PC-1 — FeaturedNotice and Note: Strategies that Help with Close Reading of Fiction and Nonfiction Texts (Grades 3–8)Kylene Beers, Senior Reading Advisor, Reading & Writing Project, Teachers CollegeBob Probst, Professor Emeritus, Georgia State UniversityJoin us as we look carefully at during-reading strategies that improve students’ understanding of both fiction and nonfiction. These strategies will be based on Notice and Note: Strategies for Close Reading and Notice and Note: Strategies for Reading Nonfiction. We’ll also spend time focusing on ways to encourage students' ability to develop their own text-dependent questions and we will examine what must happen to help students run their own small group discussions about the texts they are reading. It’s a hands-on workshop so come prepared to work, learn, and laugh.PC-2 — FeaturedEffective Coaching for High Impact Guided Reading Lessons (Grades K–5)Irene Fountas, Author and Director, Center for Reading Recovery and Literacy Collaborative, Lesley UniversityJill Eurich, Assistant Director, Intermediate and Middle School Literacy Collaborative, Lesley UniversityGuided reading is a challenging small group context for many teachers because they have to shift from teaching a book or a skill to teaching readers how to build a processing system for working through increasingly challenging texts. Participants will learn how to support teacher development in understanding readers, texts and teaching in guided reading lessons. Topics will include helping teachers learn how to teach readers how to initiate problem-solving actions, observing lessons and using language that helps teacher reflect on the effectiveness of their teaching in helping their students build reading power. Required text: The Continuum of Literacy Learning: A Guide to Teaching PreK–8 (Heinemann).PC-3 — FeaturedCrafting as Revision (Grades K–6)Lester Laminack, AuthorIn this session, you will see how to lead writers to reread and revisit their earlier work with a specific lens focused on opportunities for zooming in, tightening a scene, clarifying an image, and getting specific. A small stack of thoughtfully chosen texts used as read-alouds can provide the lens for looking again with a new focus.PC-4 Linking Assessment to Instruction: Getting the Most from the Fountas & Pinnell Benchmark Assessment System (Grades K–6)Cindy Downend, Assistant Director, Primary Literacy Collaborative, Lesley UniversityLiz DeHaven, Intermediate and Middle School Literacy Collaborative Faculty, Lesley UniversityIn this session, you will take a fresh look at the Fountas & Pinnell Benchmark Assessment System 1 & 2. We will introduce you to the clarifications of the comprehension conversation scoring guidelines to assure standardized scoring in your school. You will practice several tutorials to ensure that you are scoring comprehension conversations with fidelity. We will share practical ways to make administration of the assessment efficient. Time will be spent linking assessment findings directly with instruction. We will discuss and provide models for using assessment results to plan for individual, small-group, and whole-class instruction; and to use The Continuum of Literacy Learning to connect assessment with instruction that builds on students’ strengths as readers. Required text: Benchmark Assessment System Assessment Guide and The Continuum of Literacy Learning: A Guide to Teaching PreK–8 (Heinemann).PC-5Making Guided Reading Instruction Powerful (Grades K–3)Kathy Ha, Grade 3 Teacher, Lowell Public SchoolsIn this session, using The Continuum of Literacy Learning by Irene Fountas and Gay Su Pinnell and a variety of video clips, teachers and/or coaches will learn how to make guided reading instruction powerful. The elements of the guided reading lesson will be discussed using examples from kindergarten through third grade (introducing texts, teaching during the reading of the text, discussing the text, teaching for processing, and word work). Required text: The Continuum of Literacy Learning: A Guide to Teaching (Heinemann).
PC-6 — FeaturedStrengthening our Analyses of Running Records to Understand Readers and Inform InstructionMary Ann Doyle, Reading Recovery Trainer and Professor, University of ConnecticutThis interactive session for in-training or field-year Reading Recovery teachers reviews in-depth analysis of Running Records and examines student examples. Discussion focuses on describing literacy processing behaviors, identifying students’ strategic processing, and using Running Records to inform instruction. Participants are invited to bring one Running Record to discuss with colleagues.PC-7 — FeaturedUncovering What’s Under the White TapeJames Schnug, Reading Recovery Trainer, New York UniversityThe white tape signals what the child does not yet control when writing a story in the Reading Recovery lesson. Explore with us as we pull back the white tape. See how a child constructs understanding of print over time and how a teacher’s theory and decision making lift performance. This interactive session challenges your way of thinking about a child’s ongoing discovery of print. Required text: Literacy Lessons Designed for Individuals Part One and Part Two, and An Observation Survey of Early Literacy Achievement (Heinemann).
Keynote ATeacher Practice in a Connected World (Grades K–8)Meenoo Rami, Educator/Author, Science Leadership AcademyIn this session, come discover the ways teachers are using power of networks to reimagine their practice, connect their students to mentors, and find relevant audiences for student work. How would your practice change if you shared your work with the teacher across the hall or across the country? Explore the ways your students can be active members of a global society and economy.
LCB-1 — FeaturedHelping Struggling Readers (Grades 3–8)Kylene Beers, Senior Reading Advisor, Reading & Writing Project, Teachers CollegeBob Probst, Professor Emeritus, Georgia State UniversityIn this session, we will look at ways to improve the comprehension, fluency, and vocabulary of struggling readers. We’ll share strategies using both fiction and non-fiction. The strategies presented in this session will not repeat the strategies presented in the pre-conference.LCB-2 — FeaturedUnpacking (and Enacting!) Elements of Literature to Deepen Interpretation (Grades 5–8) Sonja Cherry-Paul, Middle School English Teacher, Hastings-on-Hudson School DistrictThis session will examine ways to teach literary elements such as: setting, symbolism, syntax, and theme. We will explore techniques that guide students to construct strong literary analyses using the strongest text evidence to support their interpretations. Also, through the process of enacting key scenes from texts, we’ll discover how students can develop deepened interpretations of reading that strengthen their analysis.LCB-3 — FeaturedReading Projects, Reimagined Workshop: Student Driven Conferences to Deepen Critical Thinking (Grades 3–8)Daniel Feigelson, Independent Consultant In this interactive workshop, participants will participate in adult level reading experiences, to fully appreciate what students should experience in their literacy classrooms. More importantly, teachers will learn a practical, step-by-step approach to conducting individual reading conferences that deepen comprehension.LCB-4 — FeaturedAre You Teaching or Testing Comprehension? (Grades 1–8)Irene Fountas, Author and Professor, Center for Reading Recovery and Literacy Collaborative, Lesley UniversityGay Su Pinnell, Author and Professor Emerita, The Ohio State UniversityWhat is frequently meant to be the teaching of comprehension looks like a series of questions or testing for single answers instead of giving students new ways of thinking to process a text. How can you scaffold your readers to enhance their ability to gain deeper messages from texts and take an active meaning-making stance? Improve your effectiveness as a literacy teacher by learning about key principles and core instructional procedures that can help your students build their independent reading power every time they engage with a text.LCB-5 — FeaturedConferring with Young Writers (Grades K–2)Matt Glover, Author/Consultant, Matt Glover ConsultingWriting conferences are your most powerful moments of the teaching day because they are focused on the skills and strategies that a particular child needs. This session will support participants in examining and refining their skills as conferrers. We examine dimensions of composition growth and development as well as strategies for nudging writers forward. We will then practice conferring using authentic video clips and writing samples.LCB-6 — FeaturedBe a Detective! Helping Readers Think, Research, & Write like Historians (Grades 5–8)Deborah Hopkinson, AuthorAward-winning author Deborah