Literacy for All Conference brochure 2012

2 3 r d A n n u a l L i t e r a c y f o r A l l — N o rt h e a s t P r e K – 8 L i t e r a c y C o n f e r e n c e & R e a d i n g R e c o v e ry I n s t i t u t e

Literacy for All

Katie Wood Ray

Tony Stead

Mary Fried

“The 2 Sisters”–Gail Boushey and Joan Moser

Rhode Island Convention Center Providence, RI 2012 Highlights:

November 4–6, 2012 Hosted by Lesley University in collaboration with the University of Connecticut, New York University, and the University of Maine

Literacy for All Conference Strands: New! Common Core State Standards PreK–K

Technology Literacy Coaching

Early Literacy

Children’s Authors and Literature

Intermediate Literacy

Reading Recovery

Middle School Literacy

Register online and save $15! See inside for details or visit: www.regonline.com/lfa2012

n 100+ workshops in 10 strands and three keynotes n A premier professional development event for Reading Recovery and PreK–8 educators n 26 national and international literacy and Reading Recovery experts n Reading Recovery experts Mary Fried, Sue Duncan, and Betsy Kaye n Earn up to 14.5 PDPs in literacy n Discounts for groups and repeat attendees.

New Pre-Conference workshop discount and discounts for Lesley University alumni! n Authors Melissa Stewart, Brian Heinz, Jacqueline Davies, and more!

| SESSIONS Monday and A & B CommitTee sponsors conference

Thank you to our sponsors!

Their generosity makes it possible for leading literacy experts to present at this professional development event.

Tote Bag Sponsor

THANK YOU TO THE CONFERENCE PROGRAM COMMITTEE Conference Program Chairs: Margaret Crosby, Eva Konstantellou, and Diane Powell

Program Committee Members:

Speaker Sponsors Houghton Mifflin Harcourt for sponsoring Shane Templeton Maupin House for sponsoring Nancy Boyles and Katie Monnin Scholastic, Inc. for sponsoring Jennifer Serravallo and Cindy Middendorf

RESEARCH SPONSOR College of Education, Health and Human Sciences

Julie Barnhart-Francis

Grace Enriquez

Mary Ann Cappiello

Stephanie Grimaldi

Colleen Clabault

Dina Hartung

Barbara Collins

Kristine Haveles-Pelletier

Kerry Crosby

Yvonne Liu-Constant

Erika Thulin Dawes

Kristina Seeley

Cindy Downend

Jessica Sherman

Serve on the 2013 Conference Program Committee!

E-mail Sharon Winston, Project Manager for Conferences and Events, at literacy@lesley.edu for details. The Committee will hold its first meeting at the conference on Tuesday, November 6, 2012 at 7:30 am.

Table of Contents

OVERVIEW

Overview ............................................................... 1

PRE-CONFERENCE WORKSHOPS

Conference Schedule ............................................. 1 Detailed Schedule with Strands........................... 2–3 Funding, Scholarships, and Grants.......................... 4 Keynotes and Literacy Conference Featured Speakers.............................................. 6–8 Reading Recovery Featured Speakers...................... 9 RRCNA Membership............................................... 9 Workshops (Sunday)....................................... 10–11 Workshops (Monday and Tuesday).................. 12–28 Exhibit Fair and Book Signings.............................. 20

November 4, 2012 (Sunday) Improve and extend the quality of your teaching by participating in a four-hour intensive session with experts in the field of literacy teaching and learning.

LITERACY CONFERENCE November 5–6, 2012 (Monday and Tuesday) Learn the best literacy practices from the finest trainers in the field.

READING RECOVERY INSTITUTE November 5–6, 2012 Designed for Reading Recovery educators, sessions strengthen and reinforce skills of Reading Recovery teaching.

Certificates of Attendance Receive a certificate of attendance at the conclusion of your stay, after turning in an objectives form (found in your conference bag). Use your certificate toward earning professional development points.

Professional Development Hours Turn your hours into professional development points. Earn up to 14.5 PDPs.

Conference Schedule

Location, Directions, and Parking.......................... 29

Sunday, November 4, 2012

Hotel Information................................................. 29

10:00 am–11:00 am

Registration

11:00 am–1:00 pm

Pre-conference workshops begin

Registration Information....................................... 30

1:00 pm–2:00 pm

Lunch on your own

2:00 pm–4:00 pm

Workshops continue

Volunteering........................................................ 30

4:00 pm–6:00 pm

Registration

Registration Form........................................... 31–32

Monday, November 5, 2012

Questions? Contact the Literacy for All office:

617.349.8402 | literacy@lesley.edu

www.lesley.edu/literacyforall

Follow Literacy for All on Facebook and Twitter:

7:00 am–8:30 am

Registration

8:30 am–10:00 am

Session A: Keynote or 90-minute Session A or

8:30 am–11:45 am

In-depth Session A

10:00 am–6:00 pm

Visit exhibits

10:30 am–12:00 pm

Session B

12:00 pm–1:30 pm

Lunch on your own; visit exhibits

1:30 pm–3:00 pm

Session C or

1:30 pm–4:45 pm

In-depth Session C

3:00 pm–3:30 pm

Visit exhibits

3:30 pm–5:00 pm

Session D

5:00 pm–6:00 pm

Exhibit fair and raffle

Tuesday, November 6, 2012

facebook.com/LesleyCenterRRLC twitter.com/Lesleyctrrrlc Subscribe to our blog to get tips and information you can use to enhance your teaching: https://lesleyuniversitycrrlc.wordpress.com/

7:00 am–8:30 am

Registration

8:00 am–2:30 pm

Exhibit hours

8:30 am–10:00 am

Session E: Keynote or

90-minute Session E

10:15 am–11:45 am

Session F: Reading Recovery Keynote or

10:15 am–11:45 am

90-minute Session F or

10:15 am–1:30 pm

In-depth Session F

11:45 am–1:00 pm

Lunch on your own

1:00 pm–2:30 pm

Session G

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DETAILED CONFERENCE SCHEDULE

Pre-Conference Workshops Sunday, November 4, 2012 11:00 am–4:00 pm

H

LCB-7 Meeting the Common Core State Standards in Persuasive/Argumentative Reading and Writing (Grades K–6)

LCB-8 Reading, Writing, and a Sense of Wonder: Embedding Literacy Using an Inquiry Approach (Grades PreK–K)

H

PC-1 Teaching with Intentionality: Effective Minilessons in Writing Workshop (Grades K–3)

LCB-9 Reader’s Workshop Graduates to High-tech Literature Circles (Grades 5–8)

H

PC-2 Accelerate Learning: Engaging the Rest of the Class During Small Group Instruction with The Daily 5 (Grades K–6)

LCB-10 Opening Doors through Coaching: Analyzing Discourse That Impacts the Stance of Learners (Grades PreK–8)

LCB-11 Picture Books to Enhance Curriculum for the Upper Elementary Student (Grades 3–6)

H

PC-3 Teaching Students to Write Persuasively (Grades 3–8)

H

PC-4 The Language of Coaching: Helping Teachers Analyze Their Effectiveness (Grades PreK–8)

LCB-12 Building Literacy through Music and Poetry: Poetry in the Preschool (Grades PreK–K)

H

PC-5 Teaching Science and Social Studies with Nonfiction Literature: Developing Disciplinary Literacy (Grades 4–7)

LCB-13 Promoting Schoolwide Literacy through Family Literacy Nights (Grades 1–4)

H

PC-6 Guided Reading in the Intermediate and Middle School Grades: Using Our Time and Language Effectively to Support Readers (Grades 3–8)

LCB-15 Recuperating the Art of Reading Aloud: Strategies for Reading Aloud (Grades 3–6)

PC-7 Refresh and Refocus with Running Records

H LCC-11 In-depth Instructional Strategies for Critically Evaluating Online Information in Middle School

(Grades 5–8) LCC-12 In-depth Uniting Reading and Writing

Workshop with the Common Core Learning Standards (CCLS) (Grades K–8) LCC-13 In-depth Storytelling through Nature

(Grades PreK–K) LCC-14 In-depth Literacy Coaching: The Need to

Deepen Our Listening Ability (Grades K–8) LCC-15 In-depth Learning to Solve Words Across the

LLI Lesson: Effective and Efficient Phonics (Grades K–2)

RRB-1 Strong Skills That Block Learning

H

RRB-2 “What Can You Try?”

LCC-17 In-depth Connecting Literacy and Science through Talk and Writing (Grades K–2)

H

RRB-3 Discovering the Essence of Story Telling through Rich Book Introductions

H

RRC-3 In-depth Key Aspects of Early Learning

Strategies for Success in Reading and Writing Nonfiction: Guiding Learners to Higher Levels of Achievement (Grades K–6)

RRB-4 Learning to Self-Monitor: Errors Are Our Friends

LCA-1 Moving to Reading Workshop in the Middle School (Grades 4–8)

Session C Monday, November 5, 2012 1:30 pm–3:00 pm

LCA-2 In-depth: Exactly How to Have Assessments Drive Instruction for Greater Student Achievement: The Literacy Café (Grades K–6)

Session B Monday, November 5, 2012 10:30 am–12:00 pm

2

H LCC-10 In-depth Developing Comprehension through the Common Core: Standards, Complex

Texts, Scaffolds, and Performance Tasks (Grades 3–6)

H

Session A In-depth Monday, November 5, 2012 8:30 am–11:45 am H

LCC-9 In-depth Exactly How to Have Assessments Drive Instruction for Greater Student Achievement: The Literacy Café (Grades K–6) (Repeat)

LCB-16 A Community-wide Commitment to Literacy for All Students (PreK–8)

Keynote A:

H

H

Session A Monday, November 5, 2012 8:30 am–10:00 am H

LCB-14 Linking Assessment, Classroom Planning, and the Common Core (Grades K–6)

Session C In-depth Monday, November 5, 2012 1:30 pm–4:45 pm

H

LCC-1 Responding to the Writer, Not the Writing: Skillful Conferring in Writing Workshop (Grades K–3)

H

LCC-2 Nonfiction Mentor Authors (Grades 3–8)

H

LCC-3 Valuing Literacy Learning for All: Redefining Reading with Graphic Novels in Grade 3–6, 21st Century Classroom Settings (Grades 3–6)

LCC-4 Putting Vision into Action: Lessons Learned (Grades 3–8)

LCC-5 Exploring Identity, Building Community: An

Anti-bias Approach to Literacy (Grades K–2)

LCC-16 In-depth Creating Nonfiction: Researching, Writing, and Revising (Grades 3–8)

Session D Monday, November 5, 2012 3:30 pm–5:00 pm H LCD-1 Moving from Many and Most to Every and All: Addressing the Challenges of Differentiation and

Acceleration in Reaching All Readers in Intermediate

Classrooms (Grades 4–8) (Repeat) H

LCD-2 Story: How Do I Tell Thee? Let Me Count the Ways (Grades 4–8)

H

LCD-3 Designing Model Teaching Partnerships (Grades K–12)

LCD-4 Exploring Nonfiction: Interactive Read-Aloud as a Tool for Noticing (Grades K–2)

LCD-5 Response To Intervention: How to Sustain and

Keep the Process Going (Grades K–8)

LCD-6 Making Decisions to Teach K–2 Writers: Using the TCRWP Narrative Continuum (Grades K–2)

H

LCB-1 Planning Effective Book Introductions for Guided Reading, Levels A–J (Grades K–2)

LCC-6 Helping Students Work Like Real Authors

(Grades 3–8)

H

LCB-2 Study Groups and Response Groups in the Writing Workshop (Grades 3–8)

H

LCB-3 Making Space for Online Inquiry in the Primary Grades (Grades K–2)

LCC-8 Web 2.0 Tools to Enhance Literacy in Early

Elementary (Grades K–2)

H

LCB-4 Moving from Many and Most to Every and All: Addressing the Challenges of Differentiation and Acceleration in Reaching All Readers in Intermediate Classrooms (Grades 4–8)

H

RRC-1 “What Can You Try?” (Repeat)

H

RRD-1 Integrating Sources of Information and Knowledge

H

RRC-2 Getting Off to a Powerful Start in Our Reading Recovery Lessons

H

RRD-2 Discovering the Essence of Story Telling through Rich Book Introductions (Repeat)

H

LCB-5 Valuing Literacy Learning for All: Redefining Reading with Graphic Novels in K–2, 21st Century Classroom Settings (Grades K–2)

H

LCB-6 Intervening with Struggling Readers in the Intermediate Grades (Grades 3–6)

LCC-7 Learning about Expository Text through Interactive Writing (Grades K–2)

LCD-7 Exploring Cool Web 2.0 Tools to Enhance Literacy in Intermediate and Middle Grades

(Grades 3–8)

LCD-8 Traditional Literature: Going Beyond Once Upon a Time through Interactive Read-Aloud (Grades K–2)

LCF-17 Building Oral Language: The Foundation for Literacy (Grades K–2)

LCF-18 Storytelling: Bridging the Gap between Oral Language and Writing (Grades K–2)

Keynote E: H

Holding on Tight to What Is Common to Our Core (Grades PreK–8)

H

RRE-1 Do We Pay Enough Attention to Language Structure?

H

RRE-2 Back in the Game: Rapid Acceleration Tools for Reading and Writing

H H

RRE-3 Exploring and Supporting Efficient Visual Processing for Text Reading RRE-4 Structure: An Important Source of Information That Can Be Hard for Both Children and Teachers to Work With RRE-5 Building Toward a Self-Extending System in Writing

Session F Tuesday, November 6, 2012 10:15 am–11:45 am Reading Recovery Keynote F: H

Orchestrating Learning: Letters, Sounds, Words, Continuous Texts

H

LCF-1 Book Love: Building Reading Lives That Last (Grades 5–8)

H

LCF-2 Genre Study: Deepening Comprehension through Intentional Teaching (Grades K–8)

H

LCF-3 Exploring the Role of Mentorship in the Primary Writing Workshop (Grades K–2)

H

LCF-4 Meet the Common Core State Standards in Fiction and Nonfiction: What Text Complexity Means for Teaching and Learning (Grades 3–5)

H

LCF-5 Nuance, Structure, and Etymology: Vocabulary Instruction in the Context of the Common Core in the Intermediate and Middle Grades (Grades 3–8)

LCF-6 Focusing Professional Learning (Grades 3–8)

LCF-7 The Power of Lesson Study: Pushing in a New Direction (Grades PreK–8)

LCF-8 Coaching Conversations: What Do They Look and Sound Like? (Grades K–8) LCF-9 Nonfiction Guided Reading: Navigating to Independence (Grades K–2)

H

H

LCF-11 iPads! Bringing Out the Author in All Children (Grades PreK–6)

LCF-12 Teaching with Text Sets (Grades 2–8)

LCF-13 UDL, Common Core, and “Cool Tools” (Grades 3–8)

LCF-14 The Science and Poetry Partnership

(Grades K–2)

LCF-15 Literacy All Day, Every Day! Using Classroom Routines to Teach Reading and Writing (Grades PreK–K)

LCF-16 Reading, Writing, and Thinking Across Texts (Grades K–5)

LCF-19 In-depth Revision and Editing: The Truth and Nothing but the Truth (Grades 4–8) LCF-20 In-depth Planning Writing Units of Study with a Focus on Independence (Grades K–6)

Session G Tuesday, November 6, 2012 1:00 pm–2:30 pm H

LCG-1 Lean in and Listen: Conferring with Writers (Grades 2–8)

