2015 Literacy for All Conference Brochure

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

Literacy for All PREK–8

RHODE ISLAND CONVENTION CENTER | PROVIDENCE

NOVEMBER 15 –17, 2015

MATT GLOVER

IRENE FOUNTAS AND GAY SU PINNELL

KEYNOTE LESTER LAMINACK

MARY POPE OSBORNE

SONJA CHERRY-PAUL

KEYNOTE

KEYNOTE

MEENOO RAMI

NANCY ANDERSON

DEBORAH HOPKINSON

DIANE SWEENEY

2015 Highlights: • 100+ workshops in 11 strands • 3 Keynote and 18 Featured Speakers KYLENE BEERS AND BOB PROBST

Literacy for All Conference Strands: • Reading Recovery • Common Core State Standards • Administrators/School Leaders • PreK–K Literacy • Early Literacy (Grades K–2) • Intermediate Literacy (Grades 3–6) • Middle School Literacy (Grades 5–8)

• Grades PreK–8 Literacy • Technology and Literacy • Literacy Coaching • Children’s Literature and Authors

Some of our topics for this year: • Guided Reading • Assessing Readers/ Writers • Engaging Readers/ Writers • Using Digital Tools • Testing Genre • Coach-Principal Team

• Teachers as Leaders • English Language Learners • Academic Vocabulary • Phonics/Word Study • Deepening Reading Comprehension • Linking Assessment to Instruction • Refining Teacher Language • Close Reading • Word Work • Intentional Talk • Collaborative Coaching • Supporting Oral Language Development • Teaching for Independence

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

Conference Schedule THANK YOU TO OUR SPONSORS!

Sunday, November 15, 2015 4 Professional Development Hours* 10:00 am–11:00 am

Registration

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

TOTE BAG SPONSOR

SPEAKER SPONSOR Sponsoring Lester Laminack

FOLLOW LITERACY FOR ALL ON SOCIAL MEDIA:

Table of Contents 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 Workshops (Monday)............................. 11–24

Monday, November 16, 2015 6 Professional Development Hours*

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

7:00 am–8:30 am

Registration

Exhibit Fair and Book Signings..................... 24

8:30 am–10:00 am

Keynote A

Workshops (Tuesday)............................. 26–35

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

2016 Call for Session Proposals................... 37

Tuesday, November 17, 2015 4.5 Professional Development Hours*

facebook.com/ LesleyCenterRRLC

7:00 am–8:30 am

Registration

7:30 am–2:30 pm

Visit exhibits

@Lesleyctrrrlc conference hashtag: #lfa2015

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

Subscribe to our blog: lesleyuniversitycrrlc. wordpress.com/

10:15 am–11:45 am

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

10:15 am–1:30 pm

Session F In-Depth

11:45 am–1:00 pm

Lunch on your own/visit exhibits

1:00 pm–2:30 pm

Session G

Full workshop listings, descriptions, and all other conference details available at www.lesley.edu/literacyforall To register, visit www.regonline/lfa2015

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

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

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Conference Schedule Pre-Conference Workshops

LCB-15 E-Books: Creating Pathways to Developing

Session D

SUNDAY, NOVEMBER 15, 2015 11:00 AM–4:00 PM

LCB-16 Igniting Student Interest (Grades 5–8).............. 14

MONDAY, NOVEMBER 16, 2015 3:30 PM–5:00 PM

RRB-1 Thinking Deeply About Letter and Word Work..... 14

PC-1 Notice and Note: Strategies that Help with Close Reading of Fiction and Nonfiction Texts (Grades 3–8)..................................................................... 8

PC-2 Effective Coaching for High-Impact Guided Reading Lessons (Grades K–5).......................................... 8

RRB-2 Roaming Around the Known: Exploring Paths to Early Success..................................... 14

RRB-3 “Let Me Tell You About This Book...”................... 14

PC-3 Crafting as Revision (Grades K–6)........................... 8

PC-4 Linking Assessment to Instruction: Getting the Most from the Fountas and Pinnell Benchmark Assessment System (Grades K–6)......................................................... 8

RRB-4 Teacher Language and Actions: Teaching for Independence in Reading Recovery............ 14

PC-5 Making Guided Reading Instruction Powerful (Grades K–3)..................................................................... 9

PC-6 Strengthening our Analyses of Running Records to Understand Readers and Inform Instruction...................... 9

PC-7 Uncovering What’s Under the White Tape................ 9

Session A MONDAY, NOVEMBER 16, 2015 8:30 AM–10:00 AM

Keynote A Teacher Practice in a Connected World (Grades K–8)................................................................... 11

Session B MONDAY, NOVEMBER 16, 2015 10:30 AM–12:00 PM

LCB-1 Helping Struggling Readers (Grades 3–8)................................................................... 11

Session C MONDAY, NOVEMBER 16, 2015 1:30 PM–3:00 PM

LCC-1 Helping Struggling Readers (Grades 3–8) (Repeat)..................................................... 16

LCC-2 Practical Punctuation: Teaching Mechanics In The Writing Workshop (Grades 3–8)............................ 16

LCC-3 (Re)Inventing Reading: Using Digital Tools in Our English Classrooms (Grades 5–8)......................... 16

LCD-1 Reading Across Texts to Identify and Interpret Themes (Grades 5–8)................................. 21

LCD-2 Reading Projects, Reimagined Workshop: Student-Driven Conferences to Deepen Critical Thinking (Grades 3–8) (Repeat)..................................................... 21

LCD-3 Real Reasons to Write (Grades PreK–8).............................................................. 21

LCD-4 Supporting English Learners in the Mainstream Classroom (Grades K–2).................... 21

LCD-5 Layered Literacy Coaching: Levels of Scaffold for All Educators (Grades PreK–8)................................... 22

LCD-6 Why the “Nonfiction Reading Unit” Isn’t Enough Anymore (Grades 5–8)............................... 22

LCD-7 Closing the Story Gap: Supporting All Students to See Themselves in Texts (Grades K–2)......................... 22

LCD-8 App-Smashing for Authentic Learning

(Grades PreK–8).............................................................. 22

LCC-4 When Writers Read (Grades K–6)......................... 16

LCD-9 Designing and Implementing Content Based Literacy Units of Study (Grades 3–6)............................... 22

LCC-5 Empowering your Students (Grades K–8) (Repeat)..................................................... 16

LCD-10 Using Small Group Instruction to Transfer Guided Practice to Independent Application (Grades K–2).......... 22

LCC-6 Student-Centered Learning Labs (Grades K–8)................................................................... 16

LCD-11 Writing in the Early Childhood Classroom (Grades PreK–K).............................................................. 23

LCC-7 The HeART of Reading and Writing: Looking Closely and Making Meaning (Grades K–5)...... 17

LCD-12 Twitter as a Tool for Professional Learning and Growth (Grades K–8)............................................... 23

LCC-8 We Love Informational Text (Grades K–2)............ 17

LCC-9 Children as Storytellers (Grades PreK–K)............. 17

LCD-13 Nursery Rhymes – Redux: Imagination, Creative Writing and... Assessment? (Grades 3–6)........................ 23

RRD-1 Thinking Deeply About Letter and Word Work (Repeat)................................................. 23

LCB-2 Unpacking (and Enacting!) Elements of Literature to Deepen Interpretation (Grades 5–8)........................... 11

LCC-10 The Role of Intentional Talk: Deepening Understandings About Reading (Grades K–2)................. 17

LCB-3 Reading Projects, Reimagined Workshop: Student-Driven Conferences to Deepen Critical Thinking (Grades 3–8)................................................................... 11

LCC-11 Impacting Student Learning Through Literacy Coaching (Grades K–6)........................ 17

RRD-2 Reading Recovery and Classroom Writing in First Grade .................................................................. 23

LCC-12 Effective Elementary Literacy (Grades K–2)....... 17

LCB-4 Are You Teaching or Testing Comprehension?

(Grades 1–8)................................................................... 12

RRD-3 Comprehending Text Through Talking, Reading, and Writing....................................................... 24

LCC-13 Building 21st-Century Shared Leadership Teams, Leading Towards a Capacity-Building Multitiered Systems of Support Model (Grades K–6)...................................... 17

LCB-5 Conferring with Young Writers (Grades K–2)....... 12

RRD-4 Flexibly Expanding Children’s Oral Language Using the Cut-Up Story................................................... 24

LCB-6 Be a Detective! Helping Readers Think, Research, and Write like Historians (Grades 5–8)............................ 12

RRC-1 Word Work on the Run........................................ 18

LCB-7 Digital Bins: Creating Digital Text Sets (Grades 3–8)................................................................... 12

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Academic Language for ELLs (Grades K–2)..................... 13

LCB-8 Read Aloud as Instructional Investment: Layering Vocabulary and Concepts for Subject-Specific Study (Grades K–6).......................... 12

LCB-9 Supporting English Learners in the Reading Workshop (Grades K–2).......................... 12

LCB-10 Empowering Your Students (Grades K–8)................................................................... 13

LCB-11 Layered Coaching: Fostering Reflection that Enhances Learning (Grades K–8)............................. 13

LCB-12 Motivating Through Graphic Novels (Grades 3–6)................................................................... 13

LCB-13 School Improvement Focusing on Adult Actions (Grades PreK–5).............................................................. 13

LCB-14 Managing the K–2 Classroom to Support Small Group Teaching or What Are the Rest of the Children Doing? (Grades K–2).............................. 13

RRC-2 Teacher Language and Actions: Teaching for Independence in Reading Recovery (Repeat)............. 18

RRC-3 Thinking More Deeply About Language Structure......................................................... 18

Session E TUESDAY, NOVEMBER 17, 2015 8:30 AM–10:00 AM

Keynote E A Bridge of Children’s Books (Grades K–8)................................................................... 26

Session C In-Depth

RRE-1 Matching Strategic Activity and Word Work Across a Lesson............................................................... 26

MONDAY, NOVEMBER 16, 2015 1:30 PM–4:45 PM

RRE-2 Providing Opportunities Through Understanding and Prompting........................................ 26

LCC-14 In-Depth Projecting Units of Study in Writing Workshop (Grades K–2).................................. 19

RRE-3 Oral Language, Reading, and Writing Connections for English Language Learners........................................ 26

LCC-15 In-Depth Poetry Workshop: Making a Place for Poetry in Your Students’ Literacy Lives (Grades 3–6)................................................................... 19

RRE-4 Word Work on the Run (Repeat).......................... 26

LCC-16 In-Depth Breaking Down Dynamic Writing (Without Breaking Dynamic Writers) (Grades 5–8)......... 19

RRE-5 Reading Recovery: Decades of Deliberate Teaching, Data, and Making Differences......................................... 26

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

Conference Schedule Session F

Session G

TUESDAY, NOVEMBER 17, 2015 10:15 AM–11:45 AM

TUESDAY, NOVEMBER 17, 2015 1:00 PM–2:30 PM

Reading Recovery Keynote F Language and Literacy: Growing Strategic Learners............................................. 27

LCF-1 Unpacking (and Enacting!) Elements of Literature to Deepen Interpretation (Grades 5–8) (Repeat)............. 27

LCG-2 Power Blogging: Strengthening Students’ Reading Responses, Independent Writing, Book Clubs

LCF-2 Be a Detective! Helping Readers Think, Research, and Write Like Historians (Grades 5–8) (Repeat)............. 27

LCF-3 Digital Bins: Creating Digital Text Sets (Grades 3–8) (Repeat)..................................................... 27 LCF-4 Real Reasons to Write (Grades PreK–8) (Repeat)................................................ 27

LCG-1 Imagine Possibilities: Picture Books for All Readers (Grades 3–6)................................................................... 31

(Grades 3–8)................................................................... 31

LCG-3 What Is Student-Centered Coaching?

