2016 Literacy for All Conference brochure

27 TH ANNUAL LITERACY FOR ALL — NORTHEAST PREK–8 LITERACY CONFERENCE AND READING RECOVERY INSTITUTE

Literacy for All PREK–8

RHODE ISLAND CONVENTION CENTER | PROVIDENCE

OCTOBER 23–25, 2016

Literacy for All Conference Strands:

KEYNOTE SPEAKERS LUCY CALKINS

NELL DUKE

MARY LOSE

• • • • • • • • • • •

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

Some of our topics for this year:

WILEY BLEVINS

DOROTHY BARNHOUSE

KATIE KEIER

LAURA ROBB

TIM RASINSKI

LORI OCZKUS

• • • • • • • • • • • • • • •

Guided Reading Intentional Talk Genre Study Phonics/Word Study Close Reading Digital Literacy Coordinated Intervention Models Social/Emotional Learning Coach/Principal Team English Language Learners Strategic Reading Conferences Literacy Engagement Interactive Writing Nonfiction Texts Teaching for Independence

2016 Highlights:

MARY ANNE BUCKLEY

IRENE FOUNTAS AND GAY SU PINNELL

• 100+ Workshops in 11 Strands • 3 Keynote and 20 Featured Speakers

HOSTED BY LESLEY UNIVERSITY IN COLLABORATION WITH UNIVERSITY OF CONNECTICUT AND THE UNIVERSITY OF MAINE

THANK YOU TO OUR SPONSORS!

Conference Schedule

Table of Contents

TOTE BAG SPONSOR Sunday, October 23, 2016 4 Professional Development Hours*

GOLD SPEAKER SPONSOR Sponsoring Nell Duke and Laura Robb

Sponsors ....................................................... 1 Conference Schedule................................. 1–3

10:00 am–11:00 am

Registration

11:00 am–1:00 pm

Pre-Conference Workshops

1:00 pm–2:00 pm

Lunch on your own

Keynote Speakers .......................................... 4

2:00 pm–4:00 pm

Pre-Conference Workshops

Featured Speakers ..................................... 4–5

4:00 pm–6:00 pm

Registration

Reading Recovery Featured Speakers ............ 6

4:00 pm–6:00 pm

Visit exhibits

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

Conference Program Committee ................... 3

Workshops (Monday) ............................ 10–25 SILVER SPEAKER SPONSORS

Sponsoring Mark Overmeyer, Dorothy Barnhouse, Katie Keier, and Mary Anne Buckley

Sponsoring Wiley Blevins

Monday, October 24, 2016 6 Professional Development Hours*

Lesley University Alumni Luncheon ............. 21

7:00 am–8:30 am

Registration

Exhibit Fair and Book Signings .................... 26

8:30 am–10:00 am

Keynote A

Workshops (Tuesday) ............................ 26–34

10:00 am–6:00 pm

Visit exhibits

Travel Information ....................................... 36

10:30 am–12:00 pm

Session B

12:00 pm–1:30 pm

Lunch on your own/ Lesley Alumni luncheon

Scholarship and Funding ............................. 37

1:30 pm–3:00 pm

Session C

Registration and Discounts ......................... 38

1:30 pm–4:45 pm

Session C In-Depth

Conference Policies ..................................... 39

3:00 pm–3:30 pm

Visit exhibits

3:30 pm–5:00 pm

Session D

General Information.................................... 40

5:00 pm–6:00 pm

Exhibit Fair and Raffle

2017 Call for Session Proposals .................. 37

Tuesday, October 25, 2016 4.5 Professional Development Hours*

FOLLOW LITERACY FOR ALL ON SOCIAL MEDIA: facebook.com/ LesleyCenterRRLC @Lesleyctrrrlc conference hashtag: #lfa2016 Subscribe to our blog: lesleyuniversitycrrlc. wordpress.com/

7:00 am–8:30 am

Registration

7:30 am–2:30 pm

Visit exhibits

8:30 am–10:00 am

Session E: Keynote E or 90-Minute Reading Recovery Session E

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

Full workshop listings, descriptions, and all other conference details available at www.lesley.edu/literacyforall To register, visit www.regonline/lfa2016.com

*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!

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

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Conference Schedule Pre-Conference Workshops SUNDAY, OCTOBER 23, 2016 11:00 AM–4:00 PM PC-1 Complex Thinking in Complex Texts: Making the Work of Reading Visible (Grades 5–8) ........... 8

LCB-15 A Communication Toolbox: How Leaders Can Shape Literacy Instruction in Their Schools (Grades PreK–8).................................... 12

Session C In-Depth MONDAY, OCTOBER 24, 2016 1:30 PM–4:45 PM

LCB-16 Connecting Readers to Authors (Grades 5–8) ... 12

PC-2 Celebrating the Twentieth Anniversary of Guided Reading: Elevating Teacher Expertise in Differentiated Instruction (Grades K–5)........................ 8

LCC-16 In-Depth Coaching for Change: Developing and Documenting Teacher Growth Over Time (Grades PreK–8) ............................................................. 20

LCB-17 Creating Learning Opportunities with the Digital Toolbox (Grades 3–6) ............................ 12

LCC-17 In-Depth The Multiple Hats of the Literacy Coach (Grades K–8) .................................................................. 20

PC-3 Let’s Talk: Developing Writers Through Intentional Talk (Grades K–5) ............................. 8

RRB-1 Pushing the Boundaries of Learning: Self-Monitoring in Reading and Writing ......................... 13

PC-4 Analyzing Running Records to Inform Instruction in Guided Reading Lessons (Grades K–2) ......................... 8

RRB-2 Fostering Language Development in the Writing Activity of the Reading Recovery Lesson............ 13

PC-5 Exploring Nonfiction Through Genre Study in the K–4 Classroom (Grades K–4) ................................. 8

RRB-3 Exploring Clay’s Teaching Procedures for Assembling Cut-up Stories ........................................ 13

PC-6 Effective Processing from Beginning to End ............ 9

RRB-4 Becoming Constructive: Linking Teacher Knowledge, Teacher Language, and Student Learning ....................... 13

PC-7 Teaching for Flexible Word Analysis Across the Lesson............................................................. 9

Session A MONDAY, OCTOBER 24, 2016 8:30 AM–10:00 AM Keynote A Writing About Reading: A Lever to Lift the Level of Reading Comprehension (Grades K–8) ....... 10

Session B MONDAY, OCTOBER 24, 2016 10:30 AM–12:00 PM LCB-1 Strategic Reading Conferences: Moving Readers from “Can’t” to “Can” (Grades 3–8) ... 10 LCB-2 The Key Characteristics of Strong Phonics Instruction and the 10 Common Causes of Failure (Grades K–2) ..... 10 LCB-3 A Repertoire of Tools and Methods for Leaders to Support Consistent Rigorous Literacy Instruction Across the School (Grades K–2) ..................................... 10

LCC-1 Navigating Nonfiction (Grades 3–6) .................................................................. 15

LCD-5 Powerful Literacy Teaching Through Inquiry, Interests, and Play (Grades PreK–1) (Repeat) ................. 21

LCC-2 Friendship Workshop: How to Integrate Social, Emotional, and Literacy Learning (Grades K–2) .. 15

LCD-6 Guided Writing: Practical Lessons, Powerful Results!

(Grades K–6) .................................................................. 21

LCC-3 Placing Nonfiction Texts on the Lower Shelf: The Importance of Early Access for Young Learners (Grades K–2) ......................................... 15

LCD-7 Phonics and Vocabulary Instruction: Word Study That Works! (Grades K–3) ........................... 23

LCC-4 Pop Goes the Workshop: Using Pop Culture to Teach Craft, Structure, and Meaning in Writing (Grades 3–8) .. 15

LCD-8 Quick and Meaningful Intervention Tools and Strategies That Can Move Students to Independence (Grades 3–8) .................................................................. 23

LCC-5 Digging Deep: Teaching for Reading Power in Guided Reading Lessons (Grades K–5) ....................... 16

LCD-9 Reforming Literacy Instruction Through Teacher Empowerment (Grades PreK–8) ........................ 23

LCC-6 Story: How Do I Tell Thee? Let Me Count the Ways (Grades 5–8) .................................................................. 16

LCD-10 The Principal and Literacy Coach: An Academic Team That Improves Student Achievement (Grades PreK–8) ............................................................. 23

LCC-7 Powerful Literacy Teaching Through Inquiry, Interests, and Play (Grades PreK–1) ............................... 16

LCB-6 Scaffolding Instruction for All Learners in the Writing Workshop (Grades K–5) ........................... 11

LCC-10 New Twist on Digital Storytelling: Memorable Stories with Augmented Reality (Grades 5–8) ................ 18

LCB-7 Deep Reading, Deep Writing Using Multiple Texts (Grades 3–8) .................................................................. 11

LCC-11 Awesome Apps for Early Literacy (Grades K–2) 18

LCB-12 Are We Rowing in the Same Direction?

Designing Coordinated Intervention Models (Grades K–6) .................................................................. 12 LCB-13 Nurturing Our Youngest Readers (Grades PreK–K) ............................................................. 12

LCD-2 Take Note: Revealing the Power of Conferring Notes (Grades 3–6) .................................................................. 20

LCD-4 Revision and Editing: The Truth and Nothing But the Truth (Grades 3–8) ......... 21

LCC-9 Why Reading Fluency Should Be Hot! (Grades K–8) .................................................................. 16

LCB-11 Building a Community of Independent Readers and Writers (Grades K–2) ................................. 12

LCD-1 Strategic Reading Conferences: Moving Readers from “Can’t” to “Can” (Grades 3–8) (Repeat) ............... 20

MONDAY, OCTOBER 24, 2016 1:30 PM–3:00 PM

LCB-5 Close Reading Workouts with Paired Texts (Grades K–8)....................................... 11

LCB-10 Vocabulary Whisperers: Having Fun with Vocabulary While Building Students’ Word Consciousness (Grades 5–8) ................................. 11

MONDAY, OCTOBER 24, 2016 3:30 PM–5:00 PM

LCD-3 Critical Pathways to Social Justice Through Picture Books and Digital Apps (Grades 5–8) ................. 21

LCC-8 Scaffolding Instruction for All Learners in the Writing Workshop (Grades K–5) (Repeat)............. 16

LCB-9 Flipping Without Flipping Out! Flipped Learning in Reading and Writing Workshop (Grades 5–8) ............ 11

Session D

Session C

LCB-4 We Do It Together: The Power of Shared Demonstration (Grades K–2).......................... 11

LCB-8 Building a Literate Life: Fostering Reading Engagement in the Intermediate Grades (Grades 3–6) .. 11

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LCB-14 Conscious Coaching: Coaching with Intention, Humility, and Joy (Grades PreK–8) ................. 12

LCC-12 The Coach/Principal Collaboration: Building a Culture of Continuous Growth (Grades K–8)............... 18

LCD-11 Shared Responsibility in the Coaching Process (Grades PreK–8) ............................................................. 23 LCD-12 Noticing and Wondering: Literacy as Inquiry (Grades 3–6) .................................................................. 24 LCD-13 The Role of Guided Reading in a Comprehensive Literacy Approach (Grades 3–5) ..... 24 LCD-14 So Many Stories: Engaging Adolescent Writers (Grades 5–8) .................................................................. 24 LCD-15 Shared Reading: A Bridge to Independence for Our Youngest Readers (Grades K–2) ......................... 24

LCC-13 Improving Tier 1 Literacy Instruction Through Focused School Improvement (Grades PreK–8) .............. 18

LCD-16 Creating the Space for Important Conversations: Fostering Critical Literacy Through Accountable Talk (Grades K–2) .................................................................. 24

LCC-14 Literacy and Life Lessons (Grades 3–6) ............. 18

RRD-1 Adjusting the Visual Working System (Repeat)... 25

LCC-15 Rethinking Read Alouds for English Learners: Teaching Language During Strategy Instruction (Grades 3–6) .................................................................. 18

RRD-2 Exploring Clay’s Teaching Procedures for Assembling Cut-up Stories (Repeat).......................... 25

RRC-1 Enhancing Our Analyses of Running Records ..... 19

RRD-3 Predicting the Progress: On the Next New Book This Reader Will Need to Know How To... ....................... 25

RRC-2 Adjusting the Visual Working System ................. 19 RRC-3 Pushing the Boundaries of Learning: SelfMonitoring in Reading and Writing (Repeat).................. 19

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

Conference Schedule Session E

Session F In-Depth

TUESDAY, OCTOBER 25, 2016 8:30 AM–10:00 AM

TUESDAY, OCTOBER 25, 2016 10:15 AM–1:30 PM

Keynote E Emphasizing Engagement: Why Literacy Engagement Is More Important Than Ever and What We Can Do About It (Grades K–8) .................. 26

LCF-18 In-Depth Helping Elementary Students Succeed on Standards-Based Assessments (Grades 3–6) ............. 31

RRE-1 Enhancing Our Analyses of Running Records (Repeat).......................................... 26

LCF-19 In-Depth For the Love of Language: Empowering English Learners in Early Childhood Classrooms (Grades PreK–K) ................ 31

RRE-2 Becoming Constructive: Linking Teacher Knowledge, Teacher Language and Student Learning (Repeat) ......... 27

LCF-20 In-Depth Transcend Literacy in the 21st Century (Grades 5–8) ................................... 31

