2014 Literacy for All Conference Brochure

Sneed Collard

Some of our topics for this year:• GuidedReading• DeepeningReading

Comprehension• TestingGenre• UsingDigitalTools• AcademicVocabulary• GenreStudy

• LinkingInquiryandWriting

• InteractiveWriting• CloseReading• RefiningTeacher Language• Collaborative

Coaching

• WritingAboutReading• Nonfiction

MentorTexts• DigitalMediaand

Writers’Workshop• AssessingWriters• TeachersasLeaders• Implementing ComprehensiveLiteracy

25th AnnuAl literAcy for All — northeAst PreK–8 literAcy conference AnD reADing recovery institute

Literacy AllforRHODE ISLAND CONVENTION CENTER | PROVIDENCE NOVEMBER 2–4, 2014 25th

C e l e b r a t i o nBirthday

• ReadingRecovery• CommonCoreStateStandards• Administrators/SchoolLeaders• PreK–KLiteracy• EarlyLiteracy(GradesK–2)• IntermediateLiteracy(Grades3–6)• MiddleSchoolLiteracy

(Grades5–8)

• TechnologyandLiteracy• LiteracyCoaching• Children’sLiterature

andAuthors• GradesPreK–8Literacy

Literacy for All Conference Strands:

2014 highlights: •100+workshopsin11strands•25thBirthdayCelebration•3Keynoteand23FeaturedSpeakers

KeynoteJaCK GantoS

Keynoteandy HarGreaveS

KeynotebetSy Kaye

HoSted by leSley UniverSity in Collaboration witH UniverSity of ConneCtiCUt, new yorK UniverSity, and tHe UniverSity of Maine

rUtH CUlHaM

Jeff anderSon

Jeff wilHeM

Carl anderSon

irene foUntaS and Gay SU Pinnell

CatHy toll

MartHa Horn

1For more info: 617.349.8402 | [email protected] | www.lesley.edu/literacyforall

Table of Contents

Sponsors....................................................... 1

ConferenceSchedule................................. 1–3

ConferenceProgramCommittee................... 3

KeynoteSpeakers.......................................... 4

FeaturedSpeakers..................................... 4–5

ReadingRecoveryFeaturedSpeakers............ 6

Workshops(Sunday)................................. 8–9

Workshops(Monday)............................ 10–20

LesleyUniversityAlumniLuncheon............. 17

25thBirthdayCelebration/ExhibitFairandBookSignings.................... 20

Workshops(Tuesday)............................ 22–31

TravelInformation....................................... 32

FundingandScholarships........................... 33

2015CallforSessionProposals.................. 33

RegistrationandDiscounts......................... 34

ConferencePolicies..................................... 35

GeneralInformation.................................... 36

Conference Schedule

Monday, November 3, 2014 6 Professional Development Hours*

7:00 am–8:30 am Registration

8:30 am–10:00 am Keynote A

10:00 am–7:00 pm Visit exhibits

10:30 am–12:00 pm Session B

12:00 pm–1:30 pm Lunch on your own/ Lesley Alumni luncheon

1:30 pm–3:00 pm Session C

1:30 pm–4:45 pm Session C In-Depth

3:00 pm–3:30 pm Visit exhibits

3:30 pm–5:00 pm Session D

5:00 pm–7:00 pm 25th Birthday Celebration/ Exhibit Fair and Raffle

Tuesday, November 4, 2014 4.5 Professional Development Hours*


7:30 am–2:30 pm Visit exhibits

8:30 am–10:00 am Session E: Keynote E or 90-Minute Session E

8:30 am–11:45 am Session E In-Depth

10:15 am–11:45 am Session F: Reading Recovery Keynote F or 90-Minute Session F

10:15 am–1:30 pm Session F In-Depth

11:45 am–1:00 pm Lunch on your own/ visit exhibits

1:00 pm–2:30 pm Session G

*Turn in an objectives form (provided at conference) to receive a Certificate of Attendance at the conclusion of your stay that can earn you professional development points. 14.5 Professional Development Total Hours!

Sunday, November 2, 2014 4 Professional Development Hours*


11:00 am–1:00 pm Pre-Conference Workshops

1:00 pm–2:00 pm Lunch on your own

2:00 pm–4:00 pm Pre-Conference Workshops

4:00 pm–6:00 pm Registration

Sponsoring Nancy Boyles

Sponsoring Ruth Culham and Jeff Wilhelm

tHanK yoU to oUr SPonSorS!

tote baG SPonSor

SPeaKer SPonSorS

follow literaCy for all on SoCial Media:

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@Lesleyctrrrlc conference hashtag: #lfa2014

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Full workshop listings, descriptions, and all other conference details available at www.lesley.edu/literacyforall

To register, visit www.regonline/lfa2014

2 For more info: 617.349.8402 | [email protected] | www.lesley.edu/literacyforall

Conference Schedule

Pre-Conference WorkshopsSUnday, noveMber 2, 2014 11:00 aM–4:00 PM

PC-1 WritingRightFromtheStart:StartingaWorkshoponDayOneandMaintainingItThroughtheYear(GradesK–2).................................................................... 8

PC-2 FromReadingSpecialisttoLiteracyCoach: ExaminingEssentialShifts(GradesK–8).......................... 8

PC-3 IntroductiontoReaders’Workshop:Building Students’ProcessingThroughWholeGroup,Small

Group,andIndividualInstruction(Grades3–8)............... 8

PC-4 LanguageRichLiteracyBeginnings:ExpandingChildren’sLanguageandLiteracyDevelopmentinPreKandKindergartenClassrooms(GradesPreK–K)............... 9

PC-5 ImportantBeginnings:CriticalAspectsofEarlyLearning.................................................................. 9

PC-6 FlexibilityinProblemSolving:ALiteracyProcessingPerspective..................................... 9

Session AMonday, noveMber 3, 2014 8:30 aM–10:00 aM

Keynote ACollectiveResponsibilityFortheSuccess ofAllTeachersandStudents(GradesK–8)..................... 10

Session BMonday, noveMber 3, 2014 10:30 aM–12:00 PM

LCB-1 StartingWithaStack:ExploringaPredictableFrameworkForStudyintheWritingWorkshopThroughaNonfictionStudy(GradesK–2)...................... 10

LCB-2 CommonCoreCanines:GreatDogBooksto UseinK–8Curricula(GradesK–8)................................. 10

LCB-3 FiveKeystoDeepeningReadingComprehension inStrugglingReaders(Grades3–8)................................ 10

LCB-4 CollectiveResponsibilityinAction (GradesK–8).................................................................. 11

LCB-5 (Re)InventingReading:UsingDigitalToolsin OurEnglishClassrooms(Grades6–8)............................ 11

LCB-6 What’sMath?:DevelopingMathSchemaForthePrimaryChild(PreK–K)....................................... 11

LCB-7 “IGotAngryBirdsInMyStory”:MultilingualWritersatWork(GradesK–2)..................... 11

LCB-8 ReadingUnbound:LetThemReadTrash! (Grades3–8).................................................................. 11

LCB-9 ExaminingExplicitTeachingDemonstrationsThatScaffoldStudentLearning(Grades5–8)................. 11

LCB-10 LinkingPhonemicAwarenesstoAuthenticTextsintheK–2Classroom(GradesK–2)............................... 12

LCB-11 TriangulatedLiteracyCoaching:Fosteringthe Teacher-Coach-PrincipalRelationship(Grades3–6)....... 12

LCB-12 DevelopingMinilessonsWithintheWritingWorkshop(Grades3–8)................................................. 12

LCB-13 AcademicVocabulary:StrategiesForActiveLearnersintheElementaryGrades(GradesK–6)........... 12

LCB-14 ProjectingaUnitofStudyinthePrimaryClassroom(GradesPreK–K)........................................... 12

LCB-15 ImprovingStudentAchievementandElevating TeacherExpertisethroughLiteracyCollaborative

(GradesPreK–8)............................................................. 12

LCB-16 BeyondWordsandSmiles:ThePowerofNonverbalCommunicationinTeachingandLearning(GradesK–6).................................................................. 13

RRB-1 ExpandingHighFrequencyWordKnowledgeinHigherLevelTexts.......................................................... 13

RRB-2 MakingtheMostofOpportunities:SelectingtheClearest,Easiest,MostMemorableExamples................ 13

RRB-3 ReadingContinuousTexts,WholeStories,andInformationBooks.......................................................... 13

RRB-4 RefiningOurTeacherTalktoScaffoldLearning... 13

Session CMonday, noveMber 3, 2014 1:30 PM–3:00 PM

LCC-1 InvitationalGrammarandEditingInstruction,MiddleSchoolEdition:ConnectingReading,Writing,andMechanics(Grades5–8)................................................ 14

LCC-2 AuthorsandIllustratorsMatter (GradesK–2).................................................................. 14

LCC-3 GenreStudy:AnInquiryModelForLearning HowtoNoticeTypesofTexts(GradesK–8).................... 14

LCC-4 CollectiveResponsibilityinBusiness,Sports,and Education(GradesK–8)................................................. 14

LCC-5 PurposefulTalk:TheLinkBetweenInquiryandWriting(PreK–K)............................................................ 14

LCC-6 “DoYouRememberMe?DoYouKnowWhoIAm?”: ConferringwithMultilingualWriters(GradesK–5)........ 15

LCC-7 TeachersasDigitalWriters (GradesPreK–8)............................................................. 15

LCC-8 TheManyLivesofAnyOneBook(GradesK–8).. 15

LCC-9 MakingSenseoftheTestingGenreFromDayOnetotheEndoftheYear(Grades3–6)........................ 15

LCC-10 DevelopingLifelongReadersThroughaGrowthMindset(GradesK–2).................................................... 15

LCC-11 AccuratelyDeterminingAcceleration:TheKeytoEffectiveInterventions(GradesK–2)............. 15

LCC-12 “ISuckatReading”:RebuildingConfidenceintheDisenchantedReader(Grades3–8)...................... 16

LCC-13 TheWonderfulWorldofWorkstations(GradesK–2).................................................................. 16

RRC-1 ChangeOverTime:TeachingForEfficientVisualProcessingForTextReading................................ 16

RRC-2 MakingtheMostofOpportunities:SelectingtheClearest,Easiest,MostMemorableExamples(Repeat)......................................................... 16

RRC-3 RefiningOurTeacherTalktoScaffoldLearning(Repeat)......................................................................... 16

RRC-4 FluencyintheReadingRecoveryLesson:HowtoObserveItandFosterIt...................................... 16

Session C In-DepthMonday, noveMber 3, 2014 1:30 PM–4:45 PM

LCC-14 In-DepthCloserReadingintheIntermediate Grades:BetterPrep,SmarterLessons,Deeper

Comprehension(Grades3–8)......................................... 17

LCC-15 In-DepthGoingDeeperinthe CoachingConversation(GradesPreK–8)....................... 17

LCC-16 In-DepthWritingAboutReading:DeepeningtheThinking(Grades3–8).............................................. 17

LCC-17 In-DepthTriangulatingDatatoFindtheStoriesofOurReaders(GradesK–6).......................................... 17

Session DMonday, noveMber 3, 2014 3:30 PM–5:00 PM

LCD-1 UsingMentorTextstoTeachStudentstheCraft ofWriting(Grades3–8).................................................. 18

LCD-2 RevisionDecisions:TheGrammarofInformationalandExplanatoryWriting(Grades6–8)........................... 18

LCD-3 ExploringtheFrontierofChildren’sLiterature (GradesK–8).................................................................. 18

LCD-4 UsingMentorTextstoTeachtheCraftofWriting(GradesK–2)..................................................... 18

LCD-5 KeepingMeaningattheForefrontofBookIntroductions(GradesK–2)............................................ 18

LCD-6 WritingTogether:WhatDigitalMedia BringstoWritingWorkshop (Grades3–8).................................................................. 18

LCD-7 DigitalToolsForDigitalArgument (Grades6–8).................................................................. 18

LCD-8 ActionStrategiesForDeepeningComprehension(Grades3–6).................................................................. 18

LCD-9 UsingInquiryAsaToolForContinuous Improvement(GradesK–2)............................................ 19

LCD-10 PromotingChildren’sSocial-EmotionalDevelopmentthroughaLiteracyLens(GradesK–2)...... 19

LCD-11 AuthorInterviews—LiveFootage:ConferringWithYoungWriters(GradesK–2)........................................... 19

LCD-12 IdeaNotebooks+Inquiry+Investigation=WonderingThatInspiresReading,Writing,andThinking(Grades3–6).................................................................. 19

LCD-13 CreatingBookMuralsUsingInteractiveWriting(GradesK–2).................................................................. 19

LCD-14 TheRealityIs:NonfictionBooksKidsWill WanttoRead(Grades3–6)............................................ 19

RRD-1 CreatingIndependentandStrategicWriters...... 20

RRD-2 ReadingContinuousTexts,WholeStories,andInformationBooks(Repeat)........................................... 20

RRD-3 JustKnowntoWellKnownDuringRoamingAroundtheKnown......................................................... 20

RRD-4 TeachingForChangeOverTime:FastProcessinginReadingandWriting.......................... 20


Conference Schedule

Schedule Key: Featured

Administrators/School Leaders

Children’s Literature and Authors

Common Core State Standards

Early Literacy (K–2)

Grades PreK–8 Literacy

Intermediate Literacy (3–6)

Literacy Coaching

Middle School Literacy (5–8)

PreK–K Literacy

Reading Recovery

Technology and Literacy

Thank You to the Conference Program Committee

ConferenCe ProGraM CHairS

Cindy DownendJill EurichEva Konstantellou

ProGraM CoMMittee MeMberSMarcia BoodyLaurel BurnsMary Ann CappielloSue CusackErika Thulin DawesAlice EnsleyJulie FrancisBeth Herman-DavisPatricia KinsellaClare LandriganYvonne Liu-ConstantJanet LooneyRussell McCaslinKelly McDermottTammy MulliganKris PelletierLizette SuxoAli DutsonMaureen Wiklund

Session EtUeSday, noveMber 4, 2014 8:30 aM–10:00 aM

Keynote ELiterature:It’sAllPersonal (GradesPreK–8)............................................................. 22

LCE-1 WritingTogether:WhatDigitalMediaBrings toWritingWorkshop (Grades3–8)(Repeat).................................................... 22

LCE-2 DigitalToolsForDigitalArgument (Grades6–8)(Repeat).................................................... 22

LCE-3 Multi-GenreProjects(Grades5–8)...................... 22

RRE-1 CreatingIndependentandStrategicWriters(Repeat)......................................................................... 22

RRE-2 ShiftyBusiness:SupportingProcessingatKeyTransitions...................................................................... 22

RRE-3 ThePowerofTeacherLanguageinShapingStudentLearning.............................................. 23

RRE-4 RoamingAroundtheKnown:HowtoFollowtheChildWithoutGettingLostintheWoods................. 23

Session E In-DepthtUeSday, noveMber 4, 2014 8:30 aM–11:45 aM

LCE-4 In-DepthWhatPrincipalsandLiteracyLeaders NeedtoKnowAboutTeachingandLearningWriting

(GradesK–8).................................................................. 23

Session FtUeSday, noveMber 4, 2014 10:15 aM–11:45 aM

Reading Recovery Keynote FTeachingintheMoment......................................................................... 24

