Rutgers Annual Conference on Reading and Writing 2015 by Irving Roman

47th Annual Conference on Reading and Writing January 23, 2015

SAVE THE DATE 10 - 23 - 2015 48th ANNUAL

CONFERENCE ON READING AND WRITING DOUG FISHER

JUDITH VIORST

Author of several books, including Improving Adolescent Literacy, Text-Dependent Questions and Rigorous Reading.

Author of Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Celebrate the 250th Year of Rutgers University featuring history of reading instruction from 1766 to present. Presenters include: Stephanie Harvey and Chris Lehman Stephanie Harvey and Chris Lehman More presenters to be announced soon! visit rlc.gse.rutgers.edu OCTOBER IS THE NEW MONTH FOR OUR CONFERENCE

SAVE THE NEW DATE

OCTOBER 23, 2015 REGISTER NOW: Become a MEMBER and reserve your seat. Members attend all four workshops and this conference. Members save 5% (expires May 31, 2015).

www.regonline.com/CLDMembers

CONTENTS 14-19

MARTIN KLING

LUNCH AND LEARN

Photo: Virpi Oinonen

WORKSHOPS

KEYNOTES

AM SESSIONS

MORNING KEYNOTE

LUNCH AND LEARN

AFTERNOON KEYNOTE

PM SESSIONS 04

DIRECTOR’S LETTER

PRESENTERS

SPONSORS

EXHIBITORS

ITINERARY

GRATITUDE

RRWC JAN 2015

director’s letter BEST PRACTICES IN LITERACY INSTRUCTION Welcome to Rutgers Graduate School of Education’s 47th Conference on Reading and Writing. We thank you for coming to learn about Best Practices in Literacy Instruction. Best Practices have emerged from theory, research and policy over many decades. When discussing best practice, we must consider the whole child, socially, emotionally, physically, intellectually and culturally. Following are research based practices that have been found to have a positive effect on literacy development. Rich Literacy Environments must exist in classrooms by having multiple genres and levels of children’s literature and literacy materials. Children use them more often when they are well organized and accessible. Literacy materials should be narrative and expository. They can be printed books, digital books, magazines, newspapers, pamphlets, menus, directions, etc. Instructional strategies must be evidenced based and varied since children have different achievement levels and learning styles. We should teach to the whole class to provide grade level instruction and a sense of community. We must differentiate instruction by teaching in small 4 GSE.RUTGERS.EDU | JAN 2015

guided reading groups based on interest and achievement. Children should collaborate by engaging in co-construction of knowledge with the teacher and other children. This happens when a teacher models desired behaviors and children have time to practice with guidance and then work independently. Teachers need to use themes to enhance interest and project based experiences that have relevant outcomes with a purpose. For example, if the school playground needs improvement, children could create a narrated video to show the problem and propose a solution to the principal and parents. Prior to instruction, teachers need to do formative assessments to identify a child’s needs and then determine the type of instruction to use. After instruction, some form of accountability or summative assessment should happen. Children must be engaged in literacy all day long by intentionally embedding reading and writing in all content areas such as art, music, social studies, science, math, snack, and indoor and outdoor play or gym. Schools need intervention programs for children who are struggling. Intervention can be a pull out or push in program. Additional instruction can happen before school, after school or during the summer. Children who are one year below grade level need 120

hours more of literacy instruction in a year than those on level. If a child is two years below level, they need 240 hours more of instruction. Families must be involved in the literacy program at school. Teachers and administrators need to draw them in so they can learn to help their child at home. There needs to be a common language and a consistent plan for literacy development throughout the grades. Best practice must be delivered by expert teachers. Research has proven that there isn’t any program that is best for all children. It is the expertise of the teacher who delivers the program that makes the difference. Thank you for being a part of our Rutgers Family by attending the conference. Have a wonderful day of learning.

LISA MULLIN ASSISTANT DIRECTOR

DANIELLE GUIDETTI PROGRAM COORDINATOR

The T Center for Literacy y Developm ment at Rutggers presentts The National Writingg Project’s Midwinterr Writing C Conference “W Writing in the t Age of Assessment A mmon Coree” and the Com Saturday y, Februaryy 7, 2015 Do ouglass Cam mpus Centerr, Trayes H Hall 8:30 0 am - 2:00 pm Keynote Sp peaker: Carrl Anderson n Author of Asssessing Writerrs, How’s It Go oing? A Practiical Guide to C Conferring witth Student Wriiters, and the series Strategic Writing g Conferences:: Smart Conveersations that M Move Young W Writers Forwarrd

plus 10 Com mmon Coree Sessions fo or Elementaary-High Scchool Educaators & Adm ministratorss Online Registration Now Open: O http://www.reegonline.com/N NWP2015 $95 registra ation includess light breakfa ast/lunch and 55.5 hours of P Professional Development For morre information n contact Dr. Cynthia Popee: cindy.pope@ @gse.rutgers.edu National Writing W Projectt at Rutgers duate School of o Education, 110 Seminary P Place, Grad New Brunswick, B NJJ 08901 http://nwprutgerss.org