RRE-3 Tuning In to Responding History: Reflecting on Lesson Data .............................................. 27 RRE-4 Do You Have a Minute? Working Collaboratively with Your Colleagues (Grades K–2) ................................ 27 RRE-5 Teaching For, Prompting For, and Reinforcing the Use of All Three Sources of Information in Reading Recovery Lessons .................. 27

Grades PreK–(6–8) Literacy

Middle School Literacy (5–8)

LCG-1 The Key Characteristics of Strong Phonics Instruction and the 10 Common Causes of Failure (Grades K–2) (Repeat) .................................................... 32

Reading Recovery Keynote F Marie Clay’s Powerful and Provocative Contributions to Literacy Teaching and Learning .................................. 28

LCG-4 Placing Nonfiction Texts on the Lower Shelf: The Importance of Early Access for Young Learners (Grades K–2) (Repeat) .................................................... 32

LCF-1 Friendship Workshop: How to Integrate Social, Emotional, and Literacy Learning (Grades K–2) (Repeat) 28

LCG-5 Name Your Monster: A Problem-Solving Protocol for Writing Instruction Challenges (Grades 4–8) (Repeat) ... 32

LCF-2 Envisioning Reading Response for Every Reader (Grades 2–6) ....................................... 28

LCG-6 Shared Leadership: Building Capacity at All Levels (Grades 5–8) .................................................................. 32

LCF-3 Name Your Monster: A Problem-Solving Protocol for Writing Instruction Challenges (Grades 4–8) ............ 28

LCG-7 Taking Advantage of the Power of the Read Aloud (Grades 3–6) ..................................... 33

LCF-4 Projects for the Primary Grades (Grades K–2) ..... 29

LCG-8 iBooks in ELA (Grades 5–8) ................................ 33

LCF-5 Revision and Editing: The Truth and Nothing But the Truth (Grades 3–8) (Repeat) .......... 29

LCG-9 How K–2 Students Study Interactive Read Alouds Across Reading and Writing Workshop (Grades K–2) ..... 33

LCF-6 Close Reading Workouts with Paired Texts (Grades K–8) (Repeat) .................................................... 29

LCG-10 Shifting Understandings and Practices Through Cluster Coaching (Grades PreK–8) ................................. 33

LCF-7 Why Reading Fluency Should Be Hot! (Grades K–8) (Repeat) .................................................... 29

LCG-11 Literacy Intervention Around the Globe (Grades PreK–8) ............................................................. 33

LCF-8 Deep Reading, Deep Writing Using Multiple Texts (Grades 3–8) (Repeat) .................................................... 29

LCG-12 Interactive Writing 2.0: A Guided Approach for Teaching Craft and Conventions (Grades PreK–5)..... 33

LCF-9 Developing Community and Conversations Through Interactive Read Aloud in the PreK–K Classroom (Grades PreK–K) ............................................................. 30

LCG-13 When Is Nonfiction Not Nonfiction?

(Grades K–6) .................................................................. 34

LCF-14 The Reality Is: Using Nonfiction Texts That Kids Will Read (Grades PreK–8).............................. 30

Early Literacy (K–2)

TUESDAY, OCTOBER 25, 2016 1:00 PM–2:30 PM

LCG-3 Take Note: Revealing the Power of Conferring Notes (Grades 3–6) (Repeat) .................... 32

LCF-13 The Power of Picture Books in the Middle School Classroom (Grades 5–8) ............... 30

Common Core State Standards

Literacy Coaches

TUESDAY, OCTOBER 25, 2016 10:15 AM–11:45 AM

LCF-12 Deepening Teachers’ Understanding of the Qualities of Nonfiction Writing (Grades PreK–8) .. 30

Administrators/School Leaders Children’s Literature and Authors

Session G

LCG-2 It’s Not Education If It’s Not Mindful (Grades PreK–2) ............................................................. 32

LCF-11 Interactive Writing: Building Essential Literacy Skills in Early Childhood Classrooms (Grades PreK–2) ... 30

Featured

Intermediate Literacy (3–6)

Session F

LCF-10 Impact on School Culture When Implementing a Literacy Coach Model (Grades K–2) ............................ 30

Schedule Key:

LCG-14 Reading and Writing in K–2 Science Every Day (Grades K–2) .................................................................. 34 LCG-15 Guided Reading: Getting at and Staying with the Big Idea (Grades 3–6) ...................................... 34 RRG-1 Tuning In to Responding History: Reflecting on Lesson Data (Repeat) ............................... 34

PreK–K Literacy Reading Recovery Technology and Literacy

Thank You to the Conference Program Committee CONFERENCE PROGRAM CHAIRS Cindy Downend Jill Eurich Eva Konstantellou PROGRAM COMMITTEE MEMBERS Marcia Nye Boody Mary Ann Cappiello Yvonne Liu Constant Kerry Crosby Sue Cusack Erika Thulin Dawes Kathleen Fay Julie Francis Marc Smith Maureen Wiklund

RRG-2 How to Teach for Independence, Problem Solving, and Change During Writing ................ 34 RRG-3 Navigating a Child’s Known and Unknown in Roaming Around the Known ............... 34

LCF-15 The Critical Nature of Text Introductions (Grades K–2) .................................................................. 31 LCF-16 Creative Scaffold Design: Supporting Success and Rigor for All Learners (Grades 5–8) ......................... 31 LCF-17 Multimodal Literacies in the Bilingual Classroom (Grades PreK–8) ............................................................. 31

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

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Speakers

Keynote Speakers Lucy Calkins Lucy Calkins is the founding Director of the Teachers College Reading and Writing Project, and is also the author or co-author of 40+ books including Units of Study for Teaching Reading, Grades K–5; Units of Study in Opinion, Information, and Narrative Writing, Grades K–8 written with the TCRWP community; and Pathways to the Common Core, The Art of Teaching Reading, and The Art of Teaching Writing. Calkins is the Richard Robinson Professor of Children’s Literature at Teachers College, Columbia University, where she co-directs the Literacy Specialist Program.

Sessions: Keynote A, LCB-3

Nell Duke Nell K. Duke, Ed.D., is a professor of literacy, language, and culture and a faculty affiliate in the combined program in education and psychology at the University of Michigan. She is also a member of the International Literacy Association Literacy Research Panel. Duke received her Bachelor’s degree from Swarthmore College and her Master’s and Doctoral degrees from Harvard University. Duke’s work focuses on early literacy development, particularly among children living in poverty. Her specific areas of expertise include development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She currently serves as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation.

Duke is the author and co-author of numerous books including her most recent book Inside Information: Developing Powerful Readers and Writers of Informational Text Through Project-based Instruction. Nell’s participation is sponsored by Scholastic, Inc. Sessions: Keynote E, LCF-4

Mary Lose Mary Lose is an associate professor in the Department of Reading and Language Arts, and Director of the Reading Recovery Center of Michigan at Oakland University in Rochester, Michigan. She has published in professional journals including The Reading Teacher, The Clearing House, Principal, Teaching PreK–8, The Journal of Reading Recovery, The Elementary School Journal, and Reading Research Quarterly. Her article, “A Child’s ‘Response to Intervention’ Requires a Responsive Teacher of Reading” was reprinted in two books, published by the International Literacy Association in 2010. Also in 2010, she received the Research Award for the School of Education and Human Services at Oakland University. Mary finds working with teachers and their students among the most interesting and rewarding work of all.

Sessions: Keynote F, RRB-3, RRD-2

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Featured Speakers Dorothy Barnhouse Dorothy Barnhouse is an author and literacy consultant, working in schools and districts across the country and, most recently, in India. She is the author of Readers Front and Center: Helping All Students Engage with Complex Texts and co-author of What Readers Really Do: Teaching the Process of Meaning Making. She currently splits her time between New York and Mumbai. Sessions: PC-1, LCB-1, LCD-1

Wiley Blevins Wiley Blevins is a writer and educational consultant living in New York City. He has written several books for teachers including A Fresh Look at Phonics, Phonics From A to Z, Phonics and Word Study in the Intermediate Grades, Building Fluency, Teaching Students to Read Nonfiction, and others.

He has conducted educational research and worked with districts to transition to the Common Core State Standards and evaluate the mismatch between their test scores, classroom materials, and teaching practices. Sessions: LCB-2, LCC-1, LCG-1

Mary Anne Buckley Mary Anne Buckley has over 25 years of experience teaching in the Early Childhood Education field. She is trained in Literacy Collaborative, Reading Recovery, Responsive Classroom, and Cognitively Guided Instruction for Math. Mary Anne is the author of Sharing the Blue Crayon: How to Integrate Social, Emotional, and Literacy Learning (Stenhouse 2015). Sessions: LCC-2, LCF-1, LCG-2

Aimee Buckner Aimee Buckner is the author of Notebook Know-How, Notebook Connections, and Nonfiction Notebooks. She is an international consultant and a classroom teacher with 20 years of experience. In addition, Aimee is the former founder and director of the Gwinnett Writing Institute for Teachers and Students (K–12) in her home state of Georgia. Aimee works with Stenhouse Publishers and contributes to Choice Literacy online. Sessions: LCD-2, LCF-2, LCG-3

Anne Burke Anne Burke was a classroom teacher for ten years before becoming an Associate Professor in Literacy Education and Early Learning at Memorial University, where she teaches undergraduate courses in children’s literature and graduate courses in New Literacies and digital media. She researches and writes about children’s literature, visual literacy, multi-modality, teacher education, and social justice. Recent book titles include Digital Principal with Janette Hughes (Pembroke), Children’s Play Worlds: Culture, Learning, and Participation with Jackie Marsh (Lang), Play to Learn (Pembroke), and Assessing New Literacies: Perspectives from the Classroom (Lang). Sessions: LCC-3, LCD-3, LCG-4

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

Speakers

Colleen Cruz

Lori Oczkus

Colleen Cruz has written the recently published Unstoppable Writing Teacher. Colleen Cruz has written several other titles for teachers, including Independent Writing, A Quick Guide to Helping Struggling Writers, and Border Crossing, a Tomás Rivera Mexican American Children’s Book Award Finalist. Colleen was a classroom teacher in general education and inclusive settings before joining the Teachers College Reading and Writing Project as a Senior Lead Staff Developer.

She currently supports schools, teachers, and their students nationally and internationally as a literacy consultant. Sessions: LCC-4, LCF-3, LCG-5

Irene Fountas and Gay Su Pinnell Irene 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, including Genre Study: Teaching with Fiction and Nonfiction Books and Literacy Beginnings: A Prekindergarten Handbook. Sessions: PC-2, LCC-5

Brian Heinz Brian Heinz has taught writing from the elementary to the university level. An award-winning educator, he is a critically acclaimed author of children’s books including Nanuk: Lord of the Ice, The Wolves, Cheyenne Medicine Hat, and Butternut Hollow Pond. He works in fiction and nonfiction, in verse and in prose, in several genres. His books often reflect the majesty of the natural world. He is a popular speaker on the craft of writing at schools and conferences. Sessions: LCC-6, LCD-4, LCF-5

Katie Keier Katie Keier has been a classroom teacher and literacy specialist in grades K–8 for 24 years. She is currently a kindergarten teacher in an urban Title I school. She is the co-author of Catching Readers Before They Fall: Supporting Readers Who Struggle, K–4. She has participated in Literacy Collaborative and is trained in Leveled Literacy Intervention. Katie participated in the Kennedy Center’s Changing Education Through the Arts (CETA) program for five years. Katie is an adjunct faculty member for American University in Washington, DC, and conducts staff development workshops as well as presenting at national conferences. When she is not playing with her kindergartners, Katie enjoys running on the trails in the mountains of Virginia. Sessions: LCB-4, LCC-7, LCD-5

Lori Oczkus is a literacy coach, author, and popular speaker across the United States and internationally. Tens of thousands of teachers have attended her motivating, fast-paced workshops and read her eight practical, research-based professional books.

Lori has extensive experience as a bilingual elementary teacher, intervention specialist working with struggling readers, staff developer, and literacy coach. She works with students every week in classrooms and really knows the challenges that teachers face in teaching students to read! Lori has been inducted into the California Reading Association Hall of Fame for her many contributions to the field of reading in California and internationally.

Sessions: LCB-5, LCD-6, LCF-6

Mark Overmeyer Mark Overmeyer has more than 30 years of experience as a classroom teacher, a Title I teacher, a special education teacher, and a literacy coordinator. He has also worked as the coordinator for a National Writing Project site and as an adjunct professor at the University of Colorado at Denver. He has published four titles about writing workshops for Stenhouse, and now consults nationally and internationally in schools to support reading and writing workshop implementation.

Sessions: PC-3, LCB-6, LCC-8

Timothy Rasinski Timothy Rasinski is a professor of literacy education at Kent State University. His scholarly interests include reading fluency and word study, readers who struggle, and parental involvement.

His research on reading has been cited by the National Reading Panel and he has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Tim has served on the Board of Directors of the International Reading Association and as co-editor of The Reading Teacher and the Journal of Literacy Research. In 2010, Tim was elected to the International Reading Hall of Fame. Prior to coming to Kent State, Tim taught literacy education at the University of Georgia. He taught for several years as a classroom and Title I reading interventionist in Omaha, Nebraska. Sessions: LCC-9, LCD-7, LCF-7

Laura Robb Laura Robb is an author, teacher, coach, and speaker, and has completed 43 years of teaching in grades 4–8.