(Grades K–8)................................................................... 31 LCG-4 Speak Up!: Engagement with Complex Text Through Collaborative Conversations (Grades 5–8)...................... 31

LCG-5 Using Technology to Facilitate Best Practices in Literacy (Grades 5–8).................................................. 31

LCF-5 Supporting English Learners in the Reading Workshop (Grades K–2) (Repeat)............ 28

LCF-6 The Fireworks of Facts with Fiction (Grades K–8)................................................................... 28

LCF-7 Building a Culture for Student-Centered Coaching and Collaboration (Grades K–8)...................................... 28

LCG-8 Engaging Our Youngest Readers

LCF-8 Unpacking the Nonfiction Picture Book with Feathers, Not Just for Flying: A Conversation with the Author (Grades K–8)......................................... 28

LCG-9 Wonder-ful Investigations and Texts

LCF-9 Initiating Climate Change: Creating a Literate and Considerate Learning Environment (Grades 3–6)..... 28

LCF-10 The Coach-Principal Team: Ingredients for a Successful Collaboration (Grades K–5)................... 29

LCF-11 Wondrous Writing Groups (Grades K–2)............ 29

Technology and Literacy

with Reading Minilessons (Grades K–2).......................... 32 (Grades 3–6)................................................................... 32

LCG-12 Using Picture Books to Engage Readers and Support Deep Thinking (Grades 3–6) ....................... 33

LCF-12 Interactive Literacy and Music (Grades PreK–K).............................................................. 29

LCG-13 Language and Learning: Expanding Oral Language Development Through Conversation (Grades PreK–K).... 33

LCF-13 Methods for Maximizing Engagement and Independence in Writing Workshop (Grades 3–6)........... 29

LCG-14 Biographies and Historical Letters: A Powerful Pairing for Content Literacy (Grades 3–8)..... 34

LCF-14 Building Thoughtful Discourse and Understanding During a Guided Reading Lesson (Grades 3–6)............... 29

LCG-15 Technology Transforms a Literacy Coach’s Debriefing Session (Grades 2–6)..................................... 34

LCF-15 How Do I Know What I Should Be Teaching with Regard to Phonics and Word Study? (Grades K–2).......... 29

LCG-16 Reading and Writing Every Day in Science (Grades 3–6)................................................................... 34

LCF-16 Text Analysis: Maximizing the Power of Texts as Teaching Tools (Grades K–2)....................................... 30

RRG-1 Matching Strategic Activity and Word Work Across a Lesson (Repeat)................................................ 35

LCF-17 Artistic Technology-Integrated Literacy Instruction: What Teachers Need to Know (Grades K–8).................... 30

RRG-2 Roaming Around the Known: Exploring Paths to Early Success (Repeat)....................... 35

RRG-3 Oral Language, Reading, and Writing Connections for English Language Learners (Repeat).......................... 35

LCF-20 In-Depth A New Perspective on Poetry (Grades 3–6)................................................................... 30

Literacy Coaching Middle School Literacy (5–8)

LCG-7 Dynamic Read Alouds (Grades K–2).................... 32

LCF-19 In-Depth Coaching Conversations: Enhancing Educator Expertise and Student Achievement (Grades PreK–8).............................................................. 30

Grades PreK–(6–8) Literacy Intermediate Literacy (3–6)

LCG-11 Turn New and Struggling Readers into Passionate Lifelong Readers (Grades PreK–8).......... 33

Common Core State Standards Early Literacy (K–2)

PreK–K Literacy Reading Recovery

TUESDAY, NOVEMBER 17, 2015 10:15 AM–1:30 PM

Administrators/School Leaders Children’s Literature and Authors

LCG-6 Composing = Composing: Honoring the Visual Work of Students in Writers’ Workshop (Grades K–2).............. 32

LCG-10 Integrating Word Work into Guided Reading (Grades K–2)................................................................... 33

Session F In-Depth

Featured

LCF-18 Engaging Middle School Readers 24/7 (Grades 5–8)................................................................... 30

Schedule Key:

Thank You to the Conference Program Committee CONFERENCE PROGRAM CHAIRS Cindy Downend Jill Eurich Eva Konstantellou Heather Morris PROGRAM COMMITTEE MEMBERS Marcia Boody Laurel Burns Mary Ann Cappiello Sue Cusack Erika Thulin Dawes Alice Ensley Julie Francis Beth Herman-Davis Yvonne Liu-Constant Kelly McDermott Kris Pelletier Lizette Suxo Maureen Wiklund

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

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Speakers

Keynote Speakers

Featured Speakers

Nancy Anderson Nancy Anderson is a Reading Recovery trainer and professor in the Reading Program at Texas Woman’s University, Denton, TX, where she teaches graduate and undergraduate courses in reading. After receiving her Ph.D. from The Ohio State University in 1997, Nancy joined the TWU Reading Recovery team. Her areas of research include early literacy instruction and teacher education. Sessions: Keynote F, RRE-1, RRG-1

Mary Pope Osborne Mary Pope Osborne is an ardent advocate and supporter of child literacy, and the award-winning author of more than 100 books for children and young adults, including novels, retellings of mythology and folklore, picture books, biographies, mysteries, and the phenomenally bestselling Magic Tree House books. She has traveled extensively in the US and abroad, visiting schools and speaking on issues related to children’s literacy. She has spoken at the UN regarding the importance of worldwide literacy and was profiled on NBC’s Rock Center with Brian Williams for her continued efforts.

Sessions: Keynote E, LCF-6

Meenoo Rami Meenoo Rami teaches her students English at the Science Leadership Academy in Philadelphia, PA. She also teaches in the Connected Learning certificate program at Arcadia University. The founder of #engchat, Meenoo has become a mentor to teachers across the country and a sought-after speaker. She is also the author of Thrive: 5 Ways to (Re)Invigorate Your Teaching. Sessions: Keynote A, LCB-10, LCC-5

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Kylene Beers and Bob Probst Kylene Beers, Ed.D., is a former middle school teacher who has turned her commitment to adolescent literacy and struggling readers into the major focus of her research, writing, speaking, and teaching. She is the author of the best-selling When Kids Can’t Read/What Teachers Can Do, co-editor of Adolescent Literacy: Turning Promise into Practice, and co-author of Notice and Note: Strategies for Close Reading. She is also the Senior Reading Advisor to Secondary Schools for the Reading and Writing Project at Teachers College.

Robert (Bob) Probst is the author of Response and Analysis, coeditor of Adolescent Literacy: Turning Promise into Practice, and coauthor of Notice and Note: Strategies for Close Reading. He is also Professor Emeritus of English Education at Georgia State University. He speaks nationally and internationally to administrators and teachers on literacy issues, particularly issues around struggling readers and meeting standards, including the Common Core State Standards.

Sessions: PC-1, LCB-1, LCC-1

Sonja Cherry-Paul Sonja Cherry-Paul has been an educator for the past 17 years.

She is a middle school English teacher and co-author of Teaching Interpretation: Using Text-Based Evidence to Construct Meaning with Dana Johansen. Sonja is a Jane Addams Children’s Book Awards committee member and a part-time instructor at Teachers College, Columbia University, where she is also a doctoral student. Sessions: LCB-2, LCD-1, LCF-1

Dan Feigelson Dan Feigelson is an international literacy consultant who has led institutes, workshops, and lab-sites around the world on the teaching of reading and writing. He worked extensively in New York City schools for 27 years as a principal, local superintendent, network leader, staff developer, curriculum writer, and teacher.

An early member of the Teachers College Writing Project, Dan served as a fellow at the University of Pittsburgh’s Institute for Learning where he helped develop literacy standards for New York and other cities. Dan is the author of Reading Projects Reimagined: Student-Driven Conferences to Deepen Critical Thinking and Practical Punctuation: Lessons In Rule Making And Rule Breaking For Elementary Writers. Sessions: LCB-3, LCC-2, LCD-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 Genre Study: Teaching with Fiction and Nonfiction Books and Literacy Beginnings: A Prekindergarten Handbook. Sessions: PC-2(Irene only), LCB-4

Matt Glover Matt Glover has a deep interest in nurturing the thinking and decision making of teachers and students. He is the author of several books on teaching writing, including Projecting Possibilities for Writers: The How, What, and Why of Designing Units of Study, K–5 which supports teachers in designing units of study based on a stack of mentor texts. Matt recently published with Kathy Collins the book I Am Reading, which focuses on emergent readers. Matt is a frequent presenter at conferences and in school districts across the country on topics related to nurturing young writers and readers and supporting children’s intellectual growth and development. Sessions: LCB-5, LCC-14 In Depth

Deborah Hopkinson Deborah Hopkinson is the award-winning author of many books for young readers. Her most recent nonfiction work is entitled Courage & Defiance, Stories of Spies, Saboteurs, and Survivors in WWII Denmark. In early 2016 she will publish a picture book, Beatrix Potter and the Unfortunate Tale of a Borrowed Guinea Pig and a middle grade novel, A Bandit’s Tale. Sessions: LCB-6, LCF-2, LCG-1

Dana Johansen Dana Johansen has taught elementary and middle school for more than ten years. She currently teaches fifth grade English at Greenwich Academy and is earning her doctorate at Teachers College, Columbia University. Dedicated to the ever-expanding applications of technology in the classroom, she has presented at conferences on the use of iPads, wikis and blogs in the classroom. Passionate about this work, her first book, Teaching Interpretation: Using Text-Based Evidence to Construct Meaning, co-authored with Sonja Cherry-Paul, combines her love for teaching reading with digital resources. Sessions: LCB-7, LCF-3, LCG-2

Sara Kajder Sara Kajder is an Assistant Professor at the University of Georgia where she also serves as a Professor in Residence within the English Education program. A former middle and high school English teacher, she received the first National Technology Fellowship in English/Language Arts. An internationally known speaker, she is also the author of the 2012 Britton Award-winning Adolescents and Digital Literacies: Learning Alongside Our Students, Bringing the Outside In and The TechSavvy English Classroom. Sessions: LCC-3, LCD-3, LCF-4

Lester Laminack Lester Laminack is a full-time writer and consultant who works with schools throughout the US and abroad. He is the author of six picture books, including Saturdays and Teacakes, Snow Day, and Three Hens and a Peacock which was the 2012 K–2 Children’s Choice Book of the Year. He is also the author of several professional books including Cracking Open the Author’s Craft, Unwrapping the Read Aloud, Bullying Hurts, The Writing Teacher’s Troubleshooting Guide, and the newly released Writers ARE Readers: Flipping Reading Instruction into Writing Opportunities. Lester is widely known as an advocate for children and teachers.

Lester’s participation is sponsored by Scholastic, Inc. Sessions: PC-3, LCB-8, LCC-4

Lindsey Moses Dr. Lindsey Moses is an Assistant Professor of Literacy in the Division of Teacher Preparation at Arizona State University.

She teaches undergraduate and graduate courses in Early Childhood Education, Elementary Education, Culturally and Linguistically Diverse Education, and Literacy. She is a former elementary teacher of English language learners and is passionate about supporting literacy instruction in diverse classrooms. Sessions: LCB-9, LCD-4, LCF-5

Diane Sweeney Diane Sweeney has been a national consultant since 1999.

After teaching and coaching in the Denver Public Schools, Diane served as a program officer at the Public Education & Business Coalition in Denver. Since then she has become a respected voice in the field of coaching and professional development. Diane is the author of Student-Centered Coaching and Student-Centered Coaching at the Secondary Level. Sessions: LCC-6, LCF-7, LCG-3

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 Janet Bufalino Janet Bufalino has been a Reading Recovery trainer for 23 years at Shippensburg University. She is also the chair of the Reading Department at Shippensburg University where she oversees both the undergraduate and graduate reading programs and teaches courses in literacy.

She gets the greatest joy from teaching the freshman students who need support in reading. Previous to her training in Reading Recovery, Janet was a reading specialist in a rural school district in northwest Pennsylvania.

Eva Konstantellou Eva Konstantellou is a Professor and a Reading Recovery Trainer at the Lesley University Center for Reading Recovery and Literacy Collaborative. For over fifteen years she has overseen the implementation of Reading Recovery in teacher training sites in the Northeast US. She enjoys the intellectual challenge of working closely with teacher leaders in support of the learning of teachers and students. Her research interests include language learning, literacy coaching, and critical pedagogy. Session: RRD-3

Sessions: RRB-1, RRD-1, RRE-2

Mary Anne Doyle Mary Anne Doyle is the Director of the Reading-Language Arts Center at the University of Connecticut and director of Connecticut’s Reading Recovery Project. She chairs the Executive Trainers Organization and the Research Committee of the North American Trainers Organization.

Jim Schnug Jim Schnug is a trainer at The Ohio State University. In the 1990s he worked as a teacher leader and site coordinator in Ohio and was the project administrator for the i3 grant, Reading Recovery: Scaling Up What Works, as well as the trainer at New York University, prior to his current position at The Ohio State University. Sessions: PC-7, RRC-1, RRE-4

Sessions: PC-6, RRB-2, RRG-2

Adria Klein Adria Klein, Ph.D., is Professor Emerita of Reading Education at CSU San Bernardino where she was the Chair of the Department of Elementary and Bilingual Education.

