2017 Literacy for All Conference Schedule

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

Literacy for All

RHODE ISLAND CONVENTION CENTER | PROVIDENCE

OCTOBER 22–24, 2017

PREK–8

Literacy for All Conference Strands:

KEYNOTE SPEAKERS KELLY GALLAGHER

STEPHANIE HARVEY

JULIA DOUETIL

• 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–(6–8) Literacy • Technology and Literacy • Literacy Coaching • Children’s Literature and Authors

Some of our topics for this year:

LISA CLEAVELAND

GRACE LIN

GEORGIA HEARD

KATE ROBERTS

GRAVITY GOLDBERG

PENNY KITTLE

• Guided Reading • Writing Workshop • Diverse Literacy • Choice Reading • Reader-Centered Instruction • Independent Reading • Mentor Texts • Building a Culture of Inquiry • Choice Time • Drama in Literacy • Reading-Writing Connection • Writing Conferences • Building Deeper Readers and Writers • Fostering Curiosity

2017 Highlights:

MARTHA HORN

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

Fountas & Pinnell

Empowering a community of

-BOOK

KIDS Bring the literacy expertise of Irene C. Fountas and Gay Su Pinnell to all students in your classroom with Fountas & Pinnell Classroom™— a cohesive, multi-text approach to literacy instruction.

Ignite learning with thousands of books, lessons, and resources for PreK–6 students across a cohesive system of multiple instructional contexts.

Visit the Heinemann booth or fountasandpinnell.com/fpc for a sneak peek of the NEW Fountas & Pinnell Classroom™.

GUIDED READING

INTERACTIVE READ-ALOUD

INDEPENDENT READING

READING MINILESSONS

BOOK CLUBS

PHONICS, SPELLING, WORD STUDY

SHARED READING

PROFESSIONAL LEARNING TOOLS

800.225.5800 | FOUNTASANDPINNELL.COM | HEINEMANN.COM @FountasPinnell

#FPLiteracy

FountasandPinnell

THANK YOU TO OUR SPONSORS!

Conference Schedule

Table of Contents

TOTE BAG SPONSOR Sunday, October 22, 2017 4 Professional Development Hours* 10:00 am–11:00 am

GOLD SPEAKER SPONSORS Sponsoring Stephanie Harvey and Maria Walther

Registration

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

Sponsors........................................................ 1 Conference Schedule.................................. 1–3 Conference Program Committee.................... 3

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 Exhibit Fair and Book Signings....................... 9

Sponsoring Kelly Gallagher

SILVER SPEAKER SPONSORS

Sponsoring Paula Bourque, Georgia Heard, Martha Horn, and Susan Kempton

Monday, October 23, 2017 6 Professional Development Hours*

Workshops (Monday)............................. 10–23

7:00 am–8:30 am

Registration

Workshops (Tuesday)............................. 24–34

8:30 am–10:00 am

Keynote A

Lesley University Alumni Luncheon.............. 31

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

2018 Call for Session Proposals................... 37

Tuesday, October 24, 2017 4.5 Professional Development Hours* Sponsoring Gravity Goldberg

7:00 am–8:30 am

Registration

7:30 am–3:00 pm

Visit exhibits

8:30 am–10:00 am

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

10:30 am–12:00 pm

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

facebook.com/ LesleyCenterRRLC

10:30 am–1:45 pm

Session F In-Depth

12:00 pm–1:30 pm

Lunch on your own/visit exhibits

@Lesleyctrrrlc conference hashtag: #lfa2017

1:30 pm–3:00 pm

Session G

FOLLOW LITERACY FOR ALL ON SOCIAL MEDIA:

Subscribe to our blog: lesleyuniversitycrrlc. wordpress.com/

Full workshop listings, descriptions, and all other conference details available at www.lesley.edu/literacyforall To register, visit www.regonline.com/lfa2017

*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 SUNDAY, OCTOBER 22, 2017 11:00 AM–4:00 PM

LCB-16 How We Created an RTI Structure for SocialEmotional Needs (Grades K–2)....................................... 12

MONDAY, OCTOBER 23, 2017 1:30 PM–4:45 PM

Pre-Conference Workshops

LCB-17 Animated Learning with Stop Motion (Grades PreK–8).............................................................. 13

Session C In-Depth

PC-1 Using Mentor Authors and Illustrators in the Teaching of Writing Workshop; Not Mentor Texts…

Because the Text Didn’t Write Itself! (Grades K–2)............ 8

LCB-18 Visual and Verbal Literacy with The Whole Book

Approach (Grades K–2)................................................... 13

PC-2 Guided Reading Levels N–Z: Using the Fountas & Pinnell Literacy Continuum for Planning and Reflection (Grades 3–8)..................................................................... 8

PC-4 Inquiry-Based Reading Minilessons in the Primary Grades (Grades K–2)......................................................... 8

RRB-1 Teaching for Strategic Activity, from Roaming Around the Known to Discontinuing............................... 13

MONDAY, OCTOBER 23, 2017 3:30 PM–5:00 PM

RRB-2 Powerful Language Interactions in Reading Recovery Lessons: Developing Strong Literacy Processing Systems......................................................... 13

Session D LCD-1 Wait, Did You Say Editing Can Be FUN?!

(Grades 3–6)................................................................... 19

RRB-3 Visual Processing in Phrased Reading................. 13

Reading Recovery Pre-Conference Workshops PC-5 Oral Language Development and Literacy Learning: Supporting Teachers to Scaffold Students......................... 9 PC-6 Building “Islands of Certainty”: The Importance of Reading and Writing Vocabularies..................................... 9

LCC-3 Building Deeper Readers and Writers (Grades 3–8) (Repeat)..................................................... 15

LCB-9 Spark the Reading-Writing Connection (Grades K–2)................................................ 11 LCB-10 Confer with Confidence (Grades K–2) .............. 11 LCB-11 The Fairness Timeline: Teaching Social Justice & Civil Rights Through Literature (Grades K–6)............... 12

LCB-12 How Literacy Coaches Can Support Beginning Teachers (Grades PreK–8)............................................... 12 LCB-13 First Comes Order, Then Comes Learning (Grades 5–8) .................................................................. 12

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LCB-14 The Power, Promise, and Purpose of the Reading Conference (Grades 3–6).................................. 12

LCB-15 The Power of Names (Grades PreK–K)............... 12

LCC-5 Writing About Research (Grades 5–8) (Repeat)... 15

LCD-9 Implementing Literacy Collaborative, Fostering Partnerships, and 21st Century Demands: Collaboration That Works! (Grades K–2)............................................... 20

LCC-6 Putting a Book to Work (Grades K–8)................................................................... 15

LCC-12 Leading with Meaning: Planning Book Introductions That Support Thinking (Grades K–2).......... 16

LCC-13 Big Ideas in Small Groups (Grades 3–6)............ 18

LCC-15 The Nonfiction Triumvirate: Categories, Structure, and Style (Grades 3–6).................................... 18

LCC-16 Empower Early Childhood and

English Learner Students Through Oral Language; Speaking and Listening (Grades K–2)............................. 18

Through Visual Literacy (Grades PreK–8)........................ 21

LCD-14 Finding the Story in Your Data (Grades K–6)................................................................... 21 LCD-15 Prioritizing Readers and Emotions: Affective Reading Assessments in the Intermediate Classroom (Grades 5–8)................................................................... 21

LCD-16 Technology for ELLs: Multimodal

Meaning-Making Apps (Grades PreK–8)......................... 23

LCD-17 The Power of Shared Writing in the Intermediate Grades (Grades 3–5).................................. 23

Reading Recovery D Sessions RRD-1 Acquiring Visual Working Systems for Literacy: Supporting Change Over Time......................................... 23

Reading Recovery C Sessions RRC-1 Teaching for Strategic Activity, from Roaming Around the Known to Discontinuing (Repeat)................. 18

LCD-12 Creating Interest and Motivation in Secondary Readers (Grades 5–8).................................... 21

LCD-13 Picture This!: Nurturing Curiosity and Wonder

LCC-14 Building Teacher Expertise Through

Data Analysis (Grades PreK–8)........................................ 18

LCD-10 Responsible Use of Data: A Principal’s Perspective (Grades K–5)............................ 21 LCD-11 The Power of the Pre-Conference: Using Coaching Conversations Before the Teaching to Deepen Teacher Expertise (Grades K–6)...................... 21

LCC-10 Mapping Your Instructional Destination with Data (Grades K–2).................................................. 16 LCC-11 New Principals: Best Practices in Culturally Proficient Literacy Coaching (Grades PreK–8)................. 16

LCB-8 Writing About Reading (Grades 4–8)................... 11

LCD-7 Spark the Reading-Writing Connection (Grades K–2) (Repeat).................................. 20 LCD-8 Powering Student Learning Through Teacher Conversations (Grades K–3)............................................ 20

LCC-9 Using Facilitative Talk to Deepen Teacher Engagement in Professional Learning (Grades K–8)....... 16

LCB-3 Building Deeper Readers and Writers (Grades 3–8)................................................................... 10

LCC-8 Assess, Decide, and Guide: The Keys to Helping ALL Readers Succeed (Grades K–5)................................. 16

LCB-2 Let’s Get Practical: How to Plan for Guided Reading Lessons with Efficiency (Grades K–8).... 10

LCB-7 Windows, Mirrors, and an Extra

Adjective (Grades K–8)................................................... 11

LCD-6 DIY Literacy: Creating and Using Teaching Tools to Help Students (Happily) Hold On to Teaching and Work to Their Fullest (Grades 3–8).................................. 20

LCC-4 Heart Maps: Helping Students Create and Craft Authentic Writing (Grades K–6)...................................... 15

LCC-7 Falling in Love with Close Reading (Grades 3–8)................................................................... 15

LCB-1 Personal Inquiry and Online Research: Connecting Learners in Ways That Matter (Grades 1–8)....10

LCB-6 Writing About Research (Grades 5–8).................. 11

LCD-5 Song, Movement, Dramatization: Alternative Contexts for Teaching Literacy (Grades PreK–2).............. 20

LCC-2 You Can’t Read Charlotte’s Web if You’ve Never Seen a Farm: Bringing Children Out into the World and Bringing the World Back into the Classroom (Grades PreK–2).............................................................. 15

Session B

LCB-5 Choice Reading: Tools for Building Content Knowledge (Grades K–2)................................................ 11

LCD-4 Understanding Writing Conferences (Grades K–2)................................................................... 20

LCC-1 Writing Right from the Start: Starting a Workshop on Day One (Grades K–2)............................... 15

Keynote A Teaching Practices and Instructional Strategies That Position Students Closer to Reading and Writing Excellence (Grades K–8).................................................. 10

LCB-4 Teaching 7 Essential Nonfiction Craft Tools through Mentor Texts (Grades 2–6)................................ 10

LCD-3 Cultivating Classrooms of Truly Independent Readers (Grades K–8)..................................................... 19

Session C

Session A

LCD-2 Writing Right from the Start: Starting a Workshop on Day One (Grades K–2) (Repeat)................ 19

MONDAY, OCTOBER 23, 2017 1:30 PM–3:00 PM

MONDAY, OCTOBER 23, 2017 8:30 AM–10:00 AM

MONDAY, OCTOBER 23, 2017 10:30 AM–12:00 PM

LCC-17 In-Depth Using the Online Inquiry Tool to Scaffold Argumentation, Deliberation, and Close Reading (Grades 5–8)..................................... 19

Reading Recovery B Sessions

PC-3 Balancing Independent Reading, Book Clubs, and Core Texts to Engage All Readers (Grades 3–8)................. 8

RRD-2 Reading Recovery and Expectations for Classroom Writing in First Grade (Repeat)...................... 23

RRC-2 Reading Recovery and Expectations for Classroom Writing in First Grade..................................... 18 RRC-3 Visual Processing in Phrased Reading (Repeat).......................................................................... 18

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

RRD-3 Errors Are Our Friends! Learning to Self-Monitor in Reading and Writing............................... 23

Conference Schedule TUESDAY, OCTOBER 24, 2017 8:30 AM–10:00 AM

TUESDAY, OCTOBER 24, 2017 10:30 AM–1:45 PM

Session E

Session F In-Depth LCF-20 In-Depth Depth of Knowledge: Raising the Rigor in Literacy (Grades 3–6)...................................................... 31

Keynote E From Striving to Thriving Readers (Grades K–8)................................................................... 24

Reading Recovery E Sessions RRE-1 Acquiring Visual Working Systems for Literacy: Supporting Change Over Time (Repeat).......................... 24 RRE-2 Maximizing Opportunity for Flexible Word Solving in Writing: Each Change in the Child’s Control Calls for an Adjustment in What the Teacher Does.......... 24

RRE-3 Pondering Prompting........................................... 25

RRE-4 Profile of a Successful Writer in Reading Recovery......25

TUESDAY, OCTOBER 24, 2017 1:30 PM–3:00 PM

Session G LCG-1 Wait, Did You Say Editing Can Be FUN?!

(Grades 3–6) (Repeat)..................................................... 31 LCG-2 The Zen of Guided Play: Planning, Observing, Reflecting, and Taking the Next Steps to Support the Deep Learning That Takes Place During Inquiry and Play (Grades PreK–2).............................................................. 31

TUESDAY, OCTOBER 24, 2017 10:30 AM–12:00 PM

LCG-3 Let Students Be Your Guide: Using Student Writing and Conversations to Decide What to Teach Readers Next (Grades 3–8) (Repeat)............................... 31

Reading Recovery Keynote Session F

LCG-4 Understanding Writing Conferences (Grades K–2) (Repeat)................................ 32 LCG-5 Conditions for Fostering Curiosity in an InquiryBased Classroom (Grades K–8) (Repeat)......................... 32

Reading Recovery Keynote Learning to Take Risks and Taking Risks to Learn............................... 25

LCG-6 Reader-Centered Instruction: What’s Your Next Move? (Grades K–2)........................... 32

Session F

LCG-7 How Language Is Learned: Your ELL Students (Grades PreK–8).............................................................. 32

LCF-1 “Who Says There’s No Time to Write?”