She presently coaches teachers in grades K–8 at Powhatan School in Virginia, as well as teachers in other states and New York City. For several years, Laura taught struggling middle school readers at Johnson Williams Middle School and at the same time trained teachers to scaffold instruction. For long-term professional study projects, she always works with those students who need the most support from teachers. Laura has written more than 20 books for teachers as well as articles for educational journals. She is a frequent keynote speaker and featured presenter at conferences, and leads workshops all over the country and in Canada. Her blogs for Scholastic, published in 2015 and 2016, are on these topics: The Implicit Benefits of Explicit Reading Instruction; Moving Students from Basic Recall to Analytical Comprehension; and Ten Surefire Tips for Maximizing Reading Stamina. Laura’s participation is sponsored by Scholastic, Inc. Sessions: LCB-7, LCD-8, LCF-8

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

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SUNDAY Speakers Pre-Conference Workshops

Reading Recovery Featured Speakers Mary Anne Doyle Mary 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 Trainers Organization and the Research Committee of the North American Trainers Organization.

Sessions: RRC-1, RRE-1

Sue Duncan Sue Duncan is a Director of the Reading Recovery Program in the Early Childhood Department at Georgia State University. Sue taught as a primary teacher and sole-charge principal in a number of different areas in New Zealand before training as a Reading Recovery Tutor in Auckland in 1985. Sue trained as a Trainer in 1989 and 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. She has also trained as a university trainer for the Partnerships in Comprehensive Literacy.

Sessions: PC-6, RRC-2, RRD-1

Betsy Kaye Betsy Kaye has been involved in Reading Recovery since she trained as a teacher in 1988–89. Betsy enjoys working with the North American Trainer’s Group (NATG) and International Reading Recovery Trainers Organization (IRRTO) colleagues on projects which support teachers’ professional learning. She was part of a team to develop the Running Record Professional Learning Series DVDs and An Observation Survey DVD, both produced by the Reading Recovery Council of North America.

She also 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 Journal of Reading Recovery. Sessions: PC-7, RRB-1, RRC-3

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Eva Konstantellou Eva Konstantellou is a Professor and a Reading Recovery Trainer at the Lesley University Center for Reading Recovery and Literacy Collaborative. For over fifteen years, she has overseen the implementation of Reading Recovery in teacher training sites in the Northeast US. 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. Sessions: PC-4, RRB-2

Mary Rosser Mary 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 particular areas of expertise are language education, curriculum development and early literacy intervention. She has worked at primary, secondary, and tertiary levels of education and has extensive international experience as a literacy consultant and popular conference presenter. Mary’s current research interests focus on analysis of pedagogy with particular attention to teacher/student interactions that promote powerful learning, and the implementation of comprehensive literacy intervention models within the contexts of ELL, Special Education, and general education. Sessions: RRB-4, RRE-2

Lori Taylor Lori Taylor is a Reading Recovery Trainer at The University of Maine. With 31 years of experience in education, she has worked with children in special education, kindergarten and grade 1–3 classrooms, as well as in Reading Recovery and other literacy interventions.

She has worked with young adults in adult education and for the last 12 years beside practicing teachers as a literacy coach and a teacher leader. In her doctoral studies, Lori focused on research around teacher professional development, specifically studying teacher nonverbal actions and teacher reflection.

Sessions: RRE-3, RRG-1

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

SUNDAY

Pre-Conference Workshops

Pre-Conference Workshops SUNDAY, OCTOBER 23, 2016 11:00 AM–4:00 PM (LUNCH BREAK: 1:00 PM–2:00 PM) PC-1 FEATURED

SESSION Complex Thinking in Complex Texts: Making the Work of Reading Visible (Grades 5–8)

Dorothy Barnhouse, Literacy Consultant, NY

If we want students to do complex reading in complex texts, we need to ensure that we are making the invisible processes of meaning making visible. How do we “analyze” and “interpret” and “synthesize”? How do we construct big ideas and themes? This session will focus on making our own thinking processes visible so we can explicitly teach complex thinking to our students as they read increasingly complex texts.

PC-2 FEATURED SESSION Celebrating the Twentieth Anniversary of Guided Reading: Elevating Teacher Expertise in Differentiated Instruction (Grades K–5) Irene Fountas, Author/Director, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA Gay Su Pinnell, Author/Professor Emerita, The Ohio State University, OH

Dig deep into the 20th anniversary edition of Guided Reading: Responsive Teaching Across the Grades and build your expertise in decision making within the guided reading lesson. Explore the topics of planning lessons, introducing fiction and nonfiction texts, teaching for strategic actions within the lesson, selecting teaching points, and providing effective discussions.

Required Text: Guided Reading: Responsive Teaching Across the Grades (2016 edition, Heinemann).

PC-3 FEATURED

SESSION Let’s Talk: Developing Writers Through Intentional Talk (Grades K–5)

PC-4 CONCURRENT

SESSION Analyzing Running Records to Inform Instruction in Guided Reading Lessons (Grades K–2)

Cindy Downend, Assistant Director, Primary Programs, Lesley University, MA Eva Konstantellou, Assistant Director, Reading Recovery, Lesley University, MA

Running records are an invaluable tool for moving from assessment to reading instruction. In this pre-conference session, we will engage in an in-depth analysis and interpretation of running records that will help us identify reading behaviors that students control, partially control, and need to learn next. We will then use the gathered information to identify emphases for teaching. The goal is to help us think of how we teach for, prompt for, and reinforce effective strategic actions during guided reading lessons.

Required Text: The Continuum of Literacy Learning Grades PreK–8 (Heinemann).

PC-5 CONCURRENT

SESSION Exploring Nonfiction Through Genre Study in the K–4 Classroom (Grades K–4)

Patti Leary, Literacy Coach, Sandwich Public Schools, MA Donna Eident, Literacy Coach, Sandwich Public Schools, MA

In this session, participants will be immersed in nonfiction texts through an inquiry-based study of genres and text characteristics. We will consider how structure and organization are connected to the author’s purpose in nonfiction. This information will then be used to think about the demands of nonfiction on readers in K–4 classrooms. In addition, participants will view video of primary classrooms involved in various stages of genre study.

There will be opportunities to explore some nonfiction text sets and consider the underlying structural patterns and text features of various books.

Required Text: Genre Study: Teaching with Fiction and Nonfiction Books (Heinemann).

Mark Overmeyer, Author, Stenhouse Publishers, CO

This interactive session will focus on how to use talk effectively during writing workshop instruction, teacher-student conferences, and peer conferences. Participants will actively engage in a writing workshop, view video clips of instruction and conferences, and reflect on their own teaching practices.

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For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

SUNDAY

Pre-Conference Workshops

READING RECOVERY

READING RECOVERY

PC-6 FEATURED

SESSION Effective Processing from Beginning to End

PC-7 FEATURED

SESSION Teaching for Flexible Word Analysis Across the Lesson

Sue Duncan, Reading Recovery Trainer, Georgia State University, GA

Betsy Kaye, Assistant Professor/Reading Recovery Trainer, Texas Woman’s University, TX

What does an effective process look like early and how does it change before a child’s series of lessons is discontinued? Explore an effective early, middle, and late processing system and think about the teaching that would go alongside these changes.

As young readers learn to flexibly break words in text on the run, they also learn to initiate efficient phonological and orthographic analyses of words they want to write. Teachers are challenged to ensure that children in Reading Recovery do the same, while keeping meaning at the forefront and not getting mired in the visual detail. Learn to support children’s efficient word analysis across lesson components and over time during this interactive pre-conference session.

Required Text: Literacy Lessons Designed for Individuals Part One and Part Two (Heinemann).

“Overall, I look forward to this conference as an opportunity to enhance my learning about the teaching of reading and writing, as well as a chance to connect with colleagues far and wide around the teaching of literacy.”

—Anne Marie Brochu Reading Recovery Teacher Boston Public Schools

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

9

MONDAY

Sessions A–D

Session A

Session B

MONDAY, OCTOBER 24, 2016 8:30 AM–10:00 AM

MONDAY, OCTOBER 24, 2016 10:30 AM–12:00 PM

KEYNOTE SESSION Writing About Reading: A Lever to Lift the Level of Reading Comprehension (Grades K–8) Lucy Calkins, Author/Founding Director, Teachers College Reading and Writing Project, NY

Writing about reading can be a potent force for the good in reading classrooms—or not. This keynote will help you draw on methods and images of possibility that allow you to maximize the contribution that writing about reading can make.

LCB-1 FEATURED

SESSION Strategic Reading Conferences: Moving Readers from “Can’t” to “Can” (Grades 3–8)

Dorothy Barnhouse, Literacy Consultant, NY

This session will look more closely at why some readers progress while other readers don’t. In particular, we will examine common instructional moves in one-on-one conferences and how we can shift our language to empower low-progress readers to become strategic meaning-makers.

LCB-2 FEATURED SESSION The Key Characteristics of Strong Phonics Instruction and the 10 Common Causes of Failure (Grades K–2) Wiley Blevins, Writer, Scholastic, Inc., NY

This session explores the 7 key characteristics of strong phonics instruction, ways to ensure they are in place, and how to fine-tune them (if already in place) to maximize instructional success. Participants will then examine the 10 common causes of phonics instructional failure and how to avoid them.

This session is based on Blevins’ work with school districts—examining test scores vs. instructional tools and classroom practices to identify the mismatches and areas of weakness that impede or slow learning.

LCB-3 FEATURED SESSION A Repertoire of Tools and Methods for Leaders to Support Consistent Rigorous Literacy Instruction Across the School (Grades K–2)

“ Thank you for all your hard work with coordinating and organizing this exceptional conference.

It’s always very rewarding and I feel energized to share these excellent ideas with my colleagues.”

Lucy Calkins, Author/Founding Director, Teachers College Reading and Writing Project, NY

In this session, Calkins will help literacy coaches and school leaders identify ways to support whole-school, systemic reform in literacy. She will share assessment tools that can help students work toward clear goals, receiving the feedback they need, and she will highlight a few high-leverage methods that can especially support reading and writing development. She will suggest ways to foster a professional learning community within the school.

Calkins will draw upon the Teachers College Reading and Writing Project’s work in thousands of districts across the country.

—Mary N. Almeida Director of Literacy, Title I and ELL Bristol Warren Regional School District

10 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

MONDAY

Sessions A–D

LCB-4 FEATURED SESSION We Do It Together: The Power of Shared Demonstration (Grades K–2)

LCB-8 CONCURRENT

SESSION Building a Literate Life: Fostering Reading Engagement in the Intermediate Grades (Grades 3–6)

Katie Keier, Kindergarten Teacher, Fairfax County Public Schools, VA

Jennifer Chafin, Literacy Specialist/Coach, Oxford Hills School District, ME

Are we jumping too fast from modeling to independent practice?

Do students need more time learning strategic actions by doing it together?

Model and guide your students in all aspects of literacy through shared demonstration. Katie will share ways to do interactive teaching, allowing students to gradually take more responsibility for thinking and comprehending through shared demonstrations. Teachers will see how the “we do it together” piece is key to children’s learning and growing as readers.

Haley Saurman, Grade 4 Teacher, Yarmouth School District, ME

LCB-5 FEATURED SESSION Close Reading Workouts with Paired Texts (Grades K–8) Lori Oczkus, Author and Literacy Consultant, Lori Oczkus Consulting, CA

What do you get when you incorporate the best in proven comprehension and fluency instruction into your close reading instructional routine?

Students’ reading improves as they actively read for meaningful purposes.

Come learn engaging strategies for close reading that include ideas for informational text features and structures, strategies for fiction and poetry, and ways to compare and contrast texts and build fluency. You will end up using this practical close reading model all year long!

LCB-6 FEATURED

SESSION Scaffolding Instruction for All Learners in the Writing Workshop (Grades K–5) Mark Overmeyer, Author, Stenhouse Publishers, CO

In this interactive session, participants will engage in a writing workshop as writers and then reflect on how to use appropriate scaffolds during the workshop to meet the needs of all learners. We will focus specifically on motivating resistant writers, scaffolding for language learners, and working with a wide range of writers in one classroom.

LCB-7 FEATURED

SESSION Deep Reading, Deep Writing Using Multiple Texts (Grades 3–8)

Laura Robb, Consultant and Coach, Powhatan School, VA

Participants will engage in strategies that move them deeply into texts to infer and find multiple themes. Robb will model the benefits of developing claims using themes from texts and will work with participants to construct claims using a text that participants have read. Next, participants will discuss mini-lessons for introductions and endings that work with argumentative and explanatory writing, as well as the importance of planning writing.

With the input of participants, Robb will model planning an essay.

The experiences that children in intermediate grades have with books are strong indicators of the type of reading life they will lead in the future.

Participants in this session will learn creative ways to help all students establish and maintain positive relationships with texts. Presenters will provide numerous examples of effective engagement strategies to rekindle the flames of excitement not only in reading workshop, but across the entire school day.

LCB-9 CONCURRENT

SESSION Flipping Without Flipping Out! Flipped Learning in Reading and Writing Workshop (Grades 5–8)

Sonja Cherry-Paul, Teacher, Teachers College, Columbia University, NY Dana Johansen, Teacher, Teachers College, Columbia University, NY

How often have we thought, “Imagine if I could clone myself in reading and writing workshop!” We all crave efficiency and search for ways to differentiate instruction. Flipped learning can help! Flipped lessons make more time for reading and writing each day. Participants will generate a Top 5 list of lessons worth flipping and learn how to create lessons and assessments for this blended learning approach.

