Candice Campbell, Project Manager
More Than 100 Workshops Over Three Days * Sunday Workshops* Monday Workshops* Tuesday Workshops
PC-1 — FeaturedWriting Right From the Start: Starting a Workshop on Day One and Maintaining It Through the Year (Grades K–2)Lisa Cleaveland, AuthorSince there are no developmental prerequisites for book making, writing workshops can begin on the first day of school. Using both videos and photographs showing the first day of writing workshop in a primary classroom, we will use this session to highlight the key instructional decisions one teacher made in launching her students into the work of writing workshop on the first day of school.
PC-2 — FeaturedFrom Reading Specialist to Literacy Coach: Examining Essential Shifts (Grades K–8)Irene Fountas, Author and Professor, Center for Reading Recovery and Literacy Collaborative, Lesley UniversityGay Su Pinnell, Author and Professor Emeritus, The Ohio State UniversityIn many school districts across the nation, reading teachers are spending increasing amounts of time in the role of coach to support the professional learning of peers and improve whole school achievement. What will it take to grow professionally, from previously providing direct service to students, to supporting collegial learning? Topics in this institute will include: re-envisioning your role, building relationships with colleagues, anticipating challenges, using language that fosters teacher reflection and teamwork, developing systematic observation skills, identifying essential areas of new learning, helping colleagues re-envision their roles as team members, and working with your school principal to improve student achievement and meet the Common Core State Standards.PC-3Introduction to Readers’ Workshop: Building Students’ Processing Through Whole Group, Small Group, and Individual Instruction (Grades 3–8)Jill Eurich, Assistant Director, Intermediate and Middle School Literacy Collaborative, Lesley UniversityKerry Crosby, Adjunct Faculty, Lesley UniversityHeather Morris, Intermediate and Middle School Literacy Collaborative Faculty, Lesley UniversityEvery part of the readers' workshop is designed to help students build their reading process. The different elements include book talks, reading minilessons, independent reading, reading conferences, guided reading, literature study, and writing about reading. We will discuss each of these within the context of building a community of readers in a workshop setting. Given the timing of this session, we will be providing an introduction to each of these elements and how they fit into a whole workshop. Required Text: Please bring The Continuum of Literacy Learning by Fountas and Pinnell (Heinemann) to this session.PC-4Language Rich Literacy Beginnings: Expanding Children’s Language and Literacy Development in PreK and Kindergarten ClassroomsCindy Downend, Assistant Director, Primary Literacy Collaborative, Lesley UniversityPatti Leary, Literacy Coach, Sandwich Public SchoolsLanguage is the foundation for all learning. In this session, you will explore rich language environments where oral language is used to support and promote accelerated literacy learning in reading and writing with young students. You will gain practical ideas for expanding children’s vocabulary, understanding of language structures, and the use of language as a tool for learning. Required Text: Please bring Literacy Beginnings by Fountas and Pinnell to use during this session.Reading Recovery Pre-Conference Workshops PC-5 — FeaturedImportant Beginnings: Critical Aspects of Early LearningSue Duncan, Reading Recovery Trainer, Georgia State UniversityCritical aspects of early learning are the building blocks of later efficient processing in reading. We will explore some of these critical aspects of early learning and the teaching and analysis that is needed. Some video clips will be used to enable participants to discuss, analyze and reflect. This session is recommended for in-training and newly trained Reading Recovery teachers. PC-6 — FeaturedFlexibility in Problem Solving: A Literacy Processing PerspectiveMary Fried, Reading Recovery Trainer, The Ohio State UniversityWhat is “flexibility” from the perspective of Literacy Processing? Why do beginning readers need to learn to be flexible problem solvers as they read and write continuous texts? These questions will be addressed as we work together to think about and analyze teaching that will promote flexibility in beginning readers’ attempts to solve unfamiliar words as they read and write stories and messages.
Session AKeynote ACollective Responsibility For the Success of All Teachers and Students (Grades K–8)Andrew Hargreaves, Thomas More Brennan Chair of Education, Boston CollegeThis keynote presents the case for putting collective professional responsibility before bureaucratic accountability for student success, and provides compelling evidence from the United States and around the world on how student learning improves when teachers work with teachers, and schools assist other schools.
Grades PreK–8 Session B WorkshopsLCB-1 — FeaturedStarting With a Stack: Exploring a Predictable Framework For Study in the Writing Workshop Through a Nonfiction Study (Grades K–2)Lisa Cleaveland, AuthorDuring the year, every unit of study follows a predictable pattern. Studies begin with reading immersion from a stack of picture books selected by the teacher, gathered by either genre or craft. The study then zooms in for a closer look at particular books in the stack, and children begin trying the work of the study in their own writing and illustrations. Over time, children come to recognize this predictable framework for the study and the way of thinking about writing it represents. In this session we will use photographs, videos and children’s work samples to give an overview of this predictable framework in action.LCB-2 — FeaturedCommon Core Canines: Great Dog Books to Use in K–8 Curricula (Grades K–8)Sneed Collard, Children’s AuthorWoof woof! Noted children’s author Sneed B. Collard (Shep, The Governor’s Dog is Missing, Cartwheel) tours his favorite dog books with an eye toward the Common Core State Standards. For two titles, he will present complete step-by-step Common Core lesson guides, and provide additional materials to get educators up and teaching in a hurry. Special treats for the brightest members of the pack!LCB-3 — FeaturedFive Keys to Deepening Reading Comprehension in Struggling Readers (Grades 3–8)Irene Fountas, Author and Professor, Center for Reading Recovery and Literacy Collaborative, Lesley UniversityGay Su Pinnell, Author and Professor Emeritus, The Ohio State UniversityLearn about five instructional scaffolds that support student understanding of texts as they prepare to read, process the text, and reflect on readings through talking and writing. Five keys will include noticing how the information in a text is organized, highlighting/note-taking/marking in a text, using context to understand new words, using connectives to understand longer sentences, and noticing and talking about essential elements in fiction and nonfiction texts.LCB-4 — FeaturedCollective Responsibility in Action (Grades K–8)Andrew Hargreaves, Thomas More Brennan Chair of Education, Boston CollegeThis session will extend the general theme of Andy’s keynote address to problems of practice such as data teams, the engagement of teacher unions in leadership and change, and ways of schools working together. How do you combine good data with good judgment? How do unions become dynamic leaders of positive change for students, as well as opponents of unwanted or undesirable changes? And how do schools lift up each other rather than trying to improve performance at each other’s expense? This session will be especially valuable for leaders of all kinds and at all levels, including coaches and mentors, teacher leaders, staff developers, and school principals.LCB-5 — Featured(Re)Inventing Reading: Using Digital Tools in Our English Classrooms (Grades 6–8)Sara Kajder, English Faculty, Shady Side Academy Middle SchoolWhat it means to read, and the strategies we use for constructing and sharing our meaning, have been dramatically impacted by newer literacies and technologies. Some of these shifts have quickly moved into our classrooms, while others require more examination and questioning- asking us to reexamine our pedagogies and our practices as readers. During the session, we will discuss ways of rethinking and connecting our readers’ workshops, cultivating digital libraries, leveraging e-readers and mobile tools, annotating and sharing digital texts, and evaluating multimodal tools which are changing how we teach and work alongside student readers. Emphasis will not be on tools but on the literacy practices that they open.LCB-6 — FeaturedWhat’s Math?: Developing Math Schema For the Primary Child (PreK–K)Sue Kempton, Primary Educator/Consultant, Wonder Discover Feel Educational ConsultingLiteracy in the context of math is an often-overlooked area of integration in early childhood curriculum. Incorporating math concepts in the literacy process can produce added math comprehension and enhance math concepts. Oral language, vocabulary, critical reasoning, problem solving, and writing are at the heart of this session which will broaden your awareness of how these math skills are integrated into literacy.LCB-7 — Featured“I Got Angry Birds In My Story”: Multilingual Writers at Work (Grades K–2)Tasha Tropp Laman, Associate Professor, Instruction and Teacher Education, University of South CarolinaThis presentation shines a light on the possibilities and potential of adapting instruction within writing workshop to support English language learners. In this session, Tasha will share writing strategies for, and writing samples from, K-2 multilingual classrooms where teachers implemented writing workshop with their multilingual student populations. Findings suggest that multilingual children drew upon popular cultural resources such as Angry Birds™ to forge literate identities amongst their peers, wrote more text within the workshop framework and disrupted deficit perspectives regarding what multilingual children could do in writing, created a curricular space where students exhibited academic agency, and began to explore multilingual possibilities for the texts they created.Repeated: LCF-7LCB-8 — FeaturedReading Unbound: Let Them Read Trash! (Grades 3–8)Jeff Wilhelm, Professor of English Education, Boise State UniversityThis interactive workshop will review a study about how passionate adolescent readers of non-traditional texts (such as fantasy, dystopian, horror, graphic novels, manga, and video game novels) engage with such texts. We will explore the pleasures, satisfactions, and uses readers have for such texts, and the implications for psychological development, reading, and learning inside and outside of school. Implications for instruction, reading programs, libraries, and parents will be shared. This workshop is sponsored by Scholastic, Inc.LCB-9Examining Explicit Teaching Demonstrations That Scaffold Student Learning (Grades 5–8)Marcia Nye Boody, Literacy Coach Trainer, The University of MaineDorn and Soffos suggest minilessons provide a language model for arousing a reader’s attention via a cognitive apprenticeship, whereby a more knowledgeable language user mentors learners. In this session, you will explore how middle school teachers support students in the writing workshop by using the minilessons as an explicit demonstration that scaffolds student learning.LCB-10Linking Phonemic Awareness to Authentic Texts in the K–2 Classroom (Grades K–2)Christina Cooney, Literacy Specialist, Wellesley Public SchoolsSara Bartelloni, Kindergarten Teacher, Wellesley Public SchoolsPhonemic skills are imperative for young children to gain before unlocking the written code of reading. Several decades of research have shown how beneficial and necessary these skills are in leading a child to literacy. In this workshop, we will provide a research-based foundation for phonemic awareness. Christina and Sara will help you extend your knowledge of how to connect discrete phonemic skills to authentic texts through interactive read-alouds, shared reading, and guided reading.LCB-11Triangulated Literacy Coaching: Fostering the Teacher-Coach-Principal Relationship (Grades 3–6)Jennifer Felt, Literacy Coach, Oxford Hills School DistrictMargaret Emery, Principal, Oxford Hills School DistrictHaley Saurman, Classroom Teacher, Oxford Hills School DistrictRelationships are the foundation of successful literacy coaching; however, for student progress to be accelerated and continual, it’s imperative that the teacher-coach-principal relationship is strong and maintained. In this session, you will learn ways to develop and strengthen the relationship of key stakeholders in their schools through a systematic coaching model. We will provide examples of scheduling, data collection, and staff development, which has led to seamless coaching experiences and increased student achievement. LCB-12Developing Minilessons Within the Writing Workshop (Grades 3–8)Ali Finley, Literacy Coach, Dalton City SchoolsAngela McCaslin, Dalton City SchoolsThis introductory session will provide participants with the basics of a writing workshop framework with a focus on minilessons. You will learn how to create purposeful minilessons that will guide your instruction based on students’ needs. Through the use of student writing, you will have the opportunity to identify your students’ needs and develop minilessons to support them in writing.LCB-13Academic Vocabulary: Strategies For Active Learners in the Elementary Grades (Grades K–6)Laura Harper, Associate Professor of Early Childhood Education, Salve Regina UniversityThe Common Core State Standards require that we emphasize vocabulary instruction for all students, including English Language Learners and struggling readers. In this interactive session, we will focus on the importance of fostering vocabulary knowledge through authentic learning activities designed to personalize vocabulary instruction for children. You will be provided an array of hands-on vocabulary strategies for building content-specific and tier 2 vocabulary that can be applied across the curriculum for learners of all ages.LCB-14Projecting a Unit of Study in the Primary Classroom (Grades Pre-K–K)Kristine Haveles-Pelletier, District Literacy Implementation Specialist Grades K–5, Manchester Public SchoolsIn this presentation, we will focus on the rationale and process behind projecting a unit of study with preschool and kindergarten students. Kristine will provide a detailed account of how an illustration study unfolded in two classrooms. Video footage and students’ work will be shared to provide a clear vision of the entire process. This session will be informative for new teachers and experienced teachers interested in implementing units of study in their classrooms.LCB-15Improving Student Achievement and Elevating Teacher Expertise through Literacy Collaborative (Grades PreK–8)Jess Sherman, Primary Literacy Collaborative Trainer, Lesley UniversityHeather Morris, Intermediate and Middle School Literacy Collaborative Trainer, Lesley UniversityLearn about a partnership between your school or district to implement a powerful, research-based comprehensive model of authentic literacy that demonstrated 32% improvement in student achievement in three years. Establish coherent instruction through the teamwork of classroom teachers, specialists, content area teachers, the principals, and the training of literacy coaches. LCB-16Beyond Words and Smiles: The Power of Nonverbal Communication in Teaching and Learning (Grades K–6)Lori Taylor, Reading Recovery Teacher Leader, The University of MaineEverything a teacher says and does impacts student learning. Participants will explore ways in which nonverbal teacher moves can differentiate instruction, foster independence, increase motivation and improve student outcomes.
