our understandings of crucial elements of effective word study instruction: Thinking, Humor, Appropriate instruction, Talk, and some Sorting. This introductory session is suitable for teachers, literacy specialists, coaches, and administrators.
New Teacher/Refresher Session

PC-4 — Featured
Igniting the Power of Informational Text (Grades K–3)
Linda Hoyt, Consultant and Author
The Common Core State Standards (CCSS) require that literacy instruction be firmly positioned in the content areas — requiring teachers and students to spend more time reading, writing, and responding to informational texts. This is an important and exciting shift in traditional literacy instruction as it casts learners as researchers and writers from kindergarten forward. In making this shift, the focus needs to be on creating information seekers who retain more content, express their learning through a variety of genre, and have better attitudes about themselves as readers and writers. This introductory session will feature an array of strategies you can use to energize informational reading and power up nonfiction writing.
Required Materials: Please come to this workshop with sticky notes, three to four nonfiction books, and lots of paper for writing.  
New Teacher/Refresher Session

PC-5
Introduction to Writers’ Workshop in the Intermediate Grades and Middle School (Grades 3–8)
Jill Eurich, Assistant Director, Intermediate and Middle Literacy Collaborative, Lesley University    
Kerry Crosby, Adjunct Faculty, Lesley University                
This introductory session is designed for anyone who is new to writers’ workshop in the intermediate and middle school grades or who is looking for a refresher on the basic structures, routines, rationales and tools used to guide students through an authentic writing process. In addition to looking at the writing process, we will explore how to plant seeds in a writer’s notebook; give interesting author talks; teach concise, meaningful minilessons that can be linked together; analyze student writing to inform instruction; conduct writing conferences; and provide opportunities for students to share their writing. Through hands-on, interactive activities, we will think about how to help students use mentor texts, learn to write in different genres, explore writer’s craft and use conventions in meaningful ways. Lastly, we will address the logistics of writers’ workshop — including how to meet with your students regularly, organize anecdotal notes, schedule writing blocks, and feasibly read and assess student work.
Required Text:The Continuum of Literacy Learning by Fountas and Pinnell (Heinemann).
New Teacher/Refresher Session

Reading Recovery Pre-Conference Workshops

PC-6 — Featured
Teaching For Accelerated Learning in Reading and Writing Activities of the Daily Reading Recovery Lesson
Eva Konstantellou, Reading Recovery Trainer, Lesley University
The 30-minute daily Reading Recovery lesson provides the framework within which accelerated learning triggers vast changes in a child’s processing from the beginning of the child’s lesson series. In this workshop, we will explore how our expert teaching can foster accelerated learning in both reading and writing activities of the daily lesson. We will discuss how children’s behaviors change in each task of the lesson over time, and think about the changes we need to make in our teaching over time to support the child’s strategic processing. We will review videotaped lessons, Running Records, and lesson transcripts for evidence of powerful teaching and learning opportunities in all of the daily lesson activities.
Required Texts: We will engage in close reading of Marie Clay’s work in Literacy Lessons Designed for Individuals, Part One and Part Two, so please bring the texts to the session with you. This is an introductory session for Reading Recovery teachers-in-training only.
New Teacher/Refresher Session

PC-7 — Featured
Teaching With Intent in Reading Recovery and Small Group Settings
Mary Rosser, Reading Recovery Trainer, The University of Maine
In this interactive session, you will draw on a range of literature, including Marie Clay’s Literacy Lessons Designed for Individuals, to explore concepts of intentional teaching, theories that position our language and practice, the link between intentional teaching and brain activity, and the role of teacher language in supporting teaching and learning. This session is suitable for Reading Recovery teachers and interventionists. Assignment: You will be asked to read three articles prior to the session and attend the session prepared to discuss the major ideas that were personally relevant in each article. The articles will soon be available on the Literacy for All Conference website on the handouts page.

Monday, November 4, 2013    
8:30 am–10:00 am    

Session A

Keynote A
Raising a Truly Literate, Literature-Loving, Critical-Thinking Student (Grades PreK–8)
Pam Allyn, Executive Director, Author, and Consultant, LitLife, N.Y.
In this keynote, Pam will share her "recipe" for how to nurture children as they grow to be adults who love to read, use writing to change their worlds and the worlds of those around them, and are deeply motivated and empowered by literacy as a tool for communication, collaboration, and the building of community.

LCA-1
Writing to Improve Comprehension and Analytical Thinking (Grades 4–8)
Laura Robb, Consultant and Coach, Powhatan School, Virginia
The research by Dr. Steve Graham in Write to Read, his study sponsored by the Carnegie Institute, clearly shows that informal and formal writing about reading boosts comprehension and analytical thinking. In this active-learning session, we will create oral texts through paired discussions before completing informal responses to poetry and memoir. We will also create formal responses that start with a strategy for developing a thesis and collecting details and inferences to support it, and conclude with planning an analytical essay. This session is suitable for teachers, reading specialists, and staff developers.
This session is sponsored by Scholastic, Inc.

Monday, November 4, 2013    
10:30 am–12:00 pm   

Session B

LCB-1 — Featured
Boys and Reading: A New Horizon (Grades PreK–8)    
Pam Allyn, Executive Director, Author, and Consultant, LitLife, N.Y.
Pam is a leading expert on boys and reading. Her Books for Boys initiative has brought the power of reading to thousands of boys in this country who struggle in reading. In this workshop, Pam will share her groundbreaking techniques on how to coach, inspire, and motivate our boys as readers. She will share her favorite titles — those that boys truly love. Pam will answer your most pressing questions about your boys and how to ensure that you can pass on the lifelong strengths necessary for our boys to succeed. She will incorporate elements of the Common Core State Standards (CCSS) into her presentation, showing us that this is a new Bill of Rights for all children, and especially for boys who have often been so left out of the "reading club.”

LCB-2 — Featured
What Does ‘Literacy’ Mean in Nonfiction? (Grades 4–8)    
Marc Aronson, Author and Lecturer, Rutgers University
Using several of his own upper elementary school nonfiction books, Marc will show how engagement in ideas and thinking can help students in grades 4–8 become sophisticated readers. This session provides an explanation of engagement as an entry to nonfiction reading.
Repeated: LCD-2

LCB-3 — Featured
Working With Your School’s Literacy Coach or Reading Specialist: How Collaboration Can Enhance Students’ Literacy Learning (Grades K–5)    
Laurie Elish-Piper, Presidential Teaching Professor and Literacy Clinic Director, Department of Literacy Education, Northern Illinois University
Susan L’Allier, Associate Professor and Coordinator of the Reading Program, Department of Literacy Education, Northern Illinois University
Many schools have hired literacy coaches or have asked their reading teachers and specialists to provide coaching for teachers. Laurie and Susan will highlight how elementary teachers can collaborate with other reading professionals to enhance their teaching practices and improve their students' reading and writing achievement. They will discuss the benefits of working with a literacy coach or reading specialist, examine common myths about literacy coaching, and share strategies for ensuring that coaching addresses a teacher’s specific goals and needs. They will use small group activities, discussion, and role-playing to engage all attendees. This workshop is suitable for classroom teachers.

LCB-4 — Featured
Word Study: Active Learning for Active Learners in the Primary Grades (Grades K–2)
Kathy Ganske, Professor of the Practice of Literacy, Vanderbilt University
This interactive session will focus on the importance of fostering deep understanding of words and how they work through primary-grade word study that includes lots of student thinking and talk. Emphases include maximizing word learning when using categorization activities; developing vocabulary knowledge through word study; fostering interest and curiosity in words; and designing meaningful practice activities. Kathy will also share some management tips. This session is suitable for teachers, administrators, coaches, and literacy specialists.