(Grades 3–6)................................................................... 28

LCG-8 Children’s Literature as a Window into Science (Grades 3–6)................................................................... 32

LCF-2 The Interfacing of Literacy and Play: Choice Time Reflection Journals (Grades K–2)................ 28

LCG-9 From Open House to Open Dialogue: Reimagining Family Literacy Engagement (Grades K–2)................................................................... 32

LCF-3 Conditions for Fostering Curiosity in an Inquiry-Based Classroom (Grades K–8)........................... 28 LCF-4 Heart Maps: Helping Students Create and Craft Authentic Writing (Grades K–6) (Repeat)............... 28

LCG-10 Anchoring STEM Interdisciplinary Teaching with Engaging Novels (Grades 5–8)................................ 33

LCF-5 Looking at Student Writing to Inform Next Teaching (Grades K–2)............................................ 28

LCG-11 Let Your Students Find Their Voice Through Oratory Integration (Grades 5–8).................................... 33 LCG-12 Awesome Apps for Early Literacy: Leveling the Playing Field (Grades K–2).......................... 33

LCF-6 Let Students Be Your Guide: Using Student Writing and Conversations to Decide What to Teach Readers Next (Grades 3–8)............................................. 28

LCG-13 Supporting Growth Mindsets and Dynamic Learning Frameworks with Children’s Literature (Grades K–2)................................................................... 33

LCF-7 Choice Reading: Tools for Building Content Knowledge (Grades K–2) (Repeat).................................. 29

LCG-14 Using Facilitative Talk to Deepen Teacher Engagement in Professional Learning (Grades K–8) (Repeat)..................................................... 33

LCF-8 Windows, Mirrors, and an Extra Adjective (Grades K–8) (Repeat)..................................... 29 LCF-9 Embracing the Messiness of Choice (Grades K–2).......29

LCF-10 If We’re Not Mindful, It’s Not Education (Grades PreK–8).............................................................. 29

LCF-11 Social-Emotional Learning Through Authentic Literacy and Play in Early Education (Grades PreK–K)..... 29

LCF-12 Setting the Scene for Green Screen

(Grades PreK–8).............................................................. 29

LCF-13 Unscripted: Making Coaching Decisions in the Moment (Grades PreK–8)...................................... 30

LCG-15 Everybody Reading, Every Day: Creating a School-wide Culture of Literacy (Grades PreK–8)............ 33

LCG-17 Raising Reading and Writing Levels in a

School Deemed Underperforming (Grades PreK–8)........ 34

Reading Recovery G Sessions RRG-1 Maximizing Opportunity for Flexible Word Solving in Writing: Each Change in the Child’s Control Calls for an Adjustment in What the Teacher Does (Repeat).......................................................................... 34

LCF-14 Shoulder to Shoulder: How to Implement

Systematic Literacy Instruction (Grades K–8).................. 30

LCF-15 How Talk and Writing Support the New Science Standards (Grades K–2)............................. 30

LCF-16 Sojourner’s Truth (Grades 5–8)........................... 30

LCF-17 Using Multi-Media to Teach Challenging Subject Matter in Middle School ELA (Grades 5–8)......... 30

LCG-16 Introduction to Poetry Workshop (Grades 3–6)................................................................... 34

RRG-2 Using Predictions of Progress to Attain Maximum Growth for Each Child.................................... 34

RRG-3 Young Constructive Readers and Writers (Grades K–2)................................................................... 34

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

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

LCF-18 When Interests and Reading Levels Don’t Match: Scaffolding Lifelong Readers (Grades K–6)..................... 30

LCF-19 Read to the Animals (Grades PreK–8).............................................................. 30

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

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Speakers

Keynote Speakers Kelly Gallagher Kelly Gallagher teaches at Magnolia High School in Anaheim, California, where he is in his 32nd year. He is the former co-director of the South Basin Writing Project at California State University, Long Beach, and the former president of the Secondary Reading Group for the International Literacy Association. Kelly is the author of Reading Reasons: Motivational Mini-Lessons for the Middle and High School; Deeper Reading: Comprehending Challenging Texts, 4–12; Teaching Adolescent Writers; Readicide: How Schools Are Killing Reading and What You Can Do About It; and Write Like This. He is also a principal author of Writing Coach, iLit, and myPerspectives (Pearson). Kelly’s latest book is In the Best Interest of Students.

Follow Kelly on Twitter @KellyGToGo, and visit him at www.kellygallagher.org.

Kelly’s appearance at the Literacy for All Conference is sponsored by Booksource.

Sessions: Keynote A, LCB-3, LCC-3

Stephanie Harvey Stephanie Harvey has spent the past 40-plus years teaching and learning about reading and writing. After 15 years of regular elementary and special education teaching, Stephanie became a staff developer for the Denverbased Public Education and Business Coalition (PEBC), a partnership of leaders from education and business who support innovation in public schools. She is currently a private consultant to schools and districts around the world. Her company, Stephanie Harvey Consulting, implements K–12 district-wide literacy initiatives focused on comprehension, collaboration, and inquiry across the curriculum. A regular presenter, keynote speaker, and demonstration teacher, she specializes in comprehension teaching and learning, active literacy, reading and writing workshop, content literacy, inquirybased learning, collaboration, the integration of technology with literacy, and the role of passion, wonder, and engagement in teaching and learning. Stephanie is the author or co-author of numerous books and resources and has co-created many videos featuring kids and teachers in active literacy classrooms around the country.

In addition, Stephanie has written articles in Language Arts, Reading Teacher, Ed Leadership, and other journals.

Stephanie’s appearance at the Literacy for All Conference is sponsored by Scholastic, Inc. Sessions: Keynote E, LCF-3, LCG-5

Julia Douetil With a background in teaching and teacher education, Julia Douetil became one of the first European trainers for Reading Recovery in 1992. For 25 years she has worked to establish, promote, and support Reading Recovery in the four countries of the UK, in the Republic of Ireland, and in Denmark. She established and directed the International Literacy Centre at the University College London Institute of Education. Her work on the real cost of literacy difficulties helped to persuade the UK government to fund a national rollout of Every Child a Reader, a layered approach to literacy intervention with Reading Recovery at its heart. Since her retirement in December 2016, Julia has continued to work closely with and to write for Reading Recovery Teacher Leaders and teachers around the world. Sessions: Keynote F, RRB-1, RRC-1

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Featured Speakers Paula Bourque Paula Bourque is celebrating her 30th year in education. She has been a classroom teacher, Reading Recovery teacher, Title I literacy specialist, adjunct professor, and literacy coach in Augusta, Maine. She is the author of Close Writing: Developing Purposeful Writers in Grades 2–6 from Stenhouse Publishers and is currently working on a new book. When she isn’t writing, she usually has a book or a camera in her hand. Sessions: LCD-1, LCF-1, LCG-1

Lisa Cleaveland Lisa Cleaveland is the co-author with Katie Wood Ray of About the Authors, Writing Workshop with Our Youngest Authors and the author of her new book More About the Authors, Authors and Illustrators Mentor Our Youngest Writers released in spring of 2016. Lisa has been a teacher for 23 years and was the 2002 recipient of the prestigious NCTE/Donald H. Graves Award for Excellence in the Teaching of Writing. Many teachers from all over the United States have come to visit writing workshop in her kindergarten and first grade classrooms. Currently a kindergarten teacher, she understands the demands of a classroom teacher and the new Common Core Standards. Sessions: PC-1, LCC-1, LCD-2

Julie Coiro Julie Coiro is an associate professor in the School of Education at the University of Rhode Island, where she teaches undergraduate and graduate courses in reading and digital literacy and co-directs the PhD in Education program and the Graduate Certificate in Digital Literacy. Julie conducts research and speaks nationally and internationally about the new literacies of the Internet, online reading comprehension strategy instruction, collaborative knowledge building during inquiry, and effective practices for technology integration and professional development.

Julie’s work appears in journals such as Reading Research Quarterly, The Reading Teacher, Educational Leadership, and The Journal of Education. She also co-edited the Handbook of Research on New Literacies and co-authored Teaching with the Internet K–12: New Literacies for New Times. She is currently leading a new research project funded by NCES with colleagues in the United States and Finland to explore how students work together in small groups to deliberate conflicting ideas across multiple online sources and construct a joint synthesis of what they’ve learned.

Sessions: LCB-1, LCC-17

Renée Dinnerstein Renée Dinnerstein has almost 50 years’ experience as an early childhood educator. She spent 18 years as an early childhood teacher at PS 321, was the teacher-director of the Children’s School early childhood, and worked also as an Early Childhood Staff Developer in the New York City Department of Education, where she wrote curriculum, led study groups and summer institutes, and helped write the New York City Pre-Kindergarten Standards. Renée, a past member of the Teachers’ College Reading and Writing Project Early Childhood Reading “think tank,” taught in the project’s summer institutes and presented calendar days for kindergarten and first grade teachers. She received the Bank Street Early Childhood Educator of the Year Award in 1999. Her book Choice Time: How to Deepen Learning Through Inquiry and Play was published by Heinemann in 2016. Sessions: LCC-2, LCF-2, LCG-2

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

Speakers

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 Guided Reading: Responsive Teaching Across the Grades and The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching, PreK–8.

Sessions: PC-2, LCB-2

Gravity Goldberg Gravity Goldberg is the author of four books on the teaching of reading and a consultant who leads a team of staff developers to offer customized professional development. Gravity’s passion is partnering with leaders and teachers to help make their vision a reality. At the heart of her teaching is the belief that everyone deserves to be admired and supported. Sessions: LCD-3, LCF-6, LCG-3

Georgia Heard Georgia Heard is a founding member of the Teachers College Reading and Writing Project in New York City. She received her MFA in Writing from Columbia University. Currently, she is a frequent keynote speaker at conferences and in schools around the United States and the world. She is the author of numerous books on writing, including Awakening the Heart: Exploring Poetry in Elementary and Middle School, which was cited by Instructor Magazine as one of the “10 Books Every Teacher Should Read,” and her most recent, Heart Maps: Helping Students Create and Craft Authentic Student Writing. In addition, she has published several children’s poetry books including, Falling Down the Page: A Book of List Poems.

Sessions: LCB-4, LCC-4, LCF-4

Martha Horn Martha Horn is a professor of elementary education at Rhode Island College, where she teaches reading and writing methods courses and leads a school-based MAT program. She is also a consultant in the teaching of writing in school districts across the country and co-author of Talking, Drawing, Writing: Lessons From Our Youngest Writers with Mary Ellen Giacobbe. Sessions: LCD-4, LCF-5, LCG-4

Susan Kempton Susan Kempton is a 30-year professional in the area of early childhood literacy. She is the author of The Literate Kindergarten and Let’s Find Out!: Building Content Knowledge with Young Children. Susan has worked closely with the Denver-based Public Education and Business Coalition as a staff developer, hosting local and national teaching labs in her classroom. She has taught primary-age children from diverse populations, with kindergarten being her focus and passion. In addition, she is a nationally known consultant and keynote speaker. Susan recently retired to teach and inspire educators. She is working as a literacy consultant in the primary grades for several school districts in the Rocky Mountain region and Canada. Sessions: LCB-5, LCD-5, LCF-7

Penny Kittle Penny Kittle teaches high school English in North Conway, NH. She is the author of Book Love and Write Beside Them, which won the James N. Britton award from NCTE in 2009. Penny speaks throughout the U.S. and internationally on empowering all students to love reading and writing. Penny was given the 2015 Exemplary Leader Award from the Conference on English Leadership.

Sessions: PC-3, LCB-6, LCC-5

Grace Lin Grace Lin is the author and illustrator of picture books, early readers, and middle grade novels. Most recently, Grace’s new novel When the Sea Turned to Silver was a National Book Award finalist, and Grace, herself, was recognized as a Champion of Change for Asian American and Pacific Islander Art and Storytelling by the White House, under President Barack Obama.

Sessions: LCB-7, LCC-6, LCF-8

Kate Roberts Kate Roberts is a national literacy consultant, top-selling author, and popular keynote speaker. She taught reading and writing in Brooklyn, NY, and worked as a literacy coach before joining the Teachers College Reading and Writing Project in 2005, where she worked as a Lead Staff Developer for 11 years.

Kate is the co-author (with Christopher Lehman) of the popular Falling in Love with Close Reading and of DIY Literacy (with Maggie Beattie Roberts), along with two Heinemann Unit of Study books on Literary Essay. Her blog, “indent,” is a touchstone for hundreds of teachers, and she uses social media, particularly Twitter (@teachkate), to help build community and solve problems among her educator peers.

Sessions: LCB-8, LCC-7, LCD-6

Maria Walther Maria Walther, who earned a doctorate in elementary education from Northern Illinois University, has taught first grade since 1986. Along with teaching young learners, Maria inspires other professionals by sharing her knowledge through customized professional development experiences. The ideas she shares reflect her continued commitment to teaching, researching, writing, and collaborating with her colleagues. Maria was honored as Illinois Reading Educator of the Year, earned the ICARE for Reading Award for fostering the love of reading in children, and named the Outstanding Literacy Alumni by the Department of Literacy Education at Northern Illinois University. She has co-authored five professional books and the Next Step Guided Reading Assessment with Scholastic.

