October 20–22, 2019 Rhode Island Convention Center, Providence, RI lesley.edu/literacyforall Hosted by Lesley University in collaboration with The University of Maine

Featuring national literacy experts including Kwame Alexander, Carmen Agra Deedy, Lester Laminack, Fountas and Pinnell, and more. 3 100 + 1600 120 + days workshops attendees speakers

30 exhibitors 6in-depth pre-conference sessions 14.5 professional hours* SYSTEMATIC LESSONS BASED ON THE LITERACY CONTINUUM Build K 1 2 3 4 5 6 literacy power The must-have 2-in-1 every day. resource for your classroom—a practical professional book and hundreds of minilessons for a complete year of explicit, whole-class teaching.

fountasandpinnell.com | heinemann.com | 800.225.5800 @FountasPinnell #FPLiteracy FountasandPinnell @FountasPinnell

HEINMN_Lit4All_RML_June2019.indd 1 6/4/19 3:27 PM Thank you to our sponsors!

TOTE BAG AND MOBILE APP SPONSOR Conference Table of Schedule Contents

Sunday, October 20, 2019 Sponsors...... 1 4 Professional Development Hours* SPEAKER SPONSORS Conference Schedule...... 2–3 10:00 am–11:00 am Registration Conference Program Committee...... 3 11:00 am–1:00 pm Pre-Conference Workshops Sponsoring Carmen Agra Deedy Keynote Speakers...... 4 and Lester Laminack 1:00 pm–2:00 pm Lunch on your own 2:00 pm–4:00 pm Pre-Conference Workshops Featured Speakers...... 4–6 4:00 pm–6:00 pm Registration Reading Recovery Featured Speakers...... 6 4:00 pm–6:00 pm Visit exhibits Workshops (Sunday)...... 8–9

Partial sponsorship of Gail Boushey Exhibit Fair and Book Signings...... 9 and Allison Behne, Brian Kissel, Monday, October 21, 2019 Lisa J. Lucas, and Jeff Anderson 6 Professional Development Hours* Workshops (Monday)...... 10–23 7:00 am–8:30 am Registration Workshops (Tuesday)...... 26–34 7:30 am–9:30 am Keynote A Travel Information...... 36

Sponsoring Maria Nichols 9:30 am–10:00 am Book Signing with Scholarship and Funding...... 37 Kwame Alexander Registration and Discounts...... 38 9:30 am–10:30 am Visit exhibits Sponsoring Jerry Zutell 10:30 am–12:00 pm Session B Conference Policies...... 39 12:00 pm–1:30 pm Lunch on your own/visit exhibits 2020 Call for Session Proposals...... 39 1:30 pm–3:00 pm Session C General Information...... 40 Sponsoring Frank Serafini 3:00 pm–3:30 pm Visit exhibits 3:30 pm–5:00 pm Session D 5:00 pm–6:00 pm Exhibit Fair

Sponsoring C. Colleen Cruz and co-sponsor for Wiley Blevins Tuesday, October 22, 2019 4.5 Professional Development Hours* 7:00 am–8:30 am Registration 7:30 am–8:30 am Visit exhibits Full workshop listings, Co-sponsor of Wiley Blevins 8:30 am–10:00 am Session E: Keynote E or 90-Minute Reading Recovery descriptions, and all other Session E conference details available at 10:30 am–12:00 pm Session F: Reading Recovery FOLLOW LITERACY lesley.edu/literacyforall Keynote F or 90-Minute Session F FOR ALL ON 12:00 pm–1:30 pm Lunch on your own/visit exhibits SOCIAL MEDIA: To register, visit 1:30 pm–3:00 pm Session G LesleyCRRLC crrlc.cvent.com/lfa2019

*Turn in an objectives form (provided at conference) to receive a Lesley_CRRLC Certificate of Attendance at the conclusion of your stay that can earn you professional development points. 14.5 Total Professional

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#LiteracyforAll2019 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 1 Conference Schedule

SUNDAY, OCTOBER 20, 2019 LCB-16 Amplify Interactive Read Alouds and Whole MONDAY, OCTOBER 21, 2019 11:00 AM–4:00 PM Class Conversations (Grades K–2)...... 14 1:30 PM–4:45 PM LCB-17 For the Love of Language: Empowering ELS Pre-Conference Workshops in Early Childhood Classrooms (Grades PreK–K)...... 14 Reading Recovery C Sessions

PC-1 A Fresh Look at Phonics (Grades K–2)...... 8 LCB-18 Collaborative Model: Principal/Coach Team RRC-1 Letter Identification and Fast Visual Leads Systemic Change in Literacy Best Practice Processing (Repeat)...... 20 PC-2 Getting the Most from the Fountas & Pinnell (Grades PreK–8)...... 14 Benchmark Assessment System (Grades K–6)...... 8 RRC-2 It Is Like Having Two Hands!...... 20

PC-3 Fostering Accelerated Progress for English RRC-3 Reading Recovery’s Wonderfully Disturbing Language Learners in Reading Recovery...... 8 Reading Recovery B Sessions Messages (Repeat)...... 20

PC-4 Minilessons to Get Started with Book Clubs; RRB-1 Letter Identification and Fast Engaging Students in Thinking and Talking About Visual Processing...... 15 Books (Grades K–6)...... 8 RRB-2 Reading Recovery’s Wonderfully MONDAY, OCTOBER 21, 2019 PC-5 Phrasing and a Child’s Self-Extending System...... 9 Disturbing Messages...... 15 3:30 PM–5:00 PM

PC-6 Picturebooks in the Reading Workshop RRB-3 Teaching and Prompting During the New (Grades 3–8)...... 9 Book: Change Over Time...... 15 Session D LCD-1 Patterns of Power: Inviting Young Writers into the Conventions of Language (Grades 1–5)...... 20

MONDAY, OCTOBER 21, 2019 MONDAY, OCTOBER 21, 2019 LCD-2 CAFE 2.0: Teach the Students in Front of 8:30 AM–9:30 AM 1:30 PM–3:00 PM You (Grades K–5)...... 20 LCD-3 Clever Writers Become Critical Readers: Session A Session C Teaching Writing Skills First Can Transform Reading Comprehension (Grades 3–8)...... 20 Keynote: Creating a World for All through Literacy LCC-1 Increasing Engagement in Writers through (Grades K–8)...... 10 Choice of Genre (Grades K–6)...... 16 LCD-4 Increasing Engagement in Writers through LCC-2 Writing Conditions: Seven Necessities Choice of Genre (Repeat) (Grades K–6)...... 21 Students Need to Flourish as Writers (Grades K–6)...... 16 LCD-5 Authors as “Author”ities in the Author’s MONDAY, OCTOBER 21, 2019 LCC-3 Building a House of Fiction on a Foundation Chair (Grades K–6)...... 21 10:30 AM–12:00 PM of Non-Fiction (Grades K–6)...... 16 LCD-6 Writers ARE Readers: Use Reading Structures LCC-4 Social Justice Does Not Just Live in Our and Strategies to Nurture More Powerful Writers Session B Content, It Lives in Our Methods (Grades K–8)...... 16 (Grades 3–8)...... 21

