2018–2019 Catalog-Journal HeinemannEdited by Ellin Oliver Keene PROFESSIONAL DEVELOPMENT SERVICES FOR K–12 EDUCATORS

Turn & Talk Featuring Harvey “Smokey” Daniels and Kristi Mraz, with Ellin Oliver Keene Fountas & Pinnell Classroom™ Q + A Crafting a Curriculum that With Irene C. Fountas Works for Your Students and Gay Su Pinnell By Cornelius Minor Using the Power Learning While Teaching: of Pattern in Science YEARS OF DEDICATION The Dynamics of and Literature TO TEACHERS Action Research By Valerie Bang-Jensen By Amy Clark and Lisa Birno and Mark Lubkowitz Cornelius Minor, PD consultant and author of the new book We Got This, is an expert in building powerful teacher teams with intention. Let’s build on your strengths, together.

The world of education is ever-changing, As educators, we and the best people to help you navigate know that we find much of our power this dynamic atmosphere are people who in collaborative truly understand what teachers face each work. When our ways and every day—other teachers. of seeing children, planning for Heinemann’s author-experts are first and foremost experienced and them, facilitating accomplished teachers, who work year-round in a wide variety of diverse schools and classrooms around the country. Our PD authors opportunities, and create confident teacher teams through customized coaching and reflecting on those consulting, and they’ll help you champion the best strategies to experiences are advance your own teaching practice, at every stage of your career. informed by Our PD offerings include seminars, webinars, workshops, and what we learn on-demand experiences, and are designed to ensure every teacher and learning community has access to options to strengthen their from each other, student-centered instructional skills. all kids benefit. –Cornelius Minor Activate can-do learning communities, educators, and students with skillful teacher PD.

These days, more than ever, it’s important to focus our collaborative energies, and help our students identify the learning opportunities that surround them. Heinemann’s author-experts model student-centered instructional methods and strategies to help you build confidence and productivity in your classroom. Our on-site, online, and off-site professional learning options are designed to help you elevate your practice and stimulate your teaching strengths, resulting in mindful, compassionate, and engaging educational experiences for both you and your students.

Meeting educators where they are: On-Site PD Online PD Off-Site PD • School-Based Seminars • On-Demand Courses • Multi-Day Institutes • Speakers & Consulting Authors • Webinar Series • One-Day Workshops

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phone 800.541.2086 fax 800.354.2004 1 Contents YEARS OF DEDICATION TO TEACHERS Sections 10 Online PD 11 On-Demand Courses 17 Webinar Series 26 On-Site PD 27 School-Based Seminars 46 Fountas & Pinnell Seminars 60 Speakers & Consulting Authors 70 Off-Site PD 71 Multi-Day Institutes 75 One-Day Workshops

Features

6 Turn & Talk 22 Crafting a Curriculum that 42 Fountas & Pinnell Two Heinemann authors meet up Works for Your Students Classroom™ Q + A to talk it out. By Cornelius Minor With Irene C. Fountas and Featuring Harvey “Smokey” Daniels Gay Su Pinnell and Kristi Mraz, with Ellin Oliver Keene

2 heinemann.com/pd @heinemannPD Online PD 800.541.2086 ext. 1100 In Memoriam On-Site PD We are grateful for having had 800.541.2086 ext. 1402 the opportunity to work with a wonderful educator such as Off-Site PD 800.541.2086 ext. 1151 Dr. Rozlyn Linder. Her insight, knowledge, and spirit will forever Fountas & Pinnell PD Support be part of our lives. 800.541.2086 ext. 1402

©2018 by Heinemann. We encourage our readers to download and reproduce the journal articles in this publication for all noncommercial professional development purposes. Title page, author byline, and all end notes must be included with any reproductions. Free downloads are available at www.heinemann.com/pd/journal. All other usage rights are reserved by Heinemann.

Image Sources: Joshua Brunet: Cover illustrations; © Geneve Hoffman Photography, LLC: Inside front cover, pp. 1-3, 6-10, 17, 20, 22-27, 36, 40, 46, 57-59, 75; © Larry Dunn Photography: pp. 10-11, 46; © Scott Redinger-Libolt, Redphoto: p. 26, 60; © Steve Debenport, iStock by Getty Images: p. 28; © Michele McDonald Photography: p. 30; © Monkey Business Images, Shutterstock.com: p. 56; © Anthonycz, Shutterstock.com: p. 56-59; © Michael Lee Photography: p. 60; © Uthai pr, Shutterstock.com: pp. 68-69. About the Covers: (Front) This scene is a view in to a middle 56 Learning While Teaching: 68 Using the Power of Pattern school English classroom’s active book talk session. Students engage directly with each other as they discuss their group’s The Dynamics of in Science and Literature chosen book, and the teacher actively observes and prompts Action Research By Valerie Bang-Jensen and their deeper exploration of related ideas and varying opinions.  (Back) After class, our teacher becomes the learner as she By Amy Clark and Lisa Birno Mark Lubkowitz participates in a professional book talk with her colleagues, led by a skilled PD consultant. These scenes are hand-painted by illustrator Joshua Brunet.

phone 800.541.2086 fax 800.354.2004 3 From the Director Writing Your Own Story

ou have a story to tell.” Don Graves believed that everyone, even the youngest writer, has something to say. His work “Yshowed that providing students with the opportunity to tell their own stories inspires and empowers them. With this kind of support, writers begin to consider: What do I have to say? What do I want to say with my newfound power? In our lives, stories are all around us: novels, videos, articles, anecdotes, podcasts, blogs, memes. Recently, my mentor and Heinemann general manager, Vicki Boyd, commented that we also tell stories by how we live our lives. We tell stories with our work. Since then, I have found myself wondering: What are the stories that educators tell through their work? I believe that all educators are telling the story of hope. The work educators do creates a foundation and unleashes potential. Of course, telling an authentic story is not always easy. There are times when a Mim Easton story is challenged, stifled. Others may react angrily if your story doesn’t agree with their view of the world. But those are the times when your story is most important. As a teacher, what is the story that you are telling through your work? At Heinemann, we want to be by your side as you develop and tell that story. We want to provide touchstones that can keep We tell stories by you centered even during the most difficult times. We want you, just like the young writers who worked with Don Graves, to be how we live our lives. inspired and empowered, and to consider: What do I have to say? What do I want to say? This year at Heinemann, we are celebrating our fortieth We tell stories anniversary. Four decades ago, Heinemann began by telling the story of child-centered educational pedagogy. Much has changed with our work. in forty years, but not our unwavering commitment to progressive and child-centered education. This issue of our Professional Development Catalog-Journal reflects our excitement about Heinemann’s fortieth anniversary. I am awed by the staggeringly powerful list of authors Heinemann has brought to the world of teaching and learning, beginning with Donald Graves and Lucy Calkins right up to the brand-new and upcoming books by educators such as Sara Ahmed, Cornelius Minor, and Debbie Miller. I hope that the articles in this issue will invite you to think about the stories around you and about your own story. What story are you telling with your work? What will you highlight and develop in this new year? We look forward to your next chapter. — Mim Easton

4 heinemann.com/pd @heinemannPD From the Editor Exploring the Power of Teaching

elcome to the 2018-2019 Heinemann Professional Development Catalog-Journal (PDCJ). I have the good Wfortune of working alongside the authors of the journal articles and am especially proud of the lineup this fall. For forty years, Heinemann authors have empowered educators to reflect on their practices and make bold changes on behalf of the children they teach. Power is a topic we tackle head on in this issue of the PDCJ. Who holds the power in our schools and classrooms? Is power equitably distributed for educators? How do we claim power to advocate for our students? How do we instill a sense of power in students so that they can live informed and fully engaged lives, seeking change where it is so desperately needed? In this issue, you’ll even experience “superpowers” as Valerie Bang-Jensen and Mark Lubkowitz explore pattern as a superpower—a crosscutting concept for science learners—and Cornelius Minor provides a sneak peek excerpt from his Ellin Oliver Keene forthcoming book, We Got This, in which he reveals that power comes from knowing children well and finding infinite wells of trust in the teacher-student relationship. Lisa Birno and Amy Clark remind us that reclaiming power as educators can begin with our own research questions and classroom-based action research, and the second cohort of Heinemann Fellows share Power comes from their reflections on the impact action research has had in their classrooms. In addition, Gay Su Pinnell and Irene Fountas knowing children deliver a special Q&A interview focused on their newest literacy system—Fountas & Pinnell Classroom™. Finally, we introduce the first version of “Turn & Talk,” a series well and finding of in-depth conversations about education in twenty-first- century America. We pair authors from Heinemann’s earliest infinite wells of trust publications with those whose titles are more recent for provocative dialogue about teaching, learning, and power. I moderate a wide-ranging conversation between Harvey in the teacher-student “Smokey” Daniels and Kristi Mraz. When asked to reflect on Heinemann’s impact on them as writers, Smokey replied, “I wrote relationship. my first Heinemann book in the mid-’80s, and so I’ve been publishing there for more than thirty years. It’s been my professional home base in so many ways. Just the other day, I got out the Heinemann ‘mother text’, Donald Graves’ Writing: Teachers & Children at Work. I started reading the first page, and it’s just, oh man, this is so amazing. He was writing breakthrough stuff back then, but it feels so fresh and valuable to us even today.” That is the breakthrough power of Heinemann as a publisher and professional development provider. Lucky are we that we can leverage this extraordinary bank of resources on behalf of our students and colleagues. —Ellin Oliver Keene

phone 800.541.2086 fax 800.354.2004 5 Turn &Talk

Two Heinemann authors meet up to talk it out

his is Heinemann’s fortieth anniversary. As part of the celebration, we are introducing a new feature series, “Turn & Talk: Two Heinemann authors meet up to talk Tit out.” In this series, we will convene two writers, one from the earlier generation of Heinemann authors and the other representing our newest cohort of authors, for conversations on a variety of topics. An excerpt of our first exchange, between Harvey “Smokey” Daniels and Kristi Mraz, is presented here, and the complete transcript is featured on our landing page. Join author and editor Ellin Oliver Keene as she moderates this timely discussion that explores the source of writer identity, the challenges of teaching during unsettled times, equity issues in Harvey “Smokey” Daniels schools, and more. Additional “Turn & Talk” conversations, facilitated by and Kristi Mraz Ellin, will be published on the Heinemann blog throughout Heinemann’s fortieth year, enabling our readers to immerse with Ellin Oliver Keene themselves in the most critical topics in education around the world from the perspectives of two deeply respected authors with very different backgrounds.

©2018 Heinemann. This article may be reproduced for noncommercial professional development use. 6 heinemann.com/pd @heinemannPD Ellin: In all of the identities that you have as parents and partners and spouses and professional developers and teachers, how did you develop a writing identity? How did you come to be writers, to feel like writers? What influenced your development as writers? Kristi: I grew up in Western New York outside Rochester, and the schools were early adopters of writer’s workshop. My first memory of writing is third grade. In a writer’s workshop, I wrote a story called “Look What I Found,” which was about a chicken bone I found in an archaeological experiment. I remember our teacher bound it in wallpaper and put a hard cover on it, and I was like Ellin: “Nailed it, nailed it.” No matter what your political views, it feels like we are in I really thought of myself as a writer an unsettled time in education as well. When adults are in elementary school, and then in middle unsettled, distracted, fearful, or angry, those emotions can school and high school—nothing. filter out to the children. I worry that those feelings are College—nothing. I lost it a little. I always manifesting in our teaching, affecting our kids. What can wanted to revisit that part of me, but it teachers do to keep our focus on the kids while assuming was only in the past five years that I’ve roles of advocates and active citizens? reacquainted myself with that feeling. Smokey: Smokey: When you teach, when you’re with kids for 180 days a year, My story is so different. I went to something always is happening: a class pet dies, a fire in the school in the ’50s, so writing neighborhood, someone’s grandma passes away. These things workshop didn’t exist. Elementary happen and come through the door with the kids, so we’ve writing was just penmanship, always had to figure out how to deal with unsettledness as worksheets, and a report on a state maybe just part of the human condition. that you didn’t care about in fourth Our job as teachers isn’t to make it seem like the world is grade! Literacy instruction was completely safe and happy all the time, but to have the skills mostly about reading, and when to confront trouble when it comes and to learn about it and we moved on to high school, it was to have agency and power. teachers lecturing us about what great books meant. Kristi: So, I fell in love with writing in spite of school. I played It’s my responsibility along with everything else. I didn’t get around with writing as a kid, wrote notes, cartoons, and little hired to have no filter. My job is to make kids feel like they neighborhood newspapers, and later comical scandal sheets can make a better world and so that’s what I’m trying to do. for my friends. Then I went to journalism school at Northwestern. I wanted to be an investigative reporter, but journalism school was just who/what/where/when. Classes were very rigid, and there was no creativity in it. I transferred immediately to creative writing in the English department. Looking back, I would call myself a naive and slavish Hemingway imitator, basically. But I won lots of awards and scholarships and that gave me a great boost as a writer. Kristi: I have always used writing as a way out of mental turmoil and questions. It’s like an untangling process. Because of my love of creative writing, I feel like I’m coming from a slightly different angle; trying to write professionally in that way was a hot mess. I learned to write through feedback and practice . . . lots of practice.

phone 800.541.2086 fax 800.354.2004 7 Ellin: Kristi: I worked in many districts serving primarily children of color Teachers are in a position where it can feel like we’re powerless. and teachers were mostly white. I’d love your thoughts about We can feel powerless about curriculum, powerless over school how, as a nation—not at the school level or individual decisions. Power is a huge issue in the teaching profession. classroom level, but as a nation—we should approach this issue. What needs to change to not only attract people of color Smokey: into teaching, but help them feel comfortable enough to stay? I think teachers of color rightly worry about whether they will be What can educators do to address this dilemma? seriously respected and listened to in school systems. To make Smokey: When I was a young teacher in the Chicago Public Schools, so many of my colleagues were people of color. Now, young black and Hispanic folks can choose from a wider variety of careers than were open to them in the past. We have to address this “minority teacher flight” through our professional organizations like NEA, AFT, NCTE, and ILA. Kristi: I think one thing to name straight off the bat is that we’re three white people having this conversation, which is the problem. So teaching more attractive, faculties need to do the deep identity if I am the one at the table, I need to amplify other voices, other and empathy work that creates real trust and community. There people who are doing really smart work around this like Val is a blueprint for this in Sara Ahmed’s book, Being the Change. Brown, Christopher Emdin, Cornelius Minor, and organizations And teachers need to do this same work with kids. like Border Crossers. Read them! We talk about picture books being windows, mirrors, and sliding doors, but professional Kristi: books have to be that, too. One of the trickiest things about teaching is that there’s a caregiving aspect to it. The only parenting advice that I follow Ellin: is that the best predictor of who your kid will be is who you Back to the questions: Why do teachers of color leave in are. I’ve taken that as a mission statement to be a better person. such huge numbers? What can we do to help stem that tide? And where does it start? Ellin: We are fortunate to work in a professional community. We meet Kristi: at conferences, we attend and provide professional development, Teaching is hard. And it is and we engage in extraordinary conversation with other immeasurably harder when a educators. We are lucky, but I wonder if our professional lives system is stacked up against sometimes become an echo chamber. What’s the balance between you. If I feel it’s a struggle, and collaborating with like-minded colleagues and engaging in I am the one with privilege, conversations with those who have a different point of view? how hard is it for my colleague? She’s a teacher of Kristi: color who has white kids in I’ve been trying to follow people in my social media who are her class asking “Where are saying very different things than I often see in my feed. I just you from? No really, where try to sit and learn. I’m working hard to make sure I’m hearing you from?” People shorten or mispronounce her name. a variety of points of view about things. Addressing it starts with facing those issues as issues of race. Smokey: Smokey: I learned a helpful mental practice from literacy author Peter Yeah, for $35,000 a year or less. Elbow, who wrote about playing “the believing game” versus

8 heinemann.com/pd @heinemannPD Kristi: There’s a saying, something like, “The world is good and worth fighting for. I believe in the second half.” That’s a good summary of me at this moment. I don’t feel the world is all good, but it’s worth fighting for, and that’s what we’re doing in our classrooms. Ellin: So, it’s been great to meet up and talk with you both today. This is my last question. It’s Heinemann’s fortieth anniversary this year. playing “the doubting game.” This means you intentionally I’m curious what Heinemann has meant to you as writers, readers, try believing in an alien idea at first, instead of immediately and professionals—what’s the influence been over the years? rejecting it. So often, when someone is coming from the opposite side of an issue, we automatically begin by doubting. Soon, Kristi: everything that comes out of his or her mouth is not worth Well, I’m a product of Heinemann to a certain extent since I consideration, it’s wrong, and we tune out. I’ve often found that had writer’s workshop in my classroom as a kid. My mom was a purposefully playing the believing game helps to open my ears teacher, and when I joined the teaching profession, she gave me so I can really weigh others’ views. Of course, some ideas are her first edition of Lucy Calkins’ The Art of Teaching Writing. so contrary to our deepest beliefs it’s impossible to put yourself into that the opposing mindset. Smokey: I wrote my first Heinemann book in the mid ’80s, and so I’ve Ellin: been publishing there for more than thirty years. It’s been my All of these questions are very complex with no easy answers. professional home base in so many ways. Just the other day, I got The people who should be asking the big questions are the people out the Heinemann “mother text”—Donald Graves’ Writing: who are working with the kids. What questions do you think Teachers & Children at Work. I started reading the first page, and educators around the country should be asking of their it’s just, oh man, this is so amazing. He was writing breakthrough administrators, of their community members, of each other? stuff back then, but it feels so fresh and valuable to us even today. What questions should we be asking ourselves at this juncture?

Smokey: Kristi Mraz teaches Are we really extending the kindergarten in progressive education tradition, the New York City or are we turning back on it? public schools. In I see a lot of signs in our addition to writing publications, in our culture, and teaching, she in our research, that suggest to consults in schools me that we’re going backward. across the country and as far away as Taiwan. She primarily supports teachers Kristi: in early literacy, play, and inquiry-based learning. On the I don’t know that we do enough around our belief systems. off chance she has free time, you’ll find Kristi reading on What do we believe? And then how can I back my belief up with a couch in Brooklyn with her husband, and baby Harry. classroom evidence and curriculum evidence? What do we believe You can follow all of her adventures on twitter about kids? What do we believe about teaching and learning? @MrazKristine or on her blog at kristimraz.com. Smokey: Harvey “Smokey” Daniels has been a city and suburban One of America’s school traditions is developmental, student- classroom teacher and a college professor, and now works centered, discovery-based education. A competing model is often as a national consultant and author on literacy education. called the coverage, skills, or textbook approach. These paradigms Smokey works with elementary and secondary teachers have battled with each other for over a century, and if you’ve throughout the United States, Canada, and Europe, offering taught as long as I have, you’ve experienced some of those ups and demonstration lessons, workshops, and consulting, with a downs. If people believe that kids basically tend toward the good special focus on creating, sustaining, and renewing student- and they’re perfectible creatures that have within them capacity centered inquiries and discussions of all kinds. Smokey shows for empathy and compassion, then you’re going to promote a very colleagues how to simultaneously build students’ reading different kind of school system than if you believe that young strategies, balance their reading diets, and strengthen the people always tend toward wickedness and need strict control. social skills they need to become genuine lifelong readers.

phone 800.541.2086 fax 800.354.2004 9 Online PD Leading edge online offerings deliver round-the-clock access to expert authors and author-trained consultants who present quality instruction on the most crucial topics of our time.

On-Demand Courses Webinar Series (pages 11–16) (pages 17–21) Impact your classroom with the most Online PD comes to life with the immediacy advanced on-demand PD courses. of real-time, live webinars presented by our authors and consultants.

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Heinemann’s On-Demand Courses make the most of educators’ PD time and resources by presenting affordable, aligned, sustained, and supported PD options that target specific needs within the context of real classroom examples and practical tools. Each course follows a format that builds teacher agency and strengthens skills, supported and sustained over time. Designed to fit into your schedule, the On-Demand Courses improve teaching instruction through modeling, reflecting, sharing, and applying. Individual tuition for an On-Demand Course ranges from $29.00 for a single-session course, to $49.95 for a mini- course, and $199.00 for a standard-length course. Discounts are available for bundles of 10 or more mini-courses or standard-length courses, with larger district bundle pricing delivering the biggest savings. Take a peek FREE!

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phone 800.541.2086 fax 800.354.2004 11 Strategies in Action GRADES K–8 Reading and Writing Methods and Content ONLINE PD ONLINE

| Presented by Jennifer Serravallo

Self-Study / Choice of Full-Length Course or Eight Single-Session Courses Self-Study / DCOCNRWS00 / $199.00 per participant Drawing from Jennifer Serravallo’s best-selling Single-Session Course Options JENNIFER SERRAVALLO NEW YORK TIMES BESTSELLIN

G AUTHOR OF THE REA DING STRATEGI ES BOOK resources, The Writing Strategies Book and The With Self-Study / $29.00 per participant 300 strategies Reading Strategies Book, this on-demand course 1. Finding the Right Goals K WritingStrategies will help participants understand how to find goals

YOUR for Readers and Writers / DCOCNRWS01 EVERYTHING GUIDE ON-DEMAND COURSES COURSES ON-DEMAND DEVELOPING SKILLED WRITERSBook TO

Dedic ated t o Te ach for their readers and writers and how to support ers ™ 2. Strategies and Feedback / DCOCNRWS02 them over time as they work toward those goals. Offered as either a full-length course or as eight 3. Using Pictures to Read and Write / DCOCNRWS03 single-session offerings, Jen’s online course features 4. Engaging Readers and Writers / DCOCNRWS04 videos and lessons designed to help you learn about 5. Focusing on Print and Spelling / DCOCNRWS05 different conference types including goal setting, 6. Reading and Writing Nonfiction / DCOCNRWS06 coaching, research-decide-teach, compliment 7. Reading and Writing Narrative / DCOCNRWS07 conferences, and more. 8. Conversation and Collaboration: Supporting Partners and Clubs / DCOCNRWS08 For more information, go to hein.pub/serravallo_ondemand

On-Demand Single-Session Course GRADES K–1 Transforming Our Teaching Through Reading-Writing Connections Presented by Regie Routman Self-Study / DCSCNRRRWC / $29.00 per participant In this single-session course, master teacher and best-selling author Regie Routman demonstrates what kindergarten students are capable of as independent readers, writers, and thinkers. Observe on video how Regie uses stories from the children’s lives as a springboard for leading scaffolded conversations to personally engage students and extend their language skills, to model concepts about print and teach skills in context, and to raise literacy expectations. Observe also how it’s possible, as one teacher, to conduct one-on-one roving writing conferences with every student in the classroom.

Heinemann: RRinR/Reading Series (Red) Notebook Cover Onlay // 4C Bleed // 10.23.08 On-Demand Mini-Course GRADES K–6 Transforming Our Teaching Through Reading to Understand Presented by Regie Routman

www.heinemann.com Self-Study / DCOCN0019 / $49.95 per participant In this video-based mini-course, you will learn how to use an informal reading conference as an efficient and effective tool for reading assessment. Through conducting a one-on-one reading conference, you will be able to ensure all your students are self-selecting books for enjoyment and deep understanding and are not just moving through texts. Observe how Regie guides students in a diverse classroom to become self-monitoring readers through building on their strengths, strategically teaching what skills and strategies the student needs next to move forward, identifying goals with the student, and raising expectations for quality and quantity of reading.