LCB–5 — Featured
Crafting Nonfiction Writing (Grades K–3)    
Linda Hoyt, Consultant and Author
Nonfiction writing can and should be filled with interesting sentence structures, jaw-dropping descriptors, and artistic punctuation. With the help of well-crafted mentor texts and explicit teacher modeling, your students’ nonfiction writing can sparkle with powerful content, rich language, and enticing sentence structures. This is an introductory session for new teachers or those looking for a refresher.
Repeated: LCF-6
New Teacher/Refresher Session

LCB-6 — Featured
Vocabulary Matters: Improve Comprehension, Writing, Thinking, and Speaking (Grades 4–8)
Laura Robb, Consultant and Coach, Powhatan School, Virginia
Laura will use research and the latest National Assessment of Educational Progress (NAEP) results to make the case for intensive vocabulary instruction across the curriculum and show how important building students' vocabulary is to accelerating their reading achievement. In addition to helping teachers figure out what words to teach, Laura will discuss Tier 1, 2, and 3 words and model two key teacher-supported vocabulary strategies: teaching words with the interactive read-aloud and concept mapping. Then, she will discuss using Latin and Greek roots and affixes in English Language Arts and content subjects, providing a framework for short weekly lessons by modeling a set of interactive, word-building lessons. In this session, you will also practice word-building strategies that students can complete with a partner or independently.

LCB-7 — Featured
Informational Texts: The Intersection of Complexity and Skills (Grades 3–6)
Jennifer Serravallo, Literacy Consultant and Author
The Common Core State Standards (CCSS) call for increased comprehension and analytical thinking (Standards 1–9) of increasingly challenging texts (Standard 10). Comprehension instruction has often taken a back seat to informational texts used merely to deliver content. To reach these higher standards and help students learn more from their reading, teachers need to learn how to analyze text complexity and the impact this knowledge can have on their teaching. This introductory workshop is suitable for teachers, administrators, and literacy coaches. This session will be most helpful for those who have independent reading as part of their approach to literacy, and those who have spent some time looking at the Reading Informational Text Standards of the CCSS. Jennifer will review the standards, so mastery of them is not necessary.
This workshop is sponsored by Scholastic, Inc.
New Teacher/Refresher Session

LCB-8 — Featured
Comics to the Rescue! Using Comics and Graphic Novels to Scaffold Comprehension (Grades K–8)    
Terry Thompson, Teacher and Author
Are you convinced that comics are an educational gold mine, but are unsure of how to use them in a way that aligns with best practices in literacy instruction? This session will look at a variety of ways we can use comics to address comprehension strategies, vocabulary, and fluency in a way that speaks to struggling readers, but that all can students enjoy. This workshop is suited for elementary- and middle-school teachers, interventionists, and literacy support staff.

LCB-9
From Practice to Habit: The Path to Effective Student Discourse (Grades K–6)
Kevin Andriolo, Assistant Principal, Lowell Public Schools, Mass.    
Jason DiCarlo, Principal, Lowell Public Schools, Mass.                
It is easy to forget, but speaking and listening are part of the Common Core State Standards (CCSS), too. In this session, we will discuss the importance of routinely holding students accountable for sharing their thinking in all subject areas throughout the day, as well as structures and strategies on how to promote a classroom that values student discourse as a critical strategy for teaching and learning.

LCB-10
Children As Citizens: Promoting Language, Literacy, and High-Order Thinking (Grade PreK)    
Bethany Carpenter, Professional Development Coordinator, Ready To Learn Providence, R.I.
Benjamin Mardell, Associate Professor, Lesley University
The collaborative work of Making Learning Visible and Ready to Learn Providence has strategically integrated approaches to teacher professional development, high-quality curriculum and instruction, and advocacy for the power of early education. In this session, we will explore how supporting peer collaboration yields outcomes in language and literacy skills and transforms adults’ view of young children’s competence, citizenship, and role in community advocacy.

LCB-11
Authentic Assessments: Using iPads to Capture Student Learning (Grades K–5)
Sue Cusack, Instructor and Co-Project Leader, Lesley University
Jacy Edelman, Project Coordinator, Lesley University
Jessica Coccuso, Second-Grade Teacher, Cambridge Public Schools, Mass.
Karen Grace, Special Educator, Cambridge Public Schools, Mass.
Bonnie Steyer, ESL Specialist, Cambridge Public Schools, Mass.
Karen Tlili, Title I Reading Specialists, Cambridge Public Schools, Mass.
iPads are gaining traction in schools as they consistently demonstrate their ability to engage and motivate students, but how do we measure what students are learning? In this session, a team of specialists and classroom teachers from an urban elementary school will share their strategies for using the iPad to assess understanding in ways that are authentic while simultaneously fun and motivating for students.

LCB-12
Calming the Frustrated: Finding the Genius in Our Struggling Writers (Grades 3–6)
Julie Foggo, English Language Arts Content Specialist Teacher, Bermuda Ministry of Education                         
“I hate writing. I don’t know what to write! Can I use the bathroom? I don’t have a pencil.” In this introductory workshop, we will work together to identify practical ways to teach and nurture those students who begin each writers’ workshop with one of these phrases. Together through the writing process, we will explore the various struggles that our students face when writing.
New Teacher/Refresher Session

LCB-13
Led By Teachers: A District’s Journey Through Literacy (Grades K–5)    
Karen Maher, Teacher and Literacy Leader, Arlington Central School District, N.Y.
Kim Nolan, Teacher and Literacy Leader, Arlington Central School District, N.Y.
Eileen Snook, Teacher and Literacy Leader, Arlington Central School District, N.Y.
Undoubtedly the bar has risen. Rigorous curriculum, more complex text, and deeper, fuller understandings are now the norm for students across our nation. How can schools reach these higher goals? Join in the discussion with teacher leaders from the Arlington Central School District to learn how they have worked collaboratively with each other, their colleagues, district administration, and outside literacy consultants to transform literacy instruction in this era of reform.  

LCB-14
Moving Beyond Numbers: Using Assessment Data to Find the Stories of Our Readers (Grades K–6)  
Tammy Mulligan, Staff Developer, Teachers for Teachers    
Clare Landrigan, Staff Developer, Teachers for Teachers
Assessment is and needs to be much more than a number. In order to truly understand our readers, we need to hear their thinking process. Current research emphasizes the importance of engaging students in learning, but how do we engage students in the assessment process in a developmentally appropriate manner? In this session, we will explore strategies for helping students understand their role in assessment, as well as techniques for sharing data with students to help them identify their own learning goals.  

LCB-15
Two Subjects Are Better Than One: Team Planning Interdisciplinary Units (Grades K–2)
Amanda Smallwood, Grades PreK–2 Literacy Coach, Boston Public Schools    
Jerry Pisani, Grades K–2 Teacher, Boston Public Schools        
In this introductory session, you will experience interdisciplinary units as planned by a classroom teacher and literacy coach. Amanda and Jerry will share their hits and misses as they navigated planning units that covered one text over a few days, and how they grew their experience to plan for units in a workshop model that stretched over several weeks and touched upon multiple subjects. You will have a chance to use the resources presented to launch your own planning.
New Teacher/Refresher Session

LCB-16
Powerful Reading Intervention: Systems and Structures For Success (Grades K–6)
Kristin Stoetzel, Reading Specialist and Intervention Coordinator, Natick Public Schools, Mass.
Kristy Morrison, School Psychologist, Natick Public Schools, Mass.
Ian Kelly, Principal, Natick Public Schools, Mass.
Research and theory are essential in guiding intervention models and programming for at-risk readers; however, bringing this rich, empirical information to life in a school is a complex process of change management. During this session, you will learn about and discuss critical considerations and practical tools that support the implementation of strong and effective systems of intervention.

LCB-17
Reading and Writing Reciprocity: Reinventing Intermediate Writing (Grades 3–8)
Justin Stygles, Sixth-Grade Teacher, Oxford Hills School District, Maine
Jennifer Felt, Literacy Coach and Third-Grade Teacher, Oxford Hills School District, Maine
Students comprehend text and become authors themselves by analyzing text structures and writing styles. Reading and writing reciprocity is a prevalent concept in Reading Recovery, but what about in the intermediate grades? Teachers of students in grades 3–8 have growing concerns regarding the writing abilities of their students, many of whom are good readers. Are you one of those teachers? In this session, find out if your readers are transferring what they learn from reading into their writing. Through the theory of reading and writing reciprocity, we will examine and discuss how to improve writing through conscious reading.

Reading Recovery B Sessions

RRB-1 — Featured
Teaching During Story Writing
Sharan Gibson, Professor and Trainer of Teacher Leaders, San Diego State University
This session will examine the strategic behaviors used by children during story writing, with a focus on how teaching decisions best support learning.