LCB-1 Minilessons to Get Started with Readers’ LCC-5 Talking with Children About Books LCD-7 Writing Your Prescription for a Balanced Notebooks (Grades 2–8)...... 10 (Grades 3–8)...... 16 Life: Wellness in the Workplace (Grades K–8)...... 21

LCB-2 Nurturing Young Writers: Using Mentor Texts LCC-6 Student-Centered Coaching (Grades PreK–8).....16 LCD-8 The Power of Purposeful Talk: Exploring Throughout Writing Workshop (Grades K–2)...... 10 and Building Dialogic Classrooms (Grades K–6)...... 21

LCB-3 When Books Become Best Friends: LCC-7 Creating Meaningful/Authentic Writing Clubs LCD-9 Providing Strengths-Based Feedback in One Book/Many Visits (Grades K–6)...... 11 in Writers’ Workshop (Grades K–6)...... 17 Coaching Conversations (Grades PreK–8)...... 21

LCB-4 Practicing Presence: Mindfulness and Social LCC-8 I AM ABLE: Cultivating a Community of LCD-10 Developing Student Understanding of Emotional Awareness Intersect (Grades K–8)...... 11 Powerful Identities (Grades K–2)...... 17 Figurative Language to Support Comprehension (Grades 3–8)...... 22 LCB-5 Reading the Visual: Teaching Multimodal LCC-9 Keep Kids Turning Pages: An Author’s View Literacies (Grades 3–8)...... 11 (Grades 3–6)...... 17 LCD-11 Empowering Readers by Building a Strong Literacy Community (Grades 3–6)...... 22 LCB-6 What’s Your Story? Creating and Writing LCC-10 Stop Blaming the iPhone for “Non-Reader” Children’s Educational Books (Grades PreK–8)...... 11 Students: Ten Ways to Turn Schools into LCD-12 Mindful Learners: Embedding Social and Snappy-Chat Hubs for Lifelong Readers (Grades 5–8)...... 17 Emotional Skills in Literacy Workshops (Grades K–2)...... 22 LCB-7 Co-Planning: Why We Did It, How We Did It, and What We Learned (Grades PreK–8)...... 11 LCC-11 Teaching Main Idea & Beyond: Help Students LCD-13 The Wonderful World of Wordless Picture Think Deeply about Nonfiction (Grades 3–6)...... 17 Books (Grades PreK–K)...... 22 LCB-8 Where Common Core and Balanced Literacy Meet (Grades 3–6)...... 11 LCC-12 Reigniting Word Study: Jumpstarting LCD-14 How Grade Level Team Coaching Leads to Curious, Multi-Faceted, and JOYFUL Word School Improvement (Grades PreK–8)...... 22 LCB-9 Examining Voice as a Tool for Revision and Exploration (Grades 3–6)...... 17 Publication (Grades 3–6)...... 13 LCD-15 A Process for Integrating Writing into Content LCC-13 School-Wide Literacy: Igniting and Improving Areas to Lead to Deeper Understanding of Text LCB-10 Empowering Readers: Affinity Group Book Literacy Engagement for Creating Lifelong Readers (Grades 5–8)...... 22 Clubs That Affirm Student Identities (Grades 5–8)...... 13 (Grades PreK–8)...... 18 LCD-16 This Is What the Teachers Said LCB-11 Kids On Air: Amplifying Student Voice LCC-14 Application Not Isolation: Using Authentic (Grades PreK–8)...... 23 through Digital Making (Grades PreK–8)...... 13 Text to Make Phonics Meaningful (Grades K–2)...... 18 LCD-17 Increasing Text Accessibility through LCB-12 Writer’s Notebooks with Younger Students LCC-15 It’s All About Stories (Grades PreK–K)...... 18 Culturally Relevant Text (Grades K–2)...... 23 (Grades K–2)...... 13 LCC-16 Teaching Students to Craft Sentences LCD-18 We Got It From Here: Reigniting Passion LCB-13 Some of Our Best Friends Are Books: with Style (Grades 5–8)...... 18 for Reading and Writing (Grades 5–8)...... 23 Writing with Mentor Texts (and Others) (Grades 3–6)...... 13 LCC-17 Ignite Early Literacy Behaviors through LCB-14 It’s All About Trust: Three Methods for Shared Reading (Grades K–2)...... 18 Reading Recovery D Sessions Teaching Reading Impactfully (Grades K–2)...... 13 LCC-18 Hands Down, Speak Out (Grades K–2)...... 18 RRD-1 It Is Like Having Two Hands! (Repeat)...... 23 LCB-15 Essential Elements for the Coaching and Supervision of Guided Reading (Grades PreK–8)...... 14 RRD-2 Beyond Reading and Writing: Upshots of Reading Recovery and Literacy Lessons...... 23

RRD-3 Fostering a Mindset for Problem Solving...... 23

2 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall Conference Schedule

TUESDAY, OCTOBER 22, 2019 Reading Recovery 8:30 AM–10:00 AM Keynote Session F Schedule Key: Featured Session E RRF-1 Intentionality...... 30 Keynote: The Words That Make Us Human: Administrators/School Leaders Story as a Pathway to Literacy (Grades PreK–8)...... 26 Children’s Literature and Authors TUESDAY, OCTOBER 22, 2019 Reading Recovery E Sessions 1:30 PM–3:00 PM Early Literacy (PreK–2) Primary Literacy (1–5) RRE-1 Maximizing the Power of the Cut-Up Story in Session G Building a Strong Processing System...... 26 Intermediate Literacy (3–6) LCG-1 “I’ve Never Written So Much!” How Mentor RRE-2 Beyond Reading and Writing: Upshots of Texts Inspire and Nurture Writers (Grades 3–8)...... 31 Middle School Literacy (5–8) Reading Recovery and Literacy Lessons (Repeat)...... 26 LCG-2 CAFE 2.0: Teach the Students in Front of You Reading Recovery RRE-3 “Bursting with Examples”: (Repeat) (Grades K–6)...... 31 Ways of Solving in Writing...... 26 Technology and Literacy LCG-3 Clever Writers Become Critical Readers: RRE-4 Systematic Teaching for Strong Phonological Teaching Writing Skills First Can Transform Reading Awareness and Phonics Competencies...... 26 Comprehension (Repeat) (Grades 3–8)...... 31