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Everyday Habits That Grow Successful Readers GRADES K–5 Presented by Samantha Bennett and Debbie Miller

| Self-Study / DCOCN0008 / $199.00 per participant ON-DEMAND COURSES Nurture Persistent, Resilient Readers. COURSE OBJECTIVES What are the habits of readers with grit—with • Describe habits that help kids persevere with persistence and resilience? Can we model them and their reading even teach with grit? Sam Bennett and Debbie • Describe habits of teachers who persevere Miller share practices and structures that help through instructional difficulty students meet reading standards by looking beyond • Organize learning time to intentionally increase one school year and toward a lifetime of strong student resilience reading habits and academic success. • Explore the impact of the use of learning targets on student learning habits

Teaching Reading in Small Groups GRADES K–8 Matching Methods to Purposes Presented by Jennifer Serravallo Self-Study / DCOCN0007 / $199.00 per participant Assess Confidently, Teach Powerfully COURSE OBJECTIVES It is possible to assess, plan, and teach small groups • Become well versed in assessment lenses and tools of readers to meet increasing demands and • Learn elements of strong reading conferences challenges, while still holding tight to the joy and • Understand how to form groups flexibly based on love of literature. To think beyond guided reading, what students need in this six-session, full-length on-demand course, • Understand small-group structures to support Jen Serravallo helps teachers learn to analyze engagement, comprehension, and conversation skills student data in order to form small groups and • Make purposeful instructional choices during discover a new repertoire for helping readers find independent reading increased skill and independence. TRY IT OUT! Strategy Lessons in Reading: Conferring with Small Groups A single-session course, drawn from the full-length course and centered around conferring with small groups, is available for self-study! Self-Study / DCSCNJSSL / $29.00 per participant

Adolescent Reading Rx GRADES 6–12 What to Try When Teen Readers Can’t or Won’t Presented by Samantha Bennett and Cris Tovani Self-Study / DCOCN0005 / $199.00 per participant Reel in Reluctant Readers COURSE OBJECTIVES Reluctant readers are finally within the reach of • Find ways to create a web of authentic, every teacher! Sam Bennett and Cris Tovani share compelling reasons for students to read ways to demolish disengagement, boost • Evaluate the efficiency and effectiveness of comprehension of increasingly sophisticated texts, instruction on a daily, weekly, quarterly, or leverage formative assessment to create annual basis instructional feedback, and create meaningful • Discover strategies for helping students summative assessments and grading practices. comprehend more sophisticated texts over time • Generate a nine-week unit plan that includes an anchor-text unit and a choice-based readers workshop unit

phone 800.541.2086 fax 800.354.2004 13 Harnessing the Common Core Standards to Achieve GRADES K–12 Higher Levels of Reading and Writing ONLINE PD ONLINE

| Presented by Mary Ehrenworth

Self-Study / DCOCN0002 / $199.00 per participant

Implement the Common Core with Confidence COURSE OBJECTIVES With video, student examples, and opportunities • Evaluate your reading and writing instruction for feedback and collaboration, this course readies against CCSS expectations you to accept the challenge that standards present. • Raise students’ skill levels with specific Mary Ehrenworth shows how to achieve a high- teaching strategies

ON-DEMAND COURSES COURSES ON-DEMAND quality implementation of the Common Core • Plan strategically, within your own classroom, standards through curricular planning, professional across content areas, and across the grades collaboration, and instructional best practices. • Understand CCSS “hot spots” and strategize to address them effectively

Strategies for Teaching Nonfiction Writing GRADES K–2 | 3–5 Meeting Standards Through Writing Across the Curriculum Presented by Linda Hoyt and Tony Stead GRADES K–2 Self-Study / DCOCN0010 / $199.00 per participant GRADES 3–5 Self-Study / DCOCN0011 / $199.00 per participant Real Strategies for Teaching Real-Life Writing COURSE OBJECTIVES Linda Hoyt and Tony Stead show you how to teach • Discover strategies for ensuring students’ success the nonfiction writing genres mandated by the with nonfiction research and writing Common Core State Standards. Their strategies • Evaluate your instruction against CCSS help you promote writing across the curriculum expectations and the strategies modeled in and support writers as they increase their output, this course elevate their craft, and express wonder about • Reflect on your practice and identify how and their world. when to use these strategies • Learn to use these strategies in all curriculum areas

Introduction to Writing Workshop GRADES 3–5 Presented by Stephanie Parsons Self-Study / DCOCN0004 / $199.00 per participant

Teaching Writing More Effectively Isn’t Magic COURSE OBJECTIVES Stephanie Parsons, an experienced fourth-grade • Learn the guiding principles of writing workshop teacher, shows participants how to get going with • Experience the writing process firsthand by writing workshop—the highly effective, flexible writing your own narrative framework pioneered by Don Graves and • Build a writing curriculum popularized by Lucy Calkins. • Learn and experiment with the structures of writing workshop, including creating the optimal social and physical environment for writing • Practice assessing writers and their writing

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Putting the Practices into Action GRADES K–8 Implementing the Standards for Mathematical Practice

| Presented by Sue O’Connell ON-DEMAND COURSES Self-Study / DCOCN0013 / $199.00 per participant Unpack the Power of the Math Standards COURSE OBJECTIVES The Standards for Mathematical Practice are the • Learn the guiding principles of the CCSS Math heart and soul of the Common Core Standards Practice Standards for Mathematics. Through them, students build • Experience the standards through classroom deeper understanding and develop reasoning, and anecdotes and video through them we discover effective ways to teach • Reflect on instructional strategies that build mathematics. This course will help you identify students’ math practices the key elements of each standard and discover • Design math tasks for your students that address practical strategies for making the standards come both content and practice alive in math classrooms.

Making Math Far More Accessible to Our Students GRADES K–12 Presented by Steven Leinwand Self-Study / DCOCN0009 / $199.00 per participant

Math Instruction Demystified COURSE OBJECTIVES Steve Leinwand strengthens teachers’ confidence • Develop techniques for increasing student and capacity to make K–12 math instruction far engagement and learning more effective. From engagement to best practices • Explore classroom routines that focus to differentiation, he helps maximize students’ on student explanations understanding through language, alternative • Promote fruitful discussion in the approaches to problem-solving, and multiple mathematics classroom representations. Then he ties it all together with • Plan, teach, and reflect on lessons based ideas for effective lesson planning. on ideas presented in the course

Smarter Charts: Bringing Charting to Life GRADES K–5 Presented by Marjorie Martinelli and Kristine Mraz Self-Study / DCOCN0012 / $199.00 per participant

Deepen Engagement with Thoughtful Charts COURSE OBJECTIVES In this comprehensive course on charting, you • Understand the philosophy, theory, will learn how charts can build independence and research behind charting and agency, communicate information efficiently • Learn to plan and prepare different types of charts and effectively, and help in setting and achieving • Design charts using language, visuals, goals. Through videos, photos, and interviews, and different tools and techniques you will discover new ways to create and use charts • Teach with charts with your students that are based on the science • Explore charting across the curriculum of memory, moving your charting work from good to great.

phone 800.541.2086 fax 800.354.2004 15 On-Demand Mini-Course GRADES K–5 Classroom Redesign with Children in Mind ONLINE PD ONLINE

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Presented by Samantha Bennett, Marjorie Martinelli, Debbie Miller, Kristine Mraz, Stephanie Parsons Self-Study / DCOCN0017 / $49.95 per participant

Create Inviting, Engaging Classroom Spaces Join five master teachers, authors, and classroom redesigners in this mini-course journey as they explore how and why classroom environment impacts academic habits and behaviors. Instructors Samantha Bennett, Marjorie Martinelli, Debbie Miller, Kristine Mraz, and Stephanie Parsons come together and share ON-DEMAND COURSES COURSES ON-DEMAND practical concepts to make your classroom an inviting space that prompts student independence. Learn to set up a workshop-model classroom where kids feel safe to take risks. Gain confidence in the development and use of cocreated charts that prompt engagement. And join in a major classroom makeover full of practical designs and tips, complete with “before” and “after” analysis.

On-Demand Mini-Courses GRADES K–8 Presented by Toni Czekanski, The Lesley University Center for Reading Recovery and Literacy Collaborative This collection of mini-courses is developed by The Lesley University Center for Reading Recovery and Literacy Collaborative (CRRLC) in conjunction with Heinemann PD Services. Educators and students

GRADES PreK–8 interested in deepening their experience with Fountas and Pinnell resources may choose to take these Heinemann Mini-Courses as a sampling of possibilities for further study.

The Fountas&Pinnell Literacy TM Continuum The F&P Text Level Gradient : Using Fountas & Pinnell Resources to Match Books to Readers A Tool for Assessment, Planning, and Teaching

Expanded EDITION Self-Study / DCOCN0015 / $49.95 per participant Learn to analyze texts to support literacy development.

Introducing Texts Effectively in Guided Reading Lessons Self-Study / DCOCN0016 / $49.95 per participant Learn to plan effective text introductions to support student learning in guided reading lessons.

Thinking and Talking About Books Across the Day: Creating a Community of Readers Self-Study / DCOCN0018 / $49.95 per participant Learn to plan interactive read-alouds and book clubs to prompt thinking within, beyond, and about the texts.

NEW! Reflecting on Texts Through Drawing and Writing COMING Self-Study / $49.95 per participant FALL 2018 Learn about the different instructional contexts in which students learn to draw and write in response to reading.

16 heinemann.com/pd @heinemannPD ONLINE PD

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Webinar Series WEBINAR SERIES

Convenient, Interactive, Collaborative

Heinemann’s webinar series content is developed to help educators meet curricular standards. Our affordable webinar series deliver superior PD with no travel costs, and participants interact directly with our authors and consultants on crucial topics to enhance expertise. How Our Webinar Series Work •  A webinar series consists of three to five clock hours of streaming webcast, including live discussion with the presenter, video demonstrations, presentation materials, and access to archived recordings. CEU credit is awarded upon completion. • Individual tuition for our author-led and consultant-led webinar series is $169.00 (three-session courses) or $199.00 (four-session courses) per person. If you register a group of three or more at the same time, there is a discounted rate. Please call to discuss group pricing and custom options. For complete details, go to heinemann.com/pd/webinarseries, or call 800.541.2086 ext. 1100

phone 800.541.2086 fax 800.354.2004 17 The following topic areas, author-presenters, and related books represent a sampling of the growing and rolling schedule of webinar series that Heinemann offers throughout the year. ONLINE PD ONLINE

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Classroom Practice Webinar Series

WEBINAR SERIES SERIES WEBINAR Harvey “Smokey” Daniels The Curious Classroom: 10 Structures for Teaching with Student-Directed Inquiry

GRADES K–6

Tammy Mulligan and Clare Landrigan

Tammy Mulligan FOREWORD BY Clare Landrigan Jennifer Serravallo

It’s All About the Books: Designing Classroom IT’S ALL ABOUT THE Libraries to Support Student Choice and BOOKS How to Create Bookrooms and Classroom Libraries That Inspire Instructional Goals Readers GRADES K–6

Ellin Oliver Keene Ellin Oliver Keene Engaging Children: Tactics for Tomorrow Engaging Children Igniting a Drive for Deeper Learning K–8 GRADES K–8

Lindsey Moses Supporting English Learners in the Reading Workshop

GRADES K–6 HERTZ & MRAZ This book is a place to start creating the classroom of your dreams from the very first minute of school. Kristi Mraz and Christine Hertz — Christine Hertz & Kristine Mraz

rom the first days of school to the last, Christine Hertz (@Christine_Hertz) Kids First from Day One shares teaching The and Kristi Mraz (@MrazKristine) Fthat puts your deepest teaching belief into action: children are the most important want to share the epiphany that st people in the room. classroom has changed their teaching forever: KIDS 1 Christine Hertz and Kristine Mraz strengthen a teacher’s role in the classroom Kids First: Crafting Classrooms with and deepen the connections between your matters far less than their role in a love of working with kids, your desire to impact their lives, and your teaching practice. To help of your child’s life. Kids First from Day One KIDS FIRST FROM DAY ONE you create a positive, coopera tive, responsive helps others discover the power of classroom, while minimizing disruption, they this idea and put it into action. share: dreams DAY 1 classroom design plans for spaces that * burst with the fun of learning positive language and classroom routines starts * that reduce disruptive behavior—without a Culture of Empathy, Joy, and Impact rewards and consequences instructional suggestions for matching with one * students’ needs to high-impact teaching structures

a treasury of Christine and Kristi’s favorite * “teacher stuff” such as quick guides for challenging behavior, small-group planning grids, and parent letters BIG links to videos that model the moves of * Christine’s and Kristi’s own teaching. They are also coauthors of A Mindset Just starting out and want to know what really for Learning. Join them on Twitter, works? Curious about how to make your room in the Mindset for Learning Facebook hum with learning? Or looking out for amazing group, at ChristineHertz.com, and at ideas? Read Kids First from Day One, where the IDEA classroom of your dreams is well within your reach. KinderConfidential.wordpress.com.

ISBN 978-0-325-09250-8 90000 >

GRADES K–5 9 780325 092508 www.heinemann.com

Hertz_Mraz_DayOne_COV_Complete_3r.indd All Pages 1/8/18 1:53 PM

18 heinemann.com/pd @heinemannPD ONLINE PD

Reading and Writing Webinar Series

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WEBINAR SERIES

Lisa Eickholdt and Patricia Vitale-Reilly SUPPORTING Writing Workshop Essentials: STRUGGLING Environment, Structures, and Lessons LEARNERS Instructional 50 Moves for the Classroom Teacher

GRADES K–6 PATRICIA VITALE-REILLY Dedicated to Te achers™

Tanny McGregor Reading Connections

GRADES K–6

JENNIFER SERRAVALLO Jennifer Serravallo NEW YORK TIMES BESTSELLING AUTHOR OF THE READING STRATEGIES BOOK With 300 The Reading Strategies Webinar strategies The Writing Strategies Webinar

K WritingStrategies Book GRADES K–8 YOUR EVERYTHING GUIDE TO

DEVELOPING SKILLED WRITERS Dedicated to Te achers™

Dan Feigelson and Carl Anderson Conferring with Readers and Writers: Honoring Student Voice

GRADES K–8

Allison Marchetti and Rebekah O’Dell

Getting Ready to Go Beyond Literary Analysis beyond literary analysis

Teaching Students to Write with Passion and Authority About Any Text

ALLISON MARCHETTI • REBEKAH O’DELL

GRADES 6–12 Dedicated to Te achers™

Kelly Gallagher and Penny Kittle Kelly Gallagher Penny Kittle Planning the 180 Days: Designing Units of Instruction that Engage and Empower Adolescents 180

TwoD Teachersaysand the Quest toEngageand Empower Adolescents GRADES 6–12

phone 800.541.2086 fax 800.354.2004 19 Fountas & Pinnell Classroom™ Recorded Webinar Series ONLINE PD ONLINE

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WEBINAR SERIES SERIES WEBINAR

Developed by Irene C. Fountas and Gay Su Pinnell Based on their PD resource, Fountas & Pinnell Classroom™ Systems These five Fountas & Pinnell Classroom™ Webinar Series, presented by a Fountas and Pinnell-trained consultant, are recorded and include video demonstrations, presentation materials, and access to the recorded webinar series for ongoing professional learning for up to thirty days. CEU credit (five clock hours) is awarded upon completion of each.

The Fountas & Pinnell Classroom™ GRADES K–3 Overview / Webinar Series Fountas & Pinnell Classroom™ is a first-of-its-kind, cohesive system for high-quality classroom-based literacy instruction. This new system, developed by master educators and best-selling authors, Irene C. Fountas and Gay Su Pinnell, is designed to change the landscape of reading instruction and to ensure the right of every student to lead a literate life. In this four-part webinar series, Fountas and Pinnell-trained consultant, Chrisie Moritz, presents a vision for lifting students’ literacy learning through authentic experiences in reading, thinking, talking, and writing. Throughout the interactive sessions, participants will learn how the instructional contexts of Interactive Read-Aloud, Reading Minilessons, Shared Reading, Phonics/Spelling/Word Study, Guided Reading, Book Clubs, Independent Reading and Conferring, and Writing About Reading work together to develop coherence in the literacy learning of every student across the grades.

20 heinemann.com/pd @heinemannPD ONLINE PD

Interactive Read-Aloud: GRADES K–2

A Fountas & Pinnell Classroom™ Webinar Series |

Interactive read-aloud promotes the joy of reading, expands children’s vocabulary, and WEBINAR SERIES increases their ability to think, talk, and write about texts that fully engage their interest. Participants in this four-part series will learn more about the values of this powerful instructional context, how to use The Fountas & Pinnell Literacy Continuum to observe children for evidence of their reading behaviors, and how to use the Fountas & Pinnell Classroom™ Interactive Read-Aloud Collection to engage children’s thinking through high-quality texts.

Phonics, Spelling, and Word Study: GRADES K–1 A Fountas & Pinnell Classroom™ Webinar Series Explicit instruction in phonics, spelling, and word study is needed to help students attend to, learn about, and efficiently use sounds, letters, and words. This four-part webinar series will help teachers understand and work with a continuum of learning about letters, sounds, and words and explore ways to implement the Fountas & Pinnell Phonics, Spelling, and Word Study System and incorporate word study throughout the various instructional contexts of Fountas & Pinnell Classroom™.

Shared Reading: GRADES PREK–3 A Fountas & Pinnell Classroom™ Webinar Series Shared reading provides successful, enjoyable, social experiences around texts that build community in the classroom. It offers the opportunity to nurture students’ abilities to construct meaning in a supported context and learn critical concepts of how texts work. Throughout this four-part interactive series, Fountas and Pinnell-trained consultant Chrisie Moritz will explore ways to use shared reading to build community amongst students as well as help students build an early reading process and develop a strong foundation of letters, sounds, and words.

Guided Reading: GRADES K–2 A Fountas & Pinnell Classroom™ Webinar Series Guided reading is a powerful, small-group instructional context in which a teacher supports each reader’s development of systems of strategic actions for processing new texts at increasingly challenging levels of difficulty. Through discussion, reflection, and video examples, participants in this four-part webinar series will learn how to use guided reading to meet students where they are and lead them forward with intention and precision teaching.

For complete details, go to hein.pub/pd/fpc/webinars, or call 800.541.2086 ext.1100

phone 800.541.2086 fax 800.354.2004 21 Crafting a Curriculum that Works for

YOUR Students By Cornelius Minor

I looked at the smiling children on the front of the book. “Look again,” she commanded.

rs. Davenport is one of those teachers that Technically, I’m her coach, but she spends her days schooling me. everybody listens to. She’s earned it. I’ve met I hear every word. parents on “Back to School” night who “Look. Again. Cornelius.” She enunciates every consonant remember when she taught them. They come, sound in my name. As per usual, Mrs. Davenport did not come shuttling their children, the reverence from their days with her here to play. a generation ago still etched on their faces. I look. The smiling kids on the front of the curriculum guide MThis is the same reverence etched on mine. She is authority have not moved. I do not know what she wants me to see. I do and poise and intellect and high expectations personified. She not tell her this. But my expression does. is the living embodiment of “the teacher look”—the one that She caresses my arm. Immediately I am at ease, but I am not communicates love, inspires awe, and compels you to listen. off the hook. At all.

©2018 Heinemann. This article may be reproduced for noncommercial professional development use. 22 heinemann.com/pd @heinemannPD “These are not our children,” she starts.

All of a sudden, I see what she wanted me to see. Of the faces smiling at me, none of them were Latinx like our students. As far as we could tell, none of them seemed to be from Hungary or from China like our students. None of them appeared to be West Indian like our students. Essentially, any curriculum that does not see my students cannot The lone African American student on the cover wore the possibly be good for them. Any curriculum that is not flexible or uncomfortable expression of someone held against his will. malleable is not good for me. Any curriculum that does not teach In the scene depicted on the front of the book, his white me does not really aim to teach them. classmates did not even notice. It was tragic. And comedic. I’ve realized that curriculum does not come out of the box Mrs. Davenport spoke. “This book was given to us, but it was like this. No curriculum—no matter how good—is ever going not written for us.” This was not an observation. It was a verdict. to see my kids. Not all programs want to help me be a better “Those people from the district plan for everything, Cornelius. practitioner. Many just want to tell me what to do. It is up to You work with them sometimes. You know this.” me to make my curriculum fit the needs of my students. I blinked—hard—in acknowledgment of this. When the curriculum itself feels like it is the enemy, one “It is very clear, even from the cover, young man, that they way to eliminate this curricular hostility is to confront it—as have not planned for us. So we are going to plan for us. We are Mrs. Davenport did—with your students in your heart and a going to take what they did, and build on it.” pen in your hand. Mrs. Davenport was not asking. She was not sending an email for “permission to alter the curriculum” to the department or to the principal. And she certainly was not asking it of me. She was declaring. It was terrifyingly liberating. My job as a teacher Mrs. Davenport knew what I have come to value immensely. Any curriculum designed without her specific students in mind is not a curriculum that she is willing to use. I’ve grown to is to seek to understand that this refusal is not an outright rejection of standard curriculum or the authority that wields it; rather, it is a blanket admission that any curriculum or “program” that we understand my kids buy, adopt, or create is incomplete until it includes our students and until it includes us. as completely as Mrs. Davenport and the countless teachers like her have helped me to understand that my job as a teacher is not to “teach the curriculum” or even to just “teach the students”; it is to seek possible so that to understand my kids as completely as possible so that I can purposefully bend curriculum to meet them. I can purposefully What we choose to teach can do great harm to children if we are not careful. Harmful curriculum is any curriculum that: • does not see students or the very specific lives that they lead bend curriculum • is not flexible enough to be altered by the teachers who seek to use it to meet them. • does not educate or grow the practitioner.

phone 800.541.2086 fax 800.354.2004 23 Much has been written about what it means to make a curriculum and I read what those schools and teachers did and how they that works for our kids. How do we even define who our kids did it. I consider the professional books that they read and the are? And what does it mean that a curriculum works for them? materials that they used or purchased. Where do I even start? For me the answer has been “not Basically, I start where the people before me left off by learning from scratch.” as much as I can about my content and about what I am expected Crafting and sustaining an inclusive approach and pairing to do, what has been given to me, and what has worked in the that with academic content takes insight and time and research past. This forms the foundation of my work by essentially giving and resources that I don’t always have. Even if I had the me an original work to remix. I build on this foundation by resources to do so in a powerful way, spending my emotional getting to know my kids. and intellectual energy being fully present with kids would be Before I know what to teach, I need to know whom I teach. a much smarter investment than spending that same energy I’ve found that it’s easy to take intellectual shortcuts when it simply preparing for them. comes to getting to know students. We’ve all met the kid who This does not mean that I eschew planning. This simply means lives to please the teacher or the kid who exists to elude us. that I’m smart about how I use my time. We’ve met the kids who do all of the things on time, and we’ve I read the curriculum that I’ve been given or assigned or I start met the kids who don’t seem to notice that there are things to be with a research base—someone else’s. I look at research-based done. We seem to have these kids every year. With all of the work approaches that have been successful in other schools or classes, that we have to do each year—especially in the beginning when we are getting to know students—it can feel convenient to treat Jasmine, this year’s teacher-pleaser, just like last year’s teacher-pleaser, Rosa. Such a stance is potentially dangerous because it erases kids and reduces them to a caricature or stereotype. In this paradigm, Jasmine never gets to be. She is silenced— stripped of identity—simply because she is seen as a variation of Rosa. Children can rarely ever name that this is happening to them, but they often feel it. And they definitely respond to it. This silencing and erasure happens disproportionately to children with disabilities and children of color. Stereotypes abound in our work. We’ve all heard about the angry, poverty-stricken student and the lone charismatic teacher that helped him to achieve. Those tropes make for engaging cinema, but they make for horrible curriculum. When I engage with the stereotypes of kids that I’ve been handed or with the caricatures that I’ve constructed, many kids will still respond positively. But this is a false positivity. It occurs largely because I am the teacher, and as such, I hold all of the power. An interaction based on a power imbalance—the powerful interacting with the powerless—is not a positive interaction; it is a colonizing one. We end up giving kids the things we think they need, not the things that will sustain their futures. No matter how well intentioned we are when we do this, it is not teaching. When I engage with the actual children in my class, this relationship forms the foundation for a curriculum that moves kids. In relationships, it is the process of knowing that makes the dynamic powerful. What counts in any relationship is that the involved parties continue to invest in each other. In this regard, understanding or knowing our students is not something that we achieve. It is something that we live. Continually.

