Literacy for all conference brochure 2013

2 4 t h A n n u a l L i t e r a c y f o r A l l — N o rt h e a s t P r e K – 8 L i t e r a c y C o n f e r e n c e A N D R e ad i n g R e c o v e ry I n s t i t u t e

Literacy for All PREK–8

Rhode Island Convention Center Providence | November 3–5, 2013 Pam Allyn

Rose Cappelli

Mary Ehrenworth

Lynne Dorfman

Jennifer Serravallo

Literacy for All Conference Strands: n New! New Teacher/ Refresher Strand

n Middle School Literacy (Grades 5–8)

n Common Core State Standards

n Administrators/School Leaders

n PreK–K n Early Literacy (Grades K–2) n Intermediate Literacy (Grades 3–6)

Peter Johnston

Laura Robb

n Technology and Literacy n Literacy Coaching n Children’s Authors and Literature

Gay Su Pinnell

n Reading Recovery

Irene Fountas

Some of our topics for this year: n Vocabulary Instruction n Guided Reading n Close Reading of Informational Texts

n Using Comics and Graphic Novels in the Classroom n Literacy Coaching n Word Study

n Crafting Nonfiction Writing

n Boys and Reading

n Response to Intervention

n Reading Recovery: Increasing the Impact of Roaming Around the Known, Using Predictions of Progress Effectively, Analyzing Running Records, Valuing Language Diversity, and more!

n Raising Digital Writers n Making Reading and Writing Connections n Meeting the Common Core State Standards

Linda Hoyt

Kathy Ganske

2013 Highlights: nD iscounts

for groups, repeat attendees, Lesley Alumni, principals/assistant principals, and those affected by Hurricane Sandy

n1 00+

workshops in 11 strands and three keynotes

Register online and save $15! See inside for details or visit:

www.regonline.com/lfa2013

Thank you to our sponsors!

Conference Schedule.......................................... 2–3 Professional Development Hours............................. 3

Tote Bag Sponsor

Keynotes and Literacy Conference Featured Speakers.............................................. 4–5 Reading Recovery Featured Speakers...................... 6

Speaker Sponsors

Workshops (Sunday)........................................... 8–9

Houghton Mifflin Harcourt for sponsoring MaryEllen Vogt

Workshops (Monday)..................................... 10–20 Lesley Alumni Luncheon....................................... 16

Scholastic, Inc. for sponsoring Wiley Blevins, Laura Robb, and Jennifer Serravallo

Exhibit Fair and Book Signings.............................. 20 Workshops (Tuesday)...................................... 22–29 Location, Directions, Parking, and Hotels............... 30 Funding, Scholarships, and Grants........................ 32 Registration, Discounts, RRCNA Membership, and Volunteering............................................ 33–34 Policies (Cancellation, Certificates of Attendance, and Videoconferencing)........................................ 34

B. Lothrop Books for sponsoring Jolynn Bernard, Tricia Bennett, and Gina Zugelder

RESEARCH Sponsor College of Education, Health and Human Sciences

Registration Form........................................... 35–36

Questions? Contact the Literacy for All office:

617.349.8402 | literacy@lesley.edu

www.lesley.edu/literacyforall

SPONSORS AND CONFERENCE COMMITTEE

Table of Contents

THANK YOU TO THE CONFERENCE PROGRAM COMMITTEE Conference Program ChairS Cindy Downend, Jill Eurich, Eva Konstantellou, and Diane Powell

Follow Literacy for All on Social Media: facebook.com/LesleyCenterRRLC conference hashtag: #lfa13 @Lesleyctrrrlc Subscribe to our blog: https://lesleyuniversitycrrlc.wordpress.com/

Program Committee MemberS Julie Barnhart-Francis

Clare Landrigan

Laurel Burns

Yvonne Liu-Constant

Mary Ann Cappiello

Janet Looney

Kerry Crosby

Kelly McDermott

Erika Thulin Dawes

Tammy Mulligan

Grace Enriquez

Ellen Reiling

Kristine Haveles-Pelletier

Maureen Wiklund

Patricia Kinsella 1

conference schedule

PRE-CONFERENCE WORKSHOPS Sunday, November 3, 2013 11:00 am–4:00 pm H

PC-1 Mentor Poetry: Making Reading and Writing Connections (Grades K–5)

H

PC-2 Coaching Teachers to Support Literacy For All Learners (Grades K–5)

H

PC-3 THAT’S Word Study: Maximizing Children’s Word-Learning and Motivation (Grades 3–8)

H

PC-4 Igniting the Power of Informational Text (Grades K–3)

PC-5 Introduction to Writers’ Workshop in the Intermediate Grades and Middle School (Grades 3–8)

H

PC-6 Teaching For Accelerated Learning in Reading and Writing Activities of the Daily Reading Recovery Lesson

H

PC-7 Teaching With Intent in Reading Recovery and Small-Group Settings

LCB-13 Led By Teachers: A District’s Journey Through Literacy (Grades K–5) LCB-14 Moving Beyond Numbers: Using Assessment Data to Find the Stories of Our Readers (Grades K–6)

LCB-15 Two Subjects Are Better Than One: Team Planning Interdisciplinary Units (Grades K–2) LCB-16 Powerful Reading Intervention: Systems and Structures For Success (Grades K–6)

LCB-17 Reading and Writing Reciprocity: Reinventing Intermediate Writing (Grades 3–8)

H

RRB-1 Teaching During Story Writing

H

RRB-2 Contingent Responding in Early Lessons: Support For the Development of an Effective Literacy Processing System

H

RRB-3 Discovering the Essence of Story Through Rich Book Introductions

RRB-4 Shifty Business: Supporting Processing at Key Transitions

SESSION A Monday, November 4, 2013 8:30 am–10:00 am

SESSION C Monday, November 4, 2013 1:30 pm–3:00 pm

Keynote A

H

LCC-1 On the Hunt: Nonfiction Inquiry and the Adventure of the Citation Trail (Grades 4–8)

H

LCC-2 Creating Successful Writers With Mentor Texts (Grades K–2)

H

LCC-3 Word Study: Active Learning For Active Learners in the Middle Grades (Grades 3–8)

H

LCC-4 Raising Digital Writers (Grades K–8)

H

LCC-5 Visible Learning: Charts in Action (Grades PreK–3)

H

LCC-6 Lenses and Lessons For Informational Text Reading (Grades 3–6)

H

LCC-7 When Working Hard Is Hardly Working: A Closer Look at Scaffolding Versus Rescuing (Grades K–5)

H

LCC-8 Academic Vocabulary: Engaging Activities For All Learners (Grades 2–5)

LCC-9 Behind Alignment and Compliance: Coaching in the Age of the Common Core State Standards (Grades K–8)

LCC-10 Finding the Power in Book Talks and Author Talks (Grades 3–8)

LCC-11 Working With Multiple Texts and Text Sets in the Secondary Classroom (Grades 5–8)

LCC-12 School Change: One School’s Journey Toward Meeting the Needs of Each Learner (Grades PreK–6)

H

Raising a Truly Literate, Literature-Loving, Critical-Thinking Student (Grades PreK–8)

H

LCA-1 Writing to Improve Comprehension and Analytical Thinking (Grades 4–8)

SESSION B Monday, November 4, 2013 10:30 am–12:00 pm H

LCB-1 Boys and Reading: A New Horizon (Grades PreK–8)

H

LCB-2 What Does ‘Literacy’ Mean in Nonfiction?

(Grades 4–8)

H

H

LCB-3 Working With Your School’s Literacy Coach or Reading Specialist: How Collaboration Can Enhance Students’ Literacy Learning (Grades K–5) LCB-4 Word Study: Active Learning For Active Learners in the Primary Grades (Grades K–2)

H

LCB-5 Crafting Nonfiction Writing (Grades K–3)

H

LCB-6 Vocabulary Matters: Improve Comprehension, Writing, Thinking, and Speaking (Grades 4–8)

H

LCB-7 Informational Texts: The Intersection of Complexity and Skills (Grades 3–6)

H LCB-8 Comics to the Rescue! Using Comics and Graphic Novels to Scaffold Comprehension

(Grades K–8)

LCC-13 Teaching Sophisticated Text to Growing Readers (Grades 5–8)

H

LCB-9 From Practice to Habit: The Path to Effective Student Discourse (Grades K–6)

RRC-1 Valuing Language Diversity as It Relates to Literacy Acquisition

H

LCB-10 Children as Citizens: Promoting Language, Literacy, and High-Order Thinking (Grade PreK)

RRC-2 Discovering the Essence of Story Through Rich Book Introductions (Repeat)

H

RRC-3 Why Not Sound It Out?

LCB-11 Authentic Assessments: Using iPads to Capture Student Learning (Grades K–5)

2

LCB-12 Calming the Frustrated: Finding the Genius in Our Struggling Writers (Grades 3–6)

RRC-4 What Does the International Data Evaluation Center Data Tell Us About Reading Recovery and Teacher Effectiveness?

SESSION C IN-DEPTH Monday, November 4, 2013 1:30 pm–4:45 pm H

LCC-14 In-Depth Supporting Comprehension of Children’s Literature: Considering Sources of Preschoolers’ Misunderstandings (Grades PreK–K)

LCC-15 In-Depth But There’s No Time For Science and Social Studies! Integrating Literacy and Content Learning (Grades K–2)

LCC-16 In-Depth New Standards, New Curriculum, New Report Card — Our Journey Toward the Common Core State Standards (Grades K–6)

LCC-17 In-Depth Introduction to Guided Reading: Essentials For Effective Teaching (Grades K–2)

SESSION D Monday, November 4, 2013 3:30 pm–5:00 pm H

LCD-1 Be the Story: Innovations and Inspirations For Engaging All Students in the Power of Literature and Information (Grades PreK–8)

H

LCD-2 What Does ‘Literacy’ Mean in Nonfiction?

(Grades 4–8) (Repeat)

H

LCD-3 Creating Successful Writers With Mentor Texts (Grades 3–6)

H

LCD-4 Using Effective Coaching Language to Promote Successful Teacher and Coach Interactions (Grades K–5)

H

LCD-5 Creating a Classroom Wiki For Your Digital Writers (Grades K–8)

H

LCD-6 Celebrating Teachers Who Focus on Literacy Work that Matters (Grades K–6)

H

LCD-7 Wild About Words: Vocabulary Instruction That Makes a Difference (Grades K–8)

H

LCD-8 Opening Minds: Using Language to Change Lives (Grades K–8)

H

LCD-9 Academic Vocabulary: Engaging Activities For All Learners (Grades 6–8)

LCD-10 #SocialNetworking: Thinking Differently About Technology’s Role in the Literacy Classroom (Grades 3–8)

LCD-11 Illustration Study in the Primary Classroom to Support Our Youngest Writers (Grades PreK–2)

LCD-12 Read, Do, Record, Explore: Rigorous and Quality Centers Beyond Kindergarten (Grades K–2)

LCD-13 Movement and Reading: Necessary Partners (Grades K–2)

H

RRD-1 Using Predictions of Progress Effectively

H

RRD-2 Analyzing and Introducing Texts at Higher Levels: Considering Domain Knowledge

H

RRD-3 Extending a Meager Knowledge of Running Records

RRD-4 Fluent 30-Minute Lessons

LCF-17 Conferring in Your Readers’ and Writers’ Workshop: Not Just For Teachers (Grades 1–3)

Keynote E H

Bringing Close Reading Home: Developing Professional Learning Communities (Grades K–8)

H

LCE-1 The Problems and Possibilities of Response to Intervention (Grades K–8)

H

LCE-2 Bringing Choice Words to Life: Teacher Language and Literacy Learning (Grades 3–8)

SESSION F IN-DEPTH Tuesday, November 5, 2013 10:15 am–1:30 pm H

RRE-1 Using Predictions of Progress Effectively (Repeat)

H

RRE-2 Analyzing and Introducing Texts at Higher Levels: Considering Domain Knowledge (Repeat)

H

RRE-3 Increasing the Impact of Roaming Around the Known

H

RRE-4 Why Not Sound It Out? (Repeat)

RRE-5 That Would Make an Interesting Story! Teaching For Independence in Composing and Writing

SESSION F Tuesday, November 5, 2013 10:15 am–11:45 am Reading Recovery Keynote F H

Marie Clay’s Theoretical Perspective: Waves of Change For Children and Teachers

H

LCF-1 Nonfiction Mentor Texts: Crafting Content (Grades K–2)

H

LCF-2 Deepening Students’ Response to Literature (Grades 3–8)

H

LCF-3 Using Effective Coaching Language to Promote Successful Teacher and Coach Interactions (Grades K–5) (Repeat)

H

LCF-4 Raising Digital Writers (Grades K–8) (Repeat)

H

LCF-5 Response to Intervention in the Age of the Common Core State Standards (Grades K–6)

H

LCF-6 Crafting Nonfiction Writing (Grades 3–8)

H

LCF-7 Visible Learning: Charts in Action (Grades PreK–3) (Repeat)

LCF-16 The New Nonfiction: Using Award-Winning Children’s Books to Support the Common Core State Standards (Grades K–6)

LCF-18 In-Depth Phonics in the 21st Century: Where We’ve Been and Where We’re Going (Grades PreK–3) LCF-19 Lights! Camera! Action! Spotlighting Fluency Success Through Readers’ Theatre (Grades PreK–2)

SESSION G Tuesday, November 5, 2013 1:00 pm–2:30 pm

H

LCG-3 Great Start: Guided Reading in the Kindergarten Classroom (Grade K)

H

LCG-4 Celebrating Teachers Who Focus on Literacy Work That Matters (Grades K–6) (Repeat)

H

LCG-5 Engagement, Literacy Learning Communities, and Children’s Development (Grades K–8)

H

LCG-6 Beyond the Basics: Optimizing Classroom Charts For Independence (Grades PreK–3)

LCG-7 Reading For Meaning — Fluently (Grades 3–6)

LCG-8 Note-Making For Text Sets: Strategies to Support Comprehension and Content (Grades 3–6)

LCG-9 Core Beliefs in the Teaching of Writing: Vision, Voice, and Vigor (Grades K–6)

LCG-10 Principal and Literacy Coach: Partners in Action (Grades K–6)

LCG-11 Using iPads to Support the Primary Literacy Block (Grades K–2)

Early Literacy (Grades K–2/3)

K–5/6 Literacy

PreK–K Literacy

Literacy Coaching

Intermediate Literacy (Grades 3–5/6)

Reading Recovery

Middle School Literacy (Grades 5–8)

Technology

Common Core State Standards Strand

Strand

New Teacher/Refresher Strand

Registration

11:00 am–1:00 pm Pre-Conference Workshops begin 1:00 pm–2:00 pm

Lunch on your own

2:00 pm–4:00 pm

Workshops continue

4:00 pm–6:00 pm

Registration

Monday, November 4, 2013 6 Professional Development Hours 7:00 am–8:30 am

Registration

8:30 am–10:00 am Session A: Keynote or 90-Minute Session A 10:00 am–6:00 pm

Visit exhibits

10:30 am–12:00 pm

Session B

12:00 pm–1:30 pm Lunch on your own; visit exhibits; Lesley Alumni luncheon (see pg. 16) 1:30 pm–3:00 pm

Session C

1:30 pm–4:45 pm

Session C In-Depth

3:30 pm–5:00 pm

Session D

LCG-13 Ten Ways Classroom Teachers and Interventionists Partner to Optimize Student Achievement (Grades K–1)

5:00 pm–6:00 pm

Exhibit Fair and Raffle

LCF-11 Tools For Fostering Productivity, Accountability, and Independence in Grades K–2 Writers’ Workshop (Grades K–2)

LCF-15 Shared Leadership: A School Built From Teachers (Grades PreK–8)

Visit exhibits

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

Children’s Literature and Authors

3:00 pm–3:30 pm

Grades K–8 Literacy

LCG-12 Guided Writing in the Writers’ Workshop (Grades 3–5)

LCF-10 Vocabulary: Aim High (Grades 3–6)

LCF-14 From the Author to the Classroom: Connecting Passion and Process (Grades 3–8)

10:00 am–11:00 am

LCG-14 Are We Teaching? (Grades K–6)

LCF-13 Connecting Content and Comprehension: Inquiry Workshops and the Common Core State Standards (Grades 3–6)

Administrators’ Strand

LCG-2 Increasing Students’ Use of Argument in Response to Nonfiction Reading (Grades 4–8)

H

LCF-9 “Peter ‘Growed?’” Why Don’t Children Learn Some Words We Use? (Grades PreK–K)

Sunday, November 3, 2013 4 Professional Development Hours

H

Featured

LCG-1 Nonfiction Mentor Texts: Crafting Effective Introductions and Conclusions (Grades 3–6)

LCF-8 Close Reading of Informational Texts For Deep Comprehension (Grades 3–8)

LCF-12 Pragmatic Poetry Workshop: Using Visual Poetry to Enhance Reading and Writing (Grades 3–6)

H

H

H

Schedule Key:

H

RRG-1 Valuing Language Diversity as It Relates to Literacy Acquisition (Repeat)

H

RRG-2 Analyzing Running Records to Understand the Child’s Literacy Processing Behaviors and Guide Instruction

H

RRG-3 Increasing the Impact of Roaming Around the Known (Repeat)

RRG-4 Organizing For Efficient Teaching in Reading Recovery Lessons

conference schedule

SESSION E Tuesday, November 5, 2013 8:30 am–10:00 am

Tuesday, November 5, 2013 4.5 Professional Development Hours 7:00 am–8:30 am

Registration

8:00 am–2:30 pm

Visit exhibits

8:30 am–10:00 am Session E: Keynote or 90-Minute Session E 10:15 am–11:45 am Session F: Reading Recovery Keynote F or 90-Minute Session F 10:15 am–1:30 pm

Session F In-Depth

11:45 am–1:00 pm Lunch on your own; visit exhibits 1:00 pm–2:30 pm

Session G

Turn in an objectives form (in your conference bag) to receive a Certificate of Attendance at the conclusion of your stay that can earn you up to 14.5 professional development points.

3

KEYNOTES AND LITERACY CONFERENCE FEATURED SPEAKERS

Keynote Speakers Pam Allyn Pam is the executive director of LitLife, an organization promoting literacy achievement by supporting teacher excellence, and the founder of LitWorld, an international organization sponsoring global literacy as a human right.

Her recent publications include the series Core Ready Lesson Sets (2013) and Pearson’s Be Core Ready (2012).

Sessions: Keynote A, LCB-1, LCD-1

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

Sessions: Reading Recovery Keynote F and RRG-2

Mary Ehrenworth Mary is deputy director at the Teachers College Reading and Writing Project at Columbia University. She is the co-author and author of many books and articles, including Pathways to the Common Core (Heinemann, 2012) and A Quick Guide to Teaching Reading Through Fantasy Novels (Heinemann, 2011).

Mary is a speaker and staff developer in children’s and adolescent literacy in school districts nationally and internationally.

Sessions: Keynote E, LCF-2, LCG-2

Featured Speakers Marc Aronson Marc is an author, editor, publisher, and speaker, currently teaching at Rutgers University. He earned his doctorate in American History at New York University and he writes and publishes books, visits schools, and teaches classes to share his love of history with young people.

Sessions: LCB-2, LCC-1, and LCD-2

Wiley Blevins Wiley is a Harvard University-trained reading specialist.

His books with Scholastic — Phonics From A to Z: A Practical Guide (2006) and Teaching Phonics and Word Study in the Intermediate Grades (2001) — are considered to be foundational texts on phonics instruction. A former elementary-school teacher, Wiley has written and edited many books and programs for teaching phonics, and has helped conceptualize highly-regarded core reading programs. Wiley’s participation is sponsored by Scholastic, Inc. Session: LCF-18 In-Depth

4

Rose Cappelli and Lynne Dorfman Rose recently retired as a reading specialist from the West Chester Area School District. She is a fellow of the Pennsylvania Writing and Literature Project and serves the Project as a teacher consultant. Lynne recently retired from the Upper Moreland School District where she taught for more than 30 years. She is a co-director of the Pennsylvania Writing and Literature Project at West Chester University. Lynne and Rose are the authors of Stenhouse’s Poetry Mentor Texts (2012), Nonfiction Mentor Texts (2009), and Mentor Texts (2007).

Sessions: PC-1, LCC-2, LCD-3, LCF-1, and LCG-1

Laurie Elish-Piper and Susan L’Allier Laurie is a Presidential Teaching Professor and Literacy Clinic Director at Northern Illinois University, as well as co-director of the Center for the Interdisciplinary Study of Language and Literacy. Laurie has worked as an elementary- and middle-school teacher and an educational therapist.

Susan is an associate professor at Northern Illinois University, as well as the Coordinator of the Reading Program. She has worked as an elementary-school teacher, a lead teacher, and a principal. Laurie and Susan’s work has focused on literacy coaching, including articles in The Reading Teacher, Elementary School Journal, and Illinois Reading Council Journal. Laurie and Susan recently published a video “workshop in a box,” The Literacy Coaching Series (Learnshore).

Sessions: PC-2, LCB-3, LCD-4, and LCF-3

Irene Fountas and Gay Su Pinnell Irene directs the Center for Reading Recovery and Literacy Collaborative at Lesley University. The Center provides literacy professional development for PreK–8 educators, Reading Recovery Teacher Leader training, and training in the Literacy Collaborative model — a comprehensive literacy research project. She has been a classroom teacher, language arts specialist, and consultant in school districts.

Gay Su’s work focuses on children’s literacy education and ways to support teachers of reading, writing, and language arts. Irene and Gay have published several books together with Heinemann, including Genre Study: Teaching With Fiction and Nonfiction Books (2012) and Literacy Beginnings: A Prekindergarten Handbook (2011).

Sessions: LCF-8 and LCG-3

Kathy Ganske Kathy is professor of the Practice of Literacy and director of Graduate Elementary Education at Vanderbilt University. She is the author or co-author of several books, including Word Journeys: AssessmentGuided Phonics, Spelling, and Vocabulary Instruction (Guilford Publications, 2000). Kathy’s work is grounded in an extensive background of elementary classroom teaching experience.

Sessions: PC-3, LCB-4, and LCC-3

Laura Robb

Sessions: LCC-4, LCD-5, and LCF-4

Mary Howard Mary is a national literacy consultant and author of three books with Heinemann, including Good to Great Teaching: Focusing on the Literacy Work That Matters (2012) and RTI From All Sides: What Every Teacher Needs to Know (2009). For the past 40 years, she has been a Reading Recovery, Title I, and special education teacher. She presents sessions in all 50 states and continues to work with teachers and students within school settings.

Sessions: LCD-6, LCF-5, and LCG-4

Linda Hoyt Linda has many years of experience as a classroom teacher, reading specialist, Title I teacher, Title I coordinator, staff developer, and curriculum developer.

She is a full-time author and consulting teacher supporting staff development in districts across the country. Linda has developed 24 professional books and numerous video programs, including a new Heinemann firsthand series with Tony Stead, Explorations in Nonfiction Writing (2012).

Sessions: PC-4, LCB-5, LCD-7, and LCF-6

Peter Johnston Peter is a professor at the University at Albany, researching the effects of teaching and assessment practices for the literate lives of children and teachers.

His books include Opening Minds: Using Language to Change Lives (Stenhouse, 2012) and RTI in Literacy — Responsive and Comprehensive (IRA, 2010).

He is a member of the International Reading Association’s Literacy Research Panel.

Sessions: LCD-8, LCE-1, and LCG-5

Marjorie Martinelli and Kristine Mraz Marjorie and Kristine are the co-authors of Smarter Charts (Heinemann, 2012). Their popular blog Chartchums keeps teachers in touch with relevant classroom issues and ways to use charts. Marjorie is a staff developer at the Teachers College Reading and Writing Project at Columbia University, where she has led leadership groups and presented at national and international educational conferences. Kristine is a former staff developer at the Teachers College Reading and Writing Project and is a classroom teacher in Manhattan. She has led workshops nationally and internationally.

A veteran teacher with 43 years of classroom experience, Laura is the author of over 20 professional resources for educators on reading, writing, and classroom libraries. Nominated by her peers, she completed a three-year term on the National Council of Teachers of English Commission on Reading. Laura, with other Commission members, published What the Research Really Says about Teaching and Learning to Read (NCTE, 2008). Recently, she started a nonprofit foundation to bring books to high-poverty inner-city and rural schools. Laura’s participation is sponsored by Scholastic, Inc. Sessions: LCA-1 and LCB-6

Judith Schickedanz Judith is a Professor Emerita at Boston University, where she taught courses in child development, early literacy, curriculum, and instruction. She also served as director of the laboratory preschool, coordinated the early childhood program, and helped launch the Jumpstart volunteer program. Prior to her time at BU, Judith taught preschool and worked extensively with early-years teachers on funded projects, including Early Reading First. Her most recent publication is So Much More than the ABCs (NAEYC, 2013).

Sessions: LCC-14 In-Depth and LCF-9

Terry Thompson

LITERACY CONFERENCE FEATURED SPEAKERS

Troy Hicks Troy is a former middle-school teacher and is currently an associate English professor at Central Michigan University and focuses his work on the teaching of writing, literacy and technology, and teacher education and professional development. Troy directs CMU’s Chippewa River Writing Project and conducts professional development workshops related to writing and technology. He is co-author of Because Digital Writing Matters (Jossey-Bass, 2010) and author of The Digital Writing Workshop (Heinemann, 2009).

Terry is an author, teacher, and consultant who trains teachers of readers and writers. Currently a reading interventionist, Terry has been a classroom teacher, basic skills teacher, Reading Recovery teacher, and literacy coach. Terry is the author of Adventures in Graphica: Using Comics and Graphic Novels to Teach Comprehension (Stenhouse, 2008).

Sessions: LCB-8 and LCC-7

Jennifer Serravallo A literacy consultant, researcher, and author, Jennifer was affiliated with the Teachers College Reading and Writing Project at Columbia University for eight years.

She is the author of Independent Reading Assessment: Fiction and Nonfiction (Scholastic 2012 and 2013).

Jennifer’s participation is sponsored by Scholastic, Inc. Sessions: LCB-7 and LCC-6

MaryEllen Vogt MaryEllen is distinguished Professor Emerita of Education at California State University, Long Beach.

She has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator and is a co-author of 15 books, including Making Content Comprehensible for English Language Learners: The SIOP Model (Pearson, 2013). She is co-author of Houghton Mifflin Harcourt Journeys, a new reading program for grades K–6. MaryEllen’s participation is sponsored by Houghton Mifflin Harcourt.

Sessions: LCC-8 and LCD-9

Sessions: LCC-5, LCF-7, and LCG-6

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READING RECOVERY FEATURED SPEAKERS

Reading Recovery Featured Speakers Paula Bennet Paula has been an educator and developmental psychologist for almost 30 years. Training and supporting Reading Recovery professionals is by far the most rewarding job of her career. Her work at New York University involves supporting and training teacher leaders and teachers in New York City and state, New Jersey, Fairfax, Va., and southern Pennsylvania.

Sessions: RRC-1 and RRG–1

Sharan Gibson Sharan is a professor in the School of Teachers at San Diego State University. She also directs the Reading Recovery Center at SDSU and is a trainer of teacher leaders.

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

Eva Konstantellou Eva is a Reading Recovery Trainer and an associate professor at the Center for Reading Recovery and Literacy Collaborative in the Graduate School of Education at Lesley University. Her research interests include language development and literacy coaching.

Session: PC-6

Mary K. Lose Mary is an associate professor in the Department of Reading and Language Arts and director of the Reading Recovery Center at Oakland University, Michigan. She has been published in several professional journals, including The Elementary School Journal, The Reading Teacher, The Journal of Reading Recovery, and Reading Research Quarterly.

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

6

Emily Rodgers Emily has been a Reading Recovery Trainer and professor at The Ohio State University since 1998. Prior to that, she taught remedial reading for 10 years in Newfoundland, Canada. Emily’s research focuses on scaffolding literacy learning and she has published several articles and book chapters on this topic.

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

Mary Rosser Mary is the director of the University Training Center for Reading Recovery and coordinator of Literacy Professional Development Programs at The University of Maine. Mary’s areas of expertise are language education, curriculum development, and early literacy intervention.

Sessions: PC-7, RRB-3, and RRC-2

Robert Schwartz Robert is a professor at Oakland University, Michigan.

He is a Reading Recovery Trainer and a past president of the Reading Recovery Council of North America.

Sessions: RRC-3 and RRE-4

SUNDAY | PRE-CONFERENCE WORKSHOPS

Pre-Conference Workshops

F e at u r e d S e s s i o n s PC-3 New Teacher/Refresher Session

Sunday, November 3, 2013 11:00 am–4:00 pm (lunch break: 1:00 pm–2:00 pm)

THAT’S Word Study: Maximizing Children’s Word-Learning and Motivation (Grades 3–8) Kathy Ganske, Professor of the Practice of Literacy, Vanderbilt University

F e at u r e d S e s s i o n s PC-1

Mentor Poetry: Making Reading and Writing Connections (Grades K–5) Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project

During this workshop, we will explore ways to engage learners and deepen their understanding of how words work through hands-on word study. Kathy will use demonstration and explanation, as well as your involvement through categorization activities and discussion, to develop our understandings of crucial elements of effective word study instruction: Thinking, Humor, Appropriate instruction, Talk, and some Sorting (THAT’S Word Study). This introductory session is suitable for teachers, literacy specialists, coaches, and administrators.

Rose Cappelli, Reading and Writing Consultant

What role does poetry play in readers’ and writers’ workshops? This session will help you explore how poetry can spark ideas for notebook entries, help students make connections across the curriculum, and serve as scaffolds for writing. Throughout the presentation, you will reflect on how the use of poetry in your classroom impacts your teaching as you begin to implement the Common Core State Standards and improve your students’ abilities in reading and writing. You will deepen your understanding of how the use of the gradual release of responsibility model allows all learners to be successful. We will discuss the importance of choosing effective poems to use in your classroom as students learn how to make reading and writing connections.

PC-2

Coaching Teachers to Support Literacy For All Learners (Grades K–5) Laurie Elish-Piper, Presidential Teaching Professor and Literacy Clinic Director, Department of Literacy Education, Northern Illinois University

PC-4 New Teacher/Refresher Session

Igniting the Power of Informational Text (Grades K–3) Linda Hoyt, Consultant and Author

The Common Core State Standards (CCSS) require that literacy instruction be firmly positioned in the content areas — requiring teachers and students to spend more time reading, writing, and responding to informational texts. This is an important and exciting shift in traditional literacy instruction as it casts learners as researchers and writers from kindergarten forward. In making this shift, the focus needs to be on creating information seekers who retain more content, express their learning through a variety of genres, and have better attitudes about themselves as readers and writers. This introductory session will feature an array of strategies you can use to energize informational reading and power up nonfiction writing.

Required Materials: Please come to this workshop with sticky notes, three to four nonfiction books, and lots of paper for writing.

Susan L’Allier, Associate Professor and Coordinator of the Reading Program, Department of Literacy Education, Northern Illinois University

This workshop will provide you with a research-based foundation for providing effective literacy coaching for elementary-classroom teachers. Laurie and Susan will offer opportunities for you to learn about and apply principles of adult learning theory and the Concerns Based Adoption Model in their literacy coaching work. In addition, they will introduce the research-based Targeted Coaching Model and share video vignettes of effective literacy coaches using this model in their work with classroom teachers. You will also learn how to provide literacy coaching aimed at best practices at the school, grade, and individual teacher levels. Finally, Laurie and Susan will share common coaching obstacles and successful strategies for addressing each. They will use a variety of small-group, video-based, role-playing, and discussion activities to ensure you are actively engaged while learning key ideas about literacy coaching. This workshop is suitable for literacy coaches, reading teachers, reading specialists, administrators, and literacy leaders.

8

“It was my first time attending so I

didn’t know what to expect. Everyone

was very helpful and the sessions were interesting and educational. I would

highly recommend it for any teacher!”

— Lynn Porter, Reading Recovery Teacher, Hartford School District, Vt.

Introduction to Writers’ Workshop in the Intermediate Grades and Middle School (Grades 3–8) Jill Eurich, Assistant Director, Intermediate and Middle Literacy Collaborative, Lesley University Kerry Crosby, Adjunct Faculty, Lesley University

This introductory session is designed for anyone who is new to writers’ workshop in the intermediate and middle school grades or who is looking for a refresher on the basic structures, routines, rationales, and tools used to guide students through an authentic writing process. In addition to looking at the writing process, we will explore how to plant seeds in a writer’s notebook; give interesting author talks; teach concise, meaningful minilessons that can be linked together; analyze student writing to inform instruction; conduct writing conferences; and provide opportunities for students to share their writing. Through hands-on, interactive activities, we will think about how to help students use mentor texts, learn to write in different genres, explore writer’s craft, and use conventions in meaningful ways. Lastly, we will address the logistics of writers’ workshop — including how to meet with your students regularly, organize anecdotal notes, schedule writing blocks, and feasibly read and assess student work.

Required Text: The Continuum of Literacy Learning by Fountas and Pinnell (Heinemann). Please bring this text with you to the conference.

F e at u r e d S e s s i o n s PC-7

Teaching With Intent in Reading Recovery and Small-Group Settings Mary Rosser, Reading Recovery Trainer, The University of Maine

In this interactive session, you will draw on a range of literature, including Marie Clay’s Literacy Lessons Designed for Individuals (Heinemann, 2005), to explore concepts of intentional teaching, theories that position our language and practice, the link between intentional teaching and brain activity, and the role of teacher language in supporting teaching and learning.

This session is suitable for Reading Recovery teachers and interventionists.

Assignment: You will be asked to read three articles prior to the session and attend the session prepared to discuss the major ideas that were personally relevant in each article. The articles are available on the Literacy for All Conference website on the handouts page.

SUNDAY | PRE-CONFERENCE WORKSHOPS

PC-5 New Teacher/Refresher Session

READING RECOVERY PRE-CONFERENCE WORKSHOPS F e at u r e d S e s s i o n s PC-6 New Teacher/Refresher Session

Teaching For Accelerated Learning in Reading and Writing Activities of the Daily Reading Recovery Lesson Eva Konstantellou, Reading Recovery Trainer, Lesley University

The 30-minute daily Reading Recovery lesson provides the framework within which accelerated learning triggers vast changes in a child’s processing from the beginning of the child’s lesson series. In this workshop, we will explore how our expert teaching can foster accelerated learning in both reading and writing activities of the daily lesson. We will discuss how children’s behaviors change in each task of the lesson over time, and think about the changes we need to make in our teaching over time to support the child’s strategic processing.

We will review videotaped lessons, Running Records, and lesson transcripts for evidence of powerful teaching and learning opportunities in all of the daily lesson activities.

Required Texts: We will engage in close reading of Marie Clay’s work in Literacy Lessons Designed for Individuals, Part One and Part Two (Heinemann, 2005), so please bring the texts to the session with you. This is an introductory session for Reading Recovery teachers-in-training only.

9

Monday | SESSIONS A–D

Session A Monday, November 4, 2013 8:30 am–10:00 am

Session B Monday, November 4, 2013 10:30 am–12:00 pm PreK–8 Literacy Conference B Sessions

K EYNOTE SESSION A

Raising a Truly Literate, Literature-Loving, Critical-Thinking Student (Grades PreK–8) Pam Allyn, Executive Director, Author, and Consultant, LitLife, N.Y. In this keynote, Pam will share her “recipe” for how to nurture children as they grow to be adults who love to read, use writing to change their worlds and the worlds of those around them, and are deeply motivated and empowered by literacy as a tool for communication, collaboration, and the building of community.

F e at u r e d S e s s i o n s LCA-1

Writing to Improve Comprehension and Analytical Thinking (Grades 4–8) Laura Robb, Consultant and Coach, Powhatan School, Va.

The research by Dr. Steve Graham in Writing to Read (Carnegie Corporation, 2010), his study sponsored by the Carnegie Institute, clearly shows that informal and formal writing about reading boosts comprehension and analytical thinking. In this active-learning session, we will create oral texts through paired discussions before completing informal responses to poetry and memoir. We will also create formal responses that start with a strategy for developing a thesis and collecting details and inferences to support it, and conclude with planning an analytical essay. This session is suitable for teachers, reading specialists, and staff developers.

This session is sponsored by Scholastic, Inc.

F e at u r e d S e s s i o n s LCB-1

Boys and Reading: A New Horizon (Grades PreK–8) Pam Allyn, Executive Director, Author, and Consultant, LitLife, N.Y.

Pam is a leading expert on boys and reading. Her Books for Boys initiative has brought the power of reading to thousands of boys in this country who struggle in reading. In this workshop, Pam will share her groundbreaking techniques on how to coach, inspire, and motivate boys as readers. She will share her favorite titles — those that boys truly love. Pam will answer your most pressing questions about boys and how to ensure that you can pass on the lifelong strengths necessary for boys to succeed. She will incorporate elements of the Common Core State Standards (CCSS) into her presentation, showing us that this is a new Bill of Rights for all children, and especially for boys who have often been left out of the “reading club.”

LCB-2

What Does ‘Literacy’ Mean in Nonfiction? (Grades 4–8) Marc Aronson, Author and Lecturer, Rutgers University

Using several of his own upper elementary-level nonfiction books, Marc will show how engagement in ideas and thinking can help students in grades 4–8 become sophisticated readers.

This session provides an explanation of engagement as an entry to nonfiction reading.

Repeated: LCD-2 LCB-3

Working With Your School’s Literacy Coach or Reading Specialist: How Collaboration Can Enhance Students’ Literacy Learning (Grades K–5) Laurie Elish-Piper, Presidential Teaching Professor and Literacy Clinic Director, Department of Literacy Education, Northern Illinois University Susan L’Allier, Associate Professor and Coordinator of the Reading Program, Department of Literacy Education, Northern Illinois University

10

Many schools have hired literacy coaches or have asked their reading teachers and specialists to provide coaching for teachers.

Laurie and Susan will highlight how elementary teachers can collaborate with other reading professionals to enhance their teaching practices and improve their students’ reading and writing achievement. They will discuss the benefits of working with a literacy coach or reading specialist, examine common myths about literacy coaching, and share strategies for ensuring that coaching addresses a teacher’s specific goals and needs. They will use small-group activities, discussion, and role-playing to engage all attendees. This workshop is suitable for classroom teachers.

—Kimberley Thoresen, Classroom Teacher, Prince William Country Schools, Va.

F e at u r e d S e s s i o n s

F e at u r e d S e s s i o n s LCB-7 New Teacher/Refresher Session

LCB-4

Word Study: Active Learning For Active Learners in the Primary Grades (Grades K–2) Kathy Ganske, Professor of the Practice of Literacy, Vanderbilt University

This interactive session will focus on the importance of fostering deep understanding of words and how they work through primary-grade word study that includes lots of student thinking and talk. Emphases include maximizing word learning when using categorization activities; developing vocabulary knowledge through word study; fostering interest and curiosity in words; and designing meaningful practice activities. Kathy will also share some management tips. This session is suitable for teachers, administrators, coaches, and literacy specialists.

LCB-5 New Teacher/Refresher Session

Crafting Nonfiction Writing (Grades K–3) Linda Hoyt, Consultant and Author

Nonfiction writing can and should be filled with interesting sentence structures, jaw-dropping descriptors, and artistic punctuation. With the help of well-crafted mentor texts and explicit teacher modeling, your students’ nonfiction writing can sparkle with powerful content, rich language, and enticing sentence structures. This is an introductory session for new teachers or those looking for a refresher.

LCB-6

Vocabulary Matters: Improve Comprehension, Writing, Thinking, and Speaking (Grades 4–8) Laura Robb, Consultant and Coach, Powhatan School, Va.

Laura will use research and the latest National Assessment of Educational Progress (NAEP) results to make the case for intensive vocabulary instruction across the curriculum and show how important building students’ vocabulary is to accelerating their reading achievement. In addition to helping teachers figure out what words to teach, Laura will discuss Tier 1, 2, and 3 words and model two key teacher-supported vocabulary strategies: teaching words with the interactive read-aloud and concept mapping. Then, she will discuss using Latin and Greek roots and affixes in English Language Arts and content subjects, providing a framework for short weekly lessons by modeling a set of interactive, word-building lessons. In this session, you will also practice word-building strategies that students can complete with a partner or independently.

Informational Texts: The Intersection of Complexity and Skills (Grades 3–6) Jennifer Serravallo, Literacy Consultant and Author

The Common Core State Standards (CCSS) call for increased comprehension and analytical thinking (Standards 1–9) of increasingly challenging texts (Standard 10). Comprehension instruction has often taken a back seat to informational texts used merely to deliver content. To reach these higher standards and help students learn more from their reading, teachers need to learn how to analyze text complexity and the impact this knowledge can have on their teaching. This introductory workshop is suitable for teachers, administrators, and literacy coaches. This session will be most helpful for those who use independent reading as part of their approach to literacy, and those who have spent some time looking at the Reading Informational Text Standards of the CCSS. Jennifer will review the standards, so mastery of them is not necessary.

Monday | SESSIONS A–D

“This conference was very well organized and went off really well.”

This workshop is sponsored by Scholastic, Inc. LCB-8

Comics to the Rescue!

Using Comics and Graphic Novels to Scaffold Comprehension (Grades K–8) Terry Thompson, Teacher and Author

Are you convinced that comics are an educational gold mine, but are unsure of how to use them in a way that aligns with best practices in literacy instruction? This session will look at a variety of ways we can use comics to address comprehension strategies, vocabulary, and fluency in a way that speaks to struggling readers, but that all can students enjoy. This workshop is suited for elementary- and middle-school teachers, interventionists, and literacy support staff.

LCB-9

From Practice to Habit: The Path to Effective Student Discourse (Grades K–6) Kevin Andriolo, Assistant Principal, Lowell Public Schools, Mass.

Jason DiCarlo, Principal, Lowell Public Schools, Mass.

It is easy to forget, but speaking and listening are part of the Common Core State Standards (CCSS), too. In this session, we will discuss the importance of routinely holding students accountable for sharing their thinking in all subject areas throughout the day, as well as structures and strategies on how to promote a classroom that values student discourse as a critical strategy for teaching and learning.

This session is sponsored by Scholastic, Inc.

11

Monday | SESSIONS A–D

LCB-10

LCB-14

Children As Citizens: Promoting Language, Literacy, and Higher-Order Thinking (Grade PreK)

Moving Beyond Numbers: Using Assessment Data to Find the Stories of Our Readers (Grades K–6)

Bethany Carpenter, Professional Development Coordinator, Ready To Learn Providence, R.I.

Tammy Mulligan, Staff Developer, Teachers for Teachers

Benjamin Mardell, Associate Professor, Lesley University

The collaborative work of Making Learning Visible and Ready to Learn Providence has strategically integrated approaches to teacher professional development, high-quality curriculum and instruction, and advocacy for the power of early education. In this session, we will explore how supporting peer collaboration yields outcomes in language and literacy skills and transforms adults’ view of young children’s competence, citizenship, and role in community advocacy.

Assessment is and needs to be much more than a number. In order to truly understand our readers, we need to hear their thinking process.

Current research emphasizes the importance of engaging students in learning, but how do we engage students in the assessment process in a developmentally appropriate manner? In this session, we will explore strategies for helping students understand their role in assessment, as well as techniques for sharing data with students to help them identify their own learning goals.

LCB-11

LCB-15 New Teacher/Refresher Session

Authentic Assessments: Using iPads to Capture Student Learning (Grades K–5)

Two Subjects Are Better Than One: Team Planning Interdisciplinary Units (Grades K–2)

Sue Cusack, Instructor and Co-Project Leader, Lesley University

Amanda Smallwood, Grades PreK–2 Literacy Coach, Boston Public Schools

Jacy Edelman, Project Coordinator, Lesley University

Jerry Pisani, Grades K–2 Teacher, Boston Public Schools

Jessica Coccuso, Second-Grade Teacher, Cambridge Public Schools, Mass.

In this introductory session, you will experience interdisciplinary units as planned by a classroom teacher and literacy coach. Amanda and Jerry will share their hits and misses as they navigated planning units that covered one text over a few days, and how they grew their experience to plan for units in a workshop model that stretched over several weeks and touched upon multiple subjects. You will have a chance to use the resources presented to launch your own planning.

Karen Grace, Special Educator, Cambridge Public Schools, Mass.

Bonnie Steyer, ESL Specialist, Cambridge Public Schools, Mass.

Karen Tlili, Title I Reading Specialist, Cambridge Public Schools, Mass.

iPads are gaining traction in schools as they consistently demonstrate their ability to engage and motivate students, but how do we measure what students are learning? In this session, a team of specialists and classroom teachers from an urban elementary school will share their strategies for using the iPad to assess understanding in ways that are authentic while simultaneously fun and motivating for students.

LCB-12 New Teacher/Refresher Session

Calming the Frustrated: Finding the Genius in Our Struggling Writers (Grades 3–6) Julie Foggo, English Language Arts Content Specialist Teacher, Bermuda Ministry of Education

“I hate writing. I don’t know what to write! Can I use the bathroom?

I don’t have a pencil.” In this introductory workshop, we will work together to identify practical ways to teach and nurture those students who begin each writers’ workshop with one of these phrases. Together through the writing process, we will explore the various struggles that our students face when writing.

LCB-13

Led By Teachers: A District’s Journey Through Literacy (Grades K–5) Karen Maher, Teacher and Literacy Leader, Arlington Central School District, N.Y. Kim Nolan, Teacher and Literacy Leader, Arlington Central School District, N.Y. Eileen Snook, Teacher and Literacy Leader, Arlington Central School District, N.Y.

Undoubtedly the bar has risen. Rigorous curriculum, more complex text, and deeper, fuller understandings are now the norm for students across our nation. How can schools reach these higher goals? Join in the discussion with teacher leaders from the Arlington Central School District to learn how they have worked collaboratively with each other, their colleagues, district administration, and outside literacy consultants to transform literacy instruction in this era of reform.

12

Clare Landrigan, Staff Developer, Teachers for Teachers

LCB-16

Powerful Reading Intervention: Systems and Structures For Success (Grades K–6) Kristin Stoetzel, Reading Specialist and Intervention Coordinator, Natick Public Schools, Mass.