LCG-4 What We Read in Books, We Read in the World (Grades K–8)...... 31 TUESDAY, OCTOBER 22, 2019 10:30 AM–12:00 PM LCG-5 The Power of Purposeful Talk: Exploring and Building Dialogic Classrooms (Repeat) (Grades K–5)...... 31 Session F LCG-6 Word Detectives: Using Word Structure, Origin, and History to Increase Students’ Vocabulary LCF-1 Patterns of Power: Inviting Young Writers into (Grades 3–8)...... 32 the Conventions of Language (Repeat) (Grades 1–5)...... 27 LCG-7 Yes, They Can! Joyful Learning and High LCF-2 7 Strategies to Engage All Students in Expectations for Our Youngest Learners (Grades K–2)....32 Thank You Literacy Behaviors with the Daily 5 (Grades K–6)...... 27 LCG-8 Infusing Diverse Picture Books in Your to the Conference LCF-3 Reconsidering Reciprocity: The Dynamic Role ELA/Literacy Teaching (Grades K–2)...... 32 of Writing in Reading Comprehension (Grades 3–8)...... 27 LCG-9 Annotation and Agency: Close Reading in the Program Committee LCF-4 Stories Teach! (Grades PreK–8)...... 27 Primary Grades (Grades K–2)...... 32

LCG-10 Emotionally Responsive Coaching LCF-5 Writing Conditions: Seven Necessities Students (Grades PreK–8)...... 32 CONFERENCE Need to Flourish as Writers (Repeat) (Grades K–6)...... 27 LCG-11 Assessment to Empowerment: Using the PROGRAM CHAIRS LCF-6 Practicing Presence: Mindfulness and Social Benchmark Assessment System as a Catalyst for Emotional Awareness Intersect (Repeat) (Grades K–8).....27 Change (Grades K–2)...... 32 Cindy Downend

LCF-7 Social Justice Does Not Just Live in Our Content, LCG-12 Beyond Formulas: Research-Based Jillian Fountain It Lives in Our Methods (Repeat) (Grades K–8)...... 27 Approaches for Teaching Real-World Writing (Grades 3–6)...... 33 LCF-8 Expanding Understanding: Engaging Dialogically with Multiple Texts and Multiple Perspectives LCG-13 Fostering Language Development PROGRAM (Grades K–6)...... 28 (Grades PreK–K)...... 33 COMMITTEE MEMBERS LCF-9 Talking with Children About Books LCG-14 Authentic Inquiry in K–2 Classrooms through (Repeat) (Grades 3–8)...... 28 Genius Hour (Grades K–2)...... 33 Carolyn Beless LCF-10 Leading Student-Centered Coaching LCG-15 Developing Cohesive Genre Studies for Mary Ann Cappiello (Grades PreK–8)...... 28 Middle School Readers and Writers (Grades 5–8)...... 33 Yvonne Liu Constant LCF-11 Thematically-Focused Vocabulary LCG-16 Integrating Social Studies and Literacy: Instruction for Students (Grades 3–8)...... 28 The Importance of Talk and Building Collective Kerry Crosby Ideas Together (Grades 2–5)...... 33 LCF-12 Embedding Literacy into Play in Early Sue Cusack Childhood (Grades PreK–K)...... 28 LCG-17 Observe and Respond: Teaching for Shifts in Reading Processing (Grades K–2)...... 34 Erica Thulin Dawes LCF-13 Wonder, Words, and Wisdom: Teaching with Kwame Alexander’s Books (Grades 5–8)...... 28 LCG-18 Visual Literacy: An Alternate Path to Debra Hogate Comprehension (Grades 3–6)...... 34 LCF-14 Inspire Writing! with Comics, Picture Books, Kristine Pelletier and Graphic Novels (Grades 3–6)...... 29 LCG-19 Coaching in the Middle: Supporting Disciplinary Literacy Learning (Grades 5–8)...... 34 LCF-15 Building Your Conferring Toolkit: Preparing for Conferring with Readers (Grades 3–6)...... 29

LCF-16 The Diversity Dilemma: Finding Diverse Books Reading Recovery G Sessions for Marginalized K–3 Students (Grades K–3)...... 29 RRG-1 Maximizing the Power of the Cut-Up Story in LCF-17 Hit the Pause Button: Slowing Down to Get to Building a Strong Processing System (Repeat)...... 34 Know Our Kids as Readers & Writers (Grades K–2)...... 29 RRG-2 Rediscovering Roaming: Expanding the LCF-18 Required Reading Reconsidered (Grades 3–6).....29 Teacher’s Known...... 34

LCF-19 A How-To Guide to Interactive Writing: Help Your Writers Go from Approximating to Independence (Grades K–2)...... 29

LCF-20 Raising Our Voices: Digital Tools to Enhance Student Participation (Grades 3–6)...... 30

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 3 Speakers

Keynote Speakers Featured Speakers

Kwame Alexander Jeff Anderson Kwame Alexander is a poet, educator, and the New York Times Jeff is an author and staff developer who spends his days writing and bestselling author of 32 books, including The Undefeated, illustrated sharing strategies from his latest book, Patterns of Power: Inviting by Kadir Nelson, How To Read A Book, illustrated by Melissa Sweet, Young Writers into the Conventions of Language, as well as his other SWING, Rebound, which was shortlisted for the prestigious Carnegie bestsellers, Mechanically Inclined, Everyday Editing, 10 Things Every Medal, and his Newbery medal-winning middle grade novel, The Writer Needs to Know, and Revision Decisions. His new joy is talking Crossover. Some of his other works include BOOKED, a National Book Award Nominee, to students about his humorous middle-grade fiction series, Zack Delacruz: Me and The Playbook: 52 Rules To Help You Aim, Shoot, And Score In This Game Of Life, and the My Big Mouth and Zack Delacruz: Just My Luck. Jeff’s appearance at the Literacy for picture books Surf’s Up and Out Of Wonder, which won the Coretta Scott King Illustrator All Conference is sponsored in part by Stenhouse Publishing. Sessions: LCD-1 Award. Kwame’s belief in the power of poetry and literature to inspire, engage, and (Grades 1–5), LCF-1 (Grades 1–5), LCG-1 (Grades 3–8) empower young people is the guiding force behind the #AllBooksForAllKids initiative he created in partnership with Follett. Kwame is the Founding Editor of Versify, an imprint Wiley Blevins of Houghton Mifflin Harcourt Books for Young Readers whose mission is to CHANGE THE WORLD ONE WORD AT A TIME. Session: LCA-1 (Grades K–8) Wiley is a writer and educational consultant living in New York City. He has written several books for teachers, including A Fresh Look at Phonics (Corwin Literacy), From Phonics to Reading (Sadlier School), Carmen Agra Deedy and others. He has also conducted educational research and worked Carmen Agra Deedy is one of America’s foremost storytellers. Her with districts to transition to the Common Core State Standards and many award-winning books include Martina the Beautiful Cockroach, evaluate the mismatch between their test scores, classroom materials, and teaching which received a Pura Belpré Honor, and her New York Times practices. Wiley’s appearance at the Literacy for All Conference is co-sponsored by bestseller 14 Cows for America. Born in Havana, Cuba, Carmen drew Corwin Literacy and W. H. Sadlier, Inc. Session: PC-1 (Grades K–2) on her love of folklore to create The Rooster Who Would Not Be Quiet! She lives with her family in Atlanta, Georgia. Carmen’s appearance at the Literacy for Gail Boushey and Allison Behne All Conference is sponsored by Scholastic, Inc. Sessions: LCE-1, LCF-4 (Grades PreK–8) Gail Boushey and Allison Behne of The Daily Cafe have a combined 60+ years of teaching experience. Together they have taught kindergarteners through college students and received degrees READING RECOVERY in elementary and early childhood education, special education, reading and language arts, and educational leadership. Boushey is C.C. Bates a nationally renowned literacy expert, co-author of the best-selling books The Daily 5 and The CAFE Book, and many other professional development resources, including The C.C. Bates is an Associate Professor in Literacy Education and Daily CAFE and CCPensieve websites. Behne is an assistant professor of education at the Director of the Reading Recovery and Early Literacy Training Upper Iowa University, a writer, and a major contributor to Daily Five and CAFE practice Center for South Carolina at Clemson University. Her research innovations. Their working partnership is grounded in a mutual love for teaching, agenda focuses on the use of digital tools to enhance and deliver reading, and lifelong learning. Their desire is to perpetuate effective teaching methods professional development for reading interventionists and K–2 that are adaptable and will lead our children to a lifetime of learning. Gail and Allison’s classroom teachers, which stems from her ongoing inquiry into the teaching of children appearances at the Literacy for All Conference is sponsored in part by Stenhouse who are having difficulty learning to read and write. Bates has had 30+ scholarly Publishing. Sessions: LCD-2 (Grades K–5), LCF-2, LCG-2 (Grades K–6) publications and developed the Record of Reading app for oral reading assessment, which has been downloaded over 250,000 times. She is married and has two children. Sessions: RRB-1, RRC-1, RRF-1 M. Colleen Cruz Colleen Cruz is a fierce advocate for making rich literacy instruction accessible to every child. She was a Brooklyn public school teacher before joining the Teachers College Reading and Writing Project, where she is Director of Innovation. In addition to her most recently published REGISTER AT book, Writers Read Better: Nonfiction, Colleen authored several other titles for teachers, including The Unstoppable Writing Teacher and Independent Writing, crrlc.cvent.com/lfa2019 as well as the young adult novel, Border Crossing, a Tomás Rivera Mexican American Children’s Book Finalist. Colleen’s appearance at the Literacy for All Conference is And check out the sponsored by Corwin Literacy. Sessions: LCD-3, LCF-3, LCG-3 (Grades 3–8) Literacy for All conference app!