Required Materials: Please bring a laptop or iPad for hands-on learning.

LCB-10 CONCURRENT

SESSION Vocabulary Whisperers: Having Fun with Vocabulary While Building Students’ Word Consciousness (Grades 5–8)

Beth Herman-Davis, Educational Consultant, Mind the Gaps—Educational Consulting Firm, MA

Expand your vocabulary toolbox! Students must have the skills and strategies to navigate fiction and nonfiction texts, especially to meet the Common Core State Standards. After a brief discussion about word consciousness, vocabulary statistics, and theory, participants will engage in interactive vocabulary activities to implement back in their classrooms. These activities will energize students while fostering a love of words. In addition to the activities, participants will leave with a comprehensive list of recommended readings.

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 11

MONDAY

Sessions A–D

Session B (continued) MONDAY, OCTOBER 24, 2016 10:30 AM–12:00 PM LCB-11 CONCURRENT

SESSION Building a Community of Independent Readers and Writers (Grades K–2)

Roisin Kelly, Grade 1 Teacher, Sandwich Public Schools, MA

LCB-15 CONCURRENT SESSION A Communication Toolbox: How Leaders Can Shape Literacy Instruction in Their Schools (Grades PreK–8)

Donna Eident, Literacy Coach, Sandwich Public Schools, MA

Marc J. Smith, Principal, Sandwich Public Schools, MA

This session will take participants through a step-by-step process to establish classroom routines and expectations that will lead to a classroom community of readers and writers who are independent and strategic across the day. The focus will be on the first six weeks. Photographs and videos will accompany the presentation.

This session will explore some ways that principals/school leaders can use their own writing to support literacy in their schools. Marc will share the techniques and platforms he utilizes to communicate messages in school and to the community beyond. We will explore communication vehicles that participants are currently using and brainstorm ways those could support literacy development in your school.

LCB-12 CONCURRENT

SESSION Are We Rowing in the Same Direction?

Designing Coordinated Intervention Models (Grades K–6)

LCB-16 CONCURRENT SESSION Connecting Readers to Authors (Grades 5–8)

Tammy Mulligan, Author and Staff Developer, Teachers for Teachers, MA

SR (Shelli) Johannes, Author, GA

Clare Landrigan, Author and Staff Developer, Teachers for Teachers, MA

Teens love to read, but how can we engage readers with authors?

And what is the importance of readers connecting with authors?

This session will explore ways to arrange author visits and how much those visits cost. Participants will also learn ideas to tie school visits in with their Common Core budget as well as alternative ways to connect with authors when there is limited or no budget.

Designing a cohesive model of tiered instruction is challenging.

Efforts to provide additional instructional supports can result in a disconnected instructional experience. Together we will explore how to design coordinated intervention models.

LCB-13 CONCURRENT SESSION Nurturing Our Youngest Readers (Grades PreK–K) Kristine Haveles-Pelletier, District Literacy Implementation Specialist, K–5, Manchester Public School District, NH

In this session we will focus on ways to support reading as a meaning-making process for our youngest readers. We will explore the value of shared reading as a daily support for introducing our emergent readers to print. We will consider a framework to support instructional implications and discuss text selection as a support for phonological awareness and early literacy concepts.

LCB-14 CONCURRENT SESSION Conscious Coaching: Coaching with Intention, Humility, and Joy (Grades PreK–8)

Julie Stokes, Literacy Coach, Dalton Public Schools, GA

LCB-17 CONCURRENT SESSION Creating Learning Opportunities with the Digital Toolbox (Grades 3–6) Lindsay Yearta, Assistant Professor, Winthrop University, SC Katie Stover, Assistant Professor, Furman University, SC

In this session, the presenters will share a variety of digital tools that can be used to create opportunities for enhanced collaboration and communication in the classroom. The focus is on literacy, but connections to the content area will be explored as well.

Examples of the tools being used in elementary classrooms will be shown.

Please bring devices and join us to discover easy-to-implement digital technologies to add to your teaching toolbox.

Required Materials: Bring a device to access the internet.

Kristin Rainville, Assistant Professor, Sacred Heart University, CT

Coaching is complicated. It often involves negotiating competing agendas, meeting the varied needs of multiple stakeholders (students, teachers, administrators), looming deadlines, and a long to-do list. In this session, specific strategies will be shared to help coaches become more intentional in their coaching and learn to coach with compassion, humility, and joy.

12 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

MONDAY

Sessions A–D

READING RECOVERY

READING RECOVERY

RRB-1 FEATURED SESSION Pushing the Boundaries of Learning: Self-Monitoring in Reading and Writing

RRB-3 FEATURED

SESSION Exploring Clay’s Teaching Procedures for Assembling Cut-up Stories

Betsy Kaye, Assistant Professor/Reading Recovery Trainer, Texas Woman’s University, TX

Mary K. Lose, Director, Reading Recovery Center of Michigan, MI/Oakland University, CA

The development of self-monitoring and self-correction pushes the boundaries of children’s learning in reading and writing. Our teaching can help or hinder students’ opportunities to develop and extend these essential activities. Participants will view Reading Recovery lesson excerpts to consider how to make the most of these incredible learning opportunities in reading and writing.

Explore interactions between children and their teachers during the cut-up story activity in early and later lessons with the rationales for the teacher’s responses to the child. We will also discuss the implications for children’s learning and how it changes over time.

Required Text: Literacy Lessons Designed for Individuals Part One and Part Two (Heinemann).

READING RECOVERY RRB-4 FEATURED

SESSION Becoming Constructive: Linking Teacher Knowledge, Teacher Language, and Student Learning

READING RECOVERY RRB-2 FEATURED

SESSION Fostering Language Development in the Writing Activity of the Reading Recovery Lesson

Eva Konstantellou, Reading Recovery Trainer, Lesley University, MA

Clay has stated that “by the end of the lesson series the child’s construction of messages should show an increase in syntactic complexity and some skillful packaging of ideas” (Literacy Lessons Designed for Individuals, Part Two, p. 56). From composing to reconstructing the message in the cut-up story, the child is able to strengthen his control over all aspects of language learning (meaning, grammar, phonology) over time. We will delve into Literacy Lessons Designed for Individuals, Part One and Two, to examine the contributions of the writing activity in the Reading Recovery lesson to the child’s language development. Video clips and writing records will document the progressions in language development and its role in the construction of an effective processing system in writing.

Mary Rosser, Director, UTC for Reading Recovery, The University of Maine, ME

This presentation explores links between the knowledge teachers draw upon and the language they use during instructional decision making designed to promote active, constructive thinking and problem solving during reading and writing. Video clips of teaching/learning episodes will be used to identify the impact of precision teaching on powerful student literacy learning.

Required Text: Literacy Lessons Designed for Individuals Part One and Part Two (Heinemann).

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 13

Center for Reading Recovery and Literacy Collaborative JOIN US FOR LITERACY PROFESSIONAL DEVELOPMENT

Professional Development for Teachers, Literacy Coaches, and School Administrators at Lesley or at your School District

Directed by literacy expert and author Irene Fountas, the Center’s programs and courses are consistently linked to student achievement— including improved reading, writing, and language skills, and more positive student/teacher perspectives on literacy instruction.

Our professional development offerings can help you guide your students in meeting and exceeding the state standards in English Language Arts. We offer literacy professional development for educators on the Lesley campus in Cambridge, Massachusetts, at locations off-campus, and online, or our faculty can come to your school district to deliver professional development for groups of teachers and administrators.

P 617.349.8424

F 617.349.8490

#CRRLC @LesleyCenterRRLC @Lesleyctrrrlc @lesleyctrrrlc lesleyuniversitycrrlc.wordpress.com

lesley.edu/crr

MONDAY

Sessions A–D

Session C MONDAY, OCTOBER 24, 2016 1:30 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 SESSION Navigating Nonfiction (Grades 3–6) Wiley Blevins, Writer, Scholastic, Inc., NY

With the increased emphasis on informational text in the Common Core State Standards, this session examines how authors help readers organize their thinking when reading, understand new vocabulary, and increase their overall comprehension. It also examines how these techniques can be used by students to improve their writing about a nonfiction topic.

Participants will explore the major text structures and text features, as well as general tips for navigating this type of text, using both print and technology, and increasing students’ independent reading of nonfiction.

LCC-2 FEATURED

SESSION Friendship Workshop: How to Integrate Social, Emotional, and Literacy Learning (Grades K–2)

Mary Anne Buckley, K–1 Multi-Age Teacher, Victor Central School District, NY

Social and emotional learning is at the heart of good teaching, but as standards and testing requirements consume classroom time and divert teachers’ focus, these critical skills often get sidelined. This session will show teachers how to incorporate social and emotional learning into literacy lessons. Students learn how to empathize with others, develop self-control and perseverance, all while becoming confident readers and writers.

LCC-3 FEATURED

SESSION Placing Nonfiction Texts on the Lower Shelf: The Importance of Early Access for Young Learners (Grades K–2)

Anne Burke, Associate Professor of Literacy Education, Memorial University, Canada

This informative session will provide participants with a fresh look on the importance of nonfiction texts in early years classrooms. This workshop will focus on how nonfiction books can contribute to literacy development. Learn how to create text sets that build on children’s personal reading choices and interest levels. This session will also provide an overview of different classroom-based activities, which may accompany nonfiction texts to promote the four C’s of 21st-century learning (collaboration, communication, creativity and critical thinking) alongside various cross-curricular connections. A nonfiction book list and a list of digital apps that complement the use of such texts in the early years classroom will be shared.

LCC-4 FEATURED

SESSION Pop Goes the Workshop: Using Pop Culture to Teach Craft, Structure, and Meaning in Writing (Grades 3–8)

Colleen Cruz, Author/Literacy Consultant, Teachers College, NY

When we think of honoring our students’ cultures, we often consider ethnicity, religion, and language. However, for many students, the world of pop culture is as much a driving factor in their identity and schema as anything else. In this session, we will explore why many of us shy away from embracing pop culture as well as what research tells us are the positive aspects about it. You will learn about current pop culture and step-by-step strategies for using it to teach some of the most challenging concepts in writing.

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 15

MONDAY

Sessions A–D

Session C (continued) MONDAY, OCTOBER 24, 2016 1:30 PM–3:00 PM OR 1:30 PM–4:45 PM LCC-5 FEATURED

SESSION Digging Deep: Teaching for Reading Power in Guided Reading Lessons (Grades K–5)

Irene Fountas, Author/Director, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA Gay Su Pinnell, Author/Professor Emerita, The Ohio State University, OH

This session, based on the new edition of Guided Reading: Responsive Teaching Across the Grades, focuses on observing readers and planning for guided reading lessons that expand readers’ problem-solving power as they work through fiction and nonfiction texts. Topics will include orienting readers to a new text, prompting for strategic activity, and leading discussions that build deep understanding. Please note, if you are attending the Fountas and Pinnell pre-conference session on Sunday, please do not register for this session as the information will be repeated.

Required Text: Guided Reading: Responsive Teaching Across the Grades (2016 edition, Heinemann).

LCC-6 FEATURED

SESSION Story: How Do I Tell Thee? Let Me Count the Ways (Grades 5–8)

Brian J. Heinz, Children’s Author/Writing Instructor/ Adjunct Professor, Hofstra University, NY

Professional writers find myriad ways to engage readers on the opening page and to move those readers through the story in an organized framework. Using mentor texts, readings, transparencies, and diagrams, this session will reveal 7 physical structures and 11 openings used by writers in spinning their fiction and nonfiction yarns—attributes that can be taught to and employed by students in the writing classroom.

LCC-7 FEATURED SESSION Powerful Literacy Teaching Through Inquiry, Interests, and Play (Grades PreK–1) Katie Keier, Kindergarten Teacher, Fairfax County Public Schools, VA

Explore how using inquiry-based explorations and children’s interests can build a solid foundation of literacy learning. Participants will look at reading and writing to, with, and by children and see how literacy affects a primary classroom day in meaningful, playful, and powerful ways. Through photos, technology, and student work samples, teachers will see how integrating literacy throughout the day can support all learners in a classroom.

LCC-8 FEATURED SESSION Scaffolding Instruction for All Learners in the Writing Workshop (Grades K–5) (Repeat) Mark Overmeyer, Author, Stenhouse Publishers, CO

In this interactive session, participants will engage in a writing workshop as writers and then reflect on how to use appropriate scaffolds during the workshop to meet the needs of all learners. We will focus specifically on motivating resistant writers, scaffolding for language learners, and working with a wide range of writers in one classroom.

LCC-9 FEATURED SESSION Why Reading Fluency Should Be Hot! (Grades K–8) Timothy Rasinski, Professor of Literacy Education, Kent State University, OH

Recent surveys of reading experts indicate that fluency is not an important competency in reading. Based on his own work with young and adolescent readers, Dr. Tim Rasinski will make the case that reading fluency is indeed a critical competency for reading at every grade level and that many students who struggle in reading are not sufficiently fluent.

He will also share proven and authentic strategies for making fluency instruction an integral part of any literacy classroom.