LCF-1 ConferringwithStudentWriters(GradesK–2).... 24

LCF-2 InvitationalGrammarandEditingInstruction,MiddleSchoolEdition:ConnectingReading,Writing,andMechanics(Grades5–8)(Repeat)........................... 24

LCF-3 KeepingMeaningattheForefrontofBookIntroductions(GradesK–2)(Repeat).............................. 24

LCF-4 ReadaClassic,WriteaClassic:From “WildThings”to“RottenRalph”(GradesPreK–6)........ 24

LCF-5 ListeningtheStoryOut:ChildrenShowUsHowtoHelpThemCompose(GradesK–1)................................. 25

LCF-6 PurposefulTalk:TheLinkBetweenInquiryandWriting(PreK–K)(Repeat).............................................. 25

LCF-7 “IGotAngryBirdsInMyStory”:MultilingualWritersatWork(GradesK–2)(Repeat).......................... 25

LCF-8 CoachingForInitiatives:RTIandtheCommon Core(GradesPreK–8)..................................................... 25

LCF-9 WritingMatters:LearningFromandWithMentor Authors(GradesK–5)..................................................... 25

LCF-10MeetingtheIndividualNeedsofReadersThroughSmall-GroupInstruction(GradesK–6).............. 25

LCF-11 BestNonfictionLiterature(GradesK–2)........... 26

LCF-12 UsingWordSortingtoDevelopFlexibleWordSolvers(GradesK–2)...................................................... 26

LCF-13 Vocabulicious101:RobustInstructionalStrategiesForAssiduousTeachers(Grades3–6)............. 26

LCF-14 Fostering21stCenturyReadersand WritersthroughSocialNetworking(Grades3–8)........... 26

LCF-15 MeetingtheNeedsofAllReaders:Making ResponsetoInterventionaReality(GradesK–6)Clare

Landrigan,StaffDeveloper,TeachersforTeachers.......... 26

LCF-16 CreatingMeaningfulTextsForSharedReading (GradesPreK–2)............................................................. 27

LCF-17 EvaluatingReadingComprehensionThroughWriting:AssessmentThroughReading-WritingReciprocity(Grades3–8)................................................ 27

SESSION F In-DepthtUeSday, noveMber 4, 2014 10:15 aM–1:30 PM

LCF-18 In-Depth CollaborativeCoachingAsPartofanIntegratedMiddle-LevelLiteracyFramework(Grades3–6).................................................................. 27

LCF-19 In-DepthUnwrappingRap:UnpackingRapLyricstoIncreaseVocabularyAcquisitioninUrbanYouth(Grades5–8).................................................................. 27

SESSION GtUeSday, noveMber 4, 2014 1:00 PM–2:30 PM

LCG-1 AssessingWriters (Grades3–8).................................................................. 29

LCG-2 UsingSmall-GroupRead-AloudstoSupportYoungReaders(GradesK–2).......................................... 29

LCG-3 Today’sJournalsAreTomorrow’sLiterature (Grades3–8).................................................................. 29

LCG-4 LookingatStudentWork:LettingChildrenShowUsWhatTheyCanDo,andWhatWeNeedtoHelpThemLearnNext(GradesK–1)................................................ 29

LCG-5 TheiPadMeetsWriters’Workshop(GradesK–2).................................................................. 29

LCG-6 SystemicChange:ALiteracyJourneyin RuralMaine(GradesK–8).............................................. 29

LCG-7GuidedReadingFromA–D:BuildingSolidFoundationsinaKindergartenClassroom(GradeK)...... 30

LCG-8 BringChurchill’sandLincoln’sOutrageousOratorySkillsIntoYourClassroom(Grades5–8)............ 30

LCG-9 The24/7LiteracyClassroom(Grades5–8)......... 30

LCG-10 LiteracyThroughSong:Writing,Extending,andDevelopingSongstoSupportEarlyLiteracyDevelopment(GradesPreK–K)............................................................. 30

LCG-11 TeachingEffectiveWritingMinilessonsThroughMentorTextsandExplicitModeling(Grades3–6).......... 30

LCG-12 InteractiveWriting:EmpoweringOurYoungestWritersAsTheyTakeControlofTheirLiteracyLearning(PreK–K)......................................................................... 30

LCG-13 WritingAboutReading:ConsideringDifferentOptionstoDeepenComprehension(Grades3–6).......... 31

LCG-14 ImplementingComprehensiveLiteracy(GradesK–2).................................................................. 31

RRG-1 ChangeOverTime:TeachingForEfficientVisualProcessingForTextReading(Repeat)............................. 31

RRG-2 ThePowerofTeacherLanguageinShapingStudentLearning(Repeat).............................................. 31

RRG-3 YourChildisRoaming...AreYou?...................... 31


Featured SpeakersKeynote Speakers

Speakers

Jack GantosJack Gantos is the author of over forty books for children including the Rotten Ralph picture books, Joey Pigza novels, and many more. He taught at Emerson College, where he developed the Master’s Degree in Children’s Literature, Writing, and Publishing. He now spends his time writing and is an active speaker at book and literacy conferences,

schools, and libraries. His works have received numerous honors including the Newbery Award, Scott O’Dell Award, Printz Honor, National Book Award Finalist honor, and the NCTE/Alan Award. Sessions:KeynoteE,LCF-4,LCG-3

Andrew HargreavesAndrew Hargreaves is the Thomas More Brennan Chair in the Lynch School of Education at Boston College. His books have received many outstanding writing awards and have been translated into multiple languages. His most recent books are Professional Capital: Transforming Teaching in Every School and The Global Fourth Way: The

Quest for Educational Excellence. His current research is on high-performing schools and school systems, and on whole school changes that benefit students with special educational needs. Sessions:KeynoteA,LCB-4,LCC-4

Betsy KayeBetsy Kaye has been involved in Reading Recovery since she trained as a teacher in 1988. She enjoys working with the North American Trainer’s Group and International Reading Recovery Trainers Organization colleagues on projects which support teachers’ professional learning. She served as a reviewer for the recent edition of

An Observation Survey of Early Literacy Achievement and co-authored an article with Janice Van Dyke about interpreting Running Records. She is currently the editor of the Teaching section of The Journal of Reading Recovery. Sessions:ReadingRecoveryKeynoteF,RRB-4,RRC-3

Carl AndersonCarl Anderson works with teachers, coaches, and principals in schools around the world. At the beginning of his career, he taught elementary and middle school students in the Bronx, Kentucky, and Illinois. He then worked for the Teachers College

Reading and Writing Project, where he was Lead Staff Developer. Carl is the author of Heinemann publications How’s It Going: A Practical Guide to Conferring with Student Writers, Assessing Writers, and Strategic Writing Conferences Grades 3–6 Sessions:LCD-1,LCF-1,LCG-1

Jeff AndersonJeff Anderson is the author of four books including Mechanically Inclined, Everyday Editing, and 10 Things Every Writer Needs to Know. He has published many articles, most recently the lead article on writing in ASCD’s Educational Leadership. He lives in

San Antonio, Texas. Sessions:LCC-1,LCD-2,LCF-2

Nancy Boyles Dr. Nancy Boyles was a classroom teacher for many years and is now Professor Emerita from Southern Connecticut State University where she was Graduate Reading Program Coordinator. She currently consults with districts, providing

workshops, developing curriculums, and modeling best practices in classrooms. Nancy is the author of seven books including her most recent book on close reading published by Corwin Literacy in 2014. Nancy’s participation is sponsored by Corwin Literacy. Session:LCC-14In-Depth

Lisa CleavelandLisa Cleaveland is the co-author with Katie Wood Ray of About the Authors, Writing Workshop with our Youngest Writers and the DVD The Teaching Behind About the Authors. Lisa has been a teacher for 23 years and was the 2002 recipient of the

prestigious NCTE/Donald H. Graves Award for Excellence in the Teaching of Writing. Many teachers from all over the United States have come to visit writing workshops in her kindergarten and first-grade classrooms. Sessions:PC-1,LCB-1,LCC-2

Sneed CollardSneed Collard is the author of more than 65 award-winning nonfiction books for young people, including Animal Dads and Sneed B. Collard III’s Most Fun Book Ever About Lizards. He is also the author of seven acclaimed novels including the thriller

Double Eagle, the Slate Stephens Mysteries series, and his newest mystery, Dog 4491. He makes his home in Missoula, Montana and travels widely to speak to students, teachers, and other educators. Sessions:LCB-2,LCD-3


Featured Speakers

Speakers

Ruth Culham Ruth Culham is a recognized expert in the traits of writing field and the author of over 40 best-selling Scholastic and IRA teaching books and resources on the traits of writing. Her book Traits Writing: The Complete Writing Program for Grades K–8

(2012) is the culmination of 40 years of educational experience, research, practice, and passion. Ruth’s participation is sponsored by Scholastic, Inc. Sessions:LCD-4,LCE-4In-Depth

Kathleen FayKathleen Fay has over 20 years of experience working as a classroom teacher, Reading Recovery teacher, and most recently as a Literacy Collaborative Coach at Title I schools. She is the co-author of Becoming One Community: Reading and Writing with

English Language Learners. She is currently the Primary Literacy Collaborative District Trainer for Fairfax County Public Schools in Virginia. Sessions:LCD-5,LCF-3,LCG-2

Irene Fountas and Gay Su PinnellIrene Fountas directs the Center for Reading Recovery and Literacy Collaborative at Lesley University. The Center provides literacy

professional development for PreK–8 teachers, Reading Recovery Teacher Leader training, and training in the Literacy Collaborative model. She has been a classroom teacher, language arts specialist, and consultant in school districts. Gay Su Pinnell is Professor Emerita at The Ohio State University. Her work focuses on children’s literacy education and ways to support teachers of reading, writing, and language arts. Irene and Gay have published several books together with Heinemann, including Genre Study: Teaching With Fiction and Nonfiction Books and Literacy Beginnings: A Prekindergarten Handbook. Sessions:PC-2,LCB-3,LCC-3

Martha HornMartha Horn is an Associate Professor of Education at Rhode Island College, where she teaches graduate and undergraduate methods courses in writing and reading. She is also a literacy consultant who designs and leads classroom-based inservice

in the teaching of writing for teachers and administrators. She co-authored the book Talking, Drawing, Writing: Lessons for Our Youngest Writers with Mary Ellen Giacobbe. Sessions:LCF-5,LCG-4

Sara KajderSara Kajder is an English teacher, published author, university faculty member, and consultant who received the first-ever National Technology Fellowship in English/Language Arts. An internationally-known speaker, she is also the author of Bringing

the Outside In, The Tech Savvy English Classroom, and the 2012 Britton Award-winning Adolescents’ Digital Literacies: Learning Alongside Our Students. Sessions:LCB-5,LCD-6,LCE-1

Sue KemptonSusan Kempton is a 30-year professional in the area of early childhood literacy, with kindergarten being her focus and passion. She is the author of The Literate Kindergarten and Let’s Find Out!: Building Content Knowledge with Young Children. She

has worked closely with the Denver-based Public Education and Business Coalition as a staff developer, hosting local and national teaching labs in her classroom. In addition, she is a nationally-known consultant and keynote speaker. Sessions:LCB-6,LCC-5,LCF-6

Tasha Tropp LamanTasha Tropp Laman is an Associate Professor at the University of South Carolina. Tasha has taught grades K–5 in multilingual settings in New Mexico, Belize, Indiana, and now South Carolina. She is the author of From Ideas to Words: Writing Strategies for

English Language Learners. Sessions:LCB-7,LCC-6,LCF-7

Cathy TollCathy Toll supports teacher learning by guiding educational coaches, professional learning teams, and administrative leaders. She has been a consultant, keynote speaker, and workshop leader throughout the United States, Australia, and Canada, as

well as a teacher, a reading specialist, a school principal, a university faculty member, an educational coach, and more. She has published widely for teacher leaders, including five books for literacy coaches and a book on Learnership for principals and teacher leaders.Sessions:LCC-15In-Depth,LCF-8

Kristen Hawley TurnerKristen Hawley Turner is an associate professor of English education and contemporary literacies at Fordham University in New York City. Her research focuses on the intersections between technology and literacy. She works with teachers across content

areas to implement effective literacy instruction and to incorporate technology in meaningful ways. She is a Teacher Consultant for the National Writing Project and the director of the Fordham Digital Literacies Collaborative. Sessions:LCC-7,LCD-7,LCE-2

Jeff Wilhelm Dr. Jeff Wilhelm is a professor of English Education at Boise State University. He is the founding director of the Maine Writing Project and the Boise State Writing Project, and has authored or co-authored 30 texts about literacy teaching and learning. He

has also won the NCTE Promising Research Award for You Gotta BE the Book, and the Russell Award for Distinguished Research for Reading Don’t Fix No Chevys. Jeff’s participation is sponsored by Scholastic, Inc.Sessions:LCB-8,LCD-8


SUNDAY Pre-Conference Workshops

Reading Recovery Featured Speakers

C. C. BatesC. C. Bates, Ph.D., is an assistant professor of literacy education and director of the Clemson University Reading Recovery University Training Center. Her work has been published in The Reading Teacher, Young Children, the Journal of Digital Learning

in Teacher Education, and The Journal of Reading Recovery. Sessions:RRB-1,RRD-1,RRE-1

Mary Anne DoyleMary Anne Doyle is the director of the Reading-Language Arts Center at the University of Connecticut and director of Connecticut’s Reading Recovery Project. She chairs the Executive Board of the International Reading Recovery

Trainers Organization and the Research Committee of the North American Trainers Organization. Sessions:RRC-1,RRG-1

Sue DuncanSue Duncan is a Director of the Reading Recovery Program at Georgia State University. She was a teacher and principal throughout New Zealand before training as a Reading Recovery Tutor in 1985, then becoming a Reading Recovery Trainer in

1989. She has since worked in New Zealand, England, Canada, and the USA. Sue is also the only trained Facilitator for the First Chance program in the US, and is a university trainer for the Partnerships in Comprehensive Literacy. Sessions:PC-5,RRB-2,RRC-2

Mary FriedMary Fried is a Trainer at The Ohio State University Reading Recovery Center. She has been actively engaged in teaching, presenting, conducting research, and writing about Reading Recovery for over 30 years. She and her colleagues at Ohio State

have focused their research on analyzing Running Records, teaching literacy lessons to intervention specialists, and working with students and teachers in ELL programs. Sessions:PC-6,RRB-3,RRD-2

Eva KonstantellouEva Konstantellou is an Associate Professor and a Reading Recovery Trainer at the Lesley University Center for Reading Recovery and Literacy Collaborative. For the past fifteen years she has overseen the implementation of Reading Recovery in

teacher training sites in MA, NH, RI, VT, in the OCM BOCES site in NY, and the Prince William County Schools site in VA. She enjoys the intellectual challenge of working closely with teacher leaders in support of the learning of teachers and students. Her research interests include language learning, literacy coaching, and critical pedagogy. Session:RRC-4

Mary RosserMary Rosser is the director of the University Training Center for Reading Recovery and coordinator of Literacy Professional Development Programs at the University of Maine. Mary’s areas of expertise are language education, curriculum development,

and early literacy intervention. Her research interests focus on analysis of pedagogy with attention to teacher/student interactions that promote powerful learning.Sessions:RRE-3,RRG-2

Jim SchnugJim Schnug is starting his second year as a trainer with the New York University’s Reading Recovery Center. He was first trained as a Reading Recovery teacher and teacher leader in 1987 and ran Ohio’s Ashland University/Mansfield City School site in the early

1990’s. He was a tenured professor, Early Childhood department chair, and assistant dean for graduate studies at Ashland University before leaving to become the project administrator for the i3 Grant, Reading Recovery: Scaling Up What Works. Sessions:RRD-3,RRG-3

Speakers



Pc-1 featUred SeSSionwriting right from the Start: Starting a workshop on day one and Maintaining it

through the year (Grades K–2)

LisaCleaveland,Author,NC

Sincetherearenodevelopmentalprerequisitesforbookmaking,writingworkshopscanbeginonthefirstdayofschool.Usingbothvideosandphotographsshowingthefirstdayofwritingworkshopinaprimaryclassroom,wewillusethissessiontohighlightthekeyinstructionaldecisionsoneteachermadeinlaunchingherstudentsintotheworkofwritingworkshoponthefirstdayofschool.