24 heinemann.com/pd @heinemannPD Before I know what to teach, I need to know whoM I teach.

After studying the content itself, and beginning the labor to knowledge of content by helping us to become more flexible know the children that I want to serve, I typically end my work practitioners of what we teach, and it keeps the focus of our by making articulated and visible connections from the content work on transference by ensuring that the things that we teach to the kids’ lived experiences and to their aspirations. can be used by children to impact life beyond our classrooms. There was a time in my career when I felt like making those connections was magical. There were certain teachers on my Adapted from Cornelius Minor’s forthcoming release, team who were just perpetually hip. I, on the other hand, We Got This: Equity, Access, and the Quest to Be exhibited only periodic flashes of cool. I spent years searching Who Our Students Need Us to Be (Heinemann, 2018). for the magic. On that quest I learned a few things: Cornelius Minor is a frequent keynote • There is no magic. Knowing what kids care about and speaker and Lead Staff Developer acting upon that knowledge can be learned. at the Teachers College Reading and • Classroom cool is not performative. It is relational. Writing Project. In that capacity, he Most of this work happens when you are not “onstage.” works with teachers, school leaders, and leaders of community-based • Many times we seek to foster a sense of “compliance” organizations to support deep and or one of “accountability.” Those things are based on us wide literacy reform in cities (and being powerful and kids being comparatively powerless. sometimes villages) across the globe. We can work instead to build trust. For kids, it’s a more Whether working with teachers and young people in powerful place from which to learn. Singapore, Seattle, or New York City, Cornelius always uses Laboring to know children and using our most audacious his love for technology, hip-hop, and social media creativity to act on that knowledge leaves us with a curriculum to recruit students’ engagement in reading and writing that authentically seeks to teach and not just to instruct or to and teachers’ engagement in communities of practice. control. Additionally, an approach to curriculum that labors to As a staff developer and author, Cornelius draws not see and to know kids for who they are and then acts on that only on his years teaching middle school in the Bronx knowing helps to grow us into sharper professionals. It broadens and Brooklyn, but also on time spent skateboarding, the concept of assessment to include not just knowing what shooting hoops, and working with young people. people can do, but knowing the people. It deepens our

phone 800.541.2086 fax 800.354.2004 25 On-Site PD Energize your classrooms and benefit from professional learning provided at your school or district, where teachers learn in context with colleagues. Heinemann’s suite of powerful, author-developed on-site options will build upon your staff’s strengths and introduce new expertise that helps transform students.

School-Based Seminars Speakers & (pages 27–55) Consulting Authors Connect your teachers with the modern (pages 60–67) research and proven practices of today’s Energize your district around timely, important leading thinkers, presented in seminars at topics with author keynotes and on-site consulting. your location.

26 heinemann.com/pd @heinemannPD School-Based Seminars ON-SITE PD ON-SITE

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SCHOOL-BASED SEMINARS

Examine pressing instructional topics and energize your team in seminars presented at your location.

Our on-site seminars are author-developed. Each course is characterized by a flexible framework designed to address the general learning goals described. Consultants customize course delivery in response to the unique and particular needs of your school and district. The following seminars are designed by our renowned authors and delivered on-site by author-selected, Heinemann-trained consultants.

For complete details, go to heinemann.com/pd/seminars, or call 800.541.2086 ext. 1402

phone 800.541.2086 fax 800.354.2004 27 Writing Workshop Seminars Customized writing workshop seminars will help you: • learn how to start a writing workshop and manage a workshop classroom on a daily basis and throughout the school year • plan and organize minilessons that fill your writing workshop with rich possibilities • learn to use writing conferences and assessment to support and extend student writing • practice providing the kind of support all students need to begin to think like confident writers A sampling of writing workshop seminars texts:

ON-SITE PD Kelly Gallagher Penny Kittle

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LINDA RIEF beyond THE Quickwrite literary 180 analysis HANDBOOK and the Two Teachersays Teaching Students to Write D 10 0 toEngageand MENTOR TEXTS Quest to Jumpstart Your Students’ Thinking and Writing with Passion and Authority Empower Adolescents About Any Text

ALLISON MARCHETTI • REBEKAH O’DELL

Dedica ted to Te achers™

Troy Hicks, author of Crafting Digital Writing “Whether you are new to blended learning or an experienced tech user, this is the right book to jump start both you and your writers.” —

SCHOOL-BASED SEMINARS SEMINARS SCHOOL-BASED your writing Flipworkshop A Blended Learning Approach

™ to Te achers Dedicated DANA JOHANSEN SONJA CHERRY-PAUL

Heinemann authors are master PD educators. Here’s a sampling of writing workshop seminars contributors:

Carl Anderson Lisa Cleaveland Lisa Eickholdt Dan Feigelson

28 heinemann.com/pd @heinemannPD FEATURED AUTHOR FEATURED AUTHOR Katherine Bomer Katherine Bomer is one of the educational field’s most gifted writers and teachers of writing. In more than two decades of teaching and consulting, she has used her writer’s eye to focus on how craft isn’t just an instructional goal but an instructional tool that allows writers to grow well beyond the range of most publicly available assessments. As a frequent speaker at conferences and institutes, Katherine combines a teacher’s practical advice, a writer’s love of language, and a powerful plea for social justice. She has earned numerous accolades for her expertise over the years, including the National Council of Teachers of English’s 2017 Outstanding Elementary Educator Award. Katherine is author of The Journey Is Everything; Hidden Gems; Starting with What Students Do Best (DVD); and Writing a Life, and is coauthor of For a Better World (with Randy Bomer). ON-SITE PD ON-SITE

Katherine Bomer Engage Katherine for a day of consulting and The Journey is Everything: Teaching

The Journey coaching on the following topics or explore Essays That Students Want to Write Is Everything ein E en n rie r ele n e e

“If you feel hopeless, speechless, exhausted when you read

students’ writing, if your eyes are tired and your words feel stale, open Katherine Bomer’s staggeringly beautiful, generous book—you may custom options: for People Who Want to Read Them bomer | realize that you have never before seen your students’ writing at all.”

Dedica ted to Te achers™ —Lucy Calkins Katherine Bomer Through protocols, sample assessments, and demonstrations with student work, Bomer shows how to bring the brilliance of your writers to the surface and teach from it by: Katherine

• spotting stylistic gems in unconventional or vernacular writing SCHOOL-BASED SEMINARS • uncovering content and organizational gems even when content isn’t engaging or significant • responding by naming and celebrating writers’ gems instead of hunting for mistakes • giving lasting compliments using the inspiring language of published writers so students keep writing, revising, and polishing their gems. Grades 6–10 Gems Hidden Hidden Gems Writing workshop and writing process Join Katherine Bomer, “read young, unseasoned writers the way we would Jimmy Santiago Baca or Naming and Teaching from the Naomi Shihab Nye, and notice the quirky brilliance, the heartbreaking honesty, and surreal beauty in even the slightest writing.” You’ll discover that students perform remarkable feats in the craft of writing, Brilliance in Every Student’s Writing • and that you can achieve remarkable results with them when you uncover their Hidden Gems. “My hope is that as teachers KATHERINE BOMER is both a gifted writer and a gifted teacher we can respond to all students’ of writing. She uses her writer’s eye to focus on craft not just as writing with astonished, an instructional goal but also as an instructional tool that helps writers grow well beyond the range of most assessments. “You appreciative, awestruck eyes.” don’t get true, fire-in-the-belly energy for writing because you fear getting a bad grade,” she writes in Qualities of good writing (how to name and teach) —Katherine Bomer because you have something to say andHidden your own Gems way, “but of saying it.” An internationally known consultant and frequent keynote speaker, Katherine began her consulting career with • Hidden Gems: Naming and Teachingthe Teachers Collegefrom Reading and Writing Project. She is the author and coauthor, respectively, of the Heinemann titles Writing a Life and For a Better World, and she delivers on-site PD through Heinemann Professional Development Services.

www.heinemann.com “Katherine Bomer will transform the way we

ISBN-13: 978-0-325-02965-8 read student work.” ISBN-10: 0-325-02965-2 Writing/reading connections — Thomas Newkirk • the Brilliance in Every Student’s WritingPhotograph by Kenneth Hipkins

.1875” spine INSIDE RECTO: 6.1875” wide

G L OUTSIDE BACK 7.375 wide OUTSIDE FRONT 7.375 wide INSIDE VERSO 7.313 wide U E

F

L .25” spine A P Grades 3–8

Genre studies, especially memoir, essay, and poetry s t

DVD CONTENTS a r

• t Professional development with the power to . . .

1. Introduction: Reading with Astonished Eyes 10. “Notice How I . . .”: A Different Model Professional development that improves i 2. Responding to Student Writing for Student Conferences n Katherine Confers with Elementary g

3. The Value of a Real Audience: A Student Shares

and Middle School Students writing, writers, and teachers w His Writing with a Group of Teachers

Learning Who Our Students Are i 4. Finding New Language for Responding to Writing • Javier t

h . . . change teachers’ view of students’ writing 5. The Language We Can Gather from Reading More • Diego and Mario

Widely Naming the Strengths: The Compliment Are your teachers frustrated by their students’ writing? w “I think the reason we feel frustrated when we read student writing is 6. Finding Great Language to Describe Writing: • Megan h precisely because we’re looking for what is wrong, what is missing. Reading from the Backs of YA Lit • Javier Are students disengaged from writing? a • Amanda t We read with negative eyes, and when we look through that 7. Recognizing the Craft of Professional,

• Kayla s Contemporary Writers in Our Students’ Writing Is pressure mounting to improve writers’ performance? ‘correctness’ lens we’ll always, always find errors, no matter what.”

Intensive study groups for literacy coaches, t Building from the Strengths:

8. What About Grades? Teachers Talk About u A Full Conference —Katherine Bomer

Evaluation d • Trey As a national consultant, Katherine Bomer’s approach has already helped teachers across the country. Now 9. Putting It into Practice: Noticing and Naming e

• n 11. Transforming Our Practice: in Nonjudgmental Ways Starting with What Students Do Best can help your teachers and their students.

Teacher Testimonials t Starting with What StudentsAn Implementation Conversation Between Do Best (DVD) Literacy Coach and Teacher s On Starting with What Students Do Best, Katherine Bomer, author of Hidden Gems, models ways to respond to students’ writing that motivate writers, help them improve, and turn frustrated teachers around. Your teachers d . . . improve student attitudes o

will see the power of Katherine’s focused, specific compliments reflected in the facial expressions, posture, and “As soon as you name that thing they can do . . . automatically they own it, they language of the students she confers with—many of whom struggle. Best of all, as they learn to lead kids to b e want to do it, and their motivation is through the roof. They talk about it all day, become better, more sophisticated writers, your teachers will discover a more satisfying professional life. s they want to carry their writer’s notebooks to the playground, they don’t want administrators, and school faculties t to put them down, and they don’t want to stop writing. It’s amazing.”

O —Corrina Haworth, Berkman Elementary School, Texas In more than two decades of teaching and consulting, k

Katherine Bomer has focused on craft, not just as a

an instructional goal but also as an instructional tool. An t Grades 3–8 h internationally known consultant and frequent keynote e

speaker, she began her consulting career with the r . . . empower teachers and increase professional satisfaction i

Teachers College Reading and Writing Project and is also n “This idea of teaching from students’ strength and not from their weakness is the author or coauthor of the Heinemann titles Hidden e

transformative . . . it feels full, it doesn’t feel empty. It’s transformed the way Gems, Writing a Life, and For a Better World. Katherine b

o I think about my job, about teaching, about going to work every day.” delivers on-site PD through Heinemann Professional m Development Services. —Deborah Kelt, Akins High School, Austin, Texas e r

ISBN-13: 978-0-325-03735-6 ISBN-10: 0-325-03735-3

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F HEINEMANN L A P to Sharpen Insight, Shape Meaning—K. Bomer DVD wallet // CMYK // Upda ted and finalized 7 FEBRUARY 2011 and Triumph Over Tests Grades 3–8 Visit: heinemann.com/pd/onsite Phone: 800.541.2086 ext. 1402

Matt Glover Penny Kittle Lester Laminack Allison Marchetti and Rebekah O’Dell

phone 800.541.2086 fax 800.354.2004 29 Reading Seminars Customized reading seminars will help you: • learn how master teachers bring the structures of the reading workshop to life • consider and practice various ways to assess readers and track their development • incorporate activities that enable students to develop a tool belt of reading strategies • practice how to use differentiation and flexible grouping strategies • explore literacy instruction within the context of content areas • discover effective strategies that support students in deciphering difficult texts A sampling of reading seminars texts: ON-SITE PD

| KATE ROBERTS

A

APPROACH

Whole-Class Novels, Student-Centered Teaching, and Choice SCHOOL-BASED SEMINARS SEMINARS SCHOOL-BASED

Tammy Mulligan FOREWORD BY Clare Landrigan Jennifer Serravallo

IT’S ALL ABOUT THE BOOKS How to Create Bookrooms and Classroom Libraries That Inspire Readers

Heinemann authors are master PD educators. Here’s a sampling of reading seminars contributors:

Kylene Beers Carol Jago Kathy Collins Lindsey Moses and Robert Probst

30 heinemann.com/pd @heinemannPD FEATURED AUTHOR FEATURED AUTHOR Sunday Cummins Author and consultant Sunday Cummins is an expert in reading instruction with informational sources. As author of several professional books, including her latest release, Nurturing Informed Thinking: Reading, Talking and Writing Across Content-Area Sources, Sunday brings her in-depth expertise to elementary and middle schools across the country. She is a graduate of Teachers College, Columbia University and has a doctorate in Curriculum and Instruction from the University of Illinois, Urbana- Champaign. Sunday has worked as a teacher and literacy coach in public schools and as an assistant professor at National Louis University. She continues to teach and learn alongside educators, as she offers custom on-site professional learning experiences with a focus on students reading and writing in response to diverse types of informational sources including traditional texts, video, and infographics. ON-SITE PD ON-SITE

Seminar topics presented by Sunday are Nurturing Informed Thinking:

customized and can include components Reading, Talking and Writing | of the following: Across Content-Area Sources SCHOOL-BASED SEMINARS • Teaching reading with a wide variety of Grades 3–8 informational sources • Supporting students as they respond in writing • Assessing students’ understanding and coaching in-the-moment • Nurturing students’ thinking across sources • Planning units of study in content areas with sets of sources

Visit: heinemann.com/pd/onsite Phone: 800.541.2086 ext. 1402

Tammy Mulligan Marilyn Pryle Kate Roberts Frank Serafini and Clare Landrigan

phone 800.541.2086 fax 800.354.2004 31 Writing Seminars Customized writing seminars will help you: • strengthen abilities to nurture and support young writers • identify the qualities of good writing at all grade levels • practice strategies to help reluctant students to become motivated writers • learn to use both formal and informal assessments to better respond to student learning • advance skills to teach through the full writing process—planning, drafting, revising, and editing • learn techniques to help students find their writing topics and ideas A sampling of writing seminars texts: ON-SITE PD

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suggestions. I like the new lead. Original! Catchesright my off!attention JENNIFER SERRAVALLO NEW YORK TIMES BESTSELLING AUTHOR OF THE READING STRATEGIES BOOK Let’s talK A TEACHER’S GUIDE TO more about

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AMY LUDWIG VANDERWATER WRITING Maps Foreword by KATHERINE BOMER Teaching Writers to Heart Helping Students Create and Manage Time and Cra Authentic Writing Clarify Purpose

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Heinemann authors are master PD educators. Here’s a sampling of writing seminars contributors:

Jim Burke Harvey “Smokey” Daniels Georgia Heard Penny Kittle

32 heinemann.com/pd @heinemannPD FEATURED AUTHOR FEATURED AUTHORS Allison Marchetti and Rebekah O’Dell Authors and educators Allison Marchetti and Rebekah O’Dell publish the popular blog “Moving Writers,” which focuses on writing instruction in middle and high school classrooms with an emphasis on voice and authenticity. Together, they coauthored the professional books Writing with Mentors and Beyond Literary Analysis. Allison and Rebekah bring to their consulting practice years of experience teaching English and writing in the middle and high school grades. Traveling the country to work with teachers and students provides constant inspiration as they help educators do the hard and transformative work of teaching real writing. ON-SITE PD ON-SITE Seminar topics presented by Allison and Beyond Literary Analysis: Rebekah are customized and can include Teaching Students to Write

beyond

components of the following: with Passion and Authority |

literary • Using mentor texts to teach at every phase About Any Text analysis SCHOOL-BASED SEMINARS Teaching Students to Write of the writing process Grades 9–12 with Passion and Authority About Any Text

ALLISON MARCHETTI • • Writing across the curriculum REBEKAH O’DELL Dedica ted to Te achers Writing with Mentors: ™ • Teaching analytical writing in authentic ways How to Reach Every Writer rades

REBEKAH O’DELL • Writing workshop for grades 6–12 in the Room Using Current, ALLISON MARCHETTI • w entors • Developing writing workshop curriculum and Engaging Mentor Texts ritin planning for a writing workshop Grades 9–12 W T A WT T S T A T TTS

PENNY KITTLE

Te achers™ Dedicated to

Visit: heinemann.com/pd/onsite Phone: 800.541.2086 ext. 1402

Tanny McGregor Liz Prather Linda Rief Amy Ludwig VanDerwater

phone 800.541.2086 fax 800.354.2004 33 Comprehension Seminars Customized comprehension seminars will help you: • explore classroom management strategies for teaching comprehension • understand the cueing systems that allow skilled readers to make sense of what they read • learn how to assess a student’s current comprehension level and troubleshoot poor connections • practice lessons that foster student engagement and high-level thinking and retention

A sampling of comprehension seminars texts:

ON-SITE PD KATE ROBERTS & MAGGIE BEATTIE ROBERTS

|

LITERACY Teaching Tools for Differentiation, Rigor, and Independence

Foreword by Franki Sibberson

“Choice Time is a wonderful gift to educators. I wish I’d had Renée for my teacher!”

SCHOOL-BASED SEMINARS SEMINARS SCHOOL-BASED —Mary Pope Osborne, Kara Pranikoff author of the Magic Tree House series MILLS SUPPORTING “ If you are anything like me, this journey will change you; it will change you because it will allow you to live your ideals. You will see how focused inquiry can be cho used to create units that exceed the standards when How to Deepen Learningic Throughe Inquiry time and Play, PreK–2 framed as invitations for children to be engaged, for curious, responsible, re ective people.” STRUGGLING — Lucy Calkins, coauthor of Learning Pathways to the Common Core

Learning for Real “ Heidi explains how it is possible for students’ questions to lead the development of curriculum. Better yet, she shows what this teaching looks like with classroom video and other resources teachers will return to again and again.  is is an important book in an important time.” LEARNERS —Katie Wood Ray, author of About the Authors , you’ll nd a rich array of resources for integrating a balanced-literacy Teaching Content and Literacy Learning for Real With Across the Curriculum Lucy Calkins approach into every corner of the curriculum. Its suggestions help students HEIDI MILLS develop ve habits necessary for content learning inside and outside of the classroom: Foreword by Includes online classroom • carefully observing the world and using the tools and strategies of a discipline footage & resources Instructional • posing questions and investigating problems from numerous perspectives • drawing information and evidence from non ction and narrative sources • using the language of inquiry while re ecting on and sharing new learning • employing re ection and self-evaluation to grow and change. 50 Moves for Learning for Real also includes planning guidelines, units of study, and from-the- eld Teaching Talk clips of exemplar inquiry-driven teaching. the Classroom A Practical Guide to Fostering Student Thinking and Conversation Teacher

is a founder of the Center for Inquiry, a university– Heidi Mills public school partnership between Richland School District ™ to Te achers Two and the University of South Carolina. Heidi supports Dedicated ongoing professional development at CFI through frequent staff discussion and collaborative in-classroom research. The John C. Dedicated to Te achers™ PATRICIA VITALE-REILLY 00 > Hungerpiller Professor of Instruction and Teacher Education at ISBN 978-0-325-04603-79 00 and DANA JOHANSEN 2/20/14 10:24 AM SONJA CHERRY-PAUL USC and a recipient of NCTE’s. 2014 Outstanding Educator in Foreword by Renée Dinnerstein Foreword by the English Language Arts Award, she also consults with 7 Kathy Collins 5 04603 schools across the country 9 78032

™ to Te achers Dedicated

Mills_LearningForReal_r2.indd All Pages Heinemann authors are master PD educators. Here’s a sampling of comprehension seminars contributors:

Ellin Oliver Keene Tanny McGregor Heidi Mills Lindsey Moses

34 heinemann.com/pd @heinemannPD FEATURED AUTHOR FEATURED AUTHOR Harvey “Smokey” Daniels Harvey “Smokey” Daniels is the author and coauthor of more than 20 books on comprehension, inquiry, collaboration, literacy, and school change. He has been a city and suburban public school teacher, a university professor, a researcher, a classroom consultant, a writer, and a book editor. In his consulting, Smokey often shows colleagues how to create curious classrooms of readers who use mental moves and methods that strengthen understanding and genuine learning. When he is not researching and writing, Smokey serves as a guest teacher and coach in classrooms around North America. To support schools and teachers, he offers workshops, long-term consultancies, multi-day national institutes, conference sessions, classroom demonstration lessons, webinars, literacy coach training, and administrator events. ON-SITE PD ON-SITE Smokey’s seminar topics are customized and The Curious Classroom: often include components of the following. 10 Structures for Teaching

Introduction to inquiry circles: Comprehension with Student-Directed Inquiry | • and collaboration across the curriculum Grades K–6 SCHOOL-BASED SEMINARS • Content-area reading and writing Comprehension and Collaboration, • Teaching with inquiry: Structures and strategies Revised Edition for a curiosity-driven curriculum Grades K–12 • Texts and lessons for fiction and nonfiction Texts and Lessons for • Literature circles 2.0: New structures for student-led reading discussions Teaching Literature

MINI-LESSONS Grades 6–12 HARVEY DANIELS FOR LITERATURE CIRCLES & NANCY STEINEKE

arvey Daniels’ DANIELS of thousands of Literatureteachers toCircles the power of student- introduced tens H led book discussions. Nancy Steineke’s Each mini-lesson spells out everything from the time and Writing Together and materials needed to word-by-word instructions for friendship and collaborationshowed howamong a teacher young can readers.Reading nurture

students. The authors even warn “what could go wrong,” &

Now, Daniels and Steineke team up to focus on one cru- helping teachers avoid predictable management prob- STEINEKE cial element of the Literature Circle model: the short, lems. With abundant student examples, reproducible teacher-directed lessons that begin, guide, and follow up forms, photographs of kids in action, and recommended every successful book club meeting. reading lists, Mini-lessons for Literature Circles Mini-lessons are the secret to book clubs that click. deepen student book discussions, create lifelong read- Each of these 45 short, focused, and practical lessons ers, and build a respectful classroom community.helps you includes Nancy and Harvey’s actual classroom language

and is formatted to help busy teachers with point-by-point MINI-LESSONS answers to the questions they most frequently ask. A former city and suburban teacher, MINI-LESSONS is professor of education at National-Louis University in How can I: Chicago. He is also founding directorHarvey of the WalloonDaniels Institute and coauthor of FOR LITERATURE CIRCLES ■ steer my students toward deeper comprehension? Mini-lessons for Literature CirclesSecond Edition; Subjects Matter ■ get kids interested in each others’ ideas? High School Rethinking ; Best Practice, with a companion ■ make sure kids choose just-right books? video; and A W Community of ■ help students schedule their reading and meeting riters; all published by HARVEY DANIELS time? Heinemann. “Smokey” is also the author of & ■ Literature Circles: NANCY STEINEKE deal with kids who don’t do the reading? Voice and Choice in Book ■ get kids to pay more attention to literary style and Clubs and Reading Groups structure? Second Edition.