16 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

MONDAY

Sessions A–D

Session C (continued) MONDAY, OCTOBER 24, 2016 1:30 PM–3:00 PM OR 1:30 PM–4:45 PM LCC-10 CONCURRENT SESSION New Twist on Digital Storytelling: Memorable Stories with Augmented Reality (Grades 5–8)

LCC-13 CONCURRENT

Maria Baird, Learning Specialist, Loyola Blakefield High School, MD

Participants will learn how to inspire students to create memorable stories where characters come to life right off the page. Enhance students’ writing skills, as well as listening and speaking skills with simple, easy-to-follow techniques. Learn how to effectively use technology, augmented reality, and Google to aid in a digital story that makes a lasting statement.

In this session, participants will review current research about the effectiveness of school improvement planning and see how one school is connecting teacher evaluation requirements to accelerate school improvement efforts. The overarching goal is to continually improve the quality of Tier 1 instruction for every adult in a building while identifying and reducing current gaps in achievement.

LCC-11 CONCURRENT

SESSION Awesome Apps for Early Literacy (Grades K–2)

LCC-14 CONCURRENT

Libby Curran, Special Educator, K–1, Dothan Brook School, NH

JoEllen McCarthy, Staff Developer, The Educator Collaborative and AlwaysLearning, NY

In this session, the facilitator will present a framework for selecting and evaluating early literacy apps based on design elements and digital features aligned with evidence-based emergent literacy instruction. Participants will see demonstrations of innovative and effective reading and writing iPad apps to engage young learners and improve vocabulary, comprehension, and problem solving while building foundational reading skills. This interactive session will include discussion and hands-on exploration of early literacy apps that promote learning, engagement, and depth of knowledge.

LCC-12 CONCURRENT SESSION The Coach/Principal Collaboration: Building a Culture of Continuous Growth (Grades K–8) Donna Eident, Literacy Coach, Sandwich Public Schools, MA Marc J. Smith, Principal, Sandwich Public Schools, MA Patti Leary, Literacy Coach, Sandwich Public Schools, MA

In this session, participants will gain insight into the journey of one principal and two Literacy Coaches in developing a school culture that fosters trust, collaboration, and continuous growth in both the adults and students in their community. Topics will include crucial steps for starting a new school from the bottom up, scheduling time for collaboration, the role of the coaches and principal on the Literacy Leadership Team, reviewing data and scheduling interventions, and supporting teachers for whom change is difficult.

SESSION Improving Tier 1 Literacy Instruction Through Focused School Improvement (Grades PreK–8)

David Huber, Principal, Bristol Public Schools, CT

SESSION Literacy and Life Lessons (Grades 3–6)

Erica Pecorale, Staff Developer, Long Island University, NY

Books help teachers build community and provide contexts for students to talk, read, write, and reflect on the diverse world we live in. Together we will explore mentor texts that serve as windows, mirrors, and open doors for all learners. Through the use of engaging and powerful texts, teachers can build community and awareness and promote culturally and socially responsive classrooms. Participants will receive a “must-have” book list featuring new titles and mini-lessons that support all learners.

LCC-15 CONCURRENT SESSION Rethinking Read Alouds for English Learners: Teaching Language During Strategy Instruction (Grades 3–6) Laura Schall-Leckrone, Director of TESOL and Bilingual Education, Lesley University Graduate School of Education, MA Kate Merrill, Student, Lesley Graduate School of Education, MA

In this workshop, participants will be guided to integrate language and strategy instruction during interactive read alouds for English learners.

The presenters will model and participants will practice a process for identifying and then teaching high-leverage language skills before, during, and after read alouds. Participants will take away steps for planning lessons that promote language and strategy development and multiple examples of how to do so.

Required Materials: Bring a favorite picture book for strategy instruction.

18 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

MONDAY

Sessions A–D

READING RECOVERY

READING RECOVERY

RRC-1 FEATURED

SESSION Enhancing Our Analyses of Running Records

Mary Anne Doyle, Reading Recovery Trainer and Professor, University of Connecticut, CT

This interactive session for Reading Recovery teachers reviews in-depth analyses of Running Records and examines student examples. Discussion focuses on describing literacy processing behaviors, inferring the student’s strategic processing, and using Running Records to inform instruction.

READING RECOVERY RRC-2 FEATURED SESSION Adjusting the Visual Working System

RRC-3 FEATURED SESSION Pushing the Boundaries of Learning: Self-Monitoring in Reading and Writing (Repeat) Betsy Kaye, Assistant Professor/Reading Recovery Trainer, Texas Woman’s University, TX

The development of self-monitoring and self-correction pushes the boundaries of children’s learning in reading and writing. Our teaching can help or hinder students’ opportunities to develop and extend these essential activities. Participants will view Reading Recovery lesson excerpts to consider how to make the most of these incredible learning opportunities in reading and writing.

Required Text: Literacy Lessons Designed for Individuals Part One and Part Two (Heinemann).

Sue Duncan, Trainer, Georgia State University, GA

“Adjusting the visual working system” is what Clay says needs to happen as children become readers and writers.

In this session, learning to look at print and word work are explored as we think about some of the adjustments that need to be made to become a competent reader.

“Loved it! Learned SO many new ideas, and it has moved me into a more futuristic mindset in creating experiences for my students that are more relevant and engaging.”

—Kim Gray Grades 3–6 Classroom Teacher Regional District #17

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 19

MONDAY

Sessions A–D

Session C In-Depth

Session D

MONDAY, OCTOBER 24, 2016 1:30 PM–4:45 PM (WITH A 15-MINUTE BREAK)

MONDAY, OCTOBER 24, 2016 3:30 PM–5:00 PM

LCC-16 In-Depth CONCURRENT

SESSION Coaching for Change: Developing and Documenting Teacher Growth Over Time (Grades PreK–8)

Jill Eurich, Assistant Director, Literacy Collaborative Intermediate/Middle, Lesley University, MA Wendy Vaulton, Senior Researcher, Lesley University, MA

Keeping careful coaching notes is a vital, sometimes overlooked component of effective coaching. This session will help coaches and administrators explore ways to make coaching more intentional and impactful through powerful coaching notes that capture new understandings and set goals for learning. Participants will also learn what recent coaching research has to say about teacher participation in coaching and how these findings might impact coaching practices.

Required Materials: Please bring coaching notes and logs for this session.

LCC-17 In-Depth CONCURRENT

SESSION The Multiple Hats of the Literacy Coach (Grades K–8)

Mariann C. Storr, Intermediate District Trainer, Atlantic City Public Schools, NJ

LCD-1 FEATURED SESSION Strategic Reading Conferences: Moving Readers from “Can’t” to “Can” (Grades 3–8) (Repeat) Dorothy Barnhouse, Literacy Consultant, NY

This session will look more closely at why some readers progress while other readers don’t. In particular, we will examine common instructional moves in one-on-one conferences and how we can shift our language to empower low-progress readers to become strategic meaning-makers.

LCD-2 FEATURED

SESSION Take Note: Revealing the Power of Conferring Notes (Grades 3–6)

Aimee Buckner (Haisten), Author/Consultant, GA

Many teachers have the routine of conferring with students during reading and writing workshop. Keeping notes is still a mystery for many of us. What gets written down and when? How can I keep track of student goals? How do I know what to teach during the conference? How can I get to my whole class? This session will explore these questions and reveal the power of conferring notes for reflection, formative evaluation, and planning.

Literacy coaches are true teacher leaders. This session is designed for District Trainers preparing for a Training Class for coaches and coaches who may want to think more deeply about the work they do. We will explore, discuss, and problem solve the multiple roles of the literacy coach/ coordinator; including their role as teacher, data manager, professional developer, coach, leadership team member, parent educator, and advocate for literacy.

20 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

MONDAY

Sessions A–D

LCD-3 FEATURED

SESSION Critical Pathways to Social Justice Through Picture Books and Digital Apps (Grades 5–8)

LCD-5 FEATURED SESSION Powerful Literacy Teaching Through Inquiry, Interests, and Play (Grades PreK–1) (Repeat)

Anne Burke, Associate Professor Literacy Education, Memorial University, Canada

Katie Keier, Kindergarten Teacher, Fairfax County Public Schools, VA

Picture books have a traditional place in all classrooms. However, the powerful nature of picture books to teach critical literacy using their key visual narratives is only beginning to take hold in everyday classrooms.

In this workshop, a range of visual literacy approaches will be modeled to help educators delve more deeply into social justice issues within their classrooms. This workshop will present a number of international picture books and share a number of digital tablet apps illustrating critical strategies to investigate issues of social justice in the classroom.

Explore how using inquiry-based explorations and children’s interests can build a solid foundation of literacy learning. Participants will look at reading and writing to, with, and by children and see how literacy affects a primary classroom day in meaningful, playful, and powerful ways. Through photos, technology, and student work samples, teachers will see how integrating literacy throughout the day can support all learners in a classroom.

LCD-4 FEATURED SESSION Revision and Editing: The Truth and Nothing But the Truth (Grades 3–8) Brian J. Heinz, Children’s Author/Writing Instructor/Adjunct Professor, Hofstra University, NY

The revision process raises resistance in young writers. What should be changed, added, or deleted, and why? Join a professional writer and educator for simple and powerful models, templates, and strategies that strip away the mystique surrounding the prime targets of revision, which will enable your young writers to approach their narratives as young professionals. This session will include interactive content with immediate classroom application. A resource packet will be provided.

LCD-6 FEATURED

SESSION Guided Writing: Practical Lessons, Powerful Results!

(Grades K–6)

Lori Oczkus, Author and Literacy Consultant, Lori Oczkus Consulting, CA

Come learn the powerful effect scaffolded writing instruction can have on your students. Guided writing is the “missing middle piece” that supports students during that fledgling phase between modeled writing and their solo work. Learn to transform dull, lifeless writing into colorful, organized pieces full of voice. Dramatically improve student writing using mentor texts, modeling, impromptu dramatizations, and cooperative group writing. Proven ways to reach struggling, reluctant writers will be included throughout.

Lesley University Alumni and Friends Luncheon at the Literacy for All Conference The Lesley University Office of Advancement is pleased to invite Lesley graduates to a special luncheon at the Literacy for All Conference.

Monday, October 24, 2016 12:00 pm–1:30 pm Rotunda Room Rhode Island Convention Center

To register, visit https://literacy-for-all-lesley-luncheon.eventbrite.com.

For more information, email alumni@lesley.edu or call 617.349.8622.

Please respond by October 10, 2016.

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 21

MONDAY

Sessions A–D

Session D (continued) MONDAY, OCTOBER 24, 2016 3:30 PM–5:00 PM LCD-7 FEATURED SESSION Phonics and Vocabulary Instruction: Word Study That Works! (Grades K–3)

LCD-9 CONCURRENT SESSION Reforming Literacy Instruction Through Teacher Empowerment (Grades PreK–8)

Timothy Rasinski, Professor of Literacy Education, Kent State University, OH

Elizabeth Birnam, Literacy Specialist, Oyster River Cooperative School District, NH

Word decoding (phonics), vocabulary, and spelling are essential and foundational competencies in learning to read. In this session, Dr. Rasinski will share innovative, effective, and engaging methods for helping students to not only learn but also take great delight in words and word study.

This session addresses literacy curriculum reform through teachers as change agents. Each building contains infinite human resources—teachers and specialists who know how to personalize literacy instruction for ALL learners. Why not tap into them rather than relying on scripted, generic, prepackaged programs?

The presenters will demonstrate the validity of these assertions by sharing the work of one New Hampshire school district as they designed and wrote their own K–8 “home-grown” reading and writing program.

LCD-8 FEATURED

SESSION Quick and Meaningful Intervention Tools and Strategies That Can Move Students to Independence (Grades 3–8)

Laura Robb, Consultant and Coach, Powhatan School, VA

In this session, Robb will model Making-the-Rounds and desk-side conferences while students read and write independently. By continually circulating among students, teachers can provide on-the-spot support in two- to three-minute conferences and identify students who require more scaffolding. Participants will experience interactive read alouds, review a set of observational notes, use an evaluation form to determine the kinds of interventions to try, and discuss a form that enables students to set meaningful reading goals.

Debora Nary, Literacy Specialist, Dover School District, NH

LCD-10 CONCURRENT SESSION The Principal and Literacy Coach: An Academic Team That Improves Student Achievement (Grades PreK–8) Marcia Nye Boody, Literacy Coach Trainer, The University of Maine, ME

Student achievement is grounded in the knowledge base of the teacher; consequently, the principal and literacy coach are the academic team that supports teachers and students as they thrive in their learning environments.

Participants will examine and reflect on coaching conversations among Central Office administrators, principals, coaches, teachers, and students that expand instructional knowledge for all stakeholders in the school system.

LCD-11 CONCURRENT

SESSION Shared Responsibility in the Coaching Process (Grades PreK–8)

Donna Carey, Primary District Literacy Trainer, Atlantic City Public Schools, NJ

Teachers are the consumers of coaching, so how can they be supported in sharing responsibility for the outcomes? Session participants will reflect on strategies they can use to maximize the benefits of their coaching experiences and how the language of both teachers and coaches will support that. Participants will do some charting as well as role-playing of coaching interactions.