Pc-2 featUred SeSSionfrom reading Specialist to literacy Coach: examining essential Shifts (Grades K–8)

IreneFountas,AuthorandProfessor,CenterforReadingRecoveryandLiteracyCollaborative,LesleyUniversity,MA

GaySuPinnell,AuthorandProfessorEmerita,TheOhioStateUniversity,OH

Inmanyschooldistrictsacrossthenation,readingteachersarespendingincreasingamountsoftimeintheroleofcoachtosupporttheprofessionallearningofpeersandimprovewholeschoolachievement.Whatwillittaketogrowprofessionally,frompreviouslyprovidingdirectservicetostudents,tosupportingcollegiallearning?Topicsinthisinstitutewillinclude:re-envisioningyourrole,buildingrelationshipswithcolleagues,anticipatingchallenges,usinglanguagethatfostersteacherreflectionandteamwork,developingsystematicobservationskills,identifyingessentialareasofnewlearning,helpingcolleaguesre-envisiontheirrolesasteammembers,andworkingwithyourschoolprincipaltoimprovestudentachievementandmeettheCommonCoreStateStandards.

Pre-Conference WorkshopsSUnday, noveMber 2, 2014 11:00 aM–4:00 PM (lUnCH breaK: 1:00 PM–2:00 PM)

Pc-3 ConCUrrent SeSSionintroduction to readers’ workshop: building Students’ Processing through whole Group, Small Group, and individual instruction (Grades 3–8)

JillEurich,AssistantDirector,IntermediateandMiddleSchoolLiteracyCollaborative,LesleyUniversity,MA

KerryCrosby,AdjunctFaculty,LesleyUniversity,MA

HeatherMorris,IntermediateandMiddleSchoolLiteracyCollaborativeFaculty,LesleyUniversity,MA

Everypartofthereaders’workshopisdesignedtohelpstudentsbuildtheirreadingprocess.Thedifferentelementsincludebooktalks,readingminilessons,independentreading,readingconferences,guidedreading,literaturestudy,andwritingaboutreading.Wewilldiscusseachofthesewithinthecontextofbuildingacommunityofreadersinaworkshopsetting.Giventhetimingofthissession,wewillbeprovidinganintroductiontoeachoftheseelementsandhowtheyfitintoawholeworkshop.

RequiredText:PleasebringThe Continuum of Literacy Learning Grades PreK–8byFountasandPinnell(Heinemann)tothissession.



Pc-4 ConCUrrent SeSSionlanguage rich literacy beginnings: expanding Children’s language and literacy development in PreK and Kindergarten Classrooms (Grades PreK–K)

CindyDownend,AssistantDirector,PrimaryLiteracyCollaborative,LesleyUniversity,MA

PattiLeary,LiteracyCoach,SandwichPublicSchools,MA

Languageisthefoundationforalllearning.Inthissession,youwillexplorerichlanguageenvironmentswhereorallanguageisusedtosupportandpromoteacceleratedliteracylearninginreadingandwritingwithyoungstudents.Youwillgainpracticalideasforexpandingchildren’svocabulary,understandingoflanguagestructures,andtheuseoflanguageasatoolforlearning.

RequiredText:PleasebringLiteracy Beginnings(Heinemann)byFountasandPinnelltouseduringthissession.

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Pc-5 featUred SeSSionimportant beginnings: Critical aspects of early learning

SueDuncan,ReadingRecoveryTrainer,GeorgiaStateUniversity,GA

Criticalaspectsofearlylearningarethebuildingblocksoflaterefficientprocessinginreading.Wewillexploresomeofthesecriticalaspectsofearlylearningandtheteachingand

analysisthatisneeded.Somevideoclipswillbeusedtoenableparticipantstodiscuss,analyze,andreflect.Thissessionisrecommendedforin-trainingandnewlytrainedReadingRecoveryteachers.

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Pc-6 featUred SeSSionflexibility in Problem Solving: a literacy Processing Perspective

MaryFried,ReadingRecoveryTrainer,TheOhioStateUniversity,OH

Whatis“flexibility”fromtheperspectiveofLiteracyProcessing?Whydobeginningreadersneedtolearntobeflexibleproblemsolversastheyreadandwrite

continuoustexts?Thesequestionswillbeaddressedasweworktogethertothinkaboutandanalyzeteachingthatwillpromoteflexibilityinbeginningreaders’attemptstosolveunfamiliarwordsastheyreadandwritestoriesandmessages.

“ I went back to my kindergarten classroom and made changes immediately that have proved FANTASTIC! The kids are learning in a way they love and I am teaching using new and exciting techniques that make both me and my principal happy.”

— Megan St. Pierre Classroom Teacher, Grades K–2


monday Sessions A–D

Keynote SeSSion

Collective responsibility for the Success of all teachers and Students (Grades K–8)

AndrewHargreaves,ThomasMoreBrennanChairofEducation,BostonCollege,MA

Thiskeynotepresentsthecaseforputtingcollectiveprofessionalresponsibilitybeforebureaucraticaccountabilityforstudentsuccess,andprovidescompellingevidencefromtheUnitedStatesandaroundtheworldonhowstudentlearningimproveswhenteachersworkwithteachers,andschoolsassistotherschools.

Session BMonday, noveMber 3, 201410:30 aM–12:00 PM

Session AMonday, noveMber 3, 20148:30 aM–10:00 aM

lcB-1 featUred SeSSionStarting with a Stack: exploring a Predictable framework for Study in the writing workshop through

a nonfiction Study (Grades K–2)


Duringtheyear,everyunitofstudyfollowsapredictablepattern.Studiesbeginwithreadingimmersionfromastackofpicturebooksselectedbytheteacher,gatheredbyeithergenreorcraft.Thestudythenzoomsinforacloserlookatparticularbooksinthestack,andchildrenbegintryingtheworkofthestudyintheirownwritingandillustrations.Overtime,childrencometorecognizethispredictableframeworkforthestudyandthewayofthinkingaboutwritingitrepresents.Inthissessionwewillusephotographs,videos,andchildren’sworksamplestogiveanoverviewofthispredictableframeworkinaction.

lcB-2 featUred SeSSionCommon Core Canines: Great dog books to Use in K–8 Curricula (Grades K–8)

SneedCollard,Children’sAuthor,MT

Woofwoof!Notedchildren’sauthorSneedB.Collard(Shep, The Governor’s Dog is Missing, Cartwheel)tourshisfavoritedogbookswithaneyetowardtheCommonCoreStateStandards.Fortwotitles,hewillpresentcompletestep-by-stepCommonCorelessonguides,andprovideadditionalmaterialstogeteducatorsupandteachinginahurry.Specialtreatsforthebrightestmembersofthepack!

lcB-3 featUred SeSSionfive Keys to deepening reading Comprehension in Struggling readers (Grades 3–8)



Learnaboutfiveinstructionalscaffoldsthatsupportstudentunderstandingoftextsastheypreparetoread,processthetext,andreflectonreadingsthroughtalkingandwriting.Fivekeyswillinclude:noticinghowtheinformationinatextisorganized,highlighting/note-taking/markinginatext,usingcontexttounderstandnewwords,usingconnectivestounderstandlongersentences,andnoticingandtalkingaboutessentialelementsinfictionandnonfictiontexts.

“ This is the conference I try to attend every year. It never disappoints!”

—Lynn Holcomb, Elementary Supervisor



lcB-4 featUred SeSSionCollective responsibility in action (Grades K–8)


ThissessionwillextendthegeneralthemeofAndrew’skeynoteaddresstoproblemsofpracticesuchasdatateams,theengagementofteacherunionsinleadershipandchange,andwaysofschoolsworkingtogether.Howdoyoucombinegooddatawithgoodjudgment?Howdounionsbecomedynamicleadersofpositivechangeforstudents,aswellasopponentsofunwantedorundesirablechanges?Andhowdoschoolsliftupeachotherratherthantryingtoimproveperformanceateachother’sexpense?Thissessionwillbeespeciallyvaluableforleadersofallkindsandatalllevels,includingcoachesandmentors,teacherleaders,staffdevelopers,andschoolprincipals.

lcB-5 featUred SeSSion(re)inventing reading: Using digital tools in our english Classrooms (Grades 6–8)

SaraKajder,EnglishFaculty,ShadySideAcademyMiddleSchool,PA

Whatitmeanstoread,andthestrategiesweuseforconstructingandsharingourmeaning,havebeendramaticallyimpactedbynewerliteraciesandtechnologies.Someoftheseshiftshavequicklymovedintoourclassrooms,whileothersrequiremoreexaminationandquestioning—askingustoreexamineourpedagogiesandourpracticesasreaders.Duringthesession,wewilldiscusswaysofrethinkingandconnectingourreaders’workshops,cultivatingdigitallibraries,leveraginge-readersandmobiletools,annotatingandsharingdigitaltexts,andevaluatingmultimodaltoolswhicharechanginghowweteachandworkalongsidestudentreaders.Emphasiswillnotbeontoolsbutontheliteracypracticesthattheyopen.

lcB-6 featUred SeSSionwhat’s Math?: developing Math Schema for the Primary Child (Grades PreK–K)

SueKempton,PrimaryEducator/Consultant,WonderDiscoverFeelEducationalConsulting,CO

Literacyinthecontextofmathisanoften-overlookedareaofintegrationinearlychildhoodcurriculum.Incorporatingmathconceptsintheliteracyprocesscanproduceaddedmathcomprehensionandenhancemathconcepts.Orallanguage,vocabulary,criticalreasoning,problemsolving,andwritingareattheheartofthissession,whichwillbroadenyourawarenessofhowthesemathskillsareintegratedintoliteracy.

lcB-7 featUred SeSSion“i Got angry birds in My Story”: Multilingual writers at work (Grades K–2)

TashaTroppLaman,AssociateProfessor,InstructionandTeacherEducation,UniversityofSouthCarolina,SC

ThispresentationshinesalightonthepossibilitiesandpotentialofadaptinginstructionwithinwritingworkshoptosupportEnglishLanguageLearners.Inthissession,Tashawillsharewritingstrategiesfor,andwritingsamplesfrom,K–2multilingualclassroomswhereteachersimplementedwritingworkshopwiththeirmultilingualstudentpopulations.FindingssuggestthatmultilingualchildrendrewuponpopularculturalresourcessuchasAngryBirds™toforgeliterateidentitiesamongsttheirpeers,wrotemoretextwithintheworkshopframeworkanddisrupteddeficitperspectivesregardingwhatmultilingualchildrencoulddoinwriting,createdacurricularspacewherestudentsexhibitedacademicagency,andbegantoexploremultilingualpossibilitiesforthetextstheycreated.

lcB-8 featUred SeSSionreading Unbound: let them read trash! (Grades 3–8)

JeffWilhelm,ProfessorofEnglishEducation,BoiseStateUniversity,ID

Thisinteractiveworkshopwillreviewastudyabouthowpassionateadolescentreadersofnon-traditionaltexts(suchasfantasy,dystopian,horror,graphicnovels,manga,andvideogamenovels)engagewithsuchtexts.Wewillexplorethepleasures,satisfactions,andusesreadershaveforsuchtexts,andtheimplicationsforpsychologicaldevelopment,reading,andlearninginsideandoutsideofschool.Implicationsforinstruction,readingprograms,libraries,andparentswillbeshared.This workshop is sponsored by Scholastic, Inc.

lcB-9 ConCUrrent SeSSionexamining explicit teaching demonstrations that Scaffold Student learning (Grades 5–8)

MarciaNyeBoody,LiteracyCoachTrainer,UniversityofMaine,ME

DornandSoffossuggestthatminilessonsprovidealanguagemodelforarousingareader’sattentionviaacognitiveapprenticeship,wherebyamoreknowledgeablelanguageusermentorslearners.Inthissession,youwillexplorehowmiddleschoolteacherssupportstudentsinthewritingworkshopbyusingtheminilessonsasanexplicitdemonstrationthatscaffoldsstudentlearning.



lcB-10 ConCUrrent SeSSionlinking Phonemic awareness to authentic texts in the K–2 Classroom (Grades K–2)

ChristinaCooney,LiteracySpecialist,WellesleyPublicSchools,MA

SaraBartelloni,KindergartenTeacher,WellesleyPublicSchools,MA

Phonemicskillsareimperativeforyoungchildrentogainbeforeunlockingthewrittencodeofreading.Severaldecadesofresearchhaveshownhowbeneficialandnecessarytheseskillsareinleadingachildtoliteracy.Inthisworkshop,wewillprovidearesearch-basedfoundationforphonemicawareness.ChristinaandSarawillhelpyouextendyourknowledgeofhowtoconnectdiscretephonemicskillstoauthentictextsthroughinteractiveread-alouds,sharedreading,andguidedreading.

lcB-11 ConCUrrent SeSSiontriangulated literacy Coaching: fostering the teacher-Coach-Principal relationship (Grades 3–6)

JenniferFelt,LiteracyCoach,OxfordHillsSchoolDistrict,ME

MargaretEmery,Principal,OxfordHillsSchoolDistrict,ME

HaleySaurman,ClassroomTeacher,OxfordHillsSchoolDistrict,ME

Relationshipsarethefoundationofsuccessfulliteracycoaching;however,forstudentprogresstobeacceleratedandcontinual,it’simperativethattheteacher-coach-principalrelationshipisstrongandmaintained.Inthissession,youwilllearnwaystodevelopandstrengthentherelationshipofkeystakeholdersinyourschoolthroughasystematiccoachingmodel.Wewillprovideexamplesofscheduling,datacollection,andstaffdevelopment,whichhasledtoseamlesscoachingexperiencesandincreasedstudentachievement.

lcB-12 ConCUrrent SeSSiondeveloping Minilessons within the writing workshop (Grades 3–8)

AliFinley,LiteracyCoach,DaltonCitySchools,GA

AngelaMcCaslin,DaltonCitySchools,GA

Thisintroductorysessionwillprovideparticipantswiththebasicsofawritingworkshopframeworkwithafocusonminilessons.Youwilllearnhowtocreatepurposefulminilessonsthatwillguideyourinstructionbasedonstudents’needs.Throughtheuseofstudentwriting,youwillhavetheopportunitytoidentifyyourstudents’needsanddevelopminilessonstosupporttheminwriting.

lcB-13 ConCUrrent SeSSionacademic vocabulary: Strategies for active learners in the elementary Grades (Grades K–6)

LauraHarper,AssociateProfessorofEarlyChildhoodEducation,SalveReginaUniversity,RI

MeghanFowler,EarlyChildhoodEducationStudent,SalveReginaUniversity,RI

SamanthaStratford,EarlyChildhoodEducationStudent,SalveReginaUniversity,RI

TheCommonCoreStateStandardsrequirethatweemphasizevocabularyinstructionforallstudents,includingEnglishLanguageLearnersandstrugglingreaders.Inthisinteractivesession,wewillfocusontheimportanceoffosteringvocabularyknowledgethroughauthenticlearningactivitiesdesignedtopersonalizevocabularyinstructionforchildren.Youwillbeprovidedwithanarrayofhands-onvocabularystrategiesforbuildingcontent-specificandtier2vocabularythatcanbeappliedacrossthecurriculumforlearnersofallages.

lcB-14 ConCUrrent SeSSionProjecting a Unit of Study in the Primary Classroom (Grades PreK–K)

KristineHaveles-Pelletier,DistrictLiteracyImplementationSpecialistGradesK–5,ManchesterPublicSchools,NH

Inthispresentation,wewillfocusontherationaleandprocessbehindprojectingaunitofstudywithpreschoolandkindergartenstudents.Kristinewillprovideadetailedaccountofhowanillustrationstudyunfoldedintwoclassrooms.Videofootageandstudents’workwillbesharedtoprovideaclearvisionoftheentireprocess.Thissessionwillbeinformativefornewteachersandexperiencedteachersinterestedinimplementingunitsofstudyintheirclassrooms.

lcB-15 ConCUrrent SeSSionimproving Student achievement and elevating teacher expertise through literacy Collaborative (Grades PreK–8)

JessSherman,PrimaryLiteracyCollaborativeTrainer,LesleyUniversity,MA

HeatherMorris,IntermediateandMiddleSchoolLiteracyCollaborativeTrainer,LesleyUniversity,MA

Learnaboutapartnershipbetweenyourschoolordistricttoimplementapowerful,research-basedcomprehensivemodelofauthenticliteracythatdemonstrated32%improvementinstudentachievementinthreeyears.Establishcoherentinstructionthroughtheteamworkofclassroomteachers,specialists,contentareateachers,theprincipals,andthetrainingofliteracycoaches.