Hopkinson will share tips on ways to encourage students to bring the analytical skills of detectives to critical thinking, researching, and writing. Deborah will show how she uses primary sources including photographs, maps, and first-person accounts to introduce historical thinking skills to elementary and middle school students. Deborah will also introduce her new nonfiction title, Courage & Defiance, Stories of Spies, Saboteurs, and Survivors in WWII Denmark.LCB-7 — FeaturedDigital Bins: Creating Digital Text Sets (Grades 3–8)Dana Johansen, 5th Grade Language Arts Teacher, Literacy Consultant, Greenwich AcademyEngagement, Tech, and Interpretation! Using Digital Bins can help students learn, practice, and hone their understanding of literary devices such as mood, symbolism, and theme. These digital texts sets provide ways for you to support all learners and differentiate your teaching for advanced and novice readers. This session provides the tools you need to use digital bins in your classroom. Participants will leave with ready-to-use digital bins, graphic organizers, and teaching strategies for immediate use in the classroom. LCB-8 — FeaturedRead Aloud as Instructional Investment: Layering Vocabulary and Concepts for Subject Specific Study (Grades K–6)Lester Laminack, AuthorIn this session, you will see how a set of thoughtfully selected and “plan fully” used picture books can be the scaffold to strengthen topic specific teaching and learning. Come explore how a well-chosen text set can be organized to include read aloud, literature circles, and independent reading that will layer in vocabulary, scaffold concepts and help students visualize what they are reading in content area materials.LCB-9 — FeaturedSupporting English Learners in the Reading Workshop (Grades K–2)Lindsey Moses, Assistant Professor of Literacy, Arizona State UniversityThis session will focus on supporting English learners in the Reading Workshop. Teachers will be presented with differentiated instructional strategies for supporting learners at all language proficiency levels throughout all stages of the Reading Workshop: planning units of study, whole-group instruction, guided learning experiences, small-group instruction, reflection and sharing. The instructional strategies and suggestions will include informational and fiction units of study with classroom teaching and differentiation examples, suggested children’s literature and student examples.LCB-10 — FeaturedEmpowering your Students (Grades K–8)Meenoo Rami, Educator/Author, Science Leadership AcademyHow does empowering students to choice and voice in their learning increase engagement? Come explore the ways you can use appropriate technology to bring agency and energy into your classroom community. What happens when students are committed to learning that goes beyond earning a good grade? See examples from a variety of classrooms about the ways teachers are empowering their students.LCB-11Layered Coaching: Fostering Reflection that Enhances Learning (Grades K–8)Kelly Burns, District Level Literacy Coach, Regional School Unit #19Sheila Cochrane, Literacy Coach/ Literacy Specialist, Regional School Unit #19Within Partnerships in the Comprehensive Literacy (PCL) models, all learners from the student to the administrator engage in continuous reflection and refinement of their practice. In this session, participants will view video clips of coaching, teaching, and learning, participate in small group activities, and engage in reflective conversations in order to understand the impact of layered coaching on learning. Participants will leave with tools that encourage reflective conversations.LCB-12Motivating through Graphic Novels (Grades 3–6)Stacie Garrett, University Instructor, Cameron UniversityDr. Eileen Richardson, University Instructor, Cameron UniversityThis session will demonstrate the power of graphic novels as an instructional tool with unmotivated readers. We will speak from the point of view as a mother, teacher, and as a researcher on this topic. Graphic novels can be the missing link the unmotivated reader needs to start reading. This is because unmotivated readers do not view graphic novels as really reading. These powerful tools are not only teaching reading, but are also teaching critical thinking skills in an engaging approach. This instructional tool challenges students to read at the inference and the evaluative level.LCB-13School Improvement Focusing on Adult Actions (Grades PreK–5)Dr. David Huber, Principal, Bristol Public Schools This session discusses how schools can prioritize improvement efforts focusing on literacy skills essential for student success. Using updated research, this presentation shows how measurable adult actions (improvements in teachers’ instruction) can make a substantial difference in student achievement. Participants can bring their current school improvement plan for an interactive review and evaluation of their plan. Lastly, this session focuses on ways to integrate work of both school leadership and literacy teams for a clear plan of improvement. LCB-14Managing the K–2 Classroom to Support Small Group Teaching or What Are the Rest of the Children Doing? (Grades K-2)Megan Pershica, Literacy Collaborative District Trainer, ISD 196 Rosemount/AppleValley/EaganBeth Swenson, Literacy Collaborative District Trainer, ISD 196 Rosemount/AppleValley/EaganIn this session, you will learn how to teach children independence and self-management from the first day of school. Learn how to teach tight procedures and routines so children are engaged and productive during managed, independent learning.LCB-15E-Books: Creating Pathways to Developing Academic Language for ELLs (Grades K–2)Katya Tzikas, 1st Grade SEI Teacher, Cambridge Public Schools Kennedy Longfellow SchoolMarjorie Kirstein, ELL Instructional Coach, Cambridge Public SchoolsIn this session, we will explore using eBooks as the basis for teaching ELLs strategies for academic research, writing, editing, peer feedback and publishing. This discussion will be contextualized within successful, research-based strategies for teaching ELLs academic language. This context includes the importance of explicit teaching of academic language, and differentiated instruction for ELLs of varying language proficiencies. We will share primary grade exemplars from an urban elementary school to demonstrate these important connections.LCB-16Igniting Student Interest (Grades 5–8)Susan Ward, Classroom Teacher, Dalton Public SchoolsNalta Massey, Classroom Teacher, Dalton Public SchoolsChanging, "Do we HAVE to?" to "When can we?" In this session, we will share ideas, techniques and methods that have proven to be successful, even with reluctant readers. You will leave with resources for your book clubs/literature circles, and intriguing paired passages that will have students eager to discuss the texts. You will see how to use current events and community involvement to foster civic-mindedness, and build character.
RRB-1 — FeaturedThinking Deeply About Letter and Word WorkJanet Bufalino, Reading Recovery Trainer, Shippensburg University of PennsylvaniaIn this session, participants will update their understanding on planning and analyzing the 1-2 minutes of a Reading Recovery lesson called Letter Identification, Breaking Words Apart, and Words in Isolation. Examples from lessons and assessments are shared.RRB-2 — FeaturedRoaming Around the Known: Exploring Paths to Early SuccessMary Ann Doyle, Reading Recovery Trainer and Professor, University of ConnecticutA child’s success in Reading Recovery builds from the first day in Roaming Around the Known. This session will explore theoretical understandings that inform our practices. Discussion will focus on the importance of careful observations, and we will examine one teacher’s decisions and interactions with her student in Roaming Around the Known sessions.RRB-3“Let me tell you about this book...”Laurel Dickey, Teacher Leader, Reading Recovery, Collaborative for Educational ServicesIn this session, teachers will explore the theory and practice behind providing appropriate introductions to new books for individual children. These interactions must be crafted to best allow children to orient themselves to the independent task of reading a novel text. We will consider how the teacher-child interactions might change over time, and how they will differ with different books and different children.RRB-4Teacher Language and Actions: Teaching for Independence in Reading RecoveryLori Taylor, Teacher Leader, University of MaineReading Recovery teachers engage in responsive and contingent teaching interactions. Explore the impact of teacher language and teacher nonverbal actions on independent problem solving during lessons. Everything we say-or don’t say; everything we do-or don’t do, matters!