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 23

MONDAY

Sessions A–D

Session D (continued) MONDAY, OCTOBER 24, 2016 3:30 PM–5:00 PM LCD-12 CONCURRENT SESSION Noticing and Wondering: Literacy as Inquiry (Grades 3–6)

LCD-15 CONCURRENT SESSION Shared Reading: A Bridge to Independence for Our Youngest Readers (Grades K–2)

Shawna Coppola, Literacy Specialist, Rollinsford Grade School, NH

Jess Sherman, Primary Literacy Collaborative Trainer, Lesley University, MA

We often talk about inquiry learning in the context of science and social studies, but how can it be used to teach literacy skills and concepts? In this session, you will see how a simple inquiry framework can lead students of all ages to discover the skills and concepts they need to be effective readers and writers, and how it can both engage and sustain them beyond any particular lesson or unit.

In this session, you will learn how to use shared reading, a socially supported teaching context, to guide PreK and kindergarten readers toward reading with increasing independence. You will use The Continuum of Literacy Learning to select appropriate and engaging texts and to consider reading behaviors to notice, teach for, and support in readers. We will examine how shared reading can support the development of early literacy concepts and phonological awareness as well as explore how shared reading can be linked to independent literacy experiences.

LCD-13 CONCURRENT SESSION The Role of Guided Reading in a Comprehensive Literacy Approach (Grades 3–5) Elizabeth DeHaven, Intermediate Adjunct Faculty, Lesley University, MA Helen Sisk, Intermediate and Middle School Literacy Collaborative Faculty, Lesley University, MA

Students in grades 3–5 engage in a variety of interdependent opportunities to build reading power. In this session we will provide an overview of the comprehensive approach to teaching reading, which includes whole-group, small-group, and individualized instruction. We will focus on the role guided reading plays in this comprehensive approach to ensure your guided reading lessons are effective and responsive to students’ needs and how to balance it with other instructional opportunities, such as mini-lessons, independent reading, reading conferences, and book clubs.

Required Text: Guided Reading: Responsive Teaching Across the Grades (2016 second edition, Heinemann).

LCD-14 CONCURRENT SESSION So Many Stories: Engaging Adolescent Writers (Grades 5–8)

Required Text: The Continuum of Literacy Learning Grades PreK–8 (Heinemann).

LCD-16 CONCURRENT

SESSION Creating the Space for Important Conversations: Fostering Critical Literacy Through Accountable Talk (Grades K–2)

Julie Steinberg, Grade 2 Teacher, McDonogh School, MD

We know how important it is for children to engage in meaningful conversations about text to extend their comprehension and grow new ideas. Through the development of routines, tools, and a strong learning community, accountable talk can become a way of life, even in the primary classroom, through which children not only discuss text, but also delve into the critical literacy issues of power, privilege, and positioning in these texts, in curriculum, and in their own lives. In this session, participants will discuss how accountable talk creates a space for multiple voices to be heard, ideas to change and grow, and children to become thoughtful, critical readers, thinkers, and citizens of the world.

Beverly A. Paesano, Ph.D., Graduate Literacy Program Director, Providence College, RI Pamela Fracareta, Course Instructor/Student Teaching Supervisor, Providence College/Johnson Wales University, RI Ellen Cavanaugh, Teacher/Graduate Student, Norwich Free Academy/Providence College, CT

In this session, a classroom teacher and her students present their work as developing writers. After taking a graduate-level course in teaching writing to K–12 learners, this teacher went on to inspire her urban adolescent students to write in ways they had never written before.

The stories they told and the process they experienced, which can be applied to students at many grade levels, are the focus of this presentation.

24 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

MONDAY

Sessions A–D

READING RECOVERY

READING RECOVERY

RRD-1 FEATURED

SESSION Adjusting the Visual Working System (Repeat)

Sue Duncan, Reading Recovery Trainer, Georgia State University, GA

“Adjusting the visual working system” is what Clay says needs to happen as children become readers and writers. Learning to look at print and word work are explored in this session as we think about some of the adjustments that need to be made to become a competent reader.

READING RECOVERY

RRD-3 CONCURRENT SESSION Predicting the Progress: On the Next New Book This Reader Will Need to Know How To...

Elizabeth Mayhew, Reading Recovery Teacher Leader, Cambridge Public Schools, MA

Clay states, “On new texts children must engage in extensive problem-solving.” Teachers will use a protocol for examining running records, specifying a goal for reading the new book, and then crafting an introduction that supports the child’s alignment to the story, language structures, and visual information. Video of teachers working through the process will be shared.

RRD-2 FEATURED SESSION Exploring Clay’s Teaching Procedures for Assembling Cut-up Stories (Repeat) Mary K. Lose, Director, Reading Recovery Center of Michigan, MI/Oakland, CA

Explore interactions between children and their teachers during the cut-up story activity in early and later lessons with the rationales for the teacher’s responses to the child, followed by discussions of the implications for children’s learning and how it changes over time.

“Another great year at Literacy for All. I feel rejuvenated and have many new ideas to share with my students and colleagues. THANK YOU!” —Melanie Gonyaw Grades K–2 Classroom Teacher Blue Mountain Union School

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 25

Sessions E–G

TUESDAY

Session E TUESDAY, OCTOBER 25, 2016 8:30 AM–10:00 AM

KEYNOTE SESSION Emphasizing Engagement: Why Literacy Engagement Is More Important Than Ever and What We Can Do About It (Grades K–8) Nell K. Duke, Author/Professor, University of Michigan, MI

The single most important ingredient to attaining the Common Core State Standards isn’t in the standards. Engagement is critical to meeting the high bar that the Common Core State Standards sets, yet many practices carried out in the name of the Standards are decidedly disengaging for many students. In this presentation, Duke shares important findings about engagement and classroom practices that foster it.

Exhibit Fair

READING RECOVERY RRE-1 FEATURED SESSION Enhancing Our Analyses of Running Records (Repeat) Mary Anne Doyle, Reading Recovery Trainer/Professor, University of Connecticut, CT

This interactive session for Reading Recovery teachers reviews in-depth analyses of Running Records and examines student examples. Discussion focuses on describing literacy processing behaviors, inferring the student’s strategic processing, and using Running Records to inform instruction.

Book-Signing Authors: Bring your own books or purchase them from the exhibitors.

Monday, October 24, 2016 Ballroom A, 5th level of the Rhode Island Convention Center Exhibit Fair/Raffle: 5:00 pm–6:00 pm During the Exhibit Fair you can: • View and purchase a wide selection of best-selling educational resources from leading publishers.

• Enter our free raffle to win one of the many prizes donated by exhibitors.

• Get a book signed by an award-winning author.

26

Exhibitors:

Featured Speakers Dorothy Barnhouse Mary Anne Buckley Aimee Buckner Colleen Cruz Brian Heinz

Lori Oczkus Mark Overmeyer Tim Rasinski Laura Robb

Reading Reading Books | Pioneer Valley Books | Booksource | National Geographic Learning | B Lothrop Associates | Heinemann Hameray Publishing Group, Inc. | Scholastic Education | Blueberry Hill Books | Curriculum Solutions | MaryRuth Books | SongLake Books For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall Lakeshore Learning Materials | Lesley University | Pearson | Alran | Frog Publications | Richard C. Owen Publishers | and more!

TUESDAY

Sessions E–G

READING RECOVERY

READING RECOVERY

RRE-2 FEATURED

SESSION Becoming Constructive: Linking Teacher Knowledge, Teacher Language, and Student Learning (Repeat)

Mary Rosser, Director, UTC for Reading Recovery, The University of Maine, ME

This presentation explores links between the knowledge teachers draw upon and the language they use during instructional decision making designed to promote active, constructive thinking and problem solving during reading and writing. Video clips of teaching/learning episodes will be used to identify the impact of precision teaching on powerful student literacy learning.

READING RECOVERY RRE-3 FEATURED SESSION Tuning In to Responding History: Reflecting on Lesson Data Lori Taylor, Reading Recovery Trainer, The University of Maine, ME

Explore ways in which Reading Recovery teachers can analyze and reflect upon lesson data to support teaching and learning.

Participants will examine Clay’s guidance for monitoring change over time in lessons and consider techniques for enhancing their own use of both student and teacher response patterns in lesson records.

RRE-4 CONCURRENT SESSION Do You Have a Minute?

Working Collaboratively with Your Colleagues (Grades K–2) Carolynne Beless, Reading Recovery Teacher Leader, Dennis-Yarmouth Regional School District, MA Meredith Langelier, Literacy Collaborative Coach, Dennis-Yarmouth Regional School District, MA Sharon Howard, Consulting Teacher of Literacy, Dennis-Yarmouth Regional School District, MA Eileen LePain, Grade 1 Teacher, Dennis-Yarmouth Regional School District, MA

Everyone in education feels the crunch… there is never enough time to collaborate! This session will focus on ways to work collaboratively with your colleagues to enhance student learning particularly with your hardestto-teach students. This team of teachers will discuss ways they have found to work together successfully and with other school colleagues to create a functional network of collaboration using good communication, effective coaching sessions, flexible scheduling, and sharing of student work.

READING RECOVERY RRE-5 CONCURRENT SESSION Teaching For, Prompting For, and Reinforcing the Use of All Three Sources of Information in Reading Recovery Lessons Kelly L. McDermott, Reading Recovery Teacher Leader, Boston Public Schools, MA

In order for student learning to accelerate, we as Reading Recovery teachers must constantly think about prompting for all three sources of information rather than just asking students to use the source they are currently ignoring. Our attention to all three sources fosters a mindset conducive to orchestration. In this session we will analyze lesson records and Running Records, dig into Literacy Lessons (Heinemann), and think about planning and reflecting in a deliberate manner to ensure we are teaching toward a robust processing system.

Required Text: Literacy Lessons Designed for Individuals Part One and Part Two (Heinemann).

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 27

Sessions E–G

TUESDAY

Session F TUESDAY, OCTOBER 25, 2016 10:15 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 (1:00pm–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.

READING RECOVERY KEYNOTE SESSION

LCF-1 FEATURED

SESSION Friendship Workshop: How to Integrate Social, Emotional, and Literacy Learning (Grades K–2) (Repeat)

Mary Anne Buckley, K–1 Multi-Age Teacher, Victor Central School District, NY

Social and emotional learning is at the heart of good teaching, but as standards and testing requirements consume classroom time and divert teachers’ focus, these critical skills often get sidelined. This session will show teachers how to incorporate social and emotional learning into literacy lessons. Students learn how to empathize with others and develop selfcontrol and perseverance, all while becoming confident readers and writers.

Marie Clay’s Powerful and Provocative Contributions to Literacy Teaching and Learning

LCF-2 FEATURED SESSION Envisioning Reading Response for Every Reader (Grades 2–6)

Mary K. Lose, Director, Reading Recovery Center of Michigan, MI/Oakland University, CA

Aimee Buckner (Haisten), Author/Consultant, GA

Clay’s extensive body of work, her documentation of changes over time in children’s acquisition of literacy, and her complex theory of literacy processing are foundational to Reading Recovery’s success. In this session we will explore several key principles of Clay’s work and illustrate how they guide teachers’ instruction of struggling young learners each day in Reading Recovery lessons.

As many of our readers write reading responses, how often do we stop to envision what that work might look like? How might that kind of work look different for different kinds of readers? This session will help teachers envision different possibilities for reader response in a reading notebook, correlate text characteristics with expectations for reading response, and determine how effective conferring can support differentiated and authentic response from student readers.

LCF-3 FEATURED SESSION Name Your Monster: A Problem-Solving Protocol for Writing Instruction Challenges (Grades 4–8) Colleen Cruz, Author/Literacy Consultant, Teachers College, NY

Many of us who teach writing have a dirty little secret: it’s not always that easy. In fact, it is often ridiculously challenging. In this session we will address some of the reasons teaching writing is so difficult.

We will then discuss the ways in which embracing difficulties and choosing to face them head on is good for both us and our students. Participants will try out a problem-solving protocol on their most pressing of writing instruction concerns.

28 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

TUESDAY

Sessions E–G

LCF-4 FEATURED SESSION Projects for the Primary Grades (Grades K–2) Nell K. Duke, Author/Professor, University of Michigan, MI

Project-based approaches can foster engagement and academic growth, including in young children. In this presentation, Duke describes projects designed for primary-grade classrooms and offers tools and strategies for designing and implementing projects for maximum impact.

Leave inspired to put projects into your primary-grade classroom.

LCF-5 FEATURED SESSION Revision and Editing: The Truth and Nothing But the Truth (Grades 3–8) (Repeat) Brian J. Heinz, Children’s Author/Writing Instructor/Adjunct Professor, Hofstra University, NY

The revision process raises resistance in young writers. What should be changed, added, or deleted, and why? Join a professional writer and educator for simple and powerful models, templates, and strategies that strip away the mystique surrounding the prime targets of revision, which will enable your young writers to approach their narratives as young professionals. This session will include interactive content with immediate classroom application. A resource packet will be provided.

LCF-6 FEATURED SESSION Close Reading Workouts with Paired Texts (Grades K–8) (Repeat)

LCF-7 FEATURED SESSION Why Reading Fluency Should Be Hot! (Grades K–8) (Repeat) Timothy Rasinski, Professor of Literacy Education, Kent State University, OH

Recent surveys of reading experts indicate that fluency is not an important competency in reading. Based on his own work with young and adolescent readers, Dr. Tim Rasinski will make the case that reading fluency is indeed a critical competency for reading at every grade level and that many students who struggle in reading are not sufficiently fluent. He will also share proven and authentic strategies for making fluency instruction an integral part of any literacy classroom.