Maria’s appearance at the Literacy for All Conference is sponsored by Scholastic, Inc. Sessions: LCB-9, LCC-8, LCD-7

Kari Yates Kari Yates is an educator, author, speaker, and coach with a passion for helping busy literacy educators thrive. Kari has been in your shoes. Her experiences as a classroom teacher, special education and Reading Recovery teacher, and elementary principal have positioned her to help other educators discover “What’s next?” on the road to helping all kids become readers and writers. Kari will help you find the inspiration, courage, and resources to nurture joyful and authentic literacy learning, one next-step at a time. Sessions: LCB-10, LCF-9, LCG-6

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

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SUNDAY Pre-Conference Workshops Speakers

Reading Recovery Featured Speakers Mary Anne Doyle Mary Anne is the director of the Reading-Language Arts Center at the University of Connecticut and director of Connecticut’s Reading Recovery Project. Mary Anne has served the Reading Recovery Council of North America as president. She is the editor-in-chief of the Journal of Reading Recovery. Currently, she chairs the Executive Board of the International Reading Recovery Trainers’ Organization. Sessions: RRD-1, RRE-1

Adria Klein Adria Klein, PhD, is a Reading Recovery trainer and program director at Saint Mary’s College of California. She has her Ph.D. from the University of New Mexico in Reading and ESL. Dr. Klein is the co-author of numerous professional books and articles, including Interactive Writing & Interactive Editing, Guided Reading & Literacy Centers, Shared Reading, and Research in Reading Recovery, and many children’s books. A former president of the California Reading Association, she also served on the International Reading Association Board of Directors. Sessions: PC-5, RRC-2, RRD-2

James R. Schnug James Schnug is a Reading Recovery trainer with The Ohio State University, having previously worked in that capacity at the New York University RR project. He is a past teacher leader with the Ashland University/Mansfield City Schools site in Ohio and has served on the board of RRCNA. He has also served as the implementation editor for the Journal of Reading Recovery. His most recent JRR article, co-authored with Leslie McBane and Cheri Slinger: “Uncovering What’s Under the White Tape.” Sessions: PC-6, RRB-3, RRC-3

Lori Taylor Dr. Lori Taylor is a Reading Recovery trainer at University of Maine. Research interests include teacher reflection, professional development, and nonverbal communication between teacher and child. Lori enjoys all aspects of her work in Reading Recovery, working with teachers, teacher leaders, and with children. Sessions: RRE-2, RRG-1

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 15 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. Session: RRB-2

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

To learn more and download the Libraries Overview, visit CalkinsLibraries.com

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Visit the Heinemann Booth!

SUNDAY

Pre-Conference Workshops

Pre-Conference Workshops SUNDAY, OCTOBER 22, 2017 11:00 AM–4:00 PM (LUNCH BREAK: 1:00 PM–2:00 PM) PC-1 FEATURED

SESSION Using Mentor Authors and Illustrators in the Teaching of Writing Workshop; Not Mentor Texts…Because the Text Didn’t Write Itself! (Grades K–2)

Lisa Cleaveland, Kindergarten Teacher/Author, Jonathan Valley Elementary, NC

When primary teachers invite young children to make books with pictures and words (Ray and Cleaveland, 2004), they engage them in the same kind of compositional work all authors and illustrators use to make books. And because the work is the same, mentorship has a place to thrive in writing workshops where children make books. How does this happen? From the cover, to the title page, to the dedication, and all the way through a picture book, authors and illustrators have made composition decisions from which children can learn. The key is to know what to talk about in a book and how to talk about it so that this talk supports children as beginning authors and illustrators. This session will include video and student work samples as one teacher shares the different ways she helps authors and illustrators become real mentors for beginning writers. Warning…get ready, this will change your teaching!

PC-2 FEATURED

SESSION Guided Reading Levels N–Z: Using The Fountas & Pinnell Literacy Continuum for Planning and Reflection (Grades 3–8) 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

All students need to develop at least the competencies appropriate for the grade level across every year of schooling until they evidence the competencies of proficient readers at level Z. Learn how to think about planning effective guided reading lessons for students reading at levels N–Z. We will address, through two case examples, the analysis of text characteristics and how to shape the introduction, support readers during reading, facilitate a discussion that deepens understanding, select teaching points to expand the readers’ competencies, and provide word work that develops flexibility. We will also put guided reading in the broader context of literacy instruction with intermediate and middle level readers.

PC-3 FEATURED

SESSION Balancing Independent Reading, Book Clubs, and Core Texts to Engage All Readers (Grades 3–8)

Penny Kittle, English Teacher, Conway School District, NH

Explore ways to engage adolescent readers in books that will engage their hearts. Study the practices that help all students develop independent reading habits to increase stamina and joy in independent reading, leading to increased engagement in challenging, complex texts. We will look at ways to balance the curriculum, increase the effectiveness of reading conferences, and lead students to thoughtful discussions of books they read in small groups and as a class. Learn how to build a classroom and school culture focused on the love of reading.

PC-4 CONCURRENT

SESSION Inquiry-Based Reading Minilessons in the Primary Grades (Grades K–2)

Kerry Crosby, Adjunct Faculty/ Literacy Consultant, Lesley University, MA/ Heinemann, NH Kristine Haveles-Pelletier, District Literacy Implementation Specialist, K–5, Manchester Public School District, NH

The session will begin with a focus on interactive read aloud and shared reading as the backbone for using mentor texts in reading minilessons. You will then have the opportunity to observe how teachers use mentor texts and inquiry in reading minilessons to teach for specific reading behaviors in the primary grades. At the end of the session, you will be given time to plan your own minilessons using The Fountas & Pinnell Literacy Continuum as a resource.

Required Text: The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching, PreK–8 (any edition, Heinemann).

Required Text: The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching, PreK–8 (any edition, Heinemann).

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

SUNDAY

Pre-Conference Workshops

READING RECOVERY PC-5 FEATURED

SESSION Oral Language Development and Literacy Learning: Supporting Teachers to Scaffold Students

READING RECOVERY PC-6 FEATURED

SESSION Building “Islands of Certainty”: The Importance of Reading and Writing Vocabularies

Adria Klein, Reading Recovery Trainer, Saint Mary’s College of California, CA

James R. Schnug, Reading Recovery Trainer, The Ohio State University, OH

Vygotsky’s concept that language reflects thought leads us to understand the impact of language on literacy development. This pre-conference session will provide a brief overview of the foundational importance of oral language, identify teaching that fosters oral language and literacy development, and discuss support for teachers in understanding the reciprocity between oral language and reading and writing.

Marie Clay says that the child will increasingly monitor and use visual information as he learns to read and write words in continuous text.

This interactive session will focus on supporting, tracking, and using a child’s emerging vocabularies so that he will strategically integrate visual information in his reading and writing.

Exhibit Fair

Required Text: Literacy Lessons Designed for Individuals, Second Edition (2016, Heinemann).

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

Monday, October 23, 2017 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.

Featured Speakers Paula Bourque Lisa Cleaveland Renée Dinnerstein Irene Fountas Kelly Gallagher

Gravity Goldberg Stephanie Harvey Georgia Heard Martha Horn Penny Kittle

Grace Lin Gay Su Pinnell Kate Roberts Kari Yates

Exhibitors: 9

Reading Reading Books | Pioneer Valley Books | Booksource | National Geographic Learning | McGraw-Hill Education B. Lothrop Books | Heinemann | Perfection Learning | Hameray Publishing Group, Inc. | Scholastic Education Framingham State University | AB Curriculum Solutions | MaryRuth Books | SongLake Books | Stenhouse Publishers Lesley University || DBQ Project | Pearson | Alran | Renaissance Learning | Richard C. Owen Publishers | and more!

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

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MONDAY

Sessions A–D

Session A

Session B

MONDAY, OCTOBER 23, 2017 8:30 AM–10:00 AM

MONDAY, OCTOBER 23, 2017 10:30 AM–12:00 PM

KEYNOTE SESSION Teaching Practices and Instructional Strategies That Position Students Closer to Reading and Writing Excellence (Grades K–8) Kelly Gallagher, Author, CA

How do we decide what and what not to teach? With increased expectations and so little time to meet them, we might heed the words of Rock and Roll Hall of Famer Bob Seger, who asks us to carefully consider our “deadlines and commitments—what to leave in, what to leave out.” In this keynote, Kelly will discuss critical decisions that underpin artful teaching and how these decisions help to move young readers and writers closer to excellence.

LCB-1 FEATURED

SESSION Personal Inquiry and Online Research: Connecting Learners in Ways That Matter (Grades 1–8)

Julie Coiro, Associate Professor, Reading, University of Rhode Island, RI

Designing interest-driven digital learning opportunities in an age of accountability can be challenging. A Personal Digital Inquiry (PDI) Framework helps plan for students to actively inquire, collaborate, participate, and reflect while staying actively engaged and motivated in their learning community. View examples of what PDI teaching and learning can look like in Grades 1–8 and discuss how to make purposeful choices about levels of support and digital tool use as part of project-based student inquiry. Then, talk with others about how to begin building a culture of inquiry in your classroom.

LCB-2 FEATURED SESSION Let’s Get Practical: How to Plan for Guided Reading Lessons with Efficiency (Grades K–8) Irene Fountas, Author/Director, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA

“ I loved this conference! From learning ways to enhance my work with coaching teachers to thinking more deeply about reading behaviors of students, this conference gave me a plethora of new ideas and extended my thinking far beyond my expectations.

I left the sessions revitalized, refreshed, and empowered to make positive steps forward in my teaching, coaching, and professional development. Thank you!”

— Renee Murphy Literacy Coach Haverhill Public Schools

Gay Su Pinnell, Author/Professor Emerita, The Ohio State University, OH

Guided reading is a highly effective instructional approach for all students. You can form small groups and guide the learning of each student to build independent competencies. If planning for several groups a day is overwhelming, you will learn how to take small steps to increase your facility, and you will learn how to get more efficient with your time spent planning.

LCB-3 FEATURED SESSION Building Deeper Readers and Writers (Grades 3–8) Kelly Gallagher, Author, CA

This session will focus on the key components essential to building young readers and writers: volume, modeling, choice, and conferring. Kelly will share numerous strategies proven to elevate student reading and writing.

LCB-4 FEATURED SESSION Teaching 7 Essential Nonfiction Craft Tools Through Mentor Texts (Grades 2–6) Georgia Heard, Author/Independent Consultant, FL

This session will breathe life into your teaching of nonfiction as Georgia shares 7 essential craft tools that all nonfiction writers need to know to write engaging nonfiction. Each of the 7 craft tools is supported by examples of quality mentor texts.

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

MONDAY

Sessions A–D

LCB-5 FEATURED SESSION Choice Reading: Tools for Building Content Knowledge (Grades K–2) Susan Kempton, Teacher/Author/Consultant, Wonder, Discover, Feel Educational Consulting, CO

Children are naturally drawn to books that captivate them: sharks, dinosaurs, insects…anything in the natural world is a topic for fascination in the young child. Discover how 20 minutes of the day can deepen content knowledge, develop language, and strengthen reading comprehension. In this interactive session, you will experience how to enter into inquiry with children, open windows into their thinking and passion, inform next steps in instruction for concept and language development, and the various dynamic tools (e.g. movement, dramatization, song, video) used for building language and concepts for retention and understanding.

LCB-6 FEATURED SESSION Writing About Research (Grades 5–8) Penny Kittle, English Teacher, Conway School District, NH

Help students learn to write next to complex charts, tables, and graphs in order to advance their arguments or develop their ideas in extended research. We will explore ways to use current events to engage students in increasingly complex writing and revising, helping them summarize positions and counter or extend them by adding their voice to the conversation. We can purposefully teach students to write into an academic conversation of many voices with increased confidence.

We will consider the balance of student conferences and other formative measures, final writing products, and student portfolios in increasing our understanding of the needs of our students.

LCB-7 FEATURED

SESSION Windows, Mirrors, and an Extra Adjective (Grades K–8)

Grace Lin, Author/Illustrator, MA

When we talk about diverse books, we often talk about “windows and mirrors.” But what does that mean? And why is it important? In this extended presentation of Grace’s TEDx talk, she shares childhood anecdotes and her path to publication, including how she learned to embrace the “multicultural” adjective.

LCB-8 FEATURED

SESSION Writing About Reading (Grades 4–8)

Kate Roberts, Consultant, Author/Speaker, NY

Writing about our reading is essential to our literacy work if we hope to see student growth, increase independence, and teach responsively. In this session, Kate will reflect upon current practices of writing about texts and will offer a myriad of ways to help students get to the heart of why writing about reading matters. Participants will practice their own writing about reading skills and will walk away with many lessons to support the work.

LCB-9 FEATURED

SESSION Spark the Reading-Writing Connection (Grades K–2)

Maria Walther, Grade 1 Teacher, Gwendolyn Brooks Elementary School, Aurora, IL

Are you struggling to fit everything in your busy teaching day? Join Maria as she shares her latest classroom-tested ideas for streamlining literacy instruction and teaching with more depth. Learn how to integrate standards-focused big ideas during your reading and writing workshops.

You will leave this session with a wealth of picture book titles, lessons, and practical strategies to use in your primary-grade classroom.

LCB-10 FEATURED

SESSION Confer with Confidence (Grades K–2)

Kari Yates, Program Manager for Literacy/Author/Consultant, Moorhead Public Schools, ND

Conferring is the heart and soul of reader-centered instruction, but it can sometimes feel tricky. What to say? What to compliment? What to teach?

What to record? It can be overwhelming when we believe we have to get everything “just right” to get going. What if, instead, we simply began by daring to confer imperfectly? Come and explore the thinking shifts and teacher moves that will help you confer with greater confidence and joy starting immediately.