RRB-2 — Featured
Contingent Responding in Early Lessons: Support For the Development of an Effective Literacy Processing System    
Mary K. Lose, Associate Professor of Reading and Language Arts, and Director and Trainer, Reading Recovery Center of Michigan, Oakland University
Teaching the lowest-performing learners is difficult. Because no two children ever respond quite the same, teachers of the lowest-performing children must be the most tentative, skilled, and responsive in their interactions with children. In this session, we will explore contingent responding on the part of the teacher in early lessons, in particular the teacher’s arrangement of opportunities for the child’s learning and her use of language. Lesson transcripts and video-recorded examples will help us reflect on the decisions we make in support of the development of an effective literacy processing system for children. This session is for Reading Recovery professionals, including previously trained Reading Recovery teachers and Reading Recovery teachers-in-training.

RRB-3 — Featured
Discovering the Essence of Story Through Rich Book Introductions
Mary Rosser, Reading Recovery Trainer, The University of Maine
Stories and storybooks are places where children weave together the many threads of information and experiences they draw upon to make sense of their world and to create meaning from texts. Through discussions with teachers, they explore and unite with the people, places, events, and language of literature. In this session, you will have the opportunity to view, analyze, and discuss video clips of child and teacher interactions, which guide students in discovering the essence of story through rich book introductions.
Repeated: RRC-2

RRB-4
Shifty Business: Supporting Processing at Key Transitions
Michael Buonaiuto, Reading Recovery Teacher Leader, Cambridge Public Schools, Mass.
Progress in Reading Recovery necessitates helping students move from their “old” ways of processing text to something more complex. Certain shifts in processing can be high hurdles unless we support students by explicit, powerful teaching. First, we will look at key changes in processing as students move through their series of Reading Recovery lessons. We’ll then consider the shift from word-by-word to phrased reading, the move from using first letters to using more visual information, and more.

Monday, November 4, 2013    
1:30 pm–3:00 pm    

Session C

LCC-1 — Featured
On the Hunt: Nonfiction Inquiry and the Adventure of the Citation Trail (Grades 4–8)    
Marc Aronson, Author and Lecturer, Rutgers University
As students move into middle-school literacy, this involves knowing how knowledge is created. In this session, we will explore ways to wake and engage students in the process. We will follow several evidence and citation trails and see how students can come to see this process as a detective story — an historical adventure — in which they may find new truths. This session is suitable for teachers and administrators.

LCC-2 — Featured
Creating Successful Writers With Mentor Texts (Grades K–2)    
Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project    
Rose Cappelli, Reading and Writing Consultant    
We will explore the concept of mentorship and how books and authors can serve as mentors. Lynne and Rose will focus on the use of a variety of rich literature to demonstrate key minilessons for the teaching of writing. They will demonstrate the gradual release of responsibility for writers’ workshop lessons that include reflection as a key component.

LCC-3 — Featured
Word Study: Active Learning For Active Learners in the Middle Grades (Grades 3–8)
Kathy Ganske, Professor of the Practice of Literacy, Vanderbilt University
This interactive session will focus on the importance of word study in the middle grades for developing students’ word consciousness and deep understandings of words. Emphases include: promoting interest and curiosity in words; encouraging discussions, not interrogations, during small-group instruction; maximizing spelling and vocabulary learning when using categorization activities; and promoting vocabulary development through morphology and context clues, rather than weekly lists of words. This workshop is suitable for teachers, administrators, coaches, and literacy specialists.

LCC-4 — Featured
Raising Digital Writers (Grades K–12)    
Troy Hicks, Associate Professor of English and Director of Chippewa River Writing Project, Central Michigan University                        
"Twenty-first-century literacies" are well over a decade old, yet in what ways do we really invite our students to be collaborative, creative, and conscientious writers with the digital tools they have in their pockets and at their fingertips? Through examples and conversation, we will explore the latest apps, websites, strategies, and examples of children's work so that we can thoughtfully engage our students in the craft of digital writing. This workshop is suitable for new teachers, as well as those with general familiarity with writing process and writing workshop approach.
Repeated: LCF-4

LCC-5 — Featured
Visible Learning: Charts in Action (Grades PreK–3)     
Marjorie Martinelli, Literacy Consultant, Teachers College Reading and Writing Project, Columbia University
Kristine Mraz, Classroom Teacher, New York City Public Schools        
Marjorie and Kristine will teach the thinking that leads to powerful chart making through an examination of the elements of successful charts. You will leave this workshop with an understanding of the types of charts that support young readers and writers, guidelines for selecting and using language and visuals, and tips and tools for creating memorable charts. Come to this session with plenty of room in your notebook to practice what you learn. This introductory workshop is suitable for teachers, coaches, and administrators.
New Teacher/Refresher Session

LCC-6 — Featured
Lenses and Lessons For Informational Text Reading (Grades 3–6)    
Jennifer Serravallo, Literacy Consultant and Author
The Common Core State Standards (CCSS) call for an increase in informational text reading; however, many teachers would like support when it comes to what to look for and what to teach. Jennifer will offer a practical introduction to four key areas to consider in informational reading: main idea, key details, vocabulary, and text features. In this workshop, we will examine what strong comprehension looks like along these four dimensions, and what teaching will make a difference for students who are navigating nonfiction texts. This introductory workshop is suitable for teachers, administrators, and literacy coaches. The session will be most helpful for those who have independent reading as part of their approach to literacy, and those who have spent some time looking at the Reading Informational Text Standards of the CCSS. Jennifer will review the standards, so mastery of the language is not necessary.
This workshop is sponsored by Scholastic, Inc.
New Teacher/Refresher Session

LCC-7 — Featured
When Working Hard Is Hardly Working: A Closer Look at Scaffolding Versus Rescuing (Grades K–5)    
Terry Thompson, Teacher and Author                        
Have you ever finished a lesson and walked away with the sinking suspicion that you worked harder than your students? In this workshop, we’ll explore the differences between scaffolding instruction and rescuing learners. Along the way, we’ll reflect on our own teaching as we take a particular look at the role responsibility plays with young readers and writers. This workshop is suited for elementary- and middle-school teachers, interventionists, and literacy support staff.
Repeated: LCF-7

LCC-8 — Featured
Academic Vocabulary: Engaging Activities For All Learners (Grades 2–5)     
MaryEllen Vogt, Professor Emerita of Education, California State University, Long Beach                            
The Common Core State Standards (CCSS) require that we emphasize and ramp up vocabulary instruction, yet academic vocabulary remains a stumbling block for many students, including English language learners and struggling readers. In this session, we will focus on contextualizing academic vocabulary instruction within the broader topic of academic language. MaryEllen will model a variety of effective, use-tomorrow academic vocabulary activities and she will provide you with a comprehensive handout. This workshop is suitable for teachers, reading specialists, pre-service and graduate students, curriculum specialists, and special education specialists.
This workshop is sponsored by Houghton Mifflin Harcourt.

LCC-9
Behind Alignment and Compliance: Coaching in the Age of the Common Core State Standards (Grades K–8)    
Jolynn Bernard, Reading Coach, Seminole County, Florida    
Tricia Bennett, Reading Coach, Seminole County, Florida     
Gina Zugelder, National Educational Consultant, Developmental Studies Center    
How prepared are we to provide an education that enables children to develop the Common Core State Standards (CCSS)? In this session, you will examine how to extend your coaching to reinforce teachers’ instructional shifts so that they may better support the CCSS. We will explore key standards through lesson design that motivates self-directed learners. Explore how to coach for daily techniques that increase meaningful student talk and lead to powerful learning experiences for children.
New Teacher/Refresher Session

LCC-10
Finding the Power in Book Talks and Author Talks (Grades 3–8)    
Elizabeth DeHaven, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University
Helen Sisk, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University        
In this introductory session, we’ll explore the purpose for book and author talks, and learn how to focus their content to impact student work as readers and writers. You’ll learn how to select the book or author, plan the content of these talks, keep the talks changing over the school year to fit your students’ evolving needs, and think through the process for and purpose of teaching students how to give book and author talks.
New Teacher/Refresher Session

LCC-11
Working With Multiple Texts and Text Sets in the Secondary Classroom (Grades 5–8)
Joanna Lieberman, District Literacy Specialist, Cambridge Public Schools, Mass.
Janet Looney, Literacy Consultant and Middle School Coach, Cambridge Public Schools, Mass.    
Using multiple texts in the classroom is an important and efficient pedagogical approach for teaching secondary students. The Common Core State Standards (CCSS) assert that students must “actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews” (English Language Arts Standards, 2012). Janet and Joanna’s session will explore various purposes for using multiple texts in your middle-school classroom, as well as different uses and practical examples across content areas.