H

LCG-2 Voice Lessons for Intermediate Writers (Grades 3–6)

H

LCG-3 Assessing Readers: What You Do with the Data (Grades 3–5)

H

LCG-4 Phonics, Spelling, and Vocabulary Instruction in the Context of the Common Core (Grades PreK–2)

LCG-7 Hash Brown Mushroom (Grades 3–6)

LCG-9 Getting Down to the Nitty-gritty: Creating District-wide Change in K–8 Literacy (Grades K–8)

LCG-10 Inquiry within Genre Study (Grades PreK–2)

LCG-11 Creating Meaning with Visual Language (Grades PreK–2) LCG-12 Differentiating Literacy Centers: A Menu to Satisfy All Appetites (Grades K–2)

LCG-13 A Literacy Coach’s Quest to Inspire Teachers through a “Mini-Me” (Grades PreK–8) LCG-14 Keeping It Simple: Planning for Explicit Instruction in Reading Workshop (Grades K–6)

LCG-5 Writer’s Workshop Graduates to High-tech High School Writing (Grades 5–8) LCG-6 Science Notebooks Provide a Context for Literacy Development (Grades 3–6)

LCG-15 Close, Careful Reading: Teaching Children to Dive Deep into Meaning (Grades 3–8)

LCG-16 Using Mentor Texts to Support Core Standards (Grades K–5)

LCF-10 Love Those Literacy Nights! (Grades K–6)

Session F in-depth Tuesday, November 6, 2012 10:15 am–1:30 pm

Schedule Key: H

Featured

Administrators’ Strand

Grades K–8 Literacy

Children’s Literature & Authors

Early Literacy (Grades K–2/3)

K–5/6 Literacy

PreK–K Literacy

Literacy Coaching

Intermediate Literacy (Grades 3–5/6)

Reading Recovery

Middle School Literacy (Grades 5–8)

Technology

Common Core State Standards Strand

Strand

Sunday, November 4, 2012 10:00 am–11:00 am

Registration

11:00 am–1:00 pm

Pre-conference workshops begin

1:00 pm–2:00 pm

Lunch on your own

2:00 pm–4:00 pm

Workshops continue

4:00 pm–6:00 pm

Registration

Monday, November 5, 2012 7:00 am–8:30 am

Registration

8:30 am–10:00 am Session A: Keynote or 90-minute Session A or 8:30 am–11:45 am

In-depth Session A

10:00 am–6:00 pm

Visit exhibits

10:30 am–12:00 pm

Session B

12:00 pm–1:30 pm

Lunch on your own; visit exhibits

1:30 pm–3:00 pm

Session C or

1:30 pm–4:45 pm

In-depth Session C

3:00 pm–3:30 pm

Visit exhibits

3:30 pm–5:00 pm

Session D

5:00 pm–6:00 pm

Exhibit fair and raffle

Tuesday, November 6, 2012 7:00 am–8:30 am

Registration Exhibit hours

H

RRG-1 Do We Pay Enough Attention to Language Structure? (Repeat)

8:00 am–2:30 pm

H

RRG-2 Discovering Student Strengths

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

H RRG-3 Exploring and Supporting Efficient Visual

Processing for Text Reading (Repeat) RRG-4 Engaging Children in Conversations That

Lead to Deeper Understanding of Story

DETAILED CONFERENCE SCHEDULE

Session E Tuesday, November 6, 2012 8:30 am–10:00 am

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

90-minute Session F or

10:15 am–1:30 pm

In-depth Session F

11:45 am–1:00 pm

Lunch on your own

1:00 pm–2:30 pm

Session G

3

FUNDING, SCHOLARSHIPS, AND GRANTS

FUNDING, SCHOLARSHIPS, AND GRANTS Funding Funding may be available through Title I, Charter Schools Funding, and Parent-Teacher Organizations.

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 • We encourage you to apply! Application: http://lesley.edu/crr/lfa_funding.html

SUE HUNDLEY MEMORIAL FUND Sue Hundley, a Reading Recovery Teacher Leader and a Literacy Collaborative Trainer at Lesley University, was dedicated to her students. She also 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. Please consider a donation in her name to support teachers. You can make a donation through your registration form.

2011 Sue Hundley Memorial Scholarship Winners

Reading Recovery Travel Grants Bruce Larkin awards 500 grants each school year, up to $200 each, to offset travel expenses incurred by attending Reading Recovery conferences.

Apply for a scholarship: http://www.wilbooks.com/scholarships/

Student Volunteers • Students who volunteer on Monday can attend for free on Tuesday.

• Tasks include collecting session tickets, assisting speakers, and working at the registration desk.

• Students must be matriculated in a full-time accredited university degree program.

• E-mail literacy@lesley.edu for details.

Complimentary Registration for Presenters • Submit a proposal for the 2013 conference program.

• If your session is selected, attend the 2013 conference on Monday and Tuesday for free!

• Proposal form for 2013: http://lesley.edu/crr/lfa_nextyear.html

Rhode Island Commissioner of Education, Debra Gist, and Literacy for All Conference program chairs from Lesley University welcome Sue Hundley scholarship winner Laura Critchley to Providence. Pictured left to right: Eva Konstantellou, Laura Critchley, Diane Powell, Margaret Crosby, and Debra Gist.

Laura Critchley, English Language Arts teacher, Charleston County School District, SC Literacy for All helped Laura to develop her skills as a reading and writing teacher. “The diverse sessions gave useful and classroom-ready strategies for appropriate novel selections, active text discussions, and scaffolding techniques for struggling students…the whole conference helped me to see the ‘bigger picture’ of literacy by showing me how the process of teaching reading and writing are inseparable and connected. As my students’ writing has improved, so has their reading comprehension and enjoyment,” she said.

Stacey Silvestri, Classroom teacher and a Reading Recovery teacher, Owego Elementary School, NY (not pictured above) By attending Literacy for All, Stacey hoped to focus on how to “support the students in the classroom so that students continue to grow after leaving the Reading Recovery program.” On the first day of school, her county suffered a flood and her elementary school was filled with several feet of river water. The school has suffered a complete loss of books, furniture, and supplies, putting a financial strain on the district. The Sue Hundley Scholarship allowed Stacey to receive valuable professional development in a year when the funds were not available.

4

5

KEYNOTES & LITERACY CONFERENCE FEATURED SPEAKERS

KEYNOTE SPEAKERS Tony Stead International Literacy Consultant and Author

Tony has taught at the elementary and university level and is the author of Reality Checks: Teaching Reading Comprehension with Nonfiction (2005) and Good Choice!

Supporting Independent Reading and Response, K–6 (2008), by Stenhouse Publishers. He is the author of two Stenhouse video series, Time For Nonfiction (2006) and Bridges to Independence: Guided Reading with Nonfiction (2006). Tony is also the co-author of the new Heinemann series Explorations in Nonfiction Writing (2011) and the DVD series Nonfiction Writing: Intentional, Connected, and Engaging, K–2 (2010). He works in literacy education with school districts across the United States, Canada, and Australia and has presented at hundreds of conferences around the world.

Monday Keynote: Strategies for Success in Reading and Writing Nonfiction: Guiding Learners to Higher Levels of Achievement (K–6) Session: Meeting the Common Core State Standards in Persuasive/ Argumentative Reading and Writing (K–6) (LCB-7)

Katie Wood Ray Former Associate Professor of Language Arts, Author, and Researcher, NC

Katie is a writer and researcher of the teaching of writing. She leads teacher workshops across the nation related to the teaching of writing, with a focus on the study of writing craft.

Katie is the author or co-author of several books, including About the Authors: Writing Workshop with Our Youngest Writers (2004); Study Driven: A Framework for Planning Units of Study in the Writing Workshop (2006); Already Ready: Nurturing Writers in Preschool and Kindergarten (2008); In Pictures and in Words (2010); and her latest with Matt Glover, Watch Katie and Matt: Sit Down and Teach Up (video-enhanced e-book) (2011), all by Heinemann.

Tuesday Keynote: Holding on Tight to What Is Common to Our Core (PreK–8) Sessions: Exploring the Role of Mentorship in the Primary Writing Workshop (K–2) (LCF-3); Voice Lessons for Intermediate Writers (3–6) (LCG-2)

Mary Fried Reading Recovery Trainer, The Ohio State University

Mary was trained by Marie Clay and Barbara Watson during the 1984–1985 pilot study of Reading Recovery in the United States and has been engaged in teaching, presenting, conducting research, and writing about Reading Recovery for 28 years. In recent years, she and her colleagues at Ohio State have focused their research on analyzing Running Records, teaching literacy lessons to intervention specialists, and working with students and teachers in ESL programs.

Reading Recovery Keynote: Orchestrating Learning: Letters, Sounds, Words, Continuous Texts Sessions: Strong Skills That Block Learning (RRB-1); Integrating Sources of Information and Knowledge (RRD-1)

6

LITERACY CONFERENCE FEATURED SPEAKERS Terri Beeler Literacy Consultant and Founder, ConnectandReflect.com

Terri has been in the field of education for over 35 years. She has held positions in public and private schools—in the classroom and at administrative levels—and as a university professor. She is an independent literacy consultant working with elementary administrators, teachers, and children around the country to deepen their understanding of effective reading and writing strategies. She is the founder and president of Connect and Reflect, online professional development supporting professional learning communities in the long-term study of effective implementation of writing workshops.

Sessions: Teaching with Intentionality: Effective Minilessons in Writing Workshop (K–3) (PC-1); Planning Effective Book Introductions for Guided Reading, Levels A–J (K–2) (LCB-1); Responding to the Writer, Not the Writing: Skillful Conferring in Writing Workshop (K–3) (LCC-1)

Nancy Boyles Professor of Reading and Graduate Reading Program Coordinator, Southern Connecticut State University

Nancy teaches courses in developmental reading and writing instruction, and in the administration and supervision of school literacy programs. She is the author of Constructing Meaning Through Kid-Friendly Comprehension Strategy Instruction (2004); That’s a Great Answer! Teaching Literature Response to K–3, ELL, and Struggling Readers (2007); and Hands-On Literacy Coaching (2007), all by Maupin House. Nancy’s participation is sponsored by Maupin House Publishing.

Session: Developing Comprehension through the Common Core: Standards, Complex Texts, Scaffolds, and Performance Tasks (3–6) (LCC-10 In-depth)

Karen Caine Author and Independent Writing Consultant, NJ

Karen works with elementary, middle, and high school teachers from across the United States. Most of her work is with teachers who have writing workshops in their classrooms and are looking to refine instruction.

Karen works primarily in the areas of persuasive and informational writing. She is the author of Writing to Persuade: Minilessons to Help Students Plan, Draft, and Revise, Grades 3–8 (Heinemann, 2008). Karen taught for 15 years in New York City public schools before becoming a district staff developer and an instructor at the Teachers College Reading and Writing Project Summer Institute. While living in Atlanta, she served as the Director of Curriculum at a private school and taught in the Masters in Teaching Program at Oglethorpe University. She is a frequent presenter at national conferences.

Sessions: Teaching Students to Write Persuasively (3–8) (PC-3); Study Groups and Response Groups in the Writing Workshop (3–8) (LCB-2); Nonfiction Mentor Authors (3–8) (LCC-2)

Brian Heinz Children’s Author and Writing Consultant, NY

Julie has worked as a co-director of The New Literacies Research Lab at the University of Connecticut. Her research interests include reading comprehension strategy instruction, the new literacies of the Internet, and effective practices for technology integration and professional development.

She is a leader on a four-year federal research project to develop valid and reliable assessments of online reading comprehension. Julie is a former elementary and middle school teacher, and has provided professional development to teachers around the country for the past 20 years. Her work appears in Reading Research Quarterly, The Reading Teacher, Journal of Literacy Research, and the Journal of Adolescent and Adult Literacy, among others. She is a co-author of the fourth edition of Teaching with the Internet K–12: New Literacies for New Times (Christopher Gordon Publishers, 2004) and co-editor of the Handbook of Research on New Literacies (Routledge, 2008).

Sessions: Making Space for Online Inquiry in the Primary Grades (K–2) (LCB-3); Instructional Strategies for Critically Evaluating Online Information in Middle School (5–8) (LCC-11 In-depth)

Michael Ford Professor of Reading Education, University of Wisconsin, Oshkosh

Michael has been involved with literacy education for more than 30 years as a first grade and Title I teacher, researcher, and teacher educator. His work with the international school associations has taken him to Africa, Europe, Central America, South America, and the Middle East. He is the author of more than 40 articles in peer-reviewed journals and has co-authored several books, including Books and Beyond: New Ways to Reach Readers (2006); Do-able Differentiation: Varying Groups, Texts, and Supports to Reach Readers (2008); and Accessible Assessment: How 9 Sensible Techniques Can Power Data-Driven Reading Instruction (2011), by Heinemann.

Sessions: Moving to Reading Workshop in the Middle School (4–8) (LCA-1); Moving from Many and Most to Every and All: Addressing the Challenges of Differentiation and Acceleration in Reaching All Readers in Intermediate Classrooms (4–8) (LCB-4 and LCD-1)

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

Irene directs a comprehensive school reform project at Lesley University. She has been a classroom teacher, language arts specialist, and consultant in school districts across the nation and abroad. She has received numerous awards for her contributions to literacy. Irene and co-author Gay Su Pinnell have published several books with Heinemann, including Teaching for Comprehending and Fluency: Thinking, Talking, and Writing about Reading (Grades K–8) (2006); The Continuum of Literacy Learning, Grades PreK–8, Second Edition: A Guide to Teaching (2010); Literacy Beginnings: A Prekindergarten Handbook (2011); and Genre Study: Teaching with Fiction and Nonfiction Books (2012).

Sessions: The Language of Coaching: Helping Teachers Analyze Their Effectiveness (PreK–8) (PC-4); Intervening with Struggling Readers in the Intermediate Grades (3–6) (LCB-6); Genre Study: Deepening Comprehension through Intentional Teaching (K–8) (LCF-2)

Brian has taught writing from the elementary level to the university level. An award-winning educator, he is the critically acclaimed author of children’s books, including Nanuk: Lord of the Ice (Ballyhoo Books, 2005), Butternut Hollow Pond (Millbrook Press, 2005), and Cheyenne Medicine Hat (Creative Editions, 2006). He works in both fiction and nonfiction, in verse and in prose, and his books often reflect the majesty of the natural world. He is a popular speaker on the craft of writing at schools and conferences.

Sessions: Story: How Do I Tell Thee? Let Me Count the Ways (4–8) (LCD-2); Revision and Editing: The Truth and Nothing but the Truth (4–8) (LCF-19 In-depth)

Penny Kittle Penny Kittle, Author, K–12 Literacy Coach, and Teacher, Conway Public Schools, NH

Penny teaches high school English and is a literacy coach. She is also director of a K–12 mentoring program for new teachers. She is the author of Write Beside Them: Risk, Voice, and Clarity in High School Writing (Heinemann, 2008) and Inside Writing: How to Teach the Details of Craft (Heinemann, 2005), co-authored with Donald Graves. Her new book, Book Love: Building Reading Lives That Last, will be released in 2012. Penny presents on literacy education throughout North America.

LITERACY CONFERENCE FEATURED SPEAKERS

Julie Coiro Assistant Professor of Reading, University of Rhode Island

Sessions: Designing Model Teaching Partnerships (K–12) (LCD-3); Book Love: Building Reading Lives That Last (5–8) (LCF-1); Lean in and Listen: Conferring with Writers (2–8) (LCG-1)

Leah Mermelstein Author and Consultant, Read-Write-Connect, Inc., NY

Leah taught in Massachusetts and in New York City before becoming a staff developer at the Teachers College Reading and Writing Project at Columbia University.