LCF-8 FEATURED

SESSION Deep Reading, Deep Writing Using Multiple Texts (Grades 3–8) (Repeat)

Laura Robb, Consultant and Coach, Powhatan School, VA

Participants will engage in strategies that move them deeply into texts to infer and find multiple themes. Robb will model the benefits of developing claims using themes from texts and, with participants, will construct claims using a text participants have read. Next, participants will discuss mini-lessons for introductions and endings that work with argumentative and explanatory writing, as well as the importance of planning writing.

With the input of participants, Robb will model planning an essay.

Lori Oczkus, Author and Literacy Consultant, Lori Oczkus Consulting, CA

What do you get when you incorporate the best in proven comprehension and fluency instruction into your close reading instructional routine?

Students’ reading improves as they actively read for meaningful purposes.

Come learn engaging strategies for close reading that include ideas for informational text features and structures, strategies for fiction and poetry, and ways to compare and contrast texts and build fluency. You’ll end up using this practical close reading model all year long!

“Overall, it was a very organized literacy conference. Thank you for all the hard work you have done.

Definitely will recommend it to my colleagues!”

—Kang Liu Reading Recovery Teacher P.S. 310, the School for Future Leaders

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 29

TUESDAY

Sessions E–G

Session F (continued) TUESDAY, OCTOBER 25, 2016 10:15 AM–11:45 AM OR 10:15 AM–1:30 PM LCF-9 CONCURRENT

SESSION Developing Community and Conversations Through Interactive Read Aloud in the PreK–K Classroom (Grades PreK–K)

LCF-12 CONCURRENT SESSION Deepening Teachers’ Understanding of the Qualities of Nonfiction Writing (Grades PreK–8)

Anne Marie Brochu, Primary Literacy Coach and Reading Recovery Teacher, Boston Public Schools, MA

In this session, we’ll experience a process coaches and teachers can use to study both mentor texts and our own writing process to notice and name what writers of nonfiction really do. We’ll study our teaching through the lens of explicit, strategic language to analyze the levels of support we’re providing students. Most importantly, we’ll check our teaching against the authentic processes and decisions writers make when crafting nonfiction pieces.

This session will explore how various read aloud books were used to engage preK–K students in conversation and community building through rereading, shared and interactive writing about reading, and small-group literacy activities connected to the interactive read aloud texts. Participants will have the opportunity to think and plan with colleagues around this work.

Required Texts: Literacy Beginnings (Heinemann) or The Continuum of Literacy Learning Grades PreK–8 (Heinemann) as well as any interactive read aloud that they are interested in using with students.

LCF-10 CONCURRENT

SESSION Impact on School Culture When Implementing a Literacy Coach Model (Grades K–2)

Peter J. Crowell, Principal, Dennis-Yarmouth Regional School District, MA Lisa Kucia, Literacy Coach, Dennis-Yarmouth Regional School District, MA

This session will be helpful for districts interested in implementing a Literacy Coach/Literacy Collaborative model in an elementary school setting. Discussion will include the selection of the literacy coach, rollout and implementation, problem solving along the way, collaboration, and sustainability.

LCF-11 CONCURRENT

SESSION Interactive Writing: Building Essential Literacy Skills in Early Childhood Classrooms (Grades PreK–2)

Colleen Galvin Labbe, Kindergarten Inclusion Teacher, Lee Academy Pilot School, MA

A powerful teaching tool that requires only about 10 minutes a day, interactive writing is a collaboration between students and their teacher in which they compose, construct, and revise text together. By “sharing the pen,” teachers model and students learn many of the foundational skills in the Common Core State Standards, including concepts about print, letter–sound relationships, spelling patterns, language structure, vocabulary, and early reading and writing strategies. Using video, classroom artifacts, and planning tools, Colleen will demonstrate how to effectively implement interactive writing to support early literacy skills for all learners, including students who are English language learners and those who have special needs.

Sara Kugler, District Literacy Coach, Fairfax County Public Schools, VA

LCF-13 CONCURRENT SESSION The Power of Picture Books in the Middle School Classroom (Grades 5–8) Robin Percival, Literacy Coach, Bristol Public Schools, CT

Do picture books have a place in the middle school classroom?

Yes they do! In this session, you will explore how picture books draw in readers of all levels, allowing you to teach complex text, vocabulary, genre, form, structure, and so much more.

LCF-14 CONCURRENT SESSION The Reality Is: Using Nonfiction Texts That Kids Will Read (Grades PreK–8) Susannah Richards, Associate Professor, Eastern Connecticut State University, CT

Tell me more about monkeys and chocolate or how to be an octopus scientist. With the increased attention to reading and writing expository text in the Common Core State Standards, it is imperative that teachers and students be able to engage with high-quality informational texts. This session will highlight a variety of recently published nonfiction texts that they will be able to use to inspire readers to create meaning.

An extensive booklist and suggestions on how to use the titles in the curriculum will be shared.

30 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

TUESDAY

Sessions E–G Session F In-Depth TUESDAY, OCTOBER 25, 2016 10:15 AM–1:30 PM (WITH A 15-MINUTE BREAK)

LCF-15 CONCURRENT SESSION The Critical Nature of Text Introductions (Grades K–2)

LCF-18 In-Depth CONCURRENT

Heather Rodman, Primary Literacy Collaborative Trainer, Lesley University, MA

Nancy Boyles, Independent Literacy Consultant, CT

According to Marie Clay, introducing new texts that children are going to read, “demands great skill.” During this session, we will consider and examine how new instructional texts can be introduced in order to support readers’ ability to construct meaning while guiding them to think about how they are reading language and utilizing print information during Guided Reading sessions. The importance of text selection will be discussed and analyzed as we focus our attention on constructing text introductions that will enable readers to process texts successfully.

Recommended Texts: The Continuum of Literacy Learning Grades PreK–8 (Heinemann) and Teaching for Comprehending and Fluency (Heinemann).

LCF-16 CONCURRENT

SESSION Creative Scaffold Design: Supporting Success and Rigor for All Learners (Grades 5–8)

Jennifer Sanders, English Teacher/Literacy Coach, Brookline Public Schools, MA

By placing scaffolds around those often-elusive topics such as conflict, theme, and inference, we support struggling students as they grapple with these ideas. A carefully and creatively designed scaffold can also make way for high levels of critical and creative thinking that exceed the expectations we have of even our most capable readers and writers. This interactive session will invite participants to dabble in creative scaffold design.

LCF-17 CONCURRENT

SESSION Multimodal Literacies in the Bilingual Classroom (Grades PreK–8)

Amanda Wager, Assistant Professor TESOL, Lesley University, MA

Discover the power of drama! Learn how to incorporate Reader’s Theater into the classroom as a means for engaging and motivating students in meaningful language arts activities. Explore strategies to broaden students’ knowledge and understanding of other cultures. Emphasis will be given to second language acquisition. Materials and resources provided.

Presenter will show a Powerpoint with step-by-step instruction of how to use Reader’s Theatre in the classroom, as well as distributing many different elementary scripts and drawn masks based on children’s stories.

SESSION Helping Elementary Students Succeed on Standards-Based Assessments (Grades 3–6)

What are the challenges students will face on standards-based assessments? And how can our instruction maximize students’ literacy performance? This workshop takes a close look at the kinds of English Language Arts items that students are likely to encounter in grades 3–6, including performance-based tasks. In this session, participants will see how standards measure deep thinking, explore interventions that promote student collaboration while supporting reading and writing rigor, and create rigorous items of your own aligned to grade-level passages.

LCF-19 In-Depth CONCURRENT

SESSION For the Love of Language: Empowering English Learners in Early Childhood Classrooms (Grades PreK–K)

Vincent Ventura, Director, LitLife Latin America, Mexico

We are so blessed to be working with children whose lives are rich with multiple language opportunities. But then the question arises: how do we marry the power of their native language with the newer language/s they are learning? In this session, Vincent will share best practice strategies for teaching reading, writing, and oral language development that highlight the strengths of the learning child in a multilingual world, while at the same time motivating them with new ways to learn language through children’s literature, the teaching of writing, and powerful storytelling.

LCF-20 In-Depth CONCURRENT SESSION Transcend Literacy in the 21st Century (Grades 5–8) Kelli Westmoreland, Advocating for Literacy Program Manager, Booksource, MO

We hear a lot about using technology, but is simply using it really enough?

This session will explore how the use of media can be used for comparing, evaluating arguments, creating inferences, assessing authors’ purpose, providing background knowledge, and engaging all students in all subject areas. Through hands-on learning experiences, we’ll explore just how easy it is to bring those 21st-century literacy skills to the forefront of our day!

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 31

TUESDAY

Sessions E–G

Session G TUESDAY, OCTOBER 25, 2016 1:00 PM–2:30 PM LCG-1 FEATURED

SESSION The Key Characteristics of Strong Phonics Instruction and the 10 Common Causes of Failure (Grades K–2) (Repeat)

LCG-4 FEATURED

SESSION Placing Nonfiction Texts on the Lower Shelf: The Importance of Early Access for Young Learners (Grades K–2) (Repeat)

Wiley Blevins, Writer, Scholastic, Inc., NY

Anne Burke, Associate Professor Literacy Education, Memorial University, Canada

This session explores the 7 key characteristics of strong phonics instruction, ways to ensure they are in place, and how to fine-tune them (if already in place) to maximize instructional success. Participants will then examine the 10 common causes of phonics instructional failure and how to avoid them. This session is based on Blevins’ work with school districts— examining test scores vs. instructional tools and classroom practices to identify the mismatches and areas of weakness that impede or slow learning.

This informative session will provide participants with a fresh look on the importance of nonfiction texts in the early years classrooms. This workshop will focus on how nonfiction books can contribute to literacy development.

Learn how to create text sets that build on children’s personal reading choices and interest levels. This session will also provide an overview of different classroom-based activities, which may accompany nonfiction texts to promote the four C’s of 21st-century learning (collaboration, communication, creativity, and critical thinking) alongside various crosscurricular connections. A nonfiction book list and a list of digital apps that complement the use of such texts in the early years classroom will be shared.

LCG-2 FEATURED SESSION It’s Not Education If It’s Not Mindful (Grades PreK–2) Mary Anne Buckley, K–1 Multi-Age Teacher, Victor Central School District, NY

When teachers, students, and the curriculum come together mindfully transformative classrooms are created. In this interactive session you will learn meditation techniques for both yourself and your students and how to introduce mindfulness into your classroom. Discover ways to integrate mindfulness into the curriculum through movements, reflection periods and deliberate literary choices. You will have time to create read aloud lists and anchor charts for peaceful, creative, and collaborative classrooms.

LCG-3 FEATURED

SESSION Take Note: Revealing the Power of Conferring Notes (Grades 3–6) (Repeat)

Aimee Buckner (Haisten), Author/Consultant, GA

Many teachers have the routine of conferring with students during reading and writing workshop. Keeping notes is still a mystery for many of us.

What gets written down and when? How can I keep track of student goals?

How do I know what to teach during the conference? How can I get to my whole class? This session will explore these questions and reveal the power of conferring notes for reflection, formative evaluation, and planning.

LCG-5 FEATURED

SESSION Name Your Monster: A Problem-Solving Protocol for Writing Instruction Challenges (Grades 4–8) (Repeat)

Colleen Cruz, Author/Literacy Consultant, Teachers College, NY

Many of us who teach writing have a dirty little secret: it’s not always that easy. In fact, it is often ridiculously challenging. In this session we will address some of the reasons teaching writing is so difficult.

We will then discuss the ways in which embracing difficulties and choosing to face them head on is good for both us and our students. Participants will try out a problem-solving protocol on their most pressing of writing instruction concerns.

LCG-6 CONCURRENT

SESSION Shared Leadership: Building Capacity at All Levels (Grades 5–8)

Kelly Burns, District Level Literacy Coach, Rural School Unit #19, ME Angela Brown, Principal, Rural School Unit #19, ME Tammy Leonard, Literacy Coach/Literacy Specialist, Rural School Unit # 19, ME

When administrators, coaches, and teachers within a school system become empowered instructional leaders, student learning and achievement are impacted. In this session, we will explore shared and layered leadership. We will view video clips that demonstrate how an integrated and comprehensive system of layered leadership increases student achievement. Participants will engage in small-group activities and reflective conversations in order to understand the transformative power of shared leadership. Participants will learn tips, tools, and strategies for building leadership capacity.

32 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

TUESDAY

Sessions E–G

LCG-7 CONCURRENT

SESSION Taking Advantage of the Power of the Read Aloud (Grades 3–6)

LCG-10 CONCURRENT

Mari Gates, Instructional Coach/Reading Specialist, Middleborough Public Schools, MA

Shele Banford, Intermediate Literacy Collaborative Coach, Fairfax County Public Schools, VA

Holly Anderson, Director of Elementary Curriculum, Middleborough Public Schools, MA

Sigrid Ryberg, Principal, Fairfax County Public Schools, VA

How can the simple routine of reading aloud to your students have such a valuable impact? Join us as we explore this powerful practice that is often overlooked. We will focus on what the read aloud may look and sound like, the benefits of it, choosing books, and everything in between.

Required Text: Please bring two of your favorite books that have potential as a read aloud.