LCC-1 — FeaturedHelping Struggling Readers (Grades 3–8) (REPEAT)Kylene Beers, Senior Reading Advisor, Reading & Writing Project, Teachers CollegeBob Probst, Professor Emeritus, Georgia State UniversityIn this session, we will look at ways to improve the comprehension, fluency, and vocabulary of struggling readers. We’ll share strategies using both fiction and non-fiction. The strategies presented in this session will not repeat the strategies presented in the pre-conference.LCC-2 — FeaturedPractical Punctuation: Teaching Mechanics In The Writing Workshop (Grades 3–8)Daniel Feigelson, Independent ConsultantEven the most successful writing workshops are often inconsistent in their teaching of punctuation. When we approach the teaching of mechanics as a craft tool rather than as a set of rules, students become thoughtful punctuation decision makers who consider mood, pacing and rhythm in their writing - and learn conventions so they retain and apply them consistently. This hands-on workshop will explore exciting ways to naturally integrate the teaching of mechanics into our writing workshops. LCC-3 — Featured(Re)Inventing Reading: Using Digital Tools in Our English Classrooms (Grades 5–8)Sara Kajder, English Faculty, University of GeorgiaWhat it means to read; how we access, select, and hold onto texts; and the strategies we use for constructing and sharing our meaning making have been dramatically impacted and enabled by newer literacies and technologies. During this session, we will discuss ways of rethinking and “connecting” our readers workshops, cultivating digital libraries, leveraging e-readers and mobile tools, annotating and sharing print and digital texts, and evaluating multi-modal tools, which are changing how we teach and work alongside student readers.LCC-4 — FeaturedWhen Writers Read (Grades K–6)Lester Laminack, AuthorWriters approach a text with an eye for more than, “What’s the story here?” Writers look for structure, craft, intention, bias, and authenticity of content in any text. Learning to read like a writer has many important implications for literacy. Explore ways to help your students look at text and question the credentials and knowledge base of the writer, identify craft examples in that text, pay attention to structure, and then transfer what they have learned to their own writing. Teach your students how good writing is more than just beautiful language. Work with some of the best children’s literature available and become grounded in the craft lessons contained in those books. Return to your classroom and use those same books and identified craft lessons as curriculum for a successful year of teaching writing.LCC-5 — FeaturedEmpowering your Students (Grades K–8) (REPEAT)Meenoo Rami, Educator/Author, Science Leadership AcademyHow does empowering students to choose and voice in their learning increase engagement? Come explore the ways you can use appropriate technology to bring agency and energy into your classroom community. What happens when students are committed to learning that goes beyond earning a good grade? See examples from variety of classrooms about the ways teachers are empowering their students.LCC-6 — FeaturedStudent-Centered Learning Labs (Grades K–8)Diane Sweeney, Lead Consultant, Diane Sweeney ConsultingLearning labs create a framework for teachers to get into each other’s classrooms to learn alongside one another. The process involves a pre-brief, observation of a lesson, and debrief. While the focus can of the learning lab is flexible, it is typically based on how the students are progressing towards the demands of the Common Core Standards. What makes the process student-centered is the lens that is used for the observation. Rather than focusing solely on the instruction that is taking place, the observers are charged with collecting a broad array of student evidence. This student evidence then becomes the focus of the debrief.LCC-7The HeART of Reading & Writing: Looking Closely & Making Meaning (Grades K–5)Peter Catalanotto, Author & Illustrator, Simon and SchusterJoEllen McCarthy, Staff Developer & Lead Learner, AlwaysLearningIn this session, Peter Catalanotto will demonstrate his creative process for writing as an author, illustrator and instructor at Columbia University. He will provide student centered strategies for fostering and developing ideas. Lead learner and staff developer, JoEllen McCarthy, connects and applies this work to the classroom, bridging mentor author and mentor texts to authentic student work. Together they will share best practices, tangible strategies, literacy snapshots, anchor charts and mini lesson ideas to take back to your classrooms.LCC-8We Love Informational Texts (Grades K–2)Jackie Duane, Reading Recovery Teacher Leader, Haverhill Public SchoolsMichele Dufresne, Literacy Consultant, Pioneer Valley BooksIn this interactive session we will view and discuss video clips and work together to plan for the first reading of a nonfiction text. We also will provide follow up teaching which helps meets the CCSS and extends students understandings. Through careful text selection and planning we can ensure all students will love reading informational text.LCC-9Children as Storytellers (Grades PreK–K)Kate Kane, Head Teacher, Cambridge Ellis SchoolIn this session, you will look at videos of pre-k children creating stories together - how they begin to read and sound out words. We will also look at a series of stories that individual children wrote and illustrated and discover opportunities for literacy development by looking at their work and their own invented spelling.LCC-10The Role of Intentional Talk: Deepening Understandings About Reading (Grades K-2)Kathy Lanahan, Bristol Public SchoolsOral language is a tool for thinking and learning. Discussion is critical to the development of reading comprehension for all students. Teachers support their students’ use of language by guiding them to have conversations that are grounded in texts and deepen understanding. In this session, you will explore the use of intentional talk within the literacy framework, promoting literacy learning in young students.LCC-11Impacting Student Learning Through Literacy Coaching (Grades K–6)Clare Landrigan, Author/Staff Developer, Teachers for TeachersTammy Mulligan, Author/Staff Developer, Teachers for TeachersKathy Provost, Literacy Coach, Hudson Public SchoolsHeather Fisher, Literacy Coach, Hudson Public SchoolsJean M. Wolf, Literacy Specialist, Franklin Public SchoolsIn this session, you will see how literacy coaching can be an effective tool for impacting student learning, but how do we make the most of our coaching sessions? Join our roundtable discussion as several literacy coaches and staff developers share the nuts and bolts of coaching in classrooms. Hear the ways different coaches build relationships, plan for coaching sessions and create effective schedules. Learn more about incorporating formal and informal data into coaching sessions to design lessons, monitor student progress, and reflect on teaching practices.LCC-12Effective Elementary Literacy (Grades K–2)Karen Morrison, PhD Candidate, K-2 Teacher, The University of Alabama, Woodstock Elementary SchoolIn this session, you will see how research based effective elementary literacy instruction provides teachers with tools to enhance classroom practices. By planning for the incorporation of multi-literacies, teachers and students transition learning into literacy that extends beyond transition. Session participants will engage in purposeful literacy based presentation, collaboration activities and brainstorming ideas for practical K-2 classroom application.LCC-13Building 21 Century Shared Leadership Teams, Leading Towards a Capacity Building Multitiered Systems of Support Model (Grades K–6)Beth Swenson, Literacy Collaborative District Trainer, ISD 196 Rosemount/AppleValley/EaganMegan Pershica, Literacy Collaborative District Trainer, ISD 196 Rosemount/AppleValley/Eagan The key to sustainable change is building strong leadership teams that develop a shared leadership approach. In this session, you will learn how to build strong teams using the continuous improvement model.Reading Recovery C SessionsRRC-1 — FeaturedWord Work on the RunJames Schnug, Reading Recovery Trainer, New York UniversityThis interactive session will challenge teachers to integrate working with words as the child reads. Starting with sensitive observation of the child’s strategic processing on continuous texts, the session will review ways for a teacher to effectively respond to a child processing of visual information on the run.RRC-2Teacher Language and Actions: Teaching for Independence in Reading Recovery (REPEAT)Lori Taylor, Teacher Leader, University of MaineReading Recovery teachers engage in responsive and contingent teaching interactions. Explore the impact of teacher language and teacher nonverbal actions on independent problem solving during lessons. Everything we say-or don’t say; everything we do-or don’t do, matters!RRC-3Thinking More Deeply about Language StructureKelly McDermott, Reading Recovery Teacher Leader, Boston Public SchoolsIn order for student learning to accelerate we must constantly think about how language structures are inextricably tied to meaning and support students as they grapple with understanding increasingly complex text both in terms of meaning and structure. The more aware we are of the challenges of each text level, the more we can help students comprehend more deeply. In this session we will analyze records, dig into Literacy Lessons and think about planning deliberately for supporting students as they work with increasingly complex text structures in both reading and writing.