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

MONDAY

Sessions A–D

Session B (continued) MONDAY, OCTOBER 23, 2017 10:30 AM–12:00 PM LCB-11 CONCURRENT

SESSION The Fairness Timeline: Teaching Social Justice & Civil Rights Through Literature (Grades K–6)

LCB-14 CONCURRENT SESSION The Power, Promise, and Purpose of the Reading Conference (Grades 3–6)

Amanda L. Bock, Library Teacher, Newton Public Schools, MA

Jennifer Scoggin, Director, LitLife, Inc., CT

Elizabeth Ross, Grade 2 Teacher, Newton Public Schools, MA

Hannah Schneewind, Consultant, LitLife, Inc., CT

The Fairness Timeline consists of historical events that led to greater equality for all. Included are achievements by Phillis Wheatley (1775), Amelia Bloomer (1851), Abraham Lincoln (1863), Jane Addams (1889), Jackie Robinson (1947), Richard & Mildred Loving (1968), Barack Obama (2009), and more. Events are explained using nonfiction picture books, with additional titles for further exploration. You will hear how teachers have used the Timeline in classrooms and explore the included books.

This session will encourage you to reconsider the all-important work of conferring, emphasizing the critical need to engage students more fully in their reading lives. The presenters will weave together current research on student motivation, student engagement, best instructional practice, and effective feedback, as well as present a new framework for conferring, the Cycle of Conferring Intentions (CCI). You will analyze conference transcripts, reflect on their own practice, and leave with a toolkit of resources.

LCB-12 CONCURRENT

LCB-15 CONCURRENT SESSION The Power of Names (Grades PreK–K)

SESSION How Literacy Coaches Can Support Beginning Teachers (Grades PreK–8)

Jodi Clark, K–8 Literacy Coach/Induction Specialist, Portsmouth School Department, RI

Literacy Coaches are faced with the challenge of providing support to beginning teachers in the field who have unique experiences and insights.

The dissertation research shared in this session came from interviews with beginning teachers involved in the Rhode Island Induction Program. Nine beginning teachers tell the lived experience of their first year(s) teaching, working with an Induction Coach. You will have a variety of case studies to choose from for a brief study into how a Literacy Coach can provide support.

The purpose of this session is to better understand the needs of beginning teachers through stories.

LCB-13 CONCURRENT

SESSION First Comes Order, Then Comes Learning (Grades 5–8) Brenda Prestage, Educational Consultant, TX

Literacy can only happen when students have the structure of a wellmanaged classroom. This session will present strategies that can immediately be implemented in any classroom to make learning more efficient for every student, help teachers optimize their instructional time by controlling off-task and distracting behavior, teach students exactly what behavior expectations are, and help teachers maintain composure when students push their buttons. Learning will occur when order is created and maintained by a well-prepared educator.

Cindy Downend, Assistant Director, Primary Literacy Collaborative, Lesley University, MA

There is nothing more important or familiar to young children than their own names. Incorporating names into word study makes the process active, personal, and fun from the start. In this session you will explore the multitude of ways that teachers can harness the power of names in order to use them as a resource for teaching children about how letters and words work. PreK and kindergarten teachers will leave the session with ideas for how to make early learning more effective and more meaningful by incorporating children’s names into shared reading, interactive writing, and independent literacy work.

LCB-16 CONCURRENT SESSION How We Created an RTI Structure for Social-Emotional Needs (Grades K–2) Marc J. Smith, Principal, Sandwich Public Schools, MA

As a newly formed PreK–2 school of 650 students, we quickly realized that we needed a more proactive approach to supporting students in their social and emotional learning and growth. Successful literacy and numeracy development requires that students also grow socially and emotionally.

Let us share with you the steps we took as school leaders to provide a multi-tiered system of support for social-emotional growth, the lessons we developed, and our plans for the future.

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

MONDAY

Sessions A–D

LCB-17 CONCURRENT

SESSION Animated Learning with Stop Motion (Grades PreK–8) Lindsay Tosches, 5th Grade STEAM Teacher and Makerspace Coordinator, Somerville Public Schools/Lesley University, MA Sue Cusack, Assistant Professor/Director of Makerspace, Lesley University, MA Jacy Edelman, Project Coordinator, Makerspace, Lesley University, MA Matthew Burch, 5th Grade STEAM Teacher and Makerspace Coordinator, Somerville Public Schools/Lesley University, MA

Stop motion animation is an exciting way to amplify engagement and help your students bring their literacy skills to life. Whether as a vehicle for narrative, informational or persuasive writing, stop motion offers students a unique and highly interactive modality for writing and communication. Join us in this hands-on session as we guide you through the steps to engage your learners using basic art supplies and an iPad or Android tablet.

LCB-18 CONCURRENT

SESSION Visual and Verbal Literacy with The Whole Book Approach (Grades K–2)

Courtney Waring, Director of Education, The Eric Carle Museum of Picture Book Art, MA

Discover the difference between reading with children and reading to children. This session introduces you to The Whole Book Approach, a storytime approach designed to give educators the tools to evaluate picture books as an art form and to encourage the critical engagement of students during picture book reading experiences. You will learn more about the beginnings of The Whole Book Approach, then break up into smaller groups to explore the various elements of picture book design.

READING RECOVERY

READING RECOVERY RRB-2 FEATURED

SESSION Powerful Language Interactions in Reading Recovery Lessons: Developing Strong Literacy Processing Systems

Eva Konstantellou, Reading Recovery Trainer, Lesley University, MA

Clay advises that “conversations in the lesson should be warm and friendly but when the child must attend to something, or must pull several things together, the prompt should be clear and crisp” (Literacy Lessons Designed for Individuals, 2016, p. 38). In this session, we will examine select examples from Reading Recovery lessons (using transcripts and video clips) that illustrate how both kinds of language interactions—warm and friendly conversations and the crisp and precise language of prompts—support children’s attempts at extending their control over language and their ability to construct and derive meaning from texts.

Required Text: Literacy Lessons Designed for Individuals, Second Edition (2016, Heinemann).

READING RECOVERY RRB-3 FEATURED

SESSION Visual Processing in Phrased Reading

James R. Schnug, Reading Recovery Trainer, The Ohio State University, OH

Teaching a child to phrase only through his ears doesn’t value his eyes.

This session will challenge your conception of phrasing while practicing procedures that promote accelerative visual processing.

Required Text: Literacy Lessons Designed for Individuals, Second Edition (2016, Heinemann).

RRB-1 FEATURED SESSION Teaching for Strategic Activity, from Roaming Around the Known to Discontinuing Julia Douetil, Retired Director, Reading Recovery, International Literacy Centre, University College London

What do we need to understand about strategic activity to enable struggling readers to develop a wide range of mental processing activities that they can apply flexibly as they meet new challenges? This session will explore changes in strategic activity as the challenges of text reading and text writing develop and the implications for teaching.

Required Text: Literacy Lessons Designed for Individuals, Second Edition (2016, Heinemann).

“ This conference is always well organized and extremely upbeat and informative.”

— Sarah Kossick Reading Recovery Teacher Winnisquam Regional School District

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 District Leadership, School Leadership, Classroom Teachers, and Interventionists at Lesley, in your district, or online 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.

P 617.349.8424

F 617.349.8490

#CRRLC @LesleyCenterRRLC @Lesleyctrrrlc

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

@Lesleyctrrrlc lesleyuniversitycrrlc.wordpress.com

educators on the Lesley campus in Cambridge, Massachusetts, online, or our faculty can come to your school district to deliver professional development for groups of teachers and administrators.

lesley.edu/crr

MONDAY

Sessions A–D

Session C MONDAY, OCTOBER 23, 2017 1:30 PM–3:00 PM OR 1:30 PM–4:45 PM SELECT ONE OF THESE OPTIONS FOR SESSION C: 1) 9 0-minute C session (1:30 pm–3:00 pm), then attend a D session (3:30 pm–5:00 pm)

SESSION Heart Maps: Helping Students Create and Craft Authentic Writing (Grades K–6)

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

Georgia Heard, Author/Independent Consultant, FL

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 Writing Right from the Start: Starting a Workshop on Day One (Grades K–2) Lisa Cleaveland, Kindergarten Teacher/Author, Jonathan Valley Elementary, NC

Since there are no developmental prerequisites for book-making, writing workshop can begin on the first day of school. Using both video and photographs showing the first day of writing workshop in a kindergarten classroom, this session will highlight the key instructional decisions one teacher made in launching her students into the work of writing workshop on the first day of school.

LCC-2 FEATURED

SESSION You Can’t Read Charlotte’s Web if You’ve Never Seen a Farm: Bringing Children Out into the World and Bringing the World Back into the Classroom (Grades PreK–2) Renee Dinnerstein, Early Childhood Literacy Consultant, NY

Children involved in meaningful inquiry projects widen the scope of what they can hold onto when they are entering the literary world. The more true experiences they have, the greater their field of knowledge. During this session, you will have the opportunity to do some preliminary planning for a project that would be relevant to your students.

LCC-4 FEATURED

If we want students to write well, we must provide opportunities to explore their passions and find significance in their writing. In this session, Georgia will introduce her unique heart map method, which will open your students’ hearts, help them discover their stories, and bring their passions to the page.

LCC-5 FEATURED

SESSION Writing About Research (Grades 5–8) (Repeat)

Penny Kittle, Teacher, Conway School District, NH

Help students learn to write next to complex charts, tables, and graphs in order to advance their arguments or develop their ideas in extended research. We will explore ways to use current events to engage students in increasingly complex writing and revising, helping them summarize positions and counter or extend them by adding their voice to the conversation. We can purposefully teach students to write into an academic conversation of many voices with increased confidence. We will consider the balance of student conferences and other formative measures, final writing products, and student portfolios in increasing our understanding of the needs of our students.

LCC-6 FEATURED

SESSION Putting a Book to Work (Grades K–8)

Grace Lin, Author/Illustrator, MA

We often hear that “diverse” books just don’t get taken out, that kids don’t gravitate toward them. If we take this as true, how do we change that? Grace shows ways you can encourage kids to pick up a book that might not be an obvious mirror and open the door for reading diversely.

LCC-3 FEATURED

SESSION Building Deeper Readers and Writers (Grades 3–8) (Repeat)

LCC-7 FEATURED SESSION Falling in Love with Close Reading (Grades 3–8)

Kelly Gallagher, Author, CA

Kate Roberts, Consultant, Author/Speaker, NY

This workshop will focus on the key components essential to building young readers and writers: volume, modeling, choice, and conferring. Kelly will share numerous strategies proven to elevate student reading and writing.

Close reading is a hot topic these days, sometimes pitched as an answer to our literacy woes. And yet as we continue to fold this practice into our work, it’s important to reflect on how we are helping students to become more powerful close readers independent of any teacher, test, or text-dependent questions. In this session, Kate will outline a structure and a few lessons that can help to spark engagement and increase proficiency when you ask students to close read a text.

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

MONDAY

Sessions A–D

Session C (continued) MONDAY, OCTOBER 23, 2017 1:30 PM–3:00 PM OR 1:30 PM–4:45 PM LCC-8 FEATURED SESSION Assess, Decide, and Guide: The Keys to Helping ALL Readers Succeed (Grades K–5)

LCC-10 CONCURRENT SESSION Mapping Your Instructional Destination with Data (Grades K–2) Kevin Depin, Principal, Dennis Yarmouth Regional School District, MA

Maria Walther, Grade 1 Teacher, Gwendolyn Brooks Elementary School, Aurora, IL

Meredith Langelier, Literacy Coach, Dennis Yarmouth Regional School District, MA

To help students become thoughtful, independent readers, it’s essential to know students’ specific learning needs and surround them with targeted reading support. Join Maria as she shares a powerful instructional framework and practical tips for using data to make informed decisions and guide readers. Learn how to differentiate reading lessons to match students’ stages of reading development and meet the needs of individual readers by pinpointing a teaching focus, carefully matching readers with texts, strategically prompting, and providing ample time for comprehension conversations. You’ll leave with a wealth of easy-to-implement strategies to transform your reading instruction!

Sharon Howard, Consulting Teacher of Reading, Dennis Yarmouth Regional School District, MA

LCC-9 CONCURRENT SESSION Using Facilitative Talk to Deepen Teacher Engagement in Professional Learning (Grades K–8) Toni Czekanski, Asst. Dir. Grants, Contracts, and Special Projects, Lesley University, MA Helen Sisk, Intermediate and Middle School Literacy Collaborative Faculty, Lesley University, MA

How do you ensure that educators get the most out of professional learning experiences? Whether it is one-to-one conversations, small group discussions, or whole group reflection, we want professional learning to pack a punch. The structure of learning opportunities and the way teachers are engaged extends thinking and builds agency and ownership. In this workshop, you will learn what makes professional development effective, how to notice and reflect upon the group’s engagement, and ways to deepen their thinking. This facilitation develops a culture of inquiry and learning and models a reflective process that teachers can use on their own.

“ It was my first time attending the conference and I thoroughly enjoyed my time at it and I learned so much!”

— Charlene Carey Reading Recovery Teacher-in-Training Dennis-Yarmouth School District

Together, we work diligently collecting data, inputting data, and organizing it in a way to help teachers and interventionists determine what level of instruction is best for each child in our school. The data guides our level of intervention for each student and helps to determine which method of intervention can be most beneficial for students. We revisit the methods of intervention every 8 weeks (based on data) and help teachers decide whether to continue the current method of intervention or to change or try a new approach. In this session, we will share the timeline that we have been using to collect data, the documents that we use to collect input from teachers, and the guidelines we use to determine how best to support each individual student.