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ITINERARY

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MORNING 7:40 - 8:25 AM: REGISTRATION, BREAKFAST, EXHIBITS, Network 8:30-9:15 AM: OPENING SESSION Introductions & Opening Remarks: Lesley M. Morrow, Director

9:15-10:05 AM: MORNING KEYNOTE ADDRESS: KYLENE BEERS AND BOB PROBST It’s Rigor, Not Rigor Mortis: Deepening Comprehension Without Dampening Enthusiasm

STAGGERED MORNING WORKSHOPS (CHECK YOUR BADGE FOR WORKSHOP TITLE) 10:15 AM - 11:15 AM: MORNING WORKSHOPS #1-6 10: 35 AM - 11:35 AM: MORNING WORKSHOPS #7-12 11:45 AM -12:55 PM: MIDDAY KEYNOTE aDDRESS: mARY pOPE oSBORNE

LUNCH 1:00 PM: LUNCH (on all levels), BOOK SALES (second level) BOOK SIGNING WITH mARY pOPE oSBORNE (Mezzanine) 1:20 PM - 2:00 PM: LUNCH AND LEARN SESSIONS 2:15 PM - 3:15 PM: AFTERNOON WORKSHOPS 3:15 PM - 4:15 PM: HIGH TEA WITH MARY POPE OSBORNE (RSVP was required) SPONSORED BY BOOKSOURCE 6 RLC.GSE.RUTGERS.EDU | JAN 2015

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presenters KYLENE BEERS, Ed.D AUTHOR

ADELE MACULA, Ed.D EDUCATIONAL CONSULTANT

ERICA BOLING, Ph.D. RUTGERS UNIVERSITY

LESLEY MANDEL MORROW, Ph.D. RUTGERS UNIVERSITY

FRED CARRIGG, EDUCATIONAL CONSULTANT

HEATHER CASEY, Ph.D.

SHARON S. MCKOOL, Ph.D RIDER UNIVERSITY

SCOTT MILLER

RIDER UNIVERSITY

TOM CHIOLA RIDER UNIVERSITY, EDUCATIONAL CONSULTANT

KEVIN FLANIGAN, Ph.D. WEST CHESTER UNIVERSITY, WORDS THEIR WAY

BEV GALLAGHER PRINCETON DAY SCHOOL

DIANE GIANNOLA, Ed.D. RIDER UNIVERSITY

SANDRA NUNES ELIZABETH PUBLIC SCHOOLS

JEANNE PARATORE, Ph.D. BOSTON UNIVERSITY

BOB PROBST AUTHOR

VERONICA TÁPANES ALVERO ELIZABETH PUBLIC SCHOOLS

JANET HIGGINS EAST AMWELL TOWNSHIP SCHOOLS

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EILEEN TRESANSKY EDUCATIONAL CONSULTANT

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The C Center for Literacy Development at Rutgers R G Graduate SSchool off Educatioon Presen nts a Conferrence enttitled Child dren’s Literatu L ure in the Eleme entary & Midd dle Sch hool

July J 1, 2015 2 frrom 9:0 00 to 2::30 at Rutg gers Univ versity, Do ouglass Campus C C Center, N New Bruns swick, NJ J Enjoy a day focused d on Informa ational Child dren’s Literaature. Listen n to and meeet authors aand illustrattors of exposito ory texts and academic experts who will discusss the use off these bookks in sciencee and social studies. Commo on Core standards will be included in the conve ersation.

Avi Shares the Secrets of GGood Readingg and Writinng How does an acclaim med writer se ee the readin g/writing con nnection? How does it work for him? How caan his successsful skills be m made to enhaance reading and writing in n your classro oom? Avi has been vvisiting schoolls and workin ng with classrooom teacherss and studentts since 1970. He will share w with his audie ence specific ideas that ca n promote hiigh levels of rreading and w writing.

Pam m Allyn The Power oof Children’ss Literature iin the 21st CCentury: Raissing Literate,, Literatture Loving, Critical Thin nking Studennts.

Pam w will share her ""recipe" for h how to nurturre children ass they grow to o be adults who love to read. SShe discussess how children can learn too use writing to change their worlds an nd the worlds of thosse around the em. She descrribes how chi ldren can beccome deeply motivated an nd boration and the building of empow wered by literracy as a tool for commun ication, collab commu unity. Pam Allyn will share e innovative sstrategies for helping all ch hildren, with aa focus on boys, tto become life elong readerss, especially tthose who aree struggling. She will motiivate and inspire e us with her ssuccess storie es of many chhildren. All of this will also satisfy Comm mon Core Objectives.

$75.00 per registraant. Registter online aat: htttps://www w.regonline.com/Sum mmerLiteracy2015 Questtions?? EͲmail, Dr. Lesley Morrow, lesleey.morrow@ gse.rutgers.eedu, Professor and Directoor, e.rutgers.eduu, Assistant Diirector or Lisa Mullin, lisa.mullin@gse e Guidetti, danielle.guidettti@gse.rutgerrs.edu, Program Coordinator Danielle Light refreshm ments will bee served. Partticipants may bring or purcchase lunch. Professional develop pment hours w will be offereed.