Kristy Morrison, School Psychologist, Natick Public Schools, Mass.

Ian Kelly, Principal, Natick Public Schools, Mass.

Research and theory are essential in guiding intervention models and programming for at-risk readers; however, bringing this rich, empirical information to life in a school is a complex process of change management. During this session, you will learn about and discuss critical considerations and practical tools that support the implementation of strong and effective systems of intervention.

LCB-17

Reading and Writing Reciprocity: Reinventing Intermediate Writing (Grades 3–8) Justin Stygles, Sixth-Grade Teacher, Oxford Hills School District, Maine Jennifer Felt, Literacy Coach and Third-Grade Teacher, Oxford Hills School District, Maine

Students comprehend text and become authors themselves by analyzing text structures and writing styles. Reading and writing reciprocity is a prevalent concept in Reading Recovery, but what about in the intermediate grades? Teachers of students in grades 3–8 have growing concerns regarding the writing abilities of their students, many of whom are good readers. Are you one of those teachers? In this session, find out if your readers are transferring what they learn from reading into their writing. Through the theory of reading and writing reciprocity, we will examine and discuss how to improve writing through focused reading.

Reading Recovery B Sessions

Monday, November 4, 2013 10:30 am–12:00 pm F e at u r e d S e s s i o n s RRB-1

Teaching During Story Writing Sharan Gibson, Professor and Trainer of Teacher Leaders, San Diego State University

This session will examine the strategic behaviors used by children during story writing, with a focus on how teaching decisions best support learning.

RRB-2

Contingent Responding in Early Lessons: Support For the Development of an Effective Literacy Processing System Mary K. Lose, Associate Professor of Reading and Language Arts, and Director and Trainer, Reading Recovery Center of Michigan, Oakland University

Teaching the lowest-performing learners is difficult. Because no two children ever respond quite the same, teachers of the lowest-performing children must be the most tentative, skilled, and responsive in their interactions with children. In this session, we will explore contingent responding on the part of the teacher in early lessons, in particular the teacher’s arrangement of opportunities for the child’s learning and use of language.

Lesson transcripts and video-recorded examples will help us reflect on the decisions we make in support of the development of an effective literacy processing system for children. This session is for Reading Recovery professionals, including previously trained Reading Recovery teachers and Reading Recovery teachers-in-training.

RRB-3

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

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

In this session, you will have the opportunity to view, analyze, and discuss video clips of child and teacher interactions, which guide students in discovering the essence of story through rich book introductions.

Repeated: RRC-2

Shifty Business: Supporting Processing at Key Transitions Michael Buonaiuto, Reading Recovery Teacher Leader, Cambridge Public Schools, Mass.

Progress in Reading Recovery necessitates helping students move from their “old” ways of processing text to something more complex. Certain shifts in processing can be high hurdles unless we support students by explicit, powerful teaching. First, we will look at key changes in processing as students move through their series of Reading Recovery lessons. We’ll then consider the shift from word-by-word to phrased reading, the move from using first letters to using more visual information, and more.

Session C Monday, November 4, 2013 1:30 pm–3:00 pm or 1:30 pm–4:45 pm

Monday | SESSIONS A–D

RRB-4

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

Session C 1:30 pm–3:00 PM PreK–8 Literacy Conference C Sessions F e at u r e d S e s s i o n s LCC-1

On the Hunt: Nonfiction Inquiry and the Adventure of the Citation Trail (Grades 4–8) Marc Aronson, Author and Lecturer, Rutgers University

As students move into middle-school literacy, this involves knowing how knowledge is created. In this session, we will explore ways to wake and engage students in the process. We will follow several evidence and citation trails and see how students can come to see this process as a detective story — an historical adventure — in which they may find new truths. This session is suitable for teachers and administrators.

LCC-2

Creating Successful Writers With Mentor Texts (Grades K–2) Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project Rose Cappelli, Reading and Writing Consultant

We will explore the concept of mentorship and how books and authors can serve as mentors.

Lynne and Rose will focus on the use of a variety of rich literature to demonstrate key minilessons for the teaching of writing. They will demonstrate the gradual release of responsibility for writers’ workshop lessons that include reflection as a key component.

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Monday | SESSIONS A–D

Featured Sessions LCC-3

Word Study: Active Learning For Active Learners in the Middle Grades (Grades 3–8) Kathy Ganske, Professor of the Practice of Literacy, Vanderbilt University

This interactive session will focus on the importance of word study in the middle grades for developing students’ word consciousness and deep understandings of words. Emphases include: promoting interest and curiosity in words; encouraging discussions, not interrogations, during small-group instruction; maximizing spelling and vocabulary learning when using categorization activities; and promoting vocabulary development through morphology and context clues, rather than weekly lists of words. This workshop is suitable for teachers, administrators, coaches, and literacy specialists.

LCC-4

Raising Digital Writers (Grades K–8) Troy Hicks, Associate Professor of English and Director of Chippewa River Writing Project, Central Michigan University

“Twenty-first century literacies” are well over a decade old, yet in what ways do we really invite our students to be collaborative, creative, and conscientious writers with the digital tools they have in their pockets and at their fingertips? Through examples and conversation, we will explore the latest apps, websites, strategies, and examples of children’s work so that we can thoughtfully engage our students in the craft of digital writing.

This workshop is suitable for new teachers, as well as those with general familiarity with writing process and writers’ workshop approach.

Repeated: LCF-4 LCC-5 New Teacher/Refresher Session

Visible Learning: Charts in Action (Grades PreK–3) Marjorie Martinelli, Literacy Consultant, Teachers College Reading and Writing Project, Columbia University Kristine Mraz, Classroom Teacher, New York City Public Schools

Marjorie and Kristine will teach the thinking that leads to powerful chart making through an examination of the elements of successful charts. You will leave this workshop with an understanding of the types of charts that support young readers and writers, guidelines for selecting and using language and visuals, and tips and tools for creating memorable charts.

Come to this session with plenty of room in your notebook to practice what you learn. This introductory workshop is suitable for teachers, coaches, and administrators.

Repeated: LCF-7

F e at u r e d S e s s i o n s LCC-6 New Teacher/Refresher Session

Lenses and Lessons For Informational Text Reading (Grades 3–6) Jennifer Serravallo, Literacy Consultant and Author

The Common Core State Standards (CCSS) call for an increase in informational text reading; however, many teachers would like support when it comes to what to look for and what to teach. Jennifer will offer a practical introduction to four key areas to consider in informational reading: main idea, key details, vocabulary, and text features. In this workshop, we will examine what strong comprehension looks like along these four dimensions, and what teaching will make a difference for students who are navigating nonfiction texts. This introductory workshop is suitable for teachers, administrators, and literacy coaches. The session will be most helpful for those who have independent reading as part of their approach to literacy, and those who have spent some time looking at the Reading Informational Text Standards of the CCSS. Jennifer will review the standards, so mastery of the language is not necessary.

This workshop is sponsored by Scholastic, Inc. LCC-7

When Working Hard Is Hardly Working: A Closer Look at Scaffolding Versus Rescuing (Grades K–5) Terry Thompson, Teacher and Author

Have you ever finished a lesson and walked away with the sinking suspicion that you worked harder than your students?

In this workshop, we’ll explore the differences between scaffolding instruction and rescuing learners. Along the way, we’ll reflect on our own teaching as we take a particular look at the role responsibility plays with young readers and writers.

This workshop is suited for teachers, interventionists, and literacy support staff.

LCC-8

Academic Vocabulary: Engaging Activities For All Learners (Grades 2–5) MaryEllen Vogt, Professor Emerita of Education, California State University, Long Beach

The Common Core State Standards (CCSS) require that we emphasize and ramp up vocabulary instruction, yet academic vocabulary remains a stumbling block for many students, including English language learners and struggling readers.

In this session, we will focus on contextualizing academic vocabulary instruction within the broader topic of academic language. MaryEllen will model a variety of effective, usetomorrow academic vocabulary activities and she will provide you with a comprehensive handout. This workshop is suitable for teachers, reading specialists, pre-service and graduate students, curriculum specialists, and special education specialists.

This workshop is sponsored by Houghton Mifflin Harcourt.

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Behind Alignment and Compliance: Coaching in the Age of the Common Core State Standards (Grades K–8) Jolynn Bernard, Reading Coach, Seminole County, Fla. Tricia Bennett, Reading Coach, Seminole County, Fla. Gina Zugelder, National Educational Consultant, Developmental Studies Center

How prepared are we to provide an education that enables children to develop the Common Core State Standards (CCSS)? In this session, you will examine how to extend your coaching to reinforce teachers’ instructional shifts so that they may better support the CCSS. We will explore key standards through lesson design that motivates self-directed learners. Explore how to coach for daily techniques that increase meaningful student talk and lead to powerful learning experiences for children.

This workshop is sponsored by B. Lothrop Books.

LCC-10 New Teacher/Refresher Session

Finding the Power in Book Talks and Author Talks (Grades 3–8) Elizabeth DeHaven, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University Helen Sisk, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University

In this introductory session, we’ll explore the purpose of book and author talks, and learn how to focus their content to impact student work as readers and writers. You’ll learn how to select the book or author, plan the content of these talks, keep the talks changing over the school year to fit your students’ evolving needs, and think through the process and purpose of teaching students how to give book and author talks.

LCC-12

School Change: One School’s Journey Toward Meeting the Needs of Each Learner (Grades PreK–6) Tom Morris, Principal, Franklin Public Schools, Mass.

Jean Wolf, Literacy Specialist, Franklin Public Schools, Mass.

Tricia Capaldi, Assistant Principal, Franklin Public Schools, Mass.

Shannon Novick, Special Education Team Chair, Franklin Public Schools, Mass.

No longer can public schools maintain a “one-size-fits-all” approach for students and hope for the best. In this session, you will be led through the Parmenter School’s journey toward becoming a community that meets the needs of each learner — including their high-level learners. Tom, Jean, Tricia, and Shannon will detail how they worked with staff to explore their reality at the time, what steps they took to begin the process toward broad-based instructional change (focusing on reading and writing), and how this process has brought forth a cultural shift at their school.

Monday | SESSIONS A–D

LCC-9 New Teacher/Refresher Session

LCC-13 New Teacher/Refresher Session

Teaching Sophisticated Text to Growing Readers (Grades 5–8) Barbara Sargent, Superintendent of Schools, Readington Township Schools, N.J.

How can we help young adult readers work through challenging text?

You will gain an understanding of why this work is critically important and strategies that support this area.

Reading Recovery G Sessions

Monday, November 4, 2013 1:30 pm–3:00 pm

LCC-11

Working With Multiple Texts and Text Sets in the Secondary Classroom (Grades 5–8) Joanna Lieberman, District Literacy Specialist, Cambridge Public Schools, Mass.

Janet Looney, Literacy Consultant and Middle-School Coach, Cambridge Public Schools, Mass.

Using multiple texts in the classroom is an important and efficient pedagogical approach for teaching secondary students. The Common Core State Standards (CCSS) assert that students must “actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews” (English Language Arts Standards, 2012). Janet and Joanna’s session will explore various purposes for using multiple texts in your middle-school classroom, as well as different uses and practical examples across content areas.

F e at u r e d S e s s i o n s RRC-1

Valuing Language Diversity as It Relates to Literacy Acquisition Paula Bennet, Reading Recovery Trainer, New York University

Children are deeply rooted in their home language. When language diversity is better understood and viewed as a strength, teachers can provide more opportunities for all children to use what they bring as they learn to read and write.

Repeated: RRG-1 RRC-2

Discovering the Essence of Story Through Rich Book Introductions (Repeat) Mary Rosser, Reading Recovery Trainer, The University of Maine

Stories and storybooks are places where children weave together the many threads of information and experiences they draw upon to make sense of their world and to create meaning from texts.

Through discussions with teachers, they explore and unite with the people, places, events, and language of literature. In this session, you will have the opportunity to view, analyze, and discuss video clips of child and teacher interactions, which guide students in discovering the essence of story through rich book introductions.

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Monday | SESSIONS A–D

F e at u r e d S e s s i o n s RRC-3

Why Not Sound It Out? Robert Schwartz, Reading Recovery Trainer and Professor, Oakland University, Mich.

How to teach word recognition is one of the most contentious issues in literacy education, and particularly damaging for children who struggle. Marie Clay’s theory renders the debate moot and leads to more productive approaches to instruction.

Repeated: RRE-4 RRC-4

What Does the International Data Evaluation Center Data Tell Us About Reading Recovery and Teacher Effectiveness?

Jerry D’Agostino, Professor, The Ohio State University

In this presentation, Jerry will explain the findings from the new International Data Evaluation Center (IDEC) evaluation model that involves the collection of tested-not-instructed student data, which allows for more precise measures of Reading Recovery and teacher effectiveness. This workshop is suitable for administrators and Reading Recovery educators.

Session C In-Depth Monday, November 4, 2013 1:30 pm–4:45 pm (with a 15-minute break)

PreK–8 Literacy Conference Session C In-Depth

LCC-15 In-Depth

But There’s No Time For Science and Social Studies! Integrating Literacy and Content Learning (Grades K–2) Cindy Downend, Primary Literacy Collaborative Trainer, Lesley University Jess Sherman, Primary Literacy Collaborative Trainer, Lesley University

To optimize instructional time, learn how to integrate science and social studies in thinking, talking, reading, and writing about science and social studies topics. Cindy and Jess will help you think about how to address your content goals efficiently and powerfully through interactive writing, shared reading, interactive read-aloud, and genre study.

LCC-16 In-Depth

New Standards, New Curriculum, New Report Card — Our Journey Toward the Common Core State Standards (Grades K–6) Kathleen McCarthy, Grades K–5 Literacy Department Head, Lexington Public Schools, Mass.

Carol Pilarski, Assistant Superintendent of Curriculum, Lexington Public Schools, Mass.

Louise Lipsitz, Principal, Lexington Public Schools, Mass.

A year before Massachusetts adopted the Common Core State Standards (CCSS), the English Language Arts department of a high-performing school district in suburban Lexington, Mass. was due for a revision. Using the CCSS, a review committee rewrote the curriculum, moving away from an anthology to a workshop model. In their session, Kathleen, Carol, and Louise will describe the four-year process of reviewing the curriculum, the ongoing implementation of a Standards-based curriculum, and the concurrent process of developing a Standards-Based Report Card. They will discuss the highlights and impediments to alignment, providing you with the opportunity to learn from their successes and struggles.

LCC-17 In-Depth New Teacher/Refresher Session

Introduction to Guided Reading: Essentials For Effective Teaching (Grades K–2) Diane Powell, Assistant Director of Primary Literacy Collaborative, Lesley University

F e at u r e d S e s s i o n LCC-14 In-Depth New Teacher/Refresher Session

Supporting Comprehension of Children’s Literature: Considering Sources of Preschoolers’ Misunderstandings (Grades PreK–K)

If you are new to using guided reading, be sure to attend this “nuts and bolts” introductory session. Learn about the rationales for each element in a guided reading lesson and how it helps readers learn how to process increasingly challenging texts. We’ll consider the readers, the texts, and the teaching of guided reading.

Required Texts: We’ll be working in The Continuum of Literary Learning and Teaching for Comprehending and Fluency by Fountas and Pinnell (Heinemann) so please bring both texts to the session.

