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49th Annual Conference on Reading and Writing

LUCY CALKINS PRACTICAL HELP SUPPORTING KIDS’ WORK WITH ESSAY WRITING

October 28, 2016 + AUTHOR SIGNING + LUNCH AND LEARN

SEYMOUR SIMON


SAVE THE50 DATE

TH

WITH

OCTOBER 27, 2017

HENRY WINKLER NELL DUKE AND


CONTENTS 02

DIRECTOR’S LETTER

04 ITINERARY

PRESENTERS 06 PRESENTERS 08 KEYNOTES

WORKSHOPS 12

AM SESSIONS

14

LUNCH AND LEARN

16

RESEARCH POSTER DISPLAY

18

PM SESSIONS

22

EXHIBITORS

24

CONFERENCE MAP

25 NOTES


RRWC OCT 2016

director’s letter •Opportunities are provided for children to practice their new skills both independently and with others

Welcome to the 49th Annual Conference on Reading and Writing. I am proud to be a part of the eighth oldest University in the United States during its 250th year. Rutgers signed its charter in 1776. The University is the home of college football and is one of the most diverse institutions in the country. We are a part of the Big 10 Schools, but that isn’t just for sports, that is mostly for our academic standing as a Research 1 Institution.

•Classrooms are carefully organized to support learning with literacy-rich environments and accessible materials •Varied structures for instructions are utilized to meet individual needs, including whole-group, small-group, and one-on-one settings with the teacher and peers

In my long tenure at Rutgers University, I have seen research and practice of many kinds in the field of Literacy. I think we know a lot about teaching Reading and Writing. One area that needs more research and emphasis is, how to create exemplary teachers. We know that no one program is the answer to student success. However, the most important part of teaching is, the teacher who motivates, inspires, has high expectations for students and provides exemplary practice.

•Emphasis is placed upon careful organization and direction of strategies and structures for optimal literacy development to occur These characteristics point to the purpose of this conference which is to describe through our keynote speakers, workshops, research posters, and Lunch & Learn sessions many of the elements mentioned that are done by excellent teachers.

Investigations into exemplary practices in literacy attempt to captures as many dimensions of teaching excellence as possible. In this type of research, investigators examined real-life situations in which many variables are successfully integrated. The results of this research show many similarities among the classroom practices of effective and exemplary teachers. A partial list of these characters would include the following (Morrow, Tracey, Woo, & Pressley, 1999; Pressley, Rankin, & Yokoi, 1996; Ruddell & Ruddell, 1995):

Please select from every session the two or three most important points you learned, and turn key the ideas with your colleagues at your schools. Have an exciting day as you meet and network with colleagues across the state. Enjoy the sessions, exhibits, and food we have provided for you. More than 1000 days of diligent study, cannot compare to just one day with an excellent teacher.

•Multiple and varied teaching strategies, and learning experiences are used to meet individual needs and styles •Skills are taught through modeling strategies in structured lessons

LISA MULLIN

ASSISTANT DIRECTOR

2 RUTGERSLITERACYCENTER.ORG | OCT 2016

EILEEN NELSON

PROGRAM COORDINATOR


G N I M O C P U ENTS V E

NT E PM O L E V E D CY A ER T I L R FO R TE N CE

RALPH FLETCHER

A MORNING WITH RALPH FLETCHER: HOW MENTOR TEXTS LIFT STUDENT WRITING DECEMBER 8, 2016

JENNIFER SERRAVALLO

PRICE

$150/PER PERSON - EACH EVENT

STRATEGIES AND STRUCTURES FOR TEACHING READING FEBRUARY 16, 2017 LIMITED SEATS

LOCATION

KELLY GALLAGHER

REGISTER TODAY AT

TEACHING PRACTICES AND INSTRUCTIONAL STRATEGIES THAT POSITION STUDENTS CLOSER TO READING AND WRITING EXCELLENCE APRIL 24, 2017

BUSCH CAMPUS CENTER 604 BARTHOLOMEW ROAD PISCATAWAY, NJ

www.regonline.com/RutgersLiteracy16-17

NELL DUKE

SOLVING COMMON PROBLEMS OF PRACTICE THROUGH PROJECTBASED PEDAGOGY JUNE 2, 2017

WWW.RUTGERSLITERACYCENTER.ORG


ITINERARY • MAP PG. 24

MORNING

7:40 - 8:25 REGISTRATION, BREAKFAST, EXHIBITS, NETWORK AND RESEARCH POSTER DISPLAY BREAKFAST DINING SPACE BRUNSWICK BALLROOM (LOWER lEVEL) 8:30 - 9:15 OPENING SESSION Introductions & Opening Remarks Lesley Mandel Morrow, Director Regency Ballroom (main Level) 9:15 - 10:05 MORNING KEYNOTE ADDRESS: Lucy Calkins 10:15 - 11:15 OR 10: 35 - 11:35 MORNING WORKSHOPS 11:45 - 12:55 MIDDAY KEYNOTE aDDRESS: Seymour simon regency ballroom (main Level)

AFTERNOON

#rrwc2016 CHECK YOUR BADGE TO SEE IF YOU WON A PRIZE

1:00 - 2:00

LUNCH pick up (on all levels) dining space (Brunswick ballroom lower level)

BOOK SALES (second level) BOOK SIGNING WITH seymour simon (Mezzanine)

1:20 - 2:00 LUNCH AND LEARN SESSIONS research poster display (brunswick ballroom lower level) 2:15 - 3:15 AFTERNOON WORKSHOPS 3:15 - 4:15 HIGH TEA WITH seymour simon (brunswick ballroom)

PROFESSIONAL DEVELOPMENT CERTIFICATES AT WWW.REGONLINE.COM/RRWC49SURVEY


conference tips Check your badge for you sessions • DO NOT SWITCH SESSIONS, CHAIRS ARE FOR INDIVIDUALS REGISTERED FOR THAT PARTICULAR SESSION

Food • BREAKFAST ON LOWER LEVEL AND MAIN LEVEL

Staggered Sessions • MORNING SESSIONS ARE STAGGERED, THEY START AT 10:15 AND 10:35. NOTE THE TIME ON YOUR BADGE

Locations • MAP ON PAGE 24

• LUNCH ON LOWER, MAIN, AND SECOND LEVELS FOR YOUR CONVENIENCE

• EXHIBITORS: ATRIUM

• DINING ROOMS IN BRUNSWICK BALLROOMS (LOWER LEVEL) WILL BE OPEN ALL DAY WITH TABLES TO EAT

• BOOK SIGNING: MEZZANINE (DURING LUNCH)