While at the Project, Leah mentored teachers, providing the demonstration teaching, coaching, and study groups necessary to help teachers establish joyful and rigorous reading and writing workshops. Leah is an internationally recognized literacy consultant. She is the author of Reading/Writing Connections in the K–2 Classroom: Find the Clarity and Then Blur the Lines (Allyn & Bacon, 2005) and Don’t Forget to Share: The Crucial Last Step in the Writing Workshop (Heinemann, 2007).

Session: Planning Writing Units of Study with a Focus on Independence (K–6) (LCF-20 In-depth)

“My principal is amazed at the

information brought back from the conference. It really enhanced my ability to deal with the issues at my school.”

—Ann Mueller, Language Arts Consultant, New Milford, CT

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Literacy Conference FEATURED SPEAKERS

Katie Monnin

Shane Templeton

Assistant Professor of Literacy, University of North Florida, Jacksonville

Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno

Katie was hired as an Assistant Professor of Literacy by the University of North Florida after receiving her Ph.D. in Curriculum and Instruction, with a concentration in teaching literacy, from Kent State University in 2008. Katie has written four books for teachers, including Teaching Graphic Novels (2010), Teaching Early Reader Comics and Graphic Novels (2011), Really Reading with Graphic Novels (2012), and Teaching Content Area Graphic Novels (2012), by Maupin House Publishing. She has published a number of articles in national and international journals. Avatar of Katie

by Rachel Bowman. Katie’s participation is sponsored by Maupin House Publishing.

Sessions: Valuing Literacy Learning for All: Redefining Reading with Graphic Novels in K–2, 21st Century Classroom Settings (K–2) (LCB-5); Valuing Literacy Learning for All: Redefining Reading with Graphic Novels in Grade 3–6, 21st Century Classroom Settings (3–6) (LCC-3)

Gay Su Pinnell Author and Professor Emerita, The Ohio State University

Gay’s work focuses on children’s literacy education and ways to support teachers of reading, writing, and language arts. She has written many articles and has received several awards for her work. She has co-authored numerous books and articles related to language and literacy teaching with Irene Fountas. Their latest publications with Heinemann are The Continuum of Literacy Learning, Grades PreK–8, Second Edition: A Guide to Teaching (2010); Literacy Beginnings: A Prekindergarten Handbook (2011); and Genre Study: Teaching with Fiction and Nonfiction Books (2012).

Sessions: Intervening with Struggling Readers in the Intermediate Grades (3–6) (LCB-6); Genre Study: Deepening Comprehension through Intentional Teaching (K–8) (LCF-2)

Jennifer Serravallo Literacy Consultant and Author, NY

A literacy consultant, researcher, and author, Jennifer has worked as a staff developer and national consultant at the Teachers College Reading and Writing Project at Columbia University. She helps urban, suburban, and rural schools implement exceptional literacy instruction through reading and writing workshops. While working toward her MA at Teachers College, Jennifer taught grades 3–5 in Title I schools with large class sizes, high numbers of English language learners, and an enormous range of learners—an experience that galvanized her to develop a new professional resource, Independent Reading Assessment: Fiction (Scholastic, 2012). Jennifer’s participation is sponsored by Scholastic, Inc. Sessions: Meet the Common Core State Standards in Fiction and Nonfiction: What Text Complexity Means for Teaching and Learning (3–5) (LCF-4); Assessing Readers: What You Do with the Data (3–5) (LCG-3)

A former primary and secondary classroom teacher, Shane’s research has focused on developmental word knowledge in elementary, middle, and high school students. He is published in research and practitioner journals, and is coauthor of Vocabulary Their Way: Word Study with Middle and Secondary Students (2010); Words Their Way with English Learners: Word Study for Spelling, Phonics, and Vocabulary Instruction (2011); and Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (2012), by Pearson/Allyn & Bacon. His books with Houghton Mifflin Harcourt include Children’s Literacy: Contexts for Meaningful Learning (1995) and Teaching the Integrated Language Arts (1997). Shane’s participation is sponsored by Houghton Mifflin Harcourt.

Sessions: Nuance, Structure, and Etymology: Vocabulary Instruction in the Context of the Common Core, Intermediate and Middle Grades (3–8) (LCF-5); Phonics, Spelling, and Vocabulary Instruction in the Context of the Common Core (PreK–2) (LCG-4)

”The 2 Sisters” Gail Boushey, Author and Literacy Coach and Joan Moser, Author and K–2 Classroom Teacher, WA

Real-life sisters Gail and Joan are known by the teachers they have worked with as researched, strategic, and fun. Their reflective practice and combined experience of more than 40 years has led to the development of The Daily 5™, a structure for fostering literacy independence in the elementary grades. They are nationally known consultants who share their expertise creating beautiful spaces for learning in classrooms, assessment-driven instruction, and meaningful literacy. Gail and Joan have written The Daily 5: Fostering Literacy Independence in the Elementary Grades (2006) and The Café Book: Engaging All Students in Daily Literacy Assessment and Instruction (2009), by Stenhouse Publishers.

Sessions: Accelerate Learning: Engaging the Rest of the Class During Small Group Instruction with The Daily 5 (K–6) (PC-2); Exactly How to Have Assessments Drive Instruction for Greater Student Achievement: The Literacy Café (K–6) (LCA-2 In-depth and LCC-9 In-depth)

Myra Zarnowski Professor, Department of Elementary and Early Childhood Education, Queens College, City University of New York (CUNY)

Myra teaches courses in nonfiction literature and social studies, and works with teachers and students in public schools. Myra’s books—Making Sense of History: Using HighQuality Literature and Hands-On Experiences to Build Content Knowledge (Scholastic, 2006) and History Makers: A Questioning Approach to Reading & Writing Biographies (Heinemann, 2003)—are based on her experiences working with children as they interpret history for themselves. Her books show how to use a hands-on, sense-making approach to learning about the past. Myra enjoys bringing nonfiction into schools to promote thinking and learning across the curriculum. She is a contributor to journals, such as The Journal of Children’s Literature, Dragon Lode, Children’s Literature in Education, and Reading Teacher.

Session: Teaching Science and Social Studies with Nonfiction Literature: Developing Disciplinary Literacy (4–7) (PC-5)

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Ann Ballantyne

Betsy Kaye

Reading Recovery Trainer, New York University

Reading Recovery Teacher Leader, Little Rock School District, AR, and Trainer Emeritus, Texas Woman’s University

Ann is the director of the Reading Recovery Project at New York University. The NYU Project provides leadership, support, and teacher leader training for sites in New York City and state, New Jersey, and some sites in Pennsylvania and Virginia. Ann is an experienced Reading Recovery practitioner who has worked as a teacher, teacher leader, and trainer in her home country of New Zealand. She spent a year working as a teacher leader in Maine, and in 1999, she returned to the United States as a Reading Recovery trainer at Lesley University. Since then, Ann has worked at several university training sites in the United States, Canada, United Kingdom, and New Zealand.

Sessions: Do We Pay Enough Attention to Language Structure?

(RRE-1 and RRG-1)

Paula Bennet Reading Recovery Trainer, New York University

Paula is a Reading Recovery trainer at New York University. After teaching for almost 20 years, she completed her doctorate at University of Virginia in Learning and Development. Being a trainer in Reading Recovery is the highlight of her professional career, because Reading Recovery does just that—recovers children from reading failure.

Sessions: Back in the Game: Rapid Acceleration Tools for Reading and Writing (RRE-2); Discovering Student Strengths (RRG-2)

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

Mary Anne is a professor of education and director of the Reading-Language Arts Center at the University of Connecticut. She is director of Connecticut’s Reading Recovery Project. She has been an elementary classroom teacher and a reading consultant. Her research interests include early literacy development and reading-writing connections. Her related, co-edited text is Reading/Writing Connections: Learning from Research (International Reading Association, 1992). Mary Anne has served the Reading Recovery Council of North America as president, executive officer, and as chair of the Publications Committee. She is editor of the Journal of Reading Recovery.

Sessions: Exploring and Supporting Efficient Visual Processing for Text Reading (RRE-3 and RRG-3)

Sue Duncan Reading Recovery Trainer, Georgia State University

Sue is the director of the Reading Recovery Program in the Early Childhood Department at Georgia State University. Sue taught as a primary teacher and solecharge principal in New Zealand before training as a Reading Recovery tutor in Auckland in 1985. Sue trained as a trainer in 1989 and has since worked in New Zealand, England, Canada, and the United States. Sue is also the only trained Facilitator for the First Chance program in the United States. She has also trained as a university trainer for the Partnerships in Comprehensive Literacy.

Sessions: Key Aspects of Early Learning (RRC-3 In-depth); Structure: An Important Source of Information That Can Be Hard for Both Children and Teachers to Work With (RRE-4)

Betsy has been involved in Reading Recovery since she trained as a teacher in 1988–89. Betsy enjoys working with North American Trainer’s Group (NATG) and International Reading Recovery Trainers Organization (IRRTO) colleagues on projects which support teachers’ professional learning. Recently she was part of a team to develop the Running Record Professional Learning Series DVDs and An Observation Survey DVD, both produced by the Reading Recovery Council of North America. She also served as a reviewer for the new edition of An Observation Survey of Early Literacy Achievement and co-authored an article with Janice Van Dyke about interpreting Running Records.

Sessions: Refresh and Refocus with Running Records (PC-7); What Can You Try? (RRB-2 and RRC-1)

Eva Konstantellou Reading Recovery Trainer, Lesley University, MA

Eva is an associate professor and a Reading Recovery trainer at the Center for Reading Recovery and Literacy Collaborative in the School of Education at Lesley University. Her research interests include language learning, teachers’ learning and professional development, and critical pedagogy. She serves as Teaching Section editor for the Journal of Reading Recovery.

READING RECOVERY FEATURED SPEAKERS

reading recovery FEATURED SPEAKERS

Session: Getting Off to a Powerful Start in Our Reading Recovery Lessons (RRC-2)

Mary Rosser Reading Recovery Trainer, University of Maine

Mary is the director of the University Training Center for Reading Recovery and coordinator of Literacy Professional Development Programs at the University of Maine. She was the state trainer for Reading Recovery and lecturer in the School of Cultural and Language Studies at the Queensland University of Technology in Australia. Mary’s areas of expertise are language education, curriculum development, and early literacy intervention. She has worked at primary, secondary, and tertiary levels of education and has extensive international experience as a literacy consultant and conference presenter. Mary’s research interests focus on analysis of pedagogy, with attention to teacher/student interactions that promote powerful learning.

Sessions: Discovering the Essence of Story Telling through Rich Book Introductions (RRB-3 and RRD-2)

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

Receive a gift by signing up for RRCNA. Check the membership box on the registration form or online, then add the fee to your cost. Pick up your gift when you arrive at the conference.

• New or Renewal: $65 • Reading Recovery Teachers-in-Training: $40 • Supporting: $130 (includes recognition in Council Connections newsletter) To check the status of your membership, call RRCNA: 614.310.7323.

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SUNDAY | PRE-CONFERENCE WORKSHOPS

PRE-CONFERENCE WORKSHOPS SUNDAY, NOVEMBER 4, 2012 11:00 AM–4:00 PM F e atu r e d S e ss i o n s PC-1

Teaching with Intentionality: Effective Minilessons in Writing Workshop (Grades K–3) Terri Beeler, Literacy Consultant and Founder, ConnectandReflect.com

The effective teaching of writing is something that scares many of us. We will take the writing minilesson apart and put it back together so that it takes away the fear for you and is effective and engaging for young writers. Through classroom videos and interactive activities and discussions, we will examine a framework for the lesson based on assessment, setting a clear focus, balancing the four kinds of minilessons, using explicit language, using literature within the lesson, and keeping it “mini.” You will leave with ideas for making your teaching of writing more intentional and more effective. This workshop will be geared toward teachers already implementing writing workshop, or are familiar with the components of writing workshop, and want minilessons to become more effective in supporting young writers.

PC-2

Accelerate Learning: Engaging the Rest of the Class During Small Group Instruction with The Daily 5 (Grades K–6) “The 2 Sisters”—Gail Boushey, Literacy Coach and Author, WA Joan Moser, K–2 Classroom Teacher and Author, WA

Do you love teaching but feel exhausted from the energy you expend cajoling, disciplining, and directing students on a daily basis? If so, you’ll want to join “The 2 Sisters” for this lively and informative session. Gail and Joan will focus on The Daily 5™, an elegantly simple structure based on literacy learning and motivation research designed to develop, support, accelerate, and motivate students to be engaged for long periods of time in the act of reading. The Daily 5 is a series of research-based literacy tasks, which students complete daily while allowing the teacher time to confer with individuals and meet with small groups. Gail and Joan will explain the philosophy behind the structure, and will teach you how to carefully and systematically teach your students to build stamina and independence in The Daily 5 or any activity. The Daily 5 is more than a management system or a curriculum framework—it is a structure that helps students develop the habits that lead to a lifetime of independent literacy.

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PC-3

Teaching Students to Write Persuasively (Grades 3–8) Karen Caine, Independent Writing Consultant, NJ

The goal of our time together is to help you feel more knowledgeable, connected to, and inspired to teach persuasive writing. You will learn how to help students find and develop their persuasive pieces, and how to use a mentor author to look at possibilities for structure, language, voice, and other elements of craft. You will leave this workshop with the knowledge and resources to implement a strong persuasive writing unit that exceeds what students are asked to do in the Common Core State Standards. This workshop is suited for those who have a writing workshop in their classroom and want to know more about teaching students how to write persuasively using a writing process approach to instruction.

PC-4

The Language of Coaching: Helping Teachers Analyze Their Effectiveness (Grades PreK–8) Irene Fountas, Author and Director, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA Diane Powell, Assistant Director, Primary Literacy Collaborative, Lesley University, MA

Prepare to dig into the complexities of your coaching and the power of your language in opening conversation and promoting teacher reflection on student learning. Following observations of teaching, you will work with colleagues to identify coaching priorities using The Continuum of Literacy Learning and engage in role-playing the use of language that promotes teacher self-analysis and independence in using guided reading and interactive read-aloud. Instead of fixing lessons, you will leave this workshop thinking about how to promote continuous improvement in teacher effectiveness in a sensitive and respectful manner. Required Text: The Continuum of Literacy Learning, PreK–8: A Guide to Teaching (Heinemann, 2010) or earlier edition. Copies of the text will not be available in the session.

Teaching Science and Social Studies with Nonfiction Literature: Developing Disciplinary Literacy (Grades 4–7) Myra Zarnowski, Professor, Department of Elementary and Early Childhood Education, Queens College, City University of New York

Teachers in the intermediate grades can help children learn content and build disciplinary literacy by showing them how to read, write, and think like scientists and historians. This presentation shows how to use outstanding nonfiction— especially books that highlight an author’s process of inquiring and thinking about a topic or problem—to support young learners as they engage in content area learning. Myra will highlight how several elements come together to promote disciplinary literacy, such as outstanding nonfiction dealing with science and social studies; a focus on inquiry; learning and using academic vocabulary; reading, writing, and speaking for authentic reasons; and hands-on activities that engage children.

Myra will share examples of investigations in science and social studies, and provide handouts of materials that are useful for focusing your teaching on using language and literature to learn. This workshop is suitable for teachers, literacy coaches, administrators, and librarians.