LCC-12
School Change: One School’s Journey Toward Meeting the Needs of Each Learner (Grades PreK–6)
Tom Morris, Principal, Franklin Public Schools, Mass.    
Jean Wolf, Literacy Specialist, Franklin Public Schools, Mass.    
Tricia Capaldi, Assistant Principal, Franklin Public Schools, Mass.
Shannon Novick, Special Education Team Chair, Franklin Public Schools, Mass.    
No longer can public schools maintain a “one-size-fits-all” approach for students and hope for the best. In this session, you will be led through the Parmenter School’s journey toward becoming a community that meets the needs of each learner — including their high level learners. Tom, Jean, Tricia, and Shannon will detail how they worked with staff to explore their reality at the time, what steps they took to begin the process toward broad-based instructional change (focusing on reading and writing), and how this process has brought forth a cultural shift at their school.

LCC-13
Teaching Sophisticated Text to Growing Readers (Grades 5–8)    
Barbara Sargent, Superintendent of Schools, Readington Township School District, N.J.
How can we help young adult readers work through challenging text? You will gain an understanding of why this work is critically important and strategies that support this area.     
New Teacher/Refresher Strand

Reading Recovery C Sessions

RRC-1 — Featured
Valuing Language Diversity as It Relates to Literacy Acquisition    
Paula Bennet, Reading Recovery Trainer, New York University
Children are deeply rooted in their home language. When language diversity is better understood and viewed as a strength, teachers can provide more opportunities for all children to use what they bring as they learn to read and write.
Repeated: RRG-1

RRC-2 — Featured
Discovering the Essence of Story Through Rich Book Introductions (Repeat)
Mary Rosser, Reading Recovery Trainer, The University of Maine
Stories and storybooks are places where children weave together the many threads of information and experiences they draw upon to make sense of their world and to create meaning from texts. Through discussions with teachers, they explore and unite with the people, places, events and language of literature. In this session, you will have the opportunity to view, analyze, and discuss video clips of child and teacher interactions, which guide students in discovering the essence of story through rich book introductions.

RRC-3 — Featured
Why Not Sound It Out?     
Robert Schwartz, Reading Recovery Trainer and Professor, Oakland University, Mich.
How to teach word recognition is one of the most contentious issues in literacy education, and particularly damaging for children who struggle. Marie Clay’s theory renders the debate moot and leads to more productive approaches to instruction.
Repeated: RRE-4

RRC-4
What Does the International Data Evaluation Center Data Tell Us About Reading Recovery and Teacher Effectiveness?    
Jerry D’Agostino, Professor, The Ohio State University
In this presentation, Jerry will explain the findings from the new International Data Evaluation Center (IDEC) evaluation model that involves the collection of tested-not-instructed student data, which allows for more precise measures of Reading Recovery and teacher effectiveness. This workshop is suitable for administrators and Reading Recovery educators.

Monday, November 4, 2013    
1:30 pm–4:45 pm

Session C In-Depth    

LCC-14 In-Depth — Featured
Supporting Comprehension of Children’s Literature: Considering Sources of Preschoolers’ Misunderstandings (Grades PreK–K)    
Judith Schickedanz, Professor Emerita, Boston University
Young children frequently indicate misunderstandings of stories they hear read aloud through spontaneous comments and questions. Teachers often respond with simple corrections rather than provide information and explanations, or model inferential reasoning. To respond sufficiently, however, teachers need some understanding of the child’s confusions. In this session, Judith discusses examples of story misunderstandings and the likely confusions that led to them, and engages you in analyzing additional examples to identify the children’s likely sources of confusion. We will also analyze examples of teacher responses to children’s story misunderstandings for adequacy, and we will discuss issues, such as the use of questioning versus explanations. This is an introductory session suitable for teachers and coaches.
New Teacher/Refresher Session

LCC-15 In-Depth
But There’s No Time For Science and Social Studies! Integrating Literacy and Content Learning (Grades K–2)    
Cindy Downend, Primary Literacy Collaborative Trainer, Lesley University
Jess Sherman, Primary Literacy Collaborative Trainer, Lesley University
To optimize instructional time, learn how to integrate science and social studies in thinking, talking, reading, and writing about science and social studies topics. Cindy and Jess will help you think about how to address your content goals efficiently and powerfully through interactive writing, shared reading, interactive read-aloud, and genre study.

LCC-16 In-Depth
New Standards, New Curriculum, New Report Card — Our Journey Toward the Common Core State Standards (Grades K–6)    
Kathleen McCarthy, Grades K–5 Literacy Department Head, Lexington Public Schools, Mass.    
Carol Pilarski, Assistant Superintendent of Curriculum, Lexington Public Schools, Mass.
Louise Lipsitz, Principal, Lexington Public Schools, Mass.    
A year before Massachusetts adopted the Common Core State Standards (CCSS), the English Language Arts department of a high-performing school district in suburban Lexington, Massachusetts was due for a revision. Using the CCSS, a review committee rewrote the curriculum, moving away from an anthology to a Workshop Model. In their session, Kathleen, Carol, and Louise will describe the four-year process of reviewing the curriculum, the on-going implementation of a Standards-based curriculum, and the concurrent process of developing a Standards-Based Report Card. They will discuss the highlights and impediments to alignment, providing you with the opportunity to learn from their successes and struggles.

LCC-17 In-Depth
Introduction to Guided Reading: Essentials For Effective Teaching (Grades K–2)    
Diane Powell, Assistant Director of Primary Literacy Collaborative, Lesley University
If you are new to using guided reading, be sure to attend this “nuts and bolts” introductory session. Learn about the rationales for each element in a guided reading lesson and how it helps readers learn how to process increasingly challenging texts. We’ll consider the readers, the texts, and the teaching of guided reading.
Required Texts: We’ll be working in The Continuum of Literary Learning and Teaching for Comprehending and Fluency by Fountas and Pinnell (Heinemann) so please bring both texts to the session.
New Teacher/Refresher Session

Monday, November 4, 2013    
3:30 pm–5:00 pm

Session D

LCD-1 — Featured

Be the Story: Innovations and Inspirations For Engaging All Students in the Power of Literature and Information (Grades PreK–8)    
Pam Allyn, Executive Director, Author, and Consultant, LitLife, N.Y.
In this session, Pam will share her newest ideas for how to use the power of stories to impact teaching and learning every day. She will illuminate the ways both nonfiction and narrative text contain stories children love and that help them become writers and readers with purpose.

LCD-2 — Featured
What Does ‘Literacy’ Mean in Nonfiction? (Grades 4–8) (Repeat)
Marc Aronson, Author and Lecturer, Rutgers University
Using several of his own upper elementary school nonfiction books, Marc will show how engagement in ideas and thinking can help students in grades 4–8 become sophisticated readers. This session provides as explanation of engagement as an entry to nonfiction reading.

LCD-3 — Featured
Creating Successful Writers With Mentor Texts (Grades 3–6)    
Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project
Rose Cappelli, Reading and Writing Consultant
In this session, we will explore the concept of mentorship and how books and authors can serve as mentors. Lynne and Rose will focus on the use of a variety of rich literature to demonstrate key minilessons for the teaching of writing. They will also demonstrate the gradual release of responsibility for writers’ workshop lessons that include reflection as a key component.