OR NETWORK

• BOOK SALES AND RU APPAREL: SECOND LEVEL

• BATHROOMS: LADIES ROOM (ALL LEVELS), MEN’S ROOM (SECOND LEVEL ONLY) • HIGH TEA: BRUNSWICK BALLROOM AT 3:15


presenters

VERONICA TÁPANES ALVERO ELIZABETH PUBLIC SCHOOLS

ROSEANN LABROCCA FAIR HAVEN SCHOOLS

ERICA BOLING RUTGERS UNIVERSITY

KIMBERLY LANZA SCHOOL DISTRICT OF THE CHATHAMS

KATHY BUMGARDENER MCGRAW HILL

GINA MOLINARI-SCHIANO CONSULTANT

HEATHER CASEY RIDER UNIVERSITY

LESLEY MANDEL MORROW RUTGERS UNIVERSITY

JENNIFER CHEN RUTGERS UNIVERSITY

SANDRA NUNES ELIZABETH PUBLIC SCHOOLS

HELEN COMBA RUTGERS UNIVERSITY

LORI OCZKUS AUTHOR & CONSULTANT

JENNIFER DELNERO RUTGERS UNIVERSITY

TIMOTHY RASINSKI KENT STATE UNIVERSITY

JOANNE EMERY KENT PLACE SCHOOL MICHAEL FORD UNIVERSITY OF WISCONSIN OSHKOSH DIANE GIANNOLA RIDER UNIVERSITY

CARMEN GORDILLO WEST ORANGE SCHOOLS

MAUREEN HALL EDUCATIONAL CONSULTANT

KENNETH KUNZ BLOOMFIELD COLLEGE & EDUCATIONAL CONSULTANT

CATHERINE RUTLEDGE CONSULTANT TIMOTHY SHANAHAN UNIVERSITY OF ILLINOIS AT CHICAGO WENDY SEGER

KELLI WESTMORELAND CONSULTANT JANET WONG AUTHOR


Keynotes CALKINS + LUCY STRATEGY INSTRUCTION TO SUPPORT HIGHER LEVELS OF COMPREHENSION: LEVERS TO LIFT THE LEVEL OF TALKING, THINKING AND WRITING ABOUT READING

Lucy Calkins, Founding Director of the Teachers College Reading and Writing Project, will share her latest research on classroom-tested methods for helping kids infer, synthesize, and critique as they read. You’ll learn ways to help kids approach reading, resolving to develop insightful, text-based ideas. You’ll hear, also, about a repertoire of strategies that will pay off for readers, and about ways that learning progressions and other scaffolds can support kids to tackle the thinking work that is just beyond their reach. The session will brim with both big ideas and specific details, and will be both practical and inspirational. Lucy will draw on her work in hundreds of school districts across the world, and on her studies of reading and writing development, school-wide reform, and best practices.

+ SEYMOUR SIMON

Visionary author Seymour Simon (@SeymourSimon), who the New York Times called “the dean of the [children’s science] field, “is the author of nearly 300 highly acclaimed science books, more than seventy-five of which have been named Outstanding Science Trade Books for Children by the National Science Teachers Association (NSTA). He has introduced tens of millions of children to a staggering array of subjects. Seymour Simon has long been a leader with respect to educational technology for children. He wrote five early books on computer science, including Meet the Computer and How To Talk to Your Computer (an early book on coding, explaining LOGO and Basic to children), which were published by Harper & Row in 1985. In 2012, Simon founded StarWalk Kids Media, a streaming eBook platform designed to provide high quality digital literature from top quality authors to Schools and Libraries. Now, with the integration of StarWalk Kids Media into Fable Learning, his vision for utilizing the power of technology to drive engaged learning for today’s children ---digital natives---takes a big step forward in his role as Senior Advisor to Fable Learning.

OCT 2016 | RUTGERSLITERACYCENTER.ORG 7


the rutgers reading club

8 RUTGERSLITERACYCENTER.ORG | OCT 2016

CREDIT: BARNEY MOSS OF FLICKR.COM

An After and Before School Literacy Program For Struggling Readers


CENTERFORLITERACYDEVELOPMENT Children socialize before they are taught

BASED ON RESEARCH AND THEORY PROMOTING

which gives them a chance to relax after school, have a snack, and get ready to work. Instruction focuses on the child’s needs however the basic teaching plan includes the integration of the language arts with developing: word work, comprehension, vocabulary, fluency, and writing. Along with enhancing literacy development, motivation is a major goal in each teaching session. For example the child can choose a book for the teacher to read to them that is too difficult for the child to read themselves. Literacy games are also played. Each child is taught twice a week for 12 weeks for 45 minutes to an hour by a teacher who is certified. In addition to literacy development, teachers work on building a relationship with the child.

+ Motivating and Engaging children

+ Building Self-esteem + Creating time for socializing and snacking

+ Building relationships between teacher and student

+ Allowing for success + Differentiating instruction + Providing additional literacy instruction

+ Allowing for practice

+ Data from the Rutgers Reading Club was analyzed

children in the treatment group improve significantly in literacy development than

and illustrates that

FOR MORE INFORMATION CONTACT

children in the control group.

LESLEY M. MORROW, PH.D LESLEY.MORROW@GSE.RUTGERS.EDU TREATMENT GROUP DEC

JAN

MAR

DEC

JAN

MAR

DEC

JAN

MAR

Sight Words

Sight Words

Sight Words

Running Record

Running Record

Running Record

Phonics Inventory

Phonics Inventory

Phonics Inventory

128

171

255

E

H

J

42/74

63/74

68/74

CONTROL GROUP DEC

JAN

MAR

DEC

JAN

MAR

DEC

JAN

MAR

Sight Words

Sight Words

Sight Words

Running Record

Running Record

Running Record

Phonics Inventory

Phonics Inventory

Phonics Inventory

134

144

170

E

E

F

42/74

44/74

50/74

OCT 2016 | RUTGERSLITERACYCENTER.ORG 9


mORNING SESSIONS • MORNING WORKSHOPS START AT 10:15 AND 10:35, CHECK YOUR BADGE • MAP PG. 24

K-3 WORKSHOPS EXCLUSIVE SESSION WITH THE AUTHOR OF THE NEW STATE LANGUAGE ARTS/ LITERACY GUIDELINES: ESSENTIAL MOTIVATING STRATEGIES FOR ENHANCING VOCABULARY, COMPREHENSION, AND WRITING, THROUGH PROJECT BASED INSTRUCTION. (K-4) LESLEY M. MORROW GARDEN STATE B 10:15 - 11:15 Dr. Morrow is the author of the new language arts/literacy guidelines for the New Jersey Department of Education. She will share motivating strategies and structures to accomplish the goals. Participants in this session will receive a copy of the NJ Language Arts/Literacy guidelines and the power point from the presentation.

GUIDED READING: MATCHING EFFECTIVE STRATEGIES TO THE LITERACY STANDARDS (K-3) KENNETH KUNZ MAUREEN HALL CONFERENCE BC 10:35 - 11:35 In this workshop, the basic structure of guided reading will be addressed, including creating groups and the necessity for quality independent practice. Participants will unpack a number of standards that are 10 RUTGERSLITERACYCENTER.ORG | OCT 2016

challenging for teachers to address within the literacy curriculum, and explore how these standards translate to interactive guided reading, where effective strategies are matched to direct instruction with skills. Teachers who conduct guided reading on a daily basis will walk away with a plethora of new ideas that can be adjusted to meet the needs of all learners.

