PreK-8 Literacy Conference with Middle School Strand

Nov. 16-17, 2009 (Monday-Tuesday)

Expand your learning and teaching skills by attending this two-day conference for literacy educators, PreK-8. Learn the best literacy practices from the finest trainers in the field. Return to the classroom with a better understanding of current research-based practices in education. Each time block will have sessions devoted to adolescent literacy as part of the expanded Middle School Strand. The 2009 Literacy for All Conference program committee has added 3-hour, in-depth literacy conference sessions to Tuesday's program.

You also will be able to attend a variety of special events and visit the exhibit hall with the latest books for children and professionals.

Register now!

Registration Information

Read up on the conference below.

• Sunday Pre-Conference Sessions
• Reading Recovery Institute Sessions
• Click here for more information on all keynote and featured speakers.

Literacy Conference Keynotes and Sessions

Session A: Alston Keynote | B Sessions| Session C: Gambrell Keynote | D Sessions |

Session E: Laminack Keynote | F Sessions (90 minutes)| In-Depth F Sessions | G Sessions

Middle School B | Middle School D |Middle School E | Middle School F | Middle School G

Session A: Keynote Address with Linda Alston (all conference participants)

Monday, Nov. 16, 2009 | 8:30–10:00 am

The Glitter, The Gift, The Dazzling Light of Hope
Linda Alston, Kindergarten Guide and Literacy Specialist

The Glitter: Conference participants will take a reflective look at their own literacy journey, asking themselves introspective questions such as: How did I learn to read? Have I ever written my own literacy autobiography? Where is my own true passion for literacy? Where do I bring the “glitter” of teaching literacy to my students? The Gift: Conference participants will be moved, touched and inspired as they are reminded of the life-long gift of literacy that they guide students toward achieving each day. Paper, charts, sentence strips and pencils--hundreds of dollars; leveled book libraries with varying genres--thousands of dollars; a passion for the written and spoken word--priceless! The Dazzling Light of Hope: Conference participants will be acknowledged and celebrated for the noble work they do to create and empower literate citizens of the world. They will look beyond the parts of literacy to the whole,recognizing the hope that literacy offers to students for a future rich with possibility and promise. Sponsored by Scholastic.

Session B

Go directly to Middle School Strand B Sessions

Monday, Nov. 16, 2009| 10:30 am–noon

LCB-1 - Featured Speaker
Why We Teach: Learning, Laughter, Love and the Power to Transform Lives (Grades K-8)
Linda Alston, Kindergarten Guide, Author, and Literacy Specialist
Members of this group will be read an excerpt from a chapter of the book Why We Teach: Learning, Laughter, Love and the Power to Transform Lives (Scholastic, 2008). There will be an opportunity for some to volunteer to practice the art of character interview. Through this process, participants will learn to deepen students’ comprehension and appreciation of story from knowledge and retelling to deeper levels of understanding. This workshop is sponsored by Scholastic.

LCB-2 - Featured Speaker
Conferring Effectively with Student Writers (Grades K-8)
Carl Anderson, K-12 Literacy Consultant, Heinemann Professional Development
The presenter will show participants how to have powerful writing conferences with students. He will discuss the essential concepts of conferring and the teacher’s role in a conference. As part of this workshop, he will show video of successful writing conferences. This workshop is suitable for teachers, coaches and principals.

LCB-3 - Featured Speaker
Teaching Writers to Use Written Conventions with Precision and Purpose (Grades K-5)
Janet Angelillo, Literacy Consultant, Heinemann Professional Development
Most inexperienced readers and writers do not yet understand that conventions are more than lists of rules. Conventions are an established code used to communicate meaning to readers. When we teach conventions such as grammar and punctuation in the context of reading and writing, we lead students to see the complex and subtle shades of meaning these conventions imply and we enrich both their reading and writing. In this session, we will discuss raising students’ awareness of conventions through reading and thinking aloud, as well as teaching conventions through deep study of texts. We will develop units of study in punctuation and grammar, assessment of written conventions, conventions in each unit of study and advanced conventions studies to deepen and extend students’ knowledge.

LCB-4 - Featured Speaker
Teaching Young Children to Summarize Using Narrative and Informational Text (Grades 2-6)
Linda Gambrell, Distinguished Professor of Education, Clemson University, SC
One of the most useful strategies for students in the classroom and in the “real world” is being able to summarize what they have read. Yet, evidence suggests that students are rarely provided with systematic instruction to teach them how to summarize effectively. This session will focus on a systematic strategy that provides the foundation for teaching elementary-age students to summarize and take notes.

LCB-5 - Featured Speaker
Successful Strategies for Building Lifetime Readers (Grades K-8)
Steven Layne, Author and Professor of Literacy, Judson University, Ill.
Energetic author and educator Steven Layne promises a session to delight, empower and motivate every literacy teacher in grades K-8. How do teachers ignite a passion for reading in students these days? His top five strategies will get you started.

LCB-6 - Featured Speaker
Lessons from Picture Books (Grades 1-4)
Karen Ruzzo, Literacy Consultant, NY
This session looks at using specific picture books in the Writing Workshop to support mini-lessons around topic, structure and language.

LCB-7
Point of View and the Power of Persuasion in Talking, Reading, Writing, and Test Taking (Grades 3-6)
Jodi Burroughs, Intermediate District Trainer for Literacy Collaborative, Atlantic City Public Schools, NJ
Jill Eurich, Assistant Director, Intermediate/Middle Literacy Collaborative, Lesley University, Mass.
Through literature, poetry, drama and writing, you will explore ways students can learn to articulate different points of view with conviction in their talking, reading and writing.

LCB-8
Using Literacy Work Stations (Grades K-2)
Andi Cammer, First Grade Teacher and English Language Arts Coordinator, Jefferson Central School, NY
This session will focus on how teachers can better use literacy stations to enhance their current reading programs. You will explore organizing and managing station ideas and materials as well as making the best use of classroom space. This multi-media session will give you plenty of ideas to employ in your home classroom.

LCB-9
Building the Oral Language of English Language Learners through Interactive Read Aloud and Shared Reading (Grades K-2)
Donna Carey, Primary District Trainer, Atlantic City Public Schools, NJ
With the number of English language learners increasing in classrooms around the country, interactive read aloud and shared reading are two components of literacy that can help to support the development of oral language in children. During this session, you will spend time looking at quality children’s literature and planning an interactive read-aloud or shared reading session with content in mind. We will be referring to Fountas' and Pinnell’s The Continuum of Literacy Learning, K-8 (Heinemann, 2007); Teaching for Comprehending and Fluency (Heinemann, 2006) and When Readers Struggle: Teaching that Works (Heinemann, 2008).