LCC-11 CONCURRENT

SESSION New Principals: Best Practices in Culturally Proficient Literacy Coaching (Grades PreK–8)

Maryann Hasso, High School Teacher, Victor Valley Union High School District, CA

In an effort to address the various needs of a culturally diverse educational setting, principals will learn instructional strategies that support teachers.

These include how to deliver bilingual instruction, reading lessons, instructional time for choosing literature, professional development, writing pedagogy, utilizing various visuals, and culturally responsive instruction that builds on the ethnic foundation of all learners. The results of this presentation will benefit principals in supporting teachers to focus on their culturally diverse student bodies.

LCC-12 CONCURRENT SESSION Leading with Meaning: Planning Book Introductions That Support Thinking (Grades K–2) Chrisie Moritz, Literacy Collaborative Coach, Fairfax County Public Schools, VA

When we lead with meaning in guided reading book introductions, we set students up to actively construct and expand understandings before, during, and after their reading. Planning effective introductions requires being responsive to students’ interests, strengths, and needs in relation to the supports and challenges texts provide. In this interactive session, you will explore habits of mind for analyzing texts and planning for meaning-driven introductions and discussions with students.

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

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MONDAY

Sessions A–D

Session C (continued) MONDAY, OCTOBER 23, 2017 1:30 PM–3:00 PM OR 1:30 PM–4:45 PM LCC-13 CONCURRENT

SESSION Big Ideas in Small Groups (Grades 3–6)

READING RECOVERY RRC-1 FEATURED

SESSION Teaching for Strategic Activity, from Roaming Around the Known to Discontinuing (Repeat)

Michael Rafferty, Instructor, Southern Connecticut State University, CT

Don’t get stuck in your own small group. Teachers in Grades 3–6 will learn how to build lessons that are about big ideas, lessons that release teachers to juggle small groups, conferring, and partnerships. Attendees will learn the power of setting and designing more powerful small groups.

LCC-14 CONCURRENT

SESSION Building Teacher Expertise Through Data Analysis (Grades PreK–8)

Alesa Smith, Primary Literacy Coach, Dalton Public Schools, GA Jason Brock, Principal, Dalton Public Schools, GA Lauren Belonzi, Intermediate Literacy Coach, Dalton Public Schools, GA

This session is designed for literacy coaches and school administrators who want to learn about a school-wide data protocol. You will hear the story of one school’s journey to build community and teacher expertise through a focus on student achievement. Protocols, artifacts, and data will be shared.

Julia Douetil, Retired Director, International Literacy Centre, University College London

What do we need to understand about strategic activity to enable struggling readers to develop a wide range of mental processing activities that they can apply flexibly as they meet new challenges? This session will explore changes in strategic activity as the challenge of text reading and text writing develop and the implications for teaching.

Required Text: Literacy Lessons Designed for Individuals, Second Edition (2016, Heinemann).

READING RECOVERY RRC-2 FEATURED SESSION Reading Recovery and Expectations for Classroom Writing in First Grade

LCC-15 CONCURRENT

SESSION The Nonfiction Triumvirate: Categories, Structure, and Style (Grades 3–6)

Adria Klein, Reading Recovery Trainer, Saint Mary’s College of

Melissa Stewart, Children’s Book Author, MA

California, CA

Today’s nonfiction is more creative than ever before. Discover how understanding and experimenting with nonfiction categories, writing styles, and text structures can help authors of all ages make their writing more engaging. There will be a handout with mentor texts.

The new standards set the expectation for students to write using evidence from literary and informational texts. In this session, you will explore links between writing in Reading Recovery and the first grade classroom.

LCC-16 CONCURRENT

SESSION Empower Early Childhood and English Learner Students Through Oral Language; Speaking and Listening (Grades K–2)

READING RECOVERY RRC-3 FEATURED SESSION Visual Processing in Phrased Reading (Repeat)

Vincent Ventura, Director, LitLife Latin America, TX

Before reading, before writing: there was oral language. Do you believe that oral language is the foundation of literacy and supports reading and writing? If so, join us! Explore best practices of developing oral language skills in early childhood and English learner classrooms. Develop a deeper understanding on the shift of using precise and targeted teacher talk with explicit and extended student talk. Discover a repertoire of practical oral language strategies and understand its connection to reading, writing, and vocabulary acquisition. Be sure to bring your mobile device!

James R. Schnug, Reading Recovery Trainer, The Ohio State University, OH

Teaching a child to phrase only through his ears doesn’t value his eyes.

This session will challenge one’s conception of phrasing while practicing procedures that promote accelerative visual processing.

Required Text: Literacy Lessons Designed for Individuals, Second Edition (Heinemann).

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

MONDAY

Sessions A–D

Session C In-Depth

Session D

MONDAY, OCTOBER 23, 2017 1:30 PM–4:45 PM (WITH A 15-MINUTE BREAK)

MONDAY, OCTOBER 23, 2017 3:30 PM–5:00 PM

LCC-17 In-Depth FEATURED

SESSION Using the Online Inquiry Tool to Scaffold Argumentation, Deliberation, and Close Reading (Grades 5–8)

LCD-1 FEATURED SESSION Wait, Did You Say Editing Can Be FUN?!

(Grades 3–6) Paula Bourque, Literacy Coach/Author, Augusta Schools/

Julie Coiro, Associate Professor, Reading, University of Rhode Island, RI

Stenhouse, ME

In this hands-on workshop, you will explore a newly developed digital tool designed to support students’ ability to locate, evaluate, and integrate information as they explore multiple sources on the Internet and build consensus on appropriate solutions to issues having more than one point of view. Time will be set aside to use this free online tool, consider examples of how to pair the tool with instructional practices that support students in upper elementary and middle school, and discuss how it might be used to promote writing and reading practices aligned with the Common Core State Standards.

Participants will learn techniques for engaging writers to edit their work at multiple points in the writing process and not just at “The End.” The goal is for students to become “Close Writers” and read their work for a variety of purposes and with a variety of lenses. Paula will share video and samples from classrooms where students engage in close writing/editing strategies.

Paula will also share why editing is often hard for our students and how we can overcome some of those challenges together.

Required Materials: Please bring a laptop to access the online tool during the session.

LCD-2 FEATURED

SESSION Writing Right from the Start: Starting a Workshop on Day One (Grades K–2) (Repeat)

Lisa Cleaveland, Kindergarten Teacher/Author, Jonathan Valley Elementary, NC

Since there are no developmental prerequisites for book-making, writing workshop can begin on the first day of school. Using both video and photographs showing the first day of writing workshop in a kindergarten classroom, this session will highlight the key instructional decisions one teacher made in launching her students into the work of writing workshop on the first day of school.

“ The presenters this year knocked my socks off ! I have been a Reading Recovery teacher for 14 years, but I came away with my head full of new thinking. This is the mark of a good conference.”

— Diana Cookson Reading Recovery Teacher Regional School Unit #87

LCD-3 FEATURED

SESSION Cultivating Classrooms of Truly Independent Readers (Grades K–8)

Gravity Goldberg, Author/Consultant, NY

Assigning independent reading and helping students become independent readers are not the same thing. In this session, we clarify what gets in the way of true student independence and what you can do to help students develop autonomy, ownership, and confidence as readers. Gravity will explain the four roles we can take on as reading teachers—Miner, Mirror, Model, and Mentor. These roles shift students from being compliant readers to readers who are highly engaged and self-directed. You will learn concrete moves that motivate student readers of all ages, while instilling a growth mindset and belief that their hard work does pay off. You will leave this session with knowledge of the mindsets and moves that cultivate highly independent readers.

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

MONDAY

Sessions A–D

Session D (continued) MONDAY, OCTOBER 23, 2017 3:30 PM–5:00 PM LCD-4 FEATURED SESSION Understanding Writing Conferences (Grades K–2) Martha Horn, Elementary Education Professor, Rhode Island College, RI

This session will look at what makes conferring challenging. Why do some conferences seem effective and others, not? Specifically, you will examine the instructional moves of thinking on your feet, drawing the story out, connecting with writers to help them move forward, and considering our language—what helps and what might hinder.

LCD-5 FEATURED SESSION Song, Movement, Dramatization: Alternative Contexts for Teaching Literacy (Grades PreK–2)

LCD-7 FEATURED SESSION Spark the Reading-Writing Connection (Grades K–2) (Repeat) Maria Walther, Grade 1 Teacher, Gwendolyn Brooks Elementary School, Aurora, IL

Are you struggling to fit everything in your busy teaching day? Join Maria as she shares her latest classroom-tested ideas for streamlining literacy instruction and teaching with more depth. Learn how to integrate standards-focused big ideas during your reading and writing workshops.

You will leave this session with a wealth of picture book titles, lessons, and practical strategies to use in your primary-grade classroom.

LCD-8 CONCURRENT

SESSION Powering Student Learning Through Teacher Conversations (Grades K–3)

Susan Kempton, Teacher/Author/Consultant, Wonder, Discover, Feel Educational Consulting, CO

Debra Lewis Hogate, Trainer, Maine Partnership in Comprehensive Literacy, University of Maine, ME

Young children are captivated by song, movement, and dramatization. Learn how to capitalize on these powerful contexts to harness beginning minds, teach/reinforce concepts of literacy such as phonological awareness and print fluency, and develop language in a fun, developmentally appropriate way. In this interactive session, expect to dance, sing, move, dramatize, and learn like the little learners you teach.

In this presentation, participants will explore the power of teacher language in helping students confirm or reconsider the strategic processing decisions they make during reading and writing of continuous text. Emphasis will include the role of coaching conversations that facilitate strong teacher decision making that promotes optimal student literacy learning outcomes.

LCD-6 FEATURED

SESSION DIY Literacy: Creating and Using Teaching Tools to Help Students (Happily) Hold On to Teaching and Work to Their Fullest (Grades 3–8)

Kate Roberts, Consultant/Author/Speaker, NY

Chances are, you are working harder than ever before. Your units are chockfull of powerful lessons that push kids to higher and higher standards of learning. Often our students encounter all of this teaching without always knowing how to hold on to and use it over time. In this session, Kate will introduce a few powerful tools to help students recall and use what has been taught, push themselves to work harder and more effectively, and find themselves within a packed curriculum. Of course, tools are only as good as the level to which they are used, so Kate will also demonstrate some impactful ways to introduce and use these tools in our everyday work. You should expect to walk away with a variety of tools to help solve some of the most pernicious problems we face when helping students learn.

LCD-9 CONCURRENT SESSION Implementing Literacy Collaborative, Fostering Partnerships, and 21st Century Demands: Collaboration That Works! (Grades K–2) Shannon Carlson, Literacy Coach/Reading Specialist, Dennis-Yarmouth Regional School District, MA Kim Keith, Library Media Specialist, Dennis-Yarmouth Regional School District, MA Adrian Bogle, Grade 2 Classroom Teacher, Dennis-Yarmouth Regional School District, MA Carole Depin, Reading Recovery & Consulting Teacher of Reading, DennisYarmouth Regional School District, MA

As a Literacy Collaborative school, Marguerite E. Small Elementary is focused on collaborative efforts to empower our students and engage them in their learning in and out of our classrooms. By utilizing technology, literacy instruction is being reimagined to best support the rapidly changing needs of students.

In this 90-minute session, we will introduce ways that the Literacy Leadership Team, educators, and school community members have collaborated to extend our school and community partnerships and continue to teach authentic and meaningful literacy experiences. Specific examples from units of study shared in first and second grade classrooms, literacy backpacks, collaborative lessons in library and technology lab, Read Across America week, volunteers, and Author’s Tea will all be presented during the session. You will explore strategies for collaboration in your own schools and deepen understandings of integrating technology for classroom and school-based literacy instruction.

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

MONDAY

Sessions A–D

LCD-10 CONCURRENT SESSION Responsible Use of Data: A Principal’s Perspective (Grades K–5)

LCD-13 CONCURRENT SESSION Picture This!: Nurturing Curiosity and Wonder Through Visual Literacy (Grades PreK–8)

Katie Charner-Laird, Principal, Cambridge Public Schools, MA

Kathleen Provost, Literacy Coach, Hudson Public Schools, MA

As administrators, we have to analyze the systems-level growth in achievement data. It is our duty to ensure that all children and all subgroups are making progress, and we have a way to notice warning signs early enough to make a difference. Assessment data is a key part of doing this work. However, we must understand what the data is able to tell us, as well as the limitations of the data. In this session, you will hear about one school leader’s journey with data-driven decision making, spend some time digging deeply into one assessment tool (the Fountas & Pinnell Benchmark Assessment System), and finally make a plan to further your own learning about the specific assessments in your own school.

Heather Fisher, Literacy Coach, Hudson Public Schools, MA

LCD-11 CONCURRENT

SESSION The Power of the Pre-Conference: Using Coaching Conversations Before the Teaching to Deepen Teacher Expertise (Grades K–6)

Cindy Downend, Assistant Director, Primary Literacy Collaborative, Lesley University, MA

Oftentimes coaches use pre-observation conversations with teachers to fact-find, only learning what the teacher is planning to do and a focus for the observation. Learn how to maximize teacher reflection during a preobservation conference. You will look at how to use coaching conversations before observing a lesson to deepen teacher’s effective use of lesson planning and design clear, concise language for instruction.

Required Text: The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching, PreK–8 (any edition, Heinemann).

LCD-12 CONCURRENT

SESSION Creating Interest and Motivation in Secondary Readers (Grades 5–8) Michelle Parker, ELA Teacher & Dept. Head/Doctoral Student, Huffman ISD/ University of Houston, TX

By supplying a wide variety of texts across many genres and by providing an expansive range of subject matter, we can create interest and motivate students to read. Activities presented will include book selfies, book talks, student-created book trailers, writing activities, and read aloud suggestions.