Authentic activities will be shared to support idea generation, word choice, writing fluency/stamina, and mechanics of written language. Participants will engage in activities to gain an inside perspective on the strategies.

CLOSE READING: WHAT IT IS AND HOW TO TEACH IT (K-3)

HELEN COMBA SALON CD 10:35 - 11:35

TIMOTHY SHANAHAN CONFERENCE I 10:35 - 11:35 Over the past few years, there has been increased emphasis on close reading in our schools. Unfortunately, a good deal of this effort has been wasted as many teachers (and programs) clearly do not understand what close reading is or why it is being emphasized. This workshop presentation will explain the close reading concept and will demonstrate what close reading might look like in a primary grade classroom, and where it fits overall in primary grade literacy instruction.

PRE-REFERRAL INTERVENTIONS THAT REALLY WORK (K-3)

There are a variety of ways for school districts to address the development of interventions for struggling readers in the general education program, but the one thing that they all need to be is effective in helping these students become able readers. In this workshop, participants will be presented with information about successful intervention programs including specific recommendations for successful strategies typically used by these programs.

4-8 WORKSHOPS

CULTIVATING YOUNG WRITERS (K-2)

BOOSTING COMPREHENSION WITH RECIPROCAL TEACHING: THE POWERFUL READING VITAMIN (4-8)

KIMBERLY LANZA GARDEN STATE A 10:35 - 11:35

LORI OCZKUS CONFERENCE JK 10:35 - 11:35

A positive classroom culture is essential to grow inspired and skilled writers. This workshop will focus on practical strategies to nurture students’ confidence and abilities as writers.

Are you ready to revolutionize your teaching and dramatically improve the engagement and comprehension of all of your students while meeting the demands of the Common Core Standards? Would you like to take your

Sponsored by: McGraw HiLl


RRWC OCT 2016 comprehension instruction to the next level so your students are the ones doing the work and using the strategies when they read on their own? Many students decode and yet don’t comprehend what they read. The Fabulous Four, or reciprocal teaching strategies (Palincsar and Brown) predict, question, clarify, and summarize work as a powerful package to begin to yield dramatic results in reading comprehension in as little as 15 days. This exciting NEW version of reciprocal teaching is loaded with dozens of new lessons for whole class, content area reading, guided reading, stations, and a practical Response to Intervention Model. You’ll experience first hand motivating lessons. This model yields student growth of six months to two years in just three months. Come to this practical, hands-on, and entertaining workshop to learn ideas you can use tomorrow to strengthen student comprehension using any reading material. Sponsored by: Booksource

FROM DAUNTING TO DOABLE DIFFERENTIATION: ACCELERATING THE GROWTH OF STRUGGLING READERS (4-8) MICHAEL FORD GARDEN STATE C 10:35 - 11:35 This session will actively involve participants in exploring five key guidelines for thinking about accelerating the growth of struggling readers especially those with the greatest needs. Participants will gain insights an ideas to enhance their thinking and improve their practices in providing targeted instruction in literacy programs. Let’s look at how the daunting demands of differentiation instruction can be made more do-able in today’s classrooms. Sponsored by: Capstone Classroom

PROJECT BASED LEARNING: LITERACY LEARNING CLUBS: A STRUCTURE FOR SUPPORTING LITERACY THROUGH LEARNING CLUBS (4-8) HEATHER CASEY CONFERENCE A 10:15 - 11:15 Are you interested in helping your students understand how to use literacy as a tool for navigating their world and develop an understanding of social justice? Even the youngest of students with teacher support can tackle classroom, community, national or international issues as they work collaboratively using multiple literacy tools to problem solve. Literacy learning clubs offers a paradigm for supporting project based learning in the classroom while supporting students’ literacy development. In this interactive session you will have the opportunity to try out this transdisciplinary approach to project based learning using literacy learning clubs all while meeting the Common Core State Standards in English/Language Arts. Leave with resources, strategies and ideas to engage and support your students!

LOVING LITERACY ACROSS THE DISCIPLINES (4-8) JENNIFER DELNERO CONFERENCE F 10:15 - 11:15 This session will consider the latest research for engaging in meaningful reading, writing, viewing, listening, and speaking practices in content area instruction to reinvigorate your science and social studies instruction k-8. Topics such as the use of multimodal/ diverse texts, stimulating authentic discussion, New Literacies, and the latest close reading strategies for fiction and nonfiction texts will be considered.

PRACTICAL HELP SUPPORTING KIDS’ WORK WITH ESSAY WRITING (3-8) LUCY CALKINS REGENCY BALLROOM 10:15 - 11:15 This session will be a super-practical intensive session aimed to equip you to support your students’ development as essay-writers, starting with personal essay and including literary essay. It will be full of demonstrations, examples, and tips. Sponsored by: Booksource

K-12 WORKSHOPS USING DIGITAL STORYTELLING TO SUPPORT LITERACY EDUCATION (K-8) ERICA BOLING CONFERENCE G 10:15 - 11:15 Learn the art of digital storytelling, where students to take a great story idea and make it reality. New media storytelling allows students unique opportunities to explore topics indepth while moving individuals to awareness, understanding and action. Digital storytelling introduces students to the ways language, images, sound and movement work together to tell powerful stories that have the capacity to create social transformation and change. This session will introduce the power of personal storytelling and the practical, ethical, and compositional aspects of creating multimedia stories.

CONSTRUCTIVIST APPROACHES TO PHONICS AND VOCABULARY INSTRUCTION (K-6) TIMOTHY RASINSKI SALON AB 10:15 - 11:15 Word decoding (phonics), vocabulary, and spelling are essential and foundational competencies in learning to read. In this session Dr. Rasinski will share innovative, effective, and engaging methods for helping students to not only developing word knowledge, but also take great delight in words and word study. Sponsored by: Zaner-Bloser


lunch and learn • 1:20 - 2:00

• MAP PG. 24 IMAGINATION MINDSET: INTEGRATION OF THE CREATIVE ARTS IN THE CLASSROOM (K-5)

WHAT CLASSROOM TEACHERS CAN DO TO ENHANCE THE LEARNING OF CLASSIFIED STUDENTS

JOANNE EMERY GARDEN STATE C

DIANE GIANNOLA CONFERENCE G

The key to appreciation and application of the arts is the cultivation of a growth or an imagination mindset, an attitude that is both curious and resilient. Through movement, drama, and storytelling, students collaborate, solve problems and express what they had learned. Through creative arts experiences, students become intrinsically connected to the curriculum and engaged in learning.

LEARNING BY DOING: REAL WORLD CONTENT INTEGRATION WITH LITERACY EXTENSION PROJECTS

CHOOSING BOOKS TO MOTIVATE STUDENTS, LITERALLY! KELLI WESTMORELAND CONFERENCE I Creating a classroom where even the most reluctant reader succeeds can be a teacher’s biggest challenge. This workshop will focus on strategies that will make your classroom buzz with enthusiastic readers. The biggest tool in your toolbox is an inspired classroom library. We’ll explore using student choice and individuality to inspire and motivate reading, improve writing, and encourage critical thinking in all students.