4 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall Speakers

Featured Speakers

Cynthia Downend and Lester Laminack Heather Rodman Lester is Professor Emeritus at Western Carolina University in North Carolina. Now he works as a full-time writer and consultant working Cynthia Downend has worked at the Center for with schools throughout the U.S. and abroad. He is the author of Reading Recovery and Literacy Collaborative over 20 books for teachers and children and is a frequent speaker at (CRRLC) for 10 years, serving in the roles of conferences across the US. Lester’s appearance at the Literacy for primary level literacy trainer and currently as the assistant director for primary literacy All Conference is sponsored by Scholastic, Inc. Sessions: LCB-3 (Grades K–6), programs. Prior to her work at Lesley University, Cynthia held positions as a literacy LCC-3 (Grades K–6), LCD-6 (Grades 3–8) coach, Reading Recovery teacher, and classroom teacher for over 20 years, working in a variety of school settings, including urban, suburban, and international schools. Heather Rodman is a primary trainer at CRRLC. Before joining Lesley University, Heather was a Lisa J. Lucas kindergarten, first, second, third, and fourth grade classroom teacher in Middletown, Lisa J. Lucas has over three decades of experience in education, as CT for 16 years. She was also a Primary Literacy Coordinator for five years, where she a teacher, instructional coach, administrator, and consultant, and provided literacy training and coaching to K–5 teachers. Session: PC-2 (Grades K–6) is currently a professor at West Chester University of Pennsylvania. She has researched and developed practical self-care and stress Irene Fountas and reduction strategies for educators that integrate mindfulness and social emotional learning. Lisa Lucas is the author of Practicing Presence: Simple Gay Su Pinnell Self-Care Strategies for Teachers published by Stenhouse Publishers. Lisa’s appearance at the Literacy for All Conference is sponsored in part by Stenhouse Publishers. Irene C. Fountas is Professor at Lesley University Sessions: LCB-4, LCD-7, LCF-6 (Grades K–8) in Cambridge, Massachusetts where she directs the Center for Reading Recovery and Literacy Collaborative. As a former classroom teacher and literacy specialist, she works with a Cornelius Minor team to conduct field-based research and provide professional development to school Cornelius Minor, Lead Staff Developer, taught middle school leaders, literacy coaches, classroom teachers, and interventionists. She is the recipient English Language Arts at The Brooklyn School for Global Studies of the Greater Boston Council and the International Reading Association’s Celebrate in Brooklyn, NY before joining the Teacher’s College Writing Project. Literacy Award and was named the first recipient of the Marie M. Clay Endowed Chair. Cornelius has special expertise in digital media and digital literacy. She publishes resources for comprehensive literacy programs that quickly become He is the author of We Got This. Equity, Access, and the Quest to staples for literacy instruction across the country. Gay Su Pinnell is a Professor Emerita Be Who Our Students Need Us to Be (Heinemann, 2018). Sessions: LCC-4, LCF-7, at The Ohio State University. Her work focuses on children’s literacy education and LCG-4 (Grades K–8) LCD-18 (Grades 5–8) ways to support teachers of reading, writing, and language arts. Irene and Gay have published several books together, including Guided Reading: Responsive Teaching Across the Grades and The Fountas & Pinnell Literacy Continuum: A Tool for Assessment, Maria Nichols Planning, and Teaching, PreK–8. Sessions: PC-4 (Grades K–6), LCB-1 (Grades 2–8) Maria Nichols supports educators and refines her own craft in urban schools in the San Diego Unified School District and in districts Matt Glover across the United States. Her work as a teacher, literacy coach, administrator, author, and consultant focuses on the development Matt has been an educator for over 30 years, as a teacher, principal, of thoughtful teaching and learning inside classrooms alive with author, and consultant. He is the author and co-author of several purposeful talk. Her most recent emphasis is on strategies for teaching about and books on teaching writing and reading, including Projecting through talk simultaneously, ensuring a focus on student-centered meaning making. Possibilities for Writers: The How, What, and Why of Designing Units Maria’s appearance at the Literacy for All Conference is sponsored by Okapi Publishing. of Study, K–5, Engaging Young Writers, Already Ready, Sit Down and Sessions: LCD-8, LCF-8, LCG-5 (Grades K–6) Teach Up, and I Am Reading: Nurturing Young Children’s Meaning Making and Joyful Engagement with Any Book. Along with Ellin Keene, Matt is the editor of a collection of essays titled The Teacher You Want to Be: Essays on Children, Learning and Teaching. Frank Serafini Sessions: LCB-2 (Grades K–2), LCC-1 (Grades K–6), LCD-4 (Grades K–6) Frank has been an elementary classroom teacher, a literacy specialist, an educational consultant, and a professor of literacy Brian Kissel education and children’s literature for the past thirty years. During that time, Frank has published ten professional development books Brian is a writer, reader, and teacher. An educator for over 22 years, with Heinemann, Scholastic, and Teachers College Press. In addition he is a Professor of the Practice of Literacy in the Peabody College to his academic publishing, Frank has written and illustrated seven children’s picture at Vanderbilt University in Nashville, TN. A former elementary books, featuring the Looking Closely series with Kids Can Press. Frank’s appearance school teacher and literacy coach, Brian teaches courses, conducts at the Literacy for All Conference is sponsored by Pearson. Sessions: PC-6, LCC-5, research, and provides