A former president of the California Reading Association, she also served on the International Reading Association Board of Directors. She has her Ph.D. from the University of New Mexico in Reading and ESL. Dr. Klein is the co-author of many professional books and articles, including Research in Reading Recovery, Interactive Writing, Guided Reading and Shared Reading and many children’s books. She is the Trainer and Director of the Reading Recovery Center at Saint Mary’s College of California.

Sessions: RRD-2, RRE-3, RRG-3

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

SUNDAY

Pre-Conference Workshops

Pre-Conference Workshops SUNDAY, NOVEMBER 15, 2015 11:00 AM–4:00 PM (LUNCH BREAK: 1:00 PM–2:00 PM) PC-1 FEATURED

SESSION Notice and Note: Strategies that Help with Close Reading of Fiction and Nonfiction Texts (Grades 3–8)

Kylene Beers, Senior Reading Advisor, Reading and Writing Project, Teachers College, NY Bob Probst, Professor Emeritus, Georgia State University, FL

Join us as we look carefully at during-reading strategies that improve students’ understanding of both fiction and nonfiction. These strategies will be based on our books Notice and Note: Strategies for Close Reading and Notice and Note: Strategies for Reading Nonfiction. We will also spend time focusing on ways to encourage students’ ability to develop their own text-dependent questions and we will examine what must happen to help students run their own small group discussions about the texts they are reading. It’s a hands-on workshop so come prepared to work, learn, and laugh.

PC-2 FEATURED

SESSION Effective Coaching for HighImpact Guided Reading Lessons (Grades K–5)

Irene Fountas, Author/Director, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA Jill Eurich, Assistant Director, Intermediate and Middle School Literacy Collaborative, Lesley University, MA

Guided reading is a challenging small group context for many teachers because they have to shift from teaching a book or a skill to teaching readers how to build a processing system for working through increasingly challenging texts. Participants will learn how to support teacher development in understanding readers, texts and teaching in guided reading lessons. Topics will include helping teachers learn how to teach readers, how to initiate problem-solving actions, observing lessons, and using language that helps teachers reflect on the effectiveness of their teaching in helping their students build reading power.

PC-3 FEATURED

SESSION Crafting as Revision (Grades K–6)

Lester Laminack, Author/Professor Emeritus, Western Carolina University, NC

In this session, you will see how to lead writers to reread and revisit their earlier work with a specific lens focused on opportunities for zooming in, tightening a scene, clarifying an image, and getting specific. A small stack of thoughtfully chosen texts used as read alouds can provide the lens for looking again with a new focus.

This session is sponsored by Scholastic, Inc. PC-4 CONCURRENT SESSION Linking Assessment to Instruction: Getting the Most from the Fountas and Pinnell Benchmark Assessment System (Grades K–6) Cindy Downend, Assistant Director, Primary Literacy Collaborative, Lesley University, MA Liz DeHaven, Intermediate and Middle School Literacy Collaborative Faculty, Lesley University, MA

In this session, you will take a fresh look at the Fountas and Pinnell Benchmark Assessment Systems 1 and 2. We will introduce you to the clarifications of the comprehension conversation scoring guidelines to assure standardized scoring in your school. You will practice several tutorials to ensure that you are scoring comprehension conversations with fidelity.

We will share practical ways to make administration of the assessment efficient. Time will be spent linking assessment findings directly with instruction. We will discuss and provide models for using assessment results to plan for individual, small-group, and whole-class instruction and use The Continuum of Literacy Learning PreK–8 to connect assessment with instruction that builds on students’ strengths as readers.

Required Texts: Benchmark Assessment System Assessment Guide and The Continuum of Literacy Learning PreK–8 (Heinemann).

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

8

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

SUNDAY

Pre-Conference Workshops

PC-5 CONCURRENT

SESSION Making Guided Reading Instruction Powerful (Grades K–3)

Kathy Ha, Grade 3 Teacher, Lowell Public Schools, MA

In this session, using The Continuum of Literacy Learning PreK–8 and a variety of video clips, teachers and/or coaches will learn how to make guided reading instruction powerful. The elements of the guided reading lesson will be discussed using examples from kindergarten through third grade (introducing texts, teaching during the reading of the text, discussing the text, teaching for processing, and word work).

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

READING RECOVERY PC-6 FEATURED

SESSION Strengthening our Analyses of Running Records to Understand Readers and Inform Instruction

Mary Ann Doyle, Reading Recovery Trainer/Professor, University of Connecticut, CT

This interactive session for in-training or field-year Reading Recovery teachers reviews in-depth analysis of Running Records and examines student examples. Discussion focuses on describing literacy processing behaviors, identifying students’ strategic processing, and using Running Records to inform instruction. Participants are invited to bring one Running Record to discuss with colleagues.

READING RECOVERY PC-7 FEATURED

“ Reflection and collaboration is at the heart of teaching & learning.

Thankful for the opportunities that arise when passionate educators come together to reflect and share and extend their thinking about what matters most...what’s best for all learners.”

SESSION Uncovering What’s Under the White Tape

J ames Schnug, Reading Recovery Trainer, The Ohio State University, OH

The white tape signals what the child does not yet control when writing a story in the Reading Recovery lesson. Explore with us as we pull back the white tape. See how a child constructs understanding of print over time and how a teacher’s theory and decision making lift performance.

This interactive session challenges your way of thinking about a child’s ongoing discovery of print.

Required Texts: Literacy Lessons Designed for Individuals Part One and Part Two, and An Observation Survey of Early Literacy Achievement (Heinemann).

— JoEllen McCarthy Staff Developer- Lead Learner

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

9

MONDAY

Sessions A–D

Session A

Session B

MONDAY, NOVEMBER 16, 2015 8:30 AM–10:00 AM

MONDAY, NOVEMBER 16, 2015 10:30 AM–12:00 PM LCB-1 FEATURED

SESSION Helping Struggling Readers (Grades 3–8)

KEYNOTE SESSION Teacher Practice in a Connected World (Grades K–8) Meenoo Rami, Educator/Author, Science Leadership Academy, PA

In this session, come discover the ways teachers are using the power of networks to reimagine their practice, connect their students to mentors, and find relevant audiences for student work. How would your practice change if you shared your work with the teacher across the hall or across the country?

Explore the ways your students can be active members of a global society and economy.

ylene Beers, Senior Reading Advisor, K Reading and Writing Project, Teachers College, NY Bob Probst, Professor Emeritus, Georgia State University. FL

In this session, we will look at ways to improve the comprehension, fluency, and vocabulary of struggling readers. We will share strategies using both fiction and non-fiction. Please note, the strategies presented in this session will not repeat the strategies presented in our pre-conference session.

LCB-2 FEATURED SESSION Unpacking (and Enacting!)

Elements of Literature to Deepen Interpretation (Grades 5–8) Sonja Cherry-Paul, Middle School English Teacher, Hastings-on-Hudson School District, NY

“ The Literacy for All Conference consistently grows my thinking as a teacher and trainer of teachers.

What this conference does that no other PD does is to push me to grow and to share that growth and vision with colleagues.

There is no package, program or box of stuff - just goals and challenge and motivating trainers.”

This session will examine ways to teach literary elements such as setting, symbolism, syntax, and theme. We will explore techniques that guide students to construct strong literary analyses using the strongest text evidence to support their interpretations. Also, through the process of enacting key scenes from texts, we will discover how students can develop deepened interpretations of reading that strengthen their analysis.

LCB-3 FEATURED

SESSION eading Projects, Reimagined R Workshop: Student-Driven Conferences to Deepen Critical Thinking (Grades 3–8)

Daniel Feigelson, Independent Consultant, NY

In this interactive workshop, participants will engage in adult-level reading experiences to fully appreciate what students should experience in their literacy classrooms. More importantly, teachers will learn a practical, step-by-step approach to conducting individual reading conferences that deepen comprehension.

— Pamela Khairallah Literacy Coach

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

MONDAY

Sessions A–D

Session B (continued) MONDAY, NOVEMBER 16, 2015 10:30 AM–12:00 PM LCB-4 FEATURED

SESSION Are You Teaching or Testing Comprehension? (Grades 1–8)

LCB-7 FEATURED SESSION Digital Bins: Creating Digital Text Sets (Grades 3–8)

Irene Fountas, Author/Professor, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA

ana Johansen, Grade 5 Language Arts Teacher/ D Literacy Consultant, Greenwich Academy, CT

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

What is frequently meant to be the teaching of comprehension looks like a series of questions or testing for single answers instead of giving students new ways of thinking to process a text. How can you scaffold your readers to enhance their ability to gain deeper messages from texts and take an active meaning-making stance?

Improve your effectiveness as a literacy teacher by learning about key principles and core instructional procedures that can help your students build their independent reading power every time they engage with a text.

LCB-5 FEATURED

SESSION Conferring with Young Writers (Grades K–2)

Matt Glover, Author/Consultant, Matt Glover Consulting, OH

Writing conferences are your most powerful moments of the teaching day because they are focused on the skills and strategies that a particular child needs. This session will support participants in examining and refining their skills as conferrers. We will examine dimensions of composition growth and development as well as strategies for nudging writers forward. We will then practice conferring using authentic video clips and writing samples.

LCB-6 FEATURED

SESSION Be a Detective! Helping Readers Think, Research, and Write like Historians (Grades 5–8)

Deborah Hopkinson, Author, OR

Award-winning author Deborah Hopkinson will share tips on ways to encourage students to bring the analytical skills of detectives to critical thinking, researching, and writing. Deborah will show how she uses primary sources including photographs, maps, and first-person accounts to introduce historical thinking skills to elementary and middle school students.

She will also introduce her new nonfiction title, Courage & Defiance, Stories of Spies, Saboteurs, and Survivors in WWII Denmark.

Engagement, tech, and interpretation! Using digital bins can help students learn, practice, and hone their understanding of literary devices such as mood, symbolism, and theme. These digital text sets provide ways for you to support all learners and differentiate your teaching for advanced and novice readers. This session provides the tools you need to use digital bins in your classroom. Participants will leave with ready-to-use digital bins, graphic organizers, and teaching strategies for immediate use in the classroom.

LCB-8 FEATURED

SESSION Read Aloud as Instructional Investment: Layering Vocabulary and Concepts for SubjectSpecific Study (Grades K–6) Lester Laminack, Author/Professor Emeritus, Western Carolina University, NC

In this session, you will see how a set of thoughtfully selected and “plan fully” used picture books can be the scaffold to strengthen topicspecific teaching and learning. Come explore how a well-chosen text set can be organized to include read aloud, literature circles, and independent reading that will layer in vocabulary, scaffold concepts and help students visualize what they are reading in content area materials.

This session is sponsored by Scholastic, Inc. LCB-9 FEATURED SESSION Supporting English Learners in the Reading Workshop (Grades K–2) Lindsey Moses, Assistant Professor of Literacy, Arizona State University, AZ

This session will focus on supporting English learners in the Reading Workshop. Teachers will be presented with differentiated instructional strategies for supporting learners at all language proficiency levels throughout all stages of the Reading Workshop, including planning units of study, whole-group instruction, guided learning experiences, small-group instruction, reflection and sharing. The instructional strategies and suggestions will include informational and fiction units of study with classroom teaching and differentiation examples, and suggested children’s literature and student examples.

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

MONDAY

Sessions A–D

LCB-10 FEATURED SESSION Empowering Your Students (Grades K–8)

LCB-13 CONCURRENT

SESSION School Improvement Focusing on Adult Actions (Grades PreK–5)

Dr. David Huber, Principal, Bristol Public Schools, CT

eenoo Rami, Educator/Author, M Science Leadership Academy, PA

How does empowering students to choice and voice in their learning increase engagement? Come explore the ways you can use appropriate technology to bring agency and energy into your classroom community.

What happens when students are committed to learning that goes beyond earning a good grade? See examples from a variety of classrooms about the ways teachers are empowering their students.

LCB-11 CONCURRENT

SESSION Layered Coaching: Fostering Reflection that Enhances Learning (Grades K–8)

Kelly Burns, District Level Literacy Coach, Regional School Unit #19, ME Sheila Cochrane, Literacy Coach/ Literacy Specialist, Regional School Unit #19, ME

Within Partnerships in the Comprehensive Literacy (PCL) models, all learners from the student to the administrator engage in continuous reflection and refinement of their practice. In this session, participants will view video clips of coaching, teaching, and learning, participate in small group activities, and engage in reflective conversations in order to understand the impact of layered coaching on learning. Participants will leave with tools that encourage reflective conversations.

