Reading Recovery Institute

Nov. 15–16, 2010 (Monday-Tuesday)

The Reading Recovery Institute promotes a greater understanding and facilitates better teaching practices for Reading Recovery professionals. In addition, participants can attend a variety of special events and visit the exhibit hall with the latest children's and professional books.

If you are attending the Reading Recovery Institute, please bring the following books:

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

The following workshops are geared for the Reading Recovery Institute for Monday and Tuesday.

Click here to view the schedule for the PreK–8 Literacy Conference (Mon. & Tue.).

Click here to view the offerings for the Sunday Pre-Conference Workshops.

Session A | Monday, November 15, 2010 | 8:30 am–10:00 am

Session A Keynote: Why is My iPhone Sitting on a Pile of Books? (all Monday participants)
David Booth, Professor Emeritus, Department of Curriculum, Teaching and Learning
OISE University of Toronto, Canada
How will we prepare today’s students for a literacy world encompassing text forms that haven’t been invented yet? Come find out during this keynote address with David Booth.

Session B | Monday, November 15, 2010 | 10:30 am–12:00 pm

Reading Recovery Institute | B Sessions

RRB-1 - Featured Speaker
Reading and Writing: Teaching for Reciprocal Gains   
Ann Ballantyne, Reading Recovery Trainer, New York University, NY
Explore how to teach for accelerated progress in reading and writing by attending to the common elements: increasing control over ideas and story meaning, language structure, vocabulary growth, letter-sound linking, and speedy pickup of visual information. (Repeated: RRE-1)

RRB-2 - Featured Speaker
The Value of Powerful Language Interactions in Reading Recovery Lessons
Eva Konstantellou, Reading Recovery Trainer, Lesley University, MA
Language interactions during Reading Recovery lessons build upon, extend, and shape our students’ language competencies.  This session will explore how meaningful conversations and the teacher’s use of language during the reading and writing of continuous texts foster the construction of a strong literacy processing system in young learners.  Lesson records and videotaped examples from Reading Recovery lessons will highlight the relationship between language, conversation, and thought, and will help us reflect on the power of language in facilitating our students’ accelerated progress.  Please bring your copies of Marie M. Clay’s Literacy Lessons Designed for Individuals, Part One and Part Two (Heinemann, 2005).

RRB-3 - Featured Speaker
Discovering the Essence of Story Through Rich Book Introductions   
Mary Rosser, Reading Recovery Trainer, University of Maine, ME    
Storybooks are places where children weave together the threads of information and experiences they draw upon to make sense of their world and to create meaning from texts. Participants will analyze and discuss videos of child/teacher interactions demonstrating rich book introductions.

RRB-4
Fostering Independence and “Agency” Throughout the Series of Lessons
Debbie Clemence, Reading Recovery Teacher Leader, Cape Cod Reading Recovery Site, Dennis-Yarmouth Regional School District, MA   
Teachers will work together to investigate ways to ensure that students develop independence, "agency", and confidence throughout the series of lessons as they construct an effective self-extending processing system in reading and writing. In addition to Marie Clay's work, other resources referenced will be Teaching Struggling Readers by Carol Lyons (Heinemann, 2003) and Choice Words by Peter Johnston (Stenhouse, 2004). Attendees are asked to bring Marie M. Clay’s Literacy Lessons Designed for Individuals, Parts One and Two (Heinemann, 2005).

Session C

Conference participants may attend a 90-minute C Session (1:30 pm–3:00 pm) then select a D Session from 3:30 pm–5:00 pm OR select an In-depth (3-hour) C session (1:30–4:45 pm with 15-minute break).       

Session C | Monday, November 15, 2010 | 1:30 pm–3:00 pm

Reading Recovery Institute | C Session

Also, see below for In-depth C Sessions beginning at 1:30 pm.

RRC-1 - Featured Speaker
Beyond the Words: Considering Nonverbal Communication in Reading Recovery Teaching   
Mary K. Lose, Associate Professor, Department of Reading and Language Arts and Director of the Reading Recovery Center of Michigan, Oakland University, MI
This session will examine the role of nonverbal communication and its relationship to verbal communication in early literacy contexts with reference to Marie M. Clay’s work in Reading Recovery. Elements of nonverbal communication are illustrated utilizing video examples and transcripts of child-teacher interactions within select lesson activities with an analysis of their relevance for the particular child’s learning. Recommendations are presented to teachers pertaining to the impact nonverbal communication may have on the efficiency and effectiveness of their interactions with children.
 

Session C In-depth | Monday, November 15, 2010 | 1:30 pm–4:45 pm

Reading Recovery Institute | In-depth C Sessions

RRC-2 In-depth - Featured Speaker
You could be right, you could be wrong but you’ve got to know for yourself   
Sue Duncan, Reading Recovery Trainer, Georgia State University   
This in-depth session will focus on the development of monitoring in reading from the very beginning and how this changes over time. Video clips will be used to explore different aspects of monitoring.

RRC-3 In-depth - Featured Speaker
When it is hard (for the teacher and student) to make progress in writing   
Emily Rodgers, Associate Professor, The Ohio State University       
The presenter will share a case study of one student who became hard for her to teach in writing. She will share how she analyzed her teaching and the student’s learning over time to support shifts in the student’s processing. Participants will develop personal plans of action for analyzing and shifting teaching to lift processing in writing.
 

Session D | Monday, November 15, 2010 | 3:30 pm–5:00 pm

For participants who did not attend in In-depth C Session.

Reading Recovery Institute | D Session

RRD-1 - Featured Speaker                                    
Discovering the Essence of Story Through Rich Book Introductions (Repeat)   
Mary Rosser, Reading Recovery Trainer, University of Maine, ME  
Storybooks are places where children weave together the threads of information and experiences they draw upon to make sense of their world and to create meaning from texts. Analyze and discuss videos of child/teacher interactions demonstrating rich book introductions. (Repeated: RRB-3)

Session E | Tuesday, November 16, 2010 | 8:30 am–10:00 am

Participants may attend the Literacy Conference Keynote E with Dr. Steven Layne or a 90-minute E Session.

Session E Keynote: Literacy Lessons for a Lifetime (Grades PreK-8)
Steven L. Layne, Author and Professor, Judson University, IL
In this inspirational keynote address Steven L. Layne shares from personal experiences and those of his family, friends, and colleagues about the sometimes humorous yet always powerful role that literacy plays in all of our lives, while outlining four key components of strong literacy instruction. The audience will leave refreshed and ready to practice special magic with students once again.

Reading Recovery Institute | E Sessions

RRE-1 - Featured Speaker              
Reading and Writing: Teaching for Reciprocal Gains (Repeat)   
Ann Ballantyne, Reading Recovery Trainer, New York University, NY   
Explore how to teach for accelerated progress in reading and writing by attending to the common elements: increasing control over ideas and story meaning, language structure, vocabulary growth, letter-sound linking, and speedy pickup of visual information. (Repeated: RRB-1)

RRE-2 - Featured Speaker 
Examining Literacy Processing Behaviors through Running Record Analyses   
Mary Anne Doyle, Reading Recovery Trainer and Professor, University of Connecticut, CT
This interactive session for Reading Recovery teachers reviews in-depth analyses of Running Records and examines student examples.  Discussion will focus on describing literacy processing behaviors, inferring the student’s strategic processing, and using Running Records to inform instruction.

RRE-3 - Featured Speaker 
Sealing the Deal   
Sue Duncan, Reading Recovery Trainer, Georgia State University, GA     
This session will use video analysis to explore the kind of processing systems that need to be in place for children to have their programs discontinued successfully.

RRE-4 - Featured Speaker 
From Roaming to Late in Lessons: Decision-Making to Scaffold Fluent Reading    
Emily Rodgers, Associate Professor, The Ohio State University, OH       
Fluent reading is critical for reading development. The presenter will share examples from one case study of her teaching decisions to scaffold one student’s fluent reading over time. Topics include: assessing fluent reading, text selection, moving up a gradient of text levels, and teaching decisions.
 

Session F | Tuesday, November 16, 2010 | 10:30 am–12:00 pm
 

Reading Recovery Institute Keynote F:

Change Over Time: What Marie Clay taught us in her writing and in her life
Susan O'Leary, Author and Literacy Coach, Madison Metropolitan School District, WI
Marie Clay remains a mentor to us, not only for her writing and Reading Recovery, but for the ways she continued to consider what it is to learn, to teach, and to perceive.  Beginning with Change Over Time, Susan will explore the ways Marie M. Clay’s writing and example can touch all teachers’ teaching and stance in their world.

Session G | Tuesday, November 16, 2010 | 1:00 pm–2:30 pm

Reading Recovery Institute | G Sessions

RRG-1 - Featured Speaker
Examining Literacy Processing Behaviors through Running Record Analyses (Repeat)
Mary Anne Doyle, Reading Recovery Trainer and Professor, University of Connecticut, CT
This interactive session for Reading Recovery teachers reviews in-depth analyses of Running Records and examines student examples.  Discussion focuses on describing literacy processing behaviors, inferring the student’s strategic processing, and using Running Records to inform instruction.

RRG-2 -- CANCELED on 8/2/2010
Teaching for Change in Writing One Child at a Time   
Andi Clark, Reading Recovery Teacher Leader, Salem Public Schools, MA   
This workshop has been canceled. Please make another selection.

RRG-3
The Role of Language in Selecting and Introducing New Texts   
Wendy Mattson, Reading Recovery Teacher Leader, NH               
Text selection for Reading Recovery students is critical. Marie M. Clay states: “Choose the new book very carefully” and “select books to assist individual children to read with success” (LLDI-2, p. 89).  The child’s control of language is one factor that must be taken into account.  Participants will learn how to use the Record of Oral Language to think about the level of complexity in a child’s construction of spoken sentences and how this will impact text selection and orientation to the new text.       

The above workshops are geared for Reading Recovery educators for Monday and Tuesday.

Click here to view the schedule for the PreK–8 Literacy Conference (Mon. & Tue.).

Click here to view the offerings for the Sunday Pre-Conference Workshops.