professional development in writing LCB-5, LCF-9 (Grades 3–8) instruction, digital literacy, and literacy development and instruction. He is the author of When Writers Drive the Workshop and co-author of the Literacy Coach’s Companion, What’s New in Literacy Teaching, and Perspectives and Provocations in Early Childhood Education. Brian’s appearance at the Literacy for All Conference is sponsored in part by Stenhouse Publishers. Sessions: LCC-2, LCD-5, LCF-5 (Grades K–6) For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 5 Speakers Word Study Featured Speakers Reading Recovery for All! (continued) Featured Speakers Join Zaner-Bloser Word Wisdom author and word-knowledge researcher Dr. Jerry Zutell Diane Sweeney Annette Torres Elias for three sessions exploring word study and Diane Sweeney has been a national consultant since 1999. After Annette Torres Elias is a Reading Recovery and Descubriendo la vocabulary in grades 3–8! teaching and coaching in the Denver Public Schools, Diane served Lectura trainer at Texas Woman’s University, where she teaches as a program officer at the Public Education and Business Coalition undergraduate and graduate courses in Reading and Bilingual (PEBC) in Denver. Since then she has become a respected voice in Education. She enjoys supporting teachers and students, as well the field of coaching and professional development. Sessions: LCC-6, as presenting at conferences. Her research interests focus on the LCD-9, LCF-10 (Grades PreK–8) area of early literacy and biliteracy. Sessions: PC-3, RRC-2, RRD-1 October 21–22, 2019 Jerry Zutell James R. Schnug SESSION NO. SESSION TOPIC AND TIME Jerry Zutell is Professor Emeritus and former Director of the OSU James Schnug is a Reading Recovery trainer with The Ohio State Reading Clinic in the College of Education at Ohio State University. University, having also served as a teacher leader and site LCD-10 Figurative Language His specific area of interest is the study of children’s acquisition of coordinator in the early years of U.S. implementation. As a tenured Monday 3:30–5:00 PM word knowledge in reading and writing. He has done research and faculty member at the Ashland University, Schnug served as written articles about assessing students’ oral reading fluency, the department chair and assistant dean for graduate studies. He is the LCF-11 Thematically Focused Vocabulary stages of spelling development, the connections between word knowledge in spelling author of Promoting Discovery in Reading Recovery and co-author of Uncovering What’s and reading, and instructional practices for making students better readers and Under the White Tape. Both articles were published in the Journal of Reading Recovery. Tuesday 10:30 AM–12:00 PM spellers. Jerry is one of the senior authors on the spelling series Spell It – Write! Sessions: PC-5, RRB-2, RRC-3 Dr. Zutell and is the author of the vocabulary series Word Wisdom from Zaner-Bloser. Jerry’s LCG-6 Building Academic Vocabulary Professor Emeritus appearance at the Literacy for All Conference is sponsored by Zaner-Bloser. Mary Rosser Tuesday 1:30–3:00 PM Former Director of the Sessions: LCD-10, LCG-6, LCF-11 (Grades 3–8) OSU Reading Clinic at Mary Rosser is the Director of the University Training Center for The Ohio State University Reading Recovery and Comprehensive Literacy at the University Please see the Literacy for All official conference app of Maine. Mary’s particular areas of expertise are language education, or visit Zaner-Bloser booth #27 for session locations. curriculum development, and literacy intervention. She has worked at primary, secondary, and tertiary levels of education and has extensive international experience as a literacy consultant and popular conference presenter. Mary’s current research interests focus on analysis of pedagogy with particular attention to teacher/student interactions that promote powerful learning and comprehensive literacy intervention initiatives within K–12 contexts. Sessions: RRE-1, RRG-1 Are you interested in a meet and greet with Dr. Zutell while in Providence? Contact Lori Mattessino: 401.318.0286 • [email protected] Center for Reading Recovery Lori Taylor Lori Taylor works as a Reading Recovery Trainer at the University of and Literacy Collaborative Maine. She has worked in education for 33 years, teaching in special JOIN US FOR LITERACY PROFESSIONAL DEVELOPMENT education, Reading Recovery, adult education, grade K–3 classrooms, as a literacy coach, and teacher leader before training for her current role. Lori’s research interests include teacher reflection and decision- making, as well as nonverbal communication. Sessions: RRD-2, RRE-2 If you can’t At Zaner-Bloser, we understand Ask about our programs to support word that to be literate is to be study and how together we can bring come to us, literacy learning REGISTER AT proficient in reading and writing… JOYFUL, SUCCESSFUL to every classroom. we’ll go to you. crrlc.cvent.com/lfa2019 plus spelling, vocabulary, word choice, and more. • Word Heroes K–2 Contact: Julie Travers And check out the • Word Wisdom 3–8 617.349.8852 or [email protected] Literacy for All • Spelling Connections K–8 conference app! lesley.edu/crr

6 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 888.378.9258 • zaner-bloser.com ADCRG52 05.19 Word Study for All! Join Zaner-Bloser Word Wisdom author and word-knowledge researcher Dr. Jerry Zutell for three sessions exploring word study and vocabulary in grades 3–8!

October 21–22, 2019

SESSION NO. SESSION TOPIC AND TIME LCD-10 Figurative Language Monday 3:30–5:00 PM

LCF-11 Thematically Focused Vocabulary Tuesday 10:30 AM–12:00 PM Dr. Zutell LCG-6 Building Academic Vocabulary Professor Emeritus Tuesday 1:30–3:00 PM Former Director of the OSU Reading Clinic at The Ohio State University Please see the Literacy for All official conference app or visit Zaner-Bloser booth #27 for session locations.