This session discusses how schools can prioritize improvement efforts focusing on literacy skills essential for student success. Using updated research, this presentation shows how measurable adult actions (improvements in teachers’ instruction) can make a substantial difference in student achievement. Participants can bring their current school improvement plan for an interactive review and evaluation of their plan.

Lastly, this session focuses on ways to integrate work of both school leadership and literacy teams for a clear plan of improvement.

LCB-14 CONCURRENT

SESSION Managing the K–2 Classroom to Support Small Group Teaching or What Are the Rest of the Children Doing? (Grades K–2) Megan Pershica, Literacy Collaborative District Trainer, ISD 196 Rosemount/Apple Valley/Eagan, MN Beth Swenson, Literacy Collaborative District Trainer, ISD 196 Rosemount/Apple Valley/Eagan, MN

In this session, you will learn how to teach children independence and self-management from the first day of school. Learn how to teach tight procedures and routines so children are engaged and productive during managed, independent learning.

LCB-12 CONCURRENT

SESSION Motivating Through Graphic Novels (Grades 3–6)

SESSION E-Books: Creating Pathways to Developing Academic Language for ELLs (Grades K–2)

Stacie Garrett, University Instructor, Cameron University, OK

Katya Tzikas, Grade 1 SEI Teacher, Cambridge Public Schools Kennedy Longfellow School, MA

Dr. Eileen Richardson, University Instructor, Cameron University, OK

This session will demonstrate the power of graphic novels as an instructional tool with unmotivated readers. We will speak from the point of view of a mother, teacher, and a researcher on this topic.

Graphic novels can be the missing link the unmotivated reader needs to start reading. This is because unmotivated readers do not view graphic novels as really reading. These powerful tools are not only teaching reading, but are also teaching critical thinking skills in an engaging approach.

This instructional tool challenges students to read at the inference and the evaluative level.

LCB-15 CONCURRENT

Marjorie Kirstein, ELL Instructional Coach, Cambridge Public Schools, MA

In this session, we will explore using eBooks as the basis for teaching ELLs strategies for academic research, writing, editing, peer feedback and publishing. This discussion will be contextualized within successful, research-based strategies for teaching ELLs academic language. This context includes the importance of explicit teaching of academic language, and differentiated instruction for ELLs of varying language proficiencies.

We will share primary grade exemplars from an urban elementary school to demonstrate these important connections.

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

MONDAY

Sessions A–D

Session B (continued) MONDAY, NOVEMBER 16, 2015 10:30 AM–12:00 PM LCB-16 CONCURRENT

SESSION Igniting Student Interest (Grades 5–8)

Susan Ward, Classroom Teacher, Dalton Public Schools, GA Nalta Massey, Classroom Teacher, Dalton Public Schools, GA Jennifer Hastings, Literacy Coordinator, Dalton Public Schools, GA

Changing, “Do we HAVE to?” to “When can we?” In this session, we will share ideas, techniques and methods that have proven to be successful, even with reluctant readers. You will leave with resources for your book clubs/literature circles, and intriguing paired passages that will have students eager to discuss the texts. You will see how to use current events and community involvement to foster civic-mindedness and build character.

READING RECOVERY RRB-1 FEATURED

SESSION Thinking Deeply About Letter and Word Work

J anet Bufalino, Reading Recovery Trainer, Shippensburg University of Pennsylvania, PA

In this session, participants will update their understanding on planning and analyzing the 1-2 minutes of a Reading Recovery lesson called Letter Identification, Breaking Words Apart, and Words in Isolation.

Examples from lessons and assessments will be shared.

READING RECOVERY RRB-3 CONCURRENT

SESSION “Let Me Tell You About This Book...”

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

In this session, teachers will explore the theory and practice behind providing appropriate introductions to new books for individual children.

These interactions must be crafted to best allow children to orient themselves to the independent task of reading a novel text. We will consider how the teacher-child interactions might change over time, and how they will differ with different books and different children.

READING RECOVERY RRB-4 CONCURRENT

SESSION Teacher Language and Actions: Teaching for Independence in Reading Recovery

Lori Taylor, Reading Recovery Teacher Leader, University of Maine, ME

Reading Recovery teachers engage in responsive and contingent teaching interactions. Explore the impact of teacher language and teacher nonverbal actions on independent problem solving during lessons.

Everything we say-or don’t say; everything we do-or don’t do, matters!

READING RECOVERY RRB-2 FEATURED

SESSION Roaming Around the Known: Exploring Paths to Early Success ary Ann Doyle, Reading Recovery Trainer/Professor, M University of Connecticut, CT

A child’s success in Reading Recovery builds from the first day in Roaming Around the Known. This session will explore theoretical understandings that inform our practices. Discussion will focus on the importance of careful observations, and we will examine one teacher’s decisions and interactions with her student in Roaming Around the Known sessions.

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

MONDAY

Sessions A–D

Lesley University Center for Reading Recovery and Literacy Collaborative Professional Development Programs

New! Online Courses and Graduate Certificate in Language and Literacy Expertise, K–8

Leveled Literacy Intervention Over the course of this six-day training, you will be introduced to a supplementary intervention system designed to help teachers provide powerful, daily small-group instruction for struggling readers and writers. Grades K–2 and 3–12.

The Center is offering ten online graduate level courses for teachers and literacy coaches. Each three-credit course can be taken separately, or combined to give educators a Graduate Certificate in Developing Systematic Language and Literacy Expertise K–8 (18 credits).

What Every School Leader Needs to Know About Good Literacy Teaching and Effective Literacy Coaching This four-day seminar is designed for K–8 school leaders interested in

School-Based Programs

examining the roles of effective teach-

Reading Recovery

ing, systematic assessment, coaching,

An early intervention program to assist

and supervision in improving student

the lowest achieving first graders who are

achievement in reading and writing.

having difficulty learning to read and write.

The Effective Literacy Coach

Literacy Collaborative A research-based, comprehensive model for school reform designed to raise the literacy achievement of all children in elementary and middle school.

This intensive professional development is designed to help educators analyze the multiple roles of the literacy coach as well as the overall importance of the

Contact us if you would like more information about these programs or if you would like to be put on our mailing list.

Call: 617.349.8424 Visit: www.lesley.edu/crr Center for Reading Recovery and Literacy Collaborative 29 Everett Street Cambridge, MA 02138

Join In lesleyuniversitycrrlc.wordpress.com/ facebook.com/LesleyCenterRRLC @lesleyctrrrlc

literacy coach in a school.

Courses and Institutes (graduate credit available) • Guided Reading courses for grades K–2 and 3–8 • Phonics Course, grades K–3 • Coaching Institute • Summer Literacy Institutes for

Onsite Professional Development If you are interested in bringing our expertise to your district, visit

www.lesley.edu/onsite-pd

K–8 educators

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

MONDAY

Sessions A–D

Session C MONDAY, NOVEMBER 16, 2015 1:30 PM–3:00 PM OR 1:30 PM–4:45 PM SELECT ONE OF THESE OPTIONS FOR SESSION C: 1) 90-minute C session (1:30 pm–3:00 pm), then attend a D session (3:30 pm–5:00 pm) 2) In-Depth C session (1:30 pm–4:45 pm) Please note: If you attend the In-Depth C session, you will not attend a D session at 3:30 pm.

LCC-1 FEATURED

SESSION Helping Struggling Readers (Grades 3–8) (Repeat)

ylene Beers, Senior Reading Advisor, K Reading and Writing Project, Teachers College, NY Bob Probst, Professor Emeritus, Georgia State University, FL

In this session, we will look at ways to improve the comprehension, fluency, and vocabulary of struggling readers. We will share strategies using both fiction and nonfiction. Please note, the strategies presented in this session will not repeat the strategies presented in our pre-conference session.

LCC-2 FEATURED

SESSION Practical Punctuation: Teaching Mechanics in the Writing Workshop (Grades 3–8)

Daniel Feigelson, Independent Consultant, NY

Even the most successful writing workshops are often inconsistent in their teaching of punctuation. When we approach the teaching of mechanics as a craft tool rather than as a set of rules, students become thoughtful punctuation decision makers who consider mood, pacing and rhythm in their writing – and learn conventions so they retain and apply them consistently.

This hands-on workshop will explore exciting ways to naturally integrate the teaching of mechanics into our writing workshops.

LCC-3 FEATURED

SESSION (Re)Inventing Reading: Using Digital Tools in Our English Classrooms (Grades 5–8)

Sara Kajder, English Faculty, University of Georgia, GA

What it means to read; how we access, select, and hold onto texts; and the strategies we use for constructing and sharing our meaning making have been dramatically impacted and enabled by newer literacies and technologies. During this session, we will discuss ways of rethinking and “connecting” our readers workshops, cultivating digital libraries, leveraging e-readers and mobile tools, annotating and sharing print and digital texts, and evaluating multi-modal tools, which are changing how we teach and work alongside student readers.

LCC-4 FEATURED

SESSION When Writers Read (Grades K–6)

Lester Laminack, Author/Professor Emeritus, Western Carolina University, NC

Writers approach a text with an eye for more than, “What’s the story here?”

Writers look for structure, craft, intention, bias, and authenticity of content in any text. Learning to read like a writer has many important implications for literacy. Explore ways to help your students look at text and question the credentials and knowledge base of the writer, identify craft examples in that text, pay attention to structure, and then transfer what they have learned to their own writing. Teach your students how good writing is more than just beautiful language. Work with some of the best children’s literature available and become grounded in the craft lessons contained in those books. Return to your classroom and use those same books and identified craft lessons as curriculum for a successful year of teaching writing.

This session is sponsored by Scholastic, Inc. LCC-5 FEATURED

SESSION Empowering Your Students (Grades K–8) (Repeat)

Meenoo Rami, Educator/Author, Science Leadership Academy, PA

How does empowering students to choice and voice in their learning increase engagement? Come explore the ways you can use appropriate technology to bring agency and energy into your classroom community.

What happens when students are committed to learning that goes beyond earning a good grade? See examples from a variety of classrooms about the ways teachers are empowering their students.

LCC-6 FEATURED

SESSION Student-Centered Learning Labs (Grades K–8)

iane Sweeney, Lead Consultant, D Diane Sweeney Consulting, CO

Learning labs create a framework for teachers to get into each other’s classrooms to learn alongside one another. The process involves a pre-brief, observation of a lesson, and debrief. While the focus of the learning lab is flexible, it is typically based on how the students are progressing towards the demands of the Common Core Standards. What makes the process student-centered is the lens that is used for the observation. Rather than focusing solely on the instruction that is taking place, the observers are charged with collecting a broad array of student evidence. This student evidence then becomes the focus of the debrief.

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

MONDAY

Sessions A–D

LCC-7 CONCURRENT

SESSION The HeART of Reading and Writing: Looking Closely and Making Meaning (Grades K–5)

LCC-11 CONCURRENT SESSION Impacting Student Learning Through Literacy Coaching (Grades K–6)

Peter Catalanotto, Author/Illustrator, Simon and Schuster, NY

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

JoEllen McCarthy, Staff Developer/Lead Learner, AlwaysLearning, NY

Kathy Provost, Literacy Coach, Hudson Public Schools, MA

In this session, Peter Catalanotto will demonstrate his creative process for writing as an author, illustrator and instructor at Columbia University.

He will provide student-centered strategies for fostering and developing ideas. Lead learner and staff developer, JoEllen McCarthy, connects and applies this work to the classroom, bridging mentor authors and mentor texts to authentic student work. Together they will share best practices, tangible strategies, literacy snapshots, anchor charts and minilesson ideas to take back to your classrooms.

Heather Fisher, Literacy Coach, Hudson Public Schools, MA

LCC-8 CONCURRENT

SESSION We Love Informational Text (Grades K–2)

Jackie Duane, Reading Recovery Teacher Leader, Haverhill Public Schools, MA Michele Dufresne, Literacy Consultant, Pioneer Valley Books, MA

How can we ensure our students will love reading informational text?

By examining text challenges and processing demands, we will learn how to provide support for students learning to read informational text.

LCC-9 CONCURRENT

SESSION Children as Storytellers (Grades PreK–K) Kate Kane, Head Teacher, Cambridge Ellis School, MA

In this session, we will look at videos of PreK children creating stories together, specifically how they begin to read and sound out words.