READING RECOVERY PRE-CONFERENCE WORKSHOP

SUNDAY | PRE-CONFERENCE WORKSHOPS

PC-5

PC-6

Guided Reading in the Intermediate and Middle School Grades: Using Our Time and Language Effectively to Support Readers (Grades 3–8) Jill Eurich, Assistant Director, Intermediate and Middle Literacy Collaborative, Lesley University, MA Kerry Crosby, Adjunct Faculty, Lesley University, MA

This workshop will provide an in-depth look at guided reading in the intermediate and middle school grades. We will re-envision the systems of strategic actions to understand their interconnectedness and application in more complex ways. Student work and videos will provide opportunities to discuss new understandings. We will discuss how book introductions are shaped by considering how a book works and deeper meaning of text. We will also think about how to use language to develop and cultivate more complex thinking from our students. We will discuss the logistics of guided reading in the intermediate and middle school grades, including how to introduce longer texts over time, how to meet frequently with readers who struggle, and how to keep up with the reading. This workshop is geared toward classroom teachers, reading specialists, and literacy coaches who have a strong understanding of the structure of a guided reading lesson, the characteristics of texts, text analysis, and how to analyze running/reading records.

Required Text: The Continuum of Literacy Learning, PreK–8: A Guide to Teaching (Fountas & Pinnell, Heinemann, 2010) or an earlier edition.

Recommended Text: The Fountas & Pinnell Prompting Guide, Part 2 for Comprehension (Heinemann, 2012). Copies of the texts will not be available in the session.

F e atu r e d S e ss i o n PC-7

Refresh and Refocus with Running Records Betsy Kaye, Reading Recovery Teacher Leader, Little Rock School District, AR, and Trainer Emeritus, Texas Woman’s University

Taking and analyzing Running Records helps us renew the learning focus for each student, but sometimes we get into a rut and find it difficult to think beyond meaning, structure, and visual information. This interactive session will challenge you to look more deeply at students’ reading behaviors and plan teaching across the lesson activities that will impact acceleration. Required Text: Please come to this session with An Observation Survey of Early Literacy Achievement (Clay, 2007). Copies of the text will not be available in the session.

“I felt the conference was a success

and invigorating. It was a comfortable environment and topics offered

appealed to many. I walked away with next steps, ideas to implement, and

affirmation of my teaching practices.”

— Debra Rosetti, AIS Teacher, NYC District 19—Brooklyn PS 7

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Monday | SESSIONS A–D

SESSION A Monday, November 5, 2012 8:30 am–10:00 am or 8:30 am–11:45 am

SESSION A IN-DEPTH Monday, November 5, 2012 8:30 am–11:45 am (with a 15-minute break)

Select one of these options for Session A: • Keynote A with Tony Stead (Grades K–6) • 90-minute workshop with Michael Ford (Grades 4–8) • In-depth (3-hour) session with “The 2 Sisters”— Gail Boushey and Joan Moser

If you attend the In-depth A session, you will not attend a B session at 10:30 am.

Session A Keynote: Strategies for Success in Reading and Writing Nonfiction: Guiding Learners to Higher Levels of Achievement (Grades K–6) Tony Stead, International Literacy Consultant and Author

Nonfiction constitutes much of adult reading and writing, and is an integral component of both the literacies in today’s society and the Common Core State Standards. This keynote will examine wonderful ways nonfiction reading and writing can be seamlessly integrated throughout the learning day.

F e atu r e d S e ss i o n LCA-1

Moving to Reading Workshop in the Middle School (Grades 4–8) Michael Ford, Professor of Reading Education, The University of Wisconsin, Oshkosh

How can we move teachers from one-size-fits-all novel studies in middle school classrooms to the use of doable differentiated instruction through a workshop model for middle level learners?

In this session, you will be actively involved in exploring a gradual transition that includes moving from whole group instruction to the use of jigsawing, then connected literature circles, and finally, a focused workshop model. We will actively involve you in examining each model with classroom-tested sample lessons. This workshop is suitable for middle level reading and language arts teachers, resource teachers, and administrators who support middle level reading and language arts teachers.

F e atu r e d S e ss i o n LCA-2 In-depth

Exactly How to Have Assessments Drive Instruction for Greater Student Achievement: The Literacy Café (Grades K–6) “The 2 Sisters”—Gail Boushey, Literacy Coach and Author, WA Joan Moser, K–2 Teacher and Author, WA

“The 2 Sisters” will introduce you to The Café—a simple way of integrating assessment into daily reading and classroom discussions that is used by thousands of teachers all over the world. The Café system, based on research into the habits of proficient readers, is an acronym for Comprehension, Accuracy, Fluency, and Expand vocabulary. The system includes goal setting with students, posting of the goals on a whole-class board, developing individual and small-group instruction based on clusters of students with similar goals, and focusing wholeclass instruction on emerging student needs. This session will also introduce you to the structure for conferring with students, the language for talking about reading development, and the system for tracking growth and fostering student independence.

Repeated: In-depth LCC-9

SESSION B Monday, November 5, 2012 10:30 am–12:00 pm PREK–8 LITERACY CONFERENCE B SESSIONS F e atu r e d S e ss i o n s LCB-1

Planning Effective Book Introductions for Guided Reading, Levels A–J (Grades K–2) Terri Beeler, Literacy Consultant and Founder, ConnectandReflect.com

“It runs like clockwork: very

professional and just feels good. I will return every year I am permitted.”

— Joanne Skarin, Reading and Writing Specialist, NH

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Just as the box top of a puzzle provides an idea of how to go about putting the puzzle together, an effective book introduction supports readers in reading an instructional level text with a degree of success. This interactive session will explore planning and offering effective book introductions in the context of guided reading—book introductions that support children in becoming strategic readers. This session is suitable for classroom teachers, literacy coaches, reading specialists, and administrators. Having experience with guided reading, Running Records, and leveled text will be helpful.

Study Groups and Response Groups in the Writing Workshop (Grades 3–8) Karen Caine, Independent Writing Consultant, NJ

We know the value of getting students to work with one another in writing workshop, but teaching students how to work together in meaningful ways can be difficult. We will look at two structures in the writing workshop—study groups and response groups—and examine ways we can support students in working together so they can truly become more knowledgeable about writing and, in turn, become stronger writers. You will learn about minilessons, conferring, and other kinds of support we can offer students working in these groups, and how to use quick student self-assessments to evaluate each particular group. This workshop is suitable for classroom teachers and coaches who are familiar with the structures of a writing workshop, especially conferring, and who are looking for ways to lift the level of students’ writing.

LCB-3

Making Space for Online Inquiry in the Primary Grades (Grades K–2) Julie Coiro, Assistant Professor of Reading, University of Rhode Island

Children’s questions are a powerful vehicle to literacy learning and understanding. In this session, we will explore five instructional techniques that actively engage young children in the beginning stages of inquiry using the Internet while building skills in reading, writing, and critical thinking. Julie will offer practical ideas and examples for how to implement Internet Inquiry Baskets, Mystery Photos, QuadBlogging, Directed Internet Workshop, and Digital Daily News in ways that involve children in formulating their own questions and then participating in various language and digital literacy experiences to answer them.

You will walk away with access to a companion website of online resources to use as a springboard to inquiry in your classroom.

LCB-4

Moving from Many and Most to Every and All: Addressing the Challenges of Differentiation and Acceleration in Reaching All Readers in Intermediate Classrooms (Grades 4–8) Michael Ford, Professor of Reading Education, The University of Wisconsin, Oshkosh

How do we help intermediate grade readers who need to make more than an academic year’s worth of growth in an academic year’s worth of time? We need to think about how we can get more “bang for our buck.” In this session, Michael will actively involve you in exploring the dimension of acceleration as a part of our understandings of differentiated instruction. We’ll look at five guidelines for addressing acceleration in school settings, integrating the use of four common instructional models for differentiated instruction. The models will be illustrated using field-tested lessons from intermediate classrooms. This workshop is suitable for intermediate grade teachers, and administrators and resource staff members who support them. Repeated: LCD-1

LCB-5

Valuing Literacy Learning for All: Redefining Reading with Graphic Novels in K–2, 21st Century Classroom Settings (Grades K–2) Katie Monnin, Assistant Professor of Literacy, University of North Florida

In what ways can the teaching of graphic novels as literacy learning tools enhance teaching literacy for all? Because we are living during the greatest communication revolution—second historically to the 15th century invention of the printing press— current literacy research is calling on educators to redefine what it means to be literate in the 21st century. For K–2 educators, this redefinition of reading is particularly critical, for they must establish the key foundational literacy learning skills for 21st century literacy learners. In this session, you will first gain historical insight into how literacy learning has evolved over time. Then, you will learn about current literacy research that drives and supports what it means to teach K–2 literacy learners in a time in history when print-text literacies share the stage with more image-dominant literacies. Finally, you will learn how comics and graphic novels can help teach primary students.

You will receive handouts to support, and help teach, all three talking points. This session is sponsored by Maupin House Publishing.

Monday | SESSIONS A–D

LCB-2

LCB-6

Intervening with Struggling Readers in the Intermediate Grades (Grades 3–6) Gay Su Pinnell, Author and Professor Emeritus, The Ohio State University Irene Fountas, Author and Director, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA

Learn about the essential elements of an effective supplementary intervention for struggling readers, the Leveled Literacy Intervention system. In this session, you will learn about an intensive 45-minute lesson framework designed to help intermediate students achieve grade level performance.

LCB-7

Meeting the Common Core State Standards in Persuasive/Argumentative Reading and Writing (Grades K–6) Tony Stead, International Literacy Consultant and Author

The Common Core has highlighted the importance of student competency in reading and writing persuasive/argumentative texts. Explore proven strategies to assist students in developing a critical perspective when they read and write. Strategies Tony will highlight include understanding the structure and features of persuasive texts, fact versus opinion, point of view, and author bias.

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Monday | SESSIONS A–D

LCB-8

LCB-12

Reading, Writing, and a Sense of Wonder: Embedding Literacy Using an Inquiry Approach (Grades PreK–K)

Building Literacy through Music and Poetry: Poetry in the Preschool (Grades PreK–K)

Megina Baker, Student Teacher Mentor and Teacher, The Early Childhood Learning Lab, Boston University

Denise Fontaine-Pincince, Consultant, MA

Jesse Feigenbaum, Teacher, Boston University

When children explore a topic of interest in depth and over time, opportunities to embed teaching of reading, writing, phonemic awareness, and vocabulary abound. Using video clips and artifacts from recent inquiry units (on the topics of Insects and Tools) from the preschool at Boston University (a mixed-age group of children ages two to five years old), we will explore how early childhood educators can use long-term investigations to promote and sustain literacy learning.

LCB-13

Promoting Schoolwide Literacy through Family Literacy Nights (Grades 1–4) Cynthia McCleary, Reading Specialist, Lawrence Public Schools, MA

LCB-9

JoAnne James, Fourth Grade Teacher, Lawrence Public Schools, MA

Reader’s Workshop Graduates to High-tech Literature Circles (Grades 5–8)

Want to launch a dynamic Family Literacy Night program in your school? Cynthia and JoAnne can tell you how to provide students and their families with successful strategies to enrich their home reading environment through PowerPoint presentations, small group read-aloud, and literacy-focused crafts and activities. Invite your families to an evening of fun, food, and the opportunity to obtain free books. You will leave this session with handouts and resources to get started.

Colette Bennett, English Department Chair, Regional School District #6, CT Stephanie Pixley, Teacher, Regional School District #6, CT

This session will feature strategies used in the teaching of whole class novels at the middle and high school levels using a variety of 2.0 technologies, including blogs, wikis, and document sharing software.

The emphasis will be on providing examples of differentiated studentcentered activities that develop independence in the reader’s transition from middle school to high school. High-tech literature circles provide opportunities for student accountability, group collaboration, and whole class communication.

LCB-10

Opening Doors through Coaching: Analyzing Discourse That Impacts the Stance of Learners (Grades PreK–8) Cindy Downend, Primary Literacy Collaborative Trainer, Lesley University, MA Toni Czekanski, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University, MA

The ways in which literacy leaders facilitate coaching conversations impacts the way teachers perceive themselves as learners. In turn, these coaching conversations may have an effect on the language that teachers use with students. In this session, we will look at coaching and teaching vignettes to identify language that promotes an open stance toward learning.

LCB-11

Picture Books to Enhance Curriculum for the Upper Elementary Student (Grades 3–6) Carol Gordon Ekster, Author and Retired Educator, Derry Cooperative School District, NH

You will be exposed to many picture books that you can read to your classes to coordinate with curriculum. Carol will use some of the books as models for a book-making activity that will enforce and enhance the concepts covered. She will show that each child in the class can make a page in a bound book. The finished product will not only teach curriculum but will increase fluency while children read and reread their creations. Carol will share many examples and reference handouts. You will also brainstorm other book ideas you can make to support your individual curriculum.

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You will learn how rhyme, rhythm, and repetition, the poet’s favorite tools, are already a vital part of your school day. Through books and interactive exercises, we will explore a variety of ways to build children’s pre-reading skills while enriching your language arts curriculum.

LCB-14

Linking Assessment, Classroom Planning, and the Common Core (Grades K–6) Tammy Mulligan, Staff Developer, Teachers for Teachers, MA Clare Landrigan, Staff Developer, Teachers for Teachers, MA

The Common Core brings many new opportunities and challenges to teachers, and nowhere is that more evident than in the planning process.

We will link assessment and instruction with a step-by-step process of connecting assessments and lesson planning. We will show how to use the Common Core State Standards, careful analysis of common assessment data (Fountas and Pinnell Benchmark, DIBELS, state tests), classroom assessment data (Running Records, conference notes), and the teacher’s expertise to create meaningful instruction.

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Recuperating the Art of Reading Aloud: Strategies for Reading Aloud (Grades 3–6) Ellie Papazoglou, Adjunct Faculty, Plymouth State University, NH, and Literacy Consultant, Learning through Teaching Program, University of New Hampshire

For all children, reading begins through the ears, and through the eyes they continue to “hear” the rhythm and sounds of language. Ellie will present five principles to keep in one’s practices of reading aloud.

“It was so inspirational to hear talk

about putting the joy back in teaching and acknowledgment that kids are more than test scores!”

— Lucy Saunders-Kish, Title I Reading Teacher, Lake Region Schools, Bridgton, ME

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A Community-wide Commitment to Literacy for All Students (PreK–8)

“What Can You Try?” Betsy Kaye, Reading Recovery Teacher Leader, Little Rock School District, AR, and Trainer Emeritus, Texas Woman’s University

Rhonda Hayes, Curriculum Director, Dalton Public Schools, GA Melissa Lu, University of Georgia Dalton-Whitfield Archway Professional A panel of community leaders, Dalton, GA

A panel from Dalton, GA, will speak about how their community has rallied around the commitment to literacy education. After a two-year community visioning process, education moved to the forefront. With assistance of higher education resources and focused conversations, community leaders became convinced of the importance of focusing dollars on education, especially literacy. The local city school system had previously implemented Lesley University’s Literacy Collaborative, and results were so positive that community leaders made a commitment to expand the program. Learn how you might work with your community to accomplish comprehensive literacy improvement for all students.