Reading Recovery Session B WorkshopsRRB-1 — FeaturedExpanding High Frequency Word Knowledge in Higher Level TextsC.C. Bates, Reading Recovery Trainer/Assistant Professor of Literacy, Clemson UniversityKnown words allow children to make generative connections that encourage flexibility and provide support in higher-level texts. This session explores the expansion of children's high frequency word knowledge beyond early level texts, and how word automaticity supports literacy development.RRB-2 — FeaturedMaking the Most of Opportunities: Selecting the Clearest, Easiest, Most Memorable ExamplesSue Duncan, Reading Recovery Trainer, Georgia State UniversityExplore the idea of noticing and capitalizing on what the child can do to extend the processing system, using examples, running records, and videos.Repeated: RRC-2RRB-3 — FeaturedReading Continuous Texts, Whole Stories, and Information BooksMary Fried, Reading Recovery Trainer, The Ohio State UniversityClay stresses the importance of young children learning to read and write using continuous texts and the teacher’s responsibility for the selection of the books. This session helps teachers explore how book selection and the introduction of the new book not only can inspire learning but also reveal specific teaching issues that may be interfering with learning.Repeated: RRD-2RRB-4 — FeaturedRefining Our Teacher Talk to Scaffold LearningBetsy Kaye, Reading Recovery Teacher Leader and Trainer Emeritus, Little Rock School DistrictIn Literacy Lessons Designed for Individuals, Part Two, Marie Clay states: “Structuring the task so the child succeeds is masterful.” However, choosing the most helpful prompts and the right type of support is challenging. Learn how to keep your language precise and concise while shifting your level of support as children’s competencies grow. Repeated: RRC-3
Grades PreK–8 Session C WorkshopsLCC-1 — FeaturedInvitational Grammar and Editing Instruction, Middle School Edition: Connecting Reading, Writing, and Mechanics (Grades 5–8)Jeff Anderson, Writer / Staff Developer, Write Guy, LLCInvite students into the conventions of language with mentor texts and other low-threat, high-payoff strategies. Steeped in the research of Writing Next (2007), Jeff will share what worked with his students when he moved from editing practice to editing instruction. Make grammar instruction an inviting, dynamic concept with editing invitations from Jeff’s books, Everyday Editing and Mechanically Inclined.Repeated: LCF-2LCC-2 — FeaturedAuthors and Illustrators Matter (Grades K–2)Lisa Cleaveland, AuthorDuring the school year, we read many books by different authors and illustrators to our students. We have author studies, grow to love books by certain authors, and even grow to recognize specific illustrators’ work. In this session, we will visit the talk that surrounds the classroom about authors and illustrators who make books like us! Authors and illustrators are real people who write like us. This is the type of talk we need during the school day that carries over to home. Learn how to get to know and talk about bookmakers!LCC-3 — FeaturedGenre Study: An Inquiry Model For Learning How to Notice Types of Texts (Grades K–8)Irene Fountas, Author and Professor, Center for Reading Recovery and Literacy Collaborative, Lesley University and Gay Su Pinnell, Author and Professor Emeritus, The Ohio State UniversityThrough a series of in-classroom video clips, learn how to engage your students in a six step inquiry process for learning how to notice the characteristics of each genre. The process begins with a text set of interactive read-aloud texts and culminates in a series of minilessons that dig deep into key understandings of each genre. Students develop a way of thinking about texts and evidence and will be able to demonstrate their competencies well on assessments of standards.LCC-4 — FeaturedCollective Responsibility in Business, Sports, and Education (Grades K–8)Andrew Hargreaves, Thomas More Brennan Chair of Education, Boston CollegeThis session will concentrate on Professor Hargreaves’s newly-released book on uplifting leadership in business, sports, and education. In it, he will help teachers and leaders to consider the characteristics that high performers in education share with their colleagues in other sectors, in terms of factors such as the nature of their goals and visions; the pathways of change that they choose; the connections between short-term and long-term results; and whether teams push or pull each other in the constant quest for improvement.LCC-5 — FeaturedPurposeful Talk: The Link Between Inquiry and Writing (PreK–K)Sue Kempton, Primary Educator/Consultant, Wonder Discover Feel Educational ConsultingIn this session we will investigate the connection between the use of inquiry and writing experience in the young child. Effective teachers enter into inquiries with children, presenting windows into their thinking and passion and informing next steps in instruction for concept and language development. This rich experience becomes grist for the morning message, children’s writing, and their nonfiction stories. Recommended Text: The Literate Kindergarten (Heineman) and Let’s Find Out!: Building Content Knowledge for Young Children (Stenhouse)Repeated: LCF-6LCC-6 — Featured“Do You Remember Me? Do You Know Who I Am?”: Conferring with Multilingual Writers (Grades K–5)Tasha Tropp Laman, Associate Professor, Instruction and Teacher Education, University of South CarolinaIn this session, you will learn effective strategies for conferring with multilingual children no matter where they are in their English language development. Tasha will share conferring strategies and writing samples from K–5 multilingual classrooms where monolingual teachers implemented writers’ workshop with their multilingual students. LCC-7 — FeaturedTeachers as Digital Writers (Grades PreK–8)Kristen Hawley Turner, Associate Professor of Education, Fordham UniversityThis workshop focuses on what it means to teach writing when we engage as writers ourselves. We will reflect on the possibilities that digital technologies open to us as writers, and explore possibilities for our own writing. Required Materials: Please bring a personal device with wi-fi capability (smartphone, tablet, laptop) to this session.LCC-8The Many Lives of Any One Book (Grades K–8)Mary Ann Cappiello, Associate Professor, Lesley UniversityKatherine Cunningham, Assistant Professor, Manhattanville CollegeErika Dawes, Associate Professor, Lesley UniversityGrace Enriquez, Assistant Professor, Lesley UniversityThis session provides an overview for teachers of the many different roles that well-written, engaging children’s books of all genres can play in language arts and the content areas. Drawing from our work on the Classroom Bookshelf blog, we will discuss ways of using books for content connections, reading process, author’s craft, critical literacy, genre & literary elements, and visual literacy.LCC-9Making Sense of the Testing Genre From Day One to the End of the Year (Grades 3–6)Julie Foggo, English Language Arts Content Specialist Teacher, Bermuda Ministry of EducationHigh stakes tests are here to stay and we need to find ways to authentically prepare our students for them throughout the school year. We will spend time unlocking the mystery of tests. We will examine the demands put on our students and plan a unit of study that will help them develop a deeper understanding of what’s expected of them. Let’s not allow these tests to control our teaching and learning lives.LCC-10Developing Lifelong Readers Through a Growth Mindset (Grades K–2)Courtney A. Nemeth, Primary Teacher, Nantucket Lighthouse SchoolWhen thinking about reading instruction, there is a missing piece to the puzzle that can help students reach their potential. In this session you will explore the Growth Mindset, and how it relates to developing a life long love for reading. We will define Mindset, discuss important research and learn strategies to apply in the elementary classroom.LCC-11Accurately Determining Acceleration: The Key to Effective Interventions (Grades K–2)Robert Pottle, Literacy Coach and Children’s AuthorWe know that acceleration is the goal of reading interventions. What we are less certain of is how to accurately measure acceleration. Too many schools are attempting to measure acceleration in incorrect ways. This leads to reducing the level of intervention for a reader who is already falling further behind. This session will demonstrate how to measure acceleration accurately and how to use this calculation to design and monitor the most efficient and effective interventions.LCC-12“I Suck at Reading”: Rebuilding Confidence in the Disenchanted Reader (Grades 3–8)Justin Stygles, ELA/Humanities Teacher and Author, Oxford Hills School District, MaineIn the age of data-based decision making, many intermediate and middle level students have quit on themselves and reading because of an onslaught of data collection and well-intended intervention initiatives. Recognizing the disenchanted reader, and rebuilding confidence before middle school, is vital to academic success. Through stories (PowerPoint, video & student work) of two disenchanted or “shamed” readers, you will explore strategies and interaction techniques that reinvigorated readers who once believed they “sucked at reading.”LCC-13The Wonderful World of Workstations (Grades K–2)Suzy Thomas, First Grade Teacher, Dalton Public SchoolsThis session is for classroom teachers who need some refreshers in the area of workstations. Examples from my first grade class will be presented.