We will also look at a series of stories that individual children wrote and illustrated and discover opportunities for literacy development by looking at their work and their own invented spelling.

LCC-10 CONCURRENT SESSION The Role of Intentional Talk: Deepening Understandings About Reading (Grades K–2) Kathy Lanahan, Literacy Coordinator, Bristol Public Schools, CT

Oral language is a tool for thinking and learning. Discussion is critical to the development of reading comprehension for all students.

Teachers support their students’ use of language by guiding them to have conversations that are grounded in texts and deepen understanding.

In this session, you will explore the use of intentional talk within the literacy framework, promoting literacy learning in young students.

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

Jean M. Wolf, Literacy Specialist, Franklin Public Schools, MA

In this session, you will see how literacy coaching can be an effective tool for impacting student learning, but how do we make the most of our coaching sessions? Join our roundtable discussion as several literacy coaches and staff developers share the nuts and bolts of coaching in classrooms. Hear the ways different coaches build relationships, plan for coaching sessions and create effective schedules. Learn more about incorporating formal and informal data into coaching sessions to design lessons, monitor student progress, and reflect on teaching practices.

LCC-12 CONCURRENT

SESSION Effective Elementary Literacy (Grades K–2) Karen Morrison, PhD Candidate/K–2 Teacher, The University of Alabama/ Woodstock Elementary School, AL

In this session, you will see how research-based effective elementary literacy instruction provides teachers with tools to enhance classroom practices. By planning for the incorporation of multi-literacies, teachers and students transition learning into literacy that extends beyond transition. Session participants will engage in purposeful literacy-based presentation, collaboration activities and brainstorming ideas for practical K–2 classroom application.

LCC-13 CONCURRENT

SESSION Building 21st-Century Shared Leadership Teams, Leading Towards a CapacityBuilding Multitiered Systems of Support Model (Grades K–6) Beth Swenson, Literacy Collaborative District Trainer, ISD 196 Rosemount/Apple Valley/Eagan, MN Megan Pershica, Literacy Collaborative District Trainer, ISD 196 Rosemount/Apple Valley/Eagan, MN

The key to sustainable change is building strong leadership teams that develop a shared leadership approach. In this session, you will learn how to build strong teams using the continuous improvement model.

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 17

MONDAY

Sessions A–D

Session C (continued) MONDAY, NOVEMBER 16, 2015 1:30 PM–3:00 PM OR 1:30 PM–4:45 PM READING RECOVERY RRC-1 FEATURED

SESSION Word Work on the Run James Schnug, Reading Recovery Trainer, The Ohio State University, OH

This interactive session will challenge teachers to integrate working with words as the child reads. Starting with sensitive observation of the child’s strategic processing of continuous texts, this session will review ways for a teacher to effectively respond to a child‘s processing of visual information on the run.

READING RECOVERY RRC-2 CONCURRENT

SESSION Teacher Language and Actions: Teaching for Independence in Reading Recovery (Repeat)

Lori Taylor, Reading Recovery Teacher Leader, University of Maine, ME

Reading Recovery teachers engage in responsive and contingent teaching interactions. Explore the impact of teacher language and teacher nonverbal actions on independent problem solving during lessons.

Everything we say-or don’t say; everything we do-or don’t do, matters!

READING RECOVERY RRC-3 CONCURRENT SESSION Thinking More Deeply About Language Structure Kelly McDermott, Reading Recovery Teacher Leader, Boston Public Schools, MA

In order for student learning to accelerate, we must constantly think about how language structures are inextricably tied to meaning and support students as they grapple with understanding increasingly complex text, both in terms of meaning and structure. The more aware we are of the challenges of each text level, the more we can help students comprehend more deeply.

In this session we will analyze records, dig into Literacy Lessons and think about planning deliberately for supporting students as they work with increasingly complex text structures in both reading and writing.

“ The Literacy for All Conference is one of the best conferences to attend.

I am always learning something new.

I love being able to choose Reading Recovery sessions in addition to sessions for classroom teachers.”

— Lisa Hartman Reading/Literacy Specialist

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

MONDAY

Sessions A–D

Session C In-Depth MONDAY, NOVEMBER 16, 2015 1:30 PM–4:45 PM (WITH A 15-MINUTE BREAK) LCC-14 In-Depth FEATURED

SESSION Projecting Units of Study in Writing Workshop (Grades K–2)

Matt Glover, Author/Consultant, Matt Glover Consulting, OH

One of the challenges teachers face is determining what to teach each day during a unit of study in writing workshop. Even when teachers have curricular plans and resources that give teaching possibilities, only teachers can determine what their students need each day. Even the most carefully created unit will change and evolve as it unfolds. In this session, teachers will learn and use a process for projecting units of study that meet curricular goals and respond to the individual needs of their students. Teachers will actually gather a stack for a unit, study their stack like a teacher of writing, create their own writing to use with students, determine primary and secondary goals, and project a possible sequence of minilessons for the unit.

LCC-16 In-Depth CONCURRENT SESSION Breaking Down Dynamic Writing (Without Breaking Dynamic Writers) (Grades 5–8) Courtney C. Stevens, Author, TN

This session will focus on dissecting the following five attributes of creative writing: tone, suspense, voice, narrative arc, and character development.

Do you want to know how to teach the technical side of Common Core State Standards elements without breaking the creative spirit of the student? Come study along with author and educator Courtney Stevens, and work to take writing in your classroom to the next level.

LCC-15 In-Depth CONCURRENT SESSION Poetry Workshop: Making a Place for Poetry in Your Students’ Literacy Lives (Grades 3–6) Kerry Crosby, Literacy Consultant, Lesley University/ Heinemann Publishing Company, MA Heather Morris, Intermediate and Middle School Literacy Collaborative Faculty, Lesley University, MA

How do you move away from the isolated once-a-year poetry unit and infuse it into the daily or weekly lives of your students? In this in-depth session, you will have the opportunity to learn how to implement a weekly poetry workshop in which students have the opportunity to read, write and share poetry in ways that will enhance their understanding of reading and writing across genres and subjects. You will learn by participating in a poetry workshop yourself, creating your own poetry anthology and experiencing poetry minilessons, writing and sharing. Through video, you will observe students participating in a poetry workshop and have the opportunity to discuss what they have learned as readers and writers through their experiences in the workshop. Learn how to love poetry and get your students to love it too!

Required Materials: Participants should bring a notebook or sketchpad with blank pages.

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

MONDAY

Sessions A–D

Session D MONDAY, NOVEMBER 16, 2015 3:30 PM–5:00 PM LCD-1 FEATURED

SESSION Reading Across Texts to Identify and Interpret Themes (Grades 5–8)

LCD-3 FEATURED

S onja Cherry-Paul, Middle School English Teacher, Hastings-on-Hudson School District, NY

Sara Kajder, English Faculty, University of Georgia, GA

This session will identify and interpret themes within a text. It will require students to draw upon multiple skills and to utilize several literary elements.

Additionally, students will need strategies for identifying key text evidence throughout an entire text that supports their claims. A further challenge for students can surface when asked to read across texts to identify and interpret a theme. This workshop focuses on strategies that help students read text sets and make thesis statements that hold up across texts.

LCD-2 FEATURED SESSION Reading Projects, Reimagined Workshop: Student-Driven Conferences to Deepen Critical Thinking (Grades 3–8) (Repeat) Daniel Feigelson, Independent Consultant, NY

In this interactive workshop, participants will engage in adult-level reading experiences, to fully appreciate what students should experience in their literacy classrooms. More importantly, teachers will learn a practical, step-by-step approach to conducting individual reading conferences that deepen comprehension.

SESSION Real Reasons to Write (Grades PreK–8)

It is an exhilarating (and daunting) time to work with student writers as the toolset is ever-changing and continually creating new opportunities and audiences for students. This session will be a bit of a disruption, arguing that what we do as writing teachers remains stable amidst the continual explosion of new tools and spaces for writers. We will explore student work in learning to write by writing, exploring writing as a process, using writing to think, engaging with authentic audiences and purposes, connecting writing and reading, and writing to see ourselves.

LCD-4 FEATURED

SESSION Supporting English Learners in the Mainstream Classroom (Grades K–2)

Lindsey Moses, Assistant Professor of Literacy, Arizona State University, AZ

This session will include literacy strategies for supporting English learners in K–2 mainstream classrooms. The session will begin by providing information on identifying language proficiency levels using both formal and informal assessments. Instructional ideas for differentiation and additional language support during whole-group, small-group, and independent work time will be addressed. Practical ideas with modifications for supporting literacy instruction throughout the elementary subject areas will be shared with classroom examples.

Lesley University Alumni and Friends Luncheon at the Literacy for All Conference The Lesley University Alumni Association invites graduates of Lesley University to a special lunch at the Literacy for All Conference.

Monday, November 16, 2015 12:00 pm–1:30 pm Rotunda Room Rhode Island Convention Center

To register, visit www.lesley.edu/literacy-luncheon.

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

Please respond by October 30, 2015.

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

MONDAY

Sessions A–D

Session D (continued) MONDAY, NOVEMBER 16, 2015 3:30 PM–5:00 PM LCD-5 CONCURRENT

SESSION Layered Literacy Coaching: Levels of Scaffold for All Educators (Grades PreK–8)

LCD-8 CONCURRENT SESSION App-Smashing for Authentic Learning (Grades PreK–8)

Marcia Nye Boody, University Literacy Coach Trainer, University of Maine, ME

Sue Cusack, Assistant Professor, Lesley University, MA

Kelly Burns, District Level Literacy Coach, Etna-Dixmont School, ME

Valerie Harlow Shinas, Assistant Professor, Lesley University, MA

In this session, you will have the opportunity to examine a new design: layered literacy coaching. You will meet a district-level literacy coach who works with school-based literacy coaches and teachers. Video clips will allow you to examine the levels of scaffold that support literacy coaching, teaching and learning.

Jacy Edelman, Kennedy-Longfellow/Lesley University Partnership Project Director, Lesley University, MA

LCD-6 CONCURRENT

SESSION Why the “Nonfiction Reading Unit” Isn’t Enough Anymore (Grades 5–8)

Colleen Clabault, Grade 8 English Teacher, Sandwich Public Schools, MA

The Common Core State Standards call for an increased presence of nonfiction in the ELA classroom. Consider meeting this demand by weaving informational text into existing units of study. The ongoing use of feature articles, magazines and newspapers, primary documents, and rich informational texts provide engaging opportunities for teaching the structure and critical analysis of nonfiction throughout the year. See how one thematic reading unit is enhanced by the inclusion of informational text.

LCD-7 CONCURRENT

SESSION Closing the Story Gap: Supporting All Students to See Themselves in Texts (Grades K–2) Katherine Cunningham, Assistant Professor, Manhattanville College, CT Grace Enriquez, Assistant Professor, Lesley University, MA

In this session, the presenters will share children’s literacy selections they use in elementary classrooms to support all students to see themselves in stories. As our schools grow increasingly diverse, it is even more imperative that we widen the array of texts we use to support all readers and writers to make connections and affirm their identities in positive ways.

Kreg Hanning, Kennedy-Longfellow/Lesley University Partnership Technology Specialist, Lesley University, MA

In this session, you will take part in an app-smashing adventure to mix and match apps that support content learning within authentic literacy experiences.

Together we will use iPad apps to create virtual field trips, experience augmented reality, engage in storytelling through stop motion animation, and travel to other worlds using green screen. Teachers will learn strategies that support language development and knowledge-building across the disciplines — strategies useful for English Language Learners who must learn content concurrent with language development.

LCD-9 CONCURRENT SESSION Designing and Implementing Content-Based Literacy Units of Study (Grades 3–6) Laurie Higgins, Reading Specialist, Stoughton Public Schools, MA Kathleen Monahan, Grade 3 Teacher, Stoughton Public Schools, MA

This session will focus on the process of designing and implementing a Common Core State Standards content-based literacy unit. We will learn about best practices and literacy choices that complement a successful content-based literacy unit. Participants will leave with a third grade sample unit.

LCD-10 CONCURRENT SESSION Using Small Group Instruction to Transfer Guided Practice to Independent Application (Grades K–2) Tammy Mulligan, Author/Staff Developer, Teachers for Teachers, MA Clare Landrigan, Author/Staff Developer, Teachers for Teachers, MA

In this session, you will see how small group instruction can be used to provide opportunities for students to practice and reflect on the strategies they are learning. We will look at how to use this time in your classroom to set, monitor, and celebrate your students’ goals. We will share a lesson design and structure to make these groups efficient and effective.