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keynote KYLENE BEERS Writers, speakers, and educators, Kylene Beers and Robert (Bob) Probst have worked together for over a decade helping teachers improve the literacy lives of students. Kylene is the author of When Kids Canâ&#x20AC;&#x2122;t Read/What Teachers Can Do and Bob is the author of Response and Analysis. Together they are coauthors of Notice and Note: Strategies for Close Reading and coeditors, with Linda Rief, of Adolescent Literacy: Turning Promise into Practice. Kylene served as President of the National Council of Teachers of English in 2008-2009 and, from 19992006, as editor of the NCTE journal Voices from the Middle. Bob has served as a member on the Conference on English Board of Directors, an NCTE

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journal columnist, and a member of the NCTE Commission on Reading. Both have served as lead authors for Holt Rinehart and Winstonâ&#x20AC;&#x2122;s national literature series Elements of Literature and Kylene now serves as a special contributing author to the McDougal Holt Literature book. Kylene began her teaching career as a middle school language arts teachers in the Houston area. She then taught at the University of Houston in the College of Education for many years. She left there to accept a position as senior reading researcher in the School Development Program at Yale University and later as a senior reading advisor to the Reading and Writing Project at Teachers College, Columbia University.

RRWC jan 2015

ROBERT PROBST Bob began his teaching career as high school English teacher and then became a supervisor of English for a large district in Maryland. He spent most of his academic career at Georgia State University where he is now Professor Emeritus of English Education. After retiring from Georgia State University, he served as a research fellow for Florida International University. He now consults, with Kylene, in school districts across the United States. Kylene and Bob speak nationally and internationally to administrators and teachers on literacy issues, particularly issues around struggling readers and meeting standards -- including the Common Core State Standards.

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keynote MARY POPE OSBORNE I grew up in the military. By the time I was fifteen I had lived in Oklahoma, Austria, Florida, and four different army posts in Virginia and North Carolina. Moving was never traumatic for me, partly, I think, because I had very close and loving relationships with my parents, my twin brother, my younger brother, and my older sister. I went on to study drama at the University of North Carolina at Chapel Hill. In my junior year, I discovered an even greater realm of adventure and changing scenery: the world of mythology and comparative religion. So I became a religion major and learned as much as I could about other cultures. After graduating from college in the early 1970s, I lived an intensely varied life. For a while I camped in a cave on the island of Crete. Then I joined up with a small band of European young people heading to “The East.” We traveled overland in a caravan of rickety vans through sixteen Asian countries, including Iraq, Iran, Afghanistan, Pakistan, India, and Nepal. 12 GSE.RUTGERS.EDU | JAN 2015

Then one day, out of the blue, I began writing a story about an eleven-year-old girl in the South. The girl was a lot like me, and many of the incidents in the story were similar to happenings in my childhood. The first draft was crudely written, but it must have communicated something to an editor, because shortly after I finished, it became a young adult novel called Run, Run as Fast as You Can. Finally I knew what I wanted to be when I grew up. Now more than thirty years and a hundred books later, I feel I’m one of the most fortunate people on earth. I’ve written picture books, biographies, mysteries, novels, retellings of Greek mythology, Norse mythology, medieval stories, mermaid tales, and American tall tales. I’ve written a book on the world religions and a series based on Homer’s Odyssey. But the most fun I’ve ever had in my writing life has been taking journeys through time in the Magic Tree House.

Dysslexia a Tra ainin ng Based o on State Po olicy 8:30a.m 8 m. - 12:3 30p.m. $12 25.00 pp p (light breakkfast will be served)

With Dr. D Dian ne Casalle-Gian nnola In this presentation, all parts of tthe new leggislation w will be addrressed. Dyslexia, its d definition, the law, re elated rese earch and aapplication n for instruuction will be shared. Application and adaptation for sp pecific stud dent populations will be discusssed. At the end off this session you will have com mpleted th he State’s requiremeent that all teachers in NJ parrticipate in n at least ttwo hours of Professsional Deveelopment about Dysslexia

PA ARCC C

1:30p.m m. - 3:30 0p.m. $7 75.00 pp p With W Dr. Adele M Macula TThis worksh hop is, bassed on the latest developmentss and neweest information releaased by, PARCC. The ssession will, provide participan nts with, ann upͲtoͲdatte overview w by, exam mining the ELA A/Literacy assessmen nt tasks and question ns. Grade level samp ple items, ttask protottypes, and rubrics, w will be sharred and disscussed. H Helpful tipss, fundameental strateegies and u useful rresources, will be pro ovided to ssupport ed ducators, inn planning curriculum m, instructtion and orities, as tthey gear u up for succcess, on th he PARCC aassessmentts. assesssment prio

Februa F ry 12, 2015 www.rregonline.ccom/RLCDyslexiaPAR RCC *Receive e Professio onal Develo opment ho ours* Cook SStudent Center, New Brunswickk NJ

Registter for botth worksh hops and receive aa discount of $25.0 00 and lunch

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mORNING SESSIONS 1. CREATE PROFESSIONAL LIKE VIDEOS FREE!