Session B (continued)Monday, noveMber 3, 201410:30 aM–12:00 PM



lcB-16 ConCUrrent SeSSionbeyond words and Smiles: the Power of nonverbal Communication in teaching and learning (Grades K–6)

LoriTaylor,ReadingRecoveryTeacherLeader,UniversityofMaine,ME

Everythingateachersaysanddoesimpactsstudentlearning.Participantswillexplorewaysinwhichnonverbalteachermovescandifferentiateinstruction,fosterindependence,increasemotivation,andimprovestudentoutcomes.

readinG reCovery

rrB-1 featUred SeSSionexpanding High frequency word Knowledge in Higher level texts

C.C.Bates,ReadingRecoveryTrainer/AssistantProfessorofLiteracy,ClemsonUniversity,SC

Knownwordsallowchildrentomakegenerativeconnectionsthatencourageflexibilityandprovidesupportinhigher-leveltexts.Thissessionexplorestheexpansionofchildren’shighfrequencywordknowledgebeyondearlyleveltexts,andhowwordautomaticitysupportsliteracydevelopment.

readinG reCovery

rrB-2 featUred SeSSionMaking the Most of opportunities: Selecting the Clearest, easiest,

Most Memorable examples


Exploretheideaofnoticingandcapitalizingonwhatthechildcandotoextendtheprocessingsystem,usingexamples,runningrecords,andvideos.

readinG reCovery

rrB-3 featUred SeSSionreading Continuous texts, whole Stories, and information books


MarieClaystressestheimportanceofyoungchildrenlearningtoreadandwriteusingcontinuoustextsandtheteacher’sresponsibilityfortheselectionofthebooks.Thissessionhelpsteachersexplorehowbookselectionandtheintroductionofthenewbookcannotonlyinspirelearningbutalsorevealspecificteachingissuesthatmaybeinterferingwithlearning.

RecommendedReading:Chapter3,Section9“ReadingBooks”foundinMarieClay’sLiteracy Lessons Designed for Individuals, Part 2

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rrB-4 featUred SeSSionrefining our teacher talk to Scaffold learning

BetsyKaye,ReadingRecoveryTeacherLeaderandTrainerEmerita,LittleRockSchoolDistrict,AR

InLiteracy Lessons Designed for Individuals, Part Two,MarieClaystates:“Structuringthetasksothechildsucceedsismasterful.”However,choosingthemosthelpfulpromptsandtherighttypeofsupportischallenging.Learnhowtokeepyourlanguagepreciseandconcisewhileshiftingyourlevelofsupportaschildren’scompetenciesgrow.



Session CMonday, noveMber 3, 20141:30 PM–3:00 PM or 1:30 PM–4:45 PM

SeleCt one of tHeSe oPtionS for SeSSion C:

1) 90-minute C session (1:30 pm–3:00 pm), then attend a D session (3:30 pm–5:00 pm)

2) In-Depth C session (1:30 pm–4:45 pm)

Please note: If you attend the In-Depth C session, you will not attend a D session at 3:30 pm.

lcc-1 featUred SeSSioninvitational Grammar and editing instruction, Middle School edition: Connecting reading,

writing, and Mechanics (Grades 5–8)

JeffAnderson,Writer/StaffDeveloper,WriteGuy,LLC,TX

Invitestudentsintotheconventionsoflanguagewithmentortextsandotherlow-threat,high-payoffstrategies.SteepedintheresearchofWriting Next,Jeffwillsharewhatworkedwithhisstudentswhenhemovedfromeditingpracticetoeditinginstruction.Makegrammarinstructionaninviting,dynamicconceptwitheditinginvitationsfromJeff’sbooks,Everyday EditingandMechanically Inclined.

lcc-2 featUred SeSSionauthors and illustrators Matter (Grades K–2)


Duringtheschoolyear,wereadmanybooksbydifferentauthorsandillustratorstoourstudents.Wehaveauthorstudies,growtolovebooksbycertainauthors,andevengrowtorecognizespecificillustrators’work.Inthissession,wewillvisitthetalkthatsurroundstheclassroomaboutauthorsandillustratorswhomakebookslikeus!Authorsandillustratorsarerealpeoplewhowritelikeus.Thisisthetypeoftalkweneedduringtheschooldaythatcarriesovertohome.Learnhowtogettoknowandtalkaboutbookmakers!

lcc-3 featUred SeSSionGenre Study: an inquiry Model for learning How to notice types of texts (Grades K–8)



Throughaseriesofin-classroomvideoclips,learnhowtoengageyourstudentsinasix-stepinquiryprocessforlearninghowtonoticethecharacteristicsofeachgenre.Theprocessbeginswithatextsetofinteractiveread-aloudtextsandculminatesinaseriesofminilessonsthatdigdeepintokeyunderstandingsofeachgenre.Studentsdevelopawayofthinkingabouttextsandevidenceandwillbeabletodemonstratetheircompetencieswellonassessmentsofstandards.

lcc-4 featUred SeSSionCollective responsibility in business, Sports, and education (Grades K–8)


ThissessionwillconcentrateonAndrewHargreaves’snewly-releasedbookonupliftingleadershipinbusiness,sports,andeducation.Init,hewillhelpteachersandleaderstoconsiderthecharacteristicsthathighperformersineducationsharewiththeircolleaguesinothersectors,intermsoffactorssuchasthenatureoftheirgoalsandvisions;thepathwaysofchangethattheychoose;theconnectionsbetweenshort-termandlong-termresults;andwhetherteamspushorpulleachotherintheconstantquestforimprovement.

lcc-5 featUred SeSSionPurposeful talk: the link between inquiry and writing (Grades PreK–K)


Inthissessionwewillinvestigatetheconnectionbetweentheuseofinquiryandwritingexperienceintheyoungchild.Effectiveteachersenterintoinquirieswithchildren,presentingwindowsintotheirthinkingandpassionandinformingnextstepsininstructionforconceptandlanguagedevelopment.Thisrichexperiencebecomesgristforthemorningmessage,children’swriting,andtheirnonfictionstories.

RecommendedTexts:The Literate Kindergarten (Heinemann)and Let’s Find Out!: Building Content Knowledge for Young Children(Stenhouse)



lcc-6 featUred SeSSion“do you remember Me? do you Know who i am?”: Conferring with

Multilingual writers (Grades K–5)


Inthissession,youwilllearneffectivestrategiesforconferringwithmultilingualchildrennomatterwheretheyareintheirEnglishlanguagedevelopment.TashawillshareconferringstrategiesandwritingsamplesfromK–5multilingualclassroomswheremonolingualteachersimplementedwriters’workshopwiththeirmultilingualstudents.

lcc-7 featUred SeSSionteachers as digital writers (Grades PreK–8)

KristenHawleyTurner,AssociateProfessorofEducation,FordhamUniversity,NY

Thisworkshopfocusesonwhatitmeanstoteachwritingwhenweengageaswritersourselves.Wewillreflectonthepossibilitiesthatdigitaltechnologiesopentousaswriters,andexplorepossibilitiesforourownwriting.

RequiredMaterials:Pleasebringapersonaldevicewithwi-ficapability(smartphone,tablet,laptop)tothissession.

lcc-8 ConCUrrent SeSSionthe Many lives of any one book (Grades K–8)

MaryAnnCappiello,AssociateProfessor,LesleyUniversity,MA

KatherineCunningham,AssistantProfessor,ManhattanvilleCollege,NY

ErikaDawes,AssociateProfessor,LesleyUniversity,MA

GraceEnriquez,AssistantProfessor,LesleyUniversity,MA

Thissessionprovidesanoverviewforteachersofthemanydifferentrolesthatwell-written,engagingchildren’sbooksofallgenrescanplayinlanguageartsandthecontentareas.DrawingfromourworkontheClassroom Bookshelfblog,wewilldiscusswaysofusingbooksforcontentconnections,readingprocess,author’scraft,criticalliteracy,genreandliteraryelements,andvisualliteracy.

lcc-9 ConCUrrent SeSSionMaking Sense of the testing Genre from day one to the end of the year (Grades 3–6)

JulieFoggo,EnglishLanguageArtsContentSpecialistTeacher,MinistryofEducation,Bermuda

High-stakestestsareheretostayandweneedtofindwaystoauthenticallyprepareourstudentsforthemthroughouttheschoolyear.Wewillspendtimeunlockingthemysteryoftests.Wewillexaminethedemandsputonourstudentsandplanaunitofstudythatwillhelpthemdevelopadeeperunderstandingofwhat’sexpectedofthem.Let’snotallowtheseteststocontrolourteachingandlearninglives.

lcc-10 ConCUrrent SeSSiondeveloping lifelong readers through a Growth Mindset (Grades K–2)

CourtneyA.Nemeth,PrimaryTeacher,NantucketLighthouseSchool,MA

Whenthinkingaboutreadinginstruction,thereisamissingpiecetothepuzzlethatcanhelpstudentsreachtheirpotential.InthissessionyouwillexploretheGrowthMindsetandhowitrelatestodevelopingalifelongloveforreading.WewilldefineMindset,discussimportantresearch,andlearnstrategiestoapplyintheelementaryclassroom.

lcc-11 ConCUrrent SeSSionaccurately determining acceleration: the Key to effective interventions (Grades K–2)

RobertPottle,LiteracyCoachandChildren’sAuthor,ME

Weknowthataccelerationisthegoalofreadinginterventions.Whatwearelesscertainofishowtoaccuratelymeasureacceleration.Toomanyschoolsareattemptingtomeasureaccelerationinincorrectways.Thisleadstoreducingthelevelofinterventionforareaderwhoisalreadyfallingfurtherbehind.Thissessionwilldemonstratehowtomeasureaccelerationaccuratelyandhowtousethiscalculationtodesignandmonitorthemostefficientandeffectiveinterventions.



lcc-12 ConCUrrent SeSSion“i Suck at reading”: rebuilding Confidence in the disenchanted reader (Grades 3–8)

JustinStygles,ELA/HumanitiesTeacher,Author,OxfordHillsSchoolDistrict,ME

Intheageofdata-baseddecisionmaking,manyintermediateandmiddlelevelstudentshavequitonthemselvesandreadingbecauseofanonslaughtofdatacollectionandwell-intendedinterventioninitiatives.Recognizingthedisenchantedreader,andrebuildingconfidencebeforemiddleschool,isvitaltoacademicsuccess.Throughstories(PowerPoint,video,andstudentwork)oftwodisenchantedor“shamed”readers,youwillexplorestrategiesandinteractiontechniquesthatreinvigoratedreaderswhooncebelievedthey“suckedatreading.”

lcc-13 ConCUrrent SeSSionthe wonderful world of workstations (Grades K–2)

SuzyThomas,FirstGradeTeacher,DaltonPublicSchools,GA

Thissessionisforclassroomteacherswhoneedsomerefreshersintheareaofworkstations.ExamplesfromSuzy’sfirstgradeclasswillbepresented.

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rrc-1 featUred SeSSionChange over time: teaching for efficient visual Processing for text reading

MaryAnneDoyle,ReadingRecoveryTrainerandProfessor,UniversityofConnecticut,CT

ThissessionexplorestheacquisitionofefficientvisualprocessingfortextreadingbyReadingRecoverychildrenovertime.Discussionincludesareviewofliteracyprocessingtheoryandrelatedinstructionalprocedures.

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rrc-2 featUred SeSSionMaking the Most of opportunities: Selecting the Clearest, easiest, Most

Memorable examples (Repeat)


Exploretheideaofnoticingandcapitalizingonwhatthechildcandotoextendtheprocessingsystem,usingexamples,runningrecords,andvideos.

readinG reCovery

rrc-3 featUred SeSSionrefining our teacher talk to Scaffold learning (Repeat)

BetsyKaye,ReadingRecoveryTeacherLeaderandTrainerEmeritus,LittleRockSchoolDistrict,AR

InLiteracy Lessons Designed for Individuals, Part Two,MarieClaystates:“Structuringthetasksothechildsucceedsismasterful.”However,choosingthemosthelpfulpromptsandtherighttypeofsupportischallenging.Learnhowtokeepyourlanguagepreciseandconcisewhileshiftingyourlevelofsupportaschildren’scompetenciesgrow.

readinG reCovery

rrc-4 featUred SeSSionfluency in the reading recovery lesson: How to observe it and foster it

EvaKonstantellou,ReadingRecoveryTrainer,CenterforReadingRecoveryandLiteracyCollaborative,LesleyUniversity,MA

Thissessionpresentsanin-depthexplorationoftheconceptoffluency,itsvariouscomponents,anditsroleinbuildinganefficientprocessingsysteminreadingandwriting.Wewilllookatevidenceoffluencyinstudents’readingandwritingacrosstheReadingRecoverylesson,discusshowwecanteachforitinthe30-minutelesson,andwhatchangesweexpecttoseeinchildren’sfluentrespondingovertime.ThissessionisappropriatefornewReadingRecoveryteachersandformoreexperiencedteacherswhowouldliketorevisitthistopic.

RequiredTexts:Literacy Lessons Designed for Individuals, Part One and Part Two (Heinemann).Youwillalsobeaskedtoreadtwoarticles,whichcanbedownloadedfromtheconferencehandoutpage.