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

MONDAY

Sessions A–D

LCD-11 CONCURRENT

SESSION Writing in the Early Childhood Classroom (Grades PreK–K)

Lynne Phinney, Kindergarten Teacher, Sandwich Public Schools, MA Patti Leary, Literacy Coach, Sandwich Public Schools, MA

In this session, you will see a variety of ways to incorporate writing in the early childhood classroom, including videos and an opportunity to explore samples of children’s work. We will focus on what writers’ workshop looks like in the kindergarten classroom. In addition, we will look at ways to add meaningful writing about reading opportunities throughout your day.

LCD-12 CONCURRENT SESSION Twitter as a Tool for Professional Learning and Growth (Grades K–8)

READING RECOVERY RRD-1 FEATURED

SESSION Thinking Deeply About Letter and Word Work (Repeat)

J anet Bufalino, Reading Recovery Trainer, Shippensburg University of Pennsylvania, PA

In this session, participants will update their understanding on planning and analyzing the 1–2 minutes of a Reading Recovery lesson called Letter Identification, Breaking Words Apart, and Words in Isolation.

Examples from lessons and assessments are shared.

READING RECOVERY

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

In this session, you will see how social media offers many benefits to educators and leaders. While Twitter can be used to “Keep up with the Kardashians,” it is also a powerful tool for learning. This session will explore ways that educators and leaders can use Twitter to develop a personal learning network that can support their own professional growth.

Participants should create a Twitter account before the session and bring a device that can access the Internet and their Twitter account.

LCD-13 CONCURRENT

SESSION Nursery Rhymes—Redux: Imagination, Creative Writing and... Assessment?

(Grades 3–6)

RRD-2 FEATURED SESSION Reading Recovery and Classroom Writing in First Grade dria Klein, Reading Recovery Trainer, A Saint Mary’s College of California, CA

Common Core State 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 first grade classrooms.

Justin Stygles, Grade 5/6 Teacher/Author, MSAD #17, Guy E. Rowe Elementary, ME

Remember nursery rhymes learning to read? What about nursery rhymes as inspiration for writing? “Mother Goose,” quick to the point, left off the backstory or the ever after, creating a fabulous opportunity to write.

Bring a notebook! In this session, participants will create writing from a nursery rhyme that parallels a student’s writing development through the writing process (evidenced by student work), allowing participants to reflect on writing growth and teaching opportunities—assessment made easy!

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

MONDAY

Sessions A–D

Session D (continued) MONDAY, NOVEMBER 16, 2015 3:30 PM–5:00 PM READING RECOVERY

READING RECOVERY

RRD-3 FEATURED

SESSION Comprehending Text Through Talking, Reading, and Writing

RRD-4 CONCURRENT

SESSION Flexibly Expanding Children’s Oral Language Using the Cut-Up Story

E va Konstantellou, Reading Recovery Trainer, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA

Todd N. Hartman, Reading Recovery Teacher Leader, Prince William County Public Schools, VA

Marie Clay has defined reading as a message-getting, problem-solving activity, and writing as a message-sending, problem-solving activity.

In this session, we will look at examples of children’s reading and writing and examine how the teacher’s decisions and language interactions with students foster and deepen understandings of the messages students read and write.

Marie Clay stated, “...the child’s ultimate resource for learning to read and write is his spoken language.” She added, “...teachers...are responsible for encouraging children to improve their skills in the use of the English language. Teachers therefore need to know something about the structure of the English language and how this structure is acquired by young children.” This session will address language acquisition, the Record of Oral Language, and expanding children’s language.

Required Texts: Literacy Lessons Designed for Individuals, One and Two (Heinemann).

Required Texts: Literacy Lessons Designed for Individuals, One and Two (Heinemann) and Record of Oral Language (Heinemann).

Exhibit Fair Monday, November 16, 2015 Ballroom A, 5th level of the Rhode Island Convention Center Exhibit Fair/Raffle: 5:00 pm–6:00 pm

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

Keynote Speakers Mary Pope Osborne Meenoo Rami

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.

24

Exhibitors:

Featured Speakers Sonja Cherry-Paul Dan Feigelson Deborah Hopkinson Dana Johansen Lindsey Moses

B. Lothrop Books | BookSource | Hameray Publishing Group, Inc. | Heinemann Publishing | Lakeshore Learning Materials Mackin Educational Resources | MaryRuth Books | Pioneer Valley Books | Reading Reading Books, LLC | Resources for Reading For more info: 617.349.8402 | literacy@lesley.edu www.lesley.edu/literacyforall Scholastic Classroom and Community | Short |Tales Press | And more to come!

TUESDAY

Sessions E–G

Session E TUESDAY, NOVEMBER 17, 2015 8:30 AM–10:00 AM

KEYNOTE SESSION A Bridge of Children’s Books (Grades K–8) Mary Pope Osborne, Author, CT

In this session, Mary Pope Osborne relates her surprising personal journey to becoming a children’s author. Sharing her passion for writing for children, she explains how she draws inspiration from a multitude of sources, including children themselves.

READING RECOVERY RRE-3 FEATURED

SESSION Oral Language, Reading, and Writing Connections for English Language Learners

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

Oral language, reading, and writing are interconnected processes.

In this session, we will explore how all Reading Recovery teaching and learning is grounded in this integrated approach and supports accelerated literacy learning.

READING RECOVERY READING RECOVERY RRE-1 FEATURED

SESSION Matching Strategic Activity and Word Work Across a Lesson

Nancy Anderson, Reading Recovery Trainer, Texas Woman’s University, TX

This session focuses on an analysis of strategic activity in running records and how to think about planning word work during the writing, reading, and word work components of the lesson. Identifying patterns in processing, what children control, and then engaging children in connected action provide a framework for thinking about teaching. This session demonstrates how to use Literacy Lessons: Designed for Individuals by Marie Clay as a tool while considering unique processing patterns of children.

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

READING RECOVERY RRE-2 FEATURED

SESSION Providing Opportunities Through Understanding and Prompting Janet Bufalino, Reading Recovery Trainer, Shippensburg University of Pennsylvania, PA

In this session, we will explore session interactions between teachers and students. Each day during each lesson, a teacher uses what she/he knows about early readers to understand what behavior/processing the child is demonstrating and then how to teach/prompt. The goal of this session is to increase the background knowledge in terms of possibilities of what children do, what it means and how to best teach/prompt.

RRE-4 FEATURED

SESSION Word Work on the Run (Repeat)

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

This interactive session will challenge teachers to integrate working with words as the child reads. Starting with sensitive observation of the child’s strategic processing of continuous texts, the session will review ways for a teacher to effectively respond to a child’s processing of visual information on the run.

READING RECOVERY RRE-5 CONCURRENT

SESSION Reading Recovery: Decades of Deliberate Teaching, Data, and Making Differences

Julie Francis, Reading Recovery Teacher Leader, Warwick Public Schools, RI Kathleen Desrosiers, ELA Director, Warwick Public Schools, RI

In this session, we will discuss the revolutionary work of Marie Clay and how 30 years of Reading Recovery in North America has influenced our understandings and teaching of emergent literacy. This session offers a historical perspective of Reading Recovery, an update on recent research findings, and a panel discussion on Reading Recovery implementation with regional administrators and teachers.

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

TUESDAY

Sessions E–G

Session F TUESDAY, NOVEMBER 17, 2015 10:15 AM–11:45 AM OR 10:15 AM–1:30 PM SELECT ONE OF THESE OPTIONS FOR SESSION F: 1) Reading Recovery Keynote F or 90-minute F session (10:15 am–11:45 am), then choose a G session (1:00pm–2:30 pm) 2) In-Depth F session (10:15 am–1:30 pm) Please note: If you attend the In-Depth F session, you will not attend a G session at 1:00 pm.

READING RECOVERY KEYNOTE SESSION Language and Literacy: Growing Strategic Learners Nancy Anderson, Reading Recovery Trainer, Texas Woman’s University, TX

Language is the foundation of literacy learning.

Authentic conversations around the relevant, meaningful life experiences of children support literacy learning.

Too often children who struggle encounter less authentic ways of using language or “doing school” and this hinders progress.

This session will help teachers observe, analyze, and extend children’s oral language through targeted teaching that promotes constructing strategic activity systems in reading and writing.

LCF-2 FEATURED SESSION Be a Detective! Helping Readers Think, Research, and Write Like Historians (Grades 5–8) (Repeat) Deborah Hopkinson, Author, OR

Award-winning author Deborah Hopkinson will share tips on ways to encourage students to bring the analytical skills of detectives to critical thinking, researching, and writing. Deborah will show how she uses primary sources, including photographs, maps, and first-person accounts, to introduce historical thinking skills to elementary and middle school students.

Deborah will also introduce her new nonfiction title, Courage & Defiance, Stories of Spies, Saboteurs, and Survivors in WWII Denmark.

LCF-3 FEATURED

SESSION Digital Bins: Creating Digital Text Sets (Grades 3–8) (Repeat)

ana Johansen, Grade 5 Language Arts Teacher/Literacy D Consultant, Greenwich Academy, CT

Engagement, tech, and interpretation! Using digital bins can help students learn, practice, and hone their understanding of literary devices such as mood, symbolism, and theme. These digital text sets provide ways for you to support all learners and differentiate your teaching for advanced and novice readers. This session provides the tools you need to use digital bins in your classroom. Participants will leave with ready-to-use digital bins, graphic organizers, and teaching strategies for immediate use in the classroom.

LCF-4 FEATURED

LCF-1 FEATURED

SESSION npacking (and Enacting!)

U Elements of Literature to Deepen Interpretation (Grades 5–8) (Repeat)

Sonja Cherry-Paul, Middle School English Teacher, Hastings-on-Hudson School District, NY

This session will examine ways to teach literary elements such as setting, symbolism, syntax, and theme. We will explore techniques that guide students to construct strong literary analyses using the strongest text evidence to support their interpretations. Also, through the process of enacting key scenes from texts, we will discover how students can develop deepened interpretations of reading that strengthen their analysis.

SESSION Real Reasons to Write (Grades PreK–8) (Repeat)

Sara Kajder, English Faculty, University of Georgia, GA

It is an exhilarating (and daunting) time to work with student writers as the toolset is ever-changing and continually creating new opportunities and audiences for students. This session will be a bit of a disruption, arguing that what we do as writing teachers remains stable amidst the continual explosion of new tools and spaces for writers. We will explore student work in learning to write by writing, exploring writing as a process, using writing to think, engaging with authentic audiences and purposes, connecting writing and reading, and writing to see ourselves.

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

TUESDAY

Sessions E–G

Session F (continued) TUESDAY, NOVEMBER 17, 2015 10:15 AM–11:45 AM OR 10:15 AM–1:30 PM LCF-5 FEATURED

SESSION Supporting English Learners in the Reading Workshop (Grades K–2) (Repeat)

Lindsey Moses, Assistant Professor of Literacy, Arizona State University, AZ

This session will focus on supporting English learners in the Reading Workshop. Teachers will be presented with differentiated instructional strategies for supporting learners at all language proficiency levels throughout all stages of the Reading Workshop: planning units of study, whole-group instruction, guided learning experiences, small-group instruction, reflection and sharing. The instructional strategies and suggestions will include informational and fiction units of study with classroom teaching and differentiation examples, suggested children’s literature and student examples.

LCF-6 FEATURED

SESSION The Fireworks of Facts with Fiction (Grades K–8)

Mary Pope Osborne, Author, CT

In this session, Mary Pope Osborne will discuss how her extensive research for her books often inspires her plot and character choices.

She will also share how teachers of all grades can use her Classroom Adventures Program to stimulate children’s curiosity and desire to learn.

LCF-7 FEATURED

SESSION Building a Culture for Student-Centered Coaching and Collaboration (Grades K–8)

LCF-8 CONCURRENT SESSION Unpacking the Nonfiction Picture Book with Feathers, Not Just for Flying: A Conversation with the Author (Grades K–8) Mary Ann Cappiello, Associate Professor, Lesley University, MA Erika Dawes, Associate Professor, Lesley University, MA Melissa Stewart, Author, MA

Want to know more about nonfiction picture books? Children’s author Melissa Stewart will discuss the research and writing of her book Feathers, Not Just for Flying. Lesley University faculty Mary Ann Cappiello and Erika Thulin Dawes will lead participants through the process of evaluating the text for its quality, utility, and complexity.