LCC-14 In Depth — FeaturedProjecting Units of Study in Writing Workshop (Grades K–2)Matt Glover, Author/Consultant, Matt Glover ConsultingOne of the challenges teachers face is determining what to teach each day during a unit of study in writing workshop. Even when teachers have curricular plans and resources that give teaching possibilities, only teachers can determine what their students need each day. Even the most carefully created unit will change and evolve as it unfolds. In this session, teachers will learn and use a process for projecting units of study that meet curricular goals and respond to the individual needs of their students. Teachers will actually gather a stack for a unit, study their stack like a teacher of writing, create their own writing to use with students, determine primary and secondary goals, and project a possible sequence of mini lessons for the unit.LCC-15 In Depth- CancelledLCC-16 In Depth Breaking Down Dynamic Writing (Without Breaking Dynamic Writers) (Grades 5–8)Courtney C. Stevens, AuthorThis session will focus on dissecting the following five attributes of creative writing: tone, suspense, voice, narrative arc, and character development. Do you want to know how to teach the technical side of common core elements without breaking the creative spirit of the student? Come study along with author and educator Courtney Stevens, and work to take writing in your classroom to the next level.
LCD-1 — FeaturedReading Across Texts to Identify and Interpret Themes (Grades 5–8)Sonja Cherry-Paul, Middle School English Teacher, Hastings-on-Hudson School DistrictThis session will identify and interpret themes within a text. It will require students to draw upon multiple skills and to utilize several literary elements. Additionally, students will need strategies for identifying key text evidence throughout an entire text that supports their claims. A further challenge for students can surface when asked to read across texts to identify and interpret a theme. This workshop focuses on strategies that help students read text sets and make thesis statements that hold up across texts.LCD-2 — FeaturedReading Projects, Reimagined Workshop: Student Driven Conferences to Deepen Critical Thinking (Grades 3–8) (REPEAT)Daniel Feigelson, Independent Consultant In this interactive workshop, participants will participate in adult level reading experiences, to fully appreciate what students should experience in their literacy classrooms. More importantly, teachers will learn a practical, step-by-step approach to conducting individual reading conferences that deepen comprehension.LCD-3 — FeaturedReal Reasons to Write (Grades PreK–8)Sara Kajder, English Faculty, University of GeorgiaIt is an exhilarating (and daunting) time to work with student writers as the toolset is ever-changing and continually creating new opportunities and audiences for students. This session will be a bit of a disruption, arguing that what we do as writing teachers remains stable amidst the continual explosion of new tools and spaces for writers. We will explore student work in learning to write by writing, exploring writing as a process, using writing to think, engaging with authentic audiences and purposes, connecting writing and reading, and writing to see ourselves.LCD-4 — FeaturedSupporting English Learners in the Mainstream Classroom (Grades K–2) Lindsey Moses, Assistant Professor of Literacy, Arizona State UniversityThis session will include literacy strategies for supporting English learners in K-6 mainstream classrooms. The session will begin by providing information on identifying language proficiency levels using both formal and informal assessments. Instructional ideas for differentiation and additional language support during whole-group, small-group, and independent work time will be addressed. Practical ideas with modifications for supporting literacy instruction throughout the elementary subject areas will be shared with classroom examples.LCD-5Layered Literacy Coaching: Levels of Scaffold for All Educators (Grades PreK–8)Marcia Nye Boody, University Literacy Coach Trainer, University of MaineKelly Burns, District Level Literacy Coach, Etna-Dixmont SchoolIn this session, you will have the opportunity to examine a new design: layered literacy coaching. You will meet a district-level literacy coach who works with school-based literacy coaches and teachers. Video clips will allow you to examine the levels of scaffold that support literacy coaching, teaching and learning.LCD-6Why the “Nonfiction Reading Unit” Isn’t Enough Anymore (Grades 5–8)Colleen Clabault, 8th Grade English Teacher, Sandwich Public SchoolsThe Common Core State Standards call for an increased presence of nonfiction in the ELA classroom. Consider meeting this demand by weaving informational text into existing units of study. The ongoing use of feature articles, magazines and newspapers, primary documents, and rich informational texts provide engaging opportunities for teaching the structure and critical analysis of nonfiction throughout the year. See how one thematic reading unit is enhanced by the inclusion of informational text.LCD-7Closing the Story Gap: Supporting All Students to See Themselves in Texts (Grades K–2)Katherine Cunningham, Assistant Professor, Manhattanville CollegeGrace Enriquez, Assistant Professor, Lesley UniversityIn this session, the presenters will share children’s literacy selections they use in elementary classrooms to support all students to see themselves in stories. As our schools grow increasingly diverse, it is even more imperative that we widen the array of texts we use to support all readers and writers to make connections and affirm their identities in positive ways.LCD-8App-Smashing for Authentic Learning (Grades PreK–8)Sue Cusack, Assistant Professor, Lesley UniversityValerie Harlow Shinas, Assistant Professor, Lesley UniversityJacy Edelman, Kennedy-Longfellow/Lesley University Partnership Project Director, Lesley UniversityKreg Hanning, Kennedy-Longfellow/Lesley University Partnership Technology Specialist, Lesley UniversityIn this session, you will take part in an app-smashing adventure to mix and match apps that support content learning within authentic literacy experiences. Together we will use iPad apps to create virtual field trips, experience augmented reality, engage in storytelling through stop motion animation, and travel to other worlds using green screen. Teachers will learn strategies that support language development and knowledge-building across the disciplines, strategies useful for English Language Learners who must learn content concurrent with language development.LCD-9Designing and Implementing Content Based Literacy Units of Study (Grades 3-6)Laurie Higgins, Reading Specialist, Stoughton Public SchoolsKathleen Monahan, Grade 3 Teacher, Stoughton Public SchoolsThis session will focus on the process of designing and implementing a Common Core State Standards Content Based Literacy Unit. We will learn about best practices and literacy choices that compliment a successful content based literacy unit. Participants will leave with a third grade sample unit.LCD-10Using Small Group Instruction to Transfer Guided Practice to Independent Application (Grades K–2)Tammy Mulligan, Staff Developer, Teachers for TeachersClare Landrigan, Staff Developer, Teachers for TeachersIn this session, you will see how we can use small group instruction to provide opportunities for our students to practice and reflect on the strategies they are learning. We will look at how to use this time in your classroom