Where do we begin to ignite a love of literacy in all students? With visual and media images of all kinds! In this era of test prep and highstakes accountability, we invite you to join us as we share our success in developing strategic, curious, and passionate readers and writers who have become critical thinkers and observers of the world around them through visual literacy.

LCD-14 CONCURRENT SESSION Finding the Story in Your Data (Grades K–6) Heather Rodman, Primary Literacy Collaborative Trainer, Lesley University, MA Wendy Vaulton, Senior Researcher, Lesley University, MA

What does it take for educators to look at an abundance of data and turn it into useful information? Educators will experience a process that will enable them to step back to uncover the story their data may be telling.

In this session, you will practice noticing patterns and trends in data, while avoiding common pitfalls such as jumping to conclusions, blaming, and rushing into quick fixes. The goal of this session is to help educators move beyond reflexive data reporting/response cycles and toward a more reflective process of inquiry and discovery.

LCD-15 CONCURRENT SESSION Prioritizing Readers and Emotions: Affective Reading Assessments in the Intermediate Classroom (Grades 5–8) Justin M. Stygles, Grade 5 Teacher/Author, Maine School Administrative District #17, ME

The classroom is a pressure cooker for data. Repeated and high-stakes assessments have become centerpieces that satiate an external desire for data. Consequential validity is disregarded, which represses the affect of the reader. Assessment is informative, but limited, when the reader’s attitude or ability to self-evaluate is marginalized. This session will offer an array of insights related to self-consciousness that will help teachers obtain and discern “what’s best for kids” from assessments.

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

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MONDAY

Sessions A–D

Session D (continued) MONDAY, OCTOBER 23, 2017 3:30 PM–5:00 PM LCD-16 CONCURRENT

SESSION Technology for ELLs: Multimodal Meaning-Making Apps (Grades PreK–8)

Amanda Wager, Assistant Professor TESOL, Bilingual Education Department, Lesley University, MA Valerie Harlow Shinas, Associate Professor & Division Director, Language and Literacy, Lesley University, MA

Focusing on technology with ELL students, this session guides participants through the use of free, multimodal content creation apps, such as Puppet Pals, Sock Puppets, and EduCreations. We will share how these tools create opportunities for children to compose performance-based products using English and home languages and further knowledge of how digital tools may increase language acquisition in meaningful ways.

Required Materials: Please bring your own mobile device and download the above free apps prior to the session.

LCD-17 CONCURRENT

SESSION The Power of Shared Writing in the Intermediate Grades (Grades 3–5)

Alison Zylstra, Literacy Instructional Coach, Bennington Rutland Supervisory Union, VT Kerry Crosby, Adjunct Faculty/Literacy Consultant, Lesley University/ Heinemann, MA

Shared writing is a valuable, yet underutilized tool in the upper elementary and middle school grades. Learn how to use shared writing to demonstrate how to write narrative, informational, and opinion pieces within the content areas. Through video and student writing samples, you will explore the power of shared writing to teach organization, idea development, language use, sentence structure, and voice for different genres and purposes.

Recommended Text: The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Planning, and Teaching, PreK–8 (any edition, Heinemann).

READING RECOVERY RRD-1 FEATURED

SESSION Acquiring Visual Working Systems for Literacy: Supporting Change Over Time

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

This session explores the acquisition of proficient visual processing strategies by beginning readers. The discussion includes review of both relevant theory and related instructional procedures with Reading Recovery children.

READING RECOVERY RRD-2 FEATURED SESSION Reading Recovery and Expectations for Classroom Writing in First Grade (Repeat) Adria Klein, Reading Recovery Trainer, Saint Mary’s College of California, CA

The new standards set the expectation for students to write using evidence from literary and informational texts. In this session, we will explore links between writing in Reading Recovery and the first grade classroom.

READING RECOVERY RRD-3 CONCURRENT SESSION Errors Are Our Friends! Learning to Self-Monitor in Reading and Writing Laurel Dickey, Reading Recovery Teacher Leader, Collaborative for Educational Services, MA

“ A wonderful space with so many professionals who shared current, relevant information! I left rejuvenated and excited.”

Knowing an error has been made is the first step to accurate reading and writing. During this session, you will explore how to best create opportunities and scaffolding to support children in learning how to selfmonitor in both reading and writing. Examples from student lessons will be used for analysis.

— Judy Myers Reading/Literacy Specialist Medfield Public Schools

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

TUESDAY

Sessions E–G

Session E TUESDAY, OCTOBER 24, 2017 8:30 AM–10:00 AM

KEYNOTE SESSION From Striving to Thriving Readers (Grades K–8) Stephanie Harvey, Stephanie Harvey Consulting, Denver, CO

We need an intervention on interventions in education.

Of late, we seem to have become addicted to interventions. Every time a child reads even slightly below benchmark, we call for yet another intervention. The research is clear—what most kids really need to get better at reading is to read extensively in text they can and want to read. Nothing correlates higher to reading achievement than reading volume. So we need to curate our classroom libraries to ensure that all kids have access to books they can and want to read. We need to book match relentlessly and build in plenty of time for kids to just plain read. The best intervention is a good book. This interactive keynote will share research about the need for extensive amounts of time for kids to read and interact with text they can and want to read. It will share practices and strategies for book matching and assuring equitable access to multiple texts in classroom libraries. Participants will have time to create their own textual lineage, a compendium of texts that have made a difference in their lives, to share with their kids so they can create their own. Student work samples will be shared, and you will be encouraged to interact with each other throughout the keynote.

“ This conference was hands-down the best literacy conference I have attended.

Each session was meaningful and engaging and provided opportunities for continued professional learning. I’m hopeful this will become an annual trip!”

READING RECOVERY RRE-1 FEATURED SESSION Acquiring Visual Working Systems for Literacy: Supporting Change Over Time (Repeat) Mary Anne Doyle, Reading Recovery Trainer, University of Connecticut, CT

This session explores the acquisition of proficient visual processing strategies by beginning readers. The discussion includes review of both relevant theory and related instructional procedures with Reading Recovery children.

READING RECOVERY RRE-2 FEATURED

SESSION Maximizing Opportunity for Flexible Word Solving in Writing: Each Change in the Child’s Control Calls for an Adjustment in What the Teacher Does

Lori Taylor, Reading Recovery Trainer, University of Maine, ME

We know from Literacy Lessons Designed for Individuals that Reading Recovery teachers must continually lift the performance level of the child, taking his peak performance level into more facets of word and sentence construction during the writing task. Explore ways to teach and call for strategic activity in solving words in writing while considering the strengths and learning history of each child.

Required Text: Literacy Lessons Designed for Individuals, Second Edition (2016, Heinemann).

Participants are also asked to bring the lesson records, including a writing book, for one student.

— Kristen Forth Literacy Coach Rockwood School District

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

TUESDAY

Sessions E–G Session F TUESDAY, OCTOBER 24, 2017 10:30 AM–12:00 PM OR 10:30 AM–1:45 PM

READING RECOVERY

SELECT ONE OF THESE OPTIONS FOR SESSION F: 1) R eading Recovery Keynote F or 90-minute F session (10:30 am–12:00 pm), then choose a G session (1:30 pm–3:00 pm)

RRE-3 CONCURRENT

SESSION Pondering Prompting

2) In-Depth F session (10:30 am–1:45 pm)

Anne Jordan, Reading Recovery Teacher Leader, Ridge View Community School, ME

For students who have a slower processing speed or show characteristics of difficulty in their literacy learning, can rethinking the scale of help and teacher prompting promote better success? This session will examine the language of prompting to promote systematic learning when it appears a student is or might be recommended for further action. Current topics in brain research and the presenter’s training and use of the UALR Dyslexia Intervention Model will be incorporated into the session discussion.

READING RECOVERY

Please note: If you attend the In-Depth F session, you will not attend a G session at 1:30 pm.

READING RECOVERY KEYNOTE SESSION Learning to Take Risks and Taking Risks to Learn Julia Douetil, Retired Director, International Literacy Centre, University College London

RRE-4 CONCURRENT SESSION Profile of a Successful Writer in Reading Recovery Elizabeth Mayhew, Reading Recovery Teacher Leader, Cambridge Public Schools, MA

“Writing can contribute to building of almost every kind of inner control of literacy that is needed by the successful reader” (Marie Clay). This session will explore the “common ground” that reading and writing share in early literacy acquisition through a case study. The presenter will share examples of “Leo’s” writing as the messages develop in complexity. The presenter will share the analysis of instructional decisions that enabled “Leo” to develop and extend his strategic processing as a writer and the reciprocal gains to his reading. This session will draw from the following Marie Clay sources: Change Over Time in Children’s Literacy Development; By Different Paths to Common Outcomes; and Literacy Lessons Designed for Individuals (2016 edition).

Recommended Materials: Writing samples from your students.

We talk of helping children in Reading Recovery to become risk takers, but why and how? What risks must we be prepared to take as teachers if we are to achieve the challenge that Marie Clay set for every child who needs us, and are we ready to step up to the mark? This session explores the interplay of risk, resilience, and self-efficacy in learning, from the perspectives of the learner and the teacher.

“ The conference offers so many engaging sessions it was hard to choose. I felt every session I went to helped me add another strategy to my teaching tool box that I then could take back and use to benefit my students.”

— Robin McMillan Grades K–2 Classroom Teacher Valley Central School District

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

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TUESDAY

Sessions E–G

Session F (continued) TUESDAY, OCTOBER 24, 2017 10:30 AM–12:00 PM OR 10:30 AM–1:45 PM LCF-1 FEATURED

SESSION “Who Says There’s No Time to Write?”

(Grades 3–6)

LCF-4 FEATURED SESSION Heart Maps: Helping Students Create and Craft Authentic Writing (Grades K–6) (Repeat)

Paula Bourque, Literacy Coach/Author, Stenhouse/Augusta Schools, ME

Georgia Heard, Author/Independent Consultant, FL

In this session, you will explore being a teacher of writing who is a writing teacher! As Don Graves so eloquently stated, “You can’t ask someone to sing a duet with you until you know the tune yourself.” We will talk about the importance of “singing along” with our student writers and practice setting “tiny goals” to help teachers be writers.

If we want students to write well, we must provide opportunities to explore their passions and find significance in their writing. In this session, Georgia Heard will introduce her unique heart map method,which will open your students’ hearts, help them discover their stories, and bring their passions to the page.

LCF-2 FEATURED SESSION The Interfacing of Literacy and Play: Choice Time Reflection Journals (Grades K–2)

LCF-5 FEATURED SESSION Looking at Student Writing to Inform Next Teaching (Grades K–2) Martha Horn, Elementary Education Professor, Rhode Island

Renee Dinnerstein, Early Childhood Literacy Consultant, NY

College, RI

Fanny Roman, Kindergarten Teacher, New York City Department of Education, NY

Looking at student work is the way we can figure out what our students know and need to learn. It is necessary in order to know what to teach next. In this session, you will look at student work together and develop a language for noticing, naming, and documenting what you see. You will then discuss ways of presenting new information to your students.

Teachers and administrators at a NYC public school embraced choice time. They observed their ELL population collaborating, creating, and exploring at their centers. Their challenge was to produce evidence of academic growth. The exciting answer to this conundrum was the introduction of Choice Time Reflection Journals.

In this session, Fanny Roman, a kindergarten teacher, and Renee Dinnerstein, her literacy consultant, will share the exciting story of these journals.

LCF-3 FEATURED SESSION Conditions for Fostering Curiosity in an Inquiry-Based Classroom (Grades K–8) Stephanie Harvey, Stephanie Harvey Consulting, Denver, CO

Passion and wonder are contagious. As teachers we keep the wise words of E.B. White in mind: “Always be on the lookout for the presence of wonder.”

Inquiry-based learning is not always about a project at the end. Inquiry-based learning is about living in a way that kids’ questions matter. Curiosity is at the core. We don’t need to teach kids to be curious. They pop out of the womb brimming with curiosity. But we do need to fan the curiosity flame so that kids have more questions as they move through school rather than less. After all, the more we learn, the more we wonder. This interactive session will share a body of research and a group of conditions that lead to a curious classroom. It will include strategies that promote questioning and exploration. It will offer thoughts on how to build in time for kids to experiment, question, investigate, and research answers to their queries. Kids’ work, teacher lessons, and classroom video clips will be shared.

LCF-6 FEATURED SESSION Let Students Be Your Guide: Using Student Writing and Conversations to Decide What to Teach Readers Next (Grades 3–8) Gravity Goldberg, Author/Consultant, Corwin Literacy, NY

It can feel like Pin the Tail on the Donkey when choosing what lessons to teach each day—hoping and wishing we are on target. Yes, there are so many books, resource guides, and websites to read, but that can be overwhelming and often misses the mark on what your students need. In this session, Gravity will show you an easy to implement process for making the most of what students write and discuss about their thinking. Students are telling us what they need next—we just need some help knowing what to look and listen for. You will leave this session with a daily protocol they can follow as well as a clear list of “look and listen fors” when conferring with student readers. You can feel confident that your teaching is on target and your conferring decisions are well worth their time.

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

TUESDAY

Sessions E–G

LCF-7 FEATURED SESSION Choice Reading: Tools for Building Content Knowledge (Grades K–2) (Repeat) Susan Kempton, Teacher/Author/Consultant, Wonder, Discover, Feel Educational Consulting, CO

Children are naturally drawn to books that captivate them: sharks, dinosaurs, insects…anything in the natural world is a topic for fascination in the young child. Discover how 20 twenty minutes of the day can deepen content knowledge, develop language, and strengthen reading comprehension. In this interactive session, you will experience how to enter into inquiry with children; open windows into their thinking and passion, inform next steps in instruction for concept and language development, and the various dynamic tools (e.g. movement, dramatization, song, video) used for building language and concepts for retention and understanding.