LCG-8 CONCURRENT

SESSION iBooks in ELA (Grades 5–8) Rachel Hayashi, ELA teacher and Middle School Literacy Coach, Public Schools of Brookline, MA Matt Durant, Technology Integration Specialist, Heath School, Public Schools of Brookline, MA

SESSION Shifting Understandings and Practices Through Cluster Coaching (Grades PreK–8)

Cluster Coaching is a two-day professional development/small-group coaching model which provides teams of teachers the opportunity to observe each other teaching, reflect on student learning, and carefully plan for next steps in instruction. During this conference session, participants will view components of cluster coaching in action to see how this powerful model can shift teachers’ understandings of their readers, the reading process, texts, and teaching, and consider how they might implement it at their schools.

LCG-11 CONCURRENT SESSION Literacy Intervention Around the Globe (Grades PreK–8) Kate Raffile, Reading Specialist, New Bedford Public Schools, MA

This session will introduce educators to possibilities for using ibooks (or other online book-making tools) as a way for students to collect and share their learning. Poetry anthologies and reflections on historical fiction will be the examples in the session.

This session will showcase the differences and similarities between the literacy intervention (RTI) process in New Zealand and the US. New Zealand, being the leader in literacy instruction, has a lot to share. This session will allow participants to learn from the process and strategies of literacy RTI that New Zealand teachers, administrators, and even Ministry of Education officials take when intervening with students who are struggling to acquire early literacy skills.

LCG-9 CONCURRENT

SESSION How K–2 Students Study Interactive Read Alouds Across Reading and Writing Workshop (Grades K–2)

LCG-12 CONCURRENT

Virginia Kelly-Gibbons, Principal, Rocky Point School District, NY

Kate Roth, Independent Literacy Consultant, CT

Nicole Rogers, Literacy Coach, Rocky Point School District, NY

Joan Dabrowski, Assistant Superintendent for Teaching and Learning, Wellesley Public Schools, MA

We will present a year-long look at kindergarten and first-grade students studying Interactive Read Alouds to deepen their understanding of the reading and writing process. We will be sharing student work, classroom videos, charts, and text sets that evidence the learning and engagement of these young students.

SESSION Interactive Writing 2.0: A Guided Approach for Teaching Craft and Conventions (Grades PreK–5)

Join us for this lively session dedicated to interactive writing. Initially designed to support emergent writers, interactive writing is now used successfully in grades PreK–5. Through discussions and videos, we will showcase the power of this method as described in our new book Interactive Writing: A Small Practice with BIG Results. Participants will learn the sequence of an interactive writing session, consider the key teaching moves, and think about planning. Student work in grades PreK–5 will be featured.

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 33

TUESDAY

Sessions E–G

Session G (continued) TUESDAY, OCTOBER 25, 2016 1:00 PM–2:30 PM LCG-13 CONCURRENT

SESSION When Is Nonfiction Not Nonfiction? (Grades K–6)

Erika Thulin Dawes, Professor of Language and Literacy, Lesley University, MA Mary Ann Cappiello, Associate Professor of Language and Literacy, Lesley University, MA

As elementary schools across the country put more emphasis on teaching nonfiction, the publishing industry is producing increasingly diverse nonfiction books. The content, structure, and stylistic choices within these texts often push and blur genre boundaries. This session will help participants develop a framework for naming categories of nonfiction and language for capturing the “essence” of texts when their categorization is murky. A focus on the author’s research processes builds student understandings of the genre.

LCG-14 CONCURRENT

SESSION Reading and Writing in K–2 Science Every Day (Grades K–2)

Vanessa Vigna, Instructional Coach, Middleborough Public Schools, MA Kelly O’Halloran, Kindergarten Teacher, Middleborough Public Schools, MA

Learn how science can be the gateway to literacy! In this session, you will explore how to incorporate the same reading and writing strategies you already use in your ELA block into science. See student work samples, anchor charts, and videos of an exemplary primary science teacher engaging young learners with purposeful, authentic literacy work in the science classroom!

SESSION Guided Reading: Getting at and Staying with the Big Idea (Grades 3–6)

READING RECOVERY RRG-1 FEATURED SESSION Tuning In to Responding History: Reflecting on Lesson Data (Repeat) Lori Taylor, Reading Recovery Trainer, The University of Maine, ME

Explore ways in which Reading Recovery teachers can analyze and reflect upon lesson data to support teaching and learning.

Participants will examine Clay’s guidance for monitoring change over time in lessons and consider techniques for enhancing their own use of both student and teacher response patterns in lesson records.

READING RECOVERY RRG-2 CONCURRENT

SESSION How to Teach for Independence, Problem Solving, and Change During Writing

Laurel Dickey, Reading Recovery Teacher Leader, Collaborative for Educational Services, MA

The Reading Recovery teacher must ensure that new learning consistently occurs as students write stories. During this session teachers will critically examine the teacher moves made while students write stories during daily lessons. Participants will engage in analysis of lesson records and video examples.

LCG-15 CONCURRENT

Alison Zylstra, Intermediate Elementary Teacher, Bennington Rutland Supervisory Union, VT Kerry Crosby, Adjunct Faculty, Lesley University and Literacy Consultant, Lesley University/Heinemann, MA

When readers truly engage with a text, we think about what message the author is sending through it. We notice how we are, in some ways, changed by it. How do you create this experience for the readers in your classroom?

How can you help your students stay focused on the “big ideas” of a text and think about how it affects them as people? Through an intermediate grade-level guided reading video, you will have the opportunity to analyze text for the “big ideas” and think about how to support readers in focusing on the meaning through authentic talk.

READING RECOVERY RRG-3 CONCURRENT SESSION Navigating a Child’s Known and Unknown in Roaming Around the Known Katherine Sherman, Reading Recovery Teacher Leader, Prince William County, VA

What opportunities are you providing for your students to strengthen “the known”? We will discuss the importance of making and capturing careful observations during the first 10 lessons and how to build opportunities for a powerful start in a child’s lesson series.

34 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

Travel Information Location

Hotel Accommodations

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

• 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.

Directions

• All hotel reservations can be booked online.

Visit www.lesley.edu/literacy-for-all-conference/hotels to find links for each hotel.

By Car Print directions from our website: www.lesley.edu/literacy-for-all-conference/directions

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

• 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.

• MBTA: 800.393.6100 | www.mbta.com

• Hotel rates DO NOT include discounted parking or a 12–13% sales tax.

By Air

The Omni Providence

• T.F. Green Airport (8 miles from downtown Providence): 888.268.7222 | www.pvdairport.com

By Bus • Peter Pan: 800.343.9999 | www.peterpanbus.com • Greyhound: 800.231.2222 | www.greyhound.com • RI Public Transit Authority: 401.781.9400 or 888.331.7500 | www.ripta.com

Parking

Attached to the Convention Center One Exchange Street, Providence, RI 02903 | 800.843.6664 • Rate: $175/night for single/double, plus parking • Parking: $28/night for guests • Cut-Off Date: September 30, 2016

Providence Biltmore Hotel Across the street from the Convention Center Kennedy Plaza, Providence, RI 02903 | 800.294.7709

Rhode Island Convention Center North Garage

• Rate: $154/night for Junior Suite/Two California Kings, single/ double, plus parking

Event Rate*: $15/day | $20/overnight stay www.riconvention.com

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

Providence Place Mall Rates*: up to 5 hrs: $2 | 5–8 hrs: $10 | 8–20 hrs: $20 20–24 hrs: $25

• Cut-Off Date: October 8, 2016

Providence Courtyard by Marriott

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

Across the street from the Convention Center 32 Exchange Terrace at Memorial Boulevard, Providence, RI 02903 | 888.887.7955

www.providenceplace.com

• Rate: $159/night for single/double, plus parking

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

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

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

• Cut-Off Date: September 23, 2016

Hilton Providence Five-minute walk from the Convention Center 21 Atwells Avenue, Providence, RI 02903 | 800.445.8667 • Rate: $149/night for single/double, plus parking • Parking: $29/night for valet | $12/night for self-parking • Cut-Off Date: September 23, 2016

36 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

Scholarship and Funding Scholarship

Funding Sue Hundley Memorial Scholarship

Sue 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 Scholarship Scholarships 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/fundingand-scholarships/

2015 Sue Hundley Memorial Scholarship Winners: Jeffrey Cipriani, Grades K–2 Classroom Teacher, Orchard Gardens School, MA Jeffrey said about his experience, “I am already seeing the effects from changes I’ve made in my classroom. It feels like my units are ‘tighter’ and more internally consistent. Lessons build on one another and the placement of lessons feels purposeful.

Students are noticing the difference too.”

Cynthia Listort, Reading Recovery Teacher, Kingston City Schools, RI Cynthia said about her experience, “Please accept my sincere thanks for affording me the opportunity to attend the 2015 Literacy for All Conference. The sessions I attended have already had a direct effect on my teaching. Additionally, I am working on developing a summary professional development session to benefit my colleagues who were unable to attend the conference with me.”

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

CALL FOR SESSION PROPOSALS Submit a concurrent session proposal for the 2017 Literacy for All Conference being held October 22–24, 2017. If your session is selected, you can attend the Literacy for All Conference on Monday and Tuesday for free!

We are seeking proposals in these areas:

• • • • • • • •

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 English Language Learners

The 2017 Literacy for All Conference proposal form is available on the Literacy for All Conference website:

www.lesley.edu/literacy-for-all-conference/proposals Please contact the Literacy for All Conference office if you have any questions:

617.349.8402 | literacy@lesley.edu.

One free registration per session for the lead presenter only. Proposals are due November 1, 2016. Each session proposal is reviewed by the Conference Program Committee. Applicants will be notified by February 2017.

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 37

Registration and Discounts Registration

How to Register

Fees*

Online Registration Early Bird Price

Regular Price

(before September 15, 2016)

Monday and Tuesday

$295

$310

Sunday Pre-Conference

$175

$190

Package Deal (Sunday–Tuesday)

$395

$410

Monday or Tuesday Only

$210

$225

Sunday and Monday

$375

$390

*Registration fees do not include meals, parking, or materials.

Registrations cannot be shared.

Discounts Discounts cannot be combined. Please note, discounts will be applied upon verification after conference. Learn how to register for and receive the discounts below at www.lesley.edu/literacy-for-allconference/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.)

• 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. (Principals can select any registration type with discount.)

• www.regonline.com/lfa2016 • 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 • Contact the conference office to receive a paper registration form • Send PO or check with registration form, or call with credit card number • Complete and return the registration form with payment

At the Conference • Go to Help Desk on the fourth floor to select sessions and pay • Payment is 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

“Overall, the Literacy for All conference is a spectacular event that I recognize as a gift to my craft.

Thank you for hosting this and thank you for putting so much work into it!”

—Melissa Andrews RTII Manager, Grades 6–12 Mastery Charter Schools

38 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

Conference Policies Payment, Refund, and Cancellation/Substitution Policy

Videoconferencing and Audiotaping 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.

It 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.

• 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, September 7, 2016.

• Refunds will not be issued after September 7, 2016; 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 Policy We 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 replacement certificate of attendance upon confirmation that we received your completed objectives form at the conclusion of the event (by October 25, 2016, 3:00 pm) and 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.

“This conference inspired me and changed my way of thinking as a literacy specialist. Thank you for providing so many knowledgeable presenters. I couldn’t get enough and was disappointed when the time was over!”

—Genevieve Arcovio Reading Recovery Teacher Newark Central School District

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 39

General Information Volunteering

Internet Availability

Volunteer for a chance to work at the Literacy for All Conference.

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.

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

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.

Session Evaluations Session evaluations for the 2016 Literacy for All Conference will be online. 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.

Free Gift for Literacy for All Conference Attendees Conference attendees who 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: $70 • Reading Recovery Teachers-in-Training: $40 • Supporting: $135 (includes recognition in Council Connections newsletter) To check the status of your membership, contact RRCNA at 614.310.7323.

“As a principal, attending the conference side by side with my Language Arts Consultant… was a fantastic experience. It allowed for our conversations during and after sessions to be more reflective of our current practices and allowed us to brainstorm next steps. I would encourage any administrator to come with their team to this conference.”

—Michael Luzietti Principal, Simsbury Public Schools

40 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall

Literacy for All Conference

Nonprofit Org. U.S. Postage

Lesley University Center for Reading Recovery and Literacy Collaborative 29 Everett Street

PAID

Cambridge, MA 02138

Boston, MA Permit No. 20

27 TH ANNUAL LITERACY FOR ALL — NORTHEAST PREK–8 LITERACY CONFERENCE AND READING RECOVERY INSTITUTE

Literacy for All

RHODE ISLAND CONVENTION CENTER | PROVIDENCE OCTOBER 23–25, 2016

Keynote Speakers Lucy Calkins | Nell Duke Mary Lose

Featured Speakers Dorothy Barnhouse | Wiley Blevins Mary Anne Buckley | Aimee Buckner | Anne Burke Colleen Cruz | Fountas and Pinnell | Brian Heinz Katie Keier | Lori Oczkus | Mark Overmeyer Tim Rasinski | Laura Robb

Reading Recovery Experts Mary Anne Doyle | Sue Duncan | Betsy Kaye Eva Konstantellou | Mary Rosser | Lori Taylor

2016 Highlights: • 100+ Workshops in 11 Strands • 3 Keynote and 20 Featured Speakers