Reading Recovery Session C WorkshopsRRC-1 — FeaturedChange Over Time: Teaching For Efficient Visual Processing For Text ReadingMary Anne Doyle, Reading Recovery Trainer and Professor, University of ConnecticutThis session explores the acquisition of efficient visual processing for text reading by Reading Recovery children over time. Discussion includes a review of literacy processing theory and related instructional procedures.RRC-2 — FeaturedMaking the Most of Opportunities: Selecting the Clearest, Easiest, Most Memorable ExamplesSue Duncan, Reading Recovery Trainer, Georgia State UniversityExplore the idea of noticing and capitalizing on what the child can do to extend the processing system, using examples, running records, and videos.RRC-3 — FeaturedRefining Our Teacher Talk to Scaffold Learning Betsy Kaye, Reading Recovery Teacher Leader and Trainer Emeritus, Little Rock School DistrictIn Literacy Lessons Designed for Individuals, Part Two, Marie Clay states: “Structuring the task so the child succeeds is masterful.” However, choosing the most helpful prompts and the right type of support is challenging. Learn how to keep your language precise and concise while shifting your level of support as children’s competencies grow. RRC-4 Fluency in the Reading Recovery Lesson: How to Observe it and Foster itEva Konstantellou, Reading Recovery Trainer, Center for Reading Recovery and Literacy Collaborative, Lesley UniversityThis session presents an in-depth exploration of the concept of fluency, its various components, and its role in building an efficient processing system in reading and writing. We will look at evidence of fluency in students’ reading and writing across the Reading Recovery lesson, discuss how we can teach for it in the 30-minute lesson, and what changes we expect to see in children’s fluent responding over time. This session is appropriate for new Reading Recovery teachers and for more experienced teachers who would like to revisit this topic. Required Texts: Literacy Lessons Designed for Individuals, Parts 1 & 2. You will also be asked to read two articles, which can be downloaded from the conference handout page.
Grades PreK–8 Session C In-Depth WorkshopsLCC-14 In-Depth — FeaturedCloser Reading in the Intermediate Grades: Better Prep, Smarter Lessons, Deeper Comprehension (Grades 3–8)Nancy Boyles, Professor Emerita, Southern Connecticut State University and Independent Literacy ConsultantWhat is close reading and how is it different from other reading that students do in the classroom? How can close readers become independent readers? In this workshop you will learn practical strategies for before, during, and after reading that increase focus on what the author is saying, why the author is saying it, and how the author plays with language to impact meaning. Your handouts will include a list of questions aligned to College and Career Readiness Standards and other classroom-ready charts, planning templates, sample lessons, and follow-up collaborative tasks aimed at deeper comprehension. This workshop is sponsored by Corwin Literacy.LCC-15 In-Depth — FeaturedGoing Deeper in the Coaching Conversation (Grades PreK–8)Cathy Toll, Consultant, Partnering to LearnThe coaching conversation is essential to effective literacy coaching. This lively and interactive session will provide practices and perspectives to make your coaching conversations successful, including starting out, the problem-solving cycle, communication strategies, goal setting, following through on actions, data use, the teacher’s role, and working with hesitant colleagues.LCC-16 In-DepthWriting About Reading: Deepening the Thinking (Grades 3–8)Elizabeth DeHaven, Intermediate and Middle School Literacy Collaborative Trainer, Lesley UniversityHelen Sisk, Intermediate and Middle School Literacy Collaborative Trainer, Lesley UniversityWriting about reading deepens students’ comprehension of text. In this session, you will learn how to engage students in meaningful reflection about their reading and use short written responses as a foundation for expanding content, articulation, and reflection. Minilessons will be crafted, creating scaffolds that develop sophisticated and complex student reactions to reading through writing.LCC-17 In-DepthTriangulating Data to Find the Stories of Our Readers (Grades K–6)Tammy Mulligan, Staff Developer, Teachers for TeachersClare Landrigan, Staff Developer, Teachers for TeachersHow can we analyze data on a day-to-day basis and still have time to teach? This interactive session focuses on making data analysis manageable and purposeful. We will share strategies for analyzing multiple assessments to determine a reader’s strengths and learning goals. We will use displays to jump-start the triangulation process, and will share ideas for collecting classroom data as we teach. Finally, we will discuss ways to help students collect and analyze their own data.
Grades PreK–8 Session D WorkshopsLCD-1 — FeaturedUsing Mentor Texts to Teach Students the Craft of Writing (Grades 3–8)Carl Anderson, Author and Literacy ConsultantIn this session, Carl will show teachers how to analyze mentor texts for multiple teaching points, and also how to use mentor texts as a teaching tool in minilessons and writing conferences.LCD-2 — FeaturedRevision Decisions: The Grammar of Informational and Explanatory Writing (Grades 6–8)Jeff Anderson, Writer / Staff Developer, Write Guy, LLCEvery day, writers are called to inform and explain. What are the grammatical patterns of power that writers use? Come explore grammar as a tool for revising, expanding, and clarifying explanation and information, using sentence combining, conversation, and practical application, as well as other strategies found in Jeff’s latest book, Revision Decisions.LCD-3 — FeaturedExploring the Frontier of Children’s Literature (Grades K–8)Sneed Collard, Children’s AuthorSneed B. Collard, winner of the 2006 Washington Post Children’s Book Guild Award for Nonfiction, shares an entertaining journey through his life and adventures as an author. He gives the inside scoop on some of his most popular books and describes the changing face of children’s publishing. He will highlight titles from his new publishing venture, Bucking Horse Books, and discuss other exciting trends in children’s publishing.LCD-4 — FeaturedUsing Mentor Texts to Teach the Craft of Writing (Grades K–2)Ruth Culham, Author/Consultant, The Culham Writing CompanyLearn how mentor texts can be used to teach writing and reading in this hands-on and highly engaging session that features new picture books and resources. This workshop is sponsored by Scholastic, Inc.LCD-5 — FeaturedKeeping Meaning at the Forefront of Book Introductions (Grades K–2)
Kathleen Fay, Primary Literacy Collaborative Trainer, Fairfax County Public SchoolsIn order for children to progress as readers who solve words, read fluently, and detect and correct errors, students need to learn to construct meaning. Figuring out what a text is really about is essential in order to prepare a child for a successful guided reading lesson. This workshop will teach you how to analyze texts as a first step in guiding children to use the deeper meanings to process the text.Repeated: LCF-3LCD-6 — FeaturedWriting Together: What Digital Media Brings to Writing Workshop (Grades 3–8)Sara Kajder, English Faculty, Shady Side Academy Middle SchoolDigital tools and media provide teacher-writers with opportunities to expand audience, open what "counts" as valued communication in our Language Arts and English classrooms, and challenge students to grow as writers across modes and media. Come and explore pedagogy and examples coming out of one learning community of writers.Repeated: LCE-1LCD-7 — FeaturedDigital Tools For Digital Argument (Grades 6–8)Kristen Hawley Turner, Associate Professor of Education, Fordham UniversityThis workshop will ask participants to look carefully at Common Core State Standards that call for students to develop opinions and support claims with evidence. We will consider how digital tools and digital tasks can help to develop these skills.Repeated: LCE-2LCD-8 — FeaturedAction Strategies For Deepening Comprehension (Grades 3–6)Jeff Wilhelm, Professor of English Education, Boise State UniversityParticipants in this interactive workshop will experience how to use action strategies and drama-in-education techniques to engage and assist readers to use sophisticated comprehension strategies like seeing complex implied relationships to make inferences, and understanding main idea/authorial generalizations; and assist writers to develop knowledge of purpose, planning, and forming/shaping their ideas. A variety of creative techniques like forum drama, four corners, hotseating, radio show and tableaux will be highlighted in the context of a story drama. This workshop is sponsored by Scholastic, Inc.LCD-9Using Inquiry As a Tool For Continuous Improvement (Grades K–2)Alice L. Ensley, Primary District Trainer for Literacy Collaborative, Dalton Public SchoolsIn this session, we will explore a model that can be used to help schools