Are you interested in a meet and greet with Dr. Zutell while in Providence? Contact Lori Mattessino: 401.318.0286 • [email protected]

At Zaner-Bloser, we understand Ask about our programs to support word that to be literate is to be study and how together we can bring literacy learning proficient in reading and writing… JOYFUL, SUCCESSFUL to every classroom. plus spelling, vocabulary, word choice, and more. • Word Heroes K–2 • Word Wisdom 3–8 • Spelling Connections K–8

888.378.9258 • zaner-bloser.com ADCRG52 05.19 SUNDAY Pre-Conference Workshops Pre-Conference Workshops SUNDAY, OCTOBER 20, 2019 11:00 AM–4:00 PM (LUNCH BREAK 1:00 PM–2:00 PM)

PC-1 FEATURED SESSION PC-3 FEATURED SESSION A Fresh Look at Phonics (Grades K–2) Fostering Accelerated Progress for English Language Learners in Reading Recovery Wiley Blevins, Author, Educational Consultant, New York, NY Annette Torres Elías, Reading Recovery Trainer This session reviews the 7 key characteristics of strong phonics and Associate Professor, Department of Reading, instruction, ways to ensure they are in place, and how to fine-tune them (if Texas Woman’s University, Denton, TX already in place) to maximize instructional success. Participants will examine the In this session we will discuss how to design Reading Recovery instruction to 10 common causes of phonics instructional failure and how to avoid them. This effectively address the needs of emergent bilingual students (English Language session is based on Blevins’ work with school districts—examining test scores vs. Learners). Participants will learn about the language development of bilingual instructional tools and classroom practices to identify the mismatches and areas students and explore specific ways to analyze and reflect on lesson records to of weakness that impede or slow learning. better understand how to support their students.

PC-2 FEATURED SESSION PC-4 FEATURED SESSION Getting the Most from the Fountas & Pinnell Minilessons to Get Started with Book Clubs; Benchmark Assessment System (Grades K–6) Engaging Students in Thinking and Talking About Books (Grades K–6) Cindy Downend, Assistant Director, Primary Programs, Lesley University Center for Reading Recovery and Irene Fountas, Author, Founder, Director, Professor, Literacy Collaborative, Cambridge, MA Lesley University Center for Reading Recovery and Heather Rodman, Primary Faculty Trainer, Literacy Collaborative, Cambridge, MA Lesley University Center for Reading Recovery Gay Su Pinnell, Author, Professor Emerita, and Literacy Collaborative, Cambridge, MA Ohio State University, Columbus, OH This session will take a fresh look at the Fountas & Pinnell Benchmark Classrooms need to be places where students engage in literacy Assessment Systems 1 & 2, 3rd edition. We’ll begin with a focus on learning for a lifetime of thinking and talking about books. Learn what it takes to hold efficient and effective conferences, sharing how to plan a series of minilessons to engage small groups of your students in practical ways to administer the assessment. Then we will link assessment findings enjoying books and talking about them so they can develop a deeper understanding directly to planning for instruction. We will discuss and provide models for using than any one student could get from reading the text alone. Your students will get assessment results to plan for individual, small-group, and whole-class instruction and to know each other and learn the social conventions of small group discussion use The Fountas & Pinnell Literacy Continuum to connect assessment with instruction that they will need across the grades. In this institute you will observe a book that builds on students’ strengths as readers. Participants should bring their club discussion based on The Crossover by Kwame Alexander to identify essential Fountas & Pinnell Benchmark Assessment System Guide and The Fountas & Pinnell elements of productive conversations and the competencies your students will Literacy Continuum to participate in this session. need across the grades. Required Text: To participate in this session, bring Fountas & Pinnell Prompting Guide Part 2 for Comprehension: Thinking, Talking, and Writing (available for purchase prior to the institute).

“I will be working on increasing the reading culture in my school. Two of my sessions also changed my perspective on how to best ENGAGE WITH US ON SOCIAL! support young readers and dyslexic students learning to read.” #LiteracyforAll2019

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For more details check out our — Eleanor O’Neill Brand Guidelines. Resource Teacher Sherbooke Elementary School, ON LesleyCRRLC Lesley_CRRLC @Lesley_CRRLC

8 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall SUNDAY Pre-Conference Workshops

PC-5 FEATURED SESSION PC-6 FEATURED SESSION Phrasing and a Child’s Picturebooks in the Reading Workshop Self-Extending System (Grades 3–8)

James R. Schnug, Reading Recovery Trainer, Frank Serafini, Professor, Arizona State University, The Ohio State University, Columbus, OH Phoenix, AZ Phrased reading is too often viewed as an “outcome” of a child’s developing Classroom teachers need to develop the analytic skills and vocabularies to discuss self-extending system rather than a major contributor to a child’s progress the multimodal aspects (text, image, and design elements) in contemporary early on in the instructional program. This work session for Reading Recovery picture books. In addition, they need to be able to effectively demonstrate the teachers will review and develop rationales and teaching moves that place strategies needed to comprehend these elements in contemporary picture books. phrased reading as an important “accelerator” in the child’s intervention. This session will present numerous ways to use picture books to develop reading Required Text: Literacy Lessons Designed for Individuals (2nd Ed.) strategies in readers across the Grade 3–8 Reading Workshop.

Check out the

Exhibit Fair Book Signings conference app for more!

Monday, October 21, 2019 5th level of the Rhode Island Convention Center Featured Book-Signing Authors Exhibit Fair/Raffle: 5:00 pm–6:00 pm During the Exhibit Fair You Can:

• View and purchase a wide selection of bestselling educational resources from leading publishers • Enter our FREE RAFFLE to win one of many Wiley Blevins Irene Fountas Lester Laminack prizes donated by exhibitors Sunday, 4:00 pm and Gay Su Pinnell Monday, 12:45 pm at Sadlier Monday, 12:10 pm and • Get a book signed by an award-winning author at Heinemann 5:00 pm at Scholastic Exhibitors

ALRAN Books | Benchmark Education, Inc. | Booksource | Capstone | Center for Collaborative Classroom | Hameray Publishing | Heinemann | Lesley University Office of Graduate Admissions/Alumni Services | MaryRuth Books | National Geographic Learning/Cengage | Okapi Lisa Lucas Jeff Anderson M. Colleen Cruz Educational Publishing | Pearson | Pioneer Valley Books | Renaissance | Monday, 1:00 pm Monday, 5:15 pm sponsored by at Stenhouse at Stenhouse Corwin Literacy Richard C. Owen Publishers, Inc. | RR Books | Scholastic | Shining Readers Monday, 5:15 pm | SongLake Books | Stenhouse Publishers | Usborne Books | W. H. Sadlier, Inc. at ALRAN Books | Zaner-Bloser | and more!