, CIRCLES LITERATURE FOR ■ help special education and ELL students to partici- pate actively in book clubs? A 27-year veteran of the teaching profession and the ■ get kids to expand their repertoire of reading author of Grades 6–12 strategies? Reading and Writing Together: Collaborative ■ make sure groups are on task when I’m not looking Literacy in Action (Heinemann, over their shoulder? 2002), Nancy Steineke ■ introduce writing tools (including role sheets) that Victor J. Andrew High Schoolhas intaught Tinley 9–12 Park, English Illinois, at support student discussion? since 1984. During the summer, she works with Daniels ■ at the Walloon Institute, offering seminars for teachers, help shy or dominating members get the right administrators, parent leaders, and their families. amount of “airtime?” ■ give grades for book clubs without ruining the fun? ■ use scientific research to justify the classroom time I spend on literature circles?

www.heinemann.com HEINEMANN

Visit: heinemann.com/pd/onsite Phone: 800.541.2086 ext. 1402 bulk .594 (5/8–”)

Kara Pranikoff Maggie Beattie Roberts Nancy Steineke Patty Vitale-Reilly and Kate Roberts

phone 800.541.2086 fax 800.354.2004 35 Classroom Practice Seminars Customized classroom practice seminars will help you: • develop practices that nurture the social-emotional growth of all students • explore ways to design classroom spaces with healthy independence and learning purpose in mind • gain and practice effective classroom management skills, which include teaching to expectations and responding to behavioral challenges • learn how creating a classroom and schoolwide environment based on respect, collaboration, empathy, and positivity leads to academic success A sampling of classroom practice seminars texts: ON-SITE PD

HERTZ & MRAZ

| Engaging

Ellin Oliver Keene This book is a place to start creating the classroom of your dreams from the very first minute of school. — Christine Hertz & Kristine Mraz st very Christine Hertz (@Christine_Hertz) (@MrazKristine) KIDS 1 and Kristi Mraz rom the first days of school to the last, The ELearner want to share the epiphany that Kids First from Day One shares teaching that puts your deepest teaching belief has changed their teaching forever: F children are the most important into action: classroom a teacher’s role in the classroom people in the room. strengthen matters far less than their role in a and Kristine Mraz KIDS FIRST FROM DAY ONE DAY 1 Christine Hertz child’s life. Kids First from Day One Classroom Principles, and deepen the connections between your of your love of working with kids, your desire to impact helps others discover the power of Strategies, and Tools their lives, and your teaching practice. tive, responsive To help this idea and put it into action. you create a positive, coopera classroom, while minimizing disruption, they dreams share: classroom design plans for spaces that * burst with the fun of learning starts Engaging positive language and classroom routines Patricia Vitale-Reilly * that reduce disruptive behavior—without rewards and consequences with one instructional suggestions for matching * students’ needs to high-impact teaching structures a treasury of Christine and Kristi’s favorite * “teacher stuff” such as quick guides for BIG challenging behavior, small-group planning A Mindset grids, and parent letters Children They are also coauthors of . Join them on Twitter, links to videos that model the moves of for Learning K–8 * Christine’s and Kristi’s own teaching. in the Mindset for Learning Facebook Igniting a Drive for Deeper Learning Just starting out and want to know what really group, at ChristineHertz.com, and at works? Curious about how to make your room IDEA KinderConfidential.wordpress.com. hum with learning? Or looking out for amazing Kids First from Day One, where the ideas? Read classroom of your dreams is well within your reach.

ISBN 978-0-325-09250-890000 > 1/8/18 1:53 PM

9 780325 092508 www.heinemann.com VitaleReilly_Cover_FINAL.indd 1

Hertz_Mraz_DayOne_COV_Complete_3r.indd All Pages MINOR 11/17/14 3:59 PM #01 CORNELIUS MINOR

BRAVE HAPPENS

MARSHALL

TOM MARSHALL THIS. GOT WE SCHOOL-BASED SEMINARS SEMINARS SCHOOL-BASED Kelly Gallagher Penny Kittle WE GOT THIS.

●

RECLAIMING THE PRINCIPALSHIP

Equity, Access, and the Quest to Be Who Our Students Need Us 180 to Be

Instructional Leadership Strategies TwoD Teachersays and the to geand Quest Enga to Engage Your School Community Empower Adolescents and Focus on Learning

Foreword by Foreword by Christopher Lehman Kwame Alexander

Heinemann authors are master PD educators. Here’s a sampling of classroom practice seminars contributors:

Harvey “Smokey” Daniels Matt Glover Christine Hertz Ellin Oliver Keene and Kristi Mraz

36 heinemann.com/pd @heinemannPD FEATURED AUTHOR FEATURED AUTHOR Sara Ahmed Sara Ahmed has taught in urban, suburban, public, independent, and international schools. She is author of the popular new book Being the Change: Lessons and Strategies to Teach Social Comprehension and coauthor with Harvey “Smokey” Daniels of Upstanders: How to Engage Middle School Hearts and Minds with Inquiry. Sara specializes in creating classrooms designed to help students to consider their own identities and to take action in the world in socially responsible ways. Sara is a long time member of the teacher leadership team for Facing History and Ourselves, an international organization devoted to developing critical thinking and empathy for others. Today, in addition to consulting in schools across the United States, Sara serves as the literacy coach and consultant- in-residence at NIST International School, in Bangkok, Thailand. ON-SITE PD ON-SITE

Seminar topics presented by Sara are Being the Change: Sara K. Ahmed FOREWORD BY Terrence J. Roberts, customized and can include components Lessons and Strategies PhD.

BEINGTHE

of the following: to Teach Social Comprehension |

Lessons and Strategies SCHOOL-BASED SEMINARS Grades 4–12 to Teach Social • Nurturing social responsibility in classrooms CHANGEComprehension

Dedicated to Te achers through inquiry ™ Upstanders: • Building risk-taking, collaborative classrooms How to Engage Middle School • Growing digital citizenship in the middle school Hearts and Minds with Inquiry classroom Grades 5–9 • Addressing real issues honestly in the classroom while honoring and empowering students • Identifying and unpacking the teaching skills for social comprehension

Visit: heinemann.com/pd/onsite Phone: 800.541.2086 ext. 1402

Tom Marshall Cornelius Minor Patty Vitale-Reilly Kristin Ziemke and Katie Muhtaris

phone 800.541.2086 fax 800.354.2004 37 Math and Science Seminars Customized math and science seminars will help you: • learn how to incorporate the Standards for Mathematical Practice into your teaching • ensure that your students develop the critical skills needed to advance • determine how best to implement authentic STEM teaching and learning into your classrooms • develop a content-coaching model for your PD practice around math and science • create a customized plan to meet your school’s specific math or science PD needs A sampling of math and science seminars texts: ON-SITE PD

|

K SCHOOL-BASED SEMINARS SEMINARS SCHOOL-BASED Valerie Bang-Jensen • Mark Lubkowitz g Books arin S h G SCIENCE ● N ● ● ● KI ● ● L ntifi c Concepts with A Scie T ring ’s Literature plo ldren Ex Chi

Heinemann authors are master PD educators. Here’s a sampling of math and science seminars contributors:

Valerie Bang-Jensen Brian Campbell Michael Comer Lori Fulton and Mark Lubkowitz

38 heinemann.com/pd @heinemannPD FEATURED AUTHOR FEATURED AUTHOR Sue O’Connell Sue presents informative and practical workshops all around the United States. Sue O’Connell is a popular and well-known author who has been an elementary teacher, reading specialist, and math coach. She has decades of experience supporting teachers in making sense of math and effectively shifting how they teach. Sue is the lead author of Heinemann’s best-selling Math in Practice resource—a grade-by-grade professional learning resource designed to support K–5 teachers no matter their experience or comfort level with math. A frequent presenter at state and national conferences, Sue is also the author of Putting the Practices into Action and the Mastering the Basic Math Facts books.

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IN PR ATH AC RA M T IN P CTI IC miisraors H C E T E A IN PRA M H CT Engage Sue for a customized day of PD oe oh ioi AT IC E B M irae a o etti eih a • oe • • oh ioi oh ioi irrae• oe a A he e orrae

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Unpack state and national standards, and learn what Math in Practice | • they really mean for everyday instruction Grades K–5 SCHOOL-BASED SEMINARS Putting the Practices Explore a variety of problem-solving strategies that Into Action • Implementing the Putting the Practices into Action Common Core Standards Mathematical help students develop critical thinking skills Practice for

Grades K–8 K–8 Discover how writing and drawing can help students • Susan O’Connell John SanGiovanni

“When math fact instruction is thoughtful and strategic, it results in more than a student’s ability to quickly recall a fact; it cultivates re ective students who make sense of math problems have a greater understanding of numbers and a exibility of thinking that allows them to understand connections between mathematical ideas. It develops the Mastering the Basic Math Facts SanGiovanni • O’Connell skills and attitudes to tackle the future challenges of mathematics.” Mastering the B OPTION STRATEGIES, —Sue O’Connell and John SanGiovanni Basic Math ACTIVITIES & in Addition Facts INTERVENTIONS In today’s math classroom facts. We want them to understand, thewe mathwant factschildren they to are do beingmore thanasked just to memorize.memorize mathOur to Move Students goal is automaticity and Subtraction and understanding; without both, our students will never build the foun- Includes Beyond Memorization in Addition and Subtractiondational skills needed to do more complex math. Both the Common Core State Standards and 350+ downloadable the NCTM Identify key teacher questions that get students Principles and Standards pages of customizable

of addition and subtraction. Sue O’Connell emphasize and John the importance SanGiovanni of provide understanding insights the into concepts the classroom resources Mastering the Basic Math Facts in Addition and Subtraction and Addition in Facts Math Basic the Mastering teaching of basic math facts, including a multitude of instructional strategies, teacher tips, in English and • and classroom activities to help students master their facts while strengthening their under- Spanish standing of numbers, patterns, and properties.

Easily integrated into your existing math program, Susan O’Connell is the editor of Heinemann’s popular Math Process • emphasizes the Mastering the Basic Math Facts: Standards series and the author of its big ideas that provide a focus for math facts instruction Introduction to Problem Solving • broadens your repertoire of instructional Introduction to Communication and • provides dozens of easy-to-implement strategies as well as the author of books, (Heinemann 2005). Sue hasNow years I Get ofIt talking and thinking about math Grades K–3 • stimulates your activities to support varied levels of learners experience as a classroom teacher, refl ection related to teaching math facts. Through investigations, discussions, visual models, children’s literature, and hands- instructional specialist, district school improvement specialist, and university on explorations, students develop an understanding of the concepts of addition and PDS coordinator. She is a nationally subtraction, and through engaging, interactive practice achieve uency with basic facts. known speaker and education Teacher-friendly downloadable resources consultant, providing math professional development for schools and districts templates, recording sheets, and teacher tools (ten-frames, number lines, game templates, and assessment options) simpli es your planning and preparation. lled with customizable More than 350 activities, pages of across the country. reproducible forms are included in both English and Spanish. John SanGiovanni is a mathematics supervisor for the Howard County A Study Guide is included“ Wfor Professionalhen Learningmath Communitiesfact instruction and Book Clubs.is thoughtfulPublic and School strategic, System in it Maryland. results He in more than a student’s ability to quickly recall a fact; it iscultivates an adjunct instructor reflective and frequent students who have a greater understanding of numbers and a speakerflexibility at both regionalof thinking and national that allows them to understand connections between mathematicalconferences. ideas. It develops the Learn strategies for building students’ perseverance SanGiovanni • O’Connell skills and attitudes to tackle the future challenges of mathematics.” Mastering the • STRATEGIES, ISBN 978-0-325-07476-4 Mastering the Basic Math Facts —Sue O’Connell and John SanGiovanni ACTIVITIES & www.heinemann.com Basic 9 Susan O’Connell 0000 > Math O'Connell_A 9 dd_Subracts_CV_FN_REV.indd 1 780325 074764 John SanGiovanni Facts INTERVENTIONS In today’s math classroom in Multiplication oreor rani ip enne facts. We want them to understand, thewe mathwant factschildren they to are do beingmore thanasked just to memorize.memorize mathOur to Move Students goal is automaticity and Division when problem-solving gets tough and CD-ROM understanding; without both, our students will never build the foun- Beyond Memorization dational skills needed to do more complex math. Both the Common Core State Standards and includes 450+ pages the NCTM Principles and Standards of customizable

of multiplication and division. Sue O’Connell and John SanGiovanni provide insights into the emphasize the importance of understanding the concepts Division and Multiplication in Facts Math Basic the Mastering classroom resources teaching of basic math facts, including a multitude of instructional strategies, teacher tips, in English and and classroom activities to help students master their facts while strengthening their under- Spanish standing of numbers, patterns, and properties. in Multiplication and Division 2/19/15 12:25 PM Easily integrated into your existing math program, Susan O’Connell is the editor of Heinemann’s popular Math Process • emphasizes the Mastering the Basic Math Facts: Standards series and the author of its big ideas that provide a focus for math facts instruction Introduction to Problem Solving and • broadens your repertoire of instructional Introduction to Communication books, • provides dozens of easy-to-implement strategies as well as the author of Now I Get It (Heinemann 2005). Sue has years of • stimulates your activities ÷×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× reflection to support varied levels of learners experience as a classroom teacher, Identify simple ways to differentiate the math related to teaching math facts. Through investigations, discussions, visual models, children’s literature, and hands-on instructional specialist, district school ×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× explorations, students develop an understanding of the concepts of multiplication and improvement specialist, and university PDS coordinator. She is a nationally division, and through engaging, interactive practice achieve fl uency with basic facts. ÷×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× • known speaker and education Grades 2–6 A teacher-friendly CD consultant, providing math professional ×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× and teacher tools (hundred charts,fi lled multiplicationwith customizable tables, activities, game templates, templates, and recording assessment sheets, development for schools and districts across the country. options) simplifi es your planning and preparation. More than 450 pages of reproducible ÷×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× forms are included in both English and Spanish. John SanGiovanni is a mathematics ×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× supervisor for the Howard County A Study Guide Public School System in Maryland. He is included for Professional Learning Communities and Book Clubs. ÷×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× is an adjunct instructor and frequent activities and tasks in your curriculum speaker at both regional and national ×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× conferences. ÷×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× ×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× ÷×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× ISBN-13: 978-0-325-02962-7 ISBN-10: 0-325-02962-8 www.heinemann.com ×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× Susan O’Connell ÷×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× John SanGiovanni ×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× Foreword by Francis (Skip) Fennell ÷×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× ×÷×÷×÷×÷×÷×÷×÷×÷×÷×÷× Visit: heinemann.com/pd/onsite Phone: 800.541.2086 ext. 1402

Steven Leinwand Jo Anne Vasquez Joel Villegas Nancy Butler Wolf

phone 800.541.2086 fax 800.354.2004 39 New! School-Based Seminars Developed by Jennifer Serravallo ON-SITE PD

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Invite a Heinemann consultant to your school SCHOOL-BASED SEMINARS SEMINARS SCHOOL-BASED to deliver custom PD planned by Jennifer Serravallo.

Bestselling resources The Reading Strategies Book and The Writing Strategies Book guide educators through practical steps to understand how to use formative assessment information to find appropriate goals for each student. Author Jennifer Serravallo also describes how to craft explicit, clear strategies, how best to coach and prompt readers, and how to provide feedback as students practice strategies. Now you can invite our On-Site PD consultants to present a custom PD day planned by Jennifer. For complete details go to Heinemann.com/pd/seminars or call 800.541.2086 ext. 1402

40 heinemann.com/pd @heinemannPD GRADES K–8 GRADES K–8 Strategies and Structures Strategies and Structures for Teaching Reading for Teaching Writing Developed by Jennifer Serravallo Developed by Jennifer Serravallo Based on the PD resource The Reading Strategies Book Based on the PD resource The Writing Strategies Book

This seminar draws from Jen’s best- JENNIFER SERRAVALLO Drawing from Jen’s best-selling resource, JENNIFER SERRAVALLO NEW YORK TIMES BESTSELLING AUTHOR NEW YORK TIMES BESTSELLING AUTHOR OF THE READING STRATEGIES BOOK selling resource, The Reading Strategies The Writing Strategies Book, this seminar With 300 With 300 Book, as well as her other popular titles strategies will help participants to understand a strategies about formative assessment, conferring, variety of writing genres and modes, and small-group instruction. writing process, behaviors, skills, and

K The day will begin with exploring the K qualities of good writing. hierarchy of reading goals and quick eaingStrategies Then, participants learn how to go WritingStrategies Book Book and practical ways to use a variety YOUR EVERYTHING GUIDE TO beyond writing checklists and tips that YOUR EVERYTHING GUIDE TO DEVELOPING SKILLED REDERS Dedicated to Te achers™ DEVELOPING SKILLED WRITERS Dedicated to Te achers™ of formative assessments to discover tell writers what to do, and instead craft which goal is right for each reader explicit, clear strategies that will help in the classroom. With an understanding of goals, participants children learn how to do it on their own. We will also explore will then learn how to craft strategies and effective feedback effective feedback and prompts to coach writers as they practice prompts to support students as they practice strategies to strategies for their goals. accomplish their goals. In the final portion of the day, participants will learn about PD ON-SITE In the final portion of the day, participants will learn about different methods of teaching (types of individual conferences different methods for teaching strategies including research- and small groups) to flexibly respond to students and their decide-teach, coaching, and compliment conferences, as well as needs. Through hands-on activities and video examples of Jen

the differences between guided reading and strategy lessons. teaching in real classrooms, participants will leave equipped to

| Through hands-on activities and video examples of Jen teaching bring strategies to life in their own rooms right away. in real classrooms, participants will leave equipped to bring SCHOOL-BASED SEMINARS COURSE GOALS: strategies to life in their own classrooms right away. • To understand how to use formative assessment information COURSE GOALS: to find appropriate goals for each writer • To understand how to use formative assessment information • To craft explicit, clear strategies to find appropriate goals for each reader • To coach and prompt writers and provide feedback • To craft explicit, clear strategies as students practice strategies • To coach and prompt readers and provide feedback as students practice strategies

A Crash Course in Reading and Writing Strategies GRADES K–8 Developed by Jennifer Serravallo

JENNIFERNEW YORK TIMES SERRAVALLO BESTSELLING AUTHOR JENNIFER SERRAVALLO NEW YORK TIMES BESTSELLING AUTHOR OF THE READING STRATEGIES BOOK

With 300 Based on the PD resources The Reading Strategies Book and The Writing Strategies Book strategies

With 300 Drawing from Jen’s best-selling resources, The Writing Strategies good writing. Again, they’ll look strategies Book and The Reading Strategies Book, this seminar will help at student writing to practice

K K participants understand how to find goals for their readers making decisions based on eaingStrategiesWritingStrategies Book TO ™ to Te achers Dedicated YOUR EVERYTHING GUIDE and writers and how to support them over time as they work the hierarchy of writing goals, YOUR EVERYTHING GUIDE DEVELOPING SKILLED REDERSDEVELOPING SKILLED WRITERSBook TO

Dedicated to Te achers toward those goals. match strategies to those goals, ™ In the morning, participants will dive into reading: how and explore the goals through video examples, to know what to expect of readers’ print work, fluency, activities, and conversations with coparticipants. comprehension, writing about reading, and talk. Participants will COURSE GOALS: practice determining goals based on a thirteen-goal hierarchy and matching strategies to individual goals by studying student work. • To understand how to use formative assessment information As they explore each goal, they will see and have opportunities to to find appropriate goals for each child in reading and writing discuss video examples of students working on those goals, with • To craft explicit, clear strategies and provide feedback as Jen teaching strategies and providing feedback and support. students practice In the afternoon: writing. Participants will explore a ten-goal • To explore ways that strategies can come to life in the hierarchy of possible writing goals by considering writing genres classroom through video examples of conferences and and modes, writing process, behaviors, skills, and qualities of small-group instruction

phone 800.541.2086 fax 800.354.2004 41

Q+A Irene C. Fountas and Gay Su Pinnell bring their unrivaled expertise, harnessing more than thirty years of research on effective teaching in literacy education and professional learning, to Fountas & Pinnell Classroom™ (FPC). This groundbreaking, first-of-its-kind, classroom-based literacy system for PreK through grade 6 is changing the landscape of literacy education. As new areas of emphasis continue to emerge and then fade in literacy education, one thing remains constant: effective, high-quality teaching is the most influential contributor to improving literacy outcomes for students. A literate life is the right of every child. In anticipation of the full release of FPC grades PreK through grade 3, Irene and Gay sat down for a Q&A about this transformative instructional approach.

1.What are the most important 2.What led you to develop this system? characteristics to look at when Tell us about your vision for implementing a new literacy system? Fountas & Pinnell Classroom.™ We recommend that you begin with your vision and values. We have been working toward the development of FPC since the A literacy system should align with your vision for literacy inception of The Literacy Continuum. Our work comes full circle with education and the values you hold for the children and educators FPC because it is The Literacy Continuum in action. Our vision has in your school. Look for a system that provides authentic literacy always been that schools recognize every child’s right to grow up experiences for every child in both reading and writing, a system literate in a dynamic learning community that values the richness that is grounded in how literacy develops in children over time, of linguistic, ethnic, and cultural diversity. Members of the school and a system that leaves space for teachers to expand their craft community are treated and treat others with empathy, kindness, and and make decisions based on their observation and assessment respect. Children investigate new ideas that fuel intellectual curiosity of each child in their classroom. We also believe it is essential and act as powerful agents in their own learning. FPC was built on this that a literacy system honors student choice and provides robust vision. The system offers invaluable professional tools and authentic opportunities for children to see themselves reflected in the books that propel children’s understanding of their physical, social, books they read and think about. and emotional world and their roles as informed global citizens.

©2018 Heinemann. This article may be reproduced for noncommercial professional development use. 42 heinemann.com/pd @heinemannPD 3. Why do you consciously use the word system instead of program when describing Fountas & Pinnell Classroom™? Children do not all learn in the same sequence or at the same rate. A literacy system is built on a coherent theory of literacy learning. FPC is anchored in The Literacy Continuum—the articulation of the detailed reading and writing behaviors that children develop over time. FPC is a system that supports educators in making responsive teaching decisions, where all parts of the literacy curriculum are thoughtfully connected to best support the learning needs of each child. In this system, you teach individual readers, not a book and not a program. Each FPC lesson is an instructional menu from which you select and tailor teaching points to best support the learners in your classroom based on your observation and assessment of their literacy learning. 4. Talk about what you mean by a multi-text approach to literacy instruction. There is no “one-size-fits-all” in literacy instruction and certainly not in the books used in our classrooms to promote the joy of reading. A multi-text approach includes a variety of books—both short and long texts, leveled and not leveled—used for different purposes. All children deserve access to a massive amount of books for different purposes—books that provide extensive and intensive opportunities to support efficient processing and successful comprehension and that nurture the ability to think, talk, and write about texts that fully engage students’ interests. High-quality books are at the heart of the whole-group, small-group, and independent learning opportunities that inhabit FPC—books that stir the imagination, reflect the diversity of our world, spark discussion, and motivate children to want to read more.