3. 21ST CENTURY STANDARDS-BASED WRITING INSTRUCTION

DR. ERICA BOLING RUTGERS UNIVERSITY (K-12)

SCOTT MILLER (K-3) SPONSORED BY

Learn how you and your students can easily make professional looking, digital videos for free. In addition, learn how these videos can be used to enhance K-12 literacy instruction. 2. ORGANIZING A RESEARCH BASED EXEMPLARY COMMON CORE LITERACY DAY, DR. LESLEY MANDEL MORROW, RUTGERS UNIVERSITY (K-4) SPONSORED BY WILLIAM H. SADLIER

This session explains an exemplary literacy day based on what research and practice have to say. For children to succeed in reading and writing they must participate in literacy all day long at school. The presenter will discuss the classroom environment, and go through all parts of the school day concerning how to embed literacy throughout. Lesley will discuss, demonstrate and provide videos of strategies which include: Do Now Reading and Writing, Vocabulary Morning Meeting, Reading Workshop (mini comprehension lesson and partner reading), Guided Reading, Station Work, Writing Workshop, Word Work, and embedded literacy in art, music social studies, science, math and physical education.

In this highly interactive session, participants will work with the Common Core State Standards and discover how best-practices, such as implementing the writer’s workshop framework and established pedagogical concepts (such as six traits) support the new goals for writing. Attendees will also learn, practice, and apply specific instructional strategies designed to foster growth among primary students. The Common Core State Standards are changing the landscape of writing instruction and setting a high bar for the youngest writers in our schools. These developments are certain to challenge the most talented educators. 4. WHAT WE KNOW ABOUT EFFECTIVE INSTRUCTION FOR STRUGGLING READERS DR. JEANNE PARATORE, BOSTON UNIVERSITY (K-3) SPONSORED BY

Research indicates that effective instruction for students who struggle in reading is guided by

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long-held principles about effective teaching--—instruction is intense, explicit, strategic, and supported by knowledgeable teachers; curriculum is challenging and interesting; student engagement is high, as are expectations for learning. Studies also indicate substantial differences in how these principles are assembled by individual teachers, and these differences remind us that there are multiple pathways to success for struggling readers, and good teachers seek the particular approach or practice that represents a good “fit” for both teacher and learner. In this presentation I will use excerpts from a video library of authentic, unscripted classroom literacy lessons to exemplify research-based reading practices. 5. INVESTIGATING INFORMATIONAL TEXT: LITERACY LEARNING IN THE DISCIPLINES DR. HEATHER CASEY, RIDER UNIVERSITY (K-3) In this interactive session, Heather will share recent research and strategies for supporting literacy learning across the disciplines. Ideas, activities, and resources will be shared to support children’s learning in K-3. Try out ideas today to implement in the classroom tomorrow!

RRWC jan 2015 6. TRANSFER OF SKILLS: SUPPORTING BILINGUAL STUDENTS AS THEY MOVE FROM NATIVE LANGUAGE TO ENGLISH INSTRUCTION SUCCESSFULLY FRED CARRIGG AND VERONICA TÁPANES ALVERO (K-3) This presentation enables teachers to understand the connections between the native language of Spanish and English as a second language with the purpose of using native language skills to strengthen academic English literacy. The benefits of using the native language to transition to English academic instruction successfully will be demonstrated. This model is research based and has led to academic achievement in the Elizabeth School’s English language learners. 7. MOVING BEYOND THE DEFINITIONS: EFFECTIVE VOCABULARY INSTRUCTION, DR. KEVIN FLANIGAN, WORDS THEIR WAY (4-8) SPONSORED BY

As a middle-grades teacher, you know that a word’s definition is only the tip of the vocabulary iceberg. In this active workshop, you will experience a number of strategies that will help your students dig deeper into word meanings – beyond the definitions - so that they can develop a deep, broad, and rich vocabulary knowledge. The focus will be on building both general academic vocabulary and domainspecific vocabulary and using vocabulary in context.

8. THE ORTONGILLINGHAM APPROACH TO TEACHING SPELLING EILEEN TRESANSKY (4-8) This workshop will demonstrate several Orton-Gillingham strategies used to connect reading and spelling for upper elementary students. Focusing on the Common Core Curriculum, it will concentrate on the three main spelling rules for multisyllabic words and introduce the levels of morphological awareness that a teacher must be familiar with in order to improve vocabulary. 9. DYSLEXIA: HOW DO I KNOW? WHAT DO I DO? DR. DIANE GIANNOLA, RIDER UNIVERSITY (4-8) This presentation supports content area teachers as they identify learners and develop instruction for individuals with dyslexia. Research and practice include use of intervention, accommodation, and technology.