LCB-10
Assuring Preschoolers a Powerful Start in Language and Literacy (PreK-K)
Cindy Downend, Primary Literacy Collaborative Trainer, Lesley University, Mass.
Diane Powell, Assistant Director of Primary Literacy Collaborative, Lesley University, Mass.
Learn the key elements of a high-quality preschool experience that includes an emphasis on the expansion of oral language and phonological awareness. Additionally, we will consider the joy of stories and informational texts that will serve as a springboard for content development and integration into purposeful learning centers. Video clips will be shared.

LCB-11
Piloting Lab Classrooms: An Innovative Approach to Professional Development (Grades K-6)
Martha Heller-Winokur, Literacy Consultant and Senior Project Manager, Tufts University, Mass.
Sarah Lacourciere, English Language Arts Curriculum Coordinator, Peabody Public Schools, Mass.
Holly McMackin, Reading Specialist, Peabody Public Schools, Mass.
Lisa Valentine, Reading Specialist, Peabody Public Schools, Mass.
In this workshop, teachers and administrators will receive an overview of the purpose and benefits of Lab Classrooms within their school or district. An outside consultant, the district ELA curriculum coordinator, and two reading specialists will share their first-year experiences of implementing the Lab Classroom model. Topics to be addressed may include: Framework for implementation; overview and introduction to the “what” and “why” of Lab Classrooms; protocol for a lab classroom visit (pre-brief, observation, debrief), and finally, the roles and responsibilities of the Lab Classroom cohort, reading specialists, principal and district coordinator. Administrators’ Strand

LCB-12
Phonological Awareness: A Pivotal Component of the Reading Process (Grades K-2)
Amy Inzero, Reading Teacher, Newington, Conn.
Denise MacDonald, Reading Teacher, Newington, Conn.
Phonological awareness is a crucial component for reading success. This workshop reviews the importance of phonological awareness, its components and stages. An informal phonological assessment tool will be provided for teachers to use in the classroom. In addition, we will present fun and simple activities to support the development of phonological awareness skills that include rhyming and manipulating syllables and individual sounds.

LCB-13 - CANCELLED
Interactive Writing over Time (Grades K-2)
Karen King, Literacy Coordinator, Boston Public Schools, MA
Laurie Myrick, Teacher, Boston Public Schools, MA
We apologize, but LCB-13 was cancelled on 9/21/09.

LCB-14
Literacy Coaching: Practical Strategies for Navigating Uncharted Waters (Grades 3-6)
Stephanie McSherry, Literacy Coach, Georgetown Public Schools, MA
An article in the November 2008 issue of The Reading Teacher entitled, “Elementary Literacy Coaches: The Reality of Dual Roles,” touched upon the multifaceted responsibilities of a literacy coach, as well as the lack of research and definition of the position. While one could feel lost in the abyss between teacher and administrator, literacy coaching can be one of the most exciting and rewarding positions in a school community. Literacy coaching provides opportunities to work closely with teachers, students, and administrators to incorporate high- quality, explicit instruction; reflective practice; critical thinking skills; and a passion for learning in all classrooms. This session will offer practical advice for beginning literacy coaches and those looking to enter the field. The hope is to build a network of support for literacy coaches navigating these relatively uncharted waters.

LCB-15
Informational Text in Elementary Classrooms: How? When? Why? (Grades 3-6)
Marti Schwartz, Educational Consultant, Smithfield, RI
While nonfiction (or informational text) comprises the majority of real-world or adult reading, it is often woefully out of balance in elementary instruction. Specific skills are needed for students to engage meaningfully with informational text and these are ripe for explicit instruction. This workshop will share samples of student work as well as strategies and activities for helping students to read, comprehend and learn from informational text.

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Middle School Strand Session B

Monday, Nov. 16, 2009 | 10:30 am–noon.

MSB-1 - Featured Speaker
But How Do You Teach Writing? (Grades 5-8)
Barry Lane, Author and Teacher, Discovering Writing, Vt.
Start teaching writing for real today. You do not have to wait until you are an expert or until you have digested someone else’s program to teach writing. This session will inspire teachers to start teaching authentic writing immediately.

MSB-2 - Featured Speaker
Celebrate Reading Freedom (Grades 4-8)
Donalyn Miller, Sixth Grade Language Arts and Social Studies Teacher, Trinity Meadows Intermediate School, TX
Independent reading is the hub of a reading workshop classroom. Explore methods for implementing standards-based motivational instruction that revolve around an independent reading program and watch students’ interest in reading and test scores jump. This workshop will be geared toward teachers and literacy coaches.

MSB-3
Getting Ready to Draft: Connections among Reading, Writing, and Inquiry (Grades 4-8)
Vicki Jacobs, Education Lecturer and Associate Director of Teacher Education, Harvard Graduate School of Education, Mass.
Research has shown that one of the most effective ways to prepare students to draft is to engage them in a learning process called “inquiry.” Inquiry is pre-drafting–the process through which students examine, test and articulate the ideas they would like to present in their writing. As such, inquiry is a critical component of composing. This workshop will define the stages of inquiry in the writing process and will examine how they are similar to stages of comprehension. During this session you will engage in a model lesson that demonstrates how to support students through pre-drafting. Although applicable to teachers and students across grades, this session will focus particularly on grades 4-8.

MSB-4
Engaging and Supporting Adolescent Readers through the Arts (Grades 4-8)
Joshua Lawrence, Post Doctoral Research Fellow, Harvard Graduate School of Education, Mass.
Ray Williams, Director of Education, Harvard University Art Museums, Mass.
Become familiar with how museum objects can support student literacy outcomes and evaluate lesson plans that use museum objects to support literacy. This work evolved from the collaboration of museum educators Ray Williams, Midori Oka and Karin Oen and literacy specialist Joshua Lawrence with support from the Freeman Foundation to create a literacy-rich curriculum guide to the Peabody Essex Museum’s Asian arts collection. The presenters will discuss how to use objects to draw out students’ thinking in ways that support their reading comprehension. They will describe how to prepare for a museum visit and how to use that experience to enrich students’ reading. They will describe a specific museum-based literacy intervention for middle school students attending an inner-city school and discuss ways to motivate students to read through hands-on art activities. Lastly, they will talk about the challenge of reading books that are set in distant lands or times and how curators think about these challenges.