Judith Schickedanz, Professor Emerita, Boston University

Young children frequently indicate misunderstandings of stories they hear read aloud through spontaneous comments and questions. Teachers often respond with simple corrections rather than provide information and explanations, or model inferential reasoning. To respond sufficiently, however, teachers need some understanding of the child’s confusions. In this session, Judith discusses examples of story misunderstandings and the likely confusions that led to them, and engages you in analyzing additional examples to identify the children’s likely sources of confusion. We will also analyze examples of teacher responses to children’s story misunderstandings for adequacy, and we will discuss issues, such as the use of questioning versus explanations. This is an introductory session suitable for teachers and coaches.

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The Lesley University Alumni Association invites graduates of Lesley University to the

LITERACY FOR ALL ALUMNI AND FRIENDS LUNCHEON Monday, November 4, 2013 • 12:00 pm–1:30 pm Rotunda Room • Rhode Island Convention Center Please respond by October 21, 2013 to Pattyanne Lyons at 617.349.8178 or plyons4@lesley.edu

Monday | SESSIONS A–D

Session D Monday, November 4, 2013 3:30 pm–5:00 pm PreK–8 Literacy Conference D Sessions F e at u r e d S e s s i o n s LCD-1

Be the Story: Innovations and Inspirations For Engaging All Students in the Power of Literature and Information (Grades PreK–8) Pam Allyn, Executive Director, Author, and Consultant, LitLife, N.Y.

In this session, Pam will share her newest ideas for how to use the power of stories to impact teaching and learning every day.

She will illuminate the ways both nonfiction and narrative text contain stories children love and that help them become writers and readers with purpose.

LCD-2

What Does ‘Literacy’ Mean in Nonfiction? (Grades 4–8) (Repeat) Marc Aronson, Author and Lecturer, Rutgers University

Using several of his own upper elementary-level nonfiction books, Marc will show how engagement in ideas and thinking can help students in grades 4–8 become sophisticated readers.

This session provides an explanation of engagement as an entry to nonfiction reading.

LCD-3

Creating Successful Writers With Mentor Texts (Grades 3–6) Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project Rose Cappelli, Reading and Writing Consultant

In this session, we will explore the concept of mentorship and how books and authors can serve as mentors. Lynne and Rose will focus on the use of a variety of rich literature to demonstrate key minilessons for the teaching of writing. They will also demonstrate the gradual release of responsibility for writers’ workshop lessons that include reflection as a key component.

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F e at u r e d S e s s i o n s LCD-4

Using Effective Coaching Language to Promote Successful Teacher and Coach Interactions (Grades K–5) Laurie Elish-Piper, Presidential Teaching Professor and Literacy Clinic Director, Department of Literacy Education, Northern Illinois University Susan L’Allier, Associate Professor and Coordinator of the Reading Program, Department of Literacy Education, Northern Illinois University

Literacy coaches are expected to work with a variety of teachers.

These teachers differ in many ways, including their teaching experience, knowledge about literacy instruction, and skill in reflecting about practice. Thus, literacy coaches and other reading professionals whose job descriptions include literacy coaching need to be able to adjust their coaching stance and language to meet the knowledge, skills, and needs of each teacher with whom they work. In this session, Laurie and Susan will describe three stances — facilitating, collaborating, and consulting — that coaches typically employ when working with teachers and effective coaching language related to each stance.

Viewing video vignettes and engaging in role-playing activities will provide you with opportunities to identify and use the stances and related coaching language.

Repeated: LCF-3 LCD-5 New Teacher/Refresher Session

Creating a Classroom Wiki For Your Digital Writers (Grades K–8) Troy Hicks, Associate Professor of English and Director of Chippewa River Writing Project, Central Michigan University

Digital writing tools such as wikis can contribute to what you are already doing in your writing instruction, as well as appeal to a new generation of students. In this hands-on session, we will explore how new ways of thinking about wellestablished practices in the writers’ workshop — especially students’ choice and publishing their writing — could be updated for the digital age. Bring your own laptop or tablet so we can begin creating your students’ digital writing space using Wikispaces. This introductory workshop is suitable for those who have general familiarity with the writing process and writers’ workshop approach.

Recommended: If you are able, please bring a mobile device that can connect to a cellular Internet connection.

LCD-6

Celebrating Teachers Who Focus on Literacy Work That Matters (Grades K–6) Mary Howard, Literacy Consultant and Author, Reading Connections

High-quality literacy instruction begins by analyzing and evaluating the quality of our practices. This reflective process helps us to identify what matters most in our teaching and what may be usurping the time and energy needed to accomplish those things.

This session highlights seven critical elements of effective literacy instruction and how we make the most of limited available time by alleviating anything counterproductive to those elements. This workshop is suitable for both new and seasoned educators.

LCD-7 New Teacher/Refresher Session

Wild About Words: Vocabulary Instruction That Makes a Difference (Grades K–8) Linda Hoyt, Consultant and Author

The relationship between vocabulary and comprehension is unparalleled in importance. In this introductory session, Linda will provide a wide array of vocabulary-enhancing experiences and strategies that you can apply across the curriculum for learners of all ages. Buckle up for a session that is loaded with hands-on, ready-touse strategies for building content-specific and Tier 2 vocabulary.

LCD-8 New Teacher/Refresher Session

Opening Minds: Using Language to Change Lives (Grades K–8) Peter Johnston, Professor, The University at Albany

This workshop shows how the classroom choices we make, particularly our language choices, influence the qualities of the classroom learning community, and how to make those choices wisely. It shows how the qualities of the learning community we build will impact children’s comprehension, their social relationships, their intelligence, and how they handle challenge, adversity, uncertainty, and difference.

LCD-10

#SocialNetworking: Thinking Differently About Technology’s Role in the Literacy Classroom (Grades 3–8) Katharine Hale, Fifth-Grade Teacher, Arlington County Public Schools, Va.

How can students use social networking as a safe and appropriate learning tool to develop literacy skills? We will explore the world of social networking and its possibilities to support students’ reading and writing skills. In myriad ways, social networking offers the opportunity for students to participate actively in their own literacy growth.

LCD-11

Illustration Study in the Primary Classroom to Support Our Youngest Writers (Grades PreK–2) Kristine Haveles-Pelletier, Grades K–5 District Literacy Implementation Specialist, Manchester Public Schools, N.H.

What if children were introduced to key qualities of good writing in the context of illustrations? What if children gained experience planning, drafting, revising, and editing content in the process of composing illustrations for their books? Kristine’s session will introduce writing and illustrating as parallel processes when supporting students as they compose their own books. This session will be informative for new teachers and experienced teachers interested in an introduction to illustration study.

LCD-12 New Teacher/Refresher Session

Read, Do, Record, Explore: Rigorous and Quality Centers Beyond Kindergarten (Grades K–2) Andrew Kelley, First-Grade Teacher, Boston Public Schools Beverly Ryan, First-Grade Teacher, Boston Public Schools

In this introductory workshop, we will explore and model what simple yet differentiated and demanding literacy centers look like beyond kindergarten. We will explain how we structure and manage our centers as well as how we rotate content through them. We will also provide examples of ways to differentiate centers for a wide range of learners in first and second grade.

LCD-13

Movement and Reading: Necessary Partners (Grades K–2)

LCD-9

Aili Pogust, Literacy Consultant, Trainer, and Coach, The Pogust Group

Academic Vocabulary: Engaging Activities For All Learners (Grades 6–8)

Children naturally learn through movement, yet many learners today do not receive enough movement and play experience to sit comfortably still and focus. As a readiness activity, we can assist our students through physical movement to coordinate the use of their bodies for learning.

You will learn and experience simple, easy-to-learn physical movements that will assist your students to focus, comprehend, and process what they are reading.

MaryEllen Vogt, Professor Emerita of Education, California State University, Long Beach

The Common Core State Standards (CCSS) require that we emphasize and ramp up vocabulary instruction, yet academic vocabulary remains a stumbling block for many students, including English language learners and struggling readers. In this session, we will focus on contextualizing academic vocabulary instruction within the broader topic of academic language. MaryEllen will model a variety of effective, use-tomorrow academic vocabulary activities and she will provide you with a comprehensive handout. This workshop is suitable for teachers, reading specialists, pre-service and graduate students, curriculum specialists, and special education specialists.

This workshop is sponsored by Houghton Mifflin Harcourt.

Monday | SESSIONS A–D

F e at u r e d S e s s i o n s

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Monday | SESSIONS A–D

F e at u r e d S e s s i o n s

Reading Recovery D Sessions

RRD-3

Extending a Meager Knowledge of Running Records

Monday, November 4, 2013 3:30 pm–5:00 pm

Emily Rodgers, Reading Recovery Trainer, The Ohio State University

This session is designed to help you get more power out of Running Records. We will use examples of students’ Running Records to infer processing and select teaching points that will lift students’ strategic reading activity. This workshop is suitable for Reading Recovery and grades K–2 classroom teachers.

F e at u r e d S e s s i o n s RRD-1

Using Predictions of Progress Effectively Sharan Gibson, Professor and Trainer of Teacher Leaders, San Diego State University

This session will focus on understandings of Predictions of Progress used as a process to improve teaching throughout each child’s series of lessons.

Repeated: RRE-1 RRD-2

Analyzing and Introducing Texts at Higher Levels: Considering Domain Knowledge Mary K. Lose, Associate Professor of Reading and Language Arts, and Director and Trainer, Reading Recovery Center of Michigan, Oakland University

Reading Recovery teachers must preview and analyze texts to prepare a particular child for accurate responding and, ultimately, to advance the child’s literacy processing system. In this session, we will focus on the work of Walter Kintsch (domain knowledge), and Marie Clay as we consider how best to support a child in reading texts at higher levels. This session is for Reading Recovery professionals, including previously trained Reading Recovery teachers and Reading Recovery teachers-in-training.

RRD-4

Fluent 30-Minute Lessons Kelly L. McDermott, Reading Recovery Teacher Leader, Boston Public Schools

During this session, we will spend time thinking more about how essential it is that lessons are 30 minutes for each student on a daily basis. We will explore the idea that 30-minute lessons ensure fast and fluent responding, and that teaching builds across lessons over the course of a week, a month, and a series of lessons.

“One the most memorable conferences

I have attended. I found this conference to be filled with information, strategies, and concepts that I can bring directly into my current classroom!”

— Lee Rivard, Classroom Teacher, Manchester School District, N.H.

Repeated: RRE-2

E X HI B IT FA IR Monday, November 4, 2013 | Ballroom A, 5th level of the Rhode Island Convention Center | 5:00 pm–6:00 pm During the Exhibit Fair:

Troy Hicks, Author of Crafting Digital Writing (Heinemann, 2009)

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

Mary Howard, Author of Good to Great Teaching: Focusing on Literacy Work That Matters (Heinemann, 2012), Moving Forward with RTI: Reading and Writing Activities for Every Instructional Setting and Tier (Heinemann, 2010), and RTI From All Sides: What Every Teacher Needs to Know (Heinemann, 2009)

• Enter our free raffle to win one of the many prizes donated by the exhibitors • Get a book signed by one of many authors Book Signing Authors:

Bring your own books or purchase them from the exhibitors.

Pam Allyn, Author of Be Core Ready (Pearson, 2012) Lynne Dorfman and Rose Cappelli, Authors of Poetry Mentor Texts (Stenhouse, 2012), Nonfiction Mentor Texts (Stenhouse, 2009), and Mentor Texts (Stenhouse, 2007)

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Laurie Elish-Piper and Susan L’Allier, Authors of Literacy Strategies for Teacher Candidates (Pearson, 2012) and the The Literacy Coaching Series DVDs (Learnsure)

Peter Johnston, Author of Opening Minds: Using Language to Change Lives (Stenhouse, 2012) and RTI in Literacy — Responsive and Comprehensive (IRA, 2010) Marjorie Martinelli and Kristine Mraz, Authors of Smarter Charts (Heinemann, 2012) Judith Schickedanz, Author of So Much More than the ABCs (NAEYC, 2013) Terry Thompson, Author of Adventures in Graphica (Stenhouse, 2008)

tuesday | SESSIONS E–G

Session E Tuesday, November 5, 2013 8:30 am–10:00 am

LCE-2

Attend Keynote E with Mary Ehrenworth or a 90-minute breakout session.

Rachael Gabriel, Assistant Professor of Reading Education, University of Connecticut

Bringing Choice Words to Life: Teacher Language and Literacy Learning (Grades 3–8) Mary Gabriel, Literary Specialist and Grades K–2 Literacy Coach, Brookline Public Schools, Mass.

K EYNOTE SESSION E

Bringing Close Reading Home: Developing Professional Learning Communities (Grades K–8)

Rachael and Mary will describe findings from a recent study about the impact of teacher language in literacy learning in the middle grades, discuss patterns of teacher talk that are most supportive of literacy learning for struggling readers, and invite you to analyze short videos and transcripts of classroom instruction to identify aspects of classroom discourse that mediate literacy learning in real time. You will leave with a foundation for greater awareness of key features of teacher talk and skills for analyzing and discussing its impact on student learning.

Mary Ehrenworth, Deputy Director, The Reading and Writing Project, Teachers College, Columbia University

For many educators, the gap between the thinking work we see students doing in class and that is described by the Common Core State Standards (CCSS) seems sobering, especially when we focus on the reading work that students demonstrate independently and consistently rather than with scaffolding and support. And yet the reading practices described in the CCSS can be not only academically rigorous, they can be beautiful. In this keynote, Mary will focus on developing communities of practice around close reading of print and digital texts and across literature and nonfiction.

Reading Recovery E Sessions

tuesday, NOVEMBER 5, 2013 8:30 am–10:00 am F e at u r e d S e s s i o n s RRE-1

PreK–8 Literacy Conference E Sessions F e at u r e d S e s s i o n LCE-1

The Problems and Possibilities of Response to Intervention (Grades K–8) Peter Johnston, Professor, The University at Albany

This session describes the logic of Response to Intervention (RTI) and the kinds of school practices that follow from that logic, particularly the relationship between assessment and instruction.

It shows the critical decisions we need to make and why some RTI structures and practices are more useful than others. This session will also address the question of “scientific, researchbased” instruction as it relates to RTI.

“I have really liked the children’s book

authors that I have seen in the past, but the presenters this year provided some great hands-on activity ideas.”

—Heidi Doyle, Grades K–5 Librarian, SAU #34, N.H.

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Using Predictions of Progress Effectively (Repeat) Sharan Gibson, Professor and Trainer of Teacher Leaders, San Diego State University

This session will focus on understandings of Predictions of Progress used as a process to improve teaching throughout each child’s series of lessons.

RRE-2

Analyzing and Introducing Texts at Higher Levels: Considering Domain Knowledge (Repeat) Mary K. Lose, Associate Professor of Reading and Language Arts, and Director and Trainer, Reading Recovery Center of Michigan, Oakland University

Reading Recovery teachers must preview and analyze texts to prepare a particular child for accurate responding and ultimately, to advance the child’s literacy processing system. In this session, we will focus on the work of Walter Kintsch (domain knowledge) and Marie Clay as we consider how best to support a child in reading texts at higher levels. This session is for Reading Recovery professionals including previously trained Reading Recovery teachers and Reading Recovery teachers-in-training.

continues to grow and reflect with

every Literacy for All Conference I

attend! I will continue to keep coming back for continued deep thinking and collaboration! Thank you!

— Kristine Pelletier, Curriculum Coordinator, Manchester School District, N.H.

F e at u r e d S e s s i o n s RRE-3

Increasing the Impact of Roaming Around the Known Emily Rodgers, Reading Recovery Trainer, The Ohio State University

The session is designed to help you reexamine the purpose of Roaming Around the Known and increase the power of the literacy activities that make up this critical period of observing and interacting with the student. This session is suited for those who have had training as a Reading Recovery teacher.