LCF-9 CONCURRENT

SESSION Initiating Climate Change: Creating a Literate and Considerate Learning Environment (Grades 3–6) Jennifer Felt Chafin, Literacy Coach, Oxford Hills School District, ME

The classroom environment is a silent, yet significant teacher when it comes to student achievement. This session offers numerous examples of how to strengthen literacy instruction through deliberately designed learning spaces. Participants will examine the impact of instructional language on learning environments and will leave with new and creative ways to refine their classroom environment, which, in turn, will lead to positive shifts in literacy learning and overall classroom climate.

Diane Sweeney, Lead Consultant, Diane Sweeney Consulting, CO

While many of our schools have invested in the structures for coaching and collaboration, it is often challenging to build a school culture that embraces this work. This session will provide strategies for moving coaching and collaboration out of the shadows so that it becomes intrinsic to the school culture.

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

TUESDAY

Sessions E–G

LCF-10 CONCURRENT SESSION The Coach-Principal Team: Ingredients for a Successful Collaboration (Grades K–5) Katie Charner-Laird, Principal, Cambridge Public Schools, MA

In this session, you will see how the coach-principal relationship is critical for successful implementation of a literacy program. Katie Charner-Laird, K–5 principal and former literacy coach, will share strategies and tools for creating a successful collaborative relationship. Topics will include scheduling and creating agendas for meetings, collaborative observations, how to share information while respecting confidentiality, the role of the coach in data review meetings, the role of the coach on the Instructional Leadership Team, and the coach-principal team in relationship to the district ELA department.

LCF-11 CONCURRENT

SESSION Wondrous Writing Groups (Grades K–2)

Sophia Crawford, Grade 5 Teacher/ Literacy Coach, Charlotte Mecklenburg Schools, NC Lashenna Gaines, Literacy Interventionist, Union County, NC

Writing instruction can serve as the foundation for extending students’ writing and reading development. Reading and writing reciprocity is the key to making great strides in writing. This session will delve into guided writing groups and the link and positive impact it has on reading.

LCF-12 CONCURRENT SESSION Interactive Literacy and Music (Grades PreK–K) Jennifer Daniels, Literacy, Music and Movement Educator, The Learning Groove, GA Al deCant, The Singing Principal, GA

Working closely with Eric Litwin, the bestselling author of the first four Pete the Cat picture books, Jennifer’s lively workshops are more like interactive concerts. No musical expertise necessary! We will learn how to use music and movement to aid in early literacy, teaching, and classroom management. And we will look at the elements that have made the Pete the Cat stories so popular with teachers and children in both typical and special needs classrooms. Participants will leave with free access to songs and activities designed to teach across the curriculum.

LCF-13 CONCURRENT

SESSION Methods for Maximizing Engagement and Independence in Writing Workshop (Grades 3–6)

Peter Gangi, Literacy Coach/Staff Developer, Merrick Public Schools, NY

In this session, we will explore how to set up and manage independent writing projects. Independent writing teaches students to match genre with purpose as they write passionately for authentic audiences. The following structures will also be discussed: peer conferences, writing clubs, and student-led small group work. These layers maximize student ownership of their learning. Together, these tools will transform your writing workshop, leading your students to write with more joy, proficiency, and motivation!

LCF-14 CONCURRENT

SESSION Building Thoughtful Discourse and Understanding During a Guided Reading Lesson (Grades 3–6) Amy Greene, Literacy Coach, Fairfax County Public Schools, VA Helen Sisk, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University, MA

In what ways can a teacher’s language impact students’ thinking about their reading? This session explores how to assess and scaffold students’ strategic processing for deeper comprehension. These in-the-moment teaching decisions are thoughtful responses to student need. It requires knowledge of the reading process and possible next instructional steps for the student. Teachers must take advantage of the opportunities readers present during their reading in order to teach for strategic processing.

LCF-15 CONCURRENT

SESSION How Do I Know What I Should Be Teaching with Regard to Phonics and Word Study? (Grades K–2) Kristine Haveles-Pelletier, District Literacy Implementation Specialist, Manchester Public School District, NH

This session will look at ways to utilize formative assessment in order to determine what the focus for phonics and word study can be for classroom, small group and individual instruction.

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

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

TUESDAY

Sessions E–G

Session F (continued)

Session F In-Depth

TUESDAY, NOVEMBER 17, 2015 10:15 AM–11:45 AM OR 10:15 AM–1:30 PM

TUESDAY, NOVEMBER 17, 2015 10:15 AM–1:30 PM (WITH A 15-MINUTE BREAK)

LCF-16 CONCURRENT

LCF-19 In-Depth CONCURRENT SESSION Coaching Conversations: Enhancing Educator Expertise and Student Achievement (Grades PreK–8)

SESSION Text Analysis: Maximizing the Power of Texts as Teaching Tools (Grades K–2)

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

It is critical for teachers to develop a depth of knowledge about the reading behaviors of their students, choose texts that engage those readers, and teach practices that support each student’s ability to access a variety of texts. In this session, you will learn a process for looking at factors related to text difficulty in order to use texts effectively with students throughout the day. You will look at books with a critical eye in order to select texts that meet the needs of your readers. Issues of text complexity and using a gradient of text will be explored.

Marcia Nye Boody, University Literacy Coach Trainer, The University of Maine, ME Dawn Jandreau, University Literacy Coach, The University of Maine, ME

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

The coaching conversation is essential to enhance educator expertise!

In this interactive session, you will observe video clips of literacy conversations between coaches, teachers and a PreK–8 principal.

Topics in this workshop will include high standards for teaching and learning, building relationships with colleagues, and using strong academic language that fosters ongoing reflection. This workshop is recommended for literacy coaches who want to increase their expertise each time they participate in coaching conversations with teachers.

LCF-17 CONCURRENT

LCF-20 In-Depth CONCURRENT

SESSION Artistic Technology-Integrated Literacy Instruction: What Teachers Need to Know (Grades K–8)

Valerie Harlow Shinas, Ph.D., Assistant Professor, Lesley University, MA Barbara Steckel, Ed.D, Associate Professor, Lesley University, MA

In this session, the presenters will explain artistic, technology-integrated literacy instruction and share the principles of effective integration in the literacy classroom. Framed by the stories of classroom teachers who utilize technology, the presenters will share a model for instructional planning that will help teachers develop and deliver technology-integrated literacy instruction. In addition, they will present digital tools and resources recommended by teachers who use technology to add value to reading, writing, and learning.

SESSION A New Perspective on Poetry (Grades 3–6)

Mary Rizzuto, Student Teacher Supervisor, Tufts University/ Eliot-Pearson Department of Child Development, MA Charlotte Sidell, Head Librarian (retired), Needham Public Schools, MA

Poetry celebrates the sounds, rhythms and patterns of language in a manner that narrative text does not. In this session, we will explore how science and poetry complement each other, and review a selection of high-quality children’s poetry books with science content themes. Join us and experience various types of poetry, strategies for classroom usage, current titles and how to make each a valuable tool within your science or literacy curriculum.

LCF-18 CONCURRENT

SESSION Engaging Middle School Readers 24/7 (Grades 5–8) Julie Stokes, Literacy Coordinator, Dalton Public Schools, GA Megan Simmons, Literacy Teacher, Dalton Public Schools, GA

In this session, you will see how rigor and relevance are vital to literacy success with middle school learners. We will explore what books are engaging kids and how to transfer their learning to relevant topics they can research and write about. We will also explore technology and how it works with us and isn’t something for us to fight.

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

TUESDAY

Sessions E–G

Session G TUESDAY, NOVEMBER 17, 2015 1:00 PM–2:30 PM LCG-1 FEATURED SESSION Imagine Possibilities: Picture Books for All Readers (Grades 3–6) Deborah Hopkinson, Author, OR

Award-winning author, Deborah Hopkinson, author of picture books Sky Boys, Apples to Oregon, and Keep on! The Story of Matthew Henson, Co-Discoverer of the North Pole, will share tips and lead a discussion on the various ways picture books can support visual literacy and historical thinking for students at various levels. Deborah will also preview her 2016 picture book, Beatrix Potter and the Unfortunate Tale of a Borrowed Guinea Pig. LCG-2 FEATURED

SESSION Power Blogging: Strengthening Students’ Reading Responses, Independent Writing, Book Clubs (Grades 3–8) Dana Johansen, Grade 5 Language Arts Teacher, Literacy Consultant, Greenwich Academy, CT

Teachers everywhere share a common goal for their students—increased comprehension. One way to facilitate this deepening understanding is through writing about reading in authentic, meaningful ways. In this session, we will consider options that will encourage our students to think about their reading on many different levels. We will also explore ways to assess their written responses and analyze student thinking.

LCG-4 CONCURRENT SESSION Speak Up!: Engagement with Complex Text Through Collaborative Conversations (Grades 5–8) Christina Arpante, Secondary Literacy Coordinator, Santa Clara Office of Education, CA Rhonda Beasley, Elementary Literacy Coordinator, Santa Clara Office of Education, CA

During this interactive session, we will model instructional strategies that guide students to comprehend materials and concepts and articulate ideas through scaffolded structures. Experience how explicit learning targets foster academic performance while building critical reading and thinking skills for rigorous curricula.

LCG-5 CONCURRENT SESSION Using Technology to Facilitate Best Practices in Literacy (Grades 5–8) Colleen Clabault, Grade 8 English Teacher, Sandwich Public Schools, MA Karen Sabetta, Grade 7 English Teacher, Sandwich Public Schools, MA

Is the thought of carrying home 100 reader’s notebooks paralyzing?

Feeling frustrated trying to squeeze in writing conferences? There’s no need to abandon proven literacy practices because of schedule constraints or a large student caseload. Consider adding digital platforms, such as Schoology or Google Classroom, to your instruction and expand the opportunities for reading responses and meaningful teacher feedback.

In this session, you will see how using technology can facilitate both student engagement and classroom management.

LCG-3 FEATURED SESSION What Is Student-Centered Coaching? (Grades K–8)

Diane Sweeney, Lead Consultant, Diane Sweeney Consulting, CO

By focusing coaching on student learning, rather than on fixing teachers, an instructional coach can navigate more directly towards increased student outcomes. This session will introduce the core practices for student-centered coaching.

“ Still one of my favorite conferences with exceptional and inspiring speakers!

Lesley University continues to be the leader in literacy education with sound research and best practice.”

— Mary Almeida Director of Title I and Literacy

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

TUESDAY

Sessions E–G

Session G (continued) TUESDAY, NOVEMBER 17, 2015 1:00 PM–2:30 PM LCG-6 CONCURRENT SESSION Composing = Composing: Honoring the Visual Work of Students in Writers’ Workshop (Grades K–2) Shawna Coppola, Literacy Specialist, Rollinsford Grade School, NH

This session will examine the processes behind the work of some of the most celebrated and beloved picture book illustrators today.

We will see that these processes, and the thinking behind them, are very similar to that of the writers we know and admire. This session will bring many of these similarities to light and will outline what implications they have for the students in our writers’ workshop, especially for those who would prefer to compose their work visually rather than textually.

LCG-7 CONCURRENT

SESSION Dynamic Read Alouds (Grades K–2)

Sarah Keller, Kindergarten Teacher, Moose Hill School, NH/ Adjunct Professor, Lesley University, MA

In our world of standards-based teaching and testing, we sometimes forget how important it is to make time for meaningful, compelling read alouds. This session will explore participatory read alouds and the vital role they play in the young child’s literacy journey. Ways to incorporate drama, art, movement, vocabulary, and comprehension development for varied learners will all be part of this session. Reviews of current, exciting children’s literature, as well as ideas for bringing old classics back to life, will also be discussed.

LCG-8 CONCURRENT

SESSION Engaging Our Youngest Readers with Reading Minilessons (Grades K–2)

Amber Leslie, Teacher, Manchester Elementary Middle School, Bennington Rutland Supervisory Union, NY Kerry Crosby, Literacy Consultant, Lesley University/ Heinemann Publishing Company, MA

What do reading minilessons look like in kindergarten? How do they enhance independent reading and literacy work? How do we make these minilessons applicable to our youngest students’ literacy lives? How do we make them simple, brief and engaging? Participants will explore the structure and format of reading workshop in a kindergarten classroom.