BEING AN EFFECTIVE COACH JENNIFER CHEN GINA MOLINARI CONFERENCE BC Conversation about effective coaching strategies and some of our “go to” coaching tips and techniques from the field. You will gather a variety of coaching techniques and gain coaching know-how to strengthen and enhance any coaching relationship. 12 RUTGERSLITERACYCENTER.ORG | OCT 2016

KATHY BUMGARDNER GARDEN STATE B Do you find it challenging to meaningfully integrate content area concepts into your Literacy Block? Then this session is for you! A menu of meaningful literacy tasks will be shared with participants that they can learn about today and use in their classrooms tomorrow!

HELP! MY MIDDLE SCHOOL STUDENTS ARE NOT READING CARMEN GORDILLO SALON AB In this ever-changing educational climate the demands on our students are even greater. Yet, teachers are finding it difficult to implement literacy lessons when middle school boys are reluctant to read. In this session teachers will learn practical strategies and procedures to support the in and out-of-school literacies of adolescent students with a focus on middle school boys.

EMBEDDING VOCABULARY INSTRUCTION INTO THE ART EXPERIENCE ROSEANN LABROCCA CONFERENCE JK You don’t have to plan alone! How collaborating with your art teacher can help create units of instruction that not only meet ELA standards but also create meaningful, engaging, learning

experiences for elementary students. This session will include practical strategies that can help classroom and special area teachers integrate vocabulary instruction, writing, word walls, read-alouds into the classroom.

PHONICS SOUNDS LIKE FUN! Catherine Rutledge GARDEN STATE A Letterland is an effective phonics program that has helped thousands of students worldwide to learn how to read. Developmentally appropriate, Letterland employs a multi-sensory approach to help even the most struggling readers. This session will be engaging, interactive, fun — and something you won’t want to miss!

RUTGERS READING CLUB MAUREEN HALL CONFERENCE F Children are taught with the integrated Language Arts approach and an emphasis on their specific needs. There is a good deal of emphasis on enhancing self esteem, and motivating children to want to read. Our statistical analysis of the data about the results of children in the club demonstrates that children’s literacy significantly improves.

BEST PRACTICES FOR OUR YOUNGEST READERS WENDY SEGER SALON CD Our youngest students need a solid foundation to build upon if they are to become independent proficient readers. Come to this session to explore instructional practices for developing the decoding, fluency, vocabulary and comprehension skills that are critical to the success of our K-2 readers.


research poster display • 1:20 - 2:00

• IN BRUNSWICK BALLROOM (LOWER LEVEL) RESPONSE TO INTERVENTION UNDER THE COMMON CORE: USING THINKALOUDS TO EXPLORE STRUGGLING READERS’ COMPREHENSION OF INFORMATIONAL AND NARRATIVE TEXT RACHEL DONNELLY LELLA A mixed methods study examining the comprehension skills and strategies struggling third grade readers utilized during think-alouds while reading informational versus narrative texts in an after school reading club.

LITERACY PROMOTION AMONGST NJ PEDIATRICIANS JULIE MAYNE, MANUEL JIMENEZ, SHILPA PAI A survey of NJ general pediatricians regarding current practices and perceived barriers to literacy promotion.

A CASE STUDY EXAMINING TEACHERS’ COLLABORATIVE PRACTICES WITHIN READING WORKSHOP

FOSTERING THE DEVELOPMENT OF HIGH SCHOOL CO-TEACHING TEAMS: LESSONS FROM TWO EXEMPLARY PAIRS

TALI AXELROD

LINDA EDWARDS

A case study examining teachers’ collaborative efforts and interactions from inside their collaborative group to provide insights on a community as they take on a reform practice.

The purpose of this study was to identify the characteristics of two exemplary coteaching teams at the secondary level.

DIGITAL DISTANCE LEARNING COMMUNITIES: TEACHERS’ BELIEFS ABOUT COMMUNITY IN K-12 ONLINE EDUCATION CINDY POPE The study demonstrates that it takes a community features such as trust, interdependence and feelings of connectedness for online learning environments to flourish in K-12 education.

EXPLORING THE BOUNDARIES OF LEARNING THROUGH MULTIMEDIA DAKASHNA LANG A look at the detailed results of a case study examining how the use of multimedia digital literacies in the classroom compares with the use of traditional writing in addressing certain reading and writing skills outlined in the Core Curriculum Standards for English Language Arts.

AND MORE

BOOKS WILL BE ON SALE FROM THE FOLLOWING AUTHORS ON THE SECOND LEVEL

LUCY CALKINS MICHAEL FORD LORI OCZKUS LESLEY MORROW

TIMOTHY RASINSKI TIMOTHY SHANAHAN SEYMOUR SIMON JANET WONG


AFTERNOON SESSIONS • 2:15 - 3:15

• MAP PG. 24

K-3 WORKSHOPS FROM DAUNTING TO DOABLE DIFFERENTIATION: ACCELERATING THE GROWTH OF STRUGGLING READERS (K-3) MICHAEL FORD REGENCY ABC This session will actively involve participants in exploring five key guidelines for thinking about accelerating the growth of struggling readers especially those with the greatest needs. Participants will gain insights an ideas to enhance their thinking and improve their practices in providing targeted instruction in literacy programs. Let’s look at how the daunting demands of differentiation instruction can be made more do-able in today’s classrooms. Sponsored by: Capstone Classroom

PROJECT BASED LEARNING: LITERACY LEARNING CLUBS: A STRUCTURE FOR SUPPORTING LITERACY THROUGH LEARNING CLUBS (K-3) HEATHER CASEY CONFERENCE A Are you interested in helping your students understand how to use literacy as a tool for navigating their world and develop an understanding of social justice? Even the youngest of students with teacher support can tackle classroom, community, national or international issues as they work collaboratively using multiple literacy 14 RUTGERSLITERACYCENTER.ORG | OCT 2016

tools to problem solve. Literacy learning clubs offers a paradigm for supporting project based learning in the classroom while supporting students’ literacy development. In this interactive session you will have the opportunity to try out this transdisciplinary approach to project based learning using literacy learning clubs all while meeting the Common Core State Standards in English/Language Arts. Leave with resources, strategies and ideas to engage and support your students!

lessons. This model yields student growth of six months to two years in just three months. Come to this practical, handson, and entertaining workshop to learn ideas you can use tomorrow to strengthen student comprehension using any reading material.

BOOSTING COMPREHENSION WITH RECIPROCAL TEACHING: THE POWERFUL READING VITAMIN (K-3)

In today’s classroom there is very little time, unfortunately, for “nonessential” topics. In addition to being an essential genre, poetry ties perfectly into the Common Core English Language Arts (ELA) standards and makes it easy to introduce concepts and vocabulary in other subject areas such as science, math, social studies, P.E., and character education. Janet Wong, co-creator of The Poetry Friday Anthology series, will share practical, fun, and easy ways to teach poetry so that children will be able to enjoy and master it while also improving their reading, speaking, listening, and writing skills.