11. GUIDED READING, LITERATURE CIRCLES, AND BOOK CLUBS: MEETING NEEDS THROUGH DIFFERENTIATED SMALL GROUPS SHARON S. MCKOOL, PH.D., RIDER UNIVERSITY AND BEV GALLAGHER, PRINCETON DAY SCHOOL (4-8) Guided reading groups, literature circles, and book clubs are essential to the workshop classroom if you want to build motivated, skillful readers. These strategies allow for differentiating instruction. Come and hear how one elementary teacher and one college professor have joined forces to create a classroom where all children unlock the meaning of text, and in doing so, discover a love for reading. Leave this workshop understanding the unique differences between guided reading groups, literature circles, and book clubs and leave with lists of books that can be used in each. 12. RESPONSE TO INTERVENTION (RTI) OR SHOW ME HOW TO ORGANIZE AN EARLY INTERVENTION PROGRAM WITH STRATEGIES THAT WORK FOR CHILDREN WHO ARE STRUGGLING

10. CREATING CRITICAL READERS THROUGH ENGAGEMENT, PREREADING STRATEGIES, AND TEXT DEPENDENT QUESTIONS KYLENE BEERS AND BOB PROBST (4-8)

JANET HIGGINS

In this workshop, Kylene and Bob will share before-reading strategies that build engagement and encourage close reading. We’ll look specifically at how we help students develop text-dependent questions for both fiction and nonfiction.

EAST AMWELL TOWNSHIP SCHOOLS In this session we will provide you with specific information about what you need to know to create a quality early intervention program or struggling learners in your district. This workshop will focus on process, procedures and implementation of RTI in a public school setting using best practices.

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lunch and learn 1:20 pm - 2:00 pm

credit: sharyn morrow UNLOCKING THE COMMON CORE STATE STANDARDS (K-6) SPONSORED BY MCGRAW HILL

This session will focus on the Major Shifts in ELA Instruction as a result of the Common Core State Standards. For each issue we will provide information to help you on your pathway to Common Core State Standards Success by defining the issue and its importance, by identifying the benefits of the issue, and by addressing the implications for instruction. Come join us for this informative session and be entered in a Leveled Reader Library Raffle!! SMART PRACTICE WITH WAGGLE SPONSORED BY TRIUMPH LEARNING

In 2014, it is not just about technology. It is about what technology allows us to do in the classroom. Waggle is a new Smart

Practice system with 11 technology enhanced item types that helps students practice intelligently so that the PARCC assessment ultimately takes care of itself (not in a naive way, but in a prepared way). This is accomplished through creating a safe place for students to fail upwards and to experience productive struggle. Experiencing productive struggle in this way increases the likelihood for students to develop a productive disposition which helps with true proficiency development. POETRY IN YOUR POCKET: WAYS TO INTEGRATE LITERACY SKILLS/ STRATEGIES ACROSS THE CONTENT AREAS THROUGH POETRY LISA BRATUS AND JENNIFER CHEN (K-4) Explore easy to use poetry templates to seamlessly integrate thematic poetry into your content areas. Using these short bursts of writing will motivate your students to dig deeper into their topics. Students will have fun creating and sharing poetry! Sample templates will be provided so you can experience how easy it is to take these ideas and try

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them with your students the very next day. A LOOK AT LITERACY OFFERINGS AT RUTGERS GRADUATE SCHOOL OF EDUCATION AND THE CENTER FOR LITERACY DEVELOPMENT DR. SUSAN DOUGHERTY AND LISA MULLIN (ALL GRADES) In this session youâ&#x20AC;&#x2122;ll learn about the literacy opportunities offered by the Rutgers Graduate School of Education and the Center for Literacy Development from professional development workshops to onsite custom programs. CREATING ANALYTICAL WRITERS, GARY PANKIEWICZ, FAIR LAWN SCHOOLS (3-8) Students often struggle with analytical writing. The presenter will identify the characteristic of writing analysis. He will then model a lesson in analytical writing. The emphasis in lesson study will be to include formative assessments and to stimulate creativity in socially interactive settings.

RRWC jan 2015 A FOCUS ON CONTENT AREA LITERACY ACTIVITIES: THE READING TEACHER’S TOOLKIT MAUREEN HALL AND KENNETH KUNZ, BLOOMFIELD COLLEGE (K-8) In this workshop, participants will walk away with practical, ready to use lessons that address the challenge of integrating reading in the content areas. Participants will explore uses for digital read-alouds, interactive whiteboard review games, fluency-building activities, and close reading resources. TEACHER AS RESEARCHERS: RUTGERS DOCTORAL STUDENTS SHARE THEIR PROBLEMS OF PRACTICE GROUP 1 (K - COLLEGE) RoseAnn Labrocca: How an Art Teacher Embedded Vocabulary Development into a Unit on Sculpture with Word Walls, Journals, Read Alouds and Discussion Charles Baldwin: Shared Book Reading with young children using Fiction and non-fiction text TEACHER AS RESEARCHERS: RUTGERS DOCTORAL STUDENTS SHARE THEIR PROBLEMS OF PRACTICE GROUP 2 (K - COLLEGE) Carmen Gordillo: A Case Study of High and Low Achieving Latino Boys; What Teachers Need to Know to Help Them Succeed in Literacy Julianne Doto: Supporting Knowledge Building with Inofrmational Texts During Elementary Reading Instruction: A Design Based Study PLANNING AN ENGAGING AND SUCCESSFUL FAMILY LITERACY NIGHT GRADES

interactive Family Literacy Night. Through poetry, participants will experience a variety of literacy activities and leave with a plan to facilitate a successful Literacy Event. This format can be adapted to a classroom, grade-level or schoolwide Family Literacy Event. DIGITAL TOOLS FOR WRITERS WORKSHOP

* Organization of the literacy block to ensure the success of struggling readers. * Illustration of what RIGOR looks like in grades K and above. * Application of best practices to support student acceleration in literacy.