A MULTI-TEXT APPROACH

INSTRUCTIONAL LEVELED CONTEXT TYPE OF TEXT TEXT?

• Short texts, usually picture books and occasional novels (organized in text sets) INTERACTIVE • Teacher-selected, age-appropriate, grade-appropriate complex texts that No READ-ALOUD expand language, knowledge, and thinking

• Short texts (enlarged) and occasional novels or segment of a novel SHARED • Teacher-selected, age-appropriate, grade-appropriate texts that expand No READING competencies and lead guided reading forward

GUIDED • Short texts and occasional longer texts Ye s READING • Teacher-selected texts that expand thinking within, beyond, and about a text

• Short texts and some novels BOOK CLUBS • Student-selected, age-appropriate, grade-appropriate, complex texts that No expand thinking within, beyond, and about a text

• Short texts and novels INDEPENDENT • Student-selected books, magazines, and digital texts that expand thinking No READING within, beyond, and about a text

© 2018 by Irene C. Fountas and Gay Su Pinnell. Guided Reading: Responsive Teaching Across the Grades. Portsmouth, NH: Heinemann.

phone 800.541.2086 fax 800.354.2004 43 5. How can educators develop 6. How can schools prepare school-wide coherence and a for a systematic approach to culture of collaboration? literacy education? Educators should articulate and actively pursue their values. A systems approach requires educators to get on the same Establish common understandings and language that bring page. This does not mean that every teacher is literally on clarity and coherence to the teaching and learning of literacy the same page of a textbook at the same time, but rather throughout the school. They should align assessments, that every teacher makes instructional decisions based curriculum, instructional practices and materials, intervention, on a shared vision and a set of core values. Let your values and professional learning to achieve their literacy goals. They form the backbone of your decisions as a school community, should ground literacy learning in a common understanding of and set instructional goals for all children that reinforce how literacy develops in children over time to ensure equitable these values. literacy opportunities for every child in the school. A culture of A successful, coherent approach to language and literacy collaboration is established when educators view themselves as learning is built on an understanding of how children develop members of a collaborative professional community with as readers, writers, and language users. A systems approach is common expectations for themselves, their colleagues, and their reflected in the instructional design and in each setting of students. When teachers work in a culture of clarity, transparency, responsive literacy teaching—whole group, small group, and respect, and collegiality, student outcomes improve dramatically. individual—across different instructional contexts.

A DESIGN FOR RESPONSIVE LITERACY TEACHING

Phonics/ Reading Writing Word Study

Interactive Read-Aloud

Whole Group Shared/ Reading Shared Writing Phonics/Word Interactive Minilesson Reading Minilesson Study Lesson Writing

Guided Guided Book Clubs einemann. Reading Writing Small Group tsmouth, NH: H r o Independent P Independent Reading and Conferring Conferring Independent innell. Literacy Work Writing About with with Application u P

Readers Writers Writing S (K–1) Reading y a Individual (2–8) ountas and G

Group Share ene F C. Group Share Group Share r I y

Whole Group © 2018 b

= Instructional contexts that feature word study

44 heinemann.com/pd @heinemannPD 7. There are certainly many to talk 8. As the tides about, but what are the most critical of literacy elements of literacy instruction that education every school leader needs to know? continue to The quality of literacy education in a school depends on shift, how educators’ collective responsibility for ensuring high literacy do schools outcomes for every child and teachers’ stance toward continuous professional learning. maintain their equilibrium? As educators, we will “Achieving substantial continue to see mandates and areas of school-wide emphasis come and go. Remain steadfast to your vision and values. growth is possible Rely on evidence from observable reading and writing behaviors to guide your moment-to-moment teaching decisions and ground if a community your literacy instruction in a common understanding of how literacy develops in children over time. Doing so will enable you of educators is willing not only to maintain equilibrium, but to build professional capacity and expertise, and to be equipped to navigate shifting to undertake the literacy mandates without compromise to your vision and values. journey together.” Irene C. Fountas is Professor at Lesley — Irene C. Fountas and Gay Su Pinnell University in Cambridge, Massachusetts where she directs the Center for Reading Recovery and Literacy Collaborative. As a There are many areas of teacher expertise every school leader former classroom teacher and literacy needs to know, but we believe these four are essential in specialist, she works with a team to conduct field-based achieving coherence in a school’s design for literacy learning: research and provide professional development to school 1. An understanding of the reading process and a clear leaders, literacy coaches, classroom teachers, and vision of proficiency in reading, writing, and talking interventionists. She is the recipient of the Greater Boston about texts Council and the International Reading Association’s Celebrate Literacy Award and was named the first recipient 2. A repertoire of techniques for ongoing observation of the Marie M. Clay Endowed Chair. She publishes and assessment to capture the precise literacy resources for comprehensive literacy programs that quickly behaviors of children become staples for literacy instruction across the country. 3. A deep knowledge of texts and their demands on readers as they develop a reading processing system Gay Su Pinnell is Professor Emeritus in the School of Teaching and Learning at The Ohio 4. A solid expertise in implementing a range of State University. She has extensive experience research-based instructional practices for whole- in classroom teaching and field-based group, small-group, and individual learning research and in developing comprehensive opportunities approaches to literacy education. She received We encourage school leaders to take the temperature of the the International Reading Association’s Albert J. Harris culture in their school. The expansion of professional capacity Award for research in reading difficulties, the Ohio through fostering teacher leadership and teamwork within the Governor’s Award, and the Charles A. Dana Foundation school will directly enhance the instructional excellence Award for her contributions to the field of literacy provided to each child. Professional learning must be a part of education, and most recently, she was awarded The Ohio the fabric of the school culture, and the materials used must State University Alumni Association’s Alumni Medalist serve the vision, not drive the teaching. Award. She is a member of the Reading Hall of Fame.

phone 800.541.2086 fax 800.354.2004 45 Fountas & Pinnell Seminars ON-SITE PD

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A partnership with a Fountas and Pinnell-trained consultant can transform your classroom.

Irene C. Fountas and Gay Su Pinnell revolutionized classroom teaching,

FOUNTAS & PINNELL SEMINARS PINNELL & FOUNTAS and their extensive literacy research resulted in a framework of highly regarded professional development books, products, and services. On-Site PD support, developed by Fountas and Pinnell and delivered by consultants selected and trained by them, transforms teaching and learning for teachers and students alike. For complete details, go to heinemann.com/pd/fountasandpinnell, or call 800.541.2086 ext. 1402

46 heinemann.com/pd @heinemannPD Getting Started Overview: Interactive Read-Aloud: Fountas & Pinnell Classroom™ Fountas & Pinnell Classroom™ Grades PreK–3 Grades PreK–3

Fountas & Pinnell Classroom™ is a coherent system of literacy Interactive read-aloud is the foundation for instruction within a education. The system relies on responsive teaching using an literacy rich classroom. Interactive read-aloud promotes the joy inquiry-rich, multi-text approach. Participants in this seminar of reading, expands children’s vocabulary, and increases their will explore the books and lessons within each instructional ability to think, talk, and write about texts that fully engage context and explore how observation, assessment and their interest. Participants in this seminar will learn more about The Fountas & Pinnell Literacy Continuum are used to inform the values of this powerful instructional context. They will teaching decisions and instruction. Participants will explore learn how to use The Fountas & Pinnell Literacy Continuum to ways to include all instructional contexts within a daily observe children for evidence of their reading behaviors, and schedule and create a plan for getting started with each how to use the Fountas & Pinnell Classroom™ Interactive Read- context within Fountas & Pinnell Classroom™. Aloud Collection Guide to engage children’s thinking through high-quality texts. COURSE GOALS: Participants will: COURSE GOALS • Develop an understanding of the core values of Fountas & Participants will: Pinnell Classroom™ • Consider the values of interactive read-aloud PD ON-SITE • Explore reading as a complex process • Develop an understanding of reading as a complex process • Explore each instructional context: Interactive Read-Aloud, • Use The Fountas & Pinnell Literacy Continuum as a tool Shared Reading, Phonics/Spelling/Word Study, Reading for observing students, identifying teaching goals, and developing an understanding of the characteristics of texts

Minilessons, Guided Reading, Book Clubs, and

| Independent Reading • Reflect on the teacher’s and students’ roles before, during, FOUNTAS & PINNELL SEMINARS • Explore how to use The Fountas & Pinnell Literacy and after reading • Explore how to select and sequence texts around a Continuum as a tool for teaching connecting idea, central theme, or study of a particular • Explore ways to observe and assess student learning author, illustrator, or genre • Develop an understanding of how each instructional • Learn how to plan for meaningful conversations that use talk component fits within a design for responsive as a tool to expand thinking within, beyond, and about texts literacy learning • Become familiar with the Fountas & Pinnell Classroom™ • Explore a plan for a daily literacy schedule and getting Interactive Read-Aloud Collection of books, text set overview started with Fountas & Pinnell Classroom™ cards, and lessons. • Explore ways to organize a classroom RESOURCES NEEDED • The Fountas & Pinnell Literacy Continuum • Fountas & Pinnell Classroom™ Interactive Read-Aloud

Collection Guide • Books, overview cards and lessons from Fountas & Pinnell Classroom™ Interactive Read-Aloud Collection

COMING SOON! Two new Fountas & Pinnell Classroom™ Seminars

Reading Minilessons: Fountas & Pinnell Classroom™ (Grades K–3) Book Clubs: Fountas & Pinnell Classroom™ (Grades K–3)

phone 800.541.2086 fax 800.354.2004 47 Shared Reading: Guided Reading: Fountas & Pinnell Classroom™ Fountas & Pinnell Classroom™ Grades PreK–3 Grades K–3

Shared reading is a community experience in which all children Guided reading is a powerful, small-group instructional context look at, read, and discuss the same text together. Through in which a teacher supports each reader’s developing system of shared reading, children have the opportunity to engage in the strategic actions for processing texts at increasingly challenging reading process with texts that may be beyond their ability to levels of difficulty. Participants in this seminar will explore read independently. Participants in this seminar will explore how to use guided reading to meet students where they are ways to use shared reading to build community as well as and lead them forward with intention and responsive teaching. expand children’s ability to read and process text. Participants Participants will learn the structure of a lesson and explore how will also learn how to use The Fountas & Pinnell Literacy to observe children and teach in response to those observations. Continuum to identify goals to observe and teach for within the COURSE GOALS shared reading context. Participants will: COURSE GOALS • Consider the values and characteristics of guided reading Participants will: • Learn the structure of a guided reading lesson • Consider the values of shared reading • Develop an understanding of reading as a complex process • Develop an understanding of reading as a complex process • Develop an understanding of the systems of strategic actions • Use The Fountas & Pinnell Literacy Continuum and the that are necessary for the reader to think within, beyond Fountas & Pinnell Comprehensive Phonics, Spelling, and and about texts Word Study Guide as tools for observing students, identifying • Use The Fountas & Pinnell Literacy Continuum as a tool teaching goals, and developing an understanding of the to observe, teach for, and support reading behaviors in ON-SITE PD

| characteristics of texts individual children • Learn the components of a shared reading lesson • Explore how to assess and group children into temporary • Learn how to help children establish a strong early reading guided reading groups processing system • Learn how to plan for effective guided reading lessons • Develop an understanding of how teaching in shared reading • Learn how to monitor student progress over time can “lead” students forward to guided reading • Become familiar with the Fountas & Pinnell Classroom™ • Learn how to analyze texts for possible learning Guided Reading Collection of books and lessons. opportunities for students RESOURCES NEEDED • Learn to teach readers how fiction and nonfiction work (text structure and nonfiction features) • The Fountas & Pinnell Literacy Continuum • Become familiar with the Fountas & Pinnell Classroom™ • Fountas & Pinnell Classroom™ Guided Reading Shared Reading Collection of books and lessons. Collection Guide • Books and lessons from Fountas & Pinnell Classroom™

FOUNTAS & PINNELL SEMINARS PINNELL & FOUNTAS RESOURCES NEEDED Guided Reading Collection • The Fountas & Pinnell Literacy Continuum • Fountas & Pinnell Classroom™ Shared Reading Collection Guide • Books and lessons from Fountas & Pinnell Classroom™ Shared Reading Collection

48 heinemann.com/pd @heinemannPD Independent Reading and Conferring: Phonics, Spelling and Word Study: Fountas & Pinnell Classroom™ Fountas & Pinnell Classroom™ Grades K–4 Grade K–3

Independent reading offers children the chance to read, write In an alphabetic language such as English, phonics describes about, talk about, and enjoy self-selected texts. It is nested the relationships between the sounds of language and its within an instructional framework of minilessons, conferring, graphic symbols, i.e., the letters. With knowledge of letter- and sharing. Participants in this seminar will explore how to sound relationships, children add to their ability to derive support student choice during independent reading as well as meaning from print, to accurately turn sounds into their own explore how to have authentic and meaningful conversations print (i.e., spelling), and to solve increasingly longer words. with students that will move them forward in their reading Participants in this seminar will use the lessons to explore competencies. Participants will learn to use The Fountas & the teaching of phonics through both explicit and implicit Pinnell Literacy Continuum as a valuable resource for observing instruction. Participants will explore ways to use the Fountas & and selecting teaching goals for individual students. Pinnell Comprehensive Phonics, Spelling, and Word Study Guide and The Fountas & Pinnell Literacy Continuum to guide their COURSE GOALS observation and inform their instruction. Participants will: • Consider the values and characteristics of independent COURSE GOALS

reading Participants will: PD ON-SITE • Develop an understanding of reading as a complex process • Expand their knowledge of the nine areas of learning • Explore how independent reading resides within a responsive for phonics, spelling, and word study literacy framework • Learn how to use lesson structures, routines, and resources • Use The Fountas & Pinnell Literacy Continuum as a tool to help them plan and implement effective lessons

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for observing and setting goals for individual students • Explore lessons that systematically move students toward FOUNTAS & PINNELL SEMINARS • Explore how to carry on an authentic and meaningful a flexible and powerful range of word solving strategies conversation with children that will move them forward • Learn how to teach effective phonics within text and as a reader out of text • Explore ways for students to expand their thinking about • Explore how observation and assessment can inform books through writing about reading instruction and monitor student progress • Become familiar with the Fountas & Pinnell Classroom™ • Become familiar with the sequence of lessons for Independent Reading Collection of books and conferring cards. Fountas & Pinnell Phonics, Spelling, and Word Study System • Become familiar with the lesson format within RESOURCES NEEDED Fountas & Pinnell Classroom™ • The Fountas & Pinnell Literacy Continuum • Fountas & Pinnell Classroom™ Independent Reading RESOURCES NEEDED Collection Guide • The Fountas & Pinnell Literacy Continuum • Books and conferring cards from Fountas & Pinnell • Fountas & Pinnell Comprehensive Phonics, Spelling, Classroom™ Independent Reading Collection and Word Study Guide • Fountas & Pinnell Phonics, Spelling, and Word Study Lessons • Fountas & Pinnell Sing a Song of Poetry

phone 800.541.2086 fax 800.354.2004 49 Benchmark Professional Development Role of the Administrator in the For the Fountas & Pinnell Benchmark Implementation of Benchmark Assessment Assessment System Administrators play an important role in determining the The Fountas & Pinnell Benchmark Assessment System is a one- success of school initiatives, including the implementation of on-one, comprehensive assessment to determine independent the Benchmark Assessment system. In order to support the and instructional reading levels, for placing students on the implementation process and the teachers using the materials, F&P Text Level Gradient™, and for connecting assessment to principals must have a solid understanding of the Benchmark instruction with the Continuum of Literacy Learning. Assessment system, the role of assessment in effective Available for both System 1 (Grades K–2) and System 2 instruction, and how to support those using the assessment. (Grades 3–8), Benchmark Professional Development introduces This seminar will provide an overview of the Benchmark participants to the thinking behind the Fountas & Pinnell Assessment system, including research, the importance Benchmark Assessment System, provides training on how to of taking and analyzing reading records, and how to link administer and analyze the assessment, and helps participants assessment to instruction. It will suggest ways to facilitate understand instructional and grouping implications. implementation, and will provide specific checklists of Through demonstration, guided practice, and discussion, things to look for in effective administration of the Benchmark teachers will gain a deep understanding of the system, Assessment system, and evidence of its application to including how to: classroom instruction. • administer, code, and score a Benchmark reading assessment • determine independent, instructional, and placement levels for readers using the ON-SITE PD

F&P Text Level Gradient™ |

• analyze a child’s reading performance—including reading comprehension, reading rate, and word analysis—to assess the reader’s current processing system

FOUNTAS & PINNELL SEMINARS PINNELL & FOUNTAS Professional Development For the Fountas & Pinnell Sistema de evaluación de la lectura (SEL) Niveles A–N, Grados K–2

Sistema de evaluación de la lectura is a highly reliable, research-based resource for: • determining students’ Spanish reading levels based on the F&P Text Level Gradient™, Levels A–N • assessing and understanding students’ reading performance in both fiction and nonfiction genres • connecting assessment to Spanish literacy instruction using the Continuo de adquisición de la lectoescritura This professional development introduces participants to the thinking behind the Sistema de evaluación de la lectura and provides training not only in how to administer and analyze the assessment, but how to turn the analysis into sound instructional decision making.

50 heinemann.com/pd @heinemannPD Leveled Literacy Intervention (LLI) Leveled Literacy Intervention (LLI) Primary Systems Middle and High Systems Grades K–2 Grades 3–12 Levels A–N Professional Development Levels L–Z Professional Development

The groundbreaking Fountas & Pinnell Leveled Literacy The Leveled Literacy Intervention (LLI) Red and Gold Systems Intervention (LLI) is a research-based, supplementary are designed for grade 3 and 4 students who are reading below intervention system designed to help teachers provide powerful, grade level. The LLI Purple System is designed for grade 5 daily, small-group instruction for the lowest-achieving students students reading below level. And the LLI Teal System is geared in the early grades. toward older students in grades 6–12. LLI Professional Development for the Orange, Green, and Designed to bring children up to grade-level performance Blue systems includes three days of training (two days of in as little as 18–24 weeks, LLI Red, Gold, Purple, and Teal intensive learning plus one follow-up day) to give participants systems form a powerful, research-based intervention program an in-depth understanding of each of the three primary grade designed specifically for intermediate, middle, and secondary LLI Systems: students who have been struggling and lagging behind their • Orange , Levels A–C (Kindergarten) peers for a number of years. 70 lessons with 70 original titles • Red, Levels L–Q (Grade 3) ON-SITE PD ON-SITE • Green , Levels A–J (Grade 1) • Gold, Levels O–T (Grade 4) 110 lessons with 110 original titles • Purple, Levels R–W (Grade 5) • Blue, Levels C–N (Grade 2) • Teal, Levels U–Z (Grades 6–12) 120 lessons with 120 original titles

In this seminar, participants will receive three days of intensive

| Topics covered include an overview of the Lesson Framework, training (two days of intensive learning plus one follow-up day) FOUNTAS & PINNELL SEMINARS assessing and grouping students, teaching within the LLI on LLI Intermediate Systems and will learn specific strategies lessons, using the Prompting Guide, understanding the to address the needs of struggling older readers. In addition to demands of texts, and documenting progress. In addition to an overview of the components and implementation of the LLI learning how to implement LLI, participants will deepen their Intermediate, Middle, and Secondary Systems, this professional understanding of many research-based techniques to help development delves into the advanced routines needed for the struggling readers make accelerated progress. intermediate student including a focus on fluency, vocabulary, RELATED RESOURCES: and comprehension, as well as book discussion times and formats, writing about reading routines, novel units, test-taking study, and silent reading. RELATED RESOURCES:

phone 800.541.2086 fax 800.354.2004 51 Role of the Administrator The Fountas & Pinnell Literacy Continuum in the Implementation of Grades PreK–8

Leveled Literacy Intervention (LLI) Where other assessment and benchmark systems leave you Administrators play an important role in determining the wondering “Now what?” Fountas and Pinnell provide a link success of school initiatives, including the implementation of from assessment to instruction via The Fountas & Pinnell the LLI system. In order to support the implementation process Literacy Continuum, Expanded Edition: A Tool for Assessment, and the teachers using the materials, principals must have a Planning, and Teaching, PreK-8. This continuum, along with solid understanding of LLI, its potential impact, and how to The Fountas & Pinnell Benchmark Assessment System, provides support those providing the intervention. the basis for this professional learning opportunity. This seminar will provide an overview of LLI, including TheLiteracy Continuum describes text characteristics and research, rationales for use, basic lesson structure, typical behavioral goals for prekindergarten through middle school. routines, organization, and scheduling. It will suggest ways to This professional learning opportunity provides an introduction support shifts in teaching and how to facilitate implementation. in how to use the Literacy Continuum to plan for whole class, It will provide specific checklists of things to look for in an small-group, and individual instruction. Participants will also effective LLI lesson, and how to support a variety of learning learn how to use the Literacy Continuum as a bridge to connect experiences for teachers. assessment data from the Benchmark Assessment to instruction, as well as monitoring student progress over time. RELATED RESOURCES: COURSE GOALS FOR ONE-DAY PROFESSIONAL LEARNING OPPORTUNITY • Explore the eight continua included in the Literacy Continuum: Interactive Read-Aloud and Literature Discussion; Shared and Performance Reading; Writing ON-SITE PD

About Reading; Writing; Oral and Visual Communication; |

Technological Communication; Phonics, Spelling, and Word Study; and Guided Reading. • Apply the Literacy Continuum to student work and assessment data to inform instruction in reading and writing. • Explore how to support a writer’s development in the areas of craft, conventions and the process of writing.