or districts monitor and improve their literacy implementation. You will learn how to propose a hypothesis, gather soft and hard data to examine the hypothesis, set goals based on this data, and design and implement a plan for meeting these goals. We will use an actual case study from a Literacy Collaborative school district as a model for this session. You will have time to explore the needs of your school or district, and receive feedback about the kinds of data you could collect to begin your own inquiry study.LCD-10Promoting Children’s Social-Emotional Development through a Literacy Lens (Grades K–2)Lisa Fiore, Professor of Early Childhood Education, Lesley UniversityPromoting children’s social and emotional development is critical for their success as engaged literacy learners and citizens inside and outside the classroom. In this session, you will learn about ways to incorporate meaningful activities and materials into their respective contexts, and explore concepts and strategies that will enhance the learning environment. Communicating the importance of social-emotional learning experiences to families and community members will also be addressed.LCD-11Author Interviews — Live Footage: Conferring With Young Writers (Grades K–2)Teresa Hensley, Primary Literacy Coach, Whitfield County SchoolsConferring is the heartbeat of the writer’s workshop. In this session you will discover how powerful and defining these moments can be, and how conferring can impact a writer’s growth over time. You will see video clips of conferences, and interviews with young writers, teachers, and parents in order to analyze your own approach to conferencing.LCD-12Idea Notebooks + Inquiry + Investigation = Wondering That Inspires Reading, Writing and Thinking (Grades 3–6)JoEllen McCarthy, Regional Staff Developer, Always LearningErica Pecorale, Professor, Long Island UniversityTeachers and students need to be navigators of an abundance of information, resources, and tools. Building a culture of inquiry and investigation in classrooms requires active engagement in learning. Because of the vast amount of materials and genres, it is an exciting time in education to take advantage of the possibilities available to students as they learn to explore informational texts and develop their own research processes. You will explore mentor texts and digital tools like Wonderopolis. Minilessons and student work will also be shared that demonstrate opportunities for students to explore the connections between reading and writing thus making the research process more transparent and transferrable.LCD-13Creating Book Murals Using Interactive Writing (Grades K–2)Katie O’Leary, Inclusion Teacher (K–Grade 1 Loop), Boston Public SchoolsIn this session, we will explore the process of creating collaborative book murals with primary students. After falling in love with a story, students analyze the story elements, design a mural layout, create art, and compose the text through interactive writing to convey a story in a book mural. An emphasis will be on the role interactive writing plays in this process. LCD-14The Reality Is: Nonfiction Books Kids Will Want to Read (Grades 3–6)Susannah Richards, Associate Professor of Education, Reading and Language Arts Program, Eastern Connecticut State UniversityWith the increased attention to reading and writing expository text in the Common Core State Standards, it is imperative that teachers and students be able to engage with high quality informational texts. This session will help you explore a diverse variety of recently published nonfiction texts that you will be able to use to ignite readers to create meaning. We will also share an extensive booklist and suggestions on how to use the titles in the curriculum.
Reading Recovery Session D WorkshopsRRD-1 — FeaturedCreating Independent and Strategic WritersC.C. Bates, Reading Recovery Trainer/Assistant Professor of Literacy, Clemson UniversityThis session explores the writing component of the Reading Recovery lesson and the ways in which teachers can support children during and across their lesson series.RRD-2 — FeaturedReading Continuous Texts, Whole Stories, and Information BooksMary Fried, Reading Recovery Trainer, The Ohio State UniversityMarie Clay stresses the importance of young children learning to read and write using continuous texts and the teacher’s responsibility for the selection of the books. This session helps teachers explore how book selection and the introduction of the new book can not only inspire learning, but also reveal specific teaching issues that may be interfering with learning.RRD-3 — FeaturedJust Known to Well Known During Roaming Around the KnownJames Schnug, Reading Recovery Trainer, New York UniversityDuring Roaming Around the Known, the Observation Survey Summary and the teacher’s ongoing observations will reveal what the child can control as a reader and writer. Using Marie Clay’s scale of knowing, this interactive session will focus on promoting fluency and flexibility on a range of “known.”RRD-4Teaching For Change Over Time: Fast Processing in Reading and WritingKelly McDermott, Reading Recovery Teacher Leader, Boston Public SchoolsIn order for student learning to accelerate, we as Reading Recovery teachers must constantly think about change over time. In order to facilitate independent action, our teaching needs to facilitate fast processing in both reading and writing. In this session we will analyze records, dig into Literacy Lessons Designed for Individuals and think about planning deliberately for secure, fast and habituated strategic activity in both reading and writing.
Grades PreK–8 Session E WorkshopsKeynote Session ELiterature: It’s All Personal (Grades PreK–8)Jack Gantos, AuthorFrom reading to writing, circle Jack’s thematic world from Rotten Ralph to Jack Henry and Joey Pigza to the Newbery Medal winning Dead End in Norvelt to his young adult memoir, Hole In My Life. Join him as he circumnavigates his own literary journey and makes connections between books and readers.LCE-1 — FeaturedWriting Together: What Digital Media Brings to Writing Workshop (Grades 3–8)Sara Kajder, English Faculty, Shady Side Academy Middle SchoolDigital tools and media provide teacher-writers with opportunities to expand audience, open what "counts" as valued communication in our Language Arts and English classrooms, and challenge students to grow as writers across modes and media. Come explore pedagogy and examples coming out of one learning community of writers.LCE-2 — FeaturedDigital Tools For Digital Argument (Grades 6–8) Kristen Hawley Turner, Associate Professor of Education, Fordham UniversityThis workshop will ask participants to look carefully at Common Core State Standards that call for students to develop opinions and support claims with evidence. We will consider how digital tools and digital tasks can help to develop these skills. LCE-3Multi-Genre Projects (Grades 5–8)Kim Swiney, 7th Grade Literacy/Social Studies Teacher, Dalton Public SchoolsJulie Stokes, Literacy Coordinator, Dalton Public SchoolsParticipants will learn about multi-genre projects and how to engage their learners in reading and writing across multiple genres around a topic. Kim and Julie will share how this looks in a literacy context as well as a literacy/social studies (humanities) context. These projects are novel based and leave students begging to do more reading and writing on their own.Reading Recovery Session E WorkshopsRRE-1— FeaturedCreating Independent and Strategic Writers C.C. Bates, Reading Recovery Trainer/Assistant Professor of Literacy, Clemson UniversityThis session explores the writing component of the Reading Recovery lesson and the ways in which teachers can support children during and across their lesson series.Repeated: RRD-1RRE-2Shifty Business: Supporting Processing at Key TransitionsMichael Buonaiuto, Reading Recovery Teacher Leader, Cambridge, MAProcess 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.RRE-3— FeaturedThe Power of Teacher Language in Shaping Student LearningMary Rosser, Reading Recovery Regional Trainer, The University of MaineThis presentation explores the link between the language teachers use during instructional decision making, and the resultant wide or narrow spaces that are created for student learning. Video clips of teaching-learning episodes will be used to identify the impact of precision teaching on powerful student literacy learning.RRE-4Roaming Around the Known: How to Follow the Child Without Getting Lost in the WoodsLaurel Dickey, Reading Recovery Teacher Leader, Collaborative for Educational ServicesAll Reading Recovery teachers should anticipate the first ten days of teaching sessions with joy and excitement. This session will help you reflect on your practice and find ways to ensure this mindset is present. We will explore the guidelines that Marie Clay provides, as well as discuss practical applications of these guidelines. The foundation provided during Roaming Around the Known sessions is critical for ensuring future accelerated progress for each individual child.