LORI OCZKUS CONFERENCE BC Are you ready to revolutionize your teaching and dramatically improve the engagement and comprehension of all of your students while meeting the demands of the Common Core Standards? Would you like to take your comprehension instruction to the next level so your students are the ones doing the work and using the strategies when they read on their own? Many students decode and yet don’t comprehend what they read. The Fabulous Four, or reciprocal teaching strategies (Palincsar and Brown) predict, question, clarify, and summarize work as a powerful package to begin to yield dramatic results in reading comprehension in as little as 15 days. This exciting NEW version of reciprocal teaching is loaded with dozens of new lessons for whole class, content area reading, guided reading, stations, and a practical Response to Intervention Model. You’ll experience first hand motivating

Sponsored by: Booksource

POETRY ACROSS THE CURRICULUM (K-5) JANET WONG CONFERENCE G

4-8 WORKSHOPS GUIDED READING: MATCHING EFFECTIVE STRATEGIES TO THE LITERACY STANDARDS (4-8) KENNETH KUNZ MAUREEN HALL SALON AB In this workshop, the basic structure of guided reading will be addressed, including creating groups and the


RRWC OCT 2016 necessity for quality independent practice. Participants will unpack a number of standards that are challenging for teachers to address within the literacy curriculum, and explore how these standards translate to interactive guided reading, where effective strategies are matched to direct instruction with skills. Teachers who conduct guided reading on a daily basis will walk away with a plethora of new ideas that can be adjusted to meet the needs of all learners.

INFORMAL ASSESSMENT OF READING COMPREHENSION IN A PARCC ENVIRONMENT (4-8) HELEN COMBA CONFERENCE JK High stakes testing, such as PARCC, can lead to a teaching environment in which teachers focus almost exclusively on “the test.” The purpose of this workshop is to provide teachers with an informal assessment framework and resources that will lead to a deeper understanding of the strategies that students use to comprehend text and how written language can further our understanding of what our students are thinking. In this workshop, participants will learn how mentor texts, post-it notes and performance tasks can be used for the development of instructional routines and strategies that will enable teachers to assess student comprehension of text.

LET’S WRITE TOGETHER: COLLABORATIVE WRITING IN THE CLASSROOM (3-8) KIM LANZA GARDEN STATE A Collaborative writing is a valuable teaching strategy for all students. This workshop will examine the benefits of collaborative writing and how teachers can infuse it into the curriculum at any stage of the writing process. Specific ideas will be shared to guide collaboration between the teacher and students as well as between peers. Participants will engage in activities to gain an inside perspective on the strategies.

RETHINKING READING INSTRUCTION: TEACHING WITH COMPLEX TEXT (4-8) TIMOTHY SHANAHAN REGENCY DEF For the past 70 years, educators have emphasized the importance of teaching students at “their reading levels.” The idea has been that maximum learning is accomplished when texts are matched to student achievement levels—leading to leveled readers, book rooms, guided reading programs, and similar tools. Now the state educational standards require teachers to teach students to read grade level texts successfully. This presentation will explore the differences between what we have been doing and what we are required to do—particularly in terms of research findings. And, the presentation will provide guidance and lots of practical research-based examples of appropriate teaching with more challenging texts (including with texts that in the past would have been considered to be frustration level). Sponsored by: McGraw Hill

K-12 WORKSHOPS FLUENCY MATTERS: A MISUNDERSTOOD, BUT CRITICAL READING COMPETENCY (1-8) TIMOTHY RASINSKI SALON CD Recent surveys of reading experts indicate that fluency is not an important competency in reading. Based on his own work with young and adolescent readers, Dr. Tim Rasinski will make the case the reading fluency is indeed a critical competency for reading at every grade level and that many students who struggle in reading are not sufficiently fluent. He will also share effective and engaging strategies for making fluency instruction an integral part of any literacy classroom. Sponsored by: Zaner-Bloser

CLASSROOM MANAGEMENT FOR SUCCESSFUL AND SUSTAINING LITERACY INSTRUCTION- STRATEGIES AND IDEAS THAT REALLY WORK! (K-8) KATHY BUMGARDNER GARDEN STATE B What does a well managed literacy rich classroom look and sound like? How do I know when my students are truly engaged and empowered and that I am preparing them to be college and career ready at each and every level? This session shares many “real world” literacy tools and strategies for enriching classroom management and deepening and sustaining student learning. Resources shared in this session can be implemented in classrooms immediately! Sponsored by: McGraw Hill

INTEGRATING TECHNOLOGY AND LITERATURE INTO THE 21ST CENTURY CLASSROOM (K-8) KELLI WESTMORELAND CONFERENCE I Twenty-first century learning consists of bringing out students’ creativity and critical thinking. Those skills will be paired with internet resources and trade books to model best practices and standards. Sponsored by: Booksource

BEST PRACTICES IN SUPPORTING ENGLISH LANGUAGE LEARNERS IN THE CLASSROOM (K-8) SANDRA NUNES & VERONICA ALVERO CONFERENCE F This presentation will provide teachers with practical strategies to address the academic and linguistic needs of English language learners in any classroom setting. Participants will be presented with an array of hands-on techniques that make content accessible to English language learners.

OCT 2016 | RUTGERSLITERACYCENTER.ORG 15


Ed Fry and center for literacy development awards Ed Fry was a full professor at the graduate school of education, an expert in teaching reading and invented the Fry Readability Graph, a widely used tool for assessing the readability level of almost any type of reading material. During his twenty-two years at Rutgers, he was President of the National Reading Conference, the International Reading Association, the New Jersey Reading Association, and a member of the Reading Teacher Hall of Fame.

+ SUSAN T. WATKINS

11TH GRADE ENGLISH BLOOMFIELD HIGH SCHOOL

DOCTORAL DISSERTATION USING MULTIMEDIA BLOGS TO EXTEND STUDENT’S CONVERSATIONS ABOUT LITERATURE OUTSIDE THE PHYSICAL CLASSROOM

+

RACHEL LELLA

ELEMENTARY SUPERVISOR WALL TOWNSHIP PUBLIC SCHOOLS

DOCTORAL DISSERTATION RESPONSE TO INTERVENTION UNDER THE COMMON CORE: USING THINK-ALOUDS TO EXPLORE STRUGGLING READERS’ COMPREHENSION OF NARRATIVE AND INFORMATIONAL TEXT

16 RUTGERSLITERACYCENTER.ORG | OCT 2016


exhibitors BECKER’S SCHOOL SUPPLIES PAUL BECKER KIM SHOLETTE 800-523-1490 x. 133 kim.sholette@cjbinc.com

BENCHMARK EDUCATION & NEWMARK LEARNING LYNN AHLQUIST 856-218-0569 LAhlquist4@hotmail.com KATHY MCCUE 908-709-1028 kathymccue@gmail.com

HEINEMANN

MAUREEN LALLY 917-576-2184 maureenlally@verizon.net STEVE HUNT 856-625-0318 shunt1944@aol.com JOHN LALLY 862-354-3361 johnlally45@gmail.com