Repeated: RRG-3 RRE-4

Why Not Sound It Out? (Repeat) Robert Schwartz, Reading Recovery Trainer and Professor, Oakland University, Mich.

How to teach word recognition is one of the most contentious issues in literacy education, and particularly damaging for children who struggle. Marie Clay’s theory renders the debate moot and leads to more productive approaches to instruction.

RRE-5

That Would Make an Interesting Story!

Teaching For Independence in Composing and Writing Laurel Dickey, Teacher Leader, Collaborative for Educational Services

In writing, it is necessary for teachers to support children across a gradient of difficulty, similar to the gradient provided by the set of leveled texts used for reading. The child’s composing of a story is the starting point. In this session, we will explore the theory and the guidance provided for supporting children in becoming increasingly independent with the composing and transcribing of stories during their series of Reading Recovery lessons.

Session F Tuesday, November 5, 2013 Select one of these options for Session F: • Reading Recovery Keynote with Mary Anne Doyle (10:15 am–11:45 am) • A 90-minute Session F (10:15 am–11:45 am) • An In-Depth Session F (10:15 am–1:30 pm, with a 15-minute break)

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

tuesday | SESSIONS E–G

“Outstanding as always! My brain

reading recoverY KEYNOTE SESSION F

Marie Clay’s Theoretical Perspective: Waves of Change For Children and Teachers Mary Anne Doyle, Reading Recovery Trainer and Professor, University of Connecticut

The purpose of this talk is to share Marie Clay’s quest for explanations of early literacy development and the complex, literacy-processing theory that her evidence revealed. Her theoretical perspective and significant contributions enhanced our understandings of literacy, young learners, and early intervention. The result has been waves of change that have created promising opportunities for children and teachers.

Session F 10:15 am–11:45 am pre k–8 LITERACY CONFERENCE F SESSIONS F e at u r e d S e s s i o n s LCF-1

Nonfiction Mentor Texts: Crafting Content (Grades K–2) Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project Rose Cappelli, Reading and Writing Consultant

This session explores how nonfiction writers build well-developed content with voice and authority in children’s literature. The workshop focuses on strategies such as creating rich descriptions, using features of nonfiction such as timelines, and anecdotes. Discover what to look for in fiction and nonfiction to help students imitate authors, take risks, and develop as young writers of nonfiction.

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tuesday | SESSIONS E–G

F e at u r e d S e s s i o n s LCF-2

LCF-4

Deepening Students’ Response to Literature (Grades 3–8)

Raising Digital Writers (Grades K–8) (Repeat)

Mary Ehrenworth, Deputy Director, The Reading and Writing Project, Teachers College, Columbia University

In this session, Mary will delve into the practices powerful readers bring to complex texts and the particular kinds of challenges (fascinating ones) that more complex texts pose readers. She will share research gathered from over 100,000 students in New York City over the last five years that suggests that some levels and kinds of text complexity pose particular difficulty. Mary will focus on how to transform student knowledge of more complex texts so that readers know how to unlock their secrets. She will also introduce predictable courses of study to help students plan their reading work with more knowledge, agency, and efficacy. This session will be an interactive think tank, as we pull together research, consider teaching methodologies, investigate some video of student interactions with text, and explore the content of reading. This workshop is suited for those already familiar with reading levels and readers’ workshop and are looking for more information on how to help readers move up levels of text complexity, as well as content for conferring with stronger readers.

LCF-3

Using Effective Coaching Language to Promote Successful Teacher and Coach Interactions (Grades K–5) (Repeat) Laurie Elish-Piper, Presidential Teaching Professor and Literacy Clinic Director, Department of Literacy Education, Northern Illinois University Susan L’Allier, Associate Professor and Coordinator of the Reading Program, Department of Literacy Education, Northern Illinois University

Literacy coaches are expected to work with a variety of teachers.

These teachers differ in many ways, including their teaching experience, knowledge about literacy instruction, and skill in reflecting about practice. Thus, literacy coaches, and other reading professionals whose job descriptions include literacy coaching, need to be able to adjust their coaching stance and language to meet the knowledge, skills, and needs of each teacher with whom they work. Laurie and Susan will describe three stances — facilitating, collaborating, and consulting — that coaches typically employ when working with teachers and effective coaching language related to each stance. Viewing video vignettes and engaging in role-playing activities will provide you with opportunities to identify and use the stances and related coaching language.

24

F e at u r e d S e s s i o n s

Hicks, Associate Professor of English and Director Troy of Chippewa River Writing Project, Central Michigan University

“Twenty-first century literacies” are well over a decade old, yet in what ways do we really invite our students to be collaborative, creative, and conscientious writers with the digital tools they have in their pockets and at their fingertips? Through examples and conversation, we’ll explore the latest apps, websites, strategies, and examples of children’s work so that we can thoughtfully engage our students in the craft of digital writing.

This workshop is suitable for new teachers, as well as those with general familiarity with writing process and writers’ workshop approach.

LCF-5

Response to Intervention in the Age of the Common Core State Standards (Grades K–6) Mary Howard, Literacy Consultant and Author, Reading Connections

Response to Intervention (RTI) and the Common Core State Standards (CCSS) are ready to converge on the literacy horizon in schools across the country. With thoughtful interpretation and implementation to guide the way, this merger can be a successful one if we can maintain a flexible stance that adheres to the tenets of high-quality literacy instruction. In this session, we will discuss how to accomplish this lofty but achievable goal while steadfastly insisting on keeping students at the forefront.

This workshop is suitable for all teachers and administrators.

Educators attending this workshop should already have basic knowledge of RTI and CCSS. LCF-6 New Teacher/Refresher Session

Crafting Nonfiction Writing (Grades 3–8) Linda Hoyt, Consultant and Author

Nonfiction writing can and should be filled with interesting sentence structures, jaw-dropping descriptors, and artistic punctuation. With the help of well-crafted mentor texts and explicit teacher modeling, the nonfiction writing of your students can sparkle with powerful content, rich language, and enticing sentence structures. This is an introductory session for new teachers or those looking for a refresher.

LCF-7 New Teacher/Refresher Session

Visible Learning: Charts in Action (Grades PreK–3) (Repeat) Marjorie Martinelli, Literacy Consultant, The Reading and Writing Project, Teachers College, Columbia University Kristine Mraz, Classroom Teacher, New York City Public Schools

Marjorie and Kristine will teach the thinking that leads to powerful chart making through an examination of the elements of successful charts. You will leave this workshop with an understanding of the types of charts that support young readers and writers, guidelines for selecting and using language and visuals, and tips and tools for creating memorable charts. Please come with plenty of room in your notebooks to practice what you learn. This introductory workshop is suitable for teachers, literacy coaches, and administrators.

LCF-8

Close Reading of Informational Texts For Deep Comprehension (Grades 3–8) Gay Su Pinnell, Author and Professor Emeritus, The Ohio State University Irene Fountas, Author and Director, Center for Reading Recovery and Literacy Collaborative, Lesley University

Close study involves the reader in the analysis of the crafting of a text and the ability to understand the big, important ideas.

Learn how to select aspects of nonfiction texts for thinking and talking to support your students’ deep comprehension. You will receive a bibliography of recommended texts.

LCF-9 New Teacher/Refresher Session

“Peter ‘Growed?’” Why Don’t Children Learn Some Words We Use? (Grades PreK–K) Judith Schickedanz, Professor Emerita, Boston University

In this session, Judy will provide examples of children’s rejection of new vocabulary, and will discuss the roles of content knowledge and the child’s view of the adult as contributing factors. We will consider the young child as an active “judge” of new information. This is an introductory workshop suitable for teachers, literacy coaches, and mentors.

LCF-10

Vocabulary: Aim High (Grades 3–6) Elaine M. Balum, Reading Specialist, Danville School District, Pa.

Research findings in vocabulary development provide the foundation for vocabulary strategies that Elaine will demonstrate in this presentation.

The strategies were developed in alignment with research on word selection, teaching methods, learning strategies, learning principles, and intermediate grade-level achievement.

LCF-11

Tools For Fostering Productivity, Accountability, and Independence in Grades K–2 Writers’ Workshop (Grades K–2) Lindsay Barton, Grades 1–2 Classroom Teacher, Cambridge Public Schools, Mass.

Caitlin O’Donnell, First-Grade Teacher, Cambridge Public Schools, Mass.

A productive writers’ workshop demands substantial self-motivation and stamina from our youngest writers. Often, as teachers, we find ourselves conferring intently with one child only to raise our heads and discover that all of the other children in the room are struggling to stay on task. In this workshop, Lindsay and Caitlin will share a variety of tools including templates, rubrics, checklists, and exemplars that can be used to increase your students’ independence, productivity, and engagement during writing.

tuesday | SESSIONS E–G

F e at u r e d S e s s i o n s

LCF-12 New Teacher/Refresher Session

Pragmatic Poetry Workshop: Using Visual Poetry to Enhance Reading and Writing (Grades 3–6) Lucinda M. Juarez, Graduate Teaching Assistant, Texas A&M University

This introductory workshop blends traditional and contemporary poetry with visual literacy to engage and advance students’ reading comprehension and writing skills. Integrated with Common Core State Standards in content from math, science, and social studies, powerful poetry and images help students learn and retain deeper learning of subject matter. Pragmatic poetry recitation combines with hands-on, minds-on writing and project-based activities to boost primary students’ reading comprehension, creativity, problem solving, and writing skills.

LCF-13 New Teacher/Refresher Session

Connecting Content and Comprehension: Inquiry Workshops and the Common Core State Standards (Grades 3–6) Dawn Little, Literacy Focus Teacher, Montgomery County Public Schools, Md.

By the end of this introductory session, you will know how an inquiry workshop meets the Common Core State Standards (CCSS) and will have learned explicit strategies for evaluating and analyzing nonfiction texts through the components of an inquiry workshop.

LCF-14

From the Author to the Classroom: Connecting Passion and Process (Grades 3–8) JoEllen McCarthy, Staff Developer, Always Learning LL, Inc. Marissa Moss, Author and Illustrator, Source Books Erica Pecorale, Professor, Long Island University

Marissa Moss, author and illustrator of many picture book biographies, will discuss her research and writing process. We will also explore ways to motivate and engage all learners as they read and write using informational texts. Examine mentor texts and literacy snapshots, and leave this workshop with resources that showcase this practice in action, addressing strategies as a common-sense approach to the demands of the Common Core State Standards (CCSS).

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tuesday | SESSIONS E–G

“Literacy for All is an excellent professional development opportunity for Reading Recovery teachers and classroom teachers. This was my third time attending and I hope to return next year. I felt like I was a better teacher today when I returned to my Reading Recovery students. Thanks to all organizers and presenters for such a beneficial experience.”

—Bridget Kelly, Classroom Teacher, Explore Charter School, N.Y.

Jerry Pisani, Classroom Teacher, Boston Public Schools

Session F In-Depth Tuesday, November 5, 2013 10:15 am–1:30 pm

Amanda Smallwood, Grades PreK–2 Literacy Coach, Boston Public Schools

(with a 15-minute break)

In this session, you will explore models of shared and distributed leadership to understand how shared leadership and honoring teachers’ voices can build a community of scholarly and professional learning. You will identify areas of opportunity to share leadership in your own school.

Jerry and Amanda will model and illustrate what daily, job-embedded professional learning can be.

PreK–8 Literacy Conference Sessions

LCF-15

Shared Leadership: A School Built From Teachers (Grades PreK–8)

LCF-16

The New Nonfiction: Using AwardWinning Children’s Books to Support the Common Core State Standards (Grades K–6) Melissa Stewart, Children’s Book Author

Author and educator Melissa Stewart will introduce a broad range of recently published children’s nonfiction titles that combine engaging text and innovative art and design in ways that delight as well as inform young readers. She pairs titles with fun, effective activities that directly address the Common Core State Standards’ (CCSS) Reading Informational Text goals. You’ll go home with a flash drive full of CCSS-related book lists and teaching ideas.

LCF-17

Conferring in Your Readers’ and Writers’ Workshop: Not Just For Teachers (Grades 1–3) Amy Walter, Third-Grade Teacher, The American School in London Suzanne Lituchy, Third-Grade Teacher, The American School in London

Conferring is at the heart of the readers’ and writers’ workshop, but it can be difficult for a teacher to spend quality time conferring with every child regularly. Adult conferring “buddies” can be a big help to students and teachers alike, provided they have the right knowledge and skills.

In this session, you will learn how to train adults and then manage a purposeful, effective, and meaningful program of adult reading and writing conferring “buddies.”

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F e at u r e d S e s s i o n LCF-18 In-Depth New Teacher/Refresher Session

Phonics in the 21st Century: Where We’ve Been and Where We’re Going (Grades PreK–3) Wiley Blevins, Literacy Consultant, Scholastic, Inc.

This session examines the key characteristics of strong phonics instruction, highlighting apps and interactive whiteboard activities that can add engagement to word work lessons. This is an introductory workshop for new teachers and administrators.

This workshop is sponsored by Scholastic, Inc. LCF-19 In-Depth New Teacher/Refresher Session

Lights! Camera! Action! Spotlighting Fluency Success Through Readers’ Theatre (Grades PreK–2) Karla Klyng, Assistant Principal, Alvin Independent School District, Texas Renea Rives, Assistant Principal, Alvin Independent School District, Texas

Learn how to excite and engage students through Readers’ Theatre while improving fluency in this introductory workshop. You will review Fountas and Pinnell’s Six Dimensions of Fluency rubric and learn how to take a text from a read-aloud or shared reading experience and incorporate it in a Readers’ Theatre experience, engaging students in all six dimensions of fluency. Research shows that repeated reading practice improves students’ reading confidence and creates enthusiasm in reading. You will be engaged in the Readers’ Theatre experience and will leave this in-depth workshop with ideas and strategies for implementing it.

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

PreK–8 Literacy Conference G Sessions F e at u r e d S e s s i o n s LCG-1

F e at u r e d S e s s i o n s LCG-3 New Teacher/Refresher Session

Great Start: Guided Reading in the Kindergarten Classroom (Grade K) Irene Fountas, Author and Director, Center for Reading Recovery and Literacy Collaborative, Lesley University Gay Su Pinnell, Author and Professor Emeritus, The Ohio State University

Learn how to work with three kindergarten students at a time to help them build an early reading process and move to first grade as successful readers. Examine text levels with an eye to the demands they make on early readers, and develop an understanding of the rich opportunities in the guided reading lesson to help them achieve success.

LCG-4

Nonfiction Mentor Texts: Crafting Effective Introductions and Conclusions (Grades 3–6)

Celebrating Teachers Who Focus on Literacy Work That Matters (Grades K–6) (Repeat)

Lynne Dorfman, Co-Director, Pennsylvania Writing and Literature Project

Mary Howard, Literacy Consultant and Author, Reading Connections

Rose Cappelli, Reading and Writing Consultant

Lynne and Rose will present innovative strategies for writing effective introductions and conclusions for informational writing using quality mentor texts as models, and highlight student samples. This interactive session will provide opportunities for shared and independent writing.