Grades PreK–8 Session E In-Depth WorkshopsLCE-4 In-Depth — FeaturedWhat Principals and Literacy Leaders Need to Know About Teaching and Learning Writing (Grades K–8)Ruth Culham, Author/Consultant, The Culham Writing CompanyAs we enter the era of the Common Core State Standards, writing has never been more important. Teachers are hungry for leadership and support in making their writing classrooms places where important learning takes place every single day. In order to provide this support, principals and literacy leaders need an understanding of the best writing practices so they can be active participants in discussion about how to improve writing instruction. This workshop will address the four Ws– Writing Process, Writing Traits, Writing Modes, and Writing Workshop– and how to organize the school year around them. It will provide hands-on experiences with tools to use in collaboration with teachers that promote discussion, track improvement, provide feedback, and inspire the changes that the Common Core State Standards are challenging educators to meet in today’s writing classrooms. This workshop is sponsored by Scholastic, Inc.
Reading Recovery Session F WorkshopsReading Recovery Keynote FTeaching in the MomentBetsy Kaye, Reading Recovery Teacher Leader and Trainer Emeritus, Little Rock School DistrictReading Recovery teachers make moment-by-moment teaching decisions while considering the strengths and learning history of each child. Through stories of individual learners you will explore factors contributing to skilled teaching and discover how to capture powerful teaching opportunities in Reading Recovery lessons.Grades PreK–8 Session F WorkshopsLCF-1 — FeaturedConferring with Student Writers (Grades K–2)Carl Anderson, Author and Literacy ConsultantIn this session, Carl will explain the nuts and bolts of having effective writing conferences with students. He’ll discuss the foundational principles of conferring with students, and offer practical advice about the teacher’s role in conferences. Carl will show videos of his conferences with students so you can get a clear image of what effective conferring looks and sounds like.LCF-2 — FeaturedInvitational Grammar and Editing Instruction, Middle School Edition: Connecting Reading, Writing, and Mechanics (Grades 5–8) Jeff Anderson, Writer / Staff Developer, Write Guy, LLCInvite students into the conventions of language with mentor texts and other low-threat, high-payoff strategies. Steeped in the research of Writing Next (2007), Jeff will share what worked with his students when he moved from editing practice to editing instruction. Make grammar instruction an inviting, dynamic concept with editing invitations from Jeff’s books, Everyday Editing and Mechanically Inclined.LCF-3 — FeaturedKeeping Meaning at the Forefront of Book Introductions (Grades K–2) Kathleen Fay, Primary Literacy Collaborative Trainer, Fairfax County Public SchoolsIn order for children to progress as readers who solve words, read fluently, and detect and correct errors, students need to learn to construct meaning. Figuring out what a text is really about is essential in order to prepare a child for a successful guided reading lesson. This workshop will teach you how to analyze texts as a first step in guiding children to use the deeper meanings to process the text.LCF-4 — FeaturedRead a Classic, Write a Classic: From “Wild Things” to “Rotten Ralph” (Grades PreK–6)Jack Gantos, AuthorAll good writing begins with good reading, so let’s take a look at classic picture books and find out not only what makes a good book a classic, but also how to teach, organize and write the future classics in the classroom.LCF-5 — FeaturedListening the Story Out: Children Show Us How to Help Them Compose (Grades K–1)Martha Horn, Associate Professor of Education/Consultant: The Teaching of Writing, Rhode Island CollegeWhat does it mean to listen to young writers? How do we listen well? What do we do with what we hear (and understand)? These are questions we will explore in this session, which is focused on kindergarten and first-grade writers.LCF-6 — FeaturedPurposeful Talk: The Link Between Inquiry and Writing (PreK–K)Sue Kempton, Primary Educator/Consultant, Wonder Discover Feel Educational ConsultingIn this session we will investigate the connection between the use of inquiry and writing experience in the young child. Effective teachers enter into inquiries with children, presenting windows into their thinking and passion and informing next steps in instruction for concept and language development. This rich experience becomes grist for the morning message, children’s writing, and their nonfiction stories. Recommended Text: The Literate Kindergarten (Heineman) and Let’s Find Out!: Building Content Knowledge for Young Children (Stenhouse)LCF-7 — Featured“I Got Angry Birds In My Story”: Multilingual Writers at Work (Grades K–2) Tasha Tropp Laman, Associate Professor, Instruction and Teacher Education, University of South CarolinaThis presentation shines a light on the possibilities and potential of adapting instruction within writing workshop to support English language learners. In this session, Tasha will share writing strategies for and writing samples from K–2 multilingual classrooms where teachers implemented writing workshop with their multilingual student populations. Findings suggest that multilingual children drew upon popular cultural resources such as Angry Birds™ to forge literate identities amongst their peers, wrote more text within the workshop framework and disrupted deficit perspectives regarding what multilingual children could do in writing, created a curricular space where students exhibited academic agency, and began to explore multilingual possibilities for the texts they created.LCF-8 — FeaturedCoaching For Initiatives: RTI and the Common Core (Grades PreK–8)Cathy Toll, Consultant, Partnering to LearnLiteracy coaches are often involved in their schools’ implementation of Response To Intervention and the Common Core State Standards. This session will provide guidance on how to support teachers in developing not only practices, but also understandings and perspectives that will make RTI and the Common Core a success. Strategies will be provided and roles for coaches will be discussed.LCF-9Writing Matters: Learning From and With Mentor Authors (Grades K–5)Peter Catalanotto, Author / Illustrator, Simon & SchusterJoEllen McCarthy, Regional Staff Developer, Always Learning“Mentor texts are more than just craft coaches for writers- they can also offer inspiration and life lessons.” – Georgia Heard. Fluency, volume, stamina and writing from the heart matters. Mentor author and illustrator Peter Catalanotto and literacy coach JoEllen McCarthy will share ways to help students write with V.I.S.I.O.N. Participants will explore craft lessons for voice, inspiration, student goals, inquiry studies, observations and plan next steps to help all writers grow. Young writers learn from explicit instruction, modeling and emulating what they see strong writers do. Studying these authors will inspire creativity as well as support narrative, information and opinion writing.LCF-10Meeting the Individual Needs of Readers