HOUGHTON MIFFLIN HARCOURT

GREG BERNHARDT 856-264-9262 Greg.bernhardt@hmhco.com JOHN GOSDEN DANA MACWITHEY 732-530-5007 732-720-7058 sales@bigbrainresources.com dana.macwithey@hmhco.com BMI EDUCATIONAL SERVICES, INC. ANDREW MARTINI LYNDA BRADLEY 484-366-7098 800-222-8100 andrew.martini@hmhco.com Lynda.Bradley@bmionline.com JOSH MERZ 609-556-7547 www.bmionline.com josh.merz@hmhco.com BOOKSOURCE

BIGBRAIN RESOURCES

BRUCE CONORD NANCY COFFIN 877-365-0250 bookery@mac.com www.booksource.com

CENTER FOR LITERACY DEVELOPMENT

LESLEY MANDEL MORROW 848-932-0764 lesley.morrow@gse.rutgers.edu LISA MULLIN 848-932-0765 lisa.mullin@gse.rutgers.edu EILEEN NELSON 848-932-0762 eileen.nelson@gse.rutgers.edu

CURRICULUM ASSOCIATES KATHY WALSH 978-313-1272 kwalsh@cainc.com

EDGENUITY

KELLIE STELLER 215-370-0844

GRAPESEED

FRANCIS SCHLUCKEBIER 215-920-3528 francis.schluckebier@grapeseed.com

LAKESHORE LEARNING MATERIALS

COURTNEY O’BRIEN 800-421-5354 cgillies@lakeshorelearning.com

LETTERLAND

BRUCE CONORD 609-448-7541 bookery@mac.com

LYNDA ZINS DIXON BOOKS LYNDA DIXON 973-985-1505 lynda@lzdixonbooks.com ANN WARNER 998-625-5873 cell Abjwarner@ comcast.net

MCGRAW-HILL EDUCATION

SHELLEY MURPHY 908-234-2260 shelley.murphy@mheducation.com RENATA RUIZ 908-234-2260 renata.ribeiro@mheducation.com

MONDO

MAUREEN LALLY 917-576-2184 maureenlally@verizon.net JOHN LALLY 862-354-3361 johnlally45@gmail.com CHARLES ARASI 917-497-6178 carasia@mondopub.com

NATIONAL GEOGRAPHIC LEARNING TIM GUGLIELMO 1-866-800-2555 Timothy.guglielmo@cengage.com

NEW JERSEY LITERACY ASSOCIATION KENNETH KUNZ 908-294-0362 kenneth.kunz@gse.rutgers.edu

OKAPI EDUCATIONAL PUBLISHING LYNN AHLQUIST 856-218-0569 LAhlquist4@hotmail.com KATHY MCCUE 908-709-1028 kathymccue@gmail.com

PEARSON

SANDRA BRAND 732-446-8945 Sandra.brand@pearson.com AMBER WOODFORD 732-446-8945 amber.woodford@pearson.com

PERMA-BOUND

IRA JACOBSON 917-576-1926 irajacobson@perma-bound.com JOHN LALLY 862-354-3361 johnlally45@gmail.com

RENAISSANCE LEARNING

TONYA UIBEL 715-424-3636 peggy.packer@renaissance.com

RUTGERS GRADUATE SCHOOL OF EDUCATION MEGHAN INGSTRUP MARIE PAVELCHAK 848-932-3232 academic.services@gse.rutgers.edu

SADLIER

MARY PALLADINO 800-582-5437 mpalladino@sadlier.com

SCHOLASTIC

KAREN PAULSON 609-218-0829 kpaulson@scholastic.com

STENHOUSE PUBLISHERS BRUCE CONORD NANCY COFFIN 877-365-0250 bookery@mac.com

STEPS TO LITERACY

EDEN SONTA 973-539-7378 Eden.sonta@stepstoliteracy.com

SUNDANCE PUBLISHING Molly Felicia

484-645-2470 skatenrun@aol.com

ZANER BLOSER

SUSAN KILKENNY 608-729-2820 Susan.Kilkenny@zaner-bloser.com


gratitude

Thank you to everyone for attending our 49th Annual Conference on Reading and Writing. Your loyalty to children has made this event possible each and every year. It is amazing to see familiar faces and introduce ourselves to new ones at this annual event. Your loyalty and dedication are immeasurable and our sincerest gratitude for your attendance today. It has been fun to meet the new Hyatt crew this year as they continue to host the venue for such a big event. We would like to recognize Joan Moses, Bryan Thomas, and the sorely missed, Christine Ghattas and Rob Nardello for their services leading up to this event. It takes a village to make an event like this happen and we are happy to have had your services.

Our vendors have made this event possible, once again. We enjoy working with you, planning, and coordinating the conference each year. We hope to have this relationship for many years to come. Lastly, our crew, facilitators, helpers, interns, and staff of the Center for Literacy Development. We start the plans for each conference before the next one finishes so we are forever intertwined with conference planning and event planning all of the workshops we provide throughout the year. It is wonderful to have a team that collaborates.

Sponsors

18 RUTGERSLITERACYCENTER.ORG | OCT 2016


RRWC OCT 2016

BOOKSOURCE MAKES IT EASY TO BUILD, GROW AND ORGANIZE THE ULTIMATE CLASSROOM LIBRARY Booksource offers custom collections of authentic, leveled literature and the most extensive selection of books with more than 30,000 titles, making it easy to match trade books to your curriculum. »

Correlate titles and collections according to content area, interest levels, reading levels, state standards and more

»

FREE custom booklists prepared by title experts

»

FREE book baskets, storage bins and customized labels with minimum purchase

»

Collections that are labeled, wrapped and ready for easy distribution

»

FREE Classroom Organizer to inventory your books, track student progress and more

»

FREE Teacher Resources to help you integrate trade books into your curriculum

To learn more about how Booksource can help build your classroom library—or to place an order—check out Booksource.com or call 800.444.0435. And, as always, we offer a 25% DISCOUNT and FREE SHIPPING!

s Rep : Booksource N J Sale Bruce C onor d bo oker y@ mac.c om 877. 36 5.0250

BOOKSOURCE IS PROUD TO SPONSOR LUCY CALKINS, LORI OZKUS AND KELLI WESTMORELAND AT RUTGERS 49TH ANNUAL CONFERENCE ON READING AND WRITING OCT 2016 | RUTGERSLITERACYCENTER.ORG 19


REACH OUT AND READ

Rutgers Center for Literacy Development

SEE OUR CURRENT IMPACT HERE:

joins this initiative through the Eric B. Chandler Health Center in New Brunswick, NJ in affiliation with Robert Wood Johnson Hospital to spread the word to local pediatrician’s offices.

155 PROGRAMS 162,728 CHILDREN/YEAR 223,736 BOOKS ANNUALLY

To find out more about having Reach Out and Read at your local office, contact Lesley M. Morrow at Lesley.morrow@gse.rutgers.edu


Creating Education Leaders Rutgers Graduate School of Education is a leading Research I university consistently ranked as one of the best schools of education in the country. We have a world class faculty who have mentored some of the most influential education leaders of our time. Explore our Doctoral, Masters, and Non-Degree programs offered on campus and online to advance your career today! Visit gse.rutgers.edu/literacy2016 or call 848-932-3232 for more information.