“The vendors were great. Lots of variety and the resources were of high quality. Reps at the booths were friendly and knowledgeable. Having the raffles and the free items was really fun, something that teachers don’t often get to experience! I felt like a celebrity with a swag bag! Brian Kissel Carmen Agra Deedy Gail Boushey Thank you.” Tuesday, 8:00 am Tuesday, 12:30 pm & Allison Behne at Stenhouse at Scholastic Tuesday, 12:30 pm — Kirsten Perry at Stenhouse Literacy Coach, Wiscasset School District, Maine 9 MONDAY Sessions A–D Session A Session B MONDAY, OCTOBER 21, 2019 MONDAY, OCTOBER 21, 2019 8:30 AM–9:30 AM 10:30 AM–12:00 PM

KEYNOTE SESSION LCB-1 FEATURED SESSION Minilessons to Get Started with Readers’ Creating a World for All through Literacy Notebooks (Grades 2–8) (Grades K–8) Irene Fountas, Author, Founder, Director, Professor, Kwame Alexander, Poet, Educator, Author, Reston, VA Lesley University Center for Reading Recovery and During this lively keynote, Kwame will discuss how the right books can breathe Literacy Collaborative, Cambridge, MA life into your classroom and into your students’ hearts and how poetry can Gay Su Pinnell, Author, Professor Emerita, create lifelong lovers of literature. Ohio State University, Columbus, OH A reader’s notebook is a vessel for your students’ thinking about books across the school year. Learn how to plan a series of minilessons for introducing and using readers’ notebooks and Don’t Miss This Exciting Keynote! engaging your students in a variety of written responses to reflect on their reading. When students think, talk, and write about their reading, they develop their reading identities and build a deeper understanding of books. Learn KWAME ALEXANDER how to help students use the notebook to expand their reading engagement and competencies. In addition, find out ways you can respond efficiently and effectively to your students in their notebooks to lift their understandings through your personal responses. Participants will receive a reader’s notebook at this session.

LCB-2 FEATURED SESSION Nurturing Young Writers: Using Mentor Texts throughout Writing Workshop (Grades K–2)

Matt Glover, Author, Consultant, Cincinnati, OH Children are better able to compose powerful writing when they have a clear vision for what they are making and are immersed in a stack of real-world texts. Use authentic strategies for using mentor texts at four specific times in writing workshop, including using a stack of texts to project units of study, immersing students in a stack at the beginning of a unit, as the starting point for minilessons, and as a tool for teaching during writing conferences. In addition, we will examine the important role of reading like a writer to support students in noticing techniques authors use in their own writing. REGISTER AT crrlc.cvent.com/lfa2019

And check out the “The Literacy for All Conference had well- Literacy for All known experts in the field of literacy conference app! instruction. The keynote speakers and instructors all lead very informative and exciting sessions.”

— Jeanne Campbell Special Education Teacher Dennis-Yarmouth Regional School District, MA

10 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall MONDAY Sessions A–D

LCB-3 FEATURED SESSION LCB-6 CONCURRENT SESSION When Books Become Best Friends: What’s Your Story? Creating and Writing Children’s One Book/Many Visits (Grades K–6) Educational Books (Grades PreK–8)

Lester Laminack, Author, Consultant, Marcie Aboff, Children’s Author, Somerset, NJ Western Carolina University, Cullowhee, NC Teachers are in an ideal position to write children’s educational books. Children’s Explore the potential of revisiting a small collection of carefully selected books author Marcie Aboff will show you how she writes her educational and trade books. through focused read-aloud experiences across time. Imagine slowing down to This workshop will cover idea conceptualization, manuscript drafts, editorial explore a small set of books in layers, one layer at a time with a clear focus for feedback, revisions, and final projects. She’ll share information about each read-aloud experience. Lester will take you through the potential of a few the publishing market—how to research publishers and editors, submit proposals, picture books to demonstrate what can be done with numerous well-loved Best and brainstorm to see what educational books and supplemental material could Friend Books because he understands that to be a good writer you must first be enhance the learning for your students. able to read deeply and understand an author’s intent. Lester Laminack will show you that the key to successful writing is harnessing the power of close reading. LCB-7 CONCURRENT SESSION You will learn how your students can transfer what they know about reading structures and strategies into practices that will hone their writing skills and Co-Planning: Why We Did It, How We Did It, help them become more focused writers. and What We Learned (Grades PreK–8) Brett Berkman, Literacy Coach, Framingham Public Schools, LCB-4 FEATURED SESSION Framingham MA Practicing Presence: Mindfulness and Abby Hendler, Literacy Coach, Framingham Public Schools, Social Emotional Awareness Intersect Framingham MA (Grades K–8) Steve Jobs said, “Great things in business are never done by one person. They’re done by a team of people.” In our school district, we adopted a co-planning Lisa J. Lucas, Professor, West Chester University, structure which enabled us to work as grade-level teams to plan our weekly West Chester, PA lessons. There were many challenges, but in the end, our teachers and children This session will empower the most important factor in a student’s learning: the benefited from the team approach. Attend this session to learn about how we did teacher. This interactive presentation integrates literacy strategies with cutting- it and what we learned. edge research in neuroscience, mindfulness, and social emotional awareness. Discover how to train the mind and establish healthy habits and simple self-care LCB-8 CONCURRENT SESSION strategies that can easily be incorporated into everyday life. In a world where Where Common Core and Balanced Literacy Meet everyone seems overly busy and overextended, practicing presence offers a much-needed change of pace. (Grades 3–6) Kara Brockett, Elementary School Principal, DREAM Charter School, Brooklyn, NY LCB-5 FEATURED SESSION Reading the Visual: Teaching Carmen Isaac, Middle School Academic Dean, DREAM Charter School, Brooklyn, NY Multimodal Literacies (Grades 3–8) Where do the common core and balanced literacy intersect? A thoughtful curricular Frank Serafini, Professor, Arizona State University, approach that meets the rigor of common core while staying true to a balanced Phoenix, AZ literacy model is not only possible, but highly effective. In this interactive Literacy educators need to expand their abilities to demonstrate how to approach, workshop, we will plan where our instruction will drive toward end-of-year navigate, and comprehend visual and multimodal texts. This session will focus on benchmarks, while simultaneously be responsive to the needs of our students. aspects of visual and multimodal literacy, in particular the strategies, vocabulary, and foundations for making sense of contemporary multimodal texts like picture books, advertisements, and illustrated novels.

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 11 Because...ALL TEACHERS ARE LEADERS

Featured Speaker: M. Colleen Cruz BOOK SIGNING Monday @ 5:15 PM

BOOK SIGNING Sunday @ 4:15 PM

WILEY BLEVINS BERIT GORDON NANCY AKHAVAN, PATTY MCGEE DOUGLAS FISHER, NANCY FREY

PAMELA KOUTRAKOS GRAVITY GOLDBERG, RENEE HOUSER DIANE SWEENEY, ANN MAUSBACH, LEANNA S. HARRIS

Find these titles and more at the ALRAN BOOKS booth! Visit corwin.com to learn more.

CLN195C9

CLN195C9_Literacy for All_Ad.indd 1 5/15/2019 11:41:51 AM MONDAY Sessions A–D Session B (continued) MONDAY, OCTOBER 21, 2019 10:30 AM–12:00 PM

LCB-9 CONCURRENT SESSION LCB-12 CONCURRENT SESSION Examining Voice as a Tool for Revision and Publication Writer’s Notebooks with Younger Students (Grades K–2) (Grades 3–6) Miriam Morrison, Teacher, Wayland Public Schools, Wayland, MA Karen Caine, Writing Workshop Consultant, Ridgewood, NJ Gretchen Knox, Teacher, Wayland Public Schools, Wayland, MA Amy Ludwig Vanderwater, Children’s Book Author, Holland, NY In this workshop, we will show how K–2 teachers can use Writer’s Notebooks Voice matters, but rarely do we help students use their actual voices to lift the to meet the Common Core standards. We have developed lessons for younger music of their language while drafting and revising. Join us in exploring voice writers responding in notebooks and using the notebook as another teacher in through storytelling, revision, and publication in writing workshop. Together we the classroom. We will provide you with a sample Writer’s Notebook, as well as will examine ways to help children listen to each other’s voices and their own, titles of mentor texts that anchor our writing instruction, and the child-centered deepening craft and strengthening tone. Teachers will gain clear, simple handouts that complement those lessons. strategies to help students revise and share writing...with voice at the center.