DR. CINDY POPE, RUTGERS UNIVERSITY (4-8)

DEVELOPING HABITS OF MIND

Blogs, Screencasts, Voice Threads and Wikis are key technologies for engaging students in 21st Century Writer’s Workshops. This session highlights digital tools for every step of the writing process from MiniLesson movies to web publishing of student work. Laptops and mobile technologies are welcome.

SPONSORED BY HEINEMANN, JOAN KNIGHT (3-8 INTERVENTION/TITLE 1/ SPECIAL EDUCATION)

COMPREHENSION STRATEGIES TO ACHIEVE DEEPER UNDERSTANDING, GRADES DR. MICHELLE ROSEN, NEW JERSEY CITY UNIVERSITY (5-8) Participants in this session will discover different ways to increase students’ comprehension skills. Using student’s prior knowledge and abilities to think critically and creatively as a means to gain deeper understanding with both fiction and nonfiction text will be the focus. Participants will leave with practical strategies to use in the classroom. BEST PRACTICES IN LITERACY INSTRUCTION - EVERY STUDENT, EVERY DAY GAIL FARRELL, DISTRICT PARTNERSHIP COACH

GINA MOLINARI AND SHARON WELDON (K-4) In this Lunch and Learn session, you will hear Sharon and Gina share practical tips and strategies to plan and host a successful, engaging and

participants will have an opportunity to think about each of the following:

During American Reading Company’s presentation,

Close reading, thinking, talking and writing about texts needs a proven, teacher supportive framework to make it successful. Discover this framework that prompts deep thinking and habits of mind that lead to independent processing vs dependence on the teacher. These same discussion prompts for intervention can be reinforced in the classroom for further cohesion. THE TEN PERCENT SUMMARY: CONNECTING CLOSE READING AND INFORMATIVE WRITING KRISTINE GIBSON (3-12)

Writing summaries of challenging text helps to build the close reading skills demanded by the Common Core. This session will demonstrate practical, ready-to-use strategies for helping your students identify central ideas and write Ten Percent Summaries of non-fiction articles and other challenging text. All participants will receive a framework for lesson-planning and free resources that can be used right away in the classroom.

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AFTERNOON SESSIONS 1. TOO MANY WORDS, TOO LITTLE TIME: EFFECTIVE VOCABULARY INSTRUCTION DR. KEVIN FLANIGAN, WORDS THEIR WAY (K-3) SPONSORED BY

As a teacher, time is one of your most precious resources. In this hands-on workshop, we will walk through a number of engaging and effective vocabulary strategies that don’t require a lot of planning or teaching time. We will also discuss the principles of effective vocabulary instruction and how to motivate your students to become independent word learners. 2. DYSLEXIA: HOW DO I KNOW? WHAT DO I DO? DR. DIANE GIANNOLA, RIDER UNIVERSITY (K-3) This presentation is designed to support early childhood and elementary educators as they identify learners and develop instruction for individuals with dyslexia. Dyslexia research and best practice, including intervention, accommodation, and use of technology, will be shared.

3. GUIDED READING, LITERATURE CIRCLES, AND BOOK CLUBS: MEETING NEEDS THROUGH DIFFERENTIATED SMALL GROUPS

aloud and creating “Story-Arcs” to track narrative events during interactive read-alouds, participants will experience a more sophisticated way of comprehending narratives.

SHARON S. MCKOOL, Ph.D., RIDER UNIVERSITY AND BEV GALLAGHER, PRINCETON DAY SCHOOL (K-3)

5. AN ORTON GILLINGHAM PRESENTATION: O-G, IS IT FOR ME?

Guided reading groups, literature circles, and book clubs are essential to the workshop classroom if you want to build motivated, skillful readers. These strategies allow for differentiating instruction. Come and hear how one elementary teacher and one college professor have joined forces to create a classroom where all children unlock the meaning of text, and in doing so, discover a love for reading. Leave this workshop understanding the unique differences between guided reading groups, literature circles, and book clubs and leave with lists of books that can be used in each. 4. NARRATIVE COMPREHENSION: USING INTERACTIVE READ ALOUD TO CREATE STORY ARCS IN COMPREHENDING NARRATIVE TEXT STRUCTURE TOM CHIOLA (K-3) In this workshop, participants will learn about two ways to help children to understand that narrative stories follow certain patterns and evolve a sequence of events. Through the use of Retelling through think-

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EILEEN TRESANSKY (K-3) This workshop will explain the main principles of Orton-Gillingham multisensory structured language instruction for K-3 students and how this approach is beneficial for many types of learners. Focusing on the Common Core Curriculum, it will include several hands-on activities that teachers can take back to their classrooms and use immediately for improving phonology. 6. RESPONSE TO INTERVENTION (RTI) OR SHOW ME HOW TO ORGANIZE AN EARLY INTERVENTION PROGRAM WITH STRATEGIES THAT WORK FOR CHILDREN WHO ARE STRUGGLING JANET HIGGINS EAST AMWELL TOWNSHIP SCHOOLS In this session we will provide you with specific information about what you need to know to create a quality early intervention program or struggling learners in your district. This workshop will focus on process, procedures and implementation of