LCD-4 — Featured
Using Effective Coaching Language to Promote Successful Teacher and Coach Interactions (Grades K–5)
Laurie Elish-Piper, Presidential Teaching Professor and Literacy Clinic Director, Department of Literacy Education, Northern Illinois University
Susan L’Allier, Associate Professor and Coordinator of the Reading Program, Department of Literacy Education, Northern Illinois University
Literacy coaches are expected to work with a variety of teachers. These teachers differ in many ways, including their teaching experience, knowledge about literacy instruction, and skill in reflecting about practice. Thus, literacy coaches and other reading professionals whose job descriptions include literacy coaching need to be able to adjust their coaching stance and language to meet the knowledge, skills, and needs of each teacher with whom they work. In this session, Laurie and Susan will describe three stances — facilitating, collaborating, and consulting — that coaches typically employ when working with teachers and effective coaching language related to each stance. Viewing video vignettes and engaging in role-playing activities will provide you with opportunities to identify and use the stances and related coaching language.   
Repeated: LCF-3

LCD-5 — Featured
Creating a Classroom Wiki For Your Digital Writers (Grades K–12)
Troy Hicks, Associate Professor of English and Director of Chippewa River Writing Project, Central Michigan University
Digital writing tools such as wikis can contribute to what you are already doing in your writing instruction, as well as appeal to a new generation of students. In this hands-on session, we will explore how new ways of thinking about well-established practices in the writers’ workshop — especially students’ choice and publishing their writing — could be updated for the digital age. Bring your own laptop or tablet so we can begin creating your students' digital writing space using Wikispaces. This introductory workshop is suitable for those who have general familiarity with the writing process and writing workshop approach.
Recommended: If you are able, please bring a mobile device that can connect to a cellular Internet connection.
New Teacher/Refresher Session

LCD-6 — Featured
Celebrating Teachers Who Focus on Literacy Work that Matters (Grades K–6)
Mary Howard, Literacy Consultant and Author, Reading Connections
High-quality literacy instruction begins by analyzing and evaluating the quality of our practices. This reflective process helps us to identify what matters most in our teaching and what may be usurping the time and energy needed to accomplish those things. This session highlights seven critical elements of effective literacy instruction and how we make the most of limited available time by alleviating anything counter-productive to those elements. This workshop is suitable for both new and seasoned educators.

LCD-7 — Featured
Wild About Words: Vocabulary Instruction That Makes a Difference (Grades K–8)
Linda Hoyt, Consultant and Author
The relationship between vocabulary and comprehension is unparalleled in importance. In this introductory session, Linda will provide a wide array of vocabulary-enhancing experiences and strategies that you can apply across the curriculum for learners of all ages. Buckle up for a session that is loaded with hands-on, ready-to-use strategies for building content-specific and Tier 2 vocabulary.
New Teacher/Refresher Session

LCD-8 — Featured
Opening Minds: Using Language to Change Lives (Grades K–8)    
Peter Johnston, Professor, The University at Albany
This workshop shows how the classroom choices we make, particularly our language choices, influence the qualities of the classroom learning community, and how to make those choices wisely. It shows how the qualities of the learning community we build will impact children's comprehension, their social relationships, their intelligence, and how they handle challenge, adversity, uncertainty, and difference.
New Teacher/Refresher Session

LCD-9 — Featured
Academic Vocabulary: Engaging Activities For All Learners (Grades 6–8)
MaryEllen Vogt, Professor Emerita of Education, California State University, Long Beach    
The Common Core State Standards (CCSS) require that we emphasize and ramp up vocabulary instruction, yet academic vocabulary remains a stumbling block for many students, including English language learners and struggling readers. In this session, we will focus on contextualizing academic vocabulary instruction within the broader topic of academic language. MaryEllen will model a variety of effective, use-tomorrow academic vocabulary activities and she will provide you with a comprehensive handout. This workshop is suitable for teachers, reading specialists, pre-service and graduate students, curriculum specialists, and special education specialists.
This workshop is sponsored by Houghton Mifflin Harcourt.

LCD-10   
#SocialNetworking: Thinking Differently About Technology’s Role in the Literacy Classroom (Grades 3–8)    
Katharine Hale, Fifth-Grade Teacher, Arlington County Public Schools, Va.
How can students use social networking as a safe and appropriate learning tool to develop literacy skills? We will explore the world of social networking and its possibilities to support students’ reading and writing skills. In myriad ways, social networking offers the opportunity for students to participate actively in their own literacy growth.

LCD-11
Illustration Study in the Primary Classroom to Support Our Youngest Writers (Grades PreK–2)
Kristine Haveles-Pelletier, Grades K–5 District Literacy Implementation Specialist, Manchester Public Schools, N.H.
What if children were introduced to key qualities of good writing in the context of illustrations? What if children gained experience planning, drafting, revising, and editing content in the process of composing illustrations for their books? Kristine’s session will introduce writing and illustrating as parallel processes when supporting students as they compose their own books. This session will be informative for new teachers and experienced teachers interested in an introduction to illustration study.

LCD-12
Read, Do, Record, Explore: Rigorous and Quality Centers Beyond Kindergarten (Grades K–2)    
Andrew Kelley, First-Grade Teacher, Boston Public Schools
Beverly Ryan, First-Grade Teacher, Boston Public Schools
In this introductory workshop, we will explore and model what simple yet differentiated and demanding literacy centers look like beyond kindergarten. We will explain how we structure and manage our centers as well as how we rotate content through them. We will also provide examples of ways to differentiate centers for a wide range of learners in first and second grade.
New Teacher/Refresher Session

LCD-13
Movement and Reading: Necessary Partners (Grades K–2)
Aili Pogust, Literacy Consultant, Trainer, and Coach, The Pogust Group
Children naturally learn through movement, yet many learners today do not receive enough movement and play experience to sit comfortably still and focus. As a readiness activity, we can assist our students through physical movement to coordinate the use of their bodies for learning. You will learn and experience simple, easy-to-learn physical movements that will assist your students to focus, comprehend, and process what they are reading.

Reading Recovery D Sessions

RRD-1 — Featured
Using Predictions of Progress Effectively
Sharan Gibson, Professor and Trainer of Teacher Leaders, San Diego State University
This session will focus on understandings of Predictions of Progress used as a process to improve teaching throughout each child’s series of lessons.
Repeated: RRE-1

RRD-2 — Featured
Analyzing and Introducing Texts at Higher Levels: Considering Domain Knowledge
Mary K. Lose, Associate Professor of Reading and Language Arts, and Director and Trainer, Reading Recovery Center of Michigan, Oakland University
Reading Recovery teachers must preview and analyze texts to prepare a particular child for accurate responding and ultimately, to advance the child’s literacy processing system. In this session, we will focus on the work of Walter Kintsch (domain knowledge) and Marie Clay as we consider how best to support a child in orienting himself to reading texts at higher levels. This session is for Reading Recovery professionals, including previously trained Reading Recovery teachers and Reading Recovery teachers-in-training.
Repeated: RRE-2

RRD-3 — Featured
Extending a Meager Knowledge of Running Records
Emily Rodgers, Reading Recovery Trainer, The Ohio State University
This session is designed to help you get more power out of Running Records. We will use examples of students’ Running Records to infer processing and select teaching points that will lift students’ strategic reading activity. This workshop is suitable for Reading Recovery and grades K–2 classroom teachers.

RRD-4
Fluent 30-Minute Lessons
Kelly L. McDermott, Reading Recovery Teacher Leader, Boston Public Schools
During this session, we will spend time thinking more about how essential it is that lessons are 30 minutes for each student on a daily basis. We will explore the idea that 30-minute lessons ensure fast and fluent responding, and that teaching builds across lessons over the course of a week, a month, and a series of lessons.

Tuesday, November 5, 2013    
8:30 am–10:00 am

Session E

Keynote E
Bringing Close Reading Home: Developing Professional Learning Communities (Grades K–12)    
Mary Ehrenworth, Deputy Director, The Reading and Writing Project, Teachers College, Columbia University    
For many educators, the gap between the thinking work we see students doing in class and that described by the Common Core State Standards (CCSS) seems sobering, especially when we focus on the reading work that students demonstrate independently and consistently rather than with scaffolding and support. And yet the reading practices described in the CCSS can be not only academically rigorous, they can be beautiful. In this keynote, Mary will focus on developing communities of practice around close reading of print and digital texts and across literature and nonfiction.

LCE-1 — Featured
The Problems and Possibilities of Response to Intervention (Grades K–8)    
Peter Johnston, Professor, The University at Albany
This session describes the logic of Response to Intervention (RTI) and the kinds of school practices that follow from that logic, particularly the relationship between assessment and instruction. It shows the critical decisions we need to make and why some RTI structures and practices are more useful than others. This session will also address the question of “scientific, research-based” instruction as it relates to RTI.

LCE-2
Bringing Choice Words to Life: Teacher Language and Literacy Learning (Grades 3–8)
Rachael Gabriel, Assistant Professor of Reading Education, University of Connecticut
Mary Gabriel, Literary Specialist and Grades K–2 Literacy Coach, Brookline Public Schools, Mass.
In this collaborative session, Rachael and Mary will describe findings from a recent study about the impact of teacher language in literacy learning in the middle grades, discuss patterns of teacher talk that are most supportive of literacy learning for struggling readers, and invite you to analyze short videos and transcripts of classroom instruction to identify aspects of classroom discourse that mediate literacy learning in real time. You will leave with a foundation for greater awareness of key features of teacher talk and skills for analyzing and discussing its impact on student learning.

Reading Recovery E Sessions

RRE-1 — Featured
Using Predictions of Progress Effectively (Repeat)
Sharan Gibson, Professor and Trainer of Teacher Leaders, San Diego State University
This session will focus on understandings of Predictions of Progress used as a process to improve teaching throughout each child’s series of lessons.

RRE-2 — Featured
Analyzing and Introducing Texts at Higher Levels: Considering Domain Knowledge (Repeat)
Mary K. Lose, Associate Professor of Reading and Language Arts, and Director and Trainer, Reading Recovery Center of Michigan, Oakland University
Reading Recovery teachers must preview and analyze texts to prepare a particular child for accurate responding and ultimately, to advance the child’s literacy processing system. In this session, we will focus on the work of Walter Kintsch (domain knowledge) and Marie Clay as we consider how best to support a child in orienting himself to reading texts at higher levels. This session is for Reading Recovery professionals including previously trained Reading Recovery teachers and Reading Recovery teachers-in-training.

RRE-3 — Featured
Increasing the Impact of Roaming Around the Known
Emily Rodgers, Reading Recovery Trainer, The Ohio State University
The session is designed to help you reexamine the purpose of Roaming Around the Known and increase the power of the literacy activities that make up this critical period of observing and interacting with the student. This session is suited for those who have had training as a Reading Recovery teacher.
Repeated: RRG-3

RRE-4 — Featured
Why Not Sound It Out? (Repeat)
Robert Schwartz, Reading Recovery Trainer and Professor, Oakland University, Mich.
How to teach word recognition is one of the most contentious issues in literacy education, and particularly damaging for children who struggle. Marie Clay’s theory renders the debate moot and leads to more productive approaches to instruction.

RRE-5
That Would Make an Interesting Story! Teaching For Independence in Composing and Writing    
Laurel Dickey, Teacher Leader, Collaborative for Educational Services
In writing, it is necessary for teachers to support children across a gradient of difficulty, similar to the gradient provided by the set of leveled texts used for reading. The child’s composing of a story is the starting point. In this session, we will explore the theory and the guidance provided for supporting children in becoming increasingly independent with the composing and transcribing of stories during their series of Reading Recovery lessons.

Tuesday, November 5, 2013
10:15 am–11:45 am

Session F

Reading Recovery Keynote F
Marie Clay’s Theoretical Perspective: Waves of Change For Children and Teachers    
Mary Anne Doyle, Reading Recovery Trainer and Professor, University of Connecticut
The purpose of this talk is to share Marie Clay’s quest for explanations of early literacy development and the complex, literacy-processing theory that her evidence revealed. Her theoretical perspective and significant contributions enhanced our understandings of literacy, young learners, and early intervention. The result has been waves of change that have created promising opportunities for children and teachers.  

LCF-1 — Featured
Nonfiction Mentor Texts: Crafting Content (Grades K–2)
Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project
Rose Cappelli, Reading and Writing Consultant
This session explores how nonfiction writers build well-developed content with voice and authority in children’s literature. The workshop focuses on strategies such as creating rich descriptions, using features of nonfiction such as time lines, and anecdotes. Discover what to look for in fiction and nonfiction to help students imitate authors, take risk, and develop as young writers of nonfiction.

LCF-2 — Featured
Deepening Students’ Response to Literature (Grades 3–8)
Mary Ehrenworth, Deputy Director, The Reading and Writing Project, Teachers College, Columbia University
In this session, Mary will delve into the practices powerful readers bring to complex texts and the particular kinds of challenges (fascinating ones) that more complex texts pose readers. She will share research gathered from over 100,000 students in New York City over the last five years that suggests that some levels and kinds of text complexity pose particular difficulty. Mary will focus on how to transform student knowledge of more complex texts so that readers know how to unlock their secrets. She will also introduce predictable courses of study to help students plan their reading work with more knowledge, agency, and efficacy. This session will be an interactive think tank, as we pull together research, consider teaching methodologies, investigate some video of student interactions with text, and explore the content of reading. This workshop is suited for those already familiar with reading levels and readers’ workshop and are looking for more information on how to help readers move up levels of text complexity, as well as content for conferring with stronger readers.

LCF-3 — Featured
Using Effective Coaching Language to Promote Successful Teacher and Coach Interactions (Grades K–5) (Repeat)
Laurie Elish-Piper, Presidential Teaching Professor and Literacy Clinic Director, Department of Literacy Education, Northern Illinois University
Susan L’Allier, Associate Professor and Coordinator of the Reading Program, Department of Literacy Education, Northern Illinois University
Literacy coaches are expected to work with a variety of teachers. These teachers differ in many ways, including their teaching experience, knowledge about literacy instruction, and skill in reflecting about practice. Thus, literacy coaches, and other reading professionals whose job descriptions include literacy coaching, need to be able to adjust their coaching stance and language to meet the knowledge, skills, and needs of each teacher with whom they work. Laurie and Susan will describe three stances — facilitating, collaborating, and consulting — that coaches typically employ when working with teachers and effective coaching language related to each stance. Viewing video vignettes and engaging in role-playing activities will provide you with opportunities to identify and use the stances and related coaching language.   

LCF-4 — Featured
Raising Digital Writers (Grades K–12) (Repeat)    
Troy Hicks, Associate Professor of English and Director of Chippewa River Writing Project, Central Michigan University
"Twenty-first-century literacies" are well over a decade old, yet in what ways do we really invite our students to be collaborative, creative, and conscientious writers with the digital tools they have in their pockets and at their fingertips? Through examples and conversation, we'll explore the latest apps, websites, strategies, and examples of children's work so that we can thoughtfully engage our students in the craft of digital writing. This workshop is suitable for new teachers, as well as those with general familiarity with writing process and writers’ workshop approach.

LCF-5 — Featured
Response to Intervention in the Age of the Common Core State Standards (Grades K–6)
Mary Howard, Literacy Consultant and Author, Reading Connections
Response to Intervention (RTI) and the Common Core State Standards (CCSS) are ready to converge on the literacy horizon in schools across the country. With thoughtful interpretation and implementation to guide the way, this merger can be a successful one if we can maintain a flexible stance that adheres to the tenets of high-quality literacy instruction. In this session, we will discuss how to accomplish this lofty but achievable goal while steadfastly insisting on keeping students at the forefront. This workshop is suitable for all teachers and administrators. Educators attending this workshop should already have basic knowledge of RTI and CCSS.

LCF-6 — Featured
Crafting Nonfiction Writing (Grades 3–8)     
Linda Hoyt, Consultant and Author
Nonfiction writing can and should be filled with interesting sentence structures, jaw-dropping descriptors, and artistic punctuation. With the help of well-crafted mentor texts and explicit teacher modeling, the nonfiction writing of your students can sparkle with powerful content, rich language, and enticing sentence structures. This is an introductory session for new teachers or those looking for a refresher.
New Teacher/Refresher Session

LCF-7 — Featured
Visible Learning: Charts in Action (Grades PreK–3) (Repeat)
Marjorie Martinelli, Literacy Consultant, The Reading and Writing Project, Teachers College, Columbia University
Kristine Mraz, Classroom Teacher, New York City Public Schools
Marjorie and Kristine will teach the thinking that leads to powerful chart making through an examination of the elements of successful charts. You will leave this workshop with an understanding of the types of charts that support young readers and writers, guidelines for selecting and using language and visuals, and tips and tools for creating memorable charts. Please come with plenty of room in your notebooks to practice what you learn. This introductory workshop is suitable for teachers, literacy coaches, and administrators.
New Teacher/Refresher Session

LCF-8 — Featured
Close Reading of Informational Texts For Deep Comprehension (Grades 3–8)
Gay Su Pinnell, Author and Professor Emeritus, The Ohio State University
Irene Fountas, Author and Director, Center for Reading Recovery and Literacy Collaborative, Lesley University
Close study involves the reader in the analysis of the crafting of a text and the ability to understand the big, important ideas. Learn how to select aspects of nonfiction texts for thinking and talking to support your students’ deep comprehension. You will receive a bibliography of recommended texts.

