2010 National Reading Recovery & K-6 Classroom Literacy Conference

PRECONFERENCE INSTITUTES
Saturday, February 6 – 9:00 am-3:30 pm – Preregistration Required

Extend your Conference learning experience by enrolling in a Preconference Institute
Institutes provide in-depth explorations of topics and include interactive discussions and audience participation

OPEN TO READING RECOVERY-TRAINED PROFESSIONALS ONLY

1 Powerful Teaching for Language and Literacy Development in Reading Recovery Lessons
Judith Chibante Neal, Reading Recovery trainer emerita, Fresno, CA
Patricia Kelly, Reading Recovery trainer, San Diego State University, San Diego, CA
English learners pose unique opportunities to consider the interplay between language and literacy achievement. The success of English learners with Reading Recovery teaching demonstrates how children with varying levels of English proficiency can achieve remarkable growth. Learn more about the power of conversation, book reading, and story writing, as well as ways to scaffold instruction, to enable acceleration of English learners’ literacy development.

2 Building Working Systems
Mary Fried, Reading Recovery trainer, The Ohio State University, Columbus, OH
Cheri Slinger, Reading Recovery teacher leader, Upper Arlington/South-Western Site, Columbus, OH
Clay (COT p. 91) states: ‘several kinds of perceptual/cognitive systems are critical for extending literacy processing power…’ Explore teaching and learning interactions as they relate to Change Over Time in Children’s Literacy Development chapter 3, Assembling working systems: how young children begin to read and write texts. Literacy Lessons Designed for Individuals and Change Over Time in Children’s Literacy Development are used in the session.

OPEN TO ALL ATTENDEES

3 Reading Roadblocks: Discovering and Removing Roadblocks for Struggling Learners
Diane DeFord, professor, Swearingen Literacy Chair, University of South Carolina, Columbia, SC
Libby Larrabee, literacy specialist, Chagrin Falls, OH
Maryann McBride, literacy specialist, Clemson University, Clemson, SC
Explore the evolutionary changes that take place in reading (K-6) and instructional practices that support and extend readers in the classroom setting. This session addresses some common roadblocks that struggling readers have. Some assessment and analysis techniques are used, and instructional strategies explored to help make reading easier and more rewarding.

4 Planning for Minilessons in the Reading Workshop K-6
Franki Sibberson, author and elementary educator, Dublin City Schools, Dublin, OH
The minilesson portion of the reading workshop is critical if students are going to become independent readers in the elementary grades. This workshop focuses on ways to think about and plan minilessons so that conversations build across the school year. A key to quality minilessons is book selection. An extensive booklist is shared.

Preregistration For All Preconference Institutes Required.

All Preconference Institute Attendees Gain
EARLY ACCESS TO THE EXHIBIT HALL

National Conference page