READING RECOVERY INSTITUTE B SESSIONS F e atu r e d S e ss i o n s RRB-1

Strong Skills That Block Learning ary Fried, Reading Recovery Trainer, M The Ohio State University

Section 17, a special part of Marie Clay’s Literacy Lessons Designed for Individuals, Part Two, most often applies when students enter Reading Recovery at mid-year or are first grade students who repeated kindergarten. These students have had a longer time to practice and habituate specialized skills and inappropriate behaviors. We will work together to sort out procedures that Marie Clay has outlined in Literacy Lessons Designed for Individuals, Part Two using student examples and video analysis.

You will explore the complex nature and common pitfalls of teaching for strategic activity in reading. Discover how our teaching and prompting may support—or interfere with— students’ progress. Repeated: RRC-1 RRB-3

Discovering the Essence of Story Telling through Rich Book Introductions Mary Rosser, Reading Recovery Trainer, University of Maine

Monday | SESSIONS A–D

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Stories and storybooks are places where children weave together the many threads of information and experiences they draw upon to make sense of their world and to create meaning from texts. Through discussions with teachers, they explore and unite with the people, places, events, and language of literature.

You will view, analyze, and discuss video clips of child/teacher interactions, which guide students in discovering the essence of story through rich book introductions. Repeated: RRD-2 RRB-4

Learning to Self-Monitor: Errors Are Our Friends Laurel Dickey, Teacher Leader, Collaborative for Educational Services, MA

Beginning readers need many ways to notice when they have made errors. Only by noticing their errors can they go on to solve increasingly complex problems in their reading and writing. Their early attempts help teachers understand what they are attending to and what is being neglected. We will explore powerful ways to support our students in beginning to self-monitor early in their series of lessons, and how to continue providing support as their self-monitoring needs become more complex.

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Monday | SESSIONS A–D

SESSION C Monday, November 5, 2012 1:30 pm–3:00 pm OR 1:30 PM–4:45 PM Select one of these options for Session C: • 90-minute C session (1:30 pm–3:00 pm), then attend a D session (3:30 pm–5:00 pm) • In-depth C session (1:30 pm–4:45 pm) If you attend the In-depth C session, you will not attend a D session at 3:30 pm.

PREK–8 LITERACY CONFERENCE C SESSIONS F e atu r e d S e ss i o n s LCC-1

Responding to the Writer, Not the Writing: Skillful Conferring in Writing Workshop (Grades K–3)

Valuing Literacy Learning for All: Redefining Reading with Graphic Novels in Grade 3–6, 21st Century Classroom Settings (Grades 3–6) Katie Monnin, Assistant Professor of Literacy, University of North Florida

In what ways can the teaching of graphic novels as literacy learning tools enhance teaching literacy for all? Because we are living during the greatest communication revolution— second historically to the 15th century invention of the printing press—current literacy research is calling on educators at all grade levels to redefine what it means to be literate in the 21st century. In this session, you will first gain historical insight into how literacy learning has evolved over time. Next, you will learn about new literacy research that drives and supports what it means to teach grade 3–6 literacy learners during a time in history when print-text literacies share the stage with more image-dominant literacies. Finally, you will learn how comics and graphic novels can help teach students in the intermediate grades. You will receive handouts to support, and help teach, all three talking points. This workshop is sponsored by Maupin House Publishing.

Terri Beeler, Literacy Consultant and Founder, ConnectandReflect.com

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Skillful conferring with children in writer’s workshop is the key to addressing individual needs of writers. This session will focus on motivating writers by responding first to the writer rather than to the need to “fix” the writing. Be prepared to stretch your thinking as we explore ways to make your conferring not only more powerful but more engaging for your students.

This workshop is suitable for classroom teachers and literacy coaches who have experience with implementing writing workshop.

Putting Vision into Action: Lessons Learned (Grades 3–8)

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Nonfiction Mentor Authors (Grades 3–8) Karen Caine, Independent Writing Consultant, NJ

With a greater emphasis on nonfiction writing, it’s time to take a longer look at how to use nonfiction mentor authors in the classroom. You will be introduced to new nonfiction authors and the books they have written. We will examine how to notice the language, structure, and internal punctuation in these texts, and how to use this information to design lessons for your students.

You will leave this session knowing the work of many nonfiction authors and how to use their work, and author websites, to help teach nonfiction writing. This workshop is suitable for those familiar with the concept and practices of using mentor authors in narrative writing and who are looking for more information on how to use a mentor author in informational and persuasive writing.

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Valerie Annear, Director of Curriculum, Instruction, and Assessment, East Longmeadow Public Schools, MA Eileen Driscoll, Elementary Literacy Coach, East Longmeadow Public Schools, MA Heather Brown, Middle School Literacy Coach, East Longmeadow Public Schools, MA

Leading large-scale change requires a strong commitment to a common vision. This session is designed for you to reflect on and revise your current vision for literacy instruction and learning. The presentation will focus on managing change throughout the process of developing and implementing a district-wide literacy framework. We will explore building capacity, introducing and implementing the coaching model, effective communication, and most importantly, resilience!

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Exploring Identity, Building Community: An Anti-bias Approach to Literacy (Grades K–2) Maggie Beneke, First and Second Grade Head Teacher, Eliot-Pearson Children’s School, Tufts University, MA

With globalization and increasing literacy standards, teachers of young children are challenged to build literate communities of diverse learners.

Using photo documentation and artifacts from recent genre and authorbased studies in the first and second grade at Eliot-Pearson Children’s School, Maggie will share examples of how anti-bias work can be integrated into meaningful reading and writing instruction. She will also share strategies and tools for implementing literacy work that makes students’ identities visible and supports conversations about fairness.

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Helping Students Work Like Real Authors (Grades 3–8)

Getting Off to a Powerful Start in Our Reading Recovery Lessons

Rob Buyea, Author, MA

Rob will share the many insights he has made about the writing process that can impact your teaching immediately. How can you get your students to move beyond simply planning for their piece to planning for their writing on a daily basis? How important are beginnings? How can teachers help students become better at revising and rewriting? Rob will cover this and more as he provides practical suggestions to help you nurture real authors.

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Learning about Expository Text through Interactive Writing (Grades K–2) Patricia Leary, K–2 Literacy Coordinator, Sandwich Public Schools, MA

We will look at ways to support our youngest writers through interactive writing as a tool for inquiry. We will also look at ways of using expository writing in support of the content areas.

LCC-8

Web 2.0 Tools to Enhance Literacy in Early Elementary (Grades K–2) Beth Lisowski, Technology Integration Coach, School District of Black River Falls, WI

In this session, you will learn how to enhance your literacy lessons and engage students using technology. Some of the tools you will learn about are: Skype, Digital Storytelling, Word Clouds, Vokis, Popplet, and many more! Come and learn how to bring 21st century skills into your classroom.

READING RECOVERY INSTITUTE C SESSIONS F e atu r e d S e ss i o n s RRC-1

“What Can You Try?” Betsy Kaye, Reading Recovery Teacher Leader, Little Rock School District, AR, and Trainer Emeritus, Texas Woman’s University

You will explore the complex nature and common pitfalls of teaching for strategic activity in reading. Discover how our teaching and prompting may support—or interfere with— students’ progress. Repeated: RRB-2

Eva Konstantellou, Reading Recovery Trainer, Lesley University, MA

The first few weeks of Reading Recovery lessons are critical for establishing patterns of independent responding on the part of the child and for reflecting on our teaching decisions as we design lessons with each student’s strengths and needs in mind.

We will look closely at teacher/child interactions during Roaming Around the Known lessons and early lessons after Roaming Around the Known as the teacher moves into instruction. Do we observe and foster strategic activity from the start? We will review videotaped lessons, Running Records, and lesson transcripts for evidence of powerful teaching and learning opportunities at the start of the child’s Reading Recovery lessons. Required texts: We will engage in close readings of Clay’s work in Literacy Lessons, Part One and Part Two, so please bring the texts to the session with you.

This session is designed for In-Training and Field Year teachers.

Monday | SESSIONS A–D

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SESSION C IN-DEPTH Monday, November 5, 2012 1:30 pm–4:45 pm (with a 15-minute break)

PREK–8 LITERACY CONFERENCE SESSION C IN-DEPTH F e atu r e d S e ss i o n s LCC-9 In-depth

Exactly How to Have Assessments Drive Instruction for Greater Student Achievement: The Literacy Café (Grades K–6) “The 2 Sisters”—Gail Boushey, Literacy Coach and Author, WA Joan Moser, K–2 Teacher and Author, WA

“The 2 Sisters” will introduce you to The Café—a simple way of integrating assessment into daily reading and classroom discussions that is used by thousands of teachers all over the world. The Café system, based on research into the habits of proficient readers, is an acronym for Comprehension, Accuracy, Fluency, and Expand vocabulary. The system includes goal setting with students, posting of the goals on a whole-class board, developing individual and small-group instruction based on clusters of students with similar goals, and focusing wholeclass instruction on emerging student needs. This session will also introduce you to the structure for conferring with students, the language for talking about reading development, and the system for tracking growth and fostering student independence.

Repeated: In-depth LCA-2

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Monday | SESSIONS A–D

LCC-10 In-depth

Developing Comprehension through the Common Core: Standards, Complex Texts, Scaffolds, and Performance Tasks (Grades 3–6)

Storytelling through Nature (Grades PreK–K)

Nancy Boyles, Professor of Reading, Southern Connecticut State University

We will share ideas for sharpening the oral storytelling abilities of teachers and children by using nature as our inspiration. We will discuss the importance of oral language development to literacy learning and documentation of classroom experiences. You will learn about bringing storytelling from nature into your classrooms in these stations: building stories with Story Bags and Story Stones, the use of mentor texts for crafting nature stories, and shared reading from group nature experiences.

Acquire insights and practical tips you can take right back to the classroom regarding four essential components of the Common Core’s comprehension standards: The standards themselves—WHAT we teach; Complex texts—What we teach WITH; Powerful scaffolding strategies—HOW we teach; and Performance tasks—How we MEASURE what we teach.

Nancy will provide a handout that will include classroom-ready templates for unit design and lesson planning, rubrics, checklists, and more. This workshop is suitable for classroom teachers, reading specialists and coaches, special education teachers, administrators, and ESL teachers.

This session is sponsored by Maupin House Publishing.

LCC-11 In-depth

Instructional Strategies for Critically Evaluating Online Information in Middle School (Grades 5–8) Julie Coiro, Assistant Professor of Reading, University of Rhode Island

Internet technologies raise new issues about our relationship to information, and new strategies are required to prepare our students for learning with the Internet. This session first highlights examples of the ways that adolescents often fail to think critically while reading online. Then, Julie pairs five challenging aspects of online reading with instructional strategies and think-aloud demonstrations that support students’ ability to critically evaluate the relevancy, accuracy, reliability, and perspective of information found on the Internet.

Julie will offer instructional techniques in a range of lesson templates that you can easily adapt to connect to topics and themes in your curriculum.

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Uniting Reading and Writing Workshop with the Common Core Learning Standards (CCLS) (Grades K–8) Linda Hatfield, Director of Literacy, Middletown City Schools, NY Doreen Saccomano, Assistant Professor of Literacy, Marist College, NY

In this workshop, you will align the reading/writing workshop and the CCLS to intensify your understanding of the key shifts and emphases in the standards by engaging in activities that will guide you through the process of writing lessons and units that focus on reading, writing, and thinking. We will explore the idea of text complexity, text-based answers, and writing from sources. Linda and Doreen will provide exemplars and templates. Please bring a copy of your state’s Common Core Learning Standards to this session.

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LCC-13 In-depth

Kristina Mollenhauer, Consultant, Education and Information Resources Center, NJ Karen First, Early Childhood Teacher, The Advent School, Boston, MA Polly Pfau, Kindergarten Teacher, The Advent School, Boston, MA

LCC-14 In-depth

Literacy Coaching: The Need to Deepen Our Listening Ability (Grades K–8) Aili Pogust, Literacy Consultant, The Pogust Group, NJ

When we literacy coaches are communicating with colleagues, how do we indicate we have really heard what our colleagues have said? Eye contact and head nodding are only a part of the process. How deeply are we actually listening? You will practice three ways of listening, effective ways to paraphrase, and appropriate ways to ask questions. These communication skills can build strong coaching relationships, particularly with hesitant coaching partners.

LCC-15 In-depth

Learning to Solve Words Across the LLI Lesson: Effective and Efficient Phonics (Grades K–2) Diane Powell, Assistant Director, Primary Literacy Collaborative, Lesley University, MA Linda Garbus, Adjunct Faculty, Lesley University, MA

Trained Leveled Literacy Intervention (LLI) teachers will dig into Fountas and Pinnell’s When Readers Struggle: Teaching That Works, K–3 (Heinemann, 2009) to consider the depth and range of strategic actions necessary for readers and writers to control. “It is obvious that readers must be able to take apart words and parse sentences into grammatical units while keeping their attention on the meaning of the text. Reading and writing require proficiency in many categories of phonics learning; any of them can create gaps for children who are struggling in becoming literate...The operations related to word solving must be rapid and largely unconscious so that the reader can maintain attention to the meaning of a text” (Fountas and Pinnell, 2009). We will include handson experiences as we explore our role in helping LLI students take on this challenging area of learning. Required Text: When Readers Struggle: Teaching That Works, K–3. Please bring this text with you to the session. Copies of the text will not be available in the session.

Creating Nonfiction: Researching, Writing, and Revising (Grades 3–8) Melissa Stewart, Author, MA

Melissa, an award-winning children’s nonfiction author, will share her process for creating nonfiction writing that delights as well as informs young readers. Learn how she chooses a topic; gathers information; organizes ideas; creates clear, lively, prose; and improves her writing through revision. This presentation is full of practical tips that you can take back to your classroom.

SESSION D Monday, November 5, 2012 3:30 pm–5:00 pm PREK–8 LITERACY CONFERENCE D SESSIONS F e atu r e d S e ss i o n s LCD-1

LCC-17 In-depth

Connecting Literacy and Science through Talk and Writing (Grades K–2) Jeff Winokur, Science Education Instructor, Wheelock College, MA Karen Worth, Science Education, Wheelock College, MA Martha Heller-Winokur, Literacy Coach, Teaching and Learning Alliance, MA

Teaching literacy across the content areas requires more than choosing age-appropriate nonfiction reading materials. In this session, we will examine ways that literacy and inquiry science can be mutually beneficial for K–2 students. Our particular focus will be on the role of talk and recording in deepening students’ conceptual understanding in science.

We will engage in a brief science experience to set the context, and share examples of classroom conversations and student written work.

READING RECOVERY INSTITUTE SESSION C IN-DEPTH F e atu r e d S e ss i o n RRC-3 In-depth

Key Aspects of Early Learning Sue Duncan, Reading Recovery Trainer, Georgia State University

Critical aspects of early learning are the building blocks of later efficient processing in reading. We will explore some of the critical aspects of early learning and the teaching that is necessary. We will use video clips to enable you to discuss, analyze, and reflect. This workshop is suitable for new teachers.

Moving from Many and Most to Every and All: Addressing the Challenges of Differentiation and Acceleration in Reaching All Readers in Intermediate Classrooms (Grades 4–8)

Monday | SESSIONS A–D

LCC-16 In-depth

Michael Ford, Professor of Reading Education, The University of Wisconsin, Oshkosh

How do we help intermediate grade readers who need to make more than an academic year’s worth of growth in an academic year’s worth of time? We need to think about how we can get more “bang for our buck.” In this session, Michael will actively involve you in exploring the dimension of acceleration as a part of our understandings of differentiated instruction. We’ll look at five guidelines for addressing acceleration in school settings, integrating the use of four common instructional models for differentiated instruction. The models will be illustrated using field-tested lessons from intermediate classrooms. This workshop is suitable for intermediate grade teachers, and administrators and resource staff members who support them. Repeated: LCB-4 LCD-2

Story: How Do I Tell Thee?