LCF-9 — Featured
“Peter ‘Growed?’” Why Don’t Children Learn Some Words We Use? (Grades PreK–K)
Judith Schickedanz, Professor Emerita, Boston University
In this session, Judy will provide examples of children’s rejection of new vocabulary, and will discuss the roles of content knowledge and the child’s view of the adult as contributing factors. We will consider the young child as an active “judge” of new information. This is an introductory workshop suitable for teachers, literacy coaches, and mentors.
New Teacher/Refresher Session

LCF-10
Vocabulary: Aim High (Grades 3–6)
Elaine M. Balum, Reading Specialist, Danville School District, Pa.
Research findings in vocabulary development provide the foundation for vocabulary strategies that Elaine will demonstrate in this presentation. The strategies were developed in alignment with research on word selection, teaching methods, learning strategies, learning principles, and intermediate grade-level achievement.

LCF-11
Tools For Fostering Productivity, Accountability, and Independence in Grades K–2 Writers’ Workshop (Grades K–2)    
Lindsay Barton, Grades 1–2 Classroom Teacher, Cambridge Public Schools, Mass.
Caitlin O’ Donnell, First-Grade Teacher, Cambridge Public Schools, Mass.
A productive writers’ workshop demands substantial self-motivation and stamina from our youngest writers. Often, as teachers, we find ourselves conferring intently with one child only to raise our heads and discover that all of the other children in the room are struggling to stay on task. In this workshop, Lindsay and Caitlin will share a variety of tools including templates, rubrics, checklists, and exemplars that can be used to increase your students’ independence, productivity, and engagement during writing.  

LCF-12
Pragmatic Poetry Workshop: Using Visual Poetry to Enhance Reading and Writing (Grades 3–6)    
Lucinda M. Juarez, Graduate Teaching Assistant, Texas A&M University
This introductory workshop blends traditional and contemporary poetry with visual literacy to engage and advance students’ reading comprehension and writing skills. Integrated with Common Core State Standards in content from math, science, and social studies, powerful poetry and images help students learn and retain deeper learning of subject matter. Pragmatic poetry recitation combines with hands-on, minds-on writing and project-based activities to boost primary students’ reading comprehension, creativity, problem solving, and writing skills.
New Teacher/Refresher Session

LCF-13
Connecting Content and Comprehension: Inquiry Workshops and the Common Core State Standards (Grades 3–6)
Dawn Little, Literacy Focus Teacher, Montgomery County Public Schools, Md.
By the end of this introductory session, you will know how an inquiry workshop meets the Common Core State Standards (CCSS) and will have learned explicit strategies for evaluating and analyzing nonfiction texts through the components of an inquiry workshop.
New Teacher/Refresher Session

LCF-14
From the Author to the Classroom: Connecting Passion and Process (Grades 3–8)
JoEllen McCarthy, Staff Developer, Always Learning LL, Inc.    
Marissa Moss, Author and Illustrator, Source Books
Erica Pecorale, Professor, Long Island University     
Marissa Moss, author and illustrator of many picture book biographies, will discuss her research and writing process. We will also explore ways to motivate and engage all learners as they read and write using informal texts. Examine mentor texts and literacy snapshots, and leave this workshop with resources that showcase this practice in action, addressing strategies as a common- sense approach to the demands of the Common Core State Standards (CCSS).

LCF-15
Shared Leadership: A School Built From Teachers (Grades PreK–8)     
Jerry Pisani, Classroom Teacher, Boston Public Schools
Amanda Smallwood, Grades PreK–2 Literacy Coach, Boston Public Schools
In this session, you will explore models of shared and distributed leadership to understand how shared leadership and honoring teacher voices can build a community of scholarly and professional learning. You will identify areas of opportunity to share leadership in your own school. Jerry and Amanda will model and illustrate what daily, job-embedded professional learning can be.

LCF-16
The New Nonfiction: Using Award-Winning Children’s Books to Support the Common Core State Standards (Grades K–6)
Melissa Stewart, Children’s Book Author    
Author and educator Melissa Stewart will introduce a broad range of recently published children’s nonfiction titles that combine engaging text and innovative art and design in ways that delight as well as inform young readers. She pairs titles with fun, effective activities that directly address the Common Core State Standards’ (CCSS) Reading Informational Text goals. You’ll go home with a flash drive full of CCSS-related book lists and teaching ideas.

LCF-17
Conferring in Your Readers’ and Writers’ Workshop: Not Just For Teachers (Grades 1–3)    
Amy Walter, Third-Grade Teacher, The American School in London    
Suzanne Lituchy, Third-Grade Teacher, The American School in London
Conferring is at the heart of the readers’ and writers’ workshop, but it can be difficult for a teacher to spend quality time conferring with every child regularly. Adult conferring “buddies” can be a big help to students and teachers alike, providing they have the right knowledge and skills. In this session, you will learn how to train adults and then manage a purposeful, effective, and meaningful program of adult reading and writing conferring “buddies.”

Tuesday, November 5, 2013    
10:15 am–1:30 pm

Session F In-Depth

LCF-18 In-Depth — Featured
Phonics in the 21st Century: Where We’ve Been and Where We’re Going (Grades PreK–3)
Wiley Blevins, Literacy Consultant, Scholastic, Inc.
This session examines the key characteristics of strong phonics instruction, highlighting apps and interactive whiteboard activities that can add engagement to word work lessons. This is an introductory workshop for new teachers and administrators.
This workshop is sponsored by Scholastic, Inc.
New Teacher/Refresher Session

LCF-19 In-Depth
Lights! Camera! Action! Spotlighting Fluency Success Through Readers’ Theatre (Grades PreK–2)    
Karla Klyng, Assistant Principal, Alvin Independent School District, Texas    
Renea Rives, Assistant Principal, Alvin Independent School District, Texas
Learn how to excite and engage students through Readers’ Theatre while improving fluency in this introductory workshop. You will review Fountas and Pinnell’s Six Dimensions of Fluency and learn how to take a text from a read-aloud or shared reading experience and incorporate it in a Readers’ Theatre experience, engaging students in all six dimensions of fluency. Research shows that repeated reading practice improves students’ reading confidence and creates enthusiasm in reading. You will be engaged in the Readers’ Theatre experience and will leave this in-depth workshop with ideas and strategies for implementing it.
New Teacher/Refresher Session

Tuesday, November 5, 2013
1:00 pm–2:30 pm

Session G

LCG-1 — Featured
Nonfiction Mentor Texts: Crafting Effective Introductions and Conclusions (Grades 3–6)
Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project
Rose Cappelli, Reading and Writing Consultant
Lynne and Rose will present innovative strategies for writing effective introductions and conclusions for informational writing using quality mentor texts as models, and highlight student samples. This interactive session will provide opportunities for shared and independent writing.

LCG-2 — Featured
Increasing Students’ Use of Argument in Response to Nonfiction Reading (Grades 4–8)
Mary Ehrenworth, Deputy Director, The Reading and Writing Project, Teachers College, Columbia University
Teaching students to be successful at argument writing, in any discipline, is more than one unit of study or one set of teaching points. In this session, calling on a year-long collaborative Think Tank with Educational Testing Service (ETS), The Teachers College Reading and Writing Project, a group of New York City school teachers, and the Council of Chief State School Officers (CCSSO), Mary will share some high-leverage classroom practices and protocols that seem to be transforming students’ fluency with evidence- based argument. We’ll study some video of classroom practices and other student artifacts, examine performance assessments, practice talk protocols, and delve into replicable methodologies for instruction. Increasing students’ efficacy with evidence-based argument is the central focus of Mary’s recent work and this session. This workshop is suitable for experienced teachers and administrators.
   