COURSE GOALS FOR TWO-DAY PROFESSIONAL LEARNING OPPORTUNITY • The three goals from the above one-day plan • Learn how to use the Literacy Continuum to help choose appropriate texts for readers across grades and instructional contexts through text analysis and an understanding of FOUNTAS & PINNELL SEMINARS PINNELL & FOUNTAS text characteristics. • Explore the behaviors and understandings necessary to observe, teach for, and support getting your students to think within, beyond, and about text and how these understandings shift over time. RELATED RESOURCE:

GRADES PreK–8

The Fountas&Pinnell Literacy Continuum A Tool for Assessment, Planning, and Teaching

Expanded EDITION

52 heinemann.com/pd @heinemannPD Teaching for Comprehending and Fluency When Readers Struggle Grades K–8 Teaching That Works Teachers will examine the critical elements of comprehension Grades K–3 involving readers, texts, and teaching as they study Fountas and Pinnell’s important resource, Teaching for Comprehending and Effective teaching begins with assessment and focuses on the Fluency. They will gain an understanding of the components strengths and needs of individual children. All teachers need of an effective literacy program and how they translate into to learn how to teach the lowest-achieving children well and whole-group, small-group, and individual instruction in both how to use behavioral evidence to document their growth. the primary and intermediate grades. This seminar provides Drawing from Fountas and Pinnell’s book, When Readers an exploration of how students think within, beyond, and Struggle, this seminar will address the range of difficulties about the text to process the full meaning of a text. Teachers that interfere with literacy learning in the primary grades. will acquire a basic understanding of how all experiences and Beginning with the reading behaviors of proficient readers, instruction within the literacy framework is grounded in the participants will learn how to observe and analyze the critical reading process. behaviors that keep lower-achieving readers from initiating and problem solving successfully as they read. By understanding COURSE GOALS: reading behaviors and how to respond with language that • Take an in-depth look at teaching for comprehending and supports the reader’s development, teachers will learn to plan fluency throughout the literacy framework from grades K–8

multiple layers of intervention to ensure reading success. PD ON-SITE • Explore how to support readers in developing systems of Seminar participants will learn how to use When Readers strategic actions for sustaining and expanding their thinking Struggle as a comprehensive and practical resource to support within, beyond, and about text effective teaching of low-achieving readers. • Learn how to design reading minilessons to maximize COURSE GOALS: independent reading and help students think within, beyond,

| and about their reading • To understand the reading and writing processes and FOUNTAS & PINNELL SEMINARS • Explore the six dimensions of fluency and how to support how they change over time fluent and disfluent readers as they read increasingly • To learn the variety of factors that contribute to challenging texts reading difficulties • Think about how to use shared and performed reading to • To develop effective practices for supporting low- promote fluent oral processing of text achieving readers in the classroom and in small-group • Learn how to use interactive read-aloud to engage students in supplementary teaching thinking and talking about texts as a foundation for literature • To understand the role of leveled texts in supporting discussion and writing about reading readers’ progress • Use the gradient of text to match books to readers for • To learn the LLI lesson framework for small-group guided reading supplementary intervention • Observe how teachers use guided reading to teach • To develop strategies for teaching for, prompting for, for effective processing across a variety of genres and and reinforcing effective reading and writing behaviors, increasingly challenging texts including word analysis and comprehension • Discover ways to deepen comprehension through writing RELATED RESOURCE: about reading in a variety of genres

GRADES LEVELS RELATED RESOURCE: K–3 A–N

Gay Su Pinnell & Irene C. Fountas When Readers Struggle Teaching That Works

phone 800.541.2086 fax 800.354.2004 53 Phonics, Spelling, and Word Study Lessons Literacy Beginnings Grades K–3 Grades PreK–K

The Fountas & Pinnell Comprehensive Phonics, Spelling, and Play and language are both important learning tools for the Word Study Guide reflects the most current research on child prekindergarten child. Through play and language, they learn and language development and supports the kind of instruction about their world and about themselves and it is in play that that emerging readers need. In this seminar, teachers will early literacy learning begins. Drawing from Fountas and begin with an instructional and theoretical overview of these Pinnell’s book, Literacy Beginnings: A Prekindergarten powerful resources and move toward understanding and Handbook, this seminar will address the challenges of creating a developing a continuum of learning about letters, sounds, and classroom community that is play-based, but also prepares the words. They will discover activities designed to help them plan children for the literacy-rich world in which they live. and implement effective lessons for teaching phonics, spelling, COURSE GOALS: and vocabulary, as well as the important role poetry and literature play in supporting children’s development of letter • Understand how to manage and design classrooms that and word knowledge. support meaningful learning experiences through play with teachers as facilitators of self-regulated student learners COURSE GOALS: • Focus on assessment using informal and formal observations • Learn the role of assessment in teaching with Phonics Lessons, that provide evidence to support language development Spelling Lessons, and Word Study Lessons and early literacy concepts through intentional • Gain knowledge of how the lessons are taught, and actively conversational interactions participate in demonstration lessons • Explore The Continuum of Literacy Learning, PreK for the • Gain understanding of, and guidance in, the importance behaviors and understandings to notice, teach, and support of working with colleagues to implement Phonics Lessons in order to present playful and joyful yet appropriate,

ON-SITE PD in school purposeful, and powerful experiences and opportunities to

| • Explore ideas and suggestions for organization of materials nurture young readers and writers, including learning about

needed in the implementation of the Phonics Lessons letters, sounds, and words • Discover the rich resources provided in the Literacy RELATED RESOURCES: Beginnings handbook RELATED RESOURCE:

ene Fountas & a u Pinnell ter es

FOUNTAS & PINNELL SEMINARS PINNELL & FOUNTAS rederare ad

The Fountas & Pinnell

The Fountas & Pinnell Phonics, Spelling, n Word Study Lessons Word Study Lessons hn Sellng

GRADE 1 n ulr GRADE 3

54 heinemann.com/pd @heinemannPD Genre Study: Teaching with Fiction Guided Reading (Grades K–6) and and Nonfiction Books Guiding Readers and Writers (Grades 3–6) Grades K–8+ An overview of the key principles of reading instruction outlined in Fountas and Pinnell’s best-selling Guided Reading, In this seminar and in their book, Genre Study: Teaching with Second Edition: Responsive Teaching Across the Grades and Fiction and Nonfiction Books, Fountas and Pinnell advocate Guiding Readers and Writers, these seminars provide teachers teaching and learning in which students are actively engaged in with an understanding of all of the elements of an effective developing genre understandings and applying their thinking literacy program, and the different models for integrating these to any genre. It is through using genre understandings that elements into a predictable and organized routine. Customized your students will learn to think, talk, and read texts with to meet your teaching and learning needs, topics within the deeper understanding, and write more effectively. Partner with seminars may include reading and writing workshop, guided a Fountas and Pinnell-trained consultant for this school-based reading in the intermediate grades, managing the literacy block, seminar and each participant will: and literature discussion groups. • Receive an overview of the layout and content of Genre Study COURSE GOALS, GUIDED READING: • Gain a beginning understanding of the genres and forms of • Gain an overview of the components of the literacy literature, including the differences between poetry and prose framework as described in Guided Reading, Second Edition, • Understand the steps in the process of genre study and the including interactive read-aloud, shared reading, guided roles of both the teachers and students during the process reading, and independent reading PD ON-SITE • Explore the instructional context for genre study and • Understand how to manage and design meaningful literacy the relationship between text complexity and learning experiences that foster independent learning in grades K–6 to process text • Analyze leveled books to better understand the F&P Text • Learn how genre study might be carried over the course Level Gradient™ and how to match books to readers

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of a month within interactive read-aloud, and readers’ and • Focus on assessment and how running records and anecdotal FOUNTAS & PINNELL SEMINARS writers’ workshop evidence help inform our instruction in guided reading RELATED RESOURCE: COURSE GOALS, GUIDING READERS AND WRITERS: • Gain an overview of the three-block literacy framework for grades 3–6 as described in Guiding Readers and Writers with a focus on reading workshop and its components: reading mini-lessons, independent reading, guided reading, and literature study • Explore the sustaining and expanding systems of strategic actions that allow readers to think within, beyond, and about text • Begin to understand the supports and demands of leveled text and how to match books to readers • Discuss different management and assessment tools for creating dynamic guided reading groups and planning for targeted instruction RELATED RESOURCES:

SECOND EDITION

Irene C. Fountas & Gay Su Pinnell

Responsive Guided Teaching Across the Reading Grades

phone 800.541.2086 fax 800.354.2004 55 OBSERVATIONS FROM THE HEINEMANN FELLOWS

Learning While Teaching: The Dynamics of Action Research BY AMY CLARK AND LISA BIRNO

n a time in education that is driven by testing and mandated eyes, we see the true needs of our kids and our colleagues and curriculum and when teachers often feel isolated and alone, the problems of practice we face. Ione of the most freeing endeavors teachers can embark upon This moment, these observations are the impetus behind the is their own action research. This sounds ludicrous, right? After action research project. We don’t have to wait for our school all, most of us were done with research when we ceased being administrators to tell us what to do. We can begin discovering students and began acting as teachers. We assign the research new knowledge and uncovering deeper understanding of our and we grade it; we don’t often attempt to conduct it. So how students, our colleagues, and ourselves as educators. We can do can something like action research be empowering? our own research, and our students can witness our learning And yet, at its heart, action research is all about learning. process just as we escort them through theirs. In doing so, As the Center for Collaborative Action Research at Pepperdine inquiry drives the learning, and the learning is modeled and University describes, action research is a “process of deep becomes reciprocal and even more valuable than before. inquiry into one’s practices.” No one told us this should be the Our experience as Heinemann Fellows allowed us to explore driving force in our teaching. We didn’t know that by studying our problems of practice. It pushed us to face challenges, establish our own practices from the stance of a learner, we’d create the questions that would compel us to examine our students’ most powerful experiences in our careers. experiences, and ultimately attempt to create powerful change Action research is teacher driven and student centered. No driven by our students’ or colleagues’ responses and experiences. one is better equipped to deeply understand, and therefore This learning was even more compelling as we worked together. research, what children and teachers are experiencing in the Our process was iterative. Each time we talked or met, we classroom than teachers, principals, and instructional coaches. reflected on our practices, created new action based on this And when we choose to look that understanding square in the reflection, and continued our work. This reflective process

©2018 Heinemann. This article may be reproduced for noncommercial professional development use. 56 heinemann.com/pd @heinemannPD became the embodiment of how 2016–2018 HEINEMANN FELLOWS to continuously improve our practice. Both of us pursuing our own problem of practice and yet connected through the process. Both of us willing listeners for the others while also acting as a sounding board—and often a coach—as we delved into our problems of practice. Although our experience as Heinemann Fellows had a powerful effect on us as teachers, we ultimately found that it doesn’t require becoming a Heinemann Fellow to pursue Turn the page to review their this kind of experience. Action research questions and the research is not just for some; summaries of their new insights. it is for all educators. It can feel intimidating—learning has that effect on people. Questions arise. How on earth do I figure this work settings, we knew our thought partner was always ready to out? What next? What if I mess it up? Research isn’t always neat listen, to help, to share in successes, and to see us through our and it isn’t always easy, but action research in our classrooms is less-than-shining moments. There is a freedom in being in always worth the struggle. To ease the questions and allay the charge of our own research. There is a freedom in knowing we concerns, seek out a thought partner to be your research are not alone in this. There is empowerment in discovering our own voices as educators. As you read the short descriptions on the following pages We didn’t know about the 2016–2018 Heinemann Fellows’ research, lingering questions, and insights born of challenging and important discussion throughout their two years, think about how you that by studying our might find a colleague or two and launch your own action research; it’s the most powerful work you’ll ever do. own practices from the

Amy Clark is Head of the High School stance of a learner, we’d Division and an English teacher at Christ Episcopal School in Covington, LA. create the most powerful Amy is a member of the inaugural 2014– 2016 Heinemann Fellows, when her action research question was, “In what ways does the study and experiences in our careers. composition of poetry impact other modes of student writing; in particular, narrative and scholarly essay writing?” Follow Amy on Twitter @AmyGClark. companion (and sometimes research therapist because, let’s face it, sometimes things will not go the way you plan). Choose Lisa Birno is an Instructional Excellence someone equally committed to education and also enthused to Coordinator in the Eden Prairie School take on his or her own action research project. This partner does system in Eden Prairie, Minnesota, where not need to teach the same grade or subject—the partner doesn’t she was formally a sixth-grade teacher and even need to be in the same building! Goodness, not only do we instructional coach. Lisa was also a member (Lisa and Amy) teach completely different grade levels, but we of the 2014–2016 Heinemann Fellows. also live separated by several states. And, honestly, we found that Her action research question as a Heinemann Fellow was, each other’s perspective on our work was invaluable. We “What instructional strategies are most effective in challenged and encouraged each other; we were able to share promoting equitable and engaged talk in a self-contained insights that we were too close to recognize; we listened, and we classroom?” Follow Lisa on Twitter @LisaBirno. tried to respond honestly. Even when we felt entirely alone in our

phone 800.541.2086 fax 800.354.2004 57 KATIE CHARNER-LAIRD @CharnerLaird KENT HAINES @KentHaines Principal, Cambridgeport School, Seventh- and Eighth-Grade Math Teacher, Cambridge, MA Simmons Middle School, Hoover, AL RESEARCH QUESTION: What is the impact on RESEARCH QUESTION: In what ways can a student engagement, agency, and achievement relational approach to teaching algebraic in math when a principal brings her own expressions and equations help students to questions, wonderings, and explorations about reason abstractly and quantitatively with them? student engagement and agency in math to all of her work with I have researched tasks that help students make connections teachers, students, and families? between algebraic expressions and other representations, such as The Heinemann Fellowship has allowed me to bring curiosity and number lines, bar diagrams, and real-world scenarios. I have enthusiasm about math learning into my work as a school leader. found that these tasks promote debate and conceptual thinking My questions have led me into the classroom alongside teachers to in ways that most students don’t use when solving equations or deepen my own understanding of how children’s mathematical simplifying expressions. Most interestingly, I have found that a ideas develop. Perhaps the most exciting outcome for my school is variety of representations is more beneficial to student that we are now on a journey to becoming a place of joyful, achievement than any single representation. enthusiastic math learning for all children and adults. CHRIS HALL @CHallTeacher TRICIA EBARVIA @TriciaEbarvia Teacher, Oyster River Middle School, English Teacher, Conestoga High School, Durham, NH Berwyn, PA RESEARCH QUESTION: What instructional RESEARCH QUESTION: What elementary–or approaches are most effective in developing a middle school–level literacy practices can culture of revision? How might this culture secondary English teachers use to develop of revision improve student writing, students’ adolescent literacy? perception of writing, and students’ agency toward writing? Although I’m a secondary English teacher, the greatest professional The fellowship has left me energized in powerful, lasting ways. growth I’ve experienced began with an inquiry into elementary Over the past two years, I’ve researched ways to develop a “culture of classrooms. Inspired by the K–5 best practices I observed, I shifted revision” for intermediate-grade writers—how teachers can help my focus away from teaching particular texts to teaching reading spark revision with modest changes in our writing feedback, and cultivating readers. My inquiry has since evolved to synthesize conferring language, and student reflection strategies. It’s been a joy reader response and critical literacy—to help adolescents reflect on and honor working with the Fellows—an amazingly thoughtful, their multiple identities and how these identities inform their inspiring group of educators. reading of texts, themselves, and the world. AERIALE JOHNSON @ArcticIsleTeach IAN FLEISHER Kindergarten Teacher, Washington Elementary, Sixth-Grade Math Teacher, Portsmouth Middle San Jose, CA School, Portsmouth, NH RESEARCH QUESTION: What are the optimal RESEARCH QUESTION: In what ways can the early childhood classroom conditions needed routine use of visuals offer all learners equal to promote oral language acquisition and access to math concepts and conversations and development and depth of thought that, ignite increased engagement and enjoyment in consequently, enhance the growth of literacy skills? their own mathematical identities? As an educator of children who experience word poverty, I began The Heinemann Fellowship has provided an invigorating learning this research determined to empower them with words. This community and so much more. Ellin Keene, my fellow Fellows, and journey taught me that, to do so, I must embrace my silence. When the Heinemann team have challenged and inspired me as I’ve adults truly listen, we develop the kind of empathy necessary to made a big turn from my lifelong focus on literacy to a deep dive humble ourselves in children’s presence, to take our proper place. into the world of math and an exploration of ways visual tools Our work must never be about saving children; it must be about might reshape our teaching and increase students’ engagement. living in the gap . . . right beside them.

KATE FLOWERS @kate_flowers English Teacher, Santa Clara High School, Santa Clara, CA RESEARCH QUESTION: What accountability measures for independent reading promote reflection, motivation, and the growth of a robust reading habit in young adult readers? My research and writing explored creating a student-centered high school English classroom that leverages choice to connect students to books, writing, and each other in ways that feed their spirits and minds. With the support of the Fellows and the Heinemann team, always a call or an e-mail away, I made shifts that allow my students to read and write their lives. Now, I am guide, coach, counselor, cheerleader, and sounding board.

58 heinemann.com/pd @heinemannPD ANNA OSBORN @AnnaOz249 HOLLIS SCOTT @HollisWScott Reading Specialist, Jefferson Middle School, Fifth-Grade Teacher, Montair Elementary Columbia, MO School, Danville, CA RESEARCH QUESTION: In what ways does the RESEARCH QUESTION: In what ways does exploration of personal identity through reading teaching students to be metacognitive through and discourse impact students’ perceptions of visible thinking routines increase engagement themselves as stigmatized readers? and independence in fiction reading? Throughout my action research, I worked with middle school My research has focused on making thinking visible in the students to explore labels put on them as readers (“struggling,” classroom—valuing not just what students think but nurturing “resistant”). We worked to replace feelings such as hurt, fear, and an awareness of how they think when engaging in learning. When trepidation with new reading identities that included confidence students use thinking routines, they become more metacognitive and risk-taking. And as the research unfolded, I was struck by how and strategic. In turn, I am awed by what children reveal when my role as a researcher was an authentic parallel to my students’ they know their ideas matter and when they are given opportunities learning. It gave me new appreciation for the phrase “lifelong learner.” to grow thinking together. My close observations of these moments guide my teaching. KIMBERLY PARKER @TchKimPossible English Teacher, Writing Instructor, and TIANA SILVAS @TianaSilvas Curriculum Consultant, Boston and Fifth-Grade Teacher, PS 59, Cambridge, MA New York, NY RESEARCH QUESTION: In what ways does RESEARCH QUESTION: In what ways can upper participation in a community literacy group elementary teachers identify and capitalize impact members’ self-advocacy and teacher on students’ “natural genre” in writing to activism and serve as a site of resistance to “traditional” increase agency? narratives about black people’s literacy practices? My Heinemann Fellows work has been eye-opening and As a Heinemann Fellow, I documented how I detracked my rewarding. My question led me to create space for students to English language arts classrooms to provide transformative take risks and tell their truths through the power of writing. literacy opportunities to underserved young people of color. I’ve Additionally, support from other Fellows offered insight and moved into community literacy activism, where excellence is encouraged me to take action toward a more just world. I have possible through the development of community book clubs, the rediscovered myself as an educator and have the needed courage creation of a canon of literature for black children and youth, and to study and speak out. My journey continues. the successful first annual Literacy Is Liberation conference, in collaboration with a broad network of educators, parents, students, and community members. WELCOME TO OUR 2018–2020 HEINEMANN FELLOWS!

Follow their professional journeys at #HFellows and Heinemann.com/Fellows

Left to right standing: Brian J. Melton, Janelle W. Henderson, Nicole Stellon O’Donnell, Marian Dingle, Nina Sudnick, Minjung Pai. Left to right seated: Irene Castillón, Julie Kwon Jee, Julia E. Torres, David Rockower, Islah Tauheed.

phone 800.541.2086 fax 800.354.2004 59 Speakers & Consulting Authors ON-SITE PD

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Bring our experts to you

Heinemann speakers and consulting authors are internationally-noted educators skilled at delivering leading-edge thinking on the topics that matter now in teaching and learning, in the most engaging

SPEAKERS & CONSULTING AUTHORS AUTHORS CONSULTING & SPEAKERS manner. Whether you seek an inspiring keynote, breakout workshop presenter, or multiple days of custom-designed, on-site professional support, Heinemann is ready to assist you. Heinemann’s PD services make selecting and hiring a speaker and consulting author a simple process.

For complete details, go to heinemann.com/pd/speakers, or call 800.541.2086 ext. 1402

60 heinemann.com/pd @heinemannPD Sara Ahmed GRADES 4–10 • Growing upstanders and nurturing social responsibility in Sara K. Ahmed FOR EW OR D BY Terrence J. Roberts,PhD. classrooms through inquiry BEING THE • Building risk-taking, collaborative classrooms

Lessons and Strategies to Teach Social • Digital citizenship in the middle school classroom CHANGEComprehension

Dedicated to Te achers™ • Reading comprehension strategies (nonfiction and fiction)

Nancy Akhavan GRADES K–12 • Effective content and comprehension instruction • Vocabulary instruction to ensure learning for all students • Working with English learners in the classroom • Planning units of study in reading, writing, vocabulary, and content areas ON-SITE PD ON-SITE Carl Anderson GRADES K–8 • Conferring with student writers • Assessing with student writers

• Using mentor texts to teach the qualities of good writing |

• How studying The Beatles as writers can help us become better SPEAKERS & CONSULTING AUTHORS writing teachers

Honi Bamberger GRADES PREK–5 • Coaching • Differentiating instruction in mathematics • Connecting mathematics to other areas of the curriculum • Assessment in mathematics

Valerie Bang-Jensen & Mark Lubkowitz GRADES K–8 • Reading like a scientist: Explore how the crosscutting concepts and children’s literature

Valerie Bang-Jensen • Mark Lubkowitz K ing Bo are natural partners for learning S har oks KING SCIEN TAL ● ● ● ● ● ● CE ientifi c Con ring Sc cepts xplo ’s Lite with • The seven crosscutting concepts: A primer for newcomers en ra E Childr ture • School gardens are ripe for literacy: Integrating reading, writing, and gardening • Exploring crosscutting science concepts in school gardens

Kylene Beers and Robert E. Probst GRADES 4–12 • Strategies for close reading • Understanding the demands of twenty-first-century literacy • Reaching struggling adolescent readers • Aliteracy: The glitch in becoming a nation of readers

phone 800.541.2086 fax 800.354.2004 61 Katherine Bomer GRADES K–12 • Writing workshop and writing process • Genre studies, especially memoir, essay, and poetry • Qualities of good writing (how to name and teach) • Independent reading, book clubs, and reading workshop

Jim Burke GRADES 6–12 • Adolescent literacy: Teaching the essentials • Teaching with tools: Helping students read, write, and think • Teaching with questions: Improving engagement, comprehension, and retention • Can we talk? Using discussion to help students read, write, and think

Karen Caine GRADES 3–8 • Teaching students to write opinion and argument pieces • Implementing writing conferences that immediately lift the level of student writing

ON-SITE PD • Welcoming revision: Helping students become better at revising their writing

| • Using writers’ notebook exercises (in argument, information, and narrative writing) as springboards for short writing projects

Jocelyn Chadwick and John Grassie GRADES 6–12 • Reading for relevance, writing, and research • Strengthening literacy skills across the disciplines by blending texts and digital resources • Curriculum reimagined: Cross-curricular approaches made doable and engaging • Leveraging the power of literature with twenty-first century students SPEAKERS & CONSULTING AUTHORS AUTHORS CONSULTING & SPEAKERS Lisa Cleaveland GRADES K–2 • Writing right from the start: Starting a writing workshop on day one • Using mentor authors and illustrators to guide teaching in the primary grade writing workshop • Nurturing writers in preschool and kindergarten • Teaching process and craft through illustration study in the primary writing workshop

Sunday Cummins GRADES 3–8 • Teaching content-area reading and writing • Advancing student informational reading and writing • Establishing purposes for reading, and selecting sources • Exploring lesson ideas for reading and thinking across sources

62 heinemann.com/pd @heinemannPD Harvey “Smokey” Daniels GRADES K–12 • Content-area reading and writing • Teaching with inquiry: Structures and strategies for a curiosity-driven curriculum • Creating a collaborative climate: Teaching the social skills of academic interaction • Texts and lessons for fiction and nonfiction

Lisa Eickholdt GRADES K–5

LiSa eickhoLdt • Building time and space for writing workshop: Environment, tools, and routines Learning from Classmates ------• Workshop structure: Mini-lesson, independent practice and conferring, mid-workshop Using Students’ Writing as Mentor Texts teaching point, wrap-up • The launch as a unit of study: Teaching lessons in process, habits, and craft • Using students’ writing as mentor texts: Celebrating student writing and promoting Foreword by Stephanie harvey student engagement ON-SITE PD ON-SITE Dan Feigelson GRADES 3–8 • Reading/writing workshop 101: Getting started • Comprehension strategies across the grades