Review Reading Recovery Institute Sessions

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Session C: Keynote Address with Linda Gambrell

Monday, Nov. 16, 2009 | 1:30 pm–2:45 pm

Participants may attend the Session C Keynote Address with Linda Gambrell (1:30–2:45 pm) OR choose an In-Depth Reading Recovery C Session (1:30-4:30 pm).

The Impact of Reading on Student Achievement: Critical Elements Proven to Work
Linda B. Gambrell, Distinguished Professor of Education, Clemson University, SC
This session will describe research-based best practices that provide the foundation for effective literacy instruction that supports and nurtures students in becoming motivated and engaged readers. We will highlight vocabulary development and comprehension strategy instruction.

See the Reading Recovery Institute web pages for descriptions of the In-Depth RRC Sessions running from 1:30–4:30 p.m. Reading Recovery Sessions are designed for those with some Reading Recovery experience.

Session D

Monday, Nov. 16, 2009 | 3:30–5:00 pm

Go to the Middle School Strand Session D

LCD-1- Featured Speaker
Developing a Repertoire of Writing Conferences (Grades K-8)
Carl Anderson, K-12 Literacy Consultant, Heinemann Professional Development
In this workshop, the presenter will discuss the most essential writing conferences that educators need in their teaching repertoire. By looking at samples of student writing and watching videos of conferences, participants will learn how to construct a repertoire of conferences that will help students grow as writers. This workshop is suitable for teachers, coaches and principals and is advanced enough to meet the needs of experienced educators.

LCD-2 - Featured Speaker
Guided Reading in Kindergarten: A Joyful Literacy Start
Irene Fountas, Author and Professor, Lesley University, Mass.
Learn how to initiate Guided Reading lessons with emergent readers to develop strong early reading behaviors and assure all children enter grade one reading at level C.

LCD-3 - Featured Speaker
The Art of Wacky We-Search: Face the Facts with Fun (Grades 3-6)
Barry Lane, Author and Teacher, Discovering Writing, Vt.
Traditional report writing can put students to sleep. Enter the Wacky We-Search Report, hilarious approaches and formats that will get students thinking, learning and laughing in language arts, math, social studies and science.

LCD-4 - Featured Speaker
Books the Little Kids Love (Grades K-3) 
Steven Layne, Author and Professor of Literacy, Judson University, Ill.
Children’s author Steven Layne will guide your discussion of the elements that create a successful picture book-–the kind of book that children in the primary grades want to experience over and over and OVER again! Lots of great books will be included via demonstration.

LCD-5 - Featured Speaker
The Affective Dimension of Coaching (Grades K-2)
Carol A. Lyons, Professor Emeritus, The Ohio State University
Research in adult psychology, language use and neuropsychology are integrated to explore the complexities of coaching. Through videotape analysis, participants will learn effective ways to coach adults. (Repeated LCG-4)

LCD-6 - Featured Speaker
Creating Setting in Writing (Grades 2-5)
Karen Ruzzo, Literacy Consultant, NY
This session looks at improving the quality of student writing by supporting children to anchor their work around setting and help them write exceptionally well about place.

LCD-7
Developing Higher Order Literacy Skills in Classrooms with English Language Learners (Grades K-2)
Amanda Alexis, Second Grade Sheltered English Immersion Teacher, Boston Public Schools, Mass.
This session will focus on providing teachers of English language learners (ELLs) with instructional strategies that promote authentic reading experiences, building a repertoire of basic and well-rounded vocabularies and developing thinking skills within the Readers’ Workshop.

LCD-8
Coaching Intermediate Grade Teachers toward Excellence in Explicit Literacy Instruction (Grades 3-6)
Nancy Boyles, Professor of Reading, Southern Connecticut State University
How can literacy coaches support intermediate grade teachers as they strive to provide explicit literacy instruction? This session will help coaches identify what to look for as teachers explain, model and provide practice to release responsibility to students—and how to recognize when instruction is going off-track. Handouts will include monitoring checklists for all components of the literacy block as well as a protocol for teachers to use when observing model lessons.

LCD-9
Teaching Students Word Solving Skills While Reading (K-2)
Christine Chase, Literacy Consultant, NH
Readers need to develop a wide range of strategies for solving words while reading for meaning. This session is designed for K-2 teachers who are working with small, Guided Reading groups. It will focus on teaching, prompting and reinforcing a wide range of strategies for effective and efficient word solving during Guided Reading lessons.

LCD-10
Inside Guided Writing: The Power of Small Group Instruction (Grades 3-6)
Kerry Crosby, Literacy Consultant, Amherst, Mass.
Heather Morris, Fifth Grade Teacher, Fairfax County Public Schools, Va.
This seminar provides an in-depth look at how to use focused, small-group instruction to guide students in the craft, conventions and process of writing. With its predictable structure, Guided Writing allows time for explicit teaching, thoughtful conversation and immediate application to students’ own writing. Teachers will learn how the dynamic nature of Guided Writing groups can help them meet the varying and changing needs of the writers in their classrooms. We will spend time exploring specific ways we use Guided Writing in working with English language learners, as well as how Guided Writing engages all student writers in decisionmaking using a variety of techniques to enhance their writing.

LCD-11
Literacy Assessments: Assessing for Teaching and Learning (Grades 3-6)
Jeanne Frugé-Rodriguez, Instructional Coach, YES Preparatory Public Schools, Texas
Tara Nattrass, Literacy Facilitator and Curriculum and Instruction Specialist, Ritenour School District, Missouri
How do teachers assess for learning and maintain records to report student progress while continuing the fluidity and structures of Reading Workshop? Discover ways in which authentic assessments for learning guide the planning of mini-lessons, Guided Reading and individual conferences. Learn the process of building daily assessments into classroom practice without losing valuable instructional time. We will analyze xpecific assessments, record keeping strategies, examples of daily assessments and classroom videos.