LCG-3 — Featured
Great Start: Guided Reading in the Kindergarten Classroom (Grade K)    
Irene Fountas, Author and Director, Center for Reading Recovery and Literacy Collaborative, Lesley University  
Gay Su Pinnell, Author and Professor Emeritus, The Ohio State University
Learn how to work with three kindergarten students at a time to help them build an early reading process and move to first grade as successful readers. Examine text levels with an eye to the demands they make on early readers, and develop an understanding of the rich opportunities in the guided reading lesson to help them achieve success.
New Teacher/Refresher Session

LCG-4 — Featured
Celebrating Teachers Who Focus on Literacy Work That Matters (Grades K–6) (Repeat)
Mary Howard, Literacy Consultant and Author, Reading Connections
High-quality literacy instruction begins by analyzing and evaluating the quality of our practices. This reflective process helps us to identify what matters most in our teaching and what may be usurping the time and energy needed to accomplish those things. This session highlights seven critical elements of effective literacy instruction and how we make the most of limited available time by alleviating anything counter-productive to those elements. This workshop is suitable for new and seasoned educators.

LCG-5 — Featured
Engagement, Literacy Learning Communities, and Children’s Development (Grades K–8)
Peter Johnston, Professor, The University at Albany
Research shows that focusing on learners’ engagement affects their development, individually and collectively, and the qualities of the learning community. The session will show how apparently small changes in classroom practice can affect student learning in relation to the Common Core Standards (CCSS), but more importantly leverage larger changes in school behavior, self-regulation, literacy learning, and, among other things, happiness (yes, happiness).

LCG-6 — Featured
Beyond the Basics: Optimizing Classroom Charts For Independence (Grades PreK–3)
Marjorie Martinelli, Literacy Consultant, The Reading and Writing Project, Teachers College, Columbia University
Kristine Mraz, Classroom Teacher, New York City Public Schools
Marjorie and Kristine will show you classroom-tested methods to increase student independence and self-reflection through the use of charts and other tools. They will discuss brain research, design theory, and educational pedagogy and its implications for the classroom. You will leave with pockets full of ideas for keeping charts alive, active, and important in the classroom. This workshop is suitable for teachers, administrators, and coaches.

LCG-7
Reading For Meaning — Fluently (Grades 3–6)    
Elaine M. Balum, Reading Specialist, Danville School District, Pa.
Learn how to develop fluency, support vocabulary, and promote comprehension by combining the powerful research-based strategies of teacher modeling, repeated reading, and progress monitoring. Accelerate the reading achievement of Title I, special education, English language learners, and mainstream students using these research-proven strategies.

LCG-8
Note-Making For Text Sets: Strategies to Support Comprehension and Content (Grades 3–6)
Mary Ann Cappiello, Associate Professor, Language and Literacy Division, Graduate School of Education, Lesley University
Erika Thulin Dawes, Associate Professor, Graduate School of Education, Lesley University
This session will focus on strategies for increasing student comprehension through the use of text sets. Text sets are content- or theme-related groupings of texts that vary in genre, form, and complexity. This interactive session will focus on note-making strategies that prompt students to consider content as it is presented across multiple texts, facilitating higher order thinking and comparing and contrasting of multiple perspectives.

LCG-9
Core Beliefs in the Teaching of Writing: Vision, Voice, and Vigor (Grades K–6)
Peter Catalanotto, Author and Illustrator, Simon & Schuster
JoEllen McCarthy, Staff Developer, Always Learning LL, Inc.
Getting to the core of what matters most to young writers, author and illustrator Peter Catalanotto will share simple strategies for inspiring students to create stories from their lives and imaginations. Peter will demonstrate how to develop those ideas in methods that let children lead with their strengths. Through close study of mentor authors and their texts, both Peter and educator JoEllen McCarthy will offer vision for ideas, text structure, and craft lesson lessons. In addition, JoEllen will share anchor charts, resources, and students work that demonstrate the “Core” in action.  

LCG-10
Principal and Literacy Coach: Partners in Action (Grades K–6)
Jason DiCarlo, Principal, Lowell Public Schools, Mass.
Rebecca Hyde, Grades PreK–4 Literacy Coordinator, Lowell Public Schools, Mass.
This introductory session will focus on the essential conditions and practices that were used to facilitate significant improvement in the area of literacy in a designated underperforming school in Lowell, Mass. You’ll learn how a principal and literacy coach can work in tandem to provide shared vision, values, and beliefs around literacy instruction in their school. Jason and Rebecca will share the nuts and bolts of how they work to create a culture of learning and collaboration for teachers and students by using data, inquiry, and professional learning opportunities.
New Teacher/Refresher Session

LCG-11
Using iPads to Support the Primary Literacy Block (Grades K–2)    
Ali Dutson, Assistant Principal and School-Wide Literacy Coordinator, Mission Grammar School, Boston
Maura Bradley, Principal, Mission Grammar School, Boston    
Julia Garcia, First-Grade Teacher, Mission Grammar School, Boston
This session will look at how one school is using iPads in the primary classroom to support literacy learning. You will learn from concrete examples, student projects, and introductions to various iPad apps.

LCG-12
Guided Writing in the Writers’ Workshop (Grades 3–5)    
Pauletta Michelle Francis, Grades K–5 Literacy Coach, Bermuda Ministry of Education
How can we scaffold our student writers? How can we provide practical lessons that will produce powerful results? In this session, we’ll explore guided writing, a powerful vehicle to assist writers as they engage in the writing process. We’ll examine student writing and design lessons to move students along.
Required Text and Materials: Please bring a copy of Guiding Readers and Writers, Grades 3–6: Teaching Comprehension, Genre, and Content Literacy, by Fountas and Pinnell (Heinemann) and one piece of writing from three students — low, moderate, and high achieving — for analysis.

LCG-13
Ten Ways Classroom Teachers and Interventionists Partner to Optimize Student Achievement (Grades K–1)    
Linda Garbus, Educational Consultant
The classroom teacher and interventionist are partners in assuring the success of the lowest-achieving students. Learn how both can use specific techniques to support letter knowledge, phonological awareness, comprehension, writing skills, and improvement in reading levels by achieving coherence in your teaching that benefits the children.

LCG-14
Are We Teaching? (Grades K–6)
Helen Sisk, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University    
Chrisie Moritz, Literacy Collaborative District Trainer, Fairfax County Public Schools, Va.
Mary Domes, Literacy Coordinator, Fairfax County Public Schools, Va.    
In this session, we’ll take a critical look at how we meet students’ reading needs — what our options are and how we can scaffold student learning through our language, lessons, and work.

LCG-15
Close, Careful Reading: Teaching Children to Dive Deep Into Meaning (Grades 3–8)
Kim Yaris, Executive Director, Literacy Builders
Powerful instruction can move children from literal understandings to rich interpretations of text, but what does that instruction look like? In this session, you will learn how to guide readers in gaining and integrating new information. Kim will share field-tested minilessons and questioning techniques that help students achieve the careful analysis of text, as called for by the Common Core State Standards.
New Teacher/Refresher Session

Reading Recovery G Sessions

RRG-1 — Featured
Valuing Language Diversity as It Relates to Literacy Acquisition (Repeat)
Paula Bennet, Reading Recovery Trainer, New York University
Children are deeply rooted in their home language. When language diversity is better understood and viewed as a strength, teachers can provide more opportunities for all children to use what they bring as they learn to read and write.

RRG-2 — Featured
Analyzing Running Records to Understand the Child’s Literacy Processing Behaviors and Guide Instruction
Mary Anne Doyle, Reading Recovery Trainer and Professor, University of Connecticut
This interactive session for Reading Recovery teachers reviews in-depth analyses of Running Records and examines student examples. The discussion will focus on describing literacy processing behaviors, inferring the student’s strategic processing, and using Running Records to inform instruction.

RRG-3 — Featured
Increasing the Impact of Roaming Around the Known (Repeat)
Emily Rodgers, Reading Recovery Trainer, The Ohio State University
The session is designed to help you reexamine the purpose of Roaming Around the Known and increase the power of the literacy activities that make up this critical period of observing and interacting with the student. This session is suited for those who have had training as a Reading Recovery teacher.

RRG-4
Organizing For Efficient Teaching in Reading Recovery Lessons
Julie Francis, Reading Recovery Teacher Leader, Warwick Public Schools, R.I.
Guided by Marie Clay’s words of wisdom in Literacy Lessons Designed for Individuals, we will identify several areas of consideration that will help Reading Recovery teachers- in-training maximize the effectiveness of their teaching. Such areas include: getting to know your book collection; time management; effective use of lesson and running records over time; and teaching for strategic activity. This is an introductory workshop for in-training Reading Recovery educators.
New Teacher/Refresher Session