• Reading/writing workshop and the Common Core |

• Reading and writing in the content areas SPEAKERS & CONSULTING AUTHORS

Michael P. Ford GRADES K–8 • Best practices in reading and writing programs: What we can learn from exemplary teachers • From daunting to do-able differentiation: Classroom models to reach all readers • Opening small packages: What is really important in teaching children • Reaching readers: Expanding the vision of guided reading

Matt Glover GRADES PREK–6 • Nurturing writing and reading development in the youngest students • Key beliefs, structures, and supports for writing and reading development • Essentials of writing workshop • Leading literacy change in elementary schools

Georgia Heard GRADES K–8 • Teaching to make a difference: Touching the hearts and minds of all of our students • Writing from the heart: How to engage and motivate all of our students to write • Looking again: Revision and developing the eyes to see the qualities of good writing • Making a place for wonder: Reading and writing nonfiction in the primary grades

phone 800.541.2086 fax 800.354.2004 63 Mary Howard GRADES K–8 • Response to Intervention (RTI): Making the most of a rich literacy framework • Dynamic presenting: Communicating confidently and effectively in education settings • Instructional strategies to maximize achievement for struggling readers • Fluency strategies to maximize comprehension, vocabulary, word recognition, and decoding

Carol Jago GRADES 6–12 • Stimulating competent, confident, and compulsive readers • Teaching with intention and heart • Mastering instructional moves that matter THE BOOK IN QUESTION Why and H ow Reading is in • Creating a community of readers Crisis

Dedicated to Te achers™ CAROL JAGO

Penny Kittle GRADES K–12

Kelly Gallagher Penny Kittle • Writing workshop and writing process (K–12) • Planning units of study in writing (K–12)

ON-SITE PD 180 • Independent reading and reading workshop (5–12)

| TwoD Teachersaysand the Quest toEngageand Empower Adolescents • Adolescent literacy

Tasha Tropp Laman GRADES K–5 • Successful writing strategies for English language learners • Writing workshop: Setting up an instructional framework that supports multilingual writers • Conferring with English language learners • Best practices for reading and writing workshop in the primary grades SPEAKERS & CONSULTING AUTHORS AUTHORS CONSULTING & SPEAKERS Lester L. Laminack GRADES K–6 • Flipping reading instruction into writing opportunities • Reclaiming read-aloud: Mastering the art of read-aloud in an age of accountability and standards • Building a community of kindness through read-aloud and guided conversations: Bullying hurts • Exploring writing instruction with a writer

Tammy Mulligan & Clare Landrigan GRADES K–6 • Collecting and using formative assessment to engage readers and writers

Tammy Mulligan FOREWORD BY Clare Landrigan Jennifer Serravallo • Organizing books to support instruction and the love of reading

IT’S ALL ABOUT THE BOOKS • Re-envisioning the role of small group instruction within the gradual release of responsibility How to Create Bookrooms and Classroom Libraries That Inspire • Teaching talk and response through interactive read aloud, book clubs, and partner reading Readers

64 heinemann.com/pd @heinemannPD ReLeah Cossett Lent GRADES 6–12 • Reading for meaning in the content areas • Writing to learn across the content areas • Increase comprehension, vocabulary, and background knowledge with picture books in content-area classes • Student study groups: Collaborative learning across the curriculum

Allison Marchetti & Rebekah O’Dell GRADES 6–12 • Using mentor texts to teach at every phase of the writing process • Writing across the curriculum beyond literary • Teaching analytical writing in authentic ways analysis

Teaching Students to Write • Developing writing workshop curriculum and planning for a writing workshop with Passion and Authority About Any Text

ALLISON MARCHETTI • REBEKAH O’DELL

Dedicated to Te achers™ ON-SITE PD ON-SITE Tanny McGregor GRADES K–8 • Sketchnoting for engagement and comprehension • Visual literacy

• Reading comprehension strategies for all students, including ESL, special education, |

for Engagement, Comprehension, and gifted SPEAKERS & CONSULTING AUTHORS Sketchnotes and Thin�ing Dedicated to Te achers™ • Genre Studies

Heidi Mills GRADES K–5 • Story matters: Authentic strategies for teaching content and literacy across the curriculum “ If you are anything like me, this journey will change you; it will change you because it will allow you to live MILLS your ideals. You will see how focused inquiry can be used to create units that exceed the standards when framed as invitations for children to be engaged, curious, responsible, re ective people.” — Lucy Calkins, coauthor of Pathways to the Common Core

“ Heidi explains how it is possible for students’ questions to lead the development of curriculum. Better yet, she shows for • Kidwatching and responsive teaching in joyfully rigorous inquiry-based classrooms what this teaching looks like with classroom video and other Learning resources teachers will return to again and again.  is is an

important book in an important time.” Learning for Real —Katie Wood Ray, author of About the Authors

With Learning for Real, you’ll nd a rich array of resources for integrating a balanced-literacy approach into every corner of the curriculum. Its suggestions help students develop ve habits necessary for content learning inside and outside of the classroom: • carefully observing the world and using the tools and strategies of a discipline • posing questions and investigating problems from numerous perspectives • drawing information and evidence from non ction and narrative sources Teaching Content and Literacy • Integrated units of study in the sciences and social sciences • using the language of inquiry while re ecting on and sharing new learning Across the Curriculum • employing re ection and self-evaluation to grow and change. HEIDI Lucy MILLS Calkins Learning for Real also includes planning guidelines, units of study, and from-the- eld clips of exemplar inquiry-driven teaching. Foreword by Includes online classroom footage & resources • Inquiry for ongoing professional development and school renewal Heidi Mills is a founder of the Center for Inquiry, a university– public school partnership between Richland School District Two and the University of South Carolina. Heidi supports ongoing professional development at CFI through frequent staff discussion and collaborative in-classroom research. The John C. Hungerpiller Professor of Instruction and Teacher Education at USC and a recipient of NCTE’s 2014 Outstanding Educator in the English Language Arts .Award, she also consults with schools across the country ISBN 978-0-325-04603-7 9 0000 >

9 780325 046037 Dedicated to Te achers™ Dedicated to Te achers™

Mills_LearningForReal_r2.indd All Pages 2/20/14 10:24 AM

Cornelius Minor GRADES 3–12 MINOR #01 BRAVE CORNELIUS MINOR HAPPENS • Writing and reading workshop that fosters independence through practice,

WE GOT THIS. GOT WE WE GOT THIS. small groups, and conferences Equity, Access, and the Quest to Be Who Our Students • Universal design for creating accessible curriculum for all students, closing opportunity gaps Need Us to Be • Digital and media literacy and building critical thinking skills through authentic engagement

Foreword by Kwame Alexander • Using culturally sustaining pedagogies to build community and trust, and teach through challenges

Lindsey Moses GRADES K–8

Lindsey Moses with MERIDITH OGDEN • Effective instruction for English learners

“ are What the • Reading and writing workshop of Rest myKids Doing? “ “ • Inquiry-based instruction Fostering Independence • Differentiation and small-group instruction in the K-2 Reading Workshop

phone 800.541.2086 fax 800.354.2004 65 Kristi Mraz GRADES K–5 HERTZ & MRAZ This book is a place to start creating the classroom of your • Supporting emergent reading and writing dreams from the very first minute of school. — Christine Hertz & Kristine Mraz

rom the first days of school to the last, Christine Hertz (@Christine_Hertz) Kids First from Day One shares teaching The and Kristi Mraz (@MrazKristine) Fthat puts your deepest teaching belief into action: children are the most important want to share the epiphany that st people in the room. has changed their teaching forever: • Writing workshop and the writing process classroom KIDS 1 Christine Hertz and Kristine Mraz strengthen a teacher’s role in the classroom and deepen the connections between your matters far less than their role in a love of working with kids, your desire to impact their lives, and your teaching practice. To help of your child’s life. Kids First from Day One KIDS FIRST FROM DAY ONE you create a positive, coopera tive, responsive helps others discover the power of classroom, while minimizing disruption, they this idea and put it into action. share: dreams DAY 1 classroom design plans for spaces that * burst with the fun of learning positive language and classroom routines starts * that reduce disruptive behavior—without • Charts and tools for independence rewards and consequences instructional suggestions for matching with one * students’ needs to high-impact teaching structures

a treasury of Christine and Kristi’s favorite * “teacher stuff” such as quick guides for challenging behavior, small-group planning grids, and parent letters BIG links to videos that model the moves of * Christine’s and Kristi’s own teaching. They are also coauthors of A Mindset Just starting out and want to know what really for Learning. Join them on Twitter, • Engaging young children in playful literacy works? Curious about how to make your room in the Mindset for Learning Facebook hum with learning? Or looking out for amazing group, at ChristineHertz.com, and at ideas? Read Kids First from Day One, where the IDEA classroom of your dreams is well within your reach. KinderConfidential.wordpress.com.

ISBN 978-0-325-09250-8 90000 >

www.heinemann.com 9 780325 092508

Hertz_Mraz_DayOne_COV_Complete_3r.indd All Pages 1/8/18 1:53 PM

Sue O’Connell GRADES K–5 • Communicating (talking and writing) about math • Math problem solving • Differentiating math instruction • Math coaching

Linda Rief GRADES 6–12 • How to frame the school year for an abundance of writing and reading

LINDA RIEF • Big lessons in small texts: The craft we teach in the poems we love THE ON-SITE PD Quickwrite • Inside the Writer’s-Reader’s Notebook: An essential tool for deepening reading and writing

| HANDBOOK

10 0 MENTOR TEXTS to Jumpstart Your Students’ Thinking and Writing • Keeping story central to the core of all writing

Kate Roberts GRADES 3–8

KATE ROBERTS • Close reading instruction A • DIY literacy: Teaching tools for differentiation, rigor, and independence APPROACH • Literary essay and writing about texts

Whole-Class Novels, Student-Centered Teaching, and Choice • Conferring and small-group instruction SPEAKERS & CONSULTING AUTHORS AUTHORS CONSULTING & SPEAKERS Frank Serafini GRADES 2–8 • Getting started in the reading and writing workshop • Implementing effective lessons in comprehension • Using assessment to support readers and writers • Engaging in new literacies and Web 2.0 resources

Jennifer Serravallo GRADES K–8

JENNIFER SERRAVALLO NEW YORK TIMES BESTSELLING AUTHOR

With 300 • Accountability, agency, and increased achievement in independent reading and writing strategies • When texts get complex: Assessing readers and writers, setting goals, and getting students JENNIFER SERRAVALLO NEW YORK TIMES BESTSELLING AUTHOR OF THE READING STRATEGIES BOOK

K With 300 to the next level eaingStrategies strategies

YOUR EVERYTHING GUIDEBook TO DEVELOPING SKILLED REDERS Dedicated to Te achers™ • Strategies and structures for teaching reading and writing

K WritingStrategies • Conferring and small-group instruction

YOUR EVERYTHING GUIDEBook TO

DEVELOPING SKILLED WRITERS Dedicated to Te achers™

66 heinemann.com/pd @heinemannPD Nancy Steineke GRADES K–12 • Using best practice to meet the standards • Engaging students in text and text sets • Refining student academic conversation • Nonfiction writing: Argument, persuasion, genre

Amy Ludwig VanDerwater GRADES K–8 POEMS • Studying poems to strengthen writing in all genres AreTeachers • Keeping writers notebooks for discovery and revision How Studying Poetry Strengthens Writing in All Genres

AMY LUDWIG VANDERWATER • Beginning (or deepening) writing workshop Foreword by KATHERINE BOMER • Reading like writers, writing like authors ON-SITE PD ON-SITE Jo Anne Vasquez GRADES 3–8 • Designing effective science lessons • Promoting learning through inquiry

• Linking literacy development and science |

• Effective elementary science program administration SPEAKERS & CONSULTING AUTHORS

Vicki Vinton GRADES K–12 • Making the invisible visible: Teaching the process of meaning making • Embracing complexity: Moving toward a problem-based approach to teaching reading • Helping students (and ourselves) become critical thinkers and insightful readers • Reinventing small-group instruction for the age of the Common Core State Standards

Patty Vitale-Reilly GRADES K–10 • Implementing effective and engaging reading, writing, and content-area workshops SUPPORTING STRUGGLING • Cultivating student engagement through structures, strategies, and tools LEARNERS • Differentiating teaching and learning for all students Instructional 50 Moves for the Classroom • Supporting struggling learners through powerful instructional moves Teacher

PATRICIA VITALE-REILLY Dedicated to Te achers™

Nancy Butler Wolf GRADES 5–8 • Mathematical modeling • Algebraic reasoning • Problem solving • Literature and writing in the math classroom

phone 800.541.2086 fax 800.354.2004 67 USING THE POWER OF PATTE R N IN SCIENCE AND LITERATURE

By Valerie Bang-Jensen and Mark Lubkowitz

very parent knows that the upside of driving carpool is six. People are hardwired to see pattern. In the block corner, we the conversations with your captive audience. Mark pulls might see Eleanor and Zane building a wall, relying on pattern up at 3:00. Rozella and Lucas climb into the back seat, recognition to find similar block sizes and shapes. Children in Earguing over animal “superpowers.” Rozella champions the after-school Lego club are pros at sorting through the bin to echolocation; Lucas advocates for flying. Mark asks, “Do you find that one piece that finishes their pattern. All of us use know what superpower every human has? We are champion pattern to navigate our lives; it allows us to be healthy (think pattern spotters.” “That’s not a superpower!” proclaims Rozella. exercise, food choices, and playground safety) and to avoid Mark responds slyly, “I just discovered a new animal. It has danger (lightning, fire, and traffic). feathers, a beak, and talons. What is it?” Lucas rolls his eyes, “A Pattern spotting is what scientists do and by teaching students bird.” “Nailed it,” Mark affirms, “But how did you know?” Rozella to name phenomena as patterns, they begin to think like scientists. sees where this is heading, “Because it fits the bird pattern.” Patterns help scientists identify new diseases, predict weather The most innovative contribution of the Next Generation patterns, and formulate new questions. Recognizing patterns is Science Standards is the seven crosscutting concepts that create a as integral to science as salt is to cooking. We once heard a chef framework for thinking like a scientist, and pattern is the first say that salt is the superhero of cooking, and we are convinced concept to understand because it is the foundation for the other that pattern is the superhero of science—we find it in everything.

QUICK START QUESTIONS FOR ACTIVATING PATTERN’S SUPERPOWERS After identifying a pattern, help students activate the superpowers with these questions: CLASSIFYING: How do I know one when I see one and what do I already know about it? If we only said, “It’s a mammal,” you would know that it has hair, lactates, and gives live birth. Classifying allows you to tap into and apply prior knowledge. PREDICTING: What can I predict? Pattern allows you to make hypotheses based on the evidence provided by the pattern. QUESTIONING: What causes this pattern?

©2018 Heinemann. This article may be reproduced for noncommercial professional development use. 68 heinemann.com/pd @heinemannPD Children’s literature and science: a surprisingly powerful friendship Science is a tangible, germane, and integral part of life. That’s why picture books are an authentic and powerful tool for helping students explore scientific patterns and ideas. By examining the rich illustrations and descriptive narrative through the lens of the Next Gen crosscutting concepts, your students will begin to read like scientists and see science everywhere. When we notice the bird land on a branch in Owl Moon, we know that Pa has successfully called it an owl because the talons, wings, and hoot fit the owl pattern. Whenever we read words like typical, routine, fashionable, again, or normal, we know the author is describing a pattern. Developing a lens for seeing these concepts everywhere empowers students to integrate literature and science. Patterns are frameworks for creating literature Just like pattern helps us understand science, it also helps us understand literature. Salt is found in almost every recipe and pattern appears in every book. In picture books, we see patterns of genre, layout, language, topics, and illustrations, which offer opportunities to explore pattern. Stories themselves contain patterns: characters appear throughout the story, plots twist and turn, and we expect a resolution. In folktales and fairy tales, readers expect that the number three will play a starring role in the form of pigs, wishes, and bowls of porridge. Poetry may be shaped by patterns, such as a number of syllables, parts of speech, rhyme, and rhythm. Nonfiction presents captions, labels, and diagrams. Seeing patterns in various genres enables us to anticipate what will be in a book before we even open it; in fact, Valerie Bang-Jensen is it is by leaning on pattern that we become effective readers. Professor of Education at Pattern has us on the edge Saint Michael’s College. She earned her MA, of our seats MEd, and EdD degrees Young readers love the flipped ending of Brown Bear, Brown from Teachers College, Bear, What Do You See? because it unexpectedly changes the Columbia University. Valerie has taught in K–6 classrooms pattern. Breaking a pattern is an effective literary strategy for and library programs around the world. She now serves as creating resolution or tension. How many times have we all said, a consultant for museums, libraries, schools, and gardens “I loved the surprising ending”? In The Hunger Games, Katniss for children. and Peeta throw their society into chaos when they break the Mark Lubkowitz is Professor of Biology at Saint Michael’s pattern of one ultimate winner. And in Charlotte’s Web, we know College. He earned a PhD in Molecular Biology from the that the daily pattern on the farm is about to blow up when Fern University of Tennessee, Knoxville and was a postdoctoral asks, “Where’s Papa going with that ax?” fellow in plant developmental genetics at the University of In science and in literature, pattern is a superhero—with California, Berkeley. As a scientist, Mark studies the superpowers. When we recognize a pattern, we are able to classify molecular mechanisms of transporters and the various (we know science fiction when we see it), predict (Henry will lose roles they play in plants. Together, they coauthored Sharing a tooth this year), and question (Rozella asks how echolocation Books, Talking Science: Exploring Scientific Concepts with works). Pattern is the gateway to the other crosscutting concepts Children’s Literature. as we describe in our book Sharing Books, Talking Science. Helping your students become adept pattern spotters will To continue to engage with Valerie and Mark on this topic, empower them as readers and help them develop the conceptual please go to www.heinemann.com/pd/journal. framework for thinking and reading like scientists.

phone 800.541.2086 fax 800.354.2004 69 Off-SitePD Meet and retreat with the leading thinkers in teaching. Heinemann’s One-Day Workshops and Multi-Day Institutes transport you out of the classroom to meet face-to-face with internationally renowned author-experts. You’ll reflect on crucial topics, learn exemplary teaching practices, and receive inspiring guidance.

Multi-Day Institutes One-Day Workshops (pages 71–74) (pages 75–80) Extend your learning with Heinemann’s Spend a focused day of professional learning expert authors over two or more days with with a Heinemann author and depart with like-minded teaching professionals from renewed energy and practical classroom tools. around the country.

70 heinemann.com/pd @heinemannPD Multi-Day Institutes

Extend your learning with Heinemann’s expert authors over two or more days.

Expand the outcomes for your practice and the results for your students. Heinemann’s multi-day institutes are led by the “best of the best” in literacy instruction, who consistently deliver powerful learning experiences.

Institutes are presented by our internationally noted authors and PD OFF-SITE provide comprehensive study on a variety of compelling topics.

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MULTI-DAY INSTITUTES

For complete details, go to heinemann.com/pd/institutes, or call 800.541.2086 ext. 1511

phone 800.541.2086 fax 800.354.2004 71 Curiosity Across the The 12th Annual Curriculum: Pursuing Boothbay Literacy Retreat Engagement, Literacy, and Grades 4–12 Action through Inquiry Boothbay, ME / June 23–27, 2019 Grades K–12 Presented by Kylene Beers, Bob Probst New Orleans, LA / January 18-21, 2019 and core faculty Join Harvey “Smokey” Daniels, Nancy Steineke, Stephanie Each year, educators from across the country travel to Boothbay to work with literacy experts Harvey, Kristin Ziemke, and Sara Ahmed for a practical and and colleagues on issues of reading and writing. personal professional development literacy institute. Topics discussed during Boothbay include The institute is a mix of keynote sessions, breakout workshops, engagement, comprehension, vocabulary, new books for kids, and job-alike meetings. You’ll spend part of each day in a group and new tech tools. that matches your area of expertise. You’ll also join a team of At Boothbay, you have the chance to: colleagues in a multidisciplinary inquiry project, drawing on • Work side-by-side with your favorite authors the extraordinary sights, sounds, and history of New Orleans • Think carefully about critical issues itself. Our watchword is curiosity. We will try out everything we • Have small group conversations to answer your questions want our students to experience, making the necessary • Work on literacy plans for your district translations to back-home realities. This fun and informative retreat is organized into STRANDS four daily sessions: • Mornings: We begin early with a writing workshop, and after • Content-Area Reading and Writing—Strategies that develop breakfast, we convene for a large-group presentation, deeper thinking, build knowledge, and invite kids to followed by small-group conversations. comprehend and create complex nonfiction texts. • Afternoons: After lunch, we return to small groups to closely • Teaching with Inquiry—Four models of student inquiry, study issues including helping readers and writers, and with a ladder of ten ways to find time, get started, and understanding best practices for tomorrow. In the late celebrate students’ investigations. afternoon, we set aside time for you to do some reading or • Social-Comprehension Lessons—Explicit lessons on writing on your own, or talk with any of the faculty about identity, empathy, and social skills that create friendly and questions you have. collaborative classrooms. • Evenings: Enjoy dinner on your own in the surrounding area, • Just-Right Technology—Selecting and using technologies that but meet back for our nightly Distinguished Lecture series. truly amplify thinking, enhance interaction in the classroom, and help kids learn from—and teach—the world. We hope you consider staying through Thursday at noon for • Including Everyone—Supporting English language learners, our optional lagniappe session, where we will focus on a students with special needs, and those who struggle. different method you can use to improve your students’ writing. • Instructional Leadership—Special sessions on the roles of principals, coaches, curriculum specialists, and WHO SHOULD ATTEND? district leaders. • Classroom teachers for grades 4–12 WHO SHOULD ATTEND? • Teachers of ELA/reading, social studies, science and

OFF-SITE PD special education teachers

| • Classroom teachers of grades PreK–12 • Literacy/instructional coaches • Literacy/instructional/tech coaches • Reading/writing specialists • Reading/writing/technology/media specialists • Principals, administrators, and district leaders • Special educators • Administrators and district leaders • Teacher educators MULTI-DAY INSTITUTES INSTITUTES MULTI-DAY Agendas are subject to change.