Session C (continued)Monday, noveMber 3, 20141:30 PM–3:00 PM or 1:30 PM–4:45 PM



Session C In-DepthMonday, noveMber 3, 20141:30 PM–4:45 PM (witH a 15-MinUte breaK)

lcc-14 in-Depth featUred SeSSionCloser reading in the intermediate Grades: better Prep, Smarter lessons, deeper

Comprehension (Grades 3–8)

NancyBoyles,ProfessorEmerita,SouthernConnecticutStateUniversityandIndependentLiteracyConsultant,CT

What isclosereadingandhowisitdifferentfromotherreadingthatstudentsdointheclassroom?Howcanclosereadersbecomeindependentreaders?Inthisworkshopyouwilllearnpracticalstrategiesforbefore,during,andafterreadingthatincreasefocusonwhattheauthorissaying,whytheauthorissayingit,andhowtheauthorplayswithlanguagetoimpactmeaning.YourhandoutswillincludealistofquestionsalignedtoCollegeandCareerReadinessStandardsandotherclassroom-readycharts,planningtemplates,samplelessons,andfollow-upcollaborativetasksaimedatdeepercomprehension.This workshop is sponsored by Corwin Literacy.

lcc-15 in-Depth featUred SeSSionGoing deeper in the Coaching Conversation (Grades PreK–8)

CathyToll,Consultant,PartneringtoLearn,WI

Thecoachingconversationisessentialtoeffectiveliteracycoaching.Thislivelyandinteractivesessionwillprovidepracticesandperspectivestomakeyourcoachingconversationssuccessful,includingstartingout,theproblem-solvingcycle,communicationstrategies,goalsetting,followingthroughonactions,datause,theteacher’srole,andworkingwithhesitantcolleagues.

lcc-16 in-Depth ConCUrrent SeSSionwriting about reading: deepening the thinking (Grades 3–8)

ElizabethDeHaven,IntermediateandMiddleSchoolLiteracyCollaborativeTrainer,LesleyUniversity,MA

HelenSisk,IntermediateandMiddleSchoolLiteracyCollaborativeTrainer,LesleyUniversity,MA

Writingaboutreadingdeepensstudents’comprehensionoftext.Inthissession,youwilllearnhowtoengagestudentsinmeaningfulreflectionabouttheirreadinganduseshortwrittenresponsesasafoundationforexpandingcontent,articulation,andreflection.Minilessonswillbecrafted,creatingscaffoldsthatdevelopsophisticatedandcomplexstudentreactionstoreadingthroughwriting.

lcc-17 in-Depth ConCUrrent SeSSiontriangulating data to find the Stories of our readers (Grades K–6)

TammyMulligan,StaffDeveloper,TeachersforTeachers,MA

ClareLandrigan,StaffDeveloper,TeachersforTeachers,MA

Howcanweanalyzedataonaday-to-daybasisandstillhavetimetoteach?Thisinteractivesessionfocusesonmakingdataanalysismanageableandpurposeful.Wewillsharestrategiesforanalyzingmultipleassessmentstodetermineareader’sstrengthsandlearninggoals.Wewillusedisplaystojump-startthetriangulationprocess,andwillshareideasforcollectingclassroomdataasweteach.Finally,wewilldiscusswaystohelpstudentscollectandanalyzetheirowndata.

lesley university Alumni And friends luncheon at the literacy for All conference

TheLesleyUniversityAlumniAssociationinvitesgraduatesofLesleyUniversitytoaspeciallunchattheLiteracyforAllConference.

Monday,November3,2014|12:00pm–1:30pm

RotundaRoom,RhodeIslandConventionCenter

PleaserespondbyOctober21,[email protected]



Session DMonday, noveMber 3, 20143:30 PM–5:00 PM

lcD-1 featUred SeSSionUsing Mentor texts to teach Students the Craft of writing (Grades 3–8)

CarlAnderson,AuthorandLiteracyConsultant,NY

Inthissession,Carlwillshowteachershowtoanalyzementortextsformultipleteachingpoints,andalsohowtousementortextsasateachingtoolinminilessonsandwritingconferences.

lcD-2 featUred SeSSionrevision decisions: the Grammar of informational and explanatory writing (Grades 6–8)


Everyday,writersarecalledtoinformandexplain.Whatarethegrammaticalpatternsofpowerthatwritersuse?Comeexploregrammarasatoolforrevising,expanding,clarifyingexplanationandinformation,usingsentencecombining,conversation,andpracticalapplication,aswellasotherstrategiesfoundinJeff’slatestbook,Revision Decisions.

lcD-3 featUred SeSSionexploring the frontier of Children’s literature (Grades K–8)

SneedCollard,Children’sAuthor,MT

SneedB.Collard,winnerofthe2006Washington PostChildren’sBookGuildAwardforNonfiction,sharesanentertainingjourneythroughhislifeandadventuresasanauthor.Hegivestheinsidescooponsomeofhismostpopularbooksanddescribesthechangingfaceofchildren’spublishing.Hewillhighlighttitlesfromhisnewpublishingventure,BuckingHorseBooks,anddiscussotherexcitingtrendsinchildren’spublishing.

lcD-4 featUred SeSSionUsing Mentor texts to teach the Craft of writing (Grades K–2)

RuthCulham,Author/Consultant,TheCulhamWritingCompany,OR

Learnhowmentortextscanbeusedtoteachwritingandreadinginthishands-onandhighlyengagingsessionthatfeaturesnewpicturebooksandresources.This workshop is sponsored by Scholastic, Inc.

lcD-5 featUred SeSSionKeeping Meaning at the forefront of book introductions (Grades K–2)

KathleenFay,PrimaryLiteracyCollaborativeTrainer,FairfaxCountyPublicSchools,VA

Inorderforchildrentoprogressasreaderswhosolvewords,readfluently,anddetectandcorrecterrors,studentsneedtolearntoconstructmeaning.Figuringoutwhatatextisreallyaboutisessentialinordertoprepareachildforasuccessfulguidedreadinglesson.Thisworkshopwillteachyouhowtoanalyzetextsasafirststepinguidingchildrentousethedeepermeaningstoprocessthetext.

lcD-6 featUred SeSSionwriting together: what digital Media brings to writing workshop (Grades 3–8)


Digitaltoolsandmediaprovideteacher-writerswithopportunitiestoexpandaudience,openwhat“counts”asvaluedcommunicationinourLanguageArtsandEnglishclassrooms,andchallengestudentstogrowaswritersacrossmodesandmedia.Comeandexplorepedagogyandexamplescomingoutofonelearningcommunityofwriters.

lcD-7 featUred SeSSiondigital tools for digital argument (Grades 6–8)


ThisworkshopwillaskparticipantstolookcarefullyattheCommonCoreStateStandardsthatcallforstudentstodevelopopinionsandsupportclaimswithevidence.Wewillconsiderhowdigitaltoolsanddigitaltaskscanhelptodeveloptheseskills.

lcD-8 featUred SeSSionaction Strategies for deepening Comprehension (Grades 3–6)

JeffWilhelm,ProfessorofEnglishEducation,BoiseStateUniversity,ID

Participantsinthisinteractiveworkshopwillexperiencehowtouseactionstrategiesanddrama-in-educationtechniquestoengageandassistreaderstousesophisticatedcomprehensionstrategieslikeseeingcompleximpliedrelationshipstomakeinferences,andunderstandingmainidea/authorialgeneralizations,andassistwriterstodevelopknowledgeofpurpose,planning,andforming/shapingtheirideas.Avarietyofcreativetechniqueslikeforumdrama,fourcorners,hotseating,radioshow,andtableauxwillbehighlightedinthecontextofastorydrama.This workshop is sponsored by Scholastic, Inc.



lcD-9 ConCUrrent SeSSionUsing inquiry as a tool for Continuous improvement (Grades K–2)

AliceL.Ensley,PrimaryDistrictTrainerforLiteracyCollaborative,DaltonPublicSchools,GA

Inthissession,wewillexploreamodelthatcanbeusedtohelpschoolsordistrictsmonitorandimprovetheirliteracyimplementation.Youwilllearnhowtoproposeahypothesis,gathersoftandharddatatoexaminethehypothesis,setgoalsbasedonthisdata,anddesignandimplementaplanformeetingthesegoals.WewilluseanactualcasestudyfromaLiteracyCollaborativeschooldistrictasamodelforthissession.Youwillhavetimetoexploretheneedsofyourschoolordistrict,andreceivefeedbackaboutthekindsofdatayoucouldcollecttobeginyourowninquirystudy.

lcD-10 ConCUrrent SeSSionPromoting Children’s Social-emotional development through a literacy lens (Grades K–2)

LisaFiore,ProfessorofEarlyChildhoodEducation,LesleyUniversity,MA

Promotingchildren’ssocialandemotionaldevelopmentiscriticalfortheirsuccessasengagedliteracylearnersandcitizensinsideandoutsidetheclassroom.Inthissession,youwilllearnaboutwaystoincorporatemeaningfulactivitiesandmaterialsintotheirrespectivecontexts,andexploreconceptsandstrategiesthatwillenhancethelearningenvironment.Communicatingtheimportanceofsocial-emotionallearningexperiencestofamiliesandcommunitymemberswillalsobeaddressed.

lcD-11 ConCUrrent SeSSionauthor interviews— live footage: Conferring with young writers (Grades K–2)

TeresaHensley,PrimaryLiteracyCoach,WhitfieldCountySchools,GA

Conferringistheheartbeatofthewriter’sworkshop.Inthissessionyouwilldiscoverhowpowerfulanddefiningthesemomentscanbe,andhowconferringcanimpactawriter’sgrowthovertime.Youwillseevideoclipsofconferencesandinterviewswithyoungwriters,teachers,andparentsinordertoanalyzeyourownapproachtoconferencing.

lcD-12 ConCUrrent SeSSionidea notebooks + inquiry + investigation = wondering that inspires reading, writing, and thinking (Grades 3–6)

JoEllenMcCarthy,RegionalStaffDeveloper,AlwaysLearning,NY

EricaPecorale,Professor,LongIslandUniversity,NY

Teachersandstudentsneedtobenavigatorsofanabundanceofinformation,resources,andtools.Buildingacultureofinquiryandinvestigationinclassroomsrequiresactiveengagementinlearning.Becauseofthevastamountofmaterialsandgenres,itisanexcitingtimeineducationtotakeadvantageofthepossibilitiesavailabletostudentsastheylearntoexploreinformationaltextsanddeveloptheirownresearchprocesses.YouwillexplorementortextsanddigitaltoolslikeWonderopolis.Minilessonsandstudentworkwillalsobesharedthatdemonstrateopportunitiesforstudentstoexploretheconnectionsbetweenreadingandwriting,thusmakingtheresearchprocessmoretransparentandtransferrable.

lcD-13 ConCUrrent SeSSionCreating book Murals Using interactive writing (Grades K–2)

KatieO’Leary,InclusionTeacher(K–Grade1Loop),BostonPublicSchools,MA

Inthissession,wewillexploretheprocessofcreatingcollaborativebookmuralswithprimarystudents.Afterfallinginlovewithastory,studentsanalyzethestoryelements,designamurallayout,createart,andcomposethetextthroughinteractivewritingtoconveyastoryinabookmural.Anemphasiswillbeontheroleinteractivewritingplaysinthisprocess.

lcD-14 ConCUrrent SeSSionthe reality is: nonfiction books Kids will want to read (Grades 3–6)

SusannahRichards,AssociateProfessorofEducation,ReadingandLanguageArtsProgram,EasternConnecticutStateUniversity,CT

WiththeincreasedattentiontoreadingandwritingexpositorytextintheCommonCoreStateStandards,itisimperativethatteachersandstudentsbeabletoengagewithhigh-qualityinformationaltexts.Thissessionwillhelpyouexploreadiversevarietyofrecentlypublishednonfictiontextsthatyouwillbeabletousetoignitereaderstocreatemeaning.Wewillalsoshareanextensivebooklistandsuggestionsonhowtousethetitlesinthecurriculum.



readinG reCovery

rrD-1 featUred SeSSionCreating independent and Strategic writers


ThissessionexploresthewritingcomponentoftheReadingRecoverylessonandthewaysinwhichteacherscansupportchildrenduringandacrosstheirlessonseries.

readinG reCovery

rrD-2 featUred SeSSionreading Continuous texts, whole Stories, and information books (Repeat)


MarieClaystressestheimportanceofyoungchildrenlearningtoreadandwriteusingcontinuoustextsandtheteacher’sresponsibilityfortheselectionofthebooks.Thissessionhelpsteachersexplorehowbookselectionandtheintroductionofthenewbookcannotonlyinspirelearning,butalsorevealspecificteachingissuesthatmaybeinterferingwithlearning.

RecommendedReading:Chapter3,Section9“ReadingBooks”foundinMarieClay’sLiteracy Lessons Designed for Individuals, Part 2

readinG reCovery

rrD-3 featUred SeSSionJust Known to well Known during roaming around the Known

JamesSchnug,ReadingRecoveryTrainer,NewYorkUniversity,NY

DuringRoamingAroundtheKnown,theObservationSurveySummaryandtheteacher’songoingobservationswillrevealwhatthechildcancontrolasareaderandwriter.UsingMarieClay’sscaleofknowing,thisinteractivesessionwillfocusonpromotingfluencyandflexibilityonarangeof“known.”

readinG reCovery

rrD-4 ConCUrrent SeSSionteaching for Change over time: fast Processing in reading and writing

KellyMcDermott,ReadingRecoveryTeacherLeader,BostonPublicSchools,MA

Inorderforstudentlearningtoaccelerate,weasReadingRecoveryteachersmustconstantlythinkaboutchangeovertime.Inordertofacilitateindependentaction,ourteachingneedstofacilitatefastprocessinginbothreadingandwriting.Inthissessionwewillanalyzerecords,digintoLiteracy Lessons Designed for Individuals andthinkaboutplanningdeliberatelyforsecure,fast,andhabituatedstrategicactivityinbothreadingandwriting.

Session D (continued)Monday, noveMber 3, 20143:30 PM–5:00 PM

Monday, november 3, 2014BallroomA,5thleveloftheRhodeIslandConventionCenterBirthdayCelebration/ExhibitFair:5:00pm–5:45pmRaffle:5:45pm–7:00pm

JoinusatourexhibitfairtocelebratetheLiteracyforAllConference’s25thBirthday!Duringthefairyoucan:

JackGantos,authorofoverfortybooksforchildrenincludingtheaward-winningJoeyPigzanovels,andthebestsellingRottenRalphpicturebooks.

SneedCollard,authorofover65award-winningbooksforyoungpeopleincludingtheaward-winningAnimalDadsandThePrairieBuilders.

• Getabooksignedbyanaward-winningauthor.Bringyourownbooksorpurchasethemfromtheexhibitors.

• Viewandpurchasefromawideselectionofbest-sellingeducationalresourcesfromleadingpublishers.

• Enterourfreeraffletowinoneofthemanyprizesdonatedbyexhibitors.

25th

C e l e b r a t i o nBirthday& eXhiBit fAir

Exhibitors: AbramsLearningTrends|LakeshoreLearningMaterials|ReadingReadingBooks,LLC|NationalNetworkofLibrariesofMedicineBlueberryHillBooks,Inc.|NationalGeographicLearning|B.LothropBooks|ShortTalesPress|CapstoneClassroom|HeinemannPublishingHoughtonMifflinHarcourt|HamerayPublishingGroup,Inc.|ResourcesforReading|Andmoretocome!