Through Small-Group Instruction (Grades K–6)Kerry Crosby, Adjunct Faculty, Lesley UniversityJenny Bender, Literacy ConsultantKathie Bredin, Fourth Grade Teacher, Jackson Street SchoolJen Reed, Kindergarten Teacher, Northampton Public SchoolsThrough video spanning kindergarten to grade 4, we introduce three types of small-group instruction in reading: Shared Reading, Guided Inquiry, and Student-Selected Reading Seminars, to add to your repertoire of differentiated instruction. We will discuss how close observation of reading behaviors informs our use of these different types of instruction, and give you the opportunity to discuss how they might look in your own classrooms.LCF-11Best Nonfiction Literature (Grades K–2)Catherine Desjardins, Reading Specialist/Reading Recovery Teacher, Peabody Public SchoolsJulie Connors, Grade 1 Teacher, Peabody Public SchoolsNicole Daly, Kindergarten Teacher, Peabody Public SchoolsJulie Murray, Grade 2 Teacher, Peabody Public SchoolsChildren come to us with a natural sense of wonder and curiosity. Which texts will help keep beginning readers engaged as they take on increasingly complex information? We'll look at the best nonfiction literature for read-alouds, "Look-ats," and Leveled Readers, as well as effective strategies for integrating them into classroom practice.LCF-12Using Word Sorting to Develop Flexible Word Solvers (Grades K–2)Alice L. Ensley, Primary District Trainer for Literacy Collaborative, Dalton Public SchoolsSanjuana Rodriguez, Literacy Coach, Dalton Public SchoolsIn this session, you will explore a model of word sorting that encourages students to think about words in flexible ways: through meaning, sound, and visual features. You will learn how to design sorts that allow students to discover spelling principles. A plan for integrating this work into a nine week Buddy Study cycle will be shared, as well as actual lessons. You will also learn how to differentiate this work so that all learners are successful.LCF-13Vocabulicious 101: Robust Instructional Strategies For Assiduous Teachers (Grades 3–6)Pauletta Francis, K–5 Literacy Coach, Bermuda Ministry of Education / Elliot Primary SchoolLooking up words in the dictionary, using written context to figure out word meaning, and engaging in unplanned vocabulary teaching; Do you use these ubiquitous practices to teach vocabulary? Would you like to utilize robust instructional strategies? In this interactive, hands-on introductory session, we will explore many strategies you can take back to your classroom to expand the repertoires of your students and improve their comprehension skills.LCF-14Fostering 21st Century Readers and Writers through Social Networking (Grades 3–8)Katharine Hale, 5th Grade Classroom Teacher, Arlington Public SchoolsFacebook, Twitter and Pinterest are all part of our daily lives as a way for us to connect with others. For our students, social networking can be a powerful way to practice reading and writing skills in an authentic way. This workshop will look at social networking platforms that students can use safely. We will also explore lessons and strategies of how social networking can be easily folded into the literacy classroom.LCF-15Meeting the Needs of All Readers: Making Response to Intervention a Reality (Grades K–6)Clare Landrigan, Staff Developer, Teachers for TeachersTammy Mulligan, Staff Developer, Teachers for TeachersTom Morris, Principal, Franklin Public SchoolsJodi Fortuna, Assistant Superintendent, Hudson Public SchoolsMarcia Uretsky, Principal, Newton Public SchoolsVery few people disagree with the premise of Response to Intervention, but how do we make it work effectively in schools? Join our roundtable discussion as several administrators and staff developers share the nuts and bolts of how they make RTI a reality. Hear ways different schools create effective schedules and coordinate instruction between classrooms and interventionists. Learn more about designing small group and individualized lessons, monitoring student progress, and enhancing professional learning.LCF-16Creating Meaningful Texts For Shared Reading (Grades PreK–2)Jess Sherman, Primary Literacy Collaborative Trainer, Lesley UniversityWhen it comes to creating exciting texts for shared reading, a little bit of technology goes a long way. An LCD projector or a SMART board and programs like PowerPoint or Keynote can become tools for easily creating meaningful, personal shared reading texts to use in your classroom and to send home with students. In this constructive session, you will use The Continuum of Literacy Learning to explore the power of shared reading and to guide your creation of a personalized, electronic shared reading text to use with your students. Required Materials: Prior to the session, you will need to load up your laptop or tablet with PowerPoint or Keynote, and plenty of photos that would be interesting to the students in your classroom (ie: field trips, classroom pets, recess, literacy center photos). Required Text: The Continuum of Literacy Learning by Fountas and Pinnell.LCF-17Evaluating Reading Comprehension Through Writing: Assessment Through Reading-Writing Reciprocity (Grades 3–8)Justin Stygles, ELA/Humanities Teacher and Author, Oxford Hills School District, MaineJennifer Felt, Literacy Coach, Oxford Hills School District, MaineAssessing reading comprehension through writing (reading-writing reciprocity) provides a unique understanding of the intermediate reader. Demonstrating reading comprehension, writers should maintain particular elements of a book when writing an alternate chapter or epilogue. For opinion pieces, students should validate a theme or author’s point of view using text evidence. In this session, we will set a context for the narrative and opinion writing assignments, and you will evaluate two writing assignments using each assignment’s learning goals and rubric.
Grades PreK–8 Session F In-Depth WorkshopsLCF-18 In-DepthCollaborative Coaching As Part of an Integrated Middle-Level Literacy Framework (Grades 3–6)Marcia Nye Boody, Literacy Coach Trainer, The University of MaineLyons and Pinnell (2001) state that, “learning involves conversation structured around the development of new knowledge and skills.” You will view conversations with a literacy coach, an intermediate level teacher, and students discussing the influence of Word Study, Writing Workshop, and Reading Workshop where vocabulary is echoed across the literacy block. You will analyze and reflect on the role of collaboration, teaching, learning, and instructional decision-making.LCF-19 In-DepthUnwrapping Rap: Unpacking Rap Lyrics to Increase Vocabulary Acquisition in Urban Youth (Grades 5–8)Rachel Slaughter, Director of Program Design and Assessment, Eastern University Academy Charter High SchoolEducation expert Jean Gross says that teens use about 800 of their possible 40,000 word vocabulary. Texting and internet obsession is robbing American youths of academic language. During this session, you will learn how to use mainstream rap lyrics in the classroom to motivate your students to increase their vocabulary. After this session, we guarantee you will see Kanye West and other mainstream rap idols in a whole new light.