RRWC jan 2015 RTI in a public school setting using best practices .Actual strategies for best practice will be shared. 7. 21ST CENTURY STANDARDS-BASED WRITING INSTRUCTION TO INCREASE PROFICIENCY AND PARCC SCORES SCOTT MILLER (4-8), SPONSORED BY

Participants in this highly interactive workshop will engage in with instructional strategies designed to increase students’ writing proficiency and their scores on the PARCC assessment. Many of these strategies derive from established best practices (such as the writer’s workshop) and established pedagogical concepts (such as the six traits). The Common Core State Writing Standards articulate rigorous goals for student writers using unfamiliar terminology. The workshop will focus on implementing the new standards and preparing for the writingintensive PARCC assessment. This test features writing in response to multiple sources, including socialstudies, science and math content. 8. WHAT WE KNOW ABOUT EFFECTIVE INSTRUCTION FOR STRUGGLING READERS

DR. JEANNE PARATORE, BOSTON UNIVERSITY (4-8) SPONSORED BY Research indicates that effective instruction for students who struggle in reading is guided by long-held principles about effective teaching--—instruction is intense, explicit, strategic, and supported by knowledgeable teachers; curriculum

is challenging and interesting; student engagement is high, as are expectations for learning. Studies also indicate substantial differences in how these principles are assembled by individual teachers, and these differences remind us that there are multiple pathways to success for struggling readers, and good teachers seek the particular approach or practice that represents a good “fit” for both teacher and learner. In this presentation I will use excerpts from a video library of authentic, unscripted classroom literacy lessons to exemplify research-based reading practices. 9. CREATING CRITICAL READERS BY USING MULTIPLE STRATEGIES AND FICTION AND NONFICTION, KYLENE BEERS AND BOB PROBST (4-8) In this workshop, Kylene and Bob will share a different suite of strategies that focus on during-, and after-reading. Again, we’ll model strategies using both fiction and nonfiction. 10. INVESTIGATING INFORMATIONAL TEXT: LITERACY LEARNING IN THE DISCIPLINES DR. HEATHER CASEY, RIDER UNIVERSITY (4-8) In this interactive session, Heather will share recent research and strategies for supporting literacy learning across the disciplines. Ideas, activities, and resources will be shared to support children’s learning in 4-8. Try out ideas today to implement in the classroom tomorrow!

11. DEMYSTIFYING PARCC: CONNECTING COMMON CORE IMPLEMENTATION WITH EFFECTIVE ASSESSMENT DR. ADELE MACULA, EDUCATIONAL CONSULTANT (3-8) This session focuses on the instructional shifts in English Language Arts and will demonstrate how critical content in the CCSS may be manifested on PARCC’s next-generation, technology-based assessments. Sharing and discussing

content area and grade level sample items, task prototypes, and rubrics will provide helpful information and useful resources to support educators as they transition to the CCSS and the PARCC assessments. 12. BRIDGING THE GAP BETWEEN COMMON CORE ELA STANDARDS AND THE NEEDS OF ENGLISH LANGUAGE LEARNERS FRED CARRIGG AND SANDRA S. NUNES (4-8) This presentation present the LEADS (Literacy is Essential to Adolescent Development and Success) approach to literacy for Grades 4-8. The LEADS curriculum is based on Common Core standards and includes leveled benchmark assessments. The WIDA, English Language Development Standards for English Language Learners(ELL) is also incorporated to meet the academic needs of English Language Learners. This session will provide a research-based literacy model, resources, sample scaffolding, and vocabulary strategies to develop literacy for ELL.

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Edward Fry endowed graduate fellowship DAKASHNA LANG A graduate of The Johns Hopkins University and The University of Pennsylvania, is currently an 8th grade Language Arts teacher in Livingston, NJ. She has been pursuing her Doctor of Education in Literacy at Rutgers University for the past 6 years and is currently collecting data for her dissertation, entitled “The Bound Project: Exploring the Boundaries of Learning Through Multimedia.” She is happy to be supported in all of this by her parents, sisters, husband, and sons. AMY PICKARD A PhD candidate in the Theory, Organization, and Policy concentration at Rutgers University Graduate School of Education. Her research explores questions of equity and policy in the field of adult literacy education. Her dissertation focuses on the influence of policies promoting workforce development on the classroom literacy learning of struggling adult readers.