BookSigningAuthors:


tuesday Sessions E–G

Session EtUeSday, noveMber 4, 2014 8:30 aM–10:00 aM or 8:30 aM –11:45 aM

SeleCt one of tHeSe oPtionS for SeSSion e:

1) Keynote E or 90-minute E session (8:30 am–10:00 am), then choose an F session (10:15 am–11:45 am)

2) In-Depth E session (8:30 am–11:45 am)

Please note: If you attend the In-Depth E session, you will not attend an F session at 10:15 am.

lce-1 featUred SeSSionwriting together: what digital Media brings to writing workshop (Grades 3–8) (Repeat)


Digitaltoolsandmediaprovideteacher-writerswithopportunitiestoexpandaudience,openwhat“counts”asvaluedcommunicationinourLanguageArtsandEnglishclassrooms,andchallengestudentstogrowaswritersacrossmodesandmedia.Comeexplorepedagogyandexamplescomingoutofonelearningcommunityofwriters.

lce-2 featUred SeSSiondigital tools for digital argument (Grades 6–8) (Repeat)


ThisworkshopwillaskparticipantstolookcarefullyattheCommonCoreStateStandardsthatcallforstudentstodevelopopinionsandsupportclaimswithevidence.Wewillconsiderhowdigitaltoolsanddigitaltaskscanhelptodeveloptheseskills.

lce-3 ConCUrrent SeSSionMulti-Genre Projects (Grades 5–8)

KimSwiney,7thGradeLiteracy/SocialStudiesTeacher,DaltonPublicSchools,GA

JulieStokes,LiteracyCoordinator,DaltonPublicSchools,GA

Participantswilllearnaboutmulti-genreprojectsandhowtoengagetheirlearnersinreadingandwritingacrossmultiplegenresaroundatopic.KimandJuliewillsharehowthislooksinaliteracycontextaswellasaliteracy/socialstudies(humanities)context.Theseprojectsarenovelbasedandleavestudentsbeggingtodomorereadingandwritingontheirown.

readinG reCovery

rre-1 featUred SeSSionCreating independent and Strategic writers (Repeat)


ThissessionexploresthewritingcomponentoftheReadingRecoverylessonandthewaysinwhichteacherscansupportchildrenduringandacrosstheirlessonseries.

readinG reCovery

rre-2 ConCUrrent SeSSionShifty business: Supporting Processing at Key transitions

MichaelBuonaiuto,ReadingRecoveryTeacherLeader,CambridgePublicSchools,MA

ProgressinReadingRecoverynecessitateshelpingstudentsmovefromtheir“old”waysofprocessingtexttosomethingmorecomplex.Certainshiftsinprocessingcanbehighhurdlesunlesswesupportstudentsbyexplicit,powerfulteaching.First,wewilllookatkeychangesinprocessingasstudentsmovethroughtheirseriesofReadingRecoverylessons.We’llthenconsidertheshiftfromword-by-wordtophrasedreading,themovefromusingfirstletterstousingmorevisualinformation,andmore.

Keynote SeSSion

literature: it’s all Personal (Grades PreK–8)

JackGantos,Author,MA

Fromreadingtowriting,circleJack’sthematicworldfromRottenRalphtoJackHenryandJoeyPigzatotheNewberyMedalwinningDead End in Norvelt tohis

youngadultmemoir,Hole In My Life.Joinhimashecircumnavigateshisownliteraryjourneyandmakesconnectionsbetweenbooksandreaders.



readinG reCovery

rre-3 featUred SeSSionthe Power of teacher language in Shaping Student learning

MaryRosser,ReadingRecoveryTrainer,UniversityofMaine,ME

Thispresentationexploresthelinkbetweenthelanguageteachersuseduringinstructionaldecisionmaking,andtheresultantwideornarrowspacesthatarecreatedforstudentlearning.Videoclipsofteaching-learningepisodeswillbeusedtoidentifytheimpactofprecisionteachingonpowerfulstudentliteracylearning.

readinG reCovery

rre-4 ConCUrrent SeSSionroaming around the Known: How to follow the Child without Getting lost in the woods

LaurelDickey,ReadingRecoveryTeacherLeader,CollaborativeforEducationalServices,MA

AllReadingRecoveryteachersshouldanticipatethefirsttendaysofteachingsessionswithjoyandexcitement.Thissessionwillhelpyoureflectonyourpracticeandfindwaystoensurethismindsetispresent.WewillexploretheguidelinesthatMarieClayprovides,aswellasdiscusspracticalapplicationsoftheseguidelines.ThefoundationprovidedduringRoamingAroundtheKnownsessionsiscriticalforensuringfutureacceleratedprogressforeachindividualchild.

lce-4 in-Depth featUred SeSSionwhat Principals and literacy leaders need to Know about teaching and learning writing

(Grades K–8)

RuthCulham,Author/Consultant,TheCulhamWritingCompany,OR

AsweentertheeraoftheCommonCoreStateStandards,writinghasneverbeenmoreimportant.Teachersarehungryforleadershipandsupportinmakingtheirwritingclassroomsplaceswhereimportantlearningtakesplaceeverysingleday.Inordertoprovidethissupport,principalsandliteracyleadersneedanunderstandingofthebestwritingpracticessotheycanbeactiveparticipantsindiscussionsabouthowtoimprovewritinginstruction.ThisworkshopwilladdressthefourWs—WritingProcess,WritingTraits,WritingModes,andWritingWorkshop—andhowtoorganizetheschoolyeararoundthem.Itwillprovidehands-onexperienceswithtoolstouseincollaborationwithteachersthatpromotediscussion,trackimprovement,providefeedback,andinspirethechangesthattheCommonCoreStateStandardsarechallengingeducatorstomeetintoday’swritingclassrooms.This workshop is sponsored by Scholastic, Inc.

Session E In-DepthtUeSday, noveMber 4, 20148:30 aM–11:45 aM (witH a 15-MinUte breaK)

“ YES! As a classroom teacher, I feel reborn, validated, and so much more knowledgeable as to the “how” I can provide an enriching literacy program throughout my day, which spans across the numerous subjects we teach.”

—Trudy Amodeo, Reading/Literacy Specialist



Session FtUeSday, noveMber 4, 201410:15 aM–11:45 aM or 10:15 aM–1:30 PM

SeleCt one of tHeSe oPtionS for SeSSion f:

1) Reading Recovery Keynote F or 90-minute F session (10:15 am–11:45 am), then choose a G session (1:00 pm–2:30 pm)

2) In-Depth F session (10:15 am–1:30 pm)

Please note: If you attend the In-Depth F session, you will not attend a G session at 1:00 pm.

lcf-1 featUred SeSSionConferring with Student writers (Grades K–2)


Inthissession,Carlwillexplainthenutsandboltsofhavingeffectivewritingconferenceswithstudents.Hewilldiscussthefoundationalprinciplesofconferringwithstudentsandofferpracticaladviceabouttheteacher’sroleinconferences.Carlwillshowvideosofhisconferenceswithstudentssoyoucangetaclearimageofwhateffectiveconferringlooksandsoundslike.

lcf-2 featUred SeSSioninvitational Grammar and editing instruction, Middle School edition: Connecting

reading, writing, and Mechanics (Grades 5–8) (Repeat)


Invitestudentsintotheconventionsoflanguagewithmentortextsandotherlow-threat,high-payoffstrategies.SteepedintheresearchofWriting Next,Jeffwillsharewhatworkedwithhisstudentswhenhemovedfromeditingpracticetoeditinginstruction.Makegrammarinstructionaninviting,dynamicconceptwitheditinginvitationsfromJeff’sbooks,Everyday EditingandMechanically Inclined.

lcf-3 featUred SeSSionKeeping Meaning at the forefront of book introductions (Grades K–2) (Repeat)


Inorderforchildrentoprogressasreaderswhosolvewords,readfluently,anddetectandcorrecterrors,studentsneedtolearntoconstructmeaning.Figuringoutwhatatextisreallyaboutisessentialinordertoprepareachildforasuccessfulguidedreadinglesson.Thisworkshopwillteachyouhowtoanalyzetextsasafirststepinguidingchildrentousethedeepermeaningstoprocessthetext.

lcf-4 featUred SeSSionread a Classic, write a Classic: from “wild things” to “rotten ralph” (Grades PreK–6)


Allgoodwritingbeginswithgoodreading,solet’stakealookatclassicpicturebooksandfindoutnotonlywhatmakesagoodbookaclassic,butalsohowtoteach,organize,andwritethefutureclassicsintheclassroom.

readinG reCovery Keynote SeSSion

teaching in the Moment

BetsyKaye,ReadingRecoveryTeacherLeaderandTrainerEmeritus,LittleRockSchoolDistrict,AR

ReadingRecoveryteachersmakemoment-by-momentteachingdecisionswhileconsideringthestrengthsandlearninghistoryofeachchild.Throughstoriesofindividuallearnersyouwillexplorefactors

contributingtoskilledteachinganddiscoverhowtocapturepowerfulteachingopportunitiesinReadingRecoverylessons.



lcf-5 featUred SeSSionlistening the Story out: Children Show Us How to Help them Compose (Grades K–1)

MarthaHorn,AssociateProfessorofEducation/Consultant:TheTeachingofWriting,RhodeIslandCollege,RI

Whatdoesitmeantolistentoyoungwriters?Howdowelistenwell?Whatdowedowithwhatwehear(andunderstand)?Thesearequestionswewillexploreinthissession,whichisfocusedonkindergartenandfirst-gradewriters.

lcf-6 featUred SeSSionPurposeful talk: the link between inquiry and writing (Grades PreK–K) (Repeat)


Inthissessionwewillinvestigatetheconnectionbetweentheuseofinquiryandwritingexperienceintheyoungchild.Effectiveteachersenterintoinquirieswithchildren,presentingwindowsintotheirthinkingandpassionandinformingnextstepsininstructionforconceptandlanguagedevelopment.Thisrichexperiencebecomesgristforthemorningmessage,children’swriting,andtheirnonfictionstories.

RecommendedText:The Literate Kindergarten (Heinemann)and Let’s Find Out!: Building Content Knowledge for Young Children(Stenhouse)

lcf-7 featUred SeSSion“i Got angry birds in My Story”: Multilingual writers at work (Grades K–2) (Repeat)


ThispresentationshinesalightonthepossibilitiesandpotentialofadaptinginstructionwithinwritingworkshoptosupportEnglishLanguageLearners.Inthissession,TashawillsharewritingstrategiesforandwritingsamplesfromK–2multilingualclassroomswhereteachersimplementedwritingworkshopwiththeirmultilingualstudentpopulations.FindingssuggestthatmultilingualchildrendrewuponpopularculturalresourcessuchasAngryBirds™toforgeliterateidentitiesamongsttheirpeers,wrotemoretextwithintheworkshopframeworkanddisrupteddeficitperspectivesregardingwhatmultilingualchildrencoulddoinwriting,createdacurricularspacewherestudentsexhibitedacademicagency,andbegantoexploremultilingualpossibilitiesforthetextstheycreated.

lcf-8 featUred SeSSionCoaching for initiatives: rti and the Common Core (Grades PreK–8)

CathyToll,Consultant,PartneringtoLearn,WI

Literacycoachesareofteninvolvedintheirschools’implementationofResponseToInterventionandtheCommonCoreStateStandards.Thissessionwillprovideguidanceonhowtosupportteachersindevelopingnotonlypractices,butalsounderstandingsandperspectivesthatwillmakeRTIandtheCommonCoreasuccess.Strategieswillbeprovidedandrolesforcoacheswillbediscussed.

lcf-9 ConCUrrent SeSSionwriting Matters: learning from and with Mentor authors (Grades K–5)

PeterCatalanotto,Author/Illustrator,Simon&Schuster,NY

JoEllenMcCarthy,RegionalStaffDeveloper,AlwaysLearning,NY

“Mentortextsaremorethanjustcraftcoachesforwriters—theycanalsoofferinspirationandlifelessons.”—GeorgiaHeard

Fluency,volume,stamina,andwritingfromtheheartmatters.MentorauthorandillustratorPeterCatalanottoandliteracycoachJoEllenMcCarthywillsharewaystohelpstudentswritewithV.I.S.I.O.N.Participantswillexplorecraftlessonsforvoice,inspiration,studentgoals,inquirystudies,observations,andplannextstepstohelpallwritersgrow.Youngwriterslearnfromexplicitinstruction,modelingandemulatingwhattheyseestrongwritersdo.Studyingtheseauthorswillinspirecreativityaswellassupportnarrative,information,andopinionwriting.

lcf-10 ConCUrrent SeSSionMeeting the individual needs of readers through Small-Group instruction (Grades K–6)

KerryCrosby,AdjunctFaculty,LesleyUniversity,MA

JennyBender,LiteracyConsultant,MA

KathieBredin,FourthGradeTeacher,JacksonStreetSchool,MA

JenReed,KindergartenTeacher,NorthamptonPublicSchools,MA

Throughvideospanningkindergartentograde4,weintroducethreetypesofsmall-groupinstructioninreading:SharedReading,GuidedInquiry,andStudent-SelectedReadingSeminars,toaddtoyourrepertoireofdifferentiatedinstruction.Wewilldiscusshowcloseobservationofreadingbehaviorsinformsouruseofthesedifferenttypesofinstruction,andgiveyoutheopportunitytodiscusshowtheymightlookinyourownclassrooms.



lcf-11 ConCUrrent SeSSionbest nonfiction literature (Grades K–2)

CatherineDesjardins,ReadingSpecialist/ReadingRecoveryTeacher,PeabodyPublicSchools,MA

JulieConnors,Grade1Teacher,PeabodyPublicSchools,MA

NicoleDaly,KindergartenTeacher,PeabodyPublicSchools,MA

JulieMurray,Grade2Teacher,PeabodyPublicSchools,MA

Childrencometouswithanaturalsenseofwonderandcuriosity.Whichtextswillhelpkeepbeginningreadersengagedastheytakeonincreasinglycomplexinformation?We’lllookatthebestnonfictionliteratureforRead-alouds,“Look-ats,”andLeveledReaders,aswellaseffectivestrategiesforintegratingthemintoclassroompractice.

lcf-12 ConCUrrent SeSSionUsing word Sorting to develop flexible word Solvers (Grades K–2)

AliceL.Ensley,PrimaryDistrictTrainerforLiteracyCollaborative,DaltonPublicSchools,GA

SanjuanaRodriguez,LiteracyCoach,DaltonPublicSchools,GA

Inthissession,youwillexploreamodelofwordsortingthatencouragesstudentstothinkaboutwordsinflexiblewaysthroughmeaning,sound,andvisualfeatures.Youwilllearnhowtodesignsortsthatallowstudentstodiscoverspellingprinciples.Aplanforintegratingthisworkintoanine-weekBuddyStudycyclewillbeshared,aswellasactuallessons.Youwillalsolearnhowtodifferentiatethisworksothatalllearnersaresuccessful.

lcf-13 ConCUrrent SeSSionvocabulicious 101: robust instructional Strategies for assiduous teachers (Grades 3–6)

PaulettaFrancis,K–5LiteracyCoach,MinistryofEducation,Bermuda

Lookingupwordsinthedictionary,usingwrittencontexttofigureoutwordmeaning,andengaginginunplannedvocabularyteaching.Doyouusetheseubiquitouspracticestoteachvocabulary?Wouldyouliketoutilizerobustinstructionalstrategies?Inthisinteractive,hands-onintroductorysession,wewillexploremanystrategiesyoucantakebacktoyourclassroomtoexpandtherepertoiresofyourstudentsandimprovetheircomprehensionskills.

lcf-14 ConCUrrent SeSSionfostering 21st Century readers and writers through Social networking (Grades 3–8)

KatharineHale,5thGradeClassroomTeacher,ArlingtonPublicSchools,VA

Facebook,Twitter,andPinterestareallpartofourdailylivesasawayforustoconnectwithothers.Forourstudents,socialnetworkingcanbeapowerfulwaytopracticereadingandwritingskillsinanauthenticway.Thisworkshopwilllookatsocialnetworkingplatformsthatstudentscanusesafely.Wewillalsoexplorelessonsandstrategiesofhowsocialnetworkingcanbeeasilyfoldedintotheliteracyclassroom.

lcf-15 ConCUrrent SeSSionMeeting the needs of all readers: Making response to intervention a reality (Grades K–6)

ClareLandrigan,StaffDeveloper,TeachersforTeachers,MA

TammyMulligan,StaffDeveloper,TeachersforTeachers,MA

TomMorris,Principal,FranklinPublicSchools,MA

JodiFortuna,AssistantSuperintendent,HudsonPublicSchools,MA

MarciaUretsky,Principal,NewtonPublicSchools,MA

VeryfewpeopledisagreewiththepremiseofResponsetoIntervention,buthowdowemakeitworkeffectivelyinschools?JoinourroundtablediscussionasseveraladministratorsandstaffdeveloperssharethenutsandboltsofhowtheymakeRTIareality.Hearwaysdifferentschoolscreateeffectiveschedulesandcoordinateinstructionbetweenclassroomsandinterventionists.Learnmoreaboutdesigningsmall-groupandindividualizedlessons,monitoringstudentprogress,andenhancingprofessionallearning.