Grades PreK–8 Session G WorkshopsLCG-1 — FeaturedAssessing Writers (Grades 3–8)Carl Anderson, Author and Literacy ConsultantThis session will offer practical suggestions for assessing young writers in ways that will help teachers know what to teach them in minilessons and writing conferences. Carl will help you analyze student work through multiple lenses, and see what next steps students will need. As part of this session, participants will be looking at and discussing many samples of student writing.LCG-2 — FeaturedUsing Small-Group Read-Alouds to Support Young Readers (Grades K–2)Kathleen Fay, Primary Literacy Collaborative Trainer, Fairfax County Public SchoolsMany students come to us with minimal experiences with text. While supporting their letter recognition and phonemic awareness will support them as literacy learners, we must go beyond that to help them experience what reading is really about: constructing and expanding meaning from text. Come learn more about how to engage students and foster their enjoyment of reading with small-group read-alouds. This practice develops meaning-making and builds oral language skills for all students, especially English Language Learners.LCG-3 — FeaturedToday’s Journals Are Tomorrow’s Literature (Grades 3–8)Jack Gantos, AuthorJoin Jack as he takes you from his childhood journals to the writing of the “Jack Henry” series of autobiographical stories. If he can do it, you can do it, and so can your students. Find out how to get started, and how to succeed.LCG-4 — FeaturedLooking at Student Work: Letting Children Show Us What They Can Do, and What We Need to Help Them Learn Next (Grades K–1)Martha Horn, Associate Professor of Education/Consultant: The Teaching of Writing, Rhode Island CollegeWhat do you see when you look at children’s writing? How do you articulate what you see in terms that reveal what children can do and need to learn next? What simple system for documentation helps you to keep track? In this session, we will address these questions by looking at student work, discussing what we see, and considering possible next teaching.LCG-5The iPad meets Writer’s Workshop (Grades K–2)Christine Baldiga, Instructional Coach, Medway Public SchoolsPaula Johnson, Technology Integration Specialist, Medway Public SchoolsIn this session you will discover how the writing instruction can be enriched through the use of a few iPads and one free app while engaging a classroom of young authors in prewriting, differentiating, and publishing activities. This session will guide you through a process of discovering the app and practicing the skills necessary to implement the ideas into your own classroom. Required Materials: Teachers need to bring an iPad and download the free app, Educreations, prior to attending.LCG-6Systemic Change: A Literacy Journey in Rural Maine (Grades K–8)Kelly Burns, PreK–8 Literacy Coach, Regional School District #19, MaineMary Graybill, Classroom Teacher, Regional School District #19, MaineJan Morse, Director of Instructional Improvement, Regional School District #19, MaineJane Stork, Principal, Regional School District #19, MaineSystemic change occurs when all stakeholders are committed to student learning, student achievement, best practices in Tier 1, and professional growth. We will highlight the benefits of whole school collaboration, instructional coaching, common language, and common practices. We will discuss and explore our literacy journey within the Maine Partnerships in Comprehensive Literacy, and each presenter will discuss her role in supporting and sustaining systemic change. Small group activities, video clips, and discussions will be used to engage participants.LCG-7Guided Reading From A–D: Building Solid Foundations in a Kindergarten Classroom (Grade K)Laurel Burns, Mentor Teacher, Bermuda Ministry of EducationKindergarteners have a multitude of language learning and reading behaviors to gain control of in their first year, but what matters most? Together, we will carefully explore text levels A-D, determine what matters most for our youngest readers and look at how to support them through effective guided reading lessons. By establishing strong early reading behaviors, readers will begin to develop a self-extending system that leads to continuous reading success. Recommended Text: A copy of The Continuum for Literacy Learning by Fountas and Pinnell would be helpful in this session.LCG-8Bring Churchill’s and Lincoln’s Outrageous Oratory Skills Into Your Classroom (Grades 5–8)Barbara Connery, Literacy Specialist, Regional School District #6, ConnecticutThis workshop is based on James C. Hume’s book, Speak Like Churchill, Stand Like Lincoln. You will discover the presence, poise and power of Churchill’s speeches and examine the strength of Lincoln’s Gettysburg Address. Transforming speeches into poetry is the key! Mr. Hume is a professional speech writer, responsible for writing speeches for five American presidents. His work is easily translated for the classroom, making reading and writing speeches more meaningful and memorable.LCG-9The 24/7 Literacy Classroom (Grades 5–8)Mitch Doxsee, Literacy Teacher, Dalton Public SchoolsMarc Hefner, Literacy Teacher, Dalton Public SchoolsJulie Stokes, Literacy Coach, Dalton Public SchoolsThis interactive session shares how middle school teachers are creating a platform for students to share book talks, recommend books, and participate in on-line book clubs. We will also show how students move through the writing process, beyond the walls of their classroom.LCG-10Literacy Through Song: Writing, Extending and Developing Songs to Support Early Literacy Development (Grades PreK–K)Heidi Given, Kindergarten Teacher, Fayerweather Street SchoolYoung children easily focus on and engage with music and songs. In this session, you will learn how to use songs, song charts, and song writing to teach a love of language, phonemic awareness, word play, and early literacy skills to preschool and kindergarten children. You will learn new songs and practice creating verses and songs to engage young children.LCG-11Teaching Effective Writing Minilessons Through Mentor Texts and Explicit Modeling (Grades 3–6)Charisa Lowe, Literacy Content Specialist Teacher and District Trainer, Bermuda Ministry of EducationLet’s dig into teaching effective minilessons that will engage your students and help them discover crafting strategies that will enhance their writing! We will take on the role of a writer and experience a variety of writing minilessons as students would in the classroom. This will help us gain a deeper understanding of what our student writers experience, as well as help us unwrap what makes an effective writing minilesson. You will walk away understanding the importance of mentor texts, explicit modeling and guided practice.LCG-12Interactive Writing: Empowering Our Youngest Writers As They Take Control of Their Literacy Learning (Pre-K–K)Jana Pitcher, Preschool Administrator, Bermuda Department of EducationMarie Clay states, "A class environment which creates the assumption that children will write will have writers." Interactive writing in the PreK classroom provides opportunity to explore language and its representation in written form. Providing this precise layer of support empowers our youngest writers as they begin to tackle the complex challenge that is the writing process. LCG-13Writing About Reading: Considering Different Options to Deepen Comprehension (Grades 3–6)Gail Smith, Literacy Content Specialist Teacher, Ministry of Education, BermudaTeachers everywhere share a common goal for their students—increased comprehension. One way to facilitate this deepening understanding is through writing about reading in authentic, meaningful ways. In this session, we will consider options that will encourage our students to think about their reading on many different levels. We will also explore ways to assess their written responses and analyze student thinking.LCG-14Implementing Comprehensive Literacy (Grades K–2)Wendy Vaulton, Senior Researcher, Lesley UniversityCarolynne Beless, Reading Recovery Teacher Leader, Dennis-Yarmouth Public SchoolsMichael Buonaiuto, Reading Recovery Teacher Leader, Cambridge Public SchoolsKevin Depin, Principal, Dennis-Yarmouth Public SchoolsDeveloping and implementing a comprehensive literacy plan can be challenging. This panel discussion will explore the factors associated with successful implementation of comprehensive literacy, paying special attention to the role of interventions in creating success for all students.Reading Recovery Session G WorkshopsRRG-1 — FeaturedChange Over Time: Teaching For Efficient Visual Processing For Text Reading Mary Anne Doyle, Reading Recovery Trainer and Professor, University of ConnecticutThis session explores the acquisition of efficient visual processing for text reading by Reading Recovery children over time. Discussion includes a review of literacy processing theory and related instructional procedures.RRG-2 — FeaturedThe Power of Teacher Language in Shaping Student Learning Mary Rosser, Reading Recovery Regional Trainer, The University of MaineThis presentation explores the link between the language teachers use during instructional decision-making and the resultant wide or narrow spaces that are created for student learning. Video clips of teaching-learning episodes will be used to identify the impact of precision teaching on powerful student literacy learning.RRG-3 — FeaturedYour Child is Roaming... Are You?James Schnug, Reading Recovery Trainer, New York UniversityThe first ten lessons of any child’s Reading Recovery program set the stage for accelerative progress. This interactive session will position the importance of “discovery” during Roaming Around the Known and how the teacher can make it easy to roam.
Literacy for All Conference
Funding and Scholarships
Directions and Parking
Exhibiting and Sponsorships
Sunday, November 2, 2014
10:00 am–11:00 amRegistration
11:00 am–1:00 pmWorkshops begin
1:00 pm–2:00 pmLunch break
2:00 pm–4:00 pmWorkshops continue
4:00 pm–6:00 pmRegistration
Monday, November 3, 2014
7:00 am–8:30 amRegistration
8:30 am–10:00 amSession A
10:00 am–7:00 pmExhibit Hours
10:30 am–12:00 pmSession B
12:00 pm–1:30 pmLunch on your own; Lesley Alumni luncheon
1:30 pm–3:00 pmSession C
1:30 pm–4:45 pmSession C In-Depth
3:30 pm–5:00 pmSession D
5:00 pm–7:00 pmExhibit Fair With Book Signings and Raffle Give-Away
Tuesday, November 4, 2014
7:30 am–2:30 pmExhibit Hours
8:30 am–10:00 amSession E
10:15 am–11:45 amSession F
10:15 am–1:30 pmSession F In-Depth
11:45 am–1:00 pmLunch on your own
1:00 pm–2:30 pmSession G