CHARLES GRATTAN BALDWIN As a child, Grattan struggled with reading, and at the age of 10, was diagnosed with dyslexia. Grattan’s personal struggle with reading has framed much of his education and his career working with struggling readers. He is an experienced teacher and has worked for more than 20 years as an educator, teaching preschool and college, and nearly every grade in between. He has worked in schools as far afield as rural Tennessee to metropolitan London. Currently, he is at Berkeley College where he works in their developmental education program.

dr. Martin kling Dr. Martin Kling, Professor Emeritus at Rutgers University and a leader in the reading and literacy fields, died on Thursday, Sept. 4, 2014, at Robert Wood Johnson University Hospital, New Brunswick, N.J., due to complications from pancreatic cancer. He was 86. Dr. Kling joined the faculty of the Rutgers Graduate School of Education in 1965 and quickly earned tenure in 1968. A valued leader, he served as the school’s Learning and Teaching department chair for eight years. He was a prominent scholar and active member of the International Reading Association, the National Reading Conference and the College Reading Association. During his time at Rutgers, Dr. Kling mentored many young faculty members and students and was well published in the field of reading education. He founded a reading clinic at the university and the first annual Reading and Writing conference, which continues to be held this year marking the 47th 20 RLC.GSE.RUTGERS.EDU | JAN 2015

annual iteration this coming January. Dr. Kling retired from the Graduate School of Education in 1991. “Martin helped to build the field of literacy, which was in its infancy when he began his career,” said Dr. Lesley Morrow, GSE professor and Director of the Center for Literacy Development. “He was a gentleman and a scholar; always proper, thoughtful, and hard working.” Dr. Kling lived in East Brunswick, N.J., for 49 years. He was born on August 6, 1928, in the Bronx, N.Y. He graduated from the University of California at Berkeley in 1949, going on to earn his M.A. and Ph.D. from Berkeley as well.

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exhibitors AMERICAN READING COMPANY ANN HOMOLKA ANN.HOMOLKA@AMERICANREADING.COM

LINDSAY FOGLIO LINDSAY.FOGLIO@AMERICANREADING.COM

BENCHMARK EDUCATION KRISTIN DEMARCO KDEMARCO@BENCHMARKEDUCATION.COM

BOOKSOURCE BRUCE CONORD BOOKERY@MAC.COM

STEPHANIE GAWRYCH SGAWRYCK@BOOKSOURCE.COM

CURRICULUM ASSOCIATES CATHY MCCORMICK CMCCORMICK@CAINC.COM

HEINEMANN MAUREEN LALLY MAUREENLALLY@VERIZON.NET

JOHN LALLY JOHNLALLY45@GMAIL.COM

HOUGHTON MIFFLIN HARCOURT JILL WENNLUND JILL.WENNLUND@HMHCO.COM

LYNDA DIXON BOOKS CAPSTONE CLASSROOM, CRABTREE CLASROOM, PACIFIC LEARNING, AND THE DEVELOPMENTAL STUDIES CENTER LYNDA DIXON LYNDA@LZDIXONBOOKS.COM

ANN WARNER ABJWARNER@COMCAST.NET

MCGRAW-HILL EDUCATION RUIZ RENATA RENATA.RIBEIRO@MHEDUCATION.COM

SHELLEY MURPHY SHELLEY.MURPHY@MHEDUCATION.COM

MONDO PUBLISHING CHARLES ARASI CARASI@MONDOPUB.COM

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NATIONAL GEOGRAPHIC LEARNING TIMOTHY GUGLIELMO TIMOTHY.GUGLIELMO@CENGAGE.COM

DONNA LIVINGSTONE DONNA.LIVINGSTONE@CENGAGE.COM

NATIONAL WRITING PROJECT AT RUTGERS DR. CINDY POPE CINDY.POPE@GSE.RUTGERS.EDU

PEOPLES EDUCATION LORI HILL LORIHILL2014@GMAIL.COM

RALLY! EDUCATION BOB WOLFF BOBW@RALLYEDUCATION.COM

RUTGERS GRADUATE SCHOOL OF EDUCATION MEGHAN INGSTRUP MEGHAN.INGSTRUP@GSE.RUTGERS.EDU

MARIE PAVELCHAK MARIE.PAVELCHAK@GSE.RUTGERS.EDU

RUTGERS GRADUATE SCHOOL OF EDUCATION OFFICE OF STRATEGIC ALLIANCES AND OUTREACH

DR. DARREN CLARKE DLCLARKE@DCEO.RUTGERS.EDU ALYEA.PIERCE@GSE.RUTGERS.EDU

TRIUMPH LEARNING FRAN AMMAR FAMMAR@TRIUMPHLEARNING.COM

JOE TOSCANO JTOSCANO@TRIUMPHLEARNING.COM

WILLIAM H. SADLIER, INC. MARY PALLADINO MPALLADINO@SADLIER.COM

ZANER-BLOSER PUBLISHING EDEN SONTA EDEN.SONTA@ZANER-BLOSER.COM

SUSAN KILKENNY SUSAN.KILKENNY@ZANER-BLOSER.COM

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gratitude A sincere thank you to all of the individuals who have made this event possible including the presenters; facilitators; sponsors; exhibitors; AV staff; designer, Irving Roman, the staff at the Hyatt Regency especially, Candice Butler, Lindsey Ginter, and Rob Nardello; and all of our loyal and new attendees. Countless hours of preparation, long nights, and excitement have filled the year we spent to plan this enriching and exhilarating event. A special thank you to Martin Kling for introducing all of us to the Annual Conference on Reading and Writing at Rutgers University and his family for joining us today to honor a man whose tribute has created a legacy. May his honor be remembered today and at future conferences. Many thanks. The Team at the Center for Literacy Development