LCF-8 FEATURED

SESSION Windows, Mirrors, and an Extra Adjective (Grades K–8) (Repeat)

Grace Lin, Author/Illustrator, MA

When we talk about diverse books, we often talk about “windows and mirrors.” But what does that mean? And why is it important? In this extended presentation of Grace’s TEDx talk, Grace shares childhood anecdotes and her path to publication, including how she learned to embrace the “multicultural” adjective.

LCF-9 FEATURED

SESSION Embracing the Messiness of Choice (Grades K–2)

Kari Yates, Program Manager for Literacy/Author/Consultant, Moorhead Public Schools, ND

Choice is messy: so many readers, so many texts. It can feel a bit crazy and chaotic. Yet, nothing engages readers more than real and meaningful choice. In this session, we’ll consider simple but powerful practices that raise engagement, lower stress, and make independent reading a more purposeful and joyful time of day for all. This is messy work, but inside that messiness is a whole lot of opportunity. Let’s embrace it!

LCF-10 CONCURRENT

SESSION If We’re Not Mindful, It’s Not Education (Grades PreK–8)

Mary Anne Buckley, Multiage K/1 Teacher, Victor Central Schools, 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 daily. 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.

LCF-11 CONCURRENT

SESSION Social-Emotional Learning Through Authentic Literacy and Play in Early Education (Grades PreK–K)

Giordana Cote, PreK Teacher, Dennis-Yarmouth School District, MA Susannah Criser, Kindergarten Teacher, Dennis-Yarmouth School District, MA

The Collaborative for Academic, Social, and Emotional Learning (2013) has outlined five social and emotional developmental competencies necessary for proficient social development. These are highly recognized and cited in the literature in respect to SEL. These competencies include self-awareness, social awareness, self-management, relationship skills, and responsible decision making. The competencies have an overlapping nature, and the development of one relates to another. Early childhood classrooms should include social and emotional learning within the context of the academic and cognitive demands of the school day. A literacy-rich early education classroom can encompass multitudes of opportunities to embed social and emotional learning experiences while developing a young child’s love of reading, writing, and play.

LCF-12 CONCURRENT SESSION Setting the Scene for Green Screen (Grades PreK–8) Sue Cusack, Assistant Professor/Director of Makerspace, Lesley University, MA Megan Brady, 7th & 8th Grade Social Studies Teacher, Somerville Public Schools, MA Alison Bougas, 5th Grade ELA and Social Studies Teacher, Somerville Public Schools, MA Jacy Edelman, Project Coordinator, Makerspace, Lesley University, MA

You do not need a big studio with lights and expensive cameras to bring a Hollywood set into your classroom. With some green fabric and an iPad, your students can find themselves in the heart of the Amazon Rainforest, on the rings of Saturn, or wherever their imagination can take them. From storyboarding to setting the scene to editing, we will walk you through the steps to bring green screen to life in your classroom.

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

29

TUESDAY

Sessions E–G

Session F (continued) TUESDAY, OCTOBER 24, 2017 10:30 AM–12:00 PM OR 10:30 AM–1:45 PM LCF-13 CONCURRENT SESSION Unscripted: Making Coaching Decisions in the Moment (Grades PreK–8)

LCF-17 CONCURRENT

Jillian Fountain, Intermediate and Middle School Literacy Collaborative Faculty, Lesley University, MA

Larissa McAree, Grades 6–8 ELA Teacher, Windsor Southeast Supervisory Union, Hartland Elementary School, VT

When working with colleagues, coaches must make decisions in the moment. Responding to teachers flexibly and skillfully is essential to lift the level of understanding and promote agency. This session will develop coaches’ capacity to be deliberate and agile in their ongoing interactions with teachers.

Middle school students inherently want to discuss difficult or challenging subject matter, but many teachers find it difficult to know how to approach these topics and foster a classroom environment that is respectful, meaningful, and challenging to their students. By using a multi-media approach, you can learn how to engage your students with film, graphic novels, YouTube, and Socratic discussion methods. You will be able to bring back lesson plan ideas, as well as Socratic discussion materials.

LCF-14 CONCURRENT SESSION Shoulder to Shoulder: How to Implement Systematic Literacy Instruction (Grades K–8) Drew Goeldner, Principal, Rosemount—Apple Valley—Eagan School District (ISD 196), MN

Facilitating systematic literacy instruction is a complex process. Through the implementation at the primary, intermediate, and middle levels, Drew has developed key approaches that help support the process. You will gain an understanding of effective strategies to support implementation.

LCF-15 CONCURRENT SESSION How Talk and Writing Support the New Science Standards (Grades K–2) Martha Heller-Winokur, Literacy Consultant/Educator/Author, Needham Public Schools, MA Jeff Winokur, Elementary Science Educator, Wheelock College, MA

This session will focus on the role of discourse and writing in inquiry-based science, particularly the development of student scientific reasoning and conceptual understanding. Connections between literacy standards and science practices, as outlined in the Next Generation Science Standards, can be found across stages of the inquiry process as students plan investigations, document work in science notebooks, write about their thinking, and discuss and debate in small and large groups.

LCF-16 CONCURRENT

SESSION Sojourner’s Truth (Grades 5–8)

Priscilla Kane Hellweg, Executive Artistic Director, Enchanted Circle Theater, MA

This arts-integrated workshop provides a behind-the-scenes view into Sojourner’s Truth, “I will shake every place I go to,” and instruction in how to use our book/CD creative teaching tool in the grades 5–8 classroom.

Integrating theater arts and history with selected scenes from Sojourner’s Truth, you will explore techniques for working with primary source documents to investigate a period in history, with creative applications to integrate them into daily classroom activities.

SESSION Using Multi-Media to Teach Challenging Subject Matter in Middle School ELA (Grades 5–8)

Required Materials: Please bring a laptop or tablet.

LCF-18 CONCURRENT

SESSION When Interests and Reading Levels Don’t Match: Scaffolding Lifelong Readers (Grades K–6)

Tammy Mullligan, Staff Developer/Author, Teachers for Teachers, MA Clare Landrigan, Staff Developer/Author, Teachers for Teachers, MA

Books are teachers’ tools to instruct, engage, and help students develop a reading identity. The way we organize texts and teach students to choose books influences dispositions and reading habits. How do we use levels as an instructional tool without inadvertently labeling or leveling students? Join us as we share ways to organize classroom libraries to support text complexity and to broaden students’ understanding of how readers choose books.

LCF-19 CONCURRENT

SESSION Read to the Animals (Grades PreK–8)

Dyan Underhill, President, School Board, Minot Public School District #160, ND

How can animals improve literacy? What does it take to engage a community? Many children need more practice reading aloud. Many shelter animals need socialization in order to find a forever home. After reading about a variety of animal reading programs around the United States, I took the initiative to reach out to the local animal shelter to leverage animals as a tool to ultimately improve student reading. Learn key ways to create an animal reading program that improves accuracy, speed, confidence, and literacy success. Explore innovative strategies that allow potential organizers to contact animal shelters and organizations, obtain sponsors, reach out to volunteers, and share stories with the community. Discover ways to promote reading with the humane treatment of animals. Leave with ideas for building a successful animal reading program within your community, school, or district.

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

TUESDAY

Sessions E–G

Session F In-Depth

Session G

TUESDAY, OCTOBER 24, 2017 10:30 AM–1:45 PM (WITH A 15-MINUTE BREAK)

TUESDAY, OCTOBER 24, 2017 1:30 PM–3:00 PM

LCF-20 In-Depth CONCURRENT SESSION Depth of Knowledge: Raising the Rigor in Literacy (Grades 3–6) Nancy Boyles, Independent Literacy Consultant, Southern Connecticut State University, CT

How do we define rigor in literacy—and what does this have to do with Depth of Knowledge (DOK)? More importantly, what should DOK look like in literacy instruction and assessment, keeping new standards in mind? This interactive session will identify standards-based tasks for each DOK, how you can plan for maximum DOK impact, and what this new-era rigor will look like for both teachers and students.

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 23, 2017 12:00 pm–1:30 pm Rotunda Room Rhode Island Convention Center To register, visit literacy-for-all-lesley-luncheon.eventbrite.com.

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

LCG-1 FEATURED

SESSION Wait, Did You Say Editing Can Be FUN?!

(Grades 3–6) (Repeat)

Paula Bourque, Literacy Coach/Author, Stenhouse/Augusta Schools, ME

Learn techniques for engaging writers to edit their work at multiple points in the writing process and not just at “The End.” The goal is for students to become “Close Writers” and read their work for a variety of purposes and with a variety of lenses. Paula will share video and samples from classrooms where students engage in close writing editing strategies. She will also share why editing is often hard for our students and how we can overcome some of those challenges together.

LCG-2 FEATURED SESSION The Zen of Guided Play: Planning, Observing, Reflecting, and Taking the Next Steps to Support the Deep Learning That Takes Place During Inquiry and Play (Grades PreK–2) Renee Dinnerstein, Early Childhood Literacy Consultant, NY

View photos and videos of children at choice time centers, using a prepared template to write observations, and, in partnerships, reflect on what stood out and then plan next steps for supporting the work that is being done in the center. With the support of the presenter, you will also use a prepared template to plan a center that would be appropriate for your own classroom.

LCG-3 FEATURED

SESSION Let Students Be Your Guide: Using Student Writing and Conversations to Decide What to Teach Readers Next (Grades 3–8) (Repeat)

Gravity Goldberg, Author/Consultant, Corwin Literacy, NY

It can feel like Pin the Tail on the Donkey when choosing what lessons to teach each day—hoping and wishing we are on target. Yes, there are so many books, resource guides, and websites to read, but that can be overwhelming and often misses the mark on what your students need. In this session, Gravity will show you an easy to implement process for making the most of what students write and discuss about their thinking. Students are telling us what they need next—we just need some help knowing what to look and listen for. You will leave this session with a daily protocol they can follow as well as a clear list of “look and listen fors” when conferring with student readers. You can feel confident that your teaching is on target and your conferring decisions are well worth their time.

Please respond by October 9, 2017.

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

TUESDAY

Sessions E–G

Session G (continued) TUESDAY, OCTOBER 24, 2017 1:30 PM–3:00 PM LCG-4 FEATURED

SESSION Understanding Writing Conferences (Grades K–2) (Repeat)

LCG-7 CONCURRENT

Martha Horn, Elementary Education Professor, Rhode Island

Dr. Martha S. Burns, Joint Appointment Professor, Northwestern University, IL

College, RI

This session will look at what makes conferring challenging. Why do some conferences seem effective and others, not? Specifically, we will examine the instructional moves of thinking on your feet, drawing the story out, connecting with writers to help them move forward, and considering our language—what helps and what might hinder.

SESSION Conditions for Fostering Curiosity in an Inquiry-Based Classroom (Grades K–8) (Repeat)

SESSION How Language Is Learned: Your ELL Students (Grades PreK–8)

Second-language learners have twice the work of their English-speaking peers since they must acquire a new language while learning the same content as the other students. The new science of learning helps educators understand the research behind how the brain learns and why some students struggle with language acquisition and reading. Join us to learn about the skills needed to build a learning foundation and to accelerate success for ELL students.

LCG-5 FEATURED

LCG-8 CONCURRENT SESSION Children’s Literature as a Window into Science (Grades 3–6)

Stephanie Harvey, Stephanie Harvey Consulting, Denver, CO

Mary M. Cerullo, Author/Educator, Friends of Casco Bay, ME

Passion and wonder are contagious. As teachers we keep the wise words of E. B. White in mind: “Always be on the lookout for the presence of wonder.”

Inquiry-based learning is not always about a project at the end. Inquiry-based learning is about living in a way that kids’ questions matter. Curiosity is at the core. We don’t need to teach kids to be curious. They pop out of the womb brimming with curiosity. But we do need to fan the curiosity flame so that kids have more questions as they move through school rather than less. After all, the more we learn, the more we wonder. This interactive session will share a body of research and a group of conditions that lead to a curious classroom. It will include strategies that promote questioning and exploration. It will offer thoughts on how to build in time for kids to experiment, question, investigate, and research answers to their queries. Kids’ work, teacher lessons, and classroom video clips will be shared.

Science is a story—a story of discovery. Who can resist reading about how scientists finally tracked down a living giant squid, how dolphins form forever family bonds, or how a sunken ship becomes a refuge for marine animals? Children’s nonfiction literature enriches the science curriculum by illustrating the challenges and excitement of doing science. You will try out exercises that help students interpret nonfiction literature.

LCG-6 FEATURED

SESSION Reader-Centered Instruction: What’s Your Next Move? (Grades K–2)

Kari Yates, Program Manager for Literacy/Author/Consultant, Moorhead Public Schools, ND

We must continue working to provide our students with the books, time, choice, and responsive teaching they deserve. But reader-centered instruction doesn’t happen all at once. It happens one thoughtful and courageous next-step at a time. Day by day, student by student, move by move, we can step closer to the classrooms we’ve imagined. This session will remind and encourage you to do just that. You’ll leave with the energy, the commitment, and the courage to make your next move a move that matters.

LCG-9 CONCURRENT

SESSION From Open House to Open Dialogue: Reimagining Family Literacy Engagement (Grades K–2)

Jennifer Chafin, Grade 1 Teacher, Oxford Hills School District, ME Jessika Sheldrick, Literacy Coach, Oxford Hills School District, ME

Conversations about literacy achievement can be intimidating for both teachers and parents. Do you wonder if traditional parent-teacher conferences and family nights are enough to have an impact on students’ literacy success? This session illuminates new ways to strengthen and sustain authentic family engagement. Come discover ways to reimagine inclusive school environments that cultivate honest conversation through the social, emotional, and socioeconomic aspects of our culture.