72 heinemann.com/pd @heinemannPD The Reading and Writing Create a Coherent Vision Strategies and Structures for Literacy Learning: Institute: Advancing Student- Getting Started with Centered Learning and Fountas & Pinnell Classroom™ Goal-Directed Teaching Grades PreK–3 Grades K–8 Check our website for dates and locations Check our website for date and location In this interactive four-day institute, Irene C. Join Jennifer Serravallo and colleagues for a multi-day Fountas and Gay Su Pinnell will present their vision professional learning event to explore how to lead meaningful to lift students’ literacy learning through authentic assessment-based reading and writing classrooms. experiences in reading, thinking, talking, and writing. Jennifer believes that the best reading and writing classrooms Throughout this intensive institute, the authors will show how are ones where students are highly engaged, where they have instructional contexts work together to develop coherence in choice of goals they wish to pursue, and where instruction the literacy learning of every student across the grades. is tailored to their needs. With the overarching theme of Built in to each day will be an opportunity for administrators to presenting goal-directed strategies and bringing those strategies have a breakout session with the authors to focus on to life in the classroom through a variety of flexible, responsive administrator and leadership needs in implementing an methods, this institute will echo this student-centered learning ambitious vision for improving student outcomes. philosophy and allow each participant to choose from an array of topics for breakout sessions. Participants will: Some of the topics you’ll have a choice to explore over the three • develop an understanding of the values and vision that days include: (subject to change) underpin Fountas & Pinnell Classroom™ • explore how readers integrate systems of strategic actions as • Conferring in Reading and Writing: they process text and think within, beyond, and about texts Grade level breakouts for K–2, 3–5, 6–8. • explore how to observe students and identify teaching goals • Small Group Instruction in Reading and Writing: through the use of The Fountas & Pinnell Literacy Continuum Grade level breakouts for K–2, 3–5, 6–8. • develop an understanding of the need for, and strength of, • Readying the Classroom for Choice-Based Reading and Writing: whole-class, small-group, and individualized instruction Grade level breakouts for K–5 and 6–8. • begin to develop a plan for the school/district to implement • Partnerships and Clubs in Reading and Writing: Fountas & Pinnell Classroom™, and identify priority Grade level breakouts for K–2 and 3–8. classroom goals for the start of the new school year. • Conferring Toolkit Creation: For all grade levels. WHO SHOULD ATTEND? Successful implementation of Fountas & Pinnell Classroom™ WHO SHOULD ATTEND? PD OFF-SITE depends on strong leadership at the district and school level as This institute is the perfect venue for classroom teachers of well as knowledgeable teachers within the classroom. With this grades K–8, administrators, curriculum coordinators, writing in mind, we strongly recommend your school or district send a teachers, reading specialists, literacy specialists, ELA teachers, team to this institute. The team could include:

reading/writing coaches, and staff developers to learn practical

• School and district level administrators | ways to identify what your students need to improve their • Classroom teachers MULTI-DAY INSTITUTES literacy skills, no matter their reading or writing level. Whether • Literacy teachers, Title 1 teachers, Reading Specialists you attend this institute alone or with others from your school • Literacy coaches and staff development personnel who or district, what you learn during this three-day institute will support classroom teachers enable you to make real, lasting change happen back home.

Agendas are subject to change.

phone 800.541.2086 fax 800.354.2004 73 Fountas & Pinnell Leveled Literacy Intervention (LLI) Grades K–12, Levels A–Z (Orange, Green, Blue, Red, Gold, Purple, and Teal) Two Consecutive Multi-Day Institutes Check our website for dates and locations* Join Irene Fountas’ and Gay Su Pinnell’s specially trained consultants in these focused professional learning sessions, and leave with new energy and understanding that will inform your teaching all year.

Institute 1: Teaching Readers Who Struggle and Teaching Institute 2: Intervening for Literacy Success with Within LLI Lessons in the Primary Grades Intermediate, Middle, and Secondary Students Grades K, 1, and 2 (Levels A–N/Orange, Green, and Blue) Grades 3–12 (Levels L–Z/Red, Gold, Purple, and Teal) This two-day institute will focus on understanding the reading In this interactive two-day institute, participants will be and writing challenges of children who struggle with literacy provided with a deep understanding of the LLI Red, Gold, learning and how to provide effective teaching within the Purple, and Teal systems for grades 3–12 and how they LLI primary lessons. specifically meet the needs of struggling readers in those Seven systems are available for LLI; each supports grades, and how to provide effective teaching within the instruction at different levels on the F&P Text Level Gradient™. LLI lessons. This institute delves deeply into the first three: LLI Orange, Participants will learn how to code and analyze reading kindergarten, levels A–C plus booster; LLI Green, grade 1, behaviors, scheduling, student grouping, teacher language levels A–J plus booster; and LLI Blue, grade 2, levels C–N. and supporting students’ sustained attention and Participants will be provided with a deep understanding of comprehension of texts. the LLI Orange, Green, and Blue systems for K–2 and how they The lesson design for LLI Red, Gold, Purple, and Teal has can best be implemented with students who struggle with been extended and intensified beyond the earlier LLI levels literacy learning in the classroom. You’ll review excerpts of and assumes the following: sample lessons and instructional routines in the primary grade • 45 minutes a day, 5 days a week lessons, and also learn how to monitor students using • 4 students at a time technology, and how systematic observation of reading and • 18–24+ weeks of explicit, intensive instruction writing behaviors can inform teaching decisions. During this participatory two-day institute, you will: During this participatory two-day institute, you will explore: • Learn about the LLI Red, Gold, Purple, and Teal System • The Leveled Literacy Intervention (LLI) Primary systems, components and the principles upon which they are based including sample lessons • Review recommendations for addressing essential strategic • Tutorials to help you code and analyze the reading behavior actions at higher text levels through text introductions of children in the group and discussions • Instructional routines that can be incorporated into • Deepen understanding of research-based instructional small-group teaching procedures related to word study, vocabulary, fluency, and comprehension WHO SHOULD ATTEND?

OFF-SITE PD WHO SHOULD ATTEND? • Users of LLI grades K–2 who plan to implement it

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• Literacy teachers, Title 1 teachers, and other reading resource • Users of LLI grades K–2 who would like to preview teachers who work with children reading below level N the intermediate grades 3–12 systems (beginning third grade level) • New users of LLI grades 3–5 and 6–12 who seek • Special Education teachers who work with children reading professional learning below grade level • Literacy teachers and coaches, Title 1 teachers, and other • Staff development personnel and literacy coaches who reading resource teachers who work with students reading support teachers working with struggling readers below level Z • Special Education teachers who work with students reading below grade level MULTI-DAY INSTITUTES INSTITUTES MULTI-DAY

* Agendas subject to change. See www.Heinemann.com/PD/institutes for details.

74 heinemann.com/pd @heinemannPD One-Day Workshops

Workshops cover a vast array of topics for teachers at every grade level. Gather with colleagues for a day of focused, professional development, and leave with renewed energy and practical classroom tools. For complete details, go to

heinemann.com/pd/workshops, PD OFF-SITE or call 800.541.2086 ext. 1151

| ONE-DAY WORKSHOPS

phone 800.541.2086 fax 800.354.2004 75 Heinemann’s One-Day Workshops are held around the country throughout the year; there’s sure to be one near you. Check our website for dates and locations!

Sara Ahmed GRADES 4–12 Being the Change: Teaching through Identity and Social Comprehension There are moments in every classroom where conversations become uncomfortable, as your students face situations in the world, the schoolyard, or their homes. As a teacher, how do you deal with these incidents, when you are uncomfortable as well? As a professional community, how do you anticipate Sara K. Ahmed FOREWOR D B Y Terrence J. Roberts,PhD. the feelings and tensions of your students? BEING THE During this workshop, Sara will show you how to create a classroom environment where kids can ask

Lessons and Strategies the questions they want, show them how to muddle through saying the things they are thinking, and to Teach Social CHANGEComprehension have the tough but crucial conversations. She’ll show you how to comprehend complex social issues, Dedicated to Te achers™ help your students develop social comprehension skills, and mediate their relationship with the world.

Kylene Beers and Bob Probst GRADES 4–12 Helping Kids Read Nonfiction During this workshop, the authors will share strategies that are helpful for getting kids into reading nonfiction texts, helping them throughout their reading, and then extending their thinking after they’ve finished reading. This workshop will focus on the principles and the strategies that will help all students, even those who struggle the most with texts, comprehend them more fully, and assess their implications more thoughtfully and responsibly. We’ll explore the big issues of today—reading nonfiction, close reading, and asking text-dependent questions—while also attending to the ever critical topics of engagement and lifelong learning.

Kathy Collins and Matt Glover GRADES PREK–1 I Am Reading: Nurture Young Children as They Make Meaning and Joyfully Engage with Any Book This workshop is designed for early childhood teachers who want to learn how to support children’s meaning making and language development, while nurturing joyful engagement with any book. Learn to nurture children as readers before they can read conventionally, and help them create a positive disposition toward all books. In this workshop, you’ll receive easily replicable ideas to nudge students to talk more about their books, and show how to support children’s identities as readers. You will learn how to provide literacy opportunities that are inviting, child-centered, and considerate of all young children, no matter where they are as readers.

Harvey “Smokey” Daniels GRADES K–12

OFF-SITE PD Curiosity Across the Content Areas: Engaging Kids Through Self-Directed Inquiry

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During this workshop, Smokey Daniels will show you ways to engage your students; strengthen their reading, writing, and speaking skills; and create inquiry units where kids tackle challenging and energizing topics from the required curriculum and their own curiosity. You’ll see how kids can think better around challenging topics, and how to use close reading and collaborative writing as tools for exploration in any subject. The workshop is highly interactive; you’ll participate in a variety of demonstrations and mini- lessons that are adaptable for all grade levels and subject areas, and you’ll return home with numerous classroom strategies you can use the next day. ONE-DAY WORKSHOPS WORKSHOPS ONE-DAY Agendas and listings subject to change.

76 heinemann.com/pd @heinemannPD Kelly Gallagher and Penny Kittle GRADES 6–12 Everyday Practices that Engage and Empower Readers and Writers In this workshop, Penny and Kelly will discuss critical decisions that underpin artful teaching across the school year and throughout units of study, and the daily decisions which move young readers and writers closer to excellence. They’ll share the decision-making process that drives their instruction. Kelly Gallagher Penny Kittle In doing so, they will demonstrate how they (1) plan a year of instruction; (2) design specific units of study; and (3) plan and execute a daily lesson. 180 They will show you how to reimagine the language arts classroom, and create classes where all

TwoD Teachersaysand the Quest toEngageand Empower Adolescents students actively read, write, study, create, and share every day; where students are given a choice, and where teachers model and confer.

Ellin Oliver Keene and Dan Feigelson GRADES K–8 ALL IN: Comprehension, Conferring, and Engagement How can we help students learn to engage in learning independently? What role do reading conferences play in making (or helping our students become) independent comprehension decision makers? During this workshop, you’ll explore new thinking about the relationship between Ellin Oliver Keene engagement and understanding, and how conferring can help create student agency. You’ll also learn a range of ways in which teachers and students can share responsibility for engagement through the Engaging Children use of comprehension strategies. Igniting a Drive for Deeper Learning K–8 Through your own reading and writing, and discussion with colleagues, you’ll learn practical, classroom-ready strategies to deepen understanding and engagement in learning.

Penny Kittle and Linda Rief GRADES 5–12 Read, Write, Teach: Ignite Curiosity and Instill Confidence in Readers and Writers In classrooms where we often have only 45 minutes a day with our students, we try to use this time to increase the volume of reading and writing and to deepen students’ understandings of how texts are crafted. In this workshop, you’ll be shown how writers can tighten and clarify ideas in writing, and see how you can lead students to analyze and imitate skillful writers. During the day, you will focus on the daily decisions that ignite curiosity and instill confidence in

LINDA RIEF THE your students. You’ll explore how you can help your students develop excellence in conversational skills Quickwrite HANDBOOK through 1:1 conferring, small group talk, and using voice recordings and digital compositions to speak 10 0 MENTOR TEXTS to Jumpstart Your Students’ Thinking and Writing to audiences around the world. OFF-SITE PD OFF-SITE

Lester L. Laminack GRADES K–6

Writers ARE Readers: Flipping Reading Instruction into Writing Opportunities

| Writers look for structure and craft, intention and execution, voice, tone, and mood. Efficient readers can ONE-DAY WORKSHOPS be shown how to flip their insights about structure and strategies into more powerful writing. Learning to write using your reader knowledge has important implications for growing more informed and efficient writers. To be a good writer, you must first be able to read deeply and understand author’s intent. In this workshop, you will write a bit yourself to play with structures and craft, and learn how to show your students ways they can transfer what they know about reading structures and strategies into practices that will hone their writing skills. Lester will show you that the key to successful writing is harnessing the power of close reading.

Check our website for dates and locations.

phone 800.541.2086 fax 800.354.2004 77 Christopher Lehman and Kate Roberts GRADES 4–12 Fall in Love with Close Reading This workshop will teach you practical methods for teaching deep analytical reading. You’ll learn to facilitate thoughtful conversations about texts and provide ongoing opportunities for using this authentic assessment in your reading instruction. You’ll learn to think practically about text complexity, and discover structures that lead to independent close reading habits, avoiding the common pitfall of students only superficially reading. You’ll consider ways of broadening this study beyond texts, and see how reading anything closely can be eye-opening and empowering. Chris and Kate’s fun and interactive teaching style will leave you able to support students as they develop big ideas about narratives, nonfiction texts, and media.

Tanny McGregor GRADES K–8 Reading Connections: Deepen Comprehension in Concrete Ways In this workshop, you’ll learn how to usher your students into the world of complex text using concrete objects, art, music, and conversation, and make your thinking visible through sketchnotes and visual representation. Tanny has developed a launching sequence that honors the gradual release of responsibility, making learning incremental and achievable, even when the content or concept is abstract. Strategies taught can be instantly used with students as a viable option for deepening comprehension. This workshop will provide you with the tools you need to reach kids where they are, and guide them to a deeper understanding of abstract concepts.

Cornelius Minor GRADES 3–12 We Got This: Becoming the Heroes Kids Need Us to Be What does it mean to be appropriately equipped to serve a community and its most precious resource— its children? Let’s break it down and discuss what it means to be appropriately equipped with not just MINOR #01 BRAVE the resources, but with the content knowledge, the teaching methods, the interpersonal skills, the social CORNELIUS MINOR HAPPENS

WE GOT THIS. GOT WE WE GOT THIS. consciousness, and the kind of audacious attitude required to serve children powerfully. Equity, Access, and the Quest to As teachers, we cannot guarantee outcomes—that all kids will start businesses, lead their families and Be Who Our Students Need Us to Be contribute in their communities—but we can guarantee access. We can ensure that everyone gets a shot. This workshop will focus on how we can all begin that brilliantly messy work. We got this.

Foreword by Kwame Alexander

Lindsey Moses GRADES K–6

OFF-SITE PD Supporting English Learners in the Reading Workshop

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With classrooms that are more diverse than ever before, how can you support English learners in ways that help them reap the same benefits from reading workshop that your English-speaking students do? During this workshop, Lindsey will offer practical ideas, research-based tips, and classroom examples for supporting students during whole-group, small-group, and independent work time, and share effective ways to modify your routines to meet the needs of every student. Her instructional ideas and differentiation strategies give you all the tools you need to implement a reading workshop that is as effective for your English learners as it is for your English speakers. ONE-DAY WORKSHOPS WORKSHOPS ONE-DAY Agendas and listings subject to change.

78 heinemann.com/pd @heinemannPD Kristi Mraz GRADES PREK–5 Mindsets for Learning: Teaching Strategies for Joyful, Independent Growth In this workshop, you will learn how to leverage the powerful instructional strategies of storytelling, reflection, and goal setting with your students. You’ll discover how daily structures like conferring and

Kristine Mraz Christine Hertz whole-class conversations can be used to create classroom communities of joyful effort, while still A Mindset meeting benchmarks along the way. for Learning Classroom charts and other resources will be shared to help the classroom experience come alive,

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E Pe O and to ensure that you can keep this powerful work going all year long. This day is an opportunity e m mpathy rsistenc ptimis Teaching the Traits of to explore and deepen your understanding of one of the most powerful tools we can help children Joyful, Independent Growth to develop: a joyful, independent, growth-oriented mindset.

Mraz_Herz_Mindset_Cov_final_rev.indd 1 6/29/15 10:39 AM

Sue O’Connell GRADES K–5 Math in Practice: Building Effective Problem Solvers In this workshop, you will discover activities that work for all levels of learners, particularly those who experience frustration or anxiety when faced with math problems. Through interactive tasks, you will gather ideas for strengthening your students’ problem-solving skills and reducing their anxiety about solving problems. Sue will show ways to integrate problem solving into daily lessons and demonstrate questioning techniques that prompt students to think like problem solvers. Whether you are looking for foundational concepts for your primary students or strategies for expanding skills for those at the intermediate level, you will be glad you spent the day with Sue!

Maggie Beattie Roberts and Kate Roberts GRADES K–8 DIY Literacy: Teaching with Independence This interactive workshop will take a tour of various teaching tools that can increase independence in your classroom. Rooted in research, these practical, sustainable tools will help you assist your students to remember past learning and work with more motivation and effort, and differentiate your instruction KATE ROBERTS & MAGGIE BEATTIE ROBERTS in more sustainable ways. Maggie and Kate will show you how to identify the issues your students may have with the curriculum and will guide participants in creating their own teaching tools to take back to LITERACY their classrooms to use with students. Teaching Tools for Differentiation, Rigor, and Independence With one-part graduate school class and one-part craft party, you will leave this workshop with the Foreword by Franki Sibberson tools to support your current units, as well as a new understanding of the different ways our materials can assure students live up to their abilities and beyond. PD OFF-SITE

Jennifer Serravallo GRADES K–8

Strategies and Structures for Teaching Reading and Writing

| Every teacher wants to provide thorough and relevant lessons to maximize their students’ learning ONE-DAY WORKSHOPS experience. But with many students with different needs on different levels within the same classroom, how can you make this feasible? Jen Serravallo will show you practical ways to target what each student

JENNIFER SERRAVALLO NEW YORK TIMES BESTSELLING AUTHOR OF THE READING STRATEGIES BOOK needs most, how you can use your everyday classroom work to identify goals, how to supply each student

With 300 strategies with strategies that will make a difference, and how to choose from among several methods for teaching reading and writing to both individuals and groups.

K WritingStrategies Jen uses a very active, minds-on and hands-on approach in her workshops, helping you feel you can

YOUR EVERYTHING GUIDE DEVELOPING SKILLED BookWRITERS TO

Dedicated to Te achers ™ turn what you learned in the workshop directly into practice in your classrooms the next day.

Check our website for dates and locations.

phone 800.541.2086 fax 800.354.2004 79 Units of Study One-Day Workshops Presented by Lucy Calkins and TCRWP Colleagues

The Units of Study Quick-Start Days GRADES K–8 (Workshop days focus on reading, writing, or phonics.) These intensive workshop days support educators in how to use the Units of Study grade-by-grade curricula in reading, writing, and phonics to help students reach ambitious twenty-first century standards. Participants will: • learn about the principles and progressions that undergird the workshop curriculum and explore ways to foster strong reading/writing connections • learn a core set of teaching methods to support reading and writing workshops • understand how to assess students’ reading and writing work to set students on trajectories of growth.

Supporting Whole-School, Whole-District Reform in Literacy GRADES K–8 This workshop will support school administrators in their role as instructional leaders, as they help their communities work together to study, develop, share, and learn from state-of-the-art methods of teaching reading, writing, and phonics. Participants will: • explore the tools, methods, traditions, and expectations that make a lasting difference in reading, writing, and phonics instruction • learn about the tricky balance of maintaining high expectations and making sure all children can succeed • receive practical help on topics such as conducting learning walks, using artifacts to assess the fidelity and potency of the reading and writing work in a building, and using school-wide assessments to drive small group instruction.

For more details, visit hein.pub/UoS/workshops or call 800.541.2086 ext. 1151. For grade-specific support, or to learn more about The Units of Study for Teaching Reading series, visit UnitsofStudy.com

GRADES PreK–8

The Fountas&Pinnell Literacy The Fountas and Pinnell Literacy Continuum Continuum A Tool for Assessment, Planning, and Teaching Developed by Irene C. Fountas and Gay Su Pinnell Expanded EDITION Presented by Fountas and Pinnell-trained Consultants GRADES PREK–8

In this one day workshop, participants will explore the eight continua which comprise The Fountas & Pinnell Literacy Continuum, Expanded Edition: A Tool for Assessment, Planning, and Teaching. The eight continua are: Interactive Read-Aloud and Literature Discussion; Shared and Performance Reading; Writing About Reading; Writing; Oral and Visual Communication; Technological Communication; Phonics, Spelling, and Word Study; and Guided Reading. The Literacy Continuum describes text characteristics and behavioral goals for prekindergarten through eighth grade in each of the continua. This professional learning opportunity provides an introduction in how to use The Literacy Continuum to plan for whole class, small group and individual instruction. Participants will also learn how to use The Literacy Continuum as a bridge to connect assessment to instruction.

OFF-SITE PD Participants will:

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• explore the eight continua included in The Literacy Continuum • explore the behaviors and understandings to observe, teach for, and support in getting students to think within, beyond, and about text and how these understandings shift over time • learn how to use The Literacy Continuum to help choose appropriate texts for readers across grades and instructional contexts through text analysis and understanding of text characteristics.

For more details, go to heinemann.com/pd/workshops, or call 800.541.2086 ext. 1151 ONE-DAY WORKSHOPS WORKSHOPS ONE-DAY Agendas subject to change. Please check website for dates and locations.

80 heinemann.com/pd @heinemannPD Registration Form (ThisRegistration form may be reproduced Form for multiple registrants) HOW TO REGISTER You may register for any Heinemann Professional Development course by credit card, check, or purchase order. ONLINE: BY MAIL: heinemann.com/pd (credit cards only for online registrations) Send your completed registration form to: (check, credit card, or purchase order) BY PHONE: Heinemann Workshops Call 800.541.2086, ext. 1151, 8:30 am–5:00 pm, EST 361 Hanover Street (credit card or purchase order) Portsmouth, NH 03801-3912 BY FAX: For information regarding fees or tuition, schedule, cancellation Send your completed registration form by fax policies, registration confirmation, and locations, at 800.354.2004 (credit card or purchase order) please visit heinemann.com/pd. FORM

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City ______State______Zip______Signature______School Phone ______School Fax ______CREDIT, SUBSTITUTIONS, CANCELLATIONS, AND DISCOUNTS STATE CREDIT GRADUATE LEVEL PROFESSIONAL to check on your registration status. Heinemann is State credit is available for the following states; DEVELOPMENT CREDITS not responsible for any travel reservations. participants from all other states receive the Graduate level PD SUBSTITUTIONS & CANCELLATIONS standard CEU credit: credit is available Substitutions are allowed at any time—just let us • Illinois: Illinois PD hours are available though through Brandman know. If you are canceling your registration up to a partnership with National Louis University. University for most one-day workshops and ten days prior to the date of the workshop or • Texas: We are an approved CPE provider in institutes. Additional fees apply for all graduate institute, you are entitled to a full refund. If you the state of Texas. PD credit and a post-course project is required. cancel within ten days, we retain the following • Washington: WA Clock Hours are available For specific information on fees and assignments, cancellation fee and you are refunded the balance: for in-state workshops and institutes. There is go to heinemann.com/pd and click on Workshops Cancellation Fees: an additional fee that will vary depending on or Institutes and “Credit Information” on the For One-Day Workshops = $25.00 the length of the event. right-hand navigation bar. As always, we strongly For Multi-Day Institutes = $150.00* For events outside of your state, please call encourage you to check with your school district *minimum, varies by event 1-800-541-2086 x1151 to inquire about clock or administration to determine whether the PD Please note: if you do not cancel and do not attend hour availability and fee. credit options we offer are acceptable toward your the workshop/institute or send a substitute, there CEU CREDIT graduate programs or recertification. will be no refund given. Participants of our Workshops and Institutes can REGISTRATION CONFIRMATION DISCOUNTS earn .5 to 2.1 CEU credits (equivalent to 5–21 Enrollment is limited. Before you make your air Many of our workshops and institutes offer group class participation hours). Specific clock hour travel or overnight accommodations, be sure you discounts. Please check the individual workshop credit information can be found on the individual have received written confirmation (including a and institute page on heinemann.com/pd for workshop or institute page on our website, confirmation number) from Heinemann that your details. Please note that to qualify for discounted heinemann.com/pd. registration has been accepted. If you have not, rates, your group must register at the same time. please call us at 800.541.2086, ext. 1151 F18 Online PD 800.541.2086 ext. 1100 On-Site PD 800.541.2086 ext. 1402 Off-Site PD 800.541.2086 ext. 1151 Fountas & Pinnell PD Support 800.541.2086 ext. 1402 Meeting educators where they are. On-Site PD • Online PD • Off-Site PD

ISBN 978-0-325-10909-1 90000 >

9 780325 109091 heinemann.com/pd