LCD-12
Creating a Circle around the Children: The Potential of Response to Intervention for Improving Student Achievement (Grades K-6)
Linda Garbus, Education Consultant, Lesley University, Mass.
Diane Powell, Assistant Director of Primary Literacy Collaborative, Lesley University, Mass.
Learn about the key principles to consider as you layer less intensive to more intensive instruction to assure all children are successful in literacy. The presenters will use the example of a classroom foundation, small group supplementary teaching and one-to-one tutoring to show how to think flexibly about group size and intensity in strong intervention plans that prevent large numbers of students from entering long-term literacy services. This session is suitable for administrators and teachers. Administrators’ Strand

LCD-13
Intervention Strategies for Fiction and Nonfiction Texts (Grades K-6)
Nancy Harris, Educational Consultant, Colo.
This workshop will explore explicitly modeling comprehension, fluency and vocabulary intervention strategy use within different genres. We will also discuss language, comprehension, fluency and vocabulary development. Conferring and assessing student progress to plan individualized instruction will be covered along with text selection and grouping to meet individual needs.

LCD-14
What It Means to Be a Writer in Preschool (PreK & K)
Kristine Haveles-Pelletier, District Literacy Implementation Specialist, Manchester, NH
This session will focus on how our youngest writers can develop powerful understanding about the writing process. In addition we will discuss strategies and techniques you can use to scaffold young children’s’ writing ability. Student writing samples and video footage will provide powerful examples to clarify and support new thinking.

LCD-15
Connecting Literacy and Science through Thinking, Talking, and Writing (Grades 3-6)
Martha Heller-Winokur, Senior Project Manager and Literacy Consultant, Tufts University, Mass.
Karen Worth, Senior Scientist, EDC
This workshop will address how balanced literacy instruction and inquiry-based science teaching can be mutually supportive. We will focus on how the use of large group science discussion and how writing in science notebooks can deepen students’ thinking. During this session, you will participate in a large group discussion, analyze video clips and look at student work samples.

LCD-16
Vocabulary Strategies for Struggling Readers (Grades 3-6)
Diane Kern, Assistant Professor, University of Rhode Island
Teachers know that students’ vocabulary knowledge is strongly linked to their reading comprehension and overall academic success. Helping to close the vocabulary gap among our ‘word rich’ and ‘word poor’ readers is a constant challenge and high priority for teachers. In this session, participants will learn about several research-based and teacher-tested methods to improve the vocabulary knowledge of their struggling readers.

LCD-17
Classroom Management and Organizational Tools for the Writers' Workshop Teacher (Grades 1-5) 
Amy Walter, Third Grade Teacher and Team Leader, The American School in London, UK
What does an efficient and productive Writers' Workshop look like in the classroom for grades 1-5? You will receive practical ideas and strategies to help manage conferring and assessment systems with the Writers' Workshop. You will also be given ideas about how to facilitate the daily routines, flow and organization of a Writers' Workshop.

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MIDDLE SCHOOL STRAND SESSION D

Monday, Nov. 16, 2009 | 3:30–5:00 pm

MSD-1 - Featured Speaker
Writing about Reading (Grades 5-8)
Janet Angelillo, Literacy Consultant, Heinemann Professional Development
All writing about reading begins with thoughtful and thorough conversation about texts. As we teach students to interact with texts in thoughtful, thorough and insightful ways, we show them how readers extract, use and process information. This section will examine ways to teach students to interact and respond to texts and to produce authentic writing about reading, such as book reviews, literary essays and letters to authors.

MSD-2 - Featured Speaker
Rethinking the Whole-Class Novel (Grades 4-8) 
Donalyn Miller, Sixth Grade Language Arts and Social Studies Teacher, Trinity Meadows Intermediate School, Texas
Teaching one book to an entire class does not meet the needs or interests of all students. Explore instructional techniques and classroom activities that allow students to read free-choice books to meet instructional goals. This workshop is geared toward teachers and literacy coaches.

MSD-3
Loud and Clear: Teaching Students How to Write Persuasively (Grades 3-8) 
Karen Caine, Literacy Consultant, NJ
This interactive workshop will focus on lessons to help students find persuasive topics that matter to them, then think and write clearly about these topics. We will discuss lessons to help students elaborate, write with voice, collect and align data and use persuasive writing techniques.

MSD-4
Improving Adolescents' Inferencing Skills: A Key to Improving Comprehension (Grades 5-8)
Craig Hyland, Sixth Grade Language Arts and Social Studies Teacher, Cambridge Public Schools, Mass.
Jacy Ippolito, Advanced Doctoral Student, Harvard Graduate School of Education, Mass.
Nathan Saveriano, Literacy Coach, Cambridge, Public Schools, Mass.
In this session, presenters will provide an overview of reasons middle school students must develop strong inferencing skills to meet the challenges posed by increasingly sophisticated fiction and nonfiction texts. This trio of teacher, coach and consultant will provide examples of units, activities and strategies that help students improve inferencing skills and find deeper meanings in the texts they read. They will provide you with sample lessons focusing on story prompts, revising predictions and dramatic role-playing games all centered on helping improve students' inferencing skills. Examples of student work will be shared (e.g., journal excerpts and essay excerpts) to demonstrate the challenge of drawing inferences and the progress students can make. The session is designed to leave you with a handful of strategies and lessons to try with adolescent readers and writers at home.

Review Reading Recovery Institute Sessions

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SESSION E: Keynote with Lester Laminack

Tuesday, Nov. 17, 2009 | 8:30–10:00 am

Participants may attend the Session E Keynote with Lester Laminack, a Reading Recovery Session E, or a Middle School Session E.

See the Reading Recovery Institute web pages for RRE session titles and descriptions. Note: Reading Recovery Sessions are designed for those with some Reading Recovery experience.

Let's Dream Big, Work Together, Move Forward
Lester Laminack, Education Consultant and Author
Is it a dream to believe we can make decisions based on one question: “Will this be good for children?” Let’s explore a renewed vision for educating around the idea of what's good for children.

Middle School Strand Session E

Tuesday, Nov. 17, 2009 | 8:30–10:00 am

MSE-1 
The Instruction of Writing: Systemic Functional Linguistics in Practice (Grades 4-8)
Jackie Emerson, Fifth Grade Teacher, Boston Public Schools, Mass.
Catherine Michener, Doctoral Candidate, Boston College, Mass.
This presentation will include a discussion of systemic functional linguistic theory, the instructional unit the classroom teacher created based on theory and samples of student texts. Implications for teaching writing will be emphasized.