Let Me Count the Ways (Grades 4–8) Brian Heinz, Children’s Author and Writing Consultant, NY

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

LCD-3

“This conference is BY FAR the best

professional development I have ever

attended! I look forward to returning to it in the years to come.”

— Allison Lambert, Kindergarten Teacher, MSAD #49

Designing Model Teaching Partnerships (Grades K–12) Penny Kittle, Author, K–12 Literacy Coach, and Teacher, Conway Public Schools, NH

Reflective teaching is filled with questions. When teachers work in partnerships to plan, implement, and reflect on teaching, it creates contagious energy. Drawing on her work in teaching residencies from Bangkok to Arkansas, and her 12 years as a K–12 literacy coach, Penny will outline the most effective ways to lead teachers to analyze teaching and learning in classrooms from kindergarten to high school chemistry. This introductory workshop is suitable for teachers, coaches, and administrators.

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Monday | SESSIONS A–D

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Exploring Nonfiction: Interactive ReadAloud as a Tool for Noticing (Grades K–2)

Traditional Literature: Going Beyond Once Upon a Time through Interactive Read-Aloud (Grades K–2)

Laurel Burns, Literacy Coordinator, Purvis Primary School, Bermuda

Nonfiction literacy is an integral part of today’s high-quality classroom.

We will look at interactive read-aloud and its role in having students navigate a variety of nonfiction texts. Through careful noticing and naming, students will move toward independence in nonfiction reading.

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Response To Intervention: How to Sustain and Keep the Process Going (Grades K–8) Joe Cline, Educational Consultant and Retired Teacher, IN

Response To Intervention is an essential educational plan to meet the needs of all students. Your school has adopted and followed this model for two to five years, but how do you sustain the Response To Intervention process? Is Fidelity of Implementation still an important component of your model? Attend this session and learn how to continue the purity of the Response To Intervention model in your educational setting. For the success of this presentation, audience participation is expected.

Heather Rodman, Kindergarten Teacher, Middletown Public Schools, CT Melanie Del Sole, Second Grade Teacher, Middletown Public Schools, CT Karen Wesoloski, Second Grade Teacher, Middletown Public Schools, CT

An understanding of the key characteristics of traditional literature and its sub-genres helps to build a foundation upon which all literature stands. Using traditional literature text sets during interactive read-aloud, the presenters will take you through a variety of sub-genres, including Trickster Tales, Wonder Tales, Fables, Pourquoi Tales, and Beast Tales. You will explore, discuss, and create text sets that can easily be incorporated into your daily interactive read-aloud sessions.

READING RECOVERY INSTITUTE D SESSIONS F e atu r e d S e ss i o n s

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Making Decisions to Teach K–2 Writers: Using the TCRWP Narrative Continuum (Grades K–2)

Integrating Sources of Information and Knowledge

Stephanie Joyce, K–6 Literacy Curriculum Leader, Amherst Public Schools, MA

Mary Fried, Reading Recovery Trainer, The Ohio State University

Teachers, coaches, and administrators will build understanding of how writing develops across a continuum. They will learn how using the Teachers College Reading and Writing Project Narrative Continuum supports ongoing assessment, collaborative practices for analyzing student writing, and seeing the potential for growth and next steps for a writer. Understanding writing development in this way improves targeted, differentiated instructional practices for minilessons, small group lessons, conferences, and shared writing to support writers’ growth over time.

Clay’s theory of “Literacy Processing” is a complex way to think about and teach reading and writing to young children.

This session will focus on using Running Records and teaching interaction examples to study acts of processing as children engage in literacy learning.

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Discovering the Essence of Story Telling through Rich Book Introductions

LCD-7

Exploring Cool Web 2.0 Tools to Enhance Literacy in Intermediate and Middle Grades (Grades 3–8) Beth Lisowski, Technology Integration Coach, School District of Black River Falls, WI

This session will focus on using Web 2.0 Tools to engage students, stimulate idea creation, and encourage literacy development. You will learn about Google Lit Trips, QR Codes, Skype, Kerpoof, Go Animate, and many more! Come and explore some free and simple tools that you can use in your classroom.

Mary Rosser, Reading Recovery Trainer, University of Maine

Stories and storybooks are places where children weave together the many threads of information and experiences they draw upon to make sense of their world and to create meaning from texts. Through discussions with teachers, they explore and unite with the people, places, events, and language of literature.

You will view, analyze, and discuss video clips of child/teacher interactions, which guide students in discovering the essence of story through rich book introductions. Repeated: RRB-3

E X H I B I T FAIR Monday, November 5, 2012 | 5th level of the Rhode Island Convention Center | 5:00 pm–6:00 pm

During the Exhibit Fair:

Book Signing Authors:

• View and purchase from the selection of educational resources from leading publishers.

Bring your own books or purchase them from the exhibitors.

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

• Get a book signed by children’s authors.

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Rob Buyea, Author of Because of Mr. Terupt (2011) and Mr. Terupt Falls Again (2012) Jacqueline Davies, Author of several books, including The Lemonade War (2009) and The Bell Bandit (2012)

Carol Gordon Ekster, Author of Where Am I Sleeping Tonight: A Story of Divorce (2008) and Ruth the Sleuth and the Messy Room (2011) Brian Heinz, Author of several books, including Cheyenne Medicine Hat (2004) and Butternut Hollow Pond (2005) Melissa Stewart, Author of more than 20 nonfiction books, including Under the Snow (2009) and A Place for Butterflies (2011)

tuesday | SESSIONS E–G

SESSION E Tuesday, November 6, 2012 8:30 am–10:00 am Attend Keynote E with Katie Wood Ray or a 90-minute breakout session.

Session E Keynote: Holding on Tight to What Is Common to Our Core (Grades PreK–8) Katie Wood Ray, Author and Researcher, NC

In this day of rapidly evolving standards, curriculum, and assessment, it matters more than ever that teachers are articulate about the beliefs informing their practice.

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Structure: An Important Source of Information That Can Be Hard for Both Children and Teachers to Work With Sue Duncan, Reading Recovery Trainer, Georgia State University

Structure provides an important source of information that assists children to solve words in reading. We will explore the use of structure as a source of information in reading and why this is difficult at times for some learners. We will also explore how as teachers we can be more supportive of the use of structure.

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Building Toward a Self-Extending System in Writing Kelly McDermott, Reading Recovery Teacher Leader, Boston Public Schools, MA

READING RECOVERY INSTITUTE E SESSIONS F e atu r e d S e ss i o n s RRE-1

Do We Pay Enough Attention to Language Structure?

We will spend time thinking more about how to provide opportunities for building toward a self-extending system in writing. Producing independent writers whose writing improves whenever they write is vital to ensuring success in Reading Recovery. We will explore the idea of ensuring that lessons foster early writing behaviors that are appropriate, secure, fast, and habituated. We will think about how, in writing, children learn to monitor, search, check, confirm, correct, and solve through their own strategic activity. Lastly, we will think about how to provide opportunities throughout the lesson series for children to write more complex and involved stories with increasing speed, fluency, and flexibility.

Ann Ballantyne, Reading Recovery Trainer, New York University

Oral language structure is a key source of information for readers and writers, for new learners and for proficient speakers.

This session examines why language structure is so critical to early literacy learning and looks at factors that might lead us to underestimate its importance, or neglect it, in our teaching.

In this workshop, we will discuss the need to teach for shifts in control of oral language structure and better access to structural information in reading and writing. Repeated: RRG-1 RRE-2

Back in the Game: Rapid Acceleration Tools for Reading and Writing Paula Bennet, Reading Recovery Trainer, New York University

This workshop takes a close look at what helps struggling readers and writers to return to their classes as soon as possible to perform within the average band of achievement. We will discuss the importance of accurate and ongoing assessment, astute observation, and building on what is known.

RRE-3

Exploring and Supporting Efficient Visual Processing for Text Reading Mary Anne Doyle, Reading Recovery Trainer and Professor, University of Connecticut

This session explores the acquisition of efficient visual processing for text reading by Reading Recovery children over time.

Discussion includes a review of literacy processing theory and related instructional procedures. Repeated: RRG-3

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SESSION F Tuesday, November 6, 2012 Select one of these options for Session F: • Reading Recovery Keynote with Mary Fried (10:15 am–11:45 am) • A 90-minute Session F (10:15 am–11:45 am) • An In-depth Session F (10:15 am–1:30 pm, with 15-minute break)

If you attend the keynote or a 90-minute session, you may select a Session G from 1:00 pm–2:30 pm. If you attend an In-depth Session F, you will finish your participation in the conference at 1:30 pm.

Reading Recovery Keynote F: Orchestrating Learning: Letters, Sounds, Words, Continuous Texts Mary Fried, Reading Recovery Trainer, The Ohio State University

Every teacher understands it is critical for beginning readers to learn letters, letter-sounds, words, and how to solve words as part of literacy learning. The question to be explored is: How is this learning accomplished in Reading Recovery lessons so that children make accelerated progress?

PREK–8 LITERACY CONFERENCE F SESSIONS F e atu r e d S e ss i o n s LCF-1

Book Love: Building Reading Lives That Last (Grades 5–8) Penny Kittle, Author, K–12 Literacy Coach, and Teacher, Conway Public Schools, NH

We need layers of teaching to support the varied abilities of our students. We will study the practices that help all students develop a reading habit to increase stamina and joy in reading. We’ll look at challenging readers through weekly goals and identifying reach books so all students are on a path to increase the complexity of the texts they can independently read. We will consider the analytical reading that leads students to deeper comprehension and vision for their own writing. Come to read, write, and share together. This introductory workshop is suitable for teachers, literacy coaches, and administrators.

LCF-2

Genre Study: Deepening Comprehension through Intentional Teaching (Grades K–8) Gay Su Pinnell, Author and Professor Emeritus, The Ohio State University Irene Fountas, Author and Director, Center for Reading Recovery and Literacy Collaborative, Lesley University, MA

Genre study is a unique process for helping students notice and generalize the important features of fiction and nonfiction texts.

Learn how to implement the process and improve your students’ ability to comprehend a variety of texts.

LCF-3

Exploring the Role of Mentorship in the Primary Writing Workshop (Grades K–2) Katie Wood Ray, Author and Researcher, NC

The expression “mentor text” has become popular in the professional conversation around the teaching of writing, but it’s actually the authors and illustrators of texts who are the mentors, not the texts themselves. In this session, we will explore the myriad ways authors and illustrators can be mentors for beginning writers.

LCF-4

Meet the Common Core State Standards in Fiction and Nonfiction: What Text Complexity Means for Teaching and Learning (Grades 3–5) Jennifer Serravallo, Literacy Consultant and Author, NY

Learn what precisely makes fiction and nonfiction texts challenging for readers at grade levels 3–5 along with teaching points for helping students navigate text complexity.

Some examples include flashbacks, flash-forwards, multiple plot points, characters, and storylines that require a lot of inferring, determining main idea, and handling complex text structures. This workshop is suitable for teachers, administrators, and literacy coaches who are looking for help with meeting Standard 10 of the Common Core State Standards: Reading Literature and Reading Informational Texts. This session is sponsored by Scholastic, Inc.

tuesday | SESSIONS E–G

SESSION F Tuesday, November 6, 2012 10:15 am–11:45 am

LCF-5

Nuance, Structure, and Etymology: Vocabulary Instruction in the Context of the Common Core in the Intermediate and Middle Grades (Grades 3–8) Shane Templeton, Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno

The Common Core State Standards emphasize a multifaceted perspective on vocabulary learning. We will explore the promise and potency of generative vocabulary instruction that underlies students’ reading and writing across all subject matter domains. We will address research-based strategies for growing knowledge about the meanings and nuances of words; selecting and teaching individual words and concepts for deep understanding; and teaching the process of how word parts combine—morphology—so that students generalize this understanding to the analysis and acquisition of new vocabulary in their reading and learning in all content areas.

This workshop is suitable for teachers, literacy coaches, and administrators. This workshop is sponsored by Houghton Mifflin Harcourt.

LCF-6

Focusing Professional Learning (Grades 3–8) Sheila Bacon, Educational Consultant, Canada

Professional learning for educators promises to impact our students’ literacy development in a positive way. This session will engage you in a conversation about how to apply the Professional Learning Community (PLC) questions to develop appropriate professional learning processes for all educators. This workshop is suitable for administrators, teachers, and coaches.

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tuesday | SESSIONS E–G

LCF-7

LCF-12

The Power of Lesson Study: Pushing in a New Direction (Grades PreK–8)

Teaching with Text Sets (Grades 2–8)

Jolynn Bernard, Reading Coach, Seminole County Public Schools, FL Gina Zugelder, National Educational Consultant, Developmental Studies Center, MA

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

Examine how engaging in Lesson Study can not only support our coaching model but can also push our coaching in a direction to impact collaborative planning, instruction, and learning for teachers, students, and literacy coaches.

The Common Core State Standards require students to read across multiple texts in increasingly sophisticated ways. This is an exciting and challenging time for teachers who seek to integrate children’s literature and multimedia texts into their teaching of content. Erika and Mary Ann will provide an overview of their varied models for using text sets in the classroom and student work samples from different grades.

LCF-8

Coaching Conversations: What Do They Look and Sound Like? (Grades K–8) Marcia Nye Boody, Director, Maine Partnerships in Comprehensive Literacy and Literacy Coach Trainer, University of Maine, Orono

You will have the opportunity to examine a cognitive apprenticeship model of literacy coaching. Marcia will share video clips of pre- and postconferences with two literacy coaches and a third grade teacher during the writing workshop.

LCF-9

Nonfiction Guided Reading: Navigating to Independence (Grades K–2) Laurel Burns, Literacy Coordinator, Purvis Primary School, Bermuda

We will explore the demands of nonfiction texts and how they shape our planning for guided reading lessons. Students will become more independent nonfiction readers through intentional teaching and thinking about texts.

LCF-10

Love Those Literacy Nights! (Grades K–6) Barbara Connery, Reading Teacher, Regional School District #6, CT Tracy Keilty, Language Arts Coordinator, Regional School District #6, CT

Literacy Nights cultivate what Readicide author, Kelly Gallagher, refers to as strong knowledge foundations. Schoolwide literacy nights are a collaborative effort between students, staff, and the local community.

Topics should be relevant and timely. Barbara and Tracy will discuss how to plan, implement, and continue to support your topics throughout the year. Learn to love your Literacy Nights!

LCF-11

iPads! Bringing Out the Author in All Children (Grades PreK–6) Sue Cusack, Instructor and Co-Project Leader, Lesley University, MA Meg Urquhart, K–5 Literacy Coach, Cambridge Public Schools, MA Jacy Edelman, Project Coordinator, Lesley University, MA

“The iPads are coming! The iPads are coming!” This refrain can be heard in school hallways across the country, but how can they be used to support student learning beyond basic drill and practice apps, word processing, and online searches? In this session, we will take a look at the way authentic communication, writing to an audience, and publishing can help engage students as writers and simultaneously deepen the quality of their work.

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

LCF-13

UDL, Common Core, and “Cool Tools” (Grades 3–8) Stephanie Grimaldi, Assistant Professor of Education, Westfield State University, MA

This session will explore the principles of Universal Design for Learning and Common Core State Standards through the lens of Web 2.0 Tools (“Cool Tools”). You will learn several digital texts and tools that will support your students, your teaching, and the Common Core.