to set, monitor, and celebrate your students’ goals. We will share a lesson design and structure to make these groups efficient and effective.LCD-11Writing in the Early Childhood Classroom (Grades PreK–K)Lynne Phinney, Kindergarten Teacher, Sandwich Public SchoolsPatti Leary, Literacy Coach, Sandwich Public SchoolsIn this session, you will see a variety of ways to incorporate writing in the early childhood classroom, including videos and an opportunity to explore samples of children's work. We will focus on what writers' workshop looks like in my kindergarten classroom. In addition, we will look at ways to add meaningful writing about reading opportunities throughout your day.LCD-12Twitter as a Tool for Professional Learning and Growth (Grades K–8)Marc J. Smith, Principal, Sandwich Public SchoolsIn this session, you will see how social media offers many benefits to educators and leaders. While Twitter can be used to "Keep up with the Kardashians," it is also a powerful tool for learning. This session will explore ways that educators and leaders can use Twitter to develop a personal learning network that can support his/her own professional growth. Participants should create a Twitter account before the session and bring a device that can access the internet and their Twitter account.LCD-13Nursery Rhymes – Redux: Imagination, Creative Writing and... Assessment? (Grades 3–6)Justin Stygles, Grade 5/6 Teacher, Author, MSAD #17, Guy E. Rowe ElementaryRemember Nursery Rhymes learning to read? What about Nursery Rhymes as inspiration for writing? Mother Goose, quick to the point, left off the backstory or the ever after, creating a fabulous opportunity to write. Bring a notebook! In this session, participants will create writing from a Nursery Rhyme that parallels a student’s writing development through the writing process (evidenced by student work), allowing participants to reflect on writing growth and teaching opportunities – assessment made easy!Reading Recovery D SessionsRRD-1 — FeaturedThinking Deeply About Letter and Word Work (REPEAT)Janet Bufalino, Reading Recovery Trainer, Shippensburg University of PennsylvaniaIn this session, participants will update their understanding on planning and analyzing the 1-2 minutes of a Reading Recovery lesson called Letter Identification, Breaking Words Apart, and Words in Isolation. Examples from lessons and assessments are shared.RRD-2 — FeaturedReading Recovery and Classroom Writing in First Grade Adria Klein, Reading Recovery Trainer, Saint Mary's College of CaliforniaCommon Core State Standards set the expectation for students to write using evidence from literary and informational texts. Explore links between writing in Reading Recovery and first grade classrooms.RRD-3 — FeaturedComprehending Text Through Talking, Reading, and WritingEva Konstantellou, Reading Recovery Trainer, Center for Reading Recovery and Literacy Collaborative, Lesley UniversityMarie Clay has defined reading as a message-getting, problem-solving activity, and writing as a message-sending, problem-solving activity. In this session we will look at examples of children's reading and writing and examine how the teacher's decisions and language interactions with students foster and deepen understandings of the messages students read and write. Required Text: Literacy Lessons Designed for Individuals, One and Two (Heinemann).RRD-4Flexibly Expanding Children’s Oral Language Using the Cut-Up StoryTodd N. Hartman, Reading Recovery Teacher LeaderMarie Clay, stated “...the child’s ultimate resource for learning to read and write is his spoken language.” (LLDF12, 2) She added, “...teachers...are responsible for encouraging children to improve their skills in the use of the English language. Teachers therefore need to know something about the structure of the English language and how this structure is acquired by young children.” (ROL,10) This session will address language acquisition, the Record of Oral Language, and expanding children’s language. Teachers are asked to bring LLDFI1, LLDFI2, and the ROL.
Keynote Session E - FeaturedA Bridge of Children's Books (Grades K–8)Mary Pope Osborne, AuthorIn this session Mary Pope Osborne relates her surprising personal journey to becoming a children’s author. Sharing her passion for writing for children, she explains how she draws inspiration from a multitude of sources, including children themselves.Reading Recovery E SessionsRRE-1 — FeaturedMatching Strategic Activity and Word Work Across a LessonNancy Anderson, Reading Recovery Trainer, Texas Woman’s UniversityThis session focuses on an analysis of strategic activity in running records and how to think about planning word work during the writing, reading, and word work components of the lesson. Identifying patterns in processing, what children control, and then engaging children in connected action provide a framework for thinking about teaching. This session demonstrates how to use Literacy Lessons: Designed for Individuals by Marie Clay as a tool while considering unique processing patterns of children.RRE-2 — FeaturedProviding Opportunities Through Understanding and PromptingJanet Bufalino, Reading Recovery Trainer, Shippensburg University of PennsylvaniaExplore session interactions between teachers and students. Each day during each lesson, a teacher uses what she/he knows about early readers to understand what behavior/processing the child is demonstrating and then how to teach/prompt. The goal of this session is to increase the background knowledge in terms of possibilities of what children do, what it means and how to best teach/prompt.RRE-3 — FeaturedOral Language, Reading, and Writing Connections for English Language LearnersAdria Klein, Reading Recovery Trainer, Saint Mary's College of CaliforniaOral language, reading, and writing are interconnected processes. All Reading Recovery teaching and learning is grounded in this integrated approach and supports accelerated literacy learning.RRE-4 — FeaturedWord Work on the Run (REPEAT)James Schnug, Reading Recovery Trainer, New York UniversityThis interactive session will challenge teachers to integrate working with words as the child reads. Starting with sensitive observation of the child’s strategic processing on continuous texts, the session will review ways for a teacher to effectively respond to a child processing of visual information on the run.RRE-5Reading Recovery: Decades of Deliberate Teaching, Data, and Making DifferencesJulie Francis, RR Teacher Leader, Warwick Public SchoolsKathleen Desrosiers, ELA Director, Warwick Public SchoolsIn this session, we will discuss the revolutionary work of Marie Clay and how her 30 years of Reading Recovery in North America has influenced our understandings and teaching of emergent literacy. This session offers a historical perspective of Reading Recovery, an update on recent research findings, and a panel discussion on Reading Recovery implementation with regional administrators and teachers.
Reading Recovery Keynote FLanguage and Literacy: Growing Strategic LearnersNancy Anderson, Reading Recovery Trainer, Texas Woman’s UniversityLanguage is the foundation of literacy learning. Authentic conversations around the relevant meaningful life experiences of children support literacy learning. Too often children who struggle encounter less authentic ways of using language or “doing school” and this hinders progress. This session will help teachers observe, analyze, and extend children’s oral language through targeted teaching that promotes constructing strategic activity systems in reading and writing.