MSE-2
Gaining Access through Grammar: Lessons for Urban Middle School Writers (Grades 5-8)
Chantal Francois, Doctoral Student, Harvard Graduate School of Education, Mass.
This session is an invitation for educators to think deeply about how they support students’ understanding of grammar and academic language. You will learn the features of a grammar curriculum designed to help middle school students master basic writing conventions, learn the rules of academic language and understand how to make informed choices about language in their writing. The curriculum is intended to work as a companion to writing workshop so that students can learn to write powerfully in multiple genres and learn the rules and codes of academic language. The session will include examples of lesson plans and mini-units of study on writing conventions; ways to examine student writing to identify strengths and areas for teaching; tips for discussions with students about code-switching, language and identity; and opportunities to think about how to hold students accountable for what they learn through formative and summative assessments.

MSE-3
Improving Reading through Interdisciplinary Focus on Vocabulary (Grades 4-8)
Phyllis Feaster, Middle School Language Arts Teacher, Boston Public Schools, Mass.
Claire Elizabeth White, Adjunct Lecturer on Education, Harvard Graduate School of Education, Mass.
Word Generation is an initiative that focuses on developing academic vocabulary for middle school students who struggle with text comprehension because they lack the language they are likely to encounter in textbooks and on standardized assessments. This vocabulary intervention develops a repertoire of vocabulary-building practices among teachers and students by repeatedly exposing them to frequently occurring academic words in various contexts. The presenters will discuss the data analysis that demonstrates that Word Generation is effective. The presentation will also include results from reading specialists who have piloted Word Generation with smaller numbers of students. Phyllis Feaster will present data that she has collected on how participation in the Word Generation curriculum has influenced students’ use of vocabulary in classroom discussion, in their classroom writing assignments and in notes taken across content areas.

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Session F

Tuesday, Nov. 17, 2009 | 10:30 am–noon

For Session F, participants may choose to attend one of these four options:
• The Reading Recovery Keynote Address with Mary Fried (see description on Reading Recovery Institute web pages)
• A 90-minute Literacy Conference F Session (LCF) OR
• A Middle School F Session (MSF) OR
• A 3-hour, In-Depth Literacy Conference F Session (two are offered from 10:30 am-1:30 pm)

Note: Those who attend the Keynote Address, an LCF, or an MSF session may then attend a G Session from 1:00–2:30 pm Those who choose to attend an In-Depth Literacy Conference F Session from 10:30 am–1:30 pm will finish their professional development at 1:30 pm. Note: There will be a 10- to 15-minute break during the In-Depth Literacy Conference F Session. Participants may grab lunch when the session concludes at 1:30 pm.
 

Go directly to the Middle School Strand F Sessions

Go directly to the In-depth Literacy Conference F Sessions (10:30 am–1:30 pm)

LCF-1 - Featured Speaker
Journeys of Thought: Teaching Students to Use Writing to Develop Critical Thinking Skills (Grades 3-5)
Jenny Bender, Literacy Consultant, Staff Development Workshops, Inc., NJ  
We support our students so well in writing to communicate, but many of us struggle to help them use writing as a tool for thinking. In this session, we will share several practical applications of writing as a process versus a product, including writing about reading, writing to explore content knowledge and writing to learn about social issues.

LCF-2 - Featured Speaker
Nurturing Young Writers: Beliefs and Practices (PreK-Grade 1)
Matt Glover, Principal and Author, Creekside Early Childhood School, Chester, Ohio
Young children are capable of incredible thinking, which can be seen in their writing when they see themselves as writers and when adults honor children’s approximations of writing. Using video clips and writing samples, participants will examine key beliefs about young writers. This session will provide participants with practical, developmentally appropriate strategies that support young children as writers. This workshop is suitable for teachers, administrators and literacy leaders. Administrators’ Strand

LCF-3 - Featured Speaker
Making Every Read Aloud Intentional (Grades K-6)
Lester Laminack, Professor Emeritus, Author, and Consultant, Heinemann Professional Development
We will explore the role of tone, intensity, pacing and mood as we plan each read-aloud with specific intentions to inspire readers and writers, invest in future instruction or to instruct in the moment.

LCF-4 - Featured Speaker
Guided Writing: Practical Lessons, Powerful Results (Grades K-6)
Lori Oczkus, Literacy Coach and Author, Calif.
Come learn the powerful effect scaffolded writing instruction can have on your students. Guided Writing is the “missing middle piece” that supports students during that fledgling phase between modeled/shared writing and their solo pieces. Learn practical lessons to transform dull, lifeless writing into colorful organized pieces full of voice. You will walk away with the steps and “cool tools” to guide students as they write everything from personal narratives to poetry and reports. The presentation is based on Oczkus’s Heinemann book Guided Writing: Practical Lessons, Powerful Results (2007). This workshop is co-sponsored by Pacific Learning and Scholastic, Inc.

LCF-5 - Featured Speaker
Author/Illustrator Presentation with Martha Zschock (Grades K-5)
Martha Zschock, Author and Illustrator, Mass.
Ever wonder what it’s like to write and illustrate a children’s book? Author and illustrator Martha Zschock shares her experiences in creating her well-known Journey Around series (Commonwealth Editions) of alphabet books. The series, now numbering nine, takes readers on journeys from Maine, Boston, Cape Cod, Washington D.C., Chicago and other locations. As a former elementary teacher, the presenter relates the writing process that children experience in the classroom to those of “real” authors, including researching, writing, editing and revising. The presenter’s enthusiasm will help to inspire your own creativity as well as those of your students! (Repeated LCG-6)

LCF-6
Use of Successful Fluency Strategies in a Response To Intervention (RTI) Model (Grades 1-6)
Joe Cline, Educational Consultant, MAD Warren Township, Ind.
Learn about Response to Intervention (RTI). Learn about Tier I, II, and III students. Attend this session and learn more about how to integrate successful fluency strategies into the RTI model for Tier II & Tier III students. Administrators’ Strand

This Make and Take session is geared toward teachers in grades 1 and 2. It will expose participants to a variety of literacy-based centers including: Reading, writing, math, science, problem solving and social studies. Teachers will be able to implement these centers when they return to their literacy-based classroom. They will leave with a greater knowledge of center activities and instructional techniques. Get ready to have some fun!