LCF-14

The Science and Poetry Partnership (Grades K–2) Jennifer Cuoco Henry, First Grade Teacher, Needham Public Schools, MA Mary Rizzuto, Science Center Manager, Needham Public Schools, MA

Using inquiry-based science instruction, children become familiar with exploration, questions, and noticing, as well as confidently talking about their own thinking. The skills and the confidence they build during science instruction become the foundation for bridging science and literacy. This workshop will provide a lens into the method Jennifer uses to bridge science and poetry in her classroom. There will also be an opportunity for you to view video clips of the children in action as well as samples of their work.

LCF-15

Literacy All Day, Every Day! Using Classroom Routines to Teach Reading and Writing (Grades PreK–K) Jane Lannak, Director of Early Childhood Learning Lab and Professor, Boston University, MA Elizabeth Zigmont, Teacher, Boston University, MA

You will learn of one preschool’s efforts to include opportunities for reading and writing in every aspect of the preschool day. How can all classroom routines be embedded with rich experiences, so that young children learn emergent literacy skills along with the desire to use them?

Come find out in this session.

Reading, Writing, and Thinking Across Texts (Grades K–5) JoEllen McCarthy, Literacy Consultant, AlwaysLearning, Inc., NY

This interactive session will explore mentor texts and text sets that inspire students as readers and writers. We will look at “good reads,” such as biographies, historical fiction, poetry, and picture books. We will examine ways to use these engaging texts to support, scaffold, and expand students’ experiences. We will study mentor authors, such as Steven Jenkins, Seymour Simon, and Marissa Moss, to inspire craft lessons as well as further inquiry. Samples of student work and a “must have” list of titles will get you excited about the possibilities of using a variety of informational texts with passion and purpose.

LCF-17

Building Oral Language: The Foundation for Literacy (Grades K–2) Cindy Middendorf, Author, Retired Teacher, and Educational Consultant

This engaging, information- and activity-packed session will help you consciously and seamlessly integrate powerful oral language growth into whole-group instruction and center activities. Actively practice strategies that embed oral language into all curricular areas. You’ll learn simple home-to-school applications that allow oral language growth and practice beyond the school day. Explore the research, but enjoy the “meat and potatoes” ideas! This session is sponsored by Scholastic, Inc. LCF-18

Storytelling: Bridging the Gap between Oral Language and Writing (Grades K–2) Kim Turgeon, Teacher, Newton Public Schools, MA Lauren Mitsis, Literacy Consultant, MA

How can you inspire writers to take greater risks? How do you improve vocabulary, fluency, written organization, and comprehension?

The solution lies within storytelling. Are you looking to bridge the gap between your students’ phenomenal oral language and their independent writing? This session will review relevant research, demonstrate storytelling in action, describe the benefits and challenges, and explore modifications for special needs students and English language learners.

SESSION F IN-DEPTH Tuesday, November 6, 2012 10:15 am–1:30 pm (with a 15-minute break)

PREK–8 LITERACY CONFERENCE SESSION F IN-DEPTH F e atu r e d S e ss i o n s LCF-19 In-depth

Revision and Editing: The Truth and Nothing but the Truth (Grades 4–8)

tuesday | SESSIONS E–G

LCF-16

Brian Heinz, Children’s Author and Writing Consultant, NY

The revision process raises resistance in young writers. What should be changed, added, or deleted, and why? Join a professional writer and educator for simple and powerful models, templates, and strategies that strip away the mystique surrounding the prime targets of revision that will enable your young writers to approach their work as young professionals and create narratives. All content has immediate classroom application, and Brian will provide you with a comprehensive resource packet.

LCF-20 In-depth

Planning Writing Units of Study with a Focus on Independence (Grades K–6) Leah Mermelstein, Author and Educational Consultant, Read-Write-Connect, Inc., NY

Leah will explore how to ensure that your writing units of study not only teach kids writing content but also are angled toward helping kids become more self-directed during the independent phase of the writing workshop. First, Leah will explore what it means to be a self-directed learner. Then, she will show you ways to plan your study so that kids learn new writing techniques and become more self-directed.

“I always walk away from this conference feeling revitalized. Between new ideas

and reminding me of old practices that I left, as well as just conversing with other educators trying to solve similar problems, I find this a wonderful experience.”

— Julie McKee, English Teacher, Dover-Sherborn Middle School, MA

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tuesday | SESSIONS E–G

SESSION G Tuesday, November 6, 2012 1:00 pm–2:30 pm If you attended the Reading Recovery Keynote with Mary Fried or a 90-minute Session F in the previous time block (10:15 am–11:45 am), you may select a Session G from 1:00 pm–2:30 pm.

PREK–8 LITERACY CONFERENCE G SESSIONS F e atu r e d S e ss i o n s LCG-1

Lean in and Listen: Conferring with Writers (Grades 2–8) Penny Kittle, Author, K–12 Literacy Coach, and Teacher, Conway Public Schools, NH

To assess means to “sit beside.” When we sit beside writers in conference, we have an opportunity to do some of our best teaching. Let’s unpack the subtleties that make a writing conference work. We’ll look at short videos of writing conferences and the layers of teaching that result. Come to share, wonder, and think together. This introductory session is suitable for teachers, literacy coaches, and administrators.

LCG-2

Voice Lessons for Intermediate Writers (Grades 3–6)

Phonics, Spelling, and Vocabulary Instruction in the Context of the Common Core (Grades PreK–2) Shane Templeton, Foundation Professor Emeritus of Literacy Studies, University of Nevada, Reno

How do word study—vocabulary, phonics, and spelling—and young children’s reading and writing all come together?

In the context of the developmental scope and sequence in the Common Core State Standards, we address this question by exploring the most effective ways for developing young children’s awareness of the form and function of the printed word, as well as expanding young children’s conceptual understandings that words represent. This workshop is suitable for teachers, literacy coaches, and administrators. This workshop is sponsored by Houghton Mifflin Harcourt.

LCG-5

Writer’s Workshop Graduates to Hightech High School Writing (Grades 5–8) Colette Bennett, English Department Chair, Regional School District #6, CT Stephanie Pixley, Teacher, Regional School District #6, CT

This session will feature strategies used in the teaching of writing at the middle and high school levels using a variety of 2.0 technologies, including blogs, wikis, and document sharing software. The emphasis will be on providing examples of differentiated student-centered activities that will develop independence in the writer’s transition from middle school to high school. High-tech writing provides opportunities for student accountability, group collaboration, and whole class communication.

LCG-6

Science Notebooks Provide a Context for Literacy Development (Grades 3–6)

Katie Wood Ray, Author and Researcher, NC

Kelly Corbett, Third Grade Teacher, Needham Public Schools, MA

Voice is one of the most important qualities of good writing, and nowhere is this truer than in genres of informational, explanatory, and opinion writing. This session will explore a number of tools for creating voice commonly used by expert writers and easily accessible to students.

Mary Rizzuto, Science Center Manager, Needham Public Schools, MA

LCG-3

Assessing Readers: What You Do with the Data (Grades 3–5) Jennifer Serravallo, Literacy Consultant and Author, NY

Learn powerful ways of assessing your readers and practical ways for using what you learn to drive instruction. So much valuable information languishes in file folders because teachers aren’t sure how to flip it into targeted follow-up teaching. In this session, Jennifer will offer specific ideas for whole class think-aloud, small group strategy lessons, and goal-specific conferring based on Common Core State Standards-aligned text assessment. This session is suitable for teachers, literacy coaches, and administrators. This session is sponsored

by Scholastic, Inc.

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LCG-4

We will examine the role science notebooks can play in the development of a student’s critical thinking skills and scientific content knowledge.

Through active inquiry-based tasks, the viewing of video case studies, and the examination of authentic student notebooks, you will parallel the sequence of investigations and notebook entries that foster curiosity.

Collectively, we will identify strategies that support the development of literacy skills.

LCG-7

Hash Brown Mushroom (Grades 3–6) Jacqueline Davies, Children’s Author and Adjunct Faculty, Lesley University MFA in Creative Writing Program, MA

Hash brown mushroom waits quietly; Rough rock rests in the dark shade.

A third grade boy with a language learning disability, who had said that he hated writing, wrote this poem. In addition, he said he loved writing this poem. Every year, children’s author Jacqueline Davies works with children in teaching poetry. She gives them three specific tools and a surprising way to play with words. In this session, Jacqueline will describe her teaching technique and lead you through the process.

LCG-13

Getting Down to the Nitty-gritty: Creating District-wide Change in K–8 Literacy (Grades K–8)

A Literacy Coach’s Quest to Inspire Teachers through a “Mini-Me” (Grades PreK–8)

Jennifer Fischer-Mueller, Deputy Superintendent for Teaching and Learning, Public Schools of Brookline, MA

Bethanie Pletcher, Instructor, Graduate Assistant, and Reading Specialist, University of Houston, TX

Patricia Kinsella, K–8 English Language Arts Coordinator, Public Schools of Brookline, MA

Discover how to build rapport with and coach a teacher in your school who will become a channel for your work with other teachers. This presentation grew out of Bethanie’s work with a first grade teacher, whom she worked with closely, to implement Reading Recovery strategies in her small literacy groups. Through videos and her testimony in professional development sessions, they encouraged teachers to work with their literacy coach.

William Lupini, Superintendent, Public Schools of Brookline, MA

What’s an administrator to do? Improving literacy teaching and learning is on the agenda of superintendents across the country, but knowing what steps to take and how to begin can be daunting. The Public Schools of Brookline recently launched an ambitious, multi-year effort to improve literacy in its K–8 schools. The presenters will share their experience in designing and implementing these literacy reforms. You can expect to leave with concrete ideas about what’s a “must do” and what’s a “definitely not.”

LCG-10

LCG-14

Keeping It Simple: Planning for Explicit Instruction in Reading Workshop (Grades K–6)

Inquiry within Genre Study (Grades PreK–2)

Lisa M. White, K–12 English Language Arts Curriculum Coordinator, Plymouth Public Schools, MA

Kristine Haveles-Pelletier, District Literacy Coordinator, Manchester Public Schools, NH

Natalie Lacroix-White, District Literacy Coach, Plymouth Public Schools, MA

“Tell me and I forget, show me and I remember, involve me and I understand.” The last part of this statement is the essence of inquirybased learning. Inquiry implies involvement that leads to understanding.

This presentation will look at how inquiry supports students’ understanding as they engage in genre study in reading and writing.

Video footage captures students and teachers working together as they co-construct their learning during genre studies focused on personal narrative/memoir, nonfiction, and author studies.

LCG-11

Creating Meaning with Visual Language (Grades PreK–2) Yvonne Liu-Constant, Assistant Professor, Early Childhood Education, Lesley University, MA Amanda Bock, Librarian, Cambridge Public Schools, MA

Visual language, the process of creating meaning with images, has become increasingly important in the age of the Internet. With everincreasing pressure for children to read text at younger ages, how can we educators value children’s natural inclination for, and skill with, visual language? We will discuss and explore hands-on how we create meaning with images, and present curriculum that fosters children’s mastery of visual language.

LCG-12

Differentiating Literacy Centers: A Menu to Satisfy All Appetites (Grades K–2) Cindy Middendorf, Author, Retired Teacher, and Educational Consultant

With a focus on readily available, low-cost materials, this session will provide specific models of differentiated literacy centers. Teachers will assess the centers they are now using to ensure that all modalities of learning are addressed and to maximize the success of all learners. Cindy will address how to structure activities within centers to challenge more capable students and to support those needing reinforcement. This session is sponsored by Scholastic, Inc.

tuesday | SESSIONS E–G

LCG-9

Jennifer Arenson Yaeger, District Literacy Coach, Plymouth Public Schools, MA

This session will guide you to consider three key questions when planning for explicit instruction within reading workshop: What skill/ strategy needs to be taught? Who needs it? How will I teach it? Using this planning model, you will examine various opportunities and approaches within reading workshop that provide students with explicit instruction through modeling and demonstrating. You will also view elementary classroom video clips showing this model.

LCG-15

Close, Careful Reading: Teaching Children to Dive Deep into Meaning (Grades 3–8) Kim Yaris, Executive Director, Literacy Builders, NY

Powerful instruction can move children from literal understandings to rich interpretations of text. But what does that instruction look like?

In this session, Kim will share field-tested minilessons and questioning techniques that will help children achieve the careful analysis of text called for by the Common Core State Standards that allows readers to gain and integrate new information.

LCG-16

Using Mentor Texts to Support Core Standards (Grades K–5) Heather Fagan-Kela, K–5 Reading Specialist, Somerset Public Schools, MA Margaret Berges, Writing Teacher, Randolph Public Schools, MA

Margaret and Heather will discuss the value of selecting and using mentor texts to improve literacy instruction. The session will contain demonstration, practice, and resource sharing. Margaret and Heather will provide suggested mentor texts that teach multiple core standards for each grade. You will have a chance to determine appropriate books to model specific reading and writing skills.

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tuesday | SESSIONS E–G

READING RECOVERY INSTITUTE G SESSIONS F e atu r e d S e ss i o n s

Engaging Children in Conversations That Lead to Deeper Understanding of Story Elizabeth Mayhew, Reading Recovery Teacher Leader, Cambridge Public Schools, MA Catherine Desjardins, Reading Recovery Teacher, Peabody Public Schools, MA

RRG-1

Do We Pay Enough Attention to Language Structure?

Ann Ballantyne, Reading Recovery Trainer, New York University

Oral language structure is a key source of information for readers and writers, for new learners and for proficient speakers.

This session examines why language structure is so critical to early literacy learning and looks at factors that might lead us to underestimate its importance, or neglect it, in our teaching.

In this workshop, we will discuss the need to teach for shifts in control of oral language structure and better access to structural information in reading and writing. Repeated: RRE-1 RRG-2

Discovering Student Strengths Paula Bennet, Reading Recovery Trainer, New York University

Privilege and implicit bias affect our teaching and decision making, often without our knowing. Understanding both of these can help us discover student strengths, even when their experiences are different from our own.

RRG-3

Exploring and Supporting Efficient Visual Processing for Text Reading Mary Anne Doyle, Reading Recovery Trainer and Professor, University of Connecticut

This session explores the acquisition of efficient visual processing for text reading by Reading Recovery children over time.

Discussion includes a review of literacy processing theory and related instructional procedures. Repeated: RRE-3

“This was one of the best conferences I have attended in my 17 years of

teaching. I was very impressed with the organization of the event and

the variety of options for workshop sessions.”

— Nikki Dumas, 3rd Grade Teacher, Chateaugay Central School, NY

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RRG-4

Florinda Freda, Reading Recovery Teacher, Cambridge Public Schools, MA John Willett, Reading Recovery Teacher, Benjamin Banneker Charter School, Cambridge, MA

How can Reading Recovery teachers fine-tune their language to support children’s engagement and understanding of story? In this session, a panel of Reading Recovery professionals will discuss how to shape our teacher talk to encourage students to think, listen, and talk about text. They will share video experiences of conversations with Reading Recovery students, and you will have opportunities to see changes in the children’s responses and analyze the choice of teacher’s language. The presenters will also discuss features of familiar and new books with colleagues.

PLACES TO STAY

Rhode Island Convention Center 1 Sabin Street Providence, RI 02903 401.458.6000

Discounted guest room blocks are available.

DIRECTIONS

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

By Car Print directions from our website: http://lesley.edu/crr/lfa_directions.html

By Train Providence is on Amtrak’s Washington to Boston, Northeast Corridor main line.