LCF-1 — Featured Unpacking (and Enacting!) Elements of Literature to Deepen Interpretation (Grades 5–8) (REPEAT)Sonja Cherry-Paul, Middle School English Teacher, Hastings-on-Hudson School DistrictThis session will examine ways to teach literary elements such as: setting, symbolism, syntax, and theme. We will explore techniques that guide students to construct strong literary analyses using the strongest text evidence to support their interpretations. Also, through the process of enacting key scenes from texts, we’ll discover how students can develop deepened interpretations of reading that strengthen their analysis.LCF-2 — Featured Be a Detective! Helping Readers Think, Research, & Write like Historians (Grades 5–8) (REPEAT)Deborah Hopkinson, AuthorAward-winning author Deborah Hopkinson will share tips on ways to encourage students to bring the analytical skills of detectives to critical thinking, researching, and writing. Deborah will show how she uses primary sources including photographs, maps, and first-person accounts to introduce historical thinking skills to elementary and middle school students. Deborah will also introduce her new nonfiction title, Courage & Defiance, Stories of Spies, Saboteurs, and Survivors in WWII Denmark.LCF-3 — Featured Digital Bins: Creating Digital Text Sets (Grades 3–8) (REPEAT)Dana Johansen, 5th Grade Language Arts Teacher, Literacy Consultant, Greenwich AcademyEngagement, Tech, and Interpretation! Using Digital Bins can help students learn, practice, and hone their understanding of literary devices such as mood, symbolism, and theme. These digital texts sets provide ways for you to support all learners and differentiate your teaching for advanced and novice readers. This session provides the tools you need to use digital bins in your classroom. Participants will leave with ready-to-use digital bins, graphic organizers, and teaching strategies for immediate use in the classroom. LCF-4 — Featured Real Reasons to Write (Grades PreK–8) (REPEAT)Sara Kajder, English Faculty, University of GeorgiaIt is an exhilarating (and daunting) time to work with student writers as the toolset is ever-changing and continually creating new opportunities and audiences for students. This session will be a bit of a disruption, arguing that what we do as writing teachers remains stable amidst the continual explosion of new tools and spaces for writers. We will explore student work in learning to write by writing, exploring writing as a process, using writing to think, engaging with authentic audiences and purposes, connecting writing and reading, and writing to see ourselves.
LCF-5 — FeaturedSupporting English Learners in the Reading Workshop (Grades K–2) (REPEAT)Lindsey Moses, Assistant Professor of Literacy, Arizona State UniversityThis session will focus on supporting English learners in the Reading Workshop. Teachers will be presented with differentiated instructional strategies for supporting learners at all language proficiency levels throughout all stages of the Reading Workshop: planning units of study, whole-group instruction, guided learning experiences, small-group instruction, reflection and sharing. The instructional strategies and suggestions will include informational and fiction units of study with classroom teaching and differentiation examples, suggested children’s literature and student examples.LCF-6 — FeaturedThe Fireworks of Facts with Fiction (Grades K–8)Mary Pope Osborne, AuthorIn this session, Mary Pope Osborne will discuss how her extensive research for her books often inspires her plot and character choices. She will also share how teachers of all grades can use her Classroom Adventures Program to stimulate children’s curiosity and desire to learn.LCF-7 — FeaturedBuilding a Culture for Student-Centered Coaching and Collaboration (Grades K–8)Diane Sweeney, Lead Consultant, Diane Sweeney ConsultingWhile many of our schools have invested in the structures for coaching and collaboration, it is often challenging to build a school culture that embraces this work. This session will provide strategies for moving coaching and collaboration out of the shadows so that it becomes intrinsic to the school culture.LCF-8Unpacking the Nonfiction Picture Book with Feathers, Not Just for Flying: A Conversation with the Author (Grades K–8)Mary Ann Cappiello, Associate Professor, Lesley UniversityErika Dawes, Associate Professor, Lesley UniversityMelissa Stewart, AuthorWant to know more about nonfiction picture books? Children’s author Melissa Stewart will discuss the research and writing of Feathers, Not Just for Flying. Lesley University faculty Mary Ann Cappiello and Erika Thulin Dawes will lead participants through the process of evaluating the text for its quality, utility, and complexity.LCF-9Initiating Climate Change: Creating a Literate and Considerate Learning Environment (Grades 3–6)Jennifer Felt Chafin, Literacy Coach, Oxford Hills School DistrictThe classroom environment is a silent, yet significant teacher when it comes to student achievement. This session offers numerous examples of how to strengthen literacy instruction through deliberately designed learning spaces. Participants will examine the impact of instructional language on learning environments and will leave with new and creative ways of how to refine their classroom environment, which, in turn, will lead to positive shifts in literacy learning and overall classroom climate.LCF-10The Coach-Principal Team: Ingredients for a Successful Collaboration (Grades K–5)Katie Charner-Laird, Principal, Cambridge Public SchoolsIn this session, you will see how the coach/principal relationship is critical for successful implementation of a literacy program. Katie Charner-Laird, K-5 principal and former literacy coach, will share strategies and tools for creating a successful collaborative relationship. Topics will include: scheduling and creating agendas for meetings, collaborative observations, how to share information while respecting confidentiality, the role of the coach in data review meetings, the role of the coach on the Instructional Leadership Team, and the coach-principal team in relationship to the district ELA department.LCF-11Wondrous Writing Groups (Grades K–2)Sophia Crawford, 5th grade/ Literacy Coach, Charlotte Mecklenburg SchoolsLashenna Gaines, Literacy Interventionist, Union CountyWriting instruction can serve as the foundation for extending students’ writing and reading development. Reading and writing reciprocity is the key to making great strides in writing. This session will delve into guided writing groups and the link and positive impact it has on reading.LCF-12Interactive Literacy and Music (Grades PreK–K)Jennifer Daniels, Literacy, Music and Movement Educator, The Learning Groove
Al deCant, The Singing PrincipalWorking closely with Eric Litwin, the bestselling author of the first four Pete the Cat picture books, Jennifer's lively workshops are more like interactive concerts. No musical expertise necessary! We'll learn how to use music and movement to aid in early literacy, teaching, and classroom management. And we'll look at the elements that have made the Pete the Cat stories so popular with teachers and children in both typical and special needs classrooms. Participants will leave with free access to songs and activities designed to teach across the curriculum.LCF-13Methods for Maximizing Engagement & Independence in Writing Workshop (Grades 3–6)Peter Gangi, Literacy Coach & Staff Developer, Merrick Public SchoolsIn this session, we will explore how to set up and manage independent writing projects. Independent writing teaches students to match genre with purpose as they write passionately for authentic audiences. The following structures will also be discussed: peer-conferences, writing clubs, and student-led small group work. These layers maximize student ownership of their learning. Together, these tools will transform your writing workshop, leading your students to write with more joy, proficiency, and motivation!LCF-14Building Thoughtful Discourse and Understanding during a Guided Reading Lesson (Grades 3–6)Amy Greene, Literacy Coach, Fairfax County Public SchoolsHelen Sisk, Intermediate and Middle School Literacy Collaborative Trainer, Lesley UniversityIn what ways can a teacher’s language impact students’ thinking about their