LCF-10
Immersion: A Powerful Way to Begin Writing Units of Study (Grades K-6) 
Erica Denman, Literacy Consultant, NY
Leah Mermelstein, Author and Literacy Consultant 
The presenters will explore the importance of immersion as a way to begin a genre unit of study in writing. They will suggest that when teachers begin genre studies in this manner, students are much more equipped to write independently in that genre. They will begin this workshop by defining what immersion is, and then showing participants how to plan for multiple days of immersion that engage students in studying, talking about and possibly writing collaboratively inthat genre. You will also have the opportunity to go through this immersion process yourself to see the potential immersion has in lifting the quality of your students’ writing.

LCF-11
Invitation to Nonfiction (Grades K-5)
Cathie Desjardins, Literacy Specialist, Peabody Public Schools, Mass.
“Some books are to be tasted, others to be swallowed, and some few to be chewed and digested,” according to Sir Francis Bacon. Come and discover the best nonfiction books for different purposes: Authors and whole class read-alouds that encourage children to explore and be part of a community of informational learners, as well as the most useful Guided Reading nonfiction texts for small groups and the strategies to implement them effectively.

LCF-12
Writing Instruction: Being Specific, Getting Results Across the Curriculum (Grades 3-5)
Tracy Drysdale, Doctoral Candidate, Boston College, Mass.
Learn about the theory of Systemic Functional Linguistics (SFL), which allows teachers to enhance any writing program. In this session, presenters will describe the findings from a current study and describe the process of teaching using this theory. Handouts will include suggestions for easy implementation and mentor texts.

LCF-13
From Writers' Workshop to Self-Publishing
Jennifer Grocki, Literacy Coordinator, Atlantic City Public Schools, NJ
Kelly Schaffer, Literacy Coordinator, Atlantic City Public Schools, NJ  
Have you ever thought about publishing your own children’s book? This session will take you from “Writing Workshop” where Jennifer wrote her book From A to Zamboni, The Alphabet, Hockey Style!, through the steps she took to publishing it herself. She will share her successes and mistakes and answer questions from finding a printing company to obtaining an ISBN#. We will discuss how you can involve your students in the experience by brainstorming, editing and sharing. Get some tips on making your book available to the public and how to sell thousands of copies.

LCF-14
Supporting Our Youngest Students in Writing About Reading (Grades K-2) 
Kathy Ha, Primary Literacy Collaborative Trainer, Lesley University, Mass.
Writing about reading allows students the opportunity to share their thinking about a text with others, expand their ideas and improve their ability to reflect on a text. Spend time exploring how interactive and shared writing support our youngest writers as they transition toward independent writing about reading. The presenter will refer to content in Fountas' and Pinnell’s Teaching for Comprehending and Fluency (Heinemann, 2006) and using The Continuum of Literacy Learning, K-8 (Heinemann, 2007). Participants are required to bring a copy of Fountas and Pinnell’s The Continuum of Literacy Learning, K-8: Behaviors and Understandings to Notice, Teach and Support (Heinemann, 2007) to this workshop. For more information on purchasing this resource, visit Heinemann or purchase it in the exhibit hall at the conference on Monday or Tuesday.

LCF-15
Using Interactive Read Aloud to Develop Thoughtful Readers and Thinkers (Grades 3-6)
Martha Heller-Winokur, Literacy Consultant, Tufts University, Mass.
Marcia Uretsky, Literacy Specialist, Hull Public Schools, Mass.
In this workshop, teachers will learn how Interactive Read Aloud can be used to grow talk in the classroom. We will introduce you to choosing the right texts and how to consider which lessons need to be explicitly taught to create a culture of talk. You will have a chance to engage in an Interactive Read Aloud and analyze student talk by viewing video clips. Focus lessons will be used to teach specific strategies needed to develop thoughtful thinkers and speakers.

LCF-16
It is Game Time! (Grades 3-6)
Daniel Holm, Associate Professor, Indiana University, South Bend
Outburst, Password, and Win/Lose/Draw are some of the many commercial games that could be used to support literacy. The focus of this session is to show, through participation, how various commercial games might be modified to promote comprehension, vocabulary development and writing.

LCF-17
Involving Parents in Their Children’s Reading Development (PreK-6)
Bruce Johnson, Reading Specialist, Merrimack Valley School District, NH
When teachers reach out and communicate with families in a positive manner, families respond in a positive way. Learn how to reach out to parents of pre-readers, beginning readers, readers maintaining skills and struggling and reluctant readers. This presentation will include simple letters and handouts participants can send home to those parents.

LCF-18
A Classroom of Storytellers: Promoting Literacy Development in Early Childhood (PreK-K)
Ben Mardell, Associate Professor, Early Childhood Education, Lesley University, Mass.
The ability to tell a coherent story is one of the foundational skills needed to launch children into literacy. This workshop provides PreK and kindergarten teachers tools to understand their students’ stories better and an approach to help promote their students’ storytelling abilities. Video clips of child-teacher interactions will be used to help illustrate techniques used to support young children’s storytelling skills.

LCF-19
Addressing Language and Literacy Needs of Children Who Are Deaf (Grades K-8)
Jessica Scott, Doctoral Student, Harvard Graduate School of Education, Mass.
We will discuss the specific language and literacy needs of children who have a hearing loss and use manual language as their primary mode of communication. These children are likely to be in the process of learning American Sign Language (ASL) as their first language while simultaneously developing competency in written English. We will discuss how to accommodate the development of ASL and English proficiency among this student population.

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Middle School Strand Session F

Tuesday, Nov. 17, 2009 | 10:30 am–noon

MSF-1 - Featured Speaker
Read a Poem, Write a Poem: A Writers' Workshop (Grades 6-8)
Andrew Green, Teacher, Poet, and Literacy Consultant, Staff Development Workshops, Inc., NJ
Explore the power of modeling in the poetry classroom. We will read and discuss a variety of poems and use them as models to discover poetic techniques and engage students in writing exercises. In addition, we will discuss metaphor, rhythm and narrative in poems. This workshop will inspire and motivate you so you and your students can have a blast with poetry in the classroom. Come with a pen and notebook.

MSF-2
SmartNotes: A Middle School Approach to Balanced Literacy (Grades 5-8)
Sue Cannone, Fifth and Sixth Grade English Teacher, Ardsley Union Free School District, NY
Betsy Henley, English Language Arts Curriculum Leader and Literacy Specialist, Ardsley Union Free School District, NY
This workshop will help you answer the questions: How can teachers measure or observe smart thinking in a middle school classroom? How can teachers have accountability and rigor when tweens read independently?
This workshop is designed for teachers at the middle school level who want to take their teaching of reading in the balanced literacy model to the next level. Through the workshop, participants will learn about SmartNotes, a revolutionary tool that empowers students and teachers to lift their thinking and evaluate it at that moment. You will explore SmartNotes through the use of read aloud, whole class texts, independent reading with conferences, guided and shared reading.

MSF-3
Academic Language Development in a Middle School Vocabulary Program (Grades 3-8)
Christina Dobbs, Doctoral Student, Harvard Graduate School of Education, MA
This session will explore some issues around academic language development and writing. As students begin to write more and more sophisticated ideas and arguments, the language necessary to convey these thoughts also progresses. We will look at student writing in the context of a cross-content area vocabulary development program, and we will explore some strategies that will lead to stronger written work. We will also explore how motivation plays an important role in the process of expressing ideas.

MSF-4
The Best New Middle School Books and How to Use Them (Grades 5-8)
Barbara Scotto, Instructor, Simmons College, MA
How can busy teachers discover and incorporate the best new literature for children and young adults into their lessons? This workshop will highlight new books in a variety of genres that are especially effective for three purposes: Literature discussion or “literature circles”; picture books for older readers that reinforce reading strategies; and promising new works that can be used as mentor texts in writing workshops.

View Reading Recovery Institute Sessions

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In-Depth Literacy Conference F Sessions

Tuesday, Nov. 17, 2009 | 10:30 am–1:30 pm

In-Depth LCF-20
Making Coaching Sessions Powerful (Grades K-8)
Mechelle Abney, Intermediate/Middle Literacy Collaborative Trainer, Lesley University, Mass.
Jill Eurich, Assistant Director, Intermediate/Middle Literacy Collaborative, Lesley University, Mass.
This in-depth session is designed for literacy coaches in grades K-8. Participants will explore a variety of coaching models and techniques to improve student achievement. These will include developing ways to make coaching generative through cluster coaching and evidence-based coaching. Through videotapes and examination of student work, participants will leave with powerful ways to structure coaching sessions and facilitate new learning.

In-Depth LCF-21
Making Guided Reading Lessons Powerful (Grades K-3)
Sheila Assad, Adjunct Faculty and Literacy Consultant, Lesley University, Mass.
In this extended session, learn how to consider the complex decisions you make across the Guided Reading lesson. Refine your ability to observe and analyze the reading behaviors of children, plan more powerful text introductions, use precise language to support problem solving and have more effective comprehension conversations. Learn to select teaching points that increase your students’ reading power and consider the changes you need to make as they expand their understanding as readers. Video clips of lesson segments will be used for analysis.
 

Session G

Tuesday, Nov. 17, 2009 | 1:00–2:30 pm

Go directly to Middle School Strand G Sessions

LCG-1 - Featured Speaker
Sparking Writing: Invitations and Entry Points for Young Writers (PreK-Grade 1)
Matt Glover, Principal and Author, Creekside Early Childhood School, Ohio
How do teachers invite young children to write? How can teachers match entry points into writing with children so that energy for writing is maximized? These questions are related to issues of motivation for writing. Participants will examine five possible entry points that tap into children’s motivation to write. This session will provide teachers with invitations and strategies that nurture children’s disposition toward writing. This workshop is suitable for teachers, administrators and literacy leaders. Administrators’ Strand

LCG-2- Featured Speaker
The Poetry Connection: Great Exercises and Activities to Create a Classroom of Writers and Poets (Grades 1-5)
Andrew Green, Teacher, Poet, and Literacy Consultant, Staff Development Workshops, Inc., NJ
Make it fun. Make it simple. Make it meaningful. This workshop will fire-up your classroom with practical, hands-on applications for teaching poetry. We will explore writing and reading strategies to enhance literacy skills in the classroom and boost your confidence teaching poetry. We will model mini-lessons in detail, voice and revision. Come with a notebook and pencil.

LCG-3 - Featured Speaker
Read Aloud as an Investment in Future Instruction (Grades 3-6)
Lester Laminack, Professor Emeritus, Author and Literacy Consultant, Heinemann Professional Development
We will explore a carefully selected set of books organized around a target topic to build vocabulary, concepts and related images through repeated read alouds.

LCG-4 - Featured Speaker
The Affective Dimension of Coaching (Grades K-2) (Repeat)
Carol A. Lyons, Professor Emeritus, The Ohio State University
Research in adult psychology, language use, and neuropsychology are integrated to explore the complexities of coaching. Through videotape analysis, participants will learn effective ways to coach adults. (Repeated LCD-5)

LCG-5 - Featured Speaker
Teaching Kids to Comprehend Nonfiction Text: Strategies for Success (Grades K-6)
Lori Oczkus, Literacy Coach and Author, Calif.
How can we boost comprehension scores and meet standards? How can we encourage students to read and better understand nonfiction texts? Come and learn new and exciting ways to develop a classroom environment where students love to read and study nonfiction. Dozens of innovative yet practical strategies for teaching students to comprehend nonfiction texts will be included. The presenter will share motivating and engaging whole-class lessons as well as Guided Reading ideas, especially for nonfiction. Her unique spin on reciprocal teaching makes nonfiction literature circles a natural. The presentation will feature hands-on activities to use now and practical lessons based on both of Oczkus’ comprehension books, Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension (International Reading Association, 2003) and Super Six Comprehension Strategies: 35 Lessons and More For Reading Success (Christopher Gordon, 2004). This workshop is co-sponsored by Pacific Learning and Scholastic, Inc.

LCG-6 - Featured Speaker
Author/Illustrator Presentation with Martha Zschock (Grades K-5) (Repeat)
Martha Zschock, Author and Illustrator
Ever wonder what it’s like to write and illustrate a children’s book? Author and illustrator Martha Zschock shares her experiences in creating her well-known Journey Around series (Commonwealth Editions) of alphabet books. The series, now numbering nine, takes readers on journeys from Maine, Boston, Cape Cod, Washington, D.C., Chicago and other locations. As a former elementary teacher, the presenter relates the writing process that children experience in the classroom to those of “real” authors... researching, writing, editing and revising. The presenter’s enthusiasm will help inspire your own creativity as well as those of your students! (Repeated LCF-5)

LCG-7
Here, There, and Everywhere: Reading Recovery, LLI, Classroom Connection (Grades K-2)
Julie Craig, Reading Recovery/LLI Teacher, Atlantic City Public Schools, NJ
Christa Tracy, First Grade Teacher, Atlantic City Public Schools, NJ
Effective collaboration and articulation between a child’s Reading Recovery teacher and/or LLI teacher and classroom teacher is critical to a child’s success, both in Reading Recovery/LLI and in the classroom. This session will explore ways to make connections to ensure that a child is using learned strategies in all settings, before, during and after Reading Recovery/LLI. Results from a study conducted by Reading Recovery teachers and classroom teachers will be presented showing the positive correlation between consistent and effective Guided Reading lessons and Reading Recovery lessons. Administrators’ Strand

LCG-8
Let the Students Choose: Choices for the Differentiated Classroom (Grades K-8)
Anne DeGroot, Assistant Professor of Teacher Education, Ramapo College, NJ
Julie Norflus Good, Associate Dean of Teacher Education, Felician College, NJ
Teaching students with special needs can be challenging. Giving students choices and options in an inclusive environment helps to differentiate instruction and actively engages student learning. Participants will learn about choice boards and menus.

LCG-9 - CANCELED
Language Arts All Day: Teaching Literacy in the Content Areas (Grades 3-6)
Lauren Goldberg, Director of Teacher Training, Belmont Day School, Mass.
We apologize, but this session was canceled on 11/2/2009. Please make a another selection.

LCG-10
Picture Books to Enhance Curriculum for the Upper Elementary Student (Grades 3-6)
Carol Gordon Ekster, Educator and Author, Derry Cooperative School District, NH
You will be exposed to many picture books, appropriate for grades 3-6, that they can read to their classes to coordinate with curriculum. Some of those books will be used as models for a book-making activity that will enforce and enhance concepts covered. The presenter will show that each child in the class can make a page in a bound book. The finished product will not only teach curriculum, but will increase fluency when children read and reread their creations. We will showcase many examples, and you will brainstorm book ideas you can make to support your individual curriculum. This session includes reference handouts.

LCG-11
Opening the Door to Literacy (Grades K-2)
Kristine Haveles-Pelletier, District Literacy Implementation Specialist, Manchester, NH
How can we develop early literacy skills for students who are approaching level A? This presentation will focus on a framework of instruction that will transition students to leveled Guided Reading groups.

LCG-12
Family Reading Nights (PreK-6)
Bruce Johnson, Reading Specialist, Merrimack Valley School District, NH
Learn how to promote, design and present worthwhile family reading nights. Presentation will include how to get started, how to solicit help, how to follow through and most importantly, how to make it all manageable and easy. We will allow time for participants to start and design their own family reading nights.

LCG-13
Get a Grip on Response to Intervention with Literacy Readiness (Grades K-2)
Keith Kline, Occupational Therapist and National Presenter, Coventry Public Schools, RI
This interactive presentation will offer fun and engaging letter play activities to develop skills that lay the foundation for literacy success in children of all abilities. It will focus on whole-class activities that promote students’ habits for reading and writing, develop their knowledge of letters and numbers and facilitate their motor skill development. Using common classroom materials, the you will learn exciting instructional strategies to implement on Monday morning.

LCG-14
Bridging Vocabulary and Comprehension: Instructional Strategies to Support Understanding Nonfiction (Grades K-2)
Meghan Maniglia, Second Grade Teacher, Natick Public Schools
Lisa O’Brien, Doctoral Candidate, Boston University, MA
This presentation will explore how to integrate effective vocabulary instruction with comprehension strategy instruction using nonfiction texts with young children. Understanding nonfiction requires children to develop in-depth knowledge of specialized vocabulary and learn and apply strategies to comprehend nonfiction. We will highlight whole-class and small group instructional techniques as well as how one teacher incorporated vocabulary and comprehension strategy instruction into her Reader’s Workshop.

LCG-15
Writing Conferences that Work (Grades 1-5)
Amy Walter, Third Grade Teacher and Team Leader, The American School in London, UK
What does conferring look like in the Writers' Workshop classroom? You will come away with a greater understanding of the structure of a Writing Conference and learn explicit strategies to use when conferring. We will examine every stage of a writing conference in detail. You will receive practical, hands-on ideas on how to maximize your one-on-one conferring time with students. Video clips of writing conferences will also be shown.

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Middle School Strand G Sessions

Tuesday, Nov. 17, 2009 | 1:00–2:30 pm

MSG-1 - Featured Speaker
Differentiated Instruction: Finding Ways to Support the Needs of All Our Writers (Grades 5-8)
Jenny Bender, Literacy Consultant, Staff Development Workshops, Inc., NJ
In any classroom, we face the need to teach toward a wide variety of strengths and needs. As a result, it is critical that every teacher have practical tools for meeting students wherever they fall on the continuum. In this session, we will provide tools for quick assessment, as well as content and methods for small group, differentiated instruction.

MSG-2
Nonfiction Literature and Primary Sources: Scaffolds and Extensions (Grades 3-8)
Mary Ann Cappiello, Assistant Professor, Language and Literacy Division, Lesley University, Mass,
Using history and social studies as our canvas, we will investigate the recursive nature of exploring primary source material and nonfiction literature for children and young adults. Depending upon the student, text, topic and context, primary source material can build prior knowledge and serve as a scaffold for reading a longer piece of nonfiction; or, the nonfiction literature can serve as the entry point for a difficult piece of primary source material. Initially, you will experience this process as a reader, and you will examine several interrelated primary sources and nonfiction texts. Next, we will discuss this process and tease out some suggested guidelines for how primary source material and nonfiction literature in grades 3-8 can build both content knowledge and reading comprehension.

MSG-3
Using Data to Plan Instruction in the Middle School Reading Workshop (Grades 5-8)
Joanna Lieberman, Literacy Coach, Cambridge Public Schools, Mass.
This session will explore how teachers can use data from the Fountas and Pinnell Benchmark Assessment System (or other developmental reading assessments) to inform instruction. By examining data from a middle school classroom, we will discuss how to make informed decisions about whole group, small group, and individual instruction. We will consider some of the challenges middle school teachers face in implementing a reading workshop.

MSG-4
What is the Value of Teaching Writing Across the Curriculum? A Deweyan Perspective (Grades 6-8)
Marilyn Mercado, Assistant Program Officer, The Graduate Center, CUNY and Graduate Student, Teachers College, Columbia University, NY
In this presentation, you will engage in activities that you can use in the classroom to make learning meaningful to students cultivating a sense of interest and discipline.

Registration