The Acela train travels from New York’s Penn Station to Providence Station in less than three hours, M–F. Direct MBTA commuter rail service is available to Metro Boston.

How to make a reservation • Call the hotel to make a reservation, or reserve online when applicable.

• Make your reservation early. Rooms may fill before the cut-off date.

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

• Hotel rates do not include 12%–13% sales tax or parking.

The Westin Providence (attached to the Convention Center) One West Exchange Street, Providence, RI 02903 800.937.8461 (800.WESTIN.1) or 401.598.8000

Fares and schedules: Amtrak,1.800.USA.RAIL or www.amtrak.com; MBTA, 1.800.392.6100, www.mbta.com

• $170 single/double, $25 additional person charge

By Air

• Deadline (for block rate): October 3, 2012

T.F. Green Airport (eight miles from downtown Providence):

• Online booking: http://lesley.edu/crr/lfa_hotels.html, then click link to Westin

888.268.7222 or www.pvdairport.com

By Bus

($5 of the room rate will offset the cost of the conference.)

• Parking: $28 per night with in/out privileges

Providence Biltmore Hotel

Peter Pan: 800.343.9999

(one block from the Convention Center) 11 Dorrance Street, Providence, RI 02903 800.294.7709 or 401.421.0700

Greyhound: 800.231.2222 or 401.751.8800; www.greyhound.com

• Junior Suite/Two California Kings: $149 single/double

RI Public Transit Authority: 401.781.9400 or 888.331.7500; www.ripta.com

• Parking: $26 per night, per car for overnight guests; $15 for non-registered guests to attend a function.

Parking on property is limited and not guaranteed.

Bonanza Bus Lines: 800.556.3815

PARKING All parking fees subject to change without notice.

Parking at the Rhode Island Convention Center: North Garage • The North Garage is connected to the Westin, Convention Center, and Providence Place Mall.

• Event Rate: $10 per day; $18 per overnight stay • North Garage: 401.458.6339 or www.riconvention.com

Parking at the Providence Place Mall • Parking area is connected to the Westin and the Rhode Island Convention Center.

• Rates: 0–3 hours: $1; 3–4 hours: $5; 4–5 hours: $7; 5–8 hours: $10; 8–20 hours: $20; 20–24 hours: $25 • If you park longer than 24 hours, the cost is $25 plus additional hours at the above rates.

• Providence Place Mall: www.providenceplace.com Parking at the Four Conference Hotels: See each hotel for details.

LOCATION, DIRECTIONS, PARKING, AND HOTELS

LOCATION

• Deadline (for block rate): October 18, 2012 • Online booking: http://lesley.edu/crr/lfa_hotels.html, then click link to Biltmore

Providence Courtyard by Marriott (across from the Convention Center) 32 Exchange Terrace at Memorial Boulevard, Providence, RI 02903 888.887.7955 • $174 single/double; $15 per day rollaway charge for extra guests

($5 of the room rate will offset the cost of the conference.)

• Hotel features rooms with one king bed with a pullout full-size sofa bed or two double queen-sized beds. Please inquire about room type when making your reservations.

• Hotel has a limited number of rooms with two beds, which cannot be guaranteed.

• Parking: $26 per day for overnight parking; on-site for $10 per day (until 5:00 pm) to attend a function. After 5:00 pm, additional fees apply.

• Deadline (for block rate): October 4, 2012

Hilton Providence (5-minute walk from the Convention Center) 21 Atwells Avenue, Providence, RI 02903 1.800.HILTONS or 1.800.445.8667 • $143 single/double ($25 extra per additional person 18+) • Parking: $21 for self-parking and $25 for overnight valet with in/out privileges • Deadline (for block rate): October 4, 2012

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REGISTRATION AND VOLUNTEER INFORMATION

REGISTRATION INFORMATION

Please Note:

Fees

• Payment must be sent within five business days and must be received by the start of the conference.

$395

Package Deal (3 days)

$375

Sunday plus one day (Monday or Tuesday)

$275

Full Conference (Monday and Tuesday)

$210

Monday only or Tuesday only

$165

Pre-Conference Workshop (Sunday only)

Receive $15 off if you register online: www.regonline.com/lfa2012 Registration fees do not include meals or parking. Registrations cannot be shared.

• Registrations will not be taken over the phone or e-mail.

• Please do not write credit card numbers on the form. Register online or call the conference office with your credit card number.

Questions?

Contact the Literacy for All Conference office:

617.349.8402 | literacy@lesley.edu

www.lesley.edu/literacyforall

Discounts • Group Discount: Send 10 people from your school or district for two or three days, and the 11th person may attend for free (lesser or equal value registration).

• Loyalty Reward: If you attended in 2010 and 2011, and if you register for 2012 for two or three days, you will receive $15 off.

• Principal/Assistant Principal Discount: If your school sends three or more educators to the conference for two or three days, the school may send their principal or assistant principal for a 50% discount.

• NEW! Pre-Conference Workshop Discount: If your school or district sends five people to a Pre-Conference Workshop on Sunday, a 6th person may attend a Pre-Conference Workshop (Sunday only) for FREE—a $165 value!

• Lesley University Alumni Discount ($10 off one day; $20 off two days; $30 off three days)

Payment, Refund, and Cancellation Policy • Submission of the paper or online registration form is a commitment to pay the conference fees if the event is held, regardless of weather conditions.

• If you are paying with a purchase order, first obtain permission from your school district to register.

• If your school district does not come through with the purchase order, you will be responsible for the conference fees.

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

• Unpaid registrations and no-shows will necessitate barring registration for future trainings sponsored by Lesley University.

• Learn how to register for and receive the above discounts: http://lesley.edu/crr/lfa_reg.html

• A refund, less a $50 fee, will be granted if we receive your written request to cancel by Friday, Oct. 5, 2012. Refunds will not be issued after Oct. 5, 2012; however, substitutions for the conference may be made at any time.

HOW TO REGISTER

• You must notify the conference office in writing in advance if you are sending a substitute. Substitutes should not register online. The conference team will register all substitutions.

Registering Online • Save $15 per registration.

• Online registration is open 24/7, improving your chances of getting your first choices.

Volunteer for a chance to win leveled books for guided reading

• Get immediate e-mail confirmation.

• As you are completing your registration, please consider checking “yes” to volunteering.

• Credit cards, purchase orders, and checks are accepted.

• We will give away 6-packs of leveled books to several lucky volunteers.

• Register online now: www.regonline.com/lfa2012 (have your credit card or PO number ready)

• We will mail winners their books after the conference.

Registering by Paper

Volunteering is easy! If you agree to volunteer, we will contact you with details.

• Complete the registration form on pages 31–32

Volunteer Duties

• Return the completed form to the address or fax number on the back of the form.

Session Assistant Volunteer (50 needed)

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

• Assist the speaker with distribution of materials, if any.

• Arrive at the session 15 minutes early.

• You will receive a confirmation via e-mail once we process your form.

• Introduce the speaker using the provided statement.

• Registering on Site: Go to the Help Desk on the 4th floor to select sessions and pay.

• Remind participants to turn in an evaluation form.

Ticket Taker Volunteer (100 needed)

• Arrive at the session 15 minutes early.

• Collect tickets at the door from participants.

• Make sure the room does not fill beyond capacity.

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Job Title:

Email (Required. Confirmation and receipt will be sent via email.)

Are you a NYC educator attending the 3-day conference? (If “yes,” contact us at 617.349.8402 to obtain a special NYC registration form. If “no,” please continue.)

Please select registration type:

Principal/Asst.

Principal

Literacy Coach

in Training

Reading Recovery Teacher Leader

PreK Teacher

Middle School Teacher

Reading Recovery TL-in-Training

Reading/Literacy Specialist

Reading Teacher

K–2 Classroom

Teacher 3–6 Classroom

Teacher

Package Deal (3 days)

ELL Teacher

$375

Sunday plus One Day (Monday and Tuesday)

Literacy Coach

$275

Full Conference (Monday and Tuesday)

$210

Monday only

$210

Tuesday only

$165

Sunday Pre-Conference Workshop

$0

I am a lead presenter for a Monday or Tuesday workshop (lead presenters receive a complimentary Full Conference registration)

$0

Group Discount: “11th free”

$395

Reading Recovery Teacher-in-Training

Special Education Teacher Title I Director Title I Teacher Professor

Other

Loyalty Reward Discount: Select a registration type

above (minimum two days) and check here if you attended Literacy for All in 2010 and 2011 to receive a $15 discount.

Principal/Assistant Principal Discount: Select a reg

istration type above and check here if you are a principal/ assistant principal attending with three educators from your school. Receive 50% off your registration.

$0

Reading Recovery Teacher

Pre-Conference Workshop Discount: “6th free”

Note: Discounts cannot be combined, except for the Lesley University Alumni Discount. Registrations cannot be shared or split.

STOP! REGISTER ONLINE AND SAVE $15 PER PERSON! www.regonline.com/lfa2012 Paying by credit card? Register online or complete this form and call the conference office with your credit card number. Please do not fax or e-mail credit card numbers.

PLEASE PRINT CLEARLY: Full Name

School District/Organization School Name Billing Address (required if you are paying by purchase order)

In compliance with the American Disabilities Act, we make every effort to ensure activities are equally available to all conference attendees.

Check here if you require special assistance. A member of the conference team will contact you to make arrangements.

Volunteering Yes, I’d be willing to volunteer to introduce a featured speaker or collect tickets in one of the sessions I am attending. Volunteers will be entered in a raffle and will have a chance to win a 6-pack of new, leveled books for guided reading! All levels, A–Z, are available. We will give away books to several lucky winners. Winners will receive their books after the conference. Please consider volunteering.

We need your help!

2012 LITERACY FOR ALL CONFERENCE REGISTRATION FORM

Email:

Is this your first time attending the Literacy for All conference?

YES

NO

Are you a graduate of Lesley University?

YES

NO

If you graduated under a different name than is on this form, please write it here so we may confirm you can receive the Lesley Alumni Discount:

We occasionally receive requests for contact information from our exhibitors who may want to sponsor events at the conference, give free samples, or provide special offers. Check here if you DO NOT want your contact info shared.

How did you learn about this conference?

Street Address

City

U.S. State/Canadian Province

Do you have a promotional code? Please write it here: Country: (Non U.S./Canada)

Postal Code

Home Phone

Work Phone

Please complete and return both sides of the registration form.

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2012 LITERACY FOR ALL CONFERENCE REGISTRATION FORM

write your name again here:

Select YOUR WorkshopS Indicate your 1st and 2nd choices with numbers 1 and 2. If your 1st choice workshop is full, we will place you in your 2nd choice workshop.

___LCG-1

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___LCG-12 ___LCG-16

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Pre-Conference Workshops | Sunday, November 4, 2012 | 11:00 am–4:00 pm

Optional:

___PC-1 ___PC-2

RRCNA Memberships:

___PC-3 ___PC-4 ___PC-5 ___PC-6 ___PC-7

Session A | Monday, November 5, 2012 | 8:30 am–10:00 am or 8:30 Am–11:45 Am (In-depth) If you choose the In-depth A Session,

you will not attend a Session B (10:30 am–12:00 pm). ___Stead Keynote A

___LCA-1

$130 Supporting

$65 Renewal

$65 New Member

$40 In-training

Sue Hundley Memorial Fund Donation:

___LCA-2 In-depth

Donations support literacy learning for children and teacher scholarships. $100

Session B | Monday, November 5, 2012 | 10:30 am–12:00 pm (IF YOU DID NOT SELECT THE IN-DEPTH A SESSION)

$50

$25 Other Amount: $________________

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Subtotals:

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$

Registration Fee (from page 1 of this form)

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$

RRCNA Membership (optional)

$

Sue Hundley Fund Donation (optional)

$

TOTAL AMOUNT DUE

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___LCB-15

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___LCB-8

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___LCB-16 ___RRB-4

Session C | Monday, November 5, 2012 | 1:30 pm–3:00 pm or 1:30 pm–4:45 pm (in-depth) If you choose an In-depth Session C,

Payment Method:

you will NOT attend a Session D (3:30 pm–5:00 pm).

Check

___LCC-1

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___LCC-9 In-depth

___LCC-14 In-depth

Credit Card (do not write card numbers on this form)

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___LCC-10 In-depth

___LCC-15 In-depth

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___LCC-11 In-depth

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___LCC-12 In-depth

___LCC-17 In-depth

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___LCC-13 In-depth

___RRC-3 In-depth

Session D | Monday, November 5, 2012 | 3:30 pm–5:00 pm (if you did not select an In-Depth Session C)

Purchase Order

Check or PO Number Please make sure the total amount matches the amount on the PO or check. A check or a PO must be mailed or faxed to the conference office within 5 business days. Do not write credit card numbers on this form. Register online or call the conference office with your credit card number. All payments must be received by the start of the conference.

Office use only: Date CC # called in: _______________

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Important!

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Payment, Refund, and Cancellation Policy:

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Session E | Tuesday, November 6, 2012 | 8:30 am–10:00 am

___ Wood Ray Keynote E

___RRE-1 ___RRE-2 ___RRE-3 ___RRE-4 ___RRE-5

Submission of this registration form is a commitment to pay the conference fees. A refund, less a $50 fee, will be granted if your written request to cancel is received by Friday, October 5, 2012. No refunds will be issued after this date, regardless of the reason for canceling, though substitutions can be made at any time.

Fax both sides of this form to:

Session F | Tuesday, November 6, 2012 | 10:15 am–11:45 Am or 10:15 am–1:30 pm (In-Depth). If you choose an In-depth Session F,

32

Session G | Tuesday, November 6, 2012 | 1:00 pm­–2:30 pm (if you did not select an In-Depth Session F)

Literacy for All, 617.349.8490

you will NOT attend a Session G (1:00 pm–2:30 pm).

Mail to:

___ Fried RR Keynote F

___LCF-5

___LCF-10 ___LCF-15 ___LCF-19 In-depth

___LCF-1

___LCF-6

___LCF-11 ___LCF-16 ___LCF-20 In-depth

Literacy for All Lesley University Center for Reading Recovery and Literacy Collaborative 29 Everett Street Cambridge, MA 02138

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___LCF-12 ___LCF-17

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Questions? Contact the Literacy for All office:

___LCF-4

___LCF-9

___LCF-14

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 & Literacy Collaborative 29 Everett Street

PAID

Cambridge, MA 02138

Boston, MA Permit No. 20

2 3 R d A n n u a l L i t e r a c y f o r A l l N o rt h e a s t P r e K – 8 L i t e r a c y C o n f e r e n c e & R e a d i n g R e c o v e ry I n s t i t u t e

Literacy for All

2012 Highlights n 100+

workshops in 10 strands

n New!

Common Core State Standards Strand

n New

featured speakers: “The 2 Sisters”–Gail Boushey and Joan Moser, Terri Beeler, Julie Coiro, Michael Ford, Penny Kittle, Jennifer Serravallo, Katie Monnin, and Myra Zarnowski

n Back

by popular demand: Nancy Boyles, Karen Caine, Brian Heinz, Irene Fountas & Gay Su Pinnell, Leah Mermelstein, Katie Wood Ray, Tony Stead, and Shane Templeton

n Reading

Recovery Experts: Ann Ballantyne, Paula Bennet, Mary Anne Doyle, Sue Duncan, Mary Fried, Betsy Kaye, Eva Konstantellou, and Mary Rosser