Events
2016 National Reading Recovery & K-6 Literacy Conference
Saturday, February 6 - Tuesday, February 9, 2016
Greater Columbus Convention Center and Hyatt Regency
Columbus, OH
Schedule of Sessions and Special Events
Back to View Meeting
Sunday February 07, 2016 |
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"He Knew It Yesterday!"
Reading Recovery Revisit Marie Clay’s detailed and precisely sequenced teaching procedures used to support learning more about the reciprocal relationship between words written and words read leading to independent strategic readers and writers. Is the problem retaining learning and retrieving it, or has the learning never been securely encoded in the brain? Examples focus on section 19, “When it is Hard to Remember.” |
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Creating Child-Centered “I Can” Statements
K-2 Classroom Literacy Wondering how to create child-centered “I Can” statements for a K-2 classroom? Journey with one group of learners who integrated “I Can” statements into their reading and writing workshops. |
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Creating Possibilities with Purposeful Talk
K-2 Classroom Literacy Dialog has the potential to elevate student learning and develop critical thinking in ways that traditional instruction and worksheets cannot. Why is it acceptable to ignore this major component of literacy? |
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It’s About Strategic Activity During Roaming
Reading Recovery Interactive session demonstrates the emergence of first- and second-round children’s useful strategic activity during Roaming and how teachers can encourage this reading and writing processing. |
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Literacy for Every Child: Reading Recovery and a Comprehensive Literacy System
Comprehensive Literacy Transform literacy instruction and teacher expertise. Discover support for schools that want to create a comprehensive literacy design and schools that want to evaluate existing structures in order to improve literacy practices. |
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Matching Strategic Activity and Word Work Across a Lesson
Reading Recovery An analysis of running records and the first reading of the new book to plan word work are the focus. Includes an overview of how words work and what makes visual analysis easy and hard for children. Children’s “processing profiles” guide the participants to create a plan of action for the word work part of the lesson. Participants should bring Literacy Lessons Designed for Individuals. |
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Oral Language, Reading, and Writing Connection for English Language Learners
Reading Recovery Oral language, reading, and writing are interconnected processes. All Reading Recovery teaching and learning is grounded in this integrated approach and supports accelerated literacy learning. |
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Providing Opportunities Through Understanding and Prompting
Reading Recovery Explore session interactions between teachers and students. Each day during each lesson, a teacher uses what she/he knows about early readers to understand what behavior/processing the child is demonstrating and then how to teach/prompt. Increase your background knowledge in terms of possibilities of what children do, what it means, and how to best teach/prompt. |
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Reading Recovery as the Foundation — Multi-Tiered Support
Leadership in Literacy Learn how to impact the strength of Reading Recovery as it relates to comprehensive core instruction and multi-tiered systems of support through a district’s 23-year journey to building capacity. |
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What Are the Immediate and Longer Term Effects of Reading Recovery?
Leadership in Literacy Reading Recovery is one of the most researched interventions in the United States, but often the findings are misunderstood or misrepresented. Both short- and long-term effects are explored. |
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Analyzing Reading Behaviors to Guide Teaching
Mary Anne Doyle, Reading Recovery trainer, University of Connecticut, Storrs, CT Patricia Kelly, Reading Recovery trainer, San Diego State University, San Diego, CA Analyze student running records and discuss literacy processing behaviors, students’ strategic problem solving, and instructional decision making. For in-training or field-year Reading Recovery teachers. |
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Building the Capacity of District and School Leadership Teams
From Rosemount-Apple Valley-Eagan Public Schools, ISD #196, Rosemount, MN: Beth Swenson, district RTI trainer Julie Olson, director of elementary education and Reading Recovery site coordinator Sally Soliday, elementary principal Building the capacity of teams ensures peers leading peers, builds a strong multi-tiered system of support, and leads to change in a continuous improvement model. |
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Comprehensive Literacy Implementation: Supporting and Understanding
From The Ohio State University, Columbus, OH: Literacy Collaborative trainers: Jenny McFerin, David Hensinger, Sherry Kinzel, Lisa Patrick, Wendy Sheets, and Carla Steele Jason Hillman, director, Kinnear Literacy Projects How can the literacy coach and principal work together to implement a comprehensive approach to literacy instruction? Explore collaboration, barriers, getting started, and schedules. |
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Demonstrating and Prompting in the New Book
Leslie McBane, Reading Recovery teacher leader, South-Western City Schools, Grove City, OH Make “superb decisions” about what to leave for reading work in the new book. Learn how to balance demonstrating and prompting during the last 10 minutes of the lesson. |
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Every Child is a Language Learner
Maren Wallenberg, Reading Recovery teacher leader, Saint Paul Public Schools, Saint Paul, MN Oral language is a child’s first encounter with literacy. Reading Recovery teachers continue to support language development through reading, writing, and talk. |
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Self-Monitoring: Did I Help or Hinder?
Betsy Kaye, Reading Recovery teacher leader, Fort Worth ISD, Fort Worth, TX The development of self-monitoring and self-correction pushes the boundaries of children’s learning in reading and writing. Our teaching can help or hinder students’ opportunities to develop and extend these essential activities. View lesson excerpts to identify behaviors that signal self-monitoring and consider how to capitalize on these incredible learning opportunities. |
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Word Work Wonderings
Maryann McBride, Reading Recovery teacher leader, Clemson University, Clemson, SC Wondering what to do for word work? Working on and with words occurs across the lesson. Learn how to use observation and assessments to influence teacher decisions about word work. |
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Writing and the Cut-Up Story: Opportunities for Orchestration
Phoebe Ingraham, Reading Recovery teacher leader, Wright State University, Dayton, OH Clay states, “the cut-up story provides an opportunity to orchestrate strategic behaviors.” Teaching decisions during writing affect the development of fluent flexible processing systems during the cut-up story. |
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