LCG-2

Increasing Students’ Use of Argument in Response to Nonfiction Reading (Grades 4–8) Mary Ehrenworth, Deputy Director, The Reading and Writing Project, Teachers College, Columbia University

Teaching students to be successful at argument writing, in any discipline, is more than one unit of study or one set of teaching points. In this session, calling on a year-long collaborative Think Tank with Educational Testing Service (ETS), The Teachers College Reading and Writing Project, a group of New York City school teachers, and the Council of Chief State School Officers (CCSSO), Mary will share some high-leverage classroom practices and protocols that seem to be transforming students’ fluency with evidence-based argument. We’ll study some video of classroom practices and other student artifacts, examine performance assessments, practice talk protocols, and delve into replicable methodologies for instruction. Increasing students’ efficacy with evidence-based argument is the central focus of Mary’s recent work and this session. This workshop is suitable for experienced teachers and administrators.

tuesday | SESSIONS E–G

Session G Tuesday, November 5, 2013 1:00 pm–2:30 pm

High-quality literacy instruction begins by analyzing and evaluating the quality of our practices. This reflective process helps us to identify what matters most in our teaching and what may be usurping the time and energy needed to accomplish those things. This session highlights seven critical elements of effective literacy instruction and how we make the most of limited available time by alleviating anything counterproductive to those elements. This workshop is suitable for new and seasoned educators.

LCG-5

Engagement, Literacy Learning Communities, and Children’s Development (Grades K–8) Peter Johnston, Professor, The University at Albany

Research shows that focusing on learners’ engagement affects their development, individually and collectively, and the qualities of the learning community. The session will show how apparently small changes in classroom practice can affect student learning in relation to the Common Core Standards (CCSS), but more importantly leverage larger changes in school behavior, self-regulation, literacy learning, and, among other things, happiness (yes, happiness).

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tuesday | SESSIONS E–G

F e at u r e d S e s s i o n s LCG-6

Beyond the Basics: Optimizing Classroom Charts For Independence (Grades PreK–3) Marjorie Martinelli, Literacy Consultant, The Reading and Writing Project, Teachers College, Columbia University Kristine Mraz, Classroom Teacher, New York City Public Schools

Marjorie and Kristine will show you classroom-tested methods to increase student independence and self-reflection through the use of charts and other tools. They will discuss brain research, design theory, and educational pedagogy and its implications for the classroom. You will leave with pockets full of ideas for keeping charts alive, active, and important in the classroom. This workshop is suitable for teachers, administrators, and coaches.

Principal and Literacy Coach: Partners in Action (Grades K–6) Jason DiCarlo, Principal, Lowell Public Schools, Mass.

Rebecca Hyde, Grades PreK–4 Literacy Coordinator, Lowell Public Schools, Mass.

This introductory session will focus on the essential conditions and practices that were used to facilitate significant improvement in the area of literacy in a designated underperforming school in Lowell, Mass. You’ll learn how a principal and literacy coach can work in tandem to provide shared vision, values, and beliefs around literacy instruction in their school. Jason and Rebecca will share the nuts and bolts of how they work to create a culture of learning and collaboration for teachers and students by using data, inquiry, and professional learning opportunities.

LCG-11

Using iPads to Support the Primary Literacy Block (Grades K–2) Ali Dutson, Assistant Principal and School-Wide Literacy Coordinator, Mission Grammar School, Boston

LCG-7

Maura Bradley, Principal, Mission Grammar School, Boston

Reading For Meaning — Fluently (Grades 3–6)

Julia Garcia, First-Grade Teacher, Mission Grammar School, Boston

Elaine M. Balum, Reading Specialist, Danville School District, Pa.

Learn how to develop fluency, support vocabulary, and promote comprehension by combining the powerful research-based strategies of teacher modeling, repeated reading, and progress monitoring. Accelerate the reading achievement of Title I, special education, English language learners, and mainstream students using these research-proven strategies.

LCG-8

Note-Making For Text Sets: Strategies to Support Comprehension and Content (Grades 3–6) Mary Ann Cappiello, Associate Professor, Language and Literacy Division, Graduate School of Education, Lesley University Erika Thulin Dawes, Associate Professor, Graduate School of Education, Lesley University

This session will focus on strategies for increasing student comprehension through the use of text sets. Text sets are contentor theme-related groupings of texts that vary in genre, form, and complexity. This interactive session will focus on note-making strategies that prompt students to consider content as it is presented across multiple texts, facilitating higher-order thinking and comparing and contrasting of multiple perspectives.

LCG-9

Core Beliefs in the Teaching of Writing: Vision, Voice, and Vigor (Grades K–6) Peter Catalanotto, Author and Illustrator, Simon & Schuster JoEllen McCarthy, Staff Developer, Always Learning LL, Inc.

Getting to the core of what matters most to young writers, author and illustrator Peter Catalanotto will share simple strategies for inspiring students to create stories from their lives and imaginations. Peter will demonstrate how to develop those ideas in methods that let children lead with their strengths. Through close study of mentor authors and their texts, both Peter and educator JoEllen McCarthy will offer vision for idea, text structure, and craft lessons. In addition, JoEllen will share anchor charts, resources, and students’ work that demonstrate the “Core” in action.

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LCG-10 New Teacher/Refresher Session

This session will look at how one school is using iPads in the primary classroom to support literacy learning. You will learn from concrete examples, student projects, and introductions to various iPad apps.

LCG-12

Guided Writing in the Writers’ Workshop (Grades 3–5) Pauletta Michelle Francis, Grades K–5 Literacy Coach, Bermuda Ministry of Education

How can we scaffold our student writers? How can we provide practical lessons that will produce powerful results? In this session, we’ll explore guided writing, a powerful vehicle to assist writers as they engage in the writing process. We’ll examine student writing and design lessons to move students along.

Required Text and Materials: Please bring a copy of Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy by Fountas and Pinnell (Heinemann) and one piece of writing from three students — low, moderate, and high achieving — for analysis.

LCG-13

Ten Ways Classroom Teachers and Interventionists Partner to Optimize Student Achievement (Grades K–1) Linda Garbus, Educational Consultant

The classroom teacher and interventionist are partners in ensuring the success of the lowest-achieving students. Learn how both can use specific techniques to support letter knowledge, phonological awareness, comprehension, writing skills, and improvement in reading levels by achieving coherence in your teaching that benefits the children.

Are We Teaching? (Grades K–6) Helen Sisk, Intermediate and Middle School Literacy Collaborative Trainer, Lesley University Chrisie Moritz, Literacy Collaborative District Trainer, Fairfax County Public Schools, Va. Mary Domes, Literacy Coordinator, Fairfax County Public Schools, Va.

In this session, we’ll take a critical look at how we meet students’ reading needs — what our options are and how we can scaffold student learning through our language, lessons, and work.

LCG-15 New Teacher/Refresher Session

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

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

In this session, you will learn how to guide readers in gaining and integrating new information. Kim will share field-tested minilessons and questioning techniques that help students achieve the careful analysis of text, as called for by the Common Core State Standards (CCSS).

“I thought having shorter sessions made the pacing and effectiveness

of each session successful and gave participants the chance to learn multiple techniques and topics within a given day!”

— Rebecca Russell, Second and Third Grade Chair, Blackstone Valley Prep Mayoral Academy, R.I.

Reading Recovery G Sessions

Tuesday, november 5, 2013 1:00 PM–2:30 pm F e at u r e d S e s s i o n s RRG-1

Valuing Language Diversity as It Relates to Literacy Acquisition (Repeat) Paula Bennet, Reading Recovery Trainer, New York University

tuesday | SESSIONS E–G

LCG-14

Children are deeply rooted in their home language. When language diversity is better understood and viewed as a strength, teachers can provide more opportunities for all children to use what they bring as they learn to read and write.

RRG-2

Analyzing Running Records to Understand the Child’s Literacy Processing Behaviors and Guide Instruction Mary Anne Doyle, Reading Recovery Trainer and Professor, University of Connecticut

This interactive session for Reading Recovery teachers reviews in-depth analyses of Running Records and examines student examples. The discussion will focus on describing literacy processing behaviors, inferring the student’s strategic processing, and using Running Records to inform instruction.

RRG-3

Increasing the Impact of Roaming Around the Known (Repeat) Emily Rodgers, Reading Recovery Trainer, The Ohio State University

The session is designed to help you re-examine the purpose of Roaming Around the Known and increase the power of the literacy activities that make up this critical period of observing and interacting with the student. This session is suited for those who have had training as a Reading Recovery teacher.

RRG-4 New Teacher/Refresher Session

Organizing For Efficient Teaching in Reading Recovery Lessons Julie Francis, Reading Recovery Teacher Leader, Warwick Public Schools, R.I.

Guided by Marie Clay’s words of wisdom in Literacy Lessons Designed for Individuals (Heinemann, 2005), we will identify several areas of consideration that will help Reading Recovery teachers-in-training maximize the effectiveness of their teaching. Such areas include: getting to know your book collection; time management; effective use of lesson and Running Records over time; and teaching for strategic activity. This is an introductory workshop for in-training Reading Recovery educators.

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LOCATION, DIRECTIONS, PARKING, AND HOTELS

LOCATION

THE OMNI PROVIDENCE

Rhode Island Convention Center 1 Sabin Street Providence, RI 02903 401.458.6000 www.riconvention.com

One Exchange Street, Providence, RI 02903 800.843.6664 | http://www.omnihotels.com

DIRECTIONS

By Car

Print directions from our website: www.lesley.edu/literacy-for-all-conference/directions

By Train

Amtrak: 800.US.RAIL | www.amtrak.com MBTA: 800.393.6100 | www.mbta.com

By Air

T.F. Green Airport (8 miles from downtown Providence): 888.268.7222 www.pvdairport.com

By Bus

Bonanza Bus: 800.556.3815 or 401.454.8800 | www.bonanzabus.com Peter Pan: 800.343.9999 | www.peterpanbus.com Greyhound: 800.231.2222 or 401.751.8800 | www.greyhound.com

(FORMERLY THE WESTIN PROVIDENCE) Attached to the Convention Center

• Rate: $170/night for single/double, plus parking; $25 additional person charge ($5 of the room rate will offset the cost of the conference) • Parking: $28/night for guests • Cut-Off Date (to be eligible for discounted rate): October 4, 2013 • Online Booking: http://www.lesley.edu/literacy-for-all-conference/hotels, then click link to Omni

Providence Biltmore Hotel Across the street from the Convention Center Kennedy Plaza, Providence, RI 02903 800.294.7709 or 401.421.0700 | http://www.providencebiltmore.com • Rate: $149/night for Junior Suite/Two California Kings, single/double, plus parking • Parking: $26/night for guests • Cut-Off Date: October 17, 2013 • Online Booking: http://www.lesley.edu/literacy-for-all-conference/hotels, then click link to Biltmore

R.I. Public Transit Authority: 401.781.9400 or 888.331.7500 www.ripta.com

Providence Courtyard by Marriott

PARKING All parking fees subject to change without notice.

Parking at the Rhode Island Convention Center: North Garage

Event Rate: $10/day | $18/overnight stay 401.458.6339 | www.riconvention.com

32 Exchange Terrace at Memorial Boulevard, Providence, RI 02903 888.887.7955 • Rate: $174/night for single/double, plus parking; $15/day rollaway charge for extra guest ($5 of the room rate will offset the cost of the conference)

Parking at the Providence Place Mall

• Hotel features rooms with one king bed with a pullout full-size sofa bed or two double queen-sized beds. Hotel has limited number of two-bedded rooms, which cannot be guaranteed. Please inquire about room type when making your reservation.

Rates: 0–3 hrs: $1 | 3–4 hrs: $5 | 4–5 hrs: $7 | 5–8 hrs: $10 | 8–20 hrs: $20 | 20–24 hrs: $25

• Parking: $26/night | $10/vehicle for conference attendees, until 5:00 pm (additional fees apply after 5:00 pm)

Any longer than 24 hours is $25 plus additional hours at the above hourly rates.

• Cut-Off Date: October 4, 2013

Parking at the Hotels: See each hotel for details.

www.providenceplace.com

PLACES TO STAY Discounted guest room blocks are available. Indicate you are with the Lesley University Literacy for All Conference to get the special rates.

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Across the street from the Convention Center

• No online booking; must call

Hilton Providence Five-minute walk from the Convention Center 21 Atwells Avenue, Providence, RI 02903 1.800.HILTONS or 1.800.445.8667 | www.hilton.com

• Make your reservation early, as rooms may fill before the cut-off date.

• Rate: $149/night for single/double, plus parking; $25 extra per additional person over 18

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

• Parking: $28/night for valet | $25/night for self-parking

• Hotel rates DO NOT include discounted parking or a 12–13% sales tax.

• Online Booking: http://www.lesley.edu/literacy-for-all-conference/hotels, then click link to Hilton

• Cut-Off Date: October 3, 2013

funding, scholarships, and grants

Funding • Funding may be available through Title I of the Elementary and Secondary Education Act, Charter Schools Funding, and Parent-Teacher Organizations • Sue Hundley Memorial Scholarships from Lesley University and travel grants from Larkin’s Little Readers are available • Full-time graduate students may volunteer at the conference one day, and attend for free one day • Speakers receive a complimentary two-day conference registration

Sue Hundley Memorial Scholarship Sue Hundley, a Reading Recovery Teacher Leader and a Literacy Collaborative Trainer at Lesley University, was dedicated to her teaching and her students and she cared deeply about her own professional growth. Following her death from cancer in May 2000, a memorial fund was established in her name at Lesley University. The fund supports young readers and writers by providing teacher scholarships for professional development and by assisting with the development of literacy materials in classrooms. Please consider a donation in Sue’s name. Donations make it possible for two teachers to attend the Literacy for All Conference each year.

Donations to the fund can be made through your conference registration form.

Apply For a Sue Hundley Memorial Scholarship Scholarships are available for one Reading Recovery teacher and one classroom teacher, and cover: • Two-day conference registration (Monday and Tuesday) • Two nights’ accommodations • Up to $100 for expenses • Application: http://www.lesley.edu/literacy-for-all-conference/ funding-and-scholarships/

Reading Recovery Travel Grant

by Larkin’s Little Readers • Bruce Larkin awards 500 grants each school year, up to $200 each, for travel expenses incurred by attending the Reading Recovery portion of the Literacy for All Conference • Application: http://www.wilbooks.com/scholarships/

Free Registration For Graduate Student Volunteers • Graduate students who volunteer on Monday can attend the conference for free on Tuesday • Students must be enrolled in a full-time, accredited university degree program

Complimentary Registration For Presenters • Submit a session proposal for the conference program • If your session is selected, you can attend the Literacy for All Conference on Monday and Tuesday for free • One free registration per session for the lead presenter only • The 2014 Literacy for All Conference proposal form is now available on the Literacy for All Conference website: www.lesley.edu/literacy-for-all-conference

2012 Sue Hundley Memorial Scholarship Winner: Carolyn Augusto, Special Education Educational Technician, Vinalhaven, Maine Carolyn went to great lengths to attend the 2012 Literacy for All Conference, traveling more than six hours from Vinalhaven, Maine via ferry, car, bus, and train to receive valuable literacy professional development. She made the 260-mile journey Left to right: Diane Powell, Lesley University; Carolyn so she could learn how Augusto; and Eva Konstantellou, Lesley University to incorporate the new Common Core State Standards (CCSS) into her daily lesson plans and classroom environment, and then share her newly acquired knowledge with her colleagues.

In Memory of Anne Bastianelli-Lofaro Our Literacy Collaborative colleague, Anne, passed away this past spring from the complications of cancer. She was a spirit and inspiration to those she came into contact with as her smile and energy lit up everything she did.

Anne worked for 38 years in the Atlantic City Public Schools in Atlantic City, N.J. and retired last spring as the Language Arts Supervisor, where her love of reading and education drove her to help all children discover that love of reading and became her life’s work.