Session F (continued)tUeSday, noveMber 4, 201410:15 aM–11:45 aM or 10:15 aM–1:30 PM



lcf-16 ConCUrrent SeSSionCreating Meaningful texts for Shared reading (Grades PreK–2)

JessSherman,PrimaryLiteracyCollaborativeTrainer,LesleyUniversity,MA

Whenitcomestocreatingexcitingtextsforsharedreading,alittlebitoftechnologygoesalongway.AnLCDprojectororaSMARTboardandprogramslikePowerPointorKeynotecanbecometoolsforeasilycreatingmeaningful,personalsharedreadingtextstouseinyourclassroomandtosendhomewithstudents.Inthisconstructivesession,youwilluseTheContinuum of Literacy Learningtoexplorethepowerofsharedreadingandtoguideyourcreationofapersonalized,electronicsharedreadingtexttousewithyourstudents.

RequiredMaterials:Priortothesession,youwillneedtoloadupyourlaptoportabletwithPowerPointorKeynote,andplentyofphotosthatwouldbeinterestingtothestudentsinyourclassroom(ie:fieldtrips,classroompets,recess,literacycenterphotos).

RequiredText:The Continuum of Literacy Learning Grades PreK–2 (Heinemann)byFountasandPinnell

lcf-17 ConCUrrent SeSSionevaluating reading Comprehension through writing: assessment through reading-writing reciprocity (Grades 3–8)

JustinStygles,ELA/HumanitiesTeacher,Author,OxfordHillsSchoolDistrict,ME

JenniferFelt,LiteracyCoach,OxfordHillsSchoolDistrict,ME

Assessingreadingcomprehensionthroughwriting(reading-writingreciprocity)providesauniqueunderstandingoftheintermediatereader.Demonstratingreadingcomprehension,writersshouldmaintainparticularelementsofabookwhenwritinganalternatechapterorepilogue.Foropinionpieces,studentsshouldvalidateathemeorauthor’spointofviewusingtextevidence.Inthissession,wewillsetacontextforthenarrativeandopinionwritingassignments,andyouwillevaluatetwowritingassignmentsusingeachassignment’slearninggoalsandrubric.

lcf-18 in-Depth ConCUrrent SeSSionCollaborative Coaching as Part of an integrated Middle-level literacy framework (Grades 3–6)

MarciaNyeBoody,LiteracyCoachTrainer,UniversityofMaine,ME

LyonsandPinnell(2001)statethat,“learninginvolvesconversationstructuredaroundthedevelopmentofnewknowledgeandskills.”Youwillviewconversationswithaliteracycoach,anintermediatelevelteacher,andstudentsdiscussingtheinfluenceofWordStudy,WritingWorkshop,andReadingWorkshopwherevocabularyisechoedacrosstheliteracyblock.Youwillanalyzeandreflectontheroleofcollaboration,teaching,learning,andinstructionaldecision-making.

lcf-19 in-Depth ConCUrrent SeSSionUnwrapping rap: Unpacking rap lyrics to increase vocabulary acquisition in Urban youth (Grades 5–8)

RachelSlaughter,DirectorofProgramDesignandAssessment,EasternUniversityAcademyCharterHighSchool,PA

EducationexpertJeanGrosssaysthatteensuseabout800oftheirpossible40,000-wordvocabulary.TextingandinternetobsessionisrobbingAmericanyouthsofacademiclanguage.Duringthissession,youwilllearnhowtousemainstreamraplyricsintheclassroomtomotivateyourstudentstoincreasetheirvocabulary.Afterthissession,weguaranteeyouwillseeKanyeWestandothermainstreamrapidolsinawholenewlight.

Session F In-Depth tUeSday, noveMber 4, 201410:15 aM–1:30 PM (witH a 15-MinUte breaK)

“ Keep up the great work! This is the best conference in the East. I come back to school full of ideas to share and revitalized.”

— Ann Mueller, Reading/Literacy Specialist



lcg-1 featUred SeSSionassessing writers (Grades 3–8)


Thissessionwillofferpracticalsuggestionsforassessingyoungwritersinwaysthatwillhelpteachersknowwhattoteachtheminminilessonsandwritingconferences.Carlwillhelpyouanalyzestudentworkthroughmultiplelenses,andseewhatnextstepsstudentswillneed.Aspartofthissession,participantswillbelookingatanddiscussingmanysamplesofstudentwriting.

lcg-2 featUred SeSSionUsing Small-Group read-alouds to Support young readers (Grades K–2)


Manystudentscometouswithminimalexperienceswithtext.Whilesupportingtheirletterrecognitionandphonemicawarenesswillsupportthemasliteracylearners,wemustgobeyondthattohelpthemexperiencewhatreadingisreallyabout:constructingandexpandingmeaningfromtext.Comelearnmoreabouthowtoengagestudentsandfostertheirenjoymentofreadingwithsmall-groupread-alouds.Thispracticedevelopsmeaning-makingandbuildsorallanguageskillsforallstudents,especiallyEnglishLanguageLearners.

lcg-3 featUred SeSSiontoday’s Journals are tomorrow’s literature (Grades 3–8)


JoinJackashetakesyoufromhischildhoodjournalstothewritingofthe“JackHenry”seriesofautobiographicalstories.Ifhecandoit,youcandoit,andsocanyourstudents.Findouthowtogetstarted,andhowtosucceed.

lcg-4 featUred SeSSionlooking at Student work: letting Children Show Us what they Can do, and what we need

to Help them learn next (Grades K–1)

MarthaHorn,AssociateProfessorofEducation/Consultant:TheTeachingofWriting,RhodeIslandCollege,RI

Whatdoyouseewhenyoulookatchildren’swriting?Howdoyouarticulatewhatyouseeintermsthatrevealwhatchildrencandoandneedtolearnnext?Whatsimplesystemfordocumentationhelpsyoutokeeptrack?Inthissession,wewilladdressthesequestionsbylookingatstudentwork,discussingwhatwesee,andconsideringpossiblenextteaching.

lcg-5 ConCUrrent SeSSionthe iPad Meets writers’ workshop (Grades K–2)

ChristineBaldiga,InstructionalCoach,MedwayPublicSchools,MA

PaulaJohnson,TechnologyIntegrationSpecialist,MedwayPublicSchools,MA

InthissessionyouwilldiscoverhowthewritinginstructioncanbeenrichedthroughtheuseofafewiPadsandonefreeappwhileengagingaclassroomofyoungauthorsinprewriting,differentiating,andpublishingactivities.Thissessionwillguideyouthroughaprocessofdiscoveringtheappandpracticingtheskillsnecessarytoimplementtheideasintoyourownclassroom.

RequiredMaterials:TeachersneedtobringaniPadanddownloadthefreeapp,Educreations,priortoattending.

lcg-6 ConCUrrent SeSSionSystemic Change: a literacy Journey in rural Maine (Grades K–8)

KellyBurns,PreK–8LiteracyCoach,RegionalSchoolDistrict#19,ME

MaryGraybill,ClassroomTeacher,RegionalSchoolDistrict#19,ME

JanMorse,DirectorofInstructionalImprovement,RegionalSchoolDistrict#19,ME

JaneStork,Principal,RegionalSchoolDistrict#19,ME

Systemicchangeoccurswhenallstakeholdersarecommittedtostudentlearning,studentachievement,bestpracticesinTier1,andprofessionalgrowth.Wewillhighlightthebenefitsofwhole-schoolcollaboration,instructionalcoaching,commonlanguage,andcommonpractices.WewilldiscussandexploreourliteracyjourneywithintheMainePartnershipsinComprehensiveLiteracy,andeachpresenterwilldiscussherroleinsupportingandsustainingsystemicchange.Smallgroupactivities,videoclips,anddiscussionswillbeusedtoengageparticipants.

Session GtUeSday, noveMber 4, 20141:00 PM–2:30 PM



lcg-7 ConCUrrent SeSSionGuided reading from a–d: building Solid foundations in a Kindergarten Classroom (Grade K)

LaurelBurns,MentorTeacher,MinistryofEducation,Bermuda

Kindergartenershaveamultitudeoflanguagelearningandreadingbehaviorstogaincontrolofintheirfirstyear,butwhatmattersmost?Together,wewillcarefullyexploretextlevelsA–D,determinewhatmattersmostforouryoungestreadersandlookathowtosupportthemthrougheffectiveguidedreadinglessons.Byestablishingstrongearlyreadingbehaviors,readerswillbegintodevelopaself-extendingsystemthatleadstocontinuousreadingsuccess.

RecommendedText:AcopyofThe Continuum for Literacy Learning byFountasandPinnellwouldbehelpfulinthissession.

lcg-8 ConCUrrent SeSSionbring Churchill’s and lincoln’s outrageous oratory Skills into your Classroom (Grades 5–8)

BarbaraConnery,LiteracySpecialist,RegionalSchoolDistrict#6,CT

ThisworkshopisbasedonJamesC.Hume’sbook,Speak Like Churchill, Stand Like Lincoln.Youwilldiscoverthepresence,poise,andpowerofChurchill’sspeechesandexaminethestrengthofLincoln’sGettysburgAddress.Transformingspeechesintopoetryisthekey!Mr.Humeisaprofessionalspeechwriter,responsibleforwritingspeechesforfiveAmericanpresidents.Hisworkiseasilytranslatedfortheclassroom,makingreadingandwritingspeechesmoremeaningfulandmemorable.

lcg-9 ConCUrrent SeSSionthe 24/7 literacy Classroom (Grades 5–8)

MitchDoxsee,LiteracyTeacher,DaltonPublicSchools,GA

MarcHefner,LiteracyTeacher,DaltonPublicSchools,GA

JulieStokes,LiteracyCoach,DaltonPublicSchools,GA

Thisinteractivesessionshareshowmiddleschoolteachersarecreatingaplatformforstudentstosharebooktalks,recommendbooks,andparticipateinonlinebookclubs.Wewillalsoshowhowstudentsmovethroughthewritingprocess,beyondthewallsoftheirclassroom.

lcg-10 ConCUrrent SeSSionliteracy through Song: writing, extending, and developing Songs to Support early literacy development (Grades PreK–K)

HeidiGiven,KindergartenTeacher,FayerweatherStreetSchool,MA

Youngchildreneasilyfocusonandengagewithmusicandsongs.Inthissession,youwilllearnhowtousesongs,songcharts,andsongwritingtoteachaloveoflanguage,phonemicawareness,wordplay,andearlyliteracyskillstopreschoolandkindergartenchildren.Youwilllearnnewsongsandpracticecreatingversesandsongstoengageyoungchildren.

lcg-11 ConCUrrent SeSSionteaching effective writing Minilessons through Mentor texts and explicit Modeling (Grades 3–6)

CharisaLowe,LiteracyContentSpecialistTeacherandDistrictTrainer,MinistryofEducation,Bermuda

Let’sdigintoteachingeffectiveminilessonsthatwillengageyourstudentsandhelpthemdiscovercraftingstrategiesthatwillenhancetheirwriting!Wewilltakeontheroleofawriterandexperienceavarietyofwritingminilessonsasstudentswouldintheclassroom.Thiswillhelpusgainadeeperunderstandingofwhatourstudentwritersexperience,aswellashelpusunwrapwhatmakesaneffectivewritingminilesson.Youwillwalkawayunderstandingtheimportanceofmentortexts,explicitmodeling,andguidedpractice.

lcg-12 ConCUrrent SeSSioninteractive writing: empowering our youngest writers as they take Control of their literacy learning (Grades PreK–K)

JanaPitcher,PreschoolAdministrator,MinistryofEducation,Bermuda

MarieClaystates,“Aclassenvironmentwhichcreatestheassumptionthatchildrenwillwritewillhavewriters.”InteractivewritinginthePreKclassroomprovidesopportunitytoexplorelanguageanditsrepresentationinwrittenform.Providingthispreciselayerofsupportempowersouryoungestwritersastheybegintotacklethecomplexchallengethatisthewritingprocess.

Session G (continued)tUeSday, noveMber 4, 20141:00 PM–2:30 PM



lcg-13 ConCUrrent SeSSionwriting about reading: Considering different options to deepen Comprehension (Grades 3–6)

GailSmith,LiteracyContentSpecialistTeacher,MinistryofEducation,Bermuda

Teacherseverywhereshareacommongoalfortheirstudents—increasedcomprehension.Onewaytofacilitatethisdeepeningunderstandingisthroughwritingaboutreadinginauthentic,meaningfulways.Inthissession,wewillconsideroptionsthatwillencourageourstudentstothinkabouttheirreadingonmanydifferentlevels.Wewillalsoexplorewaystoassesstheirwrittenresponsesandanalyzestudentthinking.

lcg-14 ConCUrrent SeSSionimplementing Comprehensive literacy (Grades K–2)

WendyVaulton,SeniorResearcher,LesleyUniversity,MA

CarolynneBeless,ReadingRecoveryTeacherLeader,Dennis-YarmouthPublicSchools,MA

MichaelBuonaiuto,ReadingRecoveryTeacherLeader,CambridgePublicSchools,MA

KevinDepin,Principal,Dennis-YarmouthPublicSchools,MA

Developingandimplementingacomprehensiveliteracyplancanbechallenging.Thispaneldiscussionwillexplorethefactorsassociatedwithsuccessfulimplementationofcomprehensiveliteracy,payingspecialattentiontotheroleofinterventionsincreatingsuccessforallstudents.

readinG reCovery

rrg-1 featUred SeSSionChange over time: teaching for efficient visual Processing for text reading (Repeat)

MaryAnneDoyle,ReadingRecoveryTrainerandProfessor,UniversityofConnecticut,CT

ThissessionexplorestheacquisitionofefficientvisualprocessingfortextreadingbyReadingRecoverychildrenovertime.Discussionincludesareviewofliteracyprocessingtheoryandrelatedinstructionalprocedures.

readinG reCovery

rrg-2 featUred SeSSionthe Power of teacher language in Shaping Student learning (Repeat)

MaryRosser,ReadingRecoveryTrainer,UniversityofMaine,ME

Thispresentationexploresthelinkbetweenthelanguageteachersuseduringinstructionaldecision-makingandtheresultantwideornarrowspacesthatarecreatedforstudentlearning.Videoclipsofteaching-learningepisodeswillbeusedtoidentifytheimpactofprecisionteachingonpowerfulstudentliteracylearning.

readinG reCovery

rrg-3 featUred SeSSionyour Child is roaming . . . are you?