reading? This session explores how to assess and scaffold students’ strategic processing for deeper comprehension. These in-the-moment teaching decisions are thoughtful responses to student need. It requires knowledge of the reading process and possible next instructional steps for the student. Teachers must take advantage of the opportunities readers present during their reading in order to teach for strategic processing.LCF-15How Do I Know What I Should be Teaching with Regard to Phonics and Word Study? (Grades K–2)Kristine Haveles-Pelletier, District Literacy Implementation Specialist, K-5, Manchester Public School DistrictThis session will look at ways to utilize formative assessment in order to determine what the focus for phonics and word study can be for classroom, small group and individual instruction. Required text: The Continuum of Literacy Learning by Fountas and Pinnell (Heinemann).LCF-16Text Analysis: Maximizing the Power of Texts as Teaching Tools (Grades K–2)Heather Rodman, Primary Literacy Collaborative Trainer, Lesley UniversityJess Sherman, Primary Literacy Collaborative Trainer, Lesley UniversityIt is critical for teachers to develop a depth of knowledge about the reading behaviors of their students, choosing texts that engage those readers, and teaching practices that support each student’s ability to access a variety of texts. In this session, you will experience a process for looking at factors related to text difficulty in order to use texts effectively with students throughout the day. You will look at books with a critical eye in order to select texts that meet the needs of your readers. Issues of text complexity and using a gradient of text will be explored. If possible, please bring The Continuum of Literacy Learning to this session.LCF-17Artistic Technology-Integrated Literacy Instruction: What Teachers Need to Know (Grades K–8)Valerie Harlow Shinas, Ph.D., Assistant Professor, Lesley University, Graduate School of EducationBarbara Steckel, Ed.D, Associate Professor, Lesley University, Graduate School of EducationIn this session, the presenters will explain artistic, technology-integrated literacy instruction and share the principles of effective integration in the literacy classroom. Framed by the stories of classroom teachers who utilize technology, the presenters will share a model for instructional planning that will help teachers develop and deliver technology integrated literacy instruction. In addition, they will present digital tools and resources recommended by teachers who use technology to add value to reading, writing, and learning.LCF-18Engaging Middle School Readers 24/7 (Grades 5–8)Julie Stokes, Literacy Coordinator, Dalton Public SchoolsBethAnn Browning, Literacy Coordinator, Dalton Public Schools
Chris Caputi, Grade 7 Literacy Teacher, Dalton Public SchoolsIn this session, you will see how rigor and relevance are vital to literacy success with middle school learners. We will explore what books are engaging kids and how to transfer their learning to relevant topics they can research and write about. We will also explore technology and how it works with us and isn't something for us to fight.
LCF-19 In DepthCoaching Conversations: Enhancing Educator Expertise and Student Achievement (Grades PreK–8)Marcia Nye Boody, University Literacy Coach Trainer, The University of MaineDawn Jandreau, University Literacy Coach, The University of MaineThe coaching conversation is essential to enhance educator expertise! In this interactive session, you will observe via video clips literacy conversations between coaches, teachers and a PreK-8 principal. Topics in this workshop will include: high standards for teaching and learning, building relationships with colleagues, and using strong academic language that fosters ongoing reflection. This workshop is recommended for literacy coaches who want to increase their expertise each time they participate in coaching conversations with teachers.LCF-20 In DepthA New Perspective On Poetry (Grades 3–6)Mary Rizzuto, Student Teacher Supervisor, Tufts University/Eliot-Pearson Department of Child DevelopmentCharlotte Sidell, Head Librarian – retired, Needham Public SchoolsPoetry celebrates the sounds, rhythms and patterns of language in a manner that narrative text does not. Explore how science and poetry compliment each other. Review the selection of high quality children's poetry books with science content themes. Join us and experience various types of poetry, strategies for classroom usage, current titles and how to make each a valuable tool within your science or literacy curriculum.
LCG-1 — FeaturedImagine Possibilities: Picture Books for All Readers (Grades 3–6)Deborah Hopkinson, AuthorAward winning author, Deborah Hopkinson, author of picture books, Sky Boys, Apples to Oregon, and Keep on! The Story of Matthew Henson, Co-Discoverer of the North Pole will share tips and lead a discussion on the various ways picture books can support visual literacy and historical thinking for students at various levels. Deborah will also preview her 2016 picture book, Beatrix Potter and the Unfortunate Tale of a Borrowed Guinea Pig.LCG-2 — FeaturedPower Blogging: Strengthening Students’ Reading Responses, Independent Writing, Book Clubs (Grades 3–8)Dana Johansen, 5th Grade Language Arts Teacher, Literacy Consultant, Greenwich AcademyTeachers 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-3 — FeaturedWhat is Student-Centered Coaching? (Grades K–8)Diane Sweeney, Lead Consultant, Diane Sweeney ConsultingBy focusing coaching on student learning - rather than on fixing teachers - an instructional coach can navigate more directly towards increased student outcomes. This session will introduce the core practices for student-centered coaching.LCG-4Speak Up!: Engagement with Complex Text through Collaborative Conversations (Grades 5–8)Christina Arpante, Secondary Literacy Coordinator, Santa Clara Office of EducationDuring this interactive session we will model instructional strategies that guide students to comprehend materials and concepts and articulate ideas through scaffolded structures. Experience how explicit learning targets foster academic performance while building critical reading and thinking skills for rigorous curricula.LCG-5Using Technology to Facilitate Best Practices in Literacy (Grades 5–8)Colleen Clabault, 8th Grade English Teacher, Sandwich Public SchoolsKaren Sabetta, 7th Grade English Teacher, Sandwich Public SchoolsIs the thought of carrying home 100 reader’s notebooks paralyzing? Feeling frustrated trying to squeeze in writing conferences? There’s no need to abandon proven literacy practices because of schedule constraints or a large student caseload. Consider adding digital platforms, such as Schoology or Google Classroom, to your instruction and expand the opportunities for reading responses and meaningful teacher feedback. See how using technology can facilitate both student engagement and classroom management.LCG-6Composing = Composing: Honoring the Visual Work of Students in Writers' Workshop (Grades K–2)Shawna Coppola, Literacy Specialist, K-6, Rollinsford Grade SchoolThis session will examine the processes behind the work of some of the most celebrated and beloved picture book illustrators today, and we will see that these processes--and the thinking behind them--are very similar to that of the writers we know and admire. This session will bring many of these similarities to light and will outline what implications they have for the students in our writers' workshop--especially for those who would prefer to compose their work visually rather than textually.LCG-7Dynamic Read Alouds (Grades K–2)Sarah Keller, Kindergarten Teacher, Moose Hill School/Adjunct Professor, Lesley UniversityIn our world of standards-based teaching and testing, we sometimes forget how important it is to make time for meaningful, compelling read-alouds. This session will explore participatory read-alouds, and the vital role they play in the young child's literacy journey. Ways to incorporate drama, art, movement, vocabulary, and comprehension development for varied learners will all be part of this session. Reviews of current, exciting children's literature, as well as ideas for bringing old classics back to life, will also be discussed.LCG-8Engaging Our Youngest Readers with Reading Minilessons (Grades K–2)Amber Leslie, Teacher, Manchester Elementary Middle School, Bennington Rutland Supervisory UnionKerry Crosby, Literacy Consultant, Lesley University/ Heinemann Publishing CompanyWhat do reading minilessons look like in kindergarten? How do they enhance independent reading and literacy work? How do we make these minilessons applicable to our youngest students’ literacy lives? How do we make them simple, brief and engaging? Participants will explore the structure and format of reading workshop in a kindergarten classroom. Through video and discussion, participants will analyze reading minilessons, explore mentor texts, and learn how to use The Continuum of Literacy Learning to assist in planning. Required text: The Continuum of Literacy Learning (Heinemann) and two mentor texts/read-alouds that you love! Though videos will be based in a kindergarten classroom, this session will be helpful to teachers in any of the primary grades.LCG-9Wonder-ful Investigations & Texts (Grades 3–6)JoEllen McCarthy, Regional Staff Developer, Always LearningErica Pecorale, Professor, Long Island UniversityJoy, passion and love all lead to learning. This session will explore opportunities for #Booklove: layering mentor texts with paired texts resources from Wonderopolis and digital tools. Literacy snapshots, student work, titles and minilessons will be shared that demonstrate opportunities for students to promote wondering and curiosity. Join us to explore investigations that layer meaning from thinking, reading and writing across texts.LCG-10Integrating Word Work Into Guided Reading (Grades K–2)LaManda Moore, Reading Interventionist, Jefferson County Public SchoolsDominique Penn, Teacher, Jefferson County Public SchoolIn this session, participants can expect to decide how to make informed choices on word work based upon their children's needs. They will also learn what word work looks like within the guided reading group at the emergent, early, and transitional level.LCG-11Turn New and Struggling Readers into Passionate Lifelong Readers (Grades PreK–8)Nancy Newman, English Teacher/Literacy ConsultantIn this session, we see that though many parents are concerned about their children's reading ability, they have no idea how to help children become skilled readers, and commonly believe that it is impossible to raise readers because of competition from technology. In my lecture, I combine the latest scientific research with what I learned as an English teacher and mother, and offer my simple, practical, joyful approach to raising readers that boosts literacy skills and instills a love of reading in all children—infants, toddlers, new readers, and struggling readers. After translating neuroscience into common sense, and explaining why raising readers is easier than most people realize, I do a hands-on demonstration of easy, effective, everyday activities that even the busiest teachers, parents, and care givers can use to support children’s literacy in a wide range of settings and circumstances.LCG-12Using Picture Books to Engage Readers and Support Deep Thinking (Grades 3–6) Kathy Provost, Literacy Coach, Hudson Public Schools Aubrey Andreozzi, Third Grade Teacher, Hudson Public SchoolsTricia Bowen, Fourth Grade Teacher, Hudson Public SchoolsJaime Leger, Fourth Grade Teacher, Hudson Public SchoolsJennifer Lewis, Fourth Grade Teacher, Hudson Public SchoolsIn this interactive round table session, teachers will show how they use picture books to support and extend students’ ability to think deeply about the big ideas in texts. Through the use of readers notebooks, a variety of mentor texts, a "battle of the books" unit and strategic use of read-alouds, each teacher will share their experiences to help students engage deeply in texts with greater stamina and high engagement.LCG-13Language and Learning: Expanding Oral Language Development Through Conversation (Grades PreK–K)Heather Rodman, Primary Literacy Collaborative Trainer, Lesley UniversityIn this session we will consider how conversations about texts with prekindergarten and kindergarten students can help to support and expand their oral language development. Participants will have the opportunity to think about how meaningful conversations about Interactive Read Aloud and Shared Reading texts can provide opportunities to enhance oral language and vocabulary development.LCG-14Biographies and Historical Letters: A Powerful Pairing for Content Literacy (Grades 3–8)Sam Rubin, Education Specialist, JFK Presidential Library and MuseumEsther Kohn, Education Specialist, JFK Presidential Library and MuseumMary Ann Cappiello, Associate Professor, Lesley UniversityErika Thulin Dawes, Associate Profeesor, Lesley UniversityIn this session, Kennedy Library educators Sam Rubin and Esther Kohn show how letters by and to some famous figures in American history paired with high quality children’s biographies can inspire imaginative reading and writing activities in grades 3-5. Lesley University literacy faculty Mary Ann Cappiello and Erika Dawes present texts sets based on those same history makers.LCG-15Technology Transforms a Literacy Coach's Debriefing Session (Grades 2–6)Susan Sabella, Literacy Coach, Narragansett School SystemIn this session, you will see how two iPad apps were used to transform my professional practice as a literacy coach. The camera app and iMovie were both used to create a short movie to highlight the flow of a technology-enhanced learning experience. Throughout the teacher-coach debriefing session, this iMovie was referred to and served as a visual and auditory diary of the coach’s compare/contrast ELA lesson.LCG-16Reading and Writing Every Day in Science (Grades 3–6)Vanessa Vigna, Instructional Coach, Middleborough Public SchoolsMatthew Bell, Teacher, Stoughton Public SchoolsInquiry-based science is the perfect way to integrate nonfiction reading and writing standards, as well as speaking and listening skills. As your student scientists develop their knowledge and use of NGSS Science Practices while engaging in the Scientific Method, you surround them with reading, writing, speaking, and listening opportunities that build their schemas and enhance their critical thinking skills. Observe your students' enthusiasm and motivation for both science and ELA increase!Reading Recovery G SessionsRRG-1 — Featured Matching Strategic Activity and Word Work Across a Lesson (REPEAT)Nancy Anderson, Reading Recovery Trainer, Texas Woman’s UniversityThis session focuses on an analysis of strategic activity in running records and how to think about planning word work during the writing, reading, and word work components of the lesson. Identifying patterns in processing, what children control, and then engaging children in connected action provide a framework for thinking about teaching. This session demonstrates how to use Literacy Lessons Designed for Individuals by Marie Clay as a tool while considering unique processing patterns of children.RRG-2 — Featured Roaming Around the Known: Exploring Paths to Early Success (REPEAT)Mary Ann Doyle, Reading Recovery Trainer and Professor, University of ConnecticutA child’s success in Reading Recovery builds from the first day in Roaming Around the Known. This session will explore theoretical understandings that inform our practices. Discussion will focus on the importance of careful observations, and we will examine one teacher’s decisions and interactions with her student in Roaming Around the Known sessions.RRG-3 — Featured Oral Language, Reading, and Writing Connections for English Language Learners (REPEAT)Adria Klein, Reading Recovery Trainer, Saint Mary's College of CaliforniaOral language, reading, and writing are interconnected processes. All Reading Recovery teaching and learning is grounded in this integrated approach and supports accelerated literacy learning.
Literacy for All Conference
Funding and Scholarships
Directions and Parking
Exhibiting and Sponsorships
Center for Reading Recovery and Literacy Collaborative
Sunday, November 15, 2015
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 16, 2015
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 University 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–6:00 pmExhibit Fair With Book Signings and Raffle Give-Away
Tuesday, November 17, 2015
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