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She is also remembered by her love of chocolate, which again, she shared so graciously with everyone she interacted with — we knew when Anne was present in a room/session, there would be chocolate shared!

Her family is requesting donations to “Annie’s Books-To-Go” where they will continue working to put books into the hands of those students who might not be able to collect books in their homes. Contributions can be sent to Frances McManus (Anne’s sister), 544 E. Revere Way, Galloway, NJ 08205.

Anne, we will miss you terribly and we know that all of your family and friends are blessed just by knowing you.

HOW TO REGISTER

Fees

Online

Save $15 off these prices if you register online.

www.regonline.com/lfa2013

• $395 Package Deal (3 days)

• Save $15 per registration

• $375 Sunday Plus One Day (Monday or Tuesday) • $295 Full Conference (Monday and Tuesday)

• Credit cards, purchase orders, and checks accepted (have credit card or PO number ready)

• $210 Monday Only or Tuesday Only

• Immediate email confirmation

• $175 Pre-Conference Workshop (Sunday only)

• Open 24/7, improving chances of getting first choice of workshops

Registration fees do not include meals, hotel, parking, or materials.

Registrations cannot be shared.

By Paper • Complete registration form on pages 35–36

DISCOUNTS • Group Discount: Send 10 people from your school district for two or three days and send an 11th person for free (on a lesser or equal value registration).

• Return completed form to address or fax number on the back of the form • Send PO or check with registration form, or call with credit card number

• Loyalty Reward: If you attended the conference in 2011 and 2012 and register for the 2013 conference for two or three days, receive an additional $15 off your registration.

• Receive a confirmation email once form is processed

• Principal/Assistant Principal Discount: If your school (not district, but one school) sends three or more educators to the conference for two or three days, the school may send their principal or assistant principal for a 50% discount for any conference registration option.

• Go to Help Desk on the fourth floor to select sessions and pay

• Lesley University Alumni Discount: If you graduated from any degree program from Lesley University, you may receive a discount of $10 off a one-day registration, $20 off a two-day registration, or $30 off a three-day registration (to be applied upon verification of your alumna/alumnus status).

• Registrations will not be taken over the phone or email

• Hurricane Sandy Discount (for affected N.Y., N.J., and Conn. residents): Out of respect for the devastation caused by Hurricane Sandy, which caused many of our attendees to miss last year’s conference, if you are a New York, New Jersey, or Connecticut resident who was affected by the storm, we will offer $25 off any registration fee.

• Discounts (other than the Lesley Alumni discount) cannot be combined.

At the Event • Payment required at time of registration

Please Note: • Payment must be sent within five business days of registering • Do not write credit card numbers on the paper form; register online or call the conference number with credit card number

VOLUNTEERING Volunteer for a chance to win a six-pack of new leveled books. Easy volunteer duties include collecting tickets and introducing speakers at individual sessions. You will only be assigned to volunteer for sessions you are already attending. Please consider checking “yes” to volunteering as you complete your registration.

• Learn how to register for and receive the above discounts at http://www.lesley.edu/literacy-for-all-conference/registration

RRCNA Membership

“Thank you for the hard work that went

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

into this conference! It truly was amazing professional development and left me

with a sense of wonder that rejuvenated me…something I really needed!”

— Kristen Wood, Literacy Coach, Union Endicott School District, N.Y.

REGISTRATION, DisCOUNTS, RRCNA MEMBERSHIP, AND VOLUNTEERING

REGISTRATION

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

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

Questions? Contact the Literacy for All Conference office:

617.349.8402 | literacy@lesley.edu | www.lesley.edu/literacyforall 33

POLICIES PAYMENT, REFUND, AND CANCELLATION/ SUBSTITUTION POLICY • Submission of the paper or online registration form is a commitment to pay the conference fees if the event is held, regardless of weather conditions • If an attendee is paying with a purchase order, they must first obtain permission from the school district to register • If the school district does not come through with the purchase order, the attendee will be responsible for the conference fees • No-shows will be invoiced and subject to collection for the full amount • Unpaid registrations and no-shows will necessitate barring registration for future trainings sponsored by Lesley University • A refund, minus a $50 fee, will be granted if we receive an attendee’s written request to cancel his/her registration by Friday, October 4, 2013 • Refunds will not be issued after October 4, 2013 for any reason; however, substitutions for the conference may be made at any time • Attendees must notify the conference office in writing in advance if they are sending a substitute • Substitutes should not register online; the conference team will register all substitutions

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VIDEOCONFERENCING AND AUDIOTAPING POLICY It is not permissible, under any circumstances, for conference attendees to use Skype or any other technology (i.e. FaceTime or Blackboard) for the purpose of transmitting a workshop presentation, keynote address, or any other conference event to individuals who are not in attendance at the event. Videotaping or audiotaping of workshop sessions, keynotes, or other conference events is also strictly prohibited.

ATTENDANCE POLICY AND CERTIFICATES of attendance We will issue a certificate of attendance to each participant at the conclusion of the Literacy for All Conference, upon submission of a completed one-page objectives form that we will provide to all participants in their conference tote bag. Any participant who leaves the conference early will receive a reduced number of attendance hours on their certificate of attendance. We are unable to mail certificates of attendance following the conference, so be sure you pick up your certificate before you leave. You may need this certificate of attendance for recertification or other purposes, so we recommend you keep it in a safe place. If you misplace your certificate of attendance at a later date, please note that there is a $25 replacement fee. We will reissue a new certificate of attendance upon confirmation that we had received your completed objectives form at the conclusion of the event (by November 5, 2013, 3:00 pm) and payment of $25. We cannot email certificates of attendance. If we do not have your objectives form on file, we will be unable to issue you a new certificate of attendance. We keep objectives forms on file for a period of five years. We will not be able to process requests for certificates of attendance for events that took place more than five years ago. Thank you for your cooperation.

Email (Required. Confirmation and receipt will be sent via e-mail.):

Please select registration type:

Are you a New York City Public School educator registering for the three-day conference?

YES NO

Job Title Principal/Asst. Principal

Reading Recovery Teacher

PreK Teacher

Reading Recovery Teacher-in-Training

K –2 Classroom Teacher

$395 Package Deal (3 days) $375 Sunday plus One Day (Monday or Tuesday) $295 Full Conference (Monday and Tuesday) $210 Monday Only

3–6 Classroom Teacher Consultant E LL Teacher Literacy Coach/Coordinator

$210 Tuesday Only $175 Sunday Pre-Conference Workshop $0 Lead presenter for a Monday or Tuesday workshop (Complimentary full conference registration)

L iteracy Coach/ Coordinator-in-Training

Reading Recovery Teacher Leader Reading Recovery TL-in-Training R eading Recovery Trainer Reading Teacher Special Education Teacher T itle I Director

Middle-School Teacher

Title I Teacher

R eading/Literacy Specialist

P rofessor

$175 Lead presenter with optional Sunday Pre-Conference Workshop (Extra fee)

Group Discount: “11th free” $0 L oyalty Reward: Select a registration type above and check here if you attended Literacy for All in 2011 and 2012 to receive a $15 discount.

Principal/Assistant Principal Discount: Select a registration

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

L esley Alumni Discount: Select a registration type above and

check here if you are a graduate of any degree program from Lesley University. Discount will be applied when your status is verified.

H urricane Sandy Discount: Select a registration type above

and check here if you are a New York, New Jersey, or Connecticut resident and were affected by the storm, and we will take $25 off your registration.

Discounts cannot be combined except for the Lesley University Alumni discount. Registrations cannot be shared.

STOP! REGISTER ONLINE AND SAVE $15 PER PERSON! www.regonline.com/lfa2013 Paying by credit card? Register online or complete this form and call the conference office with your credit card number. Please do not fax or email credit card numbers.

Other

School District/Organization

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

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

Are you willing to volunteer for a chance to win books? Volunteer and be entered to win a pack of new, leveled books for guided reading! Easy volunteer duties include collecting tickets and introducing speakers at individual sessions.

You will only be assigned to volunteer for sessions you are already attending.

Y es, I’d be willing to volunteer to introduce a featured speaker or collect tickets in one of the sessions I am attending.

2013 LITERACY FOR ALL CONFERENCE REGISTRATION FORM

Email

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

YES NO Are you a graduate of Lesley University?

YES

NO

When did you graduate?

If you graduated under a different name than on this form, please write it here:

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

How did you learn about this conference?

PLEASE PRINT CLEARLY Full Name

Street Address

City

U.S. State/Canadian Province

Country (Non U.S./Canada)

Postal Code

Home Phone

Work Phone

Tri-fold postcard at home

Twitter

T ri-fold postcard at school

B log

Brochure at home

Lesley University website

B rochure at school

E mail from Lesley University

Principal/School Leader

Flyer of Center events

Friend/Colleague

Internet search for literacy PD

A t another Lesley University event

O ther:

Facebook

Please complete and return both sides of the registration form.

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2013 LITERACY FOR ALL CONFERENCE REGISTRATION FORM

Full Name: __________________________________________________ (write your full name again)

Selecting Workshops Indicate your 1st and 2nd choices with numbers 1 and 2.

If your 1st choice workshop is full, we will place you in your 2nd choice workshop.

Pre-Conference Workshops | Sunday, November 3, 2013 | 11:00 am–4:00 pm

__PC-1 __PC-2

__PC-3

__PC-4

__PC-5

__PC-6

__PC-7

__Ehrenworth Keynote E

__LCE-2

__RRE-2

__RRE-4

__LCE-1

__RRE-1 __RRE-3 __RRE-5

Session F | Tuesday, November 5, 2013 | 10:15 am–11:45 am or 10:15 am–1:30 pm (In-Depth) If you choose an In-Depth Session F, you will NOT attend a Session G (1:00 pm–2:30 pm).

__ Doyle RR __LCF-4 __LCF-8 __LCF-12 __LCF-16 __LCF-18 In-Depth Keynote F

Session A | Monday, November 4, 2013 | 8:30 am–10:00 am

__LCF-1

__LCF-5 __LCF-9 __LCF-13 __LCF-17 __LCF-19 In-Depth

__Allyn Keynote A

__LCF-2

__LCF-6 __LCF-10 __LCF-14

__LCF-3

__LCF-7 __LCF-11 __LCF-15

___LCA-1

Session B | Monday, November 4, 2013 | 10:30 am–12:00 pm

__LCB-1 __LCB-4 __LCB-7 __LCB-10 __LCB-13 __LCB-16 __RRB-2 __LCB-2 __LCB-5 __LCB-8 __LCB-11 __LCB-14 __LCB-17 __RRB-3 __LCB-3 __LCB-6 __LCB-9 __LCB-12 __LCB-15 __RRB-1 __RRB-4 Session C | Monday, November 4, 2013 | 1:30 pm–3:00 pm or 1:30 pm–4:45 pm (In-Depth) If you choose an In-Depth Session C, you will NOT attend a Session D (3:30 pm–5:00 pm).

__LCC-1 __LCC-5 __LCC-9

__LCC-13 __RRC-4 __LCC-14 In-Depth

Session G | Tuesday, November 5, 2013 | 1:00 pm–2:30 pm (only if you did not select an In-Depth Session F)

__LCG-1 __LCG-4 __LCG-7 __LCG-10 __LCG-13 __RRG-1 __RRG-4 __LCG-2 __LCG-5 __LCG-8 __LCG-11 __LCG-14 __RRG-2 __LCG-3 __LCG-6 __LCG-9 __LCG-12 __LCG-15 __RRG-3

Optional RRCNA Memberships

__LCC-2 __LCC-6 __LCC-10 __RRC-1

__LCC-15 In-Depth

$130 Supporting

$65 Renewal

__LCC-3 __LCC-7 __LCC-11 __RRC-2

__LCC-16 In-Depth

$65 New Member

$40 In-Training

__LCC-4 __LCC-8 __LCC-12 __RRC-3

__LCC-17 In-Depth

Session D | Monday, November 4, 2013 | 3:30 pm–5:00 pm (if you did not select an In-depth Session C)

Sue Hundley Memorial Fund Donation Donations support teacher scholarships. $100

$50

$25

Other Amount: $________________

__LCD-1 __LCD-4 __LCD-7 __LCD-10 __LCD-13 __RRD-3 __LCD-2 __LCD-5 __LCD-8 __LCD-11 __RRD-1 __RRD-4 __LCD-3 __LCD-6 __LCD-9 __LCD-12 __RRD-2

Important!

Payment, Refund, and Cancellation Policy: Submission of this registration form is a commitment to pay the conference fees if the event is held, regardless of weather conditions. If paying with a purchase order, please be sure to obtain permission from the school district to register. If the school district does not come through with the purchase order, the conference attendee will be responsible for the conference fees. No-shows will be invoiced and subject to collection for the full amount. Unpaid registrations and no-shows will necessitate barring registration for future trainings sponsored by Lesley University. If you cancel your registration, a refund minus a $50 processing fee will be granted if we receive your written request on or before 5:00 pm on Friday, October 4, 2013.

Refunds will not be issued after October 4, 2013; however, substitutions for the conference may be made at any time. Please notify the conference office in writing in advance if you are sending a substitute. Substitutes should not register online; the conference team will register all substitutions.

Terms and Conditions: It is not permissible, under any circumstances, for conference attendees to use Skype or any other technology (ie FaceTime, Blackboard, etc.) for the purpose of transmitting a workshop presentation, keynote address, or any other conference event to individuals who are not in attendance at the event. Videotaping or audiotaping of workshop sessions, keynotes, or other conference events is also strictly prohibited.

I agree to the above policies and conditions.

Fax BOTH SIDES of this form to: Literacy for All, 617.349.8490 Mail to: L iteracy for All, Attn: Sharon Winston Lesley University, Center for Reading Recovery and Literacy Collaborative 29 Everett Street, Cambridge, MA 02138 Scan and email to: literacy@lesley.edu

36

Session E | Tuesday, November 5, 2013 | 8:30 am–10:00 am

Questions? Contact the Literacy for All office:

617.349.8402 | literacy@lesley.edu

www.lesley.edu/literacyforall Subtotals $ _____________

Registration Fee (from page 1 of this form)

$ _____________

RRCNA Membership (optional)

$ _____________

Sue Hundley Fund Donation (optional)

$ _____________

TOTAL AMOUNT DUE

Payment Method:

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

Check Number: ____________ PO Number: ___________________ Please make sure the total amount matches the amount on the PO or check.

A check or a PO must be mailed or faxed to the conference office within 5 business days. Do not write credit card numbers on this form. Register online or call the conference office with your credit card number.

OFFICE USE ONLY: Date CC # called in: ___________________

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

2 4 t h A n n u a l L i t e r a c y f o r A l l N o rt h e a s t P r e K – 8 L i t e r a c y C o n f e r e n c e A N D R e ad i n g R e c o v e ry I n s t i t u t e

Literacy for All

Nonprofit Org. U.S. Postage

PAID

Boston, MA Permit No. 20

2013 Highlights n 100+ PreK–8 workshops in 11 strands n New! New Teacher/ Refresher Strand n Common Core State Standards Strand

FEATURED SPEAKERS Pam Allyn, Marc Aronson, Mary Ehrenworth, Irene Fountas and Gay Su Pinnell, Mary Howard, Linda Hoyt, Peter Johnston, Laura Robb, Jennifer Serravallo, Terry Thompson, MaryEllen Vogt, and many more!

READING RECOVERY EXPERTS Paula Bennet, Mary Anne Doyle, Sharan Gibson, Eva Konstantellou, Mary Lose, Emily Rodgers, Mary Rosser, and Robert Schwartz