JamesSchnug,ReadingRecoveryTrainer,NewYorkUniversity,NY

Thefirsttenlessonsofanychild’sReadingRecoveryprogramsetthestageforaccelerativeprogress.Thisinteractivesessionwillpositiontheimportanceof“discovery”duringRoamingAroundtheKnownandhowtheteachercanmakeiteasytoroam.

“ I found each session I attended to be very informative and highly invigorating! I thoroughly enjoyed collaborating with educators from across the US and Europe! I was also impressed that each session I attended allowed time for teachers to share their thoughts, ideas, and concerns!”

—Kerri Pakalnis, Classroom Teacher, Grade 4


Travel Information

LocationRhode Island Convention Center 1 Sabin Street, Providence, RI 02903 401.458.6000 | www.riconvention.com

DirectionsBy carPrint directions from our website: www.lesley.edu/literacy-for-all-conference/directions

By train• Amtrak: 800.US.RAIL | www.amtrak.com

• MBTA: 800.393.6100 | www.mbta.com

By Air• T.F. Green Airport (8 miles from downtown Providence):

888.268.7222 | www.pvdairport.com

By Bus• Bonanza Bus: 800.556.3815 or 401.454.8800

www.bonanzabus.com

• Peter Pan: 800.343.9999 | www.peterpanbus.com

• Greyhound: 800.231.2222 or 401.751.8800 www.greyhound.com

• R.I. Public Transit Authority: 401.781.9400 or 888.331.7500 | www.ripta.con

Parkingrhode island convention center north garageEvent Rate*: $12/day | $18/overnight stay

Providence Place MallRates*: 0–5 hrs: $2 | 5–8 hrs: $10 | 8–20 hrs: $20 20–24 hrs: $25

Any longer than 24 hours is $25 plus additional hours at the above hourly rates.

www.providenceplace.com

*Please note all parking fees subject to change without notice.

hotel ParkingSee next section “Hotel Accommodations” for details on hotel parking.

Hotel Accommodations• Discounted guest room blocks are available at the hotels listed

below. Indicate you are with the Lesley University Literacy for All Conference to get the special rates.

• All hotel reservations can be booked online. Visit www.lesley.edu/literacy-for-all-conference/hotels to find links for each hotel.

• Make your reservation early, as rooms may fill before the cut-off date.

• If the blocks are full, keep calling! Rooms are re-released into the block due to cancellations.

• All room rates are subject to change.

• hotel rates Do not include discounted parking or a 12–13% sales tax.

the omni Providence Attached to the Convention Center One Exchange Street, Providence, R.I. 02903 | 800.843.6664

• rate: $170/night for single/double, plus parking; $25 additional person charge ($5 of the room rate will offset the cost of the conference)

• Parking: $28/night for guests

• cut-off Date: October 2, 2014

Providence Biltmore hotelAcross the street from the Convention Center Kennedy Plaza, Providence, R.I. 02903 | 800.294.7709

• rate: $149/night for Junior Suite/Two California Kings, single/double, plus parking

• Parking: $28/night for guests; $16 for non-registered guests to attend a function during the day


Providence courtyard by MarriottAcross the street from the Convention Center 32 Exchange Terrace at Memorial Boulevard, Providence, R.I. 02903 | 888.887.7955

• rate: $149/night for single/double, plus parking; $15/day rollaway charge for extra guest ($5 of the room rate will offset the cost of the conference)

• Parking: $26/night | $10/vehicle for conference attendees, until 5:00 pm (additional fees apply after 5:00 pm)


hilton ProvidenceFive-minute walk from the Convention Center 21 Atwells Avenue, Providence, R.I. 02903 | 800.445.8667

• rate: $149/night for single/double, plus parking; $25 extra per additional person over 18

• Parking: $28/night for valet | $25/night for self-parking



Scholarship and Funding

Scholarshipsue hundley Memorial scholarshipSue Hundley, a Reading Recovery Teacher Leader and a Literacy Collaborative Trainer at Lesley University, was dedicated to her teaching and her students and she cared deeply about her own professional growth.

Following her death from cancer in May 2000, a memorial fund was established in her name at Lesley University. The fund supports young readers and writers by providing teacher scholarships for professional development and by assisting with the development of literacy materials in classrooms. Please consider a donation in Sue’s name. Donations make it possible for two teachers to attend the Literacy for All Conference each year. Donations to the fund can be made through your conference registration form.

Applying for a sue hundley Memorial scholarshipScholarships are available for one Reading Recovery teacher and one classroom teacher, and cover:

• Two-day conference registration (Monday and Tuesday)

• Two nights’ accommodations

• Up to $100 for expenses

• Application: www.lesley.edu/literacy-for-all-conference/funding-and-scholarships/

2013 sue hundley Memorial scholarship Winners: Janet Berthiaume, reading/literacy specialist, Winchester school District, nh

Janet was able to return from the Literacy for All Conference and share the information she learned with other teachers in her school. “I wish everyone could have attended

the conference because nothing has a stronger impact than listening to the motivational experts speak in person. Now that I have opened a door, I hope that my coworkers will continue to use me as a resource. I feel that winning this scholarship has somehow made me a more credible reading teacher.”

cheryl hodaba, former literacy coach in-training, Arlington central school District, ny

Cheryl returned from the conference and prepared to teach several in-service classes using the knowledge she gained at the Literacy for All Conference. “Thank you again for the wonderful opportunity you gave me. It really did revolutionize my thinking and inspire me to be a better teacher.”

Fundingreading recovery travel grants• Bruce Larkin awards 500 grants each school year, up to $200

each, for travel expenses incurred by attending the Reading Recovery portion of the Literacy for All Conference

• Application: www.wilbooks.com/travel-grant

student volunteers• Graduate students who volunteer on Monday can attend the

conference for free on Tuesday

• Students must be enrolled in a full-time, accredited university degree program

Additional fundingFunding may be available through Title I of the Elementary and Secondary Education Act, Charter Schools Funding, and Parent-Teacher Organizations.

cAll for session ProPosAlsSubmitaconcurrentsessionproposalforthe2015LiteracyforAllConferenceandifyoursessionisselected,youcanattendtheLiteracyforAllConferenceonMondayandTuesdayforfree.Weareseekingproposalsintheseareas:

•Reading Recovery •Common Core State Standards•Administrators/School Leaders•Classroom Literacy (PreK–K, K–2, 3–6, 5–8)•Technology and Literacy•Literacy Coaching•Children’s Literature and Authors

The2015LiteracyforAllConferenceproposalformisavailableontheLiteracyforAllConferencewebsite:www.lesley.edu/literacy-for-all-conference/proposals PleasecontacttheLiteracyforAllConferenceofficeifyouhaveanyquestionsbyphoneat617.349.8402 or by email at [email protected].

one free registration per session for the lead presenter only. Proposals are due December 1, 2014. each session proposal is reviewed by the conference Program committee. Applicants will be notified by March 2015.

left to right: cindy Downend, lesley university; Janet Berthiaume; cheryl hodaba; and Jill eurich, lesley university


Registration and Discounts

Registrationfees*• $395 Package Deal (3 days)

• $375 Sunday Plus One Day (Monday or Tuesday)

• $295 Full Conference (Monday and Tuesday)

• $210 Monday Only or Tuesday Only

• $175 Pre-Conference Workshop

* registration fees do not include meals, parking, or materials. registrations cannot be shared.

DiscountsDiscounts (other than the Lesley Alumni discount) cannot be combined. Learn how to register for and receive the discounts below at www.lesley.edu/literacy-for-all-conference/registration.

• group Discount: Send 10 people from your school district for two or three days and send an 11th person for free. (11th free registration based on registration of least value.)

• loyalty reward: If you attended the Literacy for All conference in 2012 and 2013, you can receive an additional $15 off any registration type for the 2014 conference. (Discount will be applied once your attendee status has been verified.)

• Principal/Assistant Principal Discount: Send three people from your school to the conference for two or three days, and your principal, assistant principal, or other administrator from the same school may attend for half price. (All registration types eligible for discount.)

• lesley university Alumni Discount: If you graduated from any degree program from Lesley University, you may receive a discount of $10 off a one-day registration, $20 off a two-day registration, or $30 off a three-day registration. (Discount applied upon verification of your alumna/alumnus status.)

How To Registeronline registration• www.regonline.com/lfa2014

• You must have your session selections ready when you begin the online registration process. To view sessions, please visit www.lesley.edu/literacy-for-all-conference/workshops/

• Credit cards, purchase orders, and checks accepted (have credit card or PO number ready)

Paper registration• $15 charge for mailed-in registration forms

• Complete and return the registration form (available on our website) with payment

• Send PO or check with registration form, or call with credit card number

At the conference• Go to Help Desk on the fourth floor to select sessions and pay

• Payment required at time of registration

• All sessions are subject to availability

Please note:• Registrations will not be taken over the phone or email

• Payment must be sent within ten business days of registering

• Do not write credit card numbers on the paper form. Register online or call the conference number with your credit card number


Conference Policies

Payment, Refund, and Cancellation/Substitution Policy• Submission of the paper or online registration form

is a commitment to pay the conference fees if the event is held, regardless of weather conditions.

• If paying with a purchase order, please be sure to obtain permission from the school district to register.

• If the school district does not approve the purchase order, the attendee will be responsible for the conference fees.

• No-shows will be invoiced and subject to collection for the full amount.

• Unpaid registrations will necessitate barring registration for future trainings sponsored by Lesley University.

• A refund, minus a $50 fee, will be granted if we receive a written request to cancel by Wednesday, Oct. 1, 2014.

• Refunds will not be issued after Oct. 1, 2014; however, substitutions for the conference may be made at any time.

• Please notify the conference office in writing in advance if you are sending a substitute.

• Substitutes should not register online; the conference team will register all substitutions.

Attendance PolicyWe will issue a certificate of attendance to each participant at the conclusion of the Literacy for All Conference. In order to receive your certificate, you must submit a completed one-page objectives form that we will provide to all participants in their conference tote bag.

• Any participant who leaves the conference early will receive a reduced number of attendance hours on their certificate of attendance.

• We are unable to mail certificates of attendance following the conference, so be sure you pick up your certificate before you leave. You may need this certificate of attendance for recertification or other purposes, so we recommend you keep it in a safe place.

• If you misplace your certificate of attendance at a later date, please note that to obtain a new one will cost you $25. We will reissue a new certificate of attendance upon confirmation that we have received your completed objectives form at the conclusion of the event (by November 4, 2014, 3:00 pm) and have received payment of $25.

• We cannot email certificates of attendance. If we do not have your objectives form on file, we will be unable to issue you a new certificate of attendance.

Videoconferencing and Audiotaping PolicyIt is not permissible, under any circumstances, for conference attendees to use Skype or any other technology (i.e. FaceTime or Blackboard) for the purpose of transmitting a workshop presentation, keynote address, or any other conference event to individuals who are not in attendance at the event. Videotaping or audiotaping of workshop sessions, keynotes, or other conference events is also strictly prohibited.

“ This was a very educational and invigorating conference for me! I feel so energized and excited about returning to the classroom next year! I think this is a conference for every teacher in America to attend because it provides so much vital information to help educators improve the status of literacy in our world. I was very honored to be a part of this conference and look forward to attending next year!”

—Kerri Pakalnis, Classroom Teacher, Grade 4


General Information

VolunteeringVolunteer for a chance to win a pack of leveled books. Easy volunteer duties include collecting tickets and introducing speakers at individual sessions. You will only be assigned to volunteer for a session you are already attending. To volunteer, please check “yes” to volunteering as you complete your online registration.

RRCNA Membership Reading Recovery Council of North America (RRCNA) is an association of Reading Recovery professionals and partners. Membership benefits include subscriptions to the newsletter and journal, a logo lapel pin, and a membership certificate.

free gift for literacy for All conference AttendeesConference attendees that sign up for a membership to RRCNA will receive a free gift. Add a membership to your registration and the fee will be included in your total registration cost. Your free gift will be available when you arrive at the conference.

Membership fees• New or Renewal: $65

• Reading Recovery Teachers-in-Training: $40

• Supporting: $130 (includes recognition in Council Connections newsletter)

To check the status of your membership, contact RRCNA at 614.310.7323.

Internet AvailabilityThe Rhode Island Convention Center will be offering complimentary basic Wi-Fi throughout the entire convention center (all public spaces, meeting rooms, and exhibit halls).

Session EvaluationsWe will be moving to online evaluations for the 2014 Literacy for All Conference. Attendees will receive an email shortly after the conference asking you to complete a short online evaluation form. Tracking worksheets will be provided in all conference bags to allow you to record notes about all sessions you attend.

“ As a classroom teacher for 23 years, I felt born again. It appears that this is commonly geared toward reading specialists. I feel that since the reading specialists spend (in my district) 40 minutes a day with a small population, but I spend over 6 hours a day with the entire population (including their few) I benefitted tremendously to receive such strong literacy training during the conference.”

—Trudy Amodeo, Reading/Literacy Specialist

Nonprofit Org.U.S. Postage

PAIDBoston, MA

Permit No. 20

Literacy for All Conference

Lesley University Center for Reading Recovery and Literacy Collaborative

29 Everett Street

Cambridge, MA 02138

Keynote SpeakersJackGantos|AndyHargreaves|BetsyKaye

Featured SpeakersCarlAnderson|JeffAnderson|NancyBoylesLisaCleaveland|SneedCollard|RuthCulhamKathleenFay|IreneFountasandGaySuPinnellMarthaHorn|SaraKajder|SueKemptonTashaTroppLaman|CathyTollKristenHawleyTurner|JeffWilhem

Reading Recovery ExpertsC.C.Bates|MaryAnneDoyle|SueDuncanMaryFried|EvaKonstantellou|MaryRosserJimSchnug

2014 highlights: •100+workshopsin11strands

•25thBirthdayCelebration

•3Keynoteand23FeaturedSpeakers

25th AnnuAl literAcy for All — northeAst PreK–8 literAcy conference AnD reADing recovery institute

Literacy AllforRHODE ISLAND CONVENTION CENTER | PROVIDENCE NOVEMBER 2–4, 2014 25th

C e l e b r a t i o nBirthday

2014 Literacy for All Conference Brochure

Documents

Transcript of 2014 Literacy for All Conference Brochure