Follow us: gse.rutgers.edu/onlinecommunity Scan this with a QR code reader on your smartphone to be transported to our website

Rutgers, The State University of New Jersey

Jersey Roots, Global Reach


SIFE Students Just Arrived? No English? Can’t Read? No Problem! ACK B Y E MON

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AN GUAR

Satisfaction Guaranteed!

If your students don’t make powerful strides in language, literacy, and confidence in reading after using our program, just return the books and audio CDs in any condition for a full refund.

Success in reading guaranteed with

ESL Phonics for All Ages CLAIRE

Look at the pictures. Listen to the words.

Read the words.

Book 5

Ages for All Ages Part IIDraw a circle around the correct word. Book 5: Vowels

Book 4

Components

Vowels I I

ElizabethElizabeth Claire Claire

Book 4:Clusters Vowels Part I Book 3: Consonant

1. boy

2. dollar

boys

3. pen pens

ESL/EFL Literacy

ESL/EFL Literacy

Eardley Publications

Eardley Publications

Components

Vowels I

Student Books 1-6 2 Audio CDs for each book Teacher’s Guide and Answer Pages Letter Discrimination and Handwriting Guide

Student Books 1-6 2 Audio CDs for each book Teacher’s Guide and Answer Pages Letter Discrimination and Handwriting Guide

ESL Phonics for All Ages is completely different from the frustrating phonics books designed for native English speakers. It uses only useful words and useful sentences. Your SIFE students and others will experience rapid success without frustration.

ESL Phonics for All Ages

head start for success when later sounds and symbols are presented. • presents sight words in contexts needed by first-year ESL students. • repeats useful sentence patterns to enhance success. • provides songs, chants, poems, conversations, and stories for whole-language reading.

My Work Check your work. Write the number that you have correct for each page.

One? Or More than One?

for All Ages

to follow natural development of language learners’ skills in sound discrimination. Vowels, often very confusing for new language learners, are presented after all consonants. • has an audio component to provide nativelanguage presentation of the text and to allow individual students to advance at their own pace.

Eardley Publications P. O. Box 2596 Fair Lawn, NJ 07410

ESL Phonics

for All Ages Phonics ESL Phonics ESLElizabeth Claire

• uses a multifaceted approach so students advance in phonetic awareness, reading, spelling, vocabulary, • uses high-frequency, unambiguous vocabulary Elizabeththat Claire’s ESL Phonics forlearners All Ages is a six-book series designed for English language learners who and can read sentence structure, conversation, pronunciation. beginning English need to know a non-Roman alphabet native language, and for English learners who cannot read in any language. All six books use or already know. • uses full spellings of all words. This allows for students a limited vocabulary in English and limited sentence structure. This phonics program has been extensively tested with to become familiar with whole words and provides a • sequences thewho sound/symbol presentation students aged 7 to adult are learning to read and write in English. head start for success when later sound/symbols are to follow natural development of language presented. learners’ skills in sound discrimination. ESL Phonics forvery Allconfusing Ages: for new language • presents sight words in contexts needed by first-year Vowels, often learners, are presented after all consonants.• uses a multifaceted approach so students advance in ESL Students. phonetic awareness, reading, spelling, vocabulary, • uses• high-frequency, unambiguous vocabulary has an audio component to provide native • repeats useful sentence patterns to enhance success structure, conversation, and pronunciation. that beginning learners to know languageEnglish presentation of need the text and to allowsentence • provides songs, chants, poems, conversations, and or already know. students to advance at their own • uses full spellings of all words. This allows for students individual stories for whole-language reading. to become familiar with whole words and provides a • sequences pace.the sound/symbol presentation

Designed to meet the special needs of Students with Interrupted Formal Education and limited English. Audio input on CDs reads each word three times so students can learn vocabulary and pronunciation as they progress in reading skills at their own pace. Reproducible answer pages lets them self-correct and track their work.

ESL Phonics for All Ages

Elizabeth Claire’s ESL Phonics for All Ages is a six-book series designed for English language learners who can read a non-Roman alphabet native language, and for English learners who cannot read in any language. All six books use a limited vocabulary in English and limited sentence structure. This phonics program has been extensively tested with students aged 7 to adult who are learning to read and write in English.

ESL Phonics for All Ages:

CLAIRE

by Elizabeth Claire

5. finger fingers

dollars

legs

Correct / Total

Page

Correct / Total

4

_____ / 8

32

_____ / 6

5

_____ / 6

33

_____ / 6

8

_____ / 6

36

_____ / 8

9

_____ / 6

38

_____ / 5

12

_____ / 8

42

_____ / 8

13

_____ / 6

44

_____ / 4

16

_____ / 6

45

_____ / 6

17

_____ / 8

48

_____ / 8

20

_____ / 8

51

_____ / 6

21

_____ / 6

53

_____ / 6

54

_____ / 21

Page

Correct / Total

66

_____ / 21

67

_____ / 5

70

_____ / 7

74

_____ / 7

78

_____ / 8

79

_____ / 18

82

_____ / 8

84

_____ / 6

86

_____ / 8

87

_____ / 8

_____________________________________________

88

_____ / 8

---------------------------------------------------------------4. teacher

89

_____ / 8

b b b 24

_____ / 6

25 _____ / 8 ______ _______ ______ ______

teachers

______ ______ 59 _____ / 8

26

_____ / 21

27

_____ / 8

64

_____ / 8

30

_____ / 8

65

_____ / 6

61 These words all begin with the sound /b/.

Listen to the words.

6. dog

Say the words.

dogs

Write the letter

7. leg

Page

Page 92

b

_____ / 6

ESL Phonics for All Ages

Book 1

© Elizabeth Claire 2007

Unit

at the beginning of each word.

8. bird 1. ____ us

2. ____ ook

birds

Eardley Publications P. O. Box 2596 Fair Lawn, NJ 07410

Unit 1

3. ____ ird

Page 7 4. ____ ananas

5. _____ ag

6. _____ aby

© Elizabeth Claire, Inc. 2008 • ESL Phonics for All Ages Book 2

7. _____ ox Page 2

8. _____ oots ESL Phonics for All Ages

Book 1

© Elizabeth Claire 2007

Unit

1

Book 1: Beginning Consonants

Book 2: Ending Consonants

Book 3: Consonant Clusters

Book 4: Vowels, Part I

Book 5: Vowels, Part 2

Audio CDs 1A and 1B:

Audio CDs 2A and 2B:

Audio CDs 3A and 3B:

Audio CDs 4A and 4B:

Audio CDs 5A and 5B:

Answer Pages:

Answer Pages:

$11

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Teacher’s Guide and Answer Pages for Books 1, 2, and 3:

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The first unit of each book (15+ pages) can be downloaded at my website. Print them out FREE and try them with your students.