Through video and discussion, participants will analyze reading minilessons, explore mentor texts, and learn how to use The Continuum of Literacy Learning PreK–8 to assist in planning. Though videos will be based in a kindergarten classroom, this session will be helpful to teachers in any of the primary grades.

Required Texts: The Continuum of Literacy Learning PreK–8 (Heinemann) and two mentor texts/read alouds that you love!

LCG-9 CONCURRENT

SESSION Wonder-ful Investigations and Texts (Grades 3–6)

JoEllen McCarthy, Lead Learner/Regional Staff Developer, AlwaysLearning, NY Erica Pecorale, Professor, Long Island University, NY

Joy, passion and love all lead to learning. This session will explore opportunities for #Booklove: layering mentor texts with paired texts resources from Wonderopolis and digital tools. Literacy snapshots, student work, titles and minilessons that demonstrate opportunities for students to promote wondering and curiosity will be shared.

Join us to explore investigations that layer meaning from thinking, reading and writing across texts.

“ I brought a team of teachers from our school district and all of us had outstanding learning opportunities at the various workshops we attended.”

— Judith Malone Neville Reading/Literacy Specialist

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

TUESDAY

Sessions E–G

LCG-10 CONCURRENT

SESSION Integrating Word Work into Guided Reading (Grades K–2)

LCG-12 CONCURRENT

LaManda Moore, Reading Interventionist, Jefferson County Public Schools, KY

Kathy Provost, Literacy Coach, Hudson Public Schools, MA

Dominique Penn, Teacher, Jefferson County Public School, KY

Aubrey Andreozzi, Grade 3 Teacher, Hudson Public Schools, MA

In this session, participants can expect to decide how to make informed choices on word work based upon their children’s needs.

They will also learn what word work looks like within the guided reading group at the emergent, early, and transitional level.

Tricia Bowen, Grade 4 Teacher, Hudson Public Schools, MA

LCG-11 CONCURRENT

SESSION Turn New and Struggling Readers into Passionate Lifelong Readers (Grades PreK–8) Nancy Newman, English Teacher/Literacy Consultant, Bronx and Staten Island Community College, NY

As educators, we see that though many parents are concerned about their children’s reading ability, they have no idea how to help children become skilled readers and commonly believe that it is impossible to raise readers because of competition from technology. In this session, I will combine the latest scientific research with what I learned as an English teacher and mother and offer my simple, practical, joyful approach to raising readers that boosts literacy skills and instills a love of reading in all children—infants, toddlers, new readers, and struggling readers.

After translating neuroscience into common sense and explaining why raising readers is easier than most people realize, I do a hands-on demonstration of easy, effective, everyday activities that even the busiest teachers, parents, and caregivers can use to support children’s literacy in a wide range of settings and circumstances.

SESSION Using Picture Books to Engage Readers and Support Deep Thinking (Grades 3–6)

Jaime Leger, Grade 4 Teacher, Hudson Public Schools, MA Jennifer Lewis, Grade 4 Teacher, Hudson Public Schools, MA

In this interactive round table session, teachers will show how they use picture books to support and extend students’ ability to think deeply about the big ideas in texts. Through the use of readers notebooks, a variety of mentor texts, a “battle of the books” unit and strategic use of read-alouds, each teacher will share their experiences to help students engage deeply in texts with greater stamina and higher engagement.

LCG-13 CONCURRENT

SESSION Language and Learning: Expanding Oral Language Development Through Conversation (Grades PreK–K)

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

In this session, we will consider how conversations about texts with pre-kindergarten and kindergarten students can help to support and expand their oral language development. Participants will have the opportunity to think about how meaningful conversations about interactive read aloud and shared reading texts can provide opportunities to enhance oral language and vocabulary development.

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

TUESDAY

Sessions E–G

Session G (continued) TUESDAY, NOVEMBER 17, 2015 1:00 PM–2:30 PM LCG-14 CONCURRENT

SESSION Biographies and Historical Letters: A Powerful Pairing for Content Literacy (Grades 3–8)

LCG-16 CONCURRENT

Sam Rubin, Education Specialist, JFK Presidential Library and Museum, MA

Matthew Bell, Teacher, Stoughton Public Schools, MA

Esther Kohn, Education Specialist, JFK Presidential Library and Museum, MA

Inquiry-based science is the perfect way to integrate nonfiction reading and writing standards, as well as speaking and listening skills.

As your student scientists develop their knowledge and use of NGSS Science Practices while engaging in the Scientific Method, you surround them with reading, writing, speaking, and listening opportunities that build their schemas and enhance their critical thinking skills. Observe your students’ enthusiasm and motivation for both science and ELA increase!

Mary Ann Cappiello, Associate Professor, Lesley University, MA Erika Thulin Dawes, Associate Professor, Lesley University, MA

In this session, Kennedy Library educators Sam Rubin and Esther Kohn show how letters by and to some famous figures in American history paired with high-quality children’s biographies can inspire imaginative reading and writing activities in grades 3–5. Lesley University literacy faculty Mary Ann Cappiello and Erika Dawes present text sets based on those same history makers.

SESSION Reading and Writing Every Day in Science (Grades 3–6)

Vanessa Vigna, Instructional Coach, Middleborough Public Schools, MA

LCG-15 CONCURRENT

SESSION Technology Transforms a Literacy Coach’s Debriefing Session (Grades 2–6)

Susan Sabella, Literacy Coach, Narragansett School System, RI

In this session, you will see how two iPad apps were used to transform my professional practice as a literacy coach. The camera app and iMovie were used to create a short movie to highlight the flow of a technologyenhanced learning experience. Throughout the teacher-coach debriefing session, this iMovie served as a visual and auditory diary of the coach’s compare/contrast ELA lesson.

“ The conference really helped me and gave me ideas on how to make learning and literacy fun and exploratory whilst developing my learners’ thinking.”

— Amani Khensani Manganyi Masters in Education Student

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

TUESDAY

Sessions E–G

READING RECOVERY

READING RECOVERY

RRG-1 FEATURED

SESSION Matching Strategic Activity and Word Work Across a Lesson (Repeat)

Nancy Anderson, Reading Recovery Trainer, Texas Woman’s University, TX

RRG-3 FEATURED

SESSION Oral Language, Reading, and Writing Connections for English Language Learners (Repeat)

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

This session focuses on an analysis of strategic activity in running records and how to think about planning word work during the writing, reading, and word work components of the lesson. Identifying patterns in processing, what children control, and then engaging children in connected action provide a framework for thinking about teaching. This session demonstrates how to use Literacy Lessons Designed for Individuals by Marie Clay as a tool while considering unique processing patterns of children.

Oral language, reading, and writing are interconnected processes.

All Reading Recovery teaching and learning is grounded in this integrated approach and supports accelerated literacy learning.

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

READING RECOVERY RRG-2 FEATURED SESSION Roaming Around the Known: Exploring Paths to Early Success (Repeat) Mary Ann Doyle, Reading Recovery Trainer and Professor, University of Connecticut, CT

A child’s success in Reading Recovery builds from the first day in Roaming Around the Known. This session will explore theoretical understandings that inform our practices. Discussion will focus on the importance of careful observations, and we will examine one teacher’s decisions and interactions with her student in Roaming Around the Known sessions.

For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 35

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 re-released 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

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

• Peter Pan: 800.343.9999 | www.peterpanbus.com

• Rate: $164/night for single/double, plus parking; $25 additional person charge ($5 of the room rate will offset the cost of the conference)

• Greyhound: 800.231.2222 | www.greyhound.com

• Parking: $28/night for guests

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

• Cut-Off Date: October 22, 2015

Providence Biltmore Hotel

Parking Rhode Island Convention Center North Garage Event Rate*: $12/day | $18/overnight stay www.riconvention.com

Providence Place Mall Rates*: 0–5 hrs: $2 | 5–8 hrs: $10 | 8–20 hrs: $20 20–24 hrs: $25 Any longer than 24 hours is $25 plus additional hours at the above hourly rates. www.providenceplace.com *Please note all parking fees subject to change without notice.

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

Across the street from the Convention Center Kennedy Plaza, Providence, R.I. 02903 | 800.294.7709 • Rate: $151/night for Junior Suite/Two California Kings, single/ double, plus parking • Parking: $28/night for guests; $16 for non-registered guests to attend a function during the day • Cut-Off Date: October 29, 2015

Providence Courtyard by Marriott Across the street from the Convention Center 32 Exchange Terrace at Memorial Boulevard, Providence, R.I. 02903 | 888.887.7955 • Rate: $154/night for single/double, plus parking; $15/day rollaway charge for extra guest • P arking: $26/night | $10/vehicle for conference attendees, until 5:00 pm (additional fees apply after 5:00 pm) • Cut-Off Date: October 15, 2015

Hilton Providence Five-minute walk from the Convention Center 21 Atwells Avenue, Providence, R.I. 02903 | 800.445.8667 • Rate: $149/night for single/double, plus parking; $25 extra per additional person over 18 • Parking: $28/night for valet | $25/night for self-parking • Cut-Off Date: October 15, 2015

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/

2014 Sue Hundley Memorial Scholarship Winners: Felicie Carroll, Reading Specialist, Matunuck Elementary School, RI Felicie returned to her school and immediately began sharing her thinking and learning from Left to right: Cindy Downend (Lesley University); the conference with her colleagues.

Felicie Carroll, Diane Griggs, She said about her experience, Eva Konstantellou (Lesley “I feel so honored to have received University); and Jill Eurich (Lesley University) the Sue Hundley Scholarship to attend the 2014 Literacy For All Conference in Providence this year. I found it both invigorating and also so very helpful to my Reading Recovery teaching.”

Diane Griggs, First/Second Grade Teacher, Cambridgeport School, MA With the information Diane gained from the conference, she plans to lead a literacy night on home read alouds and vocabulary development for parents of first graders.

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 2016 Literacy for All Conference being held October 23–25, 2016. 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 2016 Literacy for All Conference proposal form is available on the Literacy for All Conference website:

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

617.349.8402 | literacy@lesley.edu.

One free registration per session for the lead presenter only. Proposals are due November 1, 2015. Each session proposal is reviewed by the Conference Program Committee. Applicants will be notified by March 2016.

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, 2015)

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.

• www.regonline.com/lfa2015 • 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

• 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.)

• Payment required at time of registration

• P rincipal/Assistant Principal Discount: Send three people from your school to the conference for two or three days, and your principal, assistant principal, or other administrator from the same school may attend for half price. (Principals can select any registration type with discount.)

Please Note:

• All sessions are subject to availability

• Registrations will not be taken over the phone or email • Payment must be sent within ten 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

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 Thursday, Oct. 1, 2015.

• R efunds will not be issued after Oct. 1, 2015; 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 that 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.

• 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 November 17, 2015, 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.

“ I think this conference is the best-kept secret of the Northeast.

The presenters were amazing!

I can’t believe there were so many big names in the world of literacy in one place. I was in heaven!”

— Kimberly Shumaker Reading/Literacy Specialist

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 2015 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 that sign up for a membership to RRCNA will receive a free gift. Add a membership to your registration and the fee will be included in your total registration cost. Your free gift will be available when you arrive at the conference.

Membership Fees • New or Renewal: $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.

“ I was able to take something away from every single session I attended that I could take back to my students and implement right away.

I thoroughly enjoyed speaking to teachers from other states and discussing how concepts are being approached at their schools. I not only learned from the presenters, but from my colleagues.”

— Cynthia Rainville Title I Teacher

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

Literacy for All Conference

Nonprofit Org. U.S. Postage

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

PAID

Cambridge, MA 02138

Boston, MA Permit No. 20

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

Literacy for All

RHODE ISLAND CONVENTION CENTER | PROVIDENCE NOVEMBER 15–17, 2015

Keynote Speakers Meenoo Rami | Mary Pope Osborne Nancy Anderson

Featured Speakers Kylene Beers and Bob Probst Sonja Cherry-Paul | Dan Feigelson Irene Fountas and Gay Su Pinnell Matt Glover | Deborah Hopkinson Dana Johansen | Sara Kajder | Lester Laminack Lindsey Moses | Diane Sweeney

Reading Recovery Experts Janet Bufalino | Mary Ann Doyle Adria Klein | Eva Konstantellou | Jim Schnug

2015 Highlights: • 100+ workshops in 11 strands • 3 Keynote and 18 Featured Speakers