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

TUESDAY

Sessions E–G

LCG-10 CONCURRENT

SESSION Anchoring STEM Interdisciplinary Teaching with Engaging Novels (Grades 5–8)

Colleen Clabault, Grade 8 English Teacher, Sandwich STEM Academy, MA Betty Hyde-McGuire, Grade 8 Science Teacher, Sandwich STEM Academy, MA

As STEM education is pushed to the forefront in our schools, learn ways to use novels as the catalyst for inquiry-based instruction across all disciplines.

We will share our interdisciplinary project based on the anchor text The Great Trouble by Deborah Hopkinson, demonstrating how literacy and scientific and historical thinking skills are integrated in our classrooms. Then we’ll explore other books and show how to develop strong driving questions applicable to all disciplines.

LCG-11 CONCURRENT SESSION Let Your Students Find Their Voice Through Oratory Integration (Grades 5–8) Barbara Connery, Instructional Coach, Regional School District 6, CT

By studying and performing important historical speeches written by accomplished American orators such as Abraham Lincoln and Frederick Douglass, you will learn how to strengthen you students’ writing, speaking, and leadership skills. Additionally, you will learn how to harness the power of your students’ unique voices and put into words the issues that matter most to them. Using the tools and videos provided by Ford’s Theatre, oratory integration will become a classroom favorite!

LCG-12 CONCURRENT

SESSION Awesome Apps for Early Literacy: Leveling the Playing Field (Grades K–2)

Libby Curran, Literacy Interventionist, Martin Luther King Charter School, NH

In this session, Libby 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. You 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.

LCG-13 CONCURRENT

SESSION Supporting Growth Mindsets and Dynamic Learning Frameworks with Children’s Literature (Grades K–2)

Grace Enriquez, Associate Professor of Language and Literacy, Lesley University, MA Jessica Della Calce, Early Literacy Interventionist, Cambridge Public Schools, MA Summer R. Clark, Associate Professor of Literacy Education, Lesley University, MA

This session focuses on the use of children’s literature to support growth mindset and dynamic learning frame development in classroom literacy instruction.

Based on our research in a diverse urban public elementary school, we will share ways of identifying children’s literature that supports such development and strategies for incorporating those texts into daily literacy instruction.

LCG-14 CONCURRENT

SESSION Using Facilitative Talk to Deepen Teacher Engagement in Professional Learning (Grades K–8)

Toni Czekanski, Asst. Dir. Grants, Contracts, and Special Projects, Lesley University, MA Helen Sisk, Intermediate and Middle School Literacy Collaborative Faculty, Lesley University, MA

How do you ensure that educators get the most out of professional learning experiences? Whether it is one-to-one conversations, small group discussions, or whole group reflection, we want professional learning to pack a punch. The structure of learning opportunities and the way teachers are engaged extends thinking and builds agency and ownership. In this workshop, you will learn what makes professional development effective, how to notice and reflect upon the group’s engagement, and ways to deepen their thinking. This facilitation develops a culture of inquiry and learning and models a reflective process that teachers can use on their own.

LCG-15 CONCURRENT

SESSION Everybody Reading, Every Day: Creating a School-wide Culture of Literacy (Grades PreK–8)

Liz Garden, Principal, Groton-Dunstable/Florence Roche Elementary, MA

Hear how a culture shift was accomplished in one elementary school to create a school-wide culture of literacy. You will leave with lots of ideas and examples of ways to get everyone in your building reading and talking about books!

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

TUESDAY

Sessions E–G

Session G (continued) TUESDAY, OCTOBER 24, 2017 1:30 PM–3:00 PM LCG-16 CONCURRENT SESSION Introduction to Poetry Workshop (Grades 3–6) Seema Sgobbo, Intermediate and Middle School Literacy Collaborative Faculty, Lesley University, MA

This is an introductory workshop designed to help you think through poetry in the intermediate grades. You will explore the phases of poetry workshop and the integration of reading/writing and oral language along the way!

You will be immersed in experiences and will begin to create your own poetry anthologies.

LCG-17 CONCURRENT SESSION Raising Reading and Writing Levels in a School Deemed Underperforming (Grades PreK–8) Amy Seldin, Reading Interventionist, Springfield Public Schools, MA Ruth Tate, Reading Interventionist, Springfield Public Schools, MA

READING RECOVERY RRG-2 CONCURRENT

SESSION Using Predictions of Progress to Attain Maximum Growth for Each Child

Carolynne Beless, Reading Recovery Teacher Leader, Dennis-Yarmouth School District, MA

This session will focus on writing and updating your students’ Predictions of Progress, making them effective and useful working documents to guide your daily practice. Clay tells us…”Predict the paths of progress for each child, describing the changes you want to see.” (LLDI, 2016) This will be a workshop-style session. We will work together using Literacy Lessons Designed for Individuals, student data, and video clips to create productive Predictions of Progress.

Required Text: Literacy Lessons Designed for Individuals, Second Edition (2016, Heinemann).

Tara Christian Clark, Principal, Springfield Public Schools, MA

In this session, teachers and administrators of an urban K–8 public school will describe the process of raising students’ reading and writing levels from underperforming into an academically rigorous community of readers and writers in an award-winning school. We will present the multifaceted, whole school plan, including professional development, tiered instruction, reading intervention, and collaborative team meetings. The result was a dramatic rise in the levels of reading and writing performance over a 3-year period.

READING RECOVERY RRG-1 FEATURED SESSION Maximizing Opportunity for Flexible Word Solving in Writing: Each Change in the Child’s Control Calls for an Adjustment in What the Teacher Does (Repeat) Lori Taylor, Reading Recovery Trainer, University of Maine, ME

READING RECOVERY RRG-3 CONCURRENT SESSION Young Constructive Readers and Writers (Grades K–2) Kelly L. McDermott, Reading Recovery Teacher Leader, Boston Public Schools, MA

In Reading Recovery lessons, we must teach students to problem-solve.

Clay tells us that young, constructive readers and writers work at problemsolving sentences and messages. In this session, you will analyze examples from video, lesson records, and running records; dig into Literacy Lessons Designed for Individuals (2016 edition) and think about planning and reflecting in a deliberate manner to ensure you are teaching students to choose between alternatives; attend to several different kinds of knowledge; and search, select, reject, self-monitor, and self-correct. You will spend time thinking about how essential it is that students are becoming increasingly entranced by working out problems throughout their series of Reading Recovery lessons.

We know from Literacy Lessons Designed for Individuals that Reading Recovery teachers must continually lift the performance level of the child, taking his peak performance level into more facets of word and sentence construction during the writing task. Explore ways to teach and call for strategic activity in solving words in writing while considering the strengths and learning history of each child.

Required Text: Literacy Lessons Designed for Individuals, Second Edition (2016, Heinemann).

Participants are also asked to bring the lesson records, including a writing book, for one student.

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

How the new second edition of Comprehension Toolkit supports high-quality, explicit instruction

4

3

Content-literacy lessons: New lessons that teach students to integrate the strategies in science and social studies

1

Improved teacher’s guide: Revamped so you can get going fast and discover how and why Toolkit works

2

Short informational texts: High-interest texts for use with the strategy lessons

Strategy-lesson books: Fully redesigned lessons in six key comprehension strategies make Steph and Anne’s moves and language clearer than ever

VISIT OUR BOOTH TO EXPLORE THE NEW TOOLKITS!

Visit www.heinemann.com/comprehensiontoolkit for details and digital samplers

@HeinemannPub

Heinemann.com | P 800.225.5800 | F 877.231.6980

Travel Information Location

Hotel Accommodations

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

• D iscounted 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

• A ll 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

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

• I f the blocks are full, keep calling. Rooms are rereleased into the block due to cancellations.

• All room rates are subject to change.

• MBTA: 800.393.6100 | www.mbta.com

• H otel 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 • R I Public Transit Authority: 401.781.9400 or 888.331.7500 | www.ripta.com

Parking Rhode Island Convention Center North Garage www.riconvention.com

Providence Place Mall www.providenceplace.com

Attached to the Convention Center One Exchange Street, Providence, RI 02903 | 800.843.6664 • Rate: $173/night for single/double, plus parking • Parking: $28/night for guests • Cut-Off Date: September 29, 2017

Providence Biltmore Hotel Across the street from the Convention Center Kennedy Plaza, Providence, RI 02903 | 800.294.7709 • Rate: $160/night for Junior Suite/Two California Kings, single/ double, plus parking • Parking: $29/night for guests; $16 for non-registered guests to attend a function during the day • Cut-Off Date: October 2, 2017

Hotel Parking

Providence Courtyard by Marriott

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

Across the street from the Convention Center 32 Exchange Terrace at Memorial Boulevard, Providence, RI 02903 | 888.887.7955 • Rate: $169/night for single/double, plus parking • P arking: $26/night | $10/vehicle for conference attendees, until 5:00 pm (additional fees apply after 5:00 pm) • Cut-Off Date: September 21, 2017

Hilton Providence Five-minute walk from the Convention Center 21 Atwells Avenue, Providence, RI 02903 | 800.445.8667 • Rate: $159/night for single/double, plus parking • Parking: $28/night for valet | $12/night for self-parking • Cut-Off Date: September 21, 2017

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/

2016 Sue Hundley Memorial Scholarship Winners: Lily Holland, Grades K–2 Classroom Teacher, Boston Public Schools, MA Lily said about her experience, “My time at the Literacy for All Conference was both exciting and impactful for me as a teacher and perpetual learner. I loved hearing from researchers and educators I admire like Lucy Calkins, Nell Duke, and, of course, Irene Fountas and Gay Su Pinnell…My time at the conference helped me to step back and think about why we teach literacy and how we move students in every sense of the word through our literacy instruction.”

Reading Recovery Travel Grants • B ruce 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 • G raduate students who volunteer on Monday can attend the conference for free on Tuesday.

• S tudents 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 2018 Literacy for All Conference being held October 28–30, 2018. 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 2018 Literacy for All Conference proposal form is available on the Literacy for All Conference website:

www.lesley.edu/literacy-for-all-conference/proposals

Laura Becerra, Reading Recovery Teacher, Orleans Central Supervisory Union, VT

Please contact the Literacy for All Conference office if you have any questions:

Laura said about her experience, “I returned to school the day after the conference so pumped up and excited to share my learning.

It seemed everywhere I turned I found opportunities to put into practice something I had learned at the conference.”

One free registration per session for the lead presenter only. Proposals are due November 1, 2017. Each session proposal is reviewed by the Conference Program Committee. Applicants will be notified by February 2018.

617.349.8402 | literacy@lesley.edu.

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, 2017)

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.)

• P rincipal/Assistant Principal Discount: Send four 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 free. (Principals can select any registration type with discount.)

• www.regonline.com/lfa2017 • Y ou 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/ • C redit cards, purchase orders, and checks accepted (have credit card or PO number ready)

Paper Registration • $15 charge for mailed-in registration forms • C ontact the conference office to receive a paper registration form • S end 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 10 business days of registering • D o not write credit card numbers on the paper form.

Register online or call the conference number with your credit card number

“ The overall quality of the Literacy Conference was excellent. I was able to attend the workshops that were targeted to the needs of my area of study. I learned many new ideas and strategies. I intend to attend again next year.”

— Gisele Sotolotto Reading/Literacy Specialist Agawam Public 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

• S ubmission 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.

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

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

• N o-shows will be invoiced and subject to collection for the full amount.

• U npaid 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 6, 2017.

• R efunds will not be issued after September 6, 2017; however, substitutions for the conference may be made at any time.

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

• S ubstitutes 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, which we will provide to all participants in their conference tote bag.

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

• W e 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.

“ This conference is the place to be to learn more about or to confirm your thinking about all aspects of literacy.

It refuels you and gives you practical ideas that you want to bring back to your classroom and professional community.

It is a conference that districts should encourage their staff to attend in teams.

This conference is that good!”

— Lisa Colpitts-Hall Grades 3–6 Classroom Teacher Pembroke School District

• I f 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 24, 2017, 3:00 pm) and received payment of $25.

• We cannot email certificates of attendance.

• I f we do not have your objectives form on file, we will be unable to issue you a new certificate of attendance.

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 2017 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 • S upporting: $135 (includes recognition in Council Connections newsletter) To check the status of your membership, contact RRCNA at 614.310.7323.

“ The Literacy for All Conference is so well organized. Registration is a quick, easy process. The information you receive at registration makes it very clear as to where you should go and when you need to be there. The presenters are amazing and have a wealth of knowledge to share. I appreciated the large variety of vendors at the exhibit fair.”

— Rhonda Precourt Literacy Coach Newark Central School District

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

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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

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

Literacy for All

RHODE ISLAND CONVENTION CENTER | PROVIDENCE OCTOBER 22–24, 2017

Keynote Speakers Kelly Gallagher | Stephanie Harvey | Julia Douetil

Featured Speakers Paula Bourque | Lisa Cleaveland | Julie Coiro Renée Dinnerstein | Fountas and Pinnell Gravity Goldberg | Georgia Heard | Martha Horn Susan Kempton | Penny Kittle | Grace Lin Kate Roberts | Maria Walther | Kari Yates

Reading Recovery Experts Mary Anne Doyle | Adria Klein Eva Konstantellou | James R. Schnug | Lori Taylor

2017 Highlights: • 100+ Workshops in 11 Strands • 3 Keynote and 20 Featured Speakers