tuesday
Sessions E–G
Session F (continued) Tuesday, November 4, 2014 10:15 am–11:45 am or 10:15 am–1:30 pm LCF-11 Concurrent Session Best Nonfiction Literature (Grades K–2) Catherine Desjardins, Reading Specialist/Reading Recovery Teacher, Peabody Public Schools, MA Julie Connors, Grade 1 Teacher, Peabody Public Schools, MA Nicole Daly, Kindergarten Teacher, Peabody Public Schools, MA Julie Murray, Grade 2 Teacher, Peabody Public Schools, MA
Children come to us with a natural sense of wonder and curiosity. Which texts will help keep beginning readers engaged as they take on increasingly complex information? We’ll look at the best nonfiction literature for Read-alouds, “Look-ats,” and Leveled Readers, as well as effective strategies for integrating them into classroom practice.
LCF-14 Concurrent Session Fostering 21st Century Readers and Writers through Social Networking (Grades 3–8) Katharine Hale, 5th Grade Classroom Teacher, Arlington Public Schools, VA
Facebook, Twitter, and Pinterest are all part of our daily lives as a way for us to connect with others. For our students, social networking can be a powerful way to practice reading and writing skills in an authentic way. This workshop will look at social networking platforms that students can use safely. We will also explore lessons and strategies of how social networking can be easily folded into the literacy classroom.
Session Using Word Sorting to Develop Flexible Word Solvers (Grades K–2)
Session Meeting the Needs of All Readers: Making Response to Intervention a Reality (Grades K–6)
Alice L. Ensley, Primary District Trainer for Literacy Collaborative, Dalton Public Schools, GA
Clare Landrigan, Staff Developer, Teachers for Teachers, MA
LCF-12 Concurrent
Sanjuana Rodriguez, Literacy Coach, Dalton Public Schools, GA
In this session, you will explore a model of word sorting that encourages students to think about words in flexible ways through meaning, sound, and visual features. You will learn how to design sorts that allow students to discover spelling principles. A plan for integrating this work into a nine-week Buddy Study cycle will be shared, as well as actual lessons. You will also learn how to differentiate this work so that all learners are successful. LCF-13 Concurrent
Session Vocabulicious 101: Robust Instructional Strategies For Assiduous Teachers (Grades 3–6)
LCF-15 Concurrent
Tammy Mulligan, Staff Developer, Teachers for Teachers, MA Tom Morris, Principal, Franklin Public Schools, MA Jodi Fortuna, Assistant Superintendent, Hudson Public Schools, MA Marcia Uretsky, Principal, Newton Public Schools, MA
Very few people disagree with the premise of Response to Intervention, but how do we make it work effectively in schools? Join our roundtable discussion as several administrators and staff developers share the nuts and bolts of how they make RTI a reality. Hear ways different schools create effective schedules and coordinate instruction between classrooms and interventionists. Learn more about designing small-group and individualized lessons, monitoring student progress, and enhancing professional learning.
Pauletta Francis, K–5 Literacy Coach, Ministry of Education, Bermuda
Looking up words in the dictionary, using written context to figure out word meaning, and engaging in unplanned vocabulary teaching. Do you use these ubiquitous practices to teach vocabulary? Would you like to utilize robust instructional strategies? In this interactive, hands-on introductory session, we will explore many strategies you can take back to your classroom to expand the repertoires of your students and improve their comprehension skills.
26 For more info: 617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall