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Literacy For All Reading Recovery InstituteMonday, November 17–Tuesday, November 18, 2008 The Reading Recovery Institute promotes a greater understanding and facilitates better teaching practices for Reading Recovery professionals. In addition, you'll be able to attend a variety of special events and visit the exhibit hall with the latest children's and professional books.
Click here for K-8 Literacy Conference and Middle School Strand Sessions Keynotes (For All Participants)Tony Stead (Monday Morning, 8:30 am–10:00 am)Improving Competencies in Literacy through the Power of Nonfiction In this dynamic and impacting presentation, Tony will share how students' competencies as readers and writers can be raised, when nonfiction is used as the basis for literacy instruction. Gail Gibbons (Monday Afternoon, 1:30 pm–3:00 pm) Keynote (For Reading Recovery)Carol Lyons (Tuesday Morning, 10:30 am–12:00 pm)Learning and Becoming Literate: Myths, Facts, and Recommendations In this presentation, commonly held myths and misconceptions about the brain and learning are discussed and applied to teaching struggling readers. The talk will help teachers identify the changes they can make in themselves to create educational environments in which both they and their students will thrive. Click here for more information on all keynote and featured speakers. [ back to top ] READING RECOVERY SESSIONSA Sessions | B Sessions | C Sessions | D Sessions A SESSIONSMonday, November 17, 2008 RRA-1 - Featured Speaker [ back to top ]
B SESSIONSMonday, November 17, 2008 What Goes Wrong? Getting Students to Discontinuing! Sharan Gibson, Reading Recovery Trainer, San Diego State University, CA This session will improve Reading Recovery teachers’ ability to analyze lesson records, identify missing strategies in a student’s repertoire, and improve their teaching for individual children. (Repeated RRA-4) RRB-2- Featured Speaker Predictions of Progress – New Insights Ellen Hauser, Reading Recovery Trainer, New York University After the Observation Survey Summary has been written, most Reading Recovery teachers are anxious to start instruction as soon as possible. Predictions of progress can be a valuable tool that makes our lessons focused and responsive to each individual child. The process of writing predictions of progress takes the teacher on a journey that takes into account a student’s limitations and the areas a teacher needs to think about across the lesson. This workshop will concentrate on making the writing of predictions of progress simple and worthwhile. It will discuss the new format outlined in Literacy Lessons Part One. Please bring Part One to the session. This session is more advanced to meet the needs of experienced educators. (Repeated RRD-3) RRB-3 - Featured Speaker Evaluating Oneself: Using Records to Inform Instruction Irene Huggins, Reading Recovery Trainer, Western Canadian Institute of Reading Recovery, Winnipeg, Manitoba Effective Reading Recovery teachers consistently reflect on the quality of the teaching decisions made during lessons. They review their lesson records and their teaching regularly to evaluate the progress of the students and their teaching decisions. In this session, examples of lessons will be examined to determine how teachers use this information to improve their teaching decisions. (Repeated RRA-5) RRB-4- Featured Speaker Teaching Children to Think Within, Beyond, and About the Text Clifford Johnson, Reading Recovery Trainer, Georgia State University, Atlanta Literacy Lessons Part Two states that the orientation to the story before reading means “aligning of oneself or one’s ideas to the surroundings or circumstances” of the new book. Learn to provide improved book introductions for early literacy lessons. (Repeated RRC-3) RRB-5 - Featured Speaker Can We Say it That Way? The Role of Structure in Learning to Read Eva Konstantellou, Reading Recovery Trainer, Lesley University, MA The teacher’s attention to language structure supports the child’s efforts of pulling together different kinds of information when reading and writing continuous text. Video clips of children’s reading as well as an exploration of text selection and book introductions will highlight the role of this “invisible” source of information in learning to read. RRB-6- Featured Speaker Reading Recovery for English Language Learners: What Do We Need to Know? Yvonne Rodríguez, Reading Recovery Trainer, Texas Woman’s University School systems are confronted with the need to immerse their English language learners in English instruction due to lack of bilingual resources. Many of these students are at risk of literacy failure in subsequent years. Share language acquisition issues and instructional considerations that impact literacy attainment for ELL students. (Repeated RRD-4) RRB-7 Solving Words on the Run Michele Dufresne, Reading Recovery Teacher Leader, Hampshire Educational Collaborative, MA and Title 1 Director, Amherst Public Schools, MA Jackie Duane, Reading Recovery Teacher Leader, Amherst Public Schools, MA “There are many sources of information in text that can help the reader to ‘read’ a new word at the first encounter. However, sometimes the child will need to do some extensive solving work at the word level to discover what the new word is.” (Literacy Lessons Designed for Individuals, Part Two, p. 122). In this session, the presenters will consider helpful ways to encourage visual analysis of words both in reading and in writing. Video clips will be used to illustrate teaching and learning for students across their series of lessons. (Repeated RRD-6) RRB-8 A New Look at Roaming Around the Known Patti Starnes, Reading Recovery Teacher Leader and Regional Trainer, Southern Rhode Island Collaborative Over the past three years, teacher leaders and teachers in Rhode Island have been working on getting more power out of Roaming Around the Known sessions. Marie Clay’s ideas and directions in Literacy Lessons, Part One inform our work with children during this critical time in the child’s lesson. We are finding that children’s learning is enhanced by our efforts and invite you to consider our work. [ back to top ]
C SESSIONSTuesday, November 18, 2008 RRC-1 - Featured Speaker [ back to top ]
D SESSIONSTuesday, November 18, 2008 Facilitating Change Over Time in Writing Janet Behrend, Reading Recovery Trainer, University of Arkansas at Little Rock Examine changes in writing development in early, middle, and late lessons and the teacher’s role in facilitating these changes. (Repeated RRA-2) RRD-2- Featured Speaker Extending Our Understandings of Roaming Around the Known: Exploring Theory and Practice Mary Anne Doyle, Trainer and Professor, University of Connecticut A child’s success in Reading Recovery builds from the first day in Roaming Around the Known. This session will explore theoretical understandings that inform our practices. Discussion will focus on the importance of careful observations, and we will examine one teacher’s decisions and interactions with her student in Roaming Around the Known sessions. (Repeated RRA-3) RRD-3 - Featured Speaker Predictions of Progress – New Insights Ellen Hauser, Reading Recovery Trainer, New York University After the Observation Survey Summary has been written, most Reading Recovery teachers are anxious to start instruction as soon as possible. Predictions of progress can be a valuable tool that makes our lessons focused and responsive to each individual child. The process of writing predictions of progress takes the teacher on a journey that takes into account a student’s limitations and the areas a teacher needs to think about across the lesson. This workshop will concentrate on making the writing of predictions of progress simple and worthwhile. It will discuss the new format outlined in Literacy Lessons, Part One. Please bring Part One to the session. This session is more advanced to meet the needs of experienced educators. (Repeated RRB-2) RRD-4- Featured Speaker Reading Recovery for English Language Learners: What Do We Need to Know? Yvonne Rodriguez, Reading Recovery Trainer, Texas Woman’s University School systems are confronted with the need to immerse their English language learners in English instruction due to lack of bilingual resources. Many of these students are at risk of literacy failure in subsequent years. Share language acquisition issues and instructional considerations that impact literacy attainment for ELL students. (Repeated RRB-6) RRD-5- Featured Speaker Discontinuing Decisions and the Transition into the Classroom Mary Rosser, Reading Recovery Trainer, University of Maine This session provides participants with the opportunity to engage in in-depth explorations of the questions, issues, and challenges of discontinuing decisions and the transition into the classroom at the end of a student’s series of lessons in Reading Recovery. Video clips will support the discussion of ideas throughout this session. (Repeated RRC-5) RRD-6 Solving Words on the Run Michele Dufresne, Reading Recovery Teacher Leader, Hampshire Educational Collaborative, MA and Title 1 Director, Amherst Public Schools, MA Jackie Duane, Reading Recovery Teacher Leader, Amherst Public Schools, MA “There are many sources of information in text that can help the reader to ‘read’ a new word at the first encounter. However, sometimes the child will need to do some extensive solving work at the word level to discover what the new word is.” (Literacy Lessons Designed for Individuals, Part Two, p.122). In this session, the presenters will consider helpful ways to encourage visual analysis of words both in reading and in writing. Video clips will be used to illustrate teaching and learning for students across their series of lessons. (Repeated RRB-7) RRD-7 Conversation: A Valuable Context for Literacy Learning Lisa E. O’Connell, Reading Recovery Teacher Leader, Fall River Public Schools, MA A teacher must observe, listen to, and tune into a learner. The teacher creates opportunities for the child to talk. Any child with limited language skills needs to talk and talk more (Clay, LL1). The Reading Recovery lessons, beginning in Roaming Around the Known, provide the opportunity for conversational exchanges between the teacher and child as they focus on literacy learning. RRD-8 It’s All about Processing Dorothy Portalla, Reading Recovery Teacher Leader, Concord Public Schools, NH Working one on one, we strive to have the child become a constructive, strategic learner. With the support of Literacy Lessons Designed For Individuals, Part One and Part Two, we will use our observations of lesson segments to guide our discussions. [ back to top ] RegistrationRegistration InformationRegister online using our secure system! Session descriptions are also programmed into the online registration system. Download a paper registration form (to mail or fax) [ back to top ]
updated 04/14/08 | 11:06 AM
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