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22 RUTGERSLITERACYCENTER.ORG | OCT 2016

with


RRWC OCT 2016

Why did Easy English NEWS win Mensa’s Intellectual Benefit to Society Award?

Judge for Yourself! Elizabeth Claire’s

7.5ON I LLs sold! I M

Easy English

pie

ds san o u o c th sses ing a Serv ESL cl ars! of 20 ye for

The Zika virus first came into the news in 2015 when there was a sudden epidemic* in Brazil. More than 1.5 million people got the Zika virus. Some of those people were pregnant* women. Soon after, 6,000 babies were born with birth defects*. Many of the babies had very small heads (microcephaly [miy kro SEF uh lee]).

10 months a year, September through June

Words in black print with a star (*) are in WORD HELP on page 12.

Flexible! Order only the months you need!

Word Help CLOZE Exercises Short-answer Tests Teacher’s Guide Comprehension and Vocabulary Quizzes Critical-thinking Questions

TEE

AN GUAR

An army truck sprays* to kill mosquitos in Havana, Cuba, on March 15, 2016. AP Photo/Desmond Boylan

mosquitos. A mosquito bites a person who has the virus and then bites another person. That second person can get the virus. A man who has the Zika virus can pass it to another person through sexual contact. The symptoms* of Zika can be fever*, rash*, pain in the joints*, (continued on page 5)

Ask your pharmacist* to recommend* a safe and effective repellent. Read the directions on the repellent carefully. Do not spray it on your face. (Spray it on your hands and tap it onto your face.) Avoid* the eyes and mouth. Do not spray the repellent on a child. Spray it onto your hands and then put it on the child. Do not put the repellent on the child’s hands, as the child may touch his or her mouth or eyes. When you are back indoors, wash the repellent off with soap and water.

Life in the U.S.A. Job benefits* For most people, the most important benefit of a job is a paycheck. People get other benefits from their jobs, too. People may enjoy their work. People may like working with other people. They may like creating things, building things, and being useful. They like learning new skills*.

Abundant FREE teaching aids every month!

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Stay in rooms that have screens on the windows or are airconditioned. When you go outside, wear long sleeves, long pants, socks, shoes, and a hat. Spray uncovered Mosquito Bigstockphoto.com skin with a mosquito repellent*.

How do people get the Zika virus? The Zika virus is spread by

ACK B Y E MON

How to avoid mosquito bites

The virus quickly spread* to other countries in South America, Central America and the Caribbean islands. The epidemic may come to the U.S.

Survival skills for living in the U.S.

Something for everyone

May 2016

See page 10 for prices and ordering information.

New health problem: the Zika virus*

Short, simple sentences

Is English your new language? This paper is for you! (It’s for anyone else, too!)

NEWS

Volume XXI Number 9

Important current content for high school and adult ESL students

• • • • •

Teacher’s Guide and Tests available FREE at Elizabethclaire.com

What’s Inside? What’s Inside? Events in May ..................... 2, 3 This Is Your Page ................... 4 Your Health: ............................. Dr. Ali’s Breakfast ............... 5 America the Beautiful: Joshua Tree National Park ... 6 Heroes and History: The Chinese in America ..... 7 Idiom Corner ........................... 8 Funny Stuff ............................. 8 Crossword Puzzle................... 8 The Race for Delegates.......... 9 Answers to Puzzle ................ 11 Let’s Talk About It ................. 11 Word Help............................. 12

fringe benefits. Fringe benefits help employers to get good employees* and keep them happy. At some jobs, unions* work to get the benefits for workers. The unions sign contracts* with employers about pay and benefits for workers.

(continued on page 10)

The law does not tell employers* to pay for vacations, holidays, life insurance, dental or vision* insurance, uniforms*, scholarships, bonuses*, sick days*, personal days*, discounts*, retirement plans*, or severance pay*. These are all called fringe benefits*. There are many jobs that do not have such fringe benefits. (The law does say that employers with 50 or more workers must have a health plan such as one of the Affordable Care Act* plans. The law does not include small businesses or part-time workers.) Some employers want to give these

Hmm, my pay is not very high, but my benefits are good. iStockphoto.com © MachineHeadz

See our AMAZING class discounts at

Elizabethclaire.com Order today! 888-296-1090 OCT 2016 | RUTGERSLITERACYCENTER.ORG 23


conference map HYATT REGENCY NEW BRUNSWICK Two Albany Street, New Brunswick, NJ 08901 USA T +1 732 873 1234 F +1 732 867 2264 newbrunswick.hyatt.com

FLOOR PLAN First Floor

GARDEN STATE BALLROOM C

COAT CHECK CLOSET

B

A

PREFUNCTION M

W

PRIVATE DINING ROOM GLASS WOODS TAVERN

GIFT SHOP

A

B

C

ELEVATORS ATRIUM PREFUNCTION

FRONT DESK

REGENCY BALLROOM

D

E

F

PARKING GARAGE

BUSINESS CENTER

HOTEL FRONT ENTRANCE

Second Floor

CONFERENCE CONFERENCE ROOM C ROOM B

Lower Level

CONFERENCE ROOM D

SALON D CONFERENCE ROOM F

SALON C

SALON B

CONFERENCE ROOM H

RESTROOMS

SALON FOYER W

CONFERENCE ROOM G

CONFERENCE ROOM E

M

CONFERENCE PREFUNCTION

C

D

BRUNSWICK BALLROOM

CONFERENCE RECEPTION ELEVATORS

CONFERENCE ROOM I

CONFERENCE ROOM A

SALON A

B

A

OPEN TO FIRST FLOOR ATRIUM

CONFERENCE ROOM J

PREFUNCTION AREA ENTRANCE

CONFERENCE ROOM K BOARDROOM

24 RUTGERSLITERACYCENTER.ORG | OCT 2016 12.14


notes

credit: Maurizio Pesce of flickr.com


BOOKSOURCE MAKES IT EASY TO BUILD, GROW AND ORGANIZE THE ULTIMATE CLASSROOM LIBRARY Booksource offers custom collections of authentic, leveled literature and the most extensive selection of books with more than 30,000 titles, making it easy to match trade books to your curriculum. »

Correlate titles and collections according to content area, interest levels, reading levels, state standards and more

»

FREE custom booklists prepared by title experts

»

FREE book baskets, storage bins and customized labels with minimum purchase

»

Collections that are labeled, wrapped and ready for easy distribution

»

FREE Classroom Organizer to inventory your books, track student progress and more

»

FREE Teacher Resources to help you integrate trade books into your curriculum

To learn more about how Booksource can help build your classroom library—or to place an order—check out Booksource.com or call 800.444.0435. And, as always, we offer a 25% DISCOUNT and FREE SHIPPING!

s Rep : Booksource N J Sale Bruce C onor d bo oker y@ mac.c om 877. 36 5.0250

BOOKSOURCE IS PROUD TO SPONSOR LUCY CALKINS, LORI OZKUS AND KELLI WESTMORELAND AT RUTGERS 49TH ANNUAL CONFERENCE ON READING AND WRITING


Rutgers Conference on Reading and Writing 2016