LCB-13 CONCURRENT SESSION LCB-10 CONCURRENT SESSION Some of Our Best Friends Are Books: Writing with Empowering Readers: Affinity Group Book Clubs Mentor Texts (and Others) (Grades 3–6) That Affirm Student Identities (Grades 5–8) Nancy L. Peterson, Professor, Teacher Education, Sonja Cherry-Paul, Author & Literacy Consultant, Utah Valley University, School of Education, Orem, UT LitLearnAct, Yonkers, NY Keri Measom-Francis, Lecturer, Elementary Education, Dana Johansen, Author & Literacy Consultant, LitLearnAct, Utah Valley University, School of Education, Orem, UT Norwalk, CT Looking for authentic ways to match learning to write with a love for it? Discover Affinity group book clubs are safe havens for students who feel marginalized how modeling joy in writing for and with your students, bridging school and home in their schools and in the world. Benefits include affirming students’ identities literacy acquisition, using authors and their books as co-teachers, highlighting in spaces where they feel valued, included, and empowered. They can transform student work, and immersing students in their own relationships with favorite “reluctant” readers into ravenous readers when they encounter characters who texts will help inspire them to imitate, simulate, and emulate good writing and mirror their lives. Through reading and discussing texts students critique and writers. Finding the best mentors involves bonding, and the whole world can use expand the boundaries of society-imposed norms. a lot more of that.

LCB-11 CONCURRENT SESSION LCB-14 CONCURRENT SESSION Kids On Air: Amplifying Student Voice through It’s All About Trust: Three Methods for Teaching Digital Making (Grades PreK–8) Reading Impactfully (Grades K–2)

Jacey Edelman, Assistant Director, Lesley STEAM Learning Lab, Jennifer Scoggin, Director, LitLife, CT Lesley University, Cambridge, MA Hannah Schneewind, Lead Literacy Consultant, LitLife, CT Sue Cusack, Assistant Professor, Lesley STEAM Learning Lab, We invite you to consider the vital role of trust, agency, and joy in the impactful Lesley University, Cambridge, MA teaching of reading. Building on classroom experiences and research regarding Rashmi Pimprikar, Program Director, STEAM + Computer Science, feedback, engagement, and motivation, this session empowers teachers to Lesley STEAM Learning Lab, Lesley University, Cambridge, MA re-tool their conferring, minilesson, and read-aloud practices to return to what Through the innovative use of digital making tools, participants will students need most as readers. The presenters will incorporate videos, notetaking deepen strategies for student language acquisition and oral fluency. Using strategies, and sample lessons as they explore how to collaborate with students developmentally appropriate tools for either tablets or Chromebooks, this to create agentive reading experiences. session will provide a platform for students to create their own public service announcements, interactive eBooks, and stop-motion animations. We will highlight the many ways to capture student voice with outcomes that make it possible to present student work to an authentic audience. Meet the new Massachusetts Digital Literacy and Computer Science (DLCS) standards alongside your literacy curriculum for K–8 grades.

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 13 MONDAY Sessions A–D Session B (continued) MONDAY, OCTOBER 21, 2019 10:30 AM–12:00 PM

LCB-15 CONCURRENT SESSION LCB-16 CONCURRENT SESSION Essential Elements for the Coaching and Supervision Amplify Interactive Read Alouds and Whole Class of Guided Reading (Grades PreK–8) Conversations (Grades K–2)

Helen Sisk, Assistant Director, Intermediate Literacy Programs, Courtney Varner, Primary Faculty Trainer, Lesley University Center Center for Reading Recovery and Literacy Collaborative, Lesley for Reading Recovery and Literacy Collaborative, Cambridge, MA University, Cambridge, MA John Hattie reminds us that “…cognitive development is a social process This session will support coaches and principals in holding conversations prompted by high-quality dialogue among peers supported by teachers.” Come with teachers about decisions in guided-reading lessons. When teachers experience an interactive read aloud and engage in a discussion with colleagues. understand the purpose and procedures of guided reading, your conversations Consider the impact on students and explore an interactive read aloud planning can engage them in reflection that expands their expertise and improves the process that fosters students’ discourse and cultivates deep thinking. Materials effectiveness of the teaching. Key elements for development include text selection, needed: a picture book you might use with students in your classroom. teaching decisions before, during, and after the reading, and using assessment to guide planning. LCB-17 CONCURRENT SESSION For the Love of Language: Empowering ELs in Early Childhood Classrooms (Grades PreK–K)

Vincent Ventura, Director, LitLife International, Monterrey, Mexico Do you work with early readers, writers, speakers, and listeners? If that’s the case, this session is for you! In this interactive workshop, we will explore best practice strategies for teaching reading, writing, and oral language that highlight the strengths of the learning child in a multilingual world. Through discussion, demonstration, and practice, everyone will be empowered to teach English learners in an early childhood classroom. Fasten your seat belts and join the fun!

Center for Reading Recovery LCB-18 CONCURRENT SESSION and Literacy Collaborative Collaborative Model: Principal/Coach Team Leads Systemic Change in Literacy Best Practice JOIN US FOR LITERACY PROFESSIONAL DEVELOPMENT (Grades PreK–8)

Darcy Williams, Elementary School Principal/Curriculum, Fonda-Fultonville Elementary School, Fonda, NY Sharon Kline, Literacy Coach, Fonda-Fultonville Elementary School, Develop your coaching and Fonda, NY literacy content knowledge. Learn how to use your Literacy Committee to empower and support your teachers to embrace best literacy practice. A Literacy Coach and Elementary • Effective Literacy Coach Principal share their research-based, data-driven model of balanced literacy. • Literacy Collaborative The research of Allington, Calkins, Marzano, and others was used as a lens to analyze data gathered from assessments such as iReady, running records, and • Online Courses & Certificate in Literacy Coaching and teacher conferring notes. Then best practice methodologies were implemented in Teacher Leadership classrooms. The result? Improved student achievement and a school-wide culture that fosters lifelong readers and writers. Participants will leave this session with strategies and inspired to replicate this work in their own districts. Contact: Melissa Fasten, 617.349.8798 or [email protected]

lesley.edu/crr

14 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall MONDAY Sessions A–D

READING RECOVERY

RRB-1 FEATURED SESSION Letter Identification and Fast Visual Processing Center for Reading Recovery C.C. Bates, Director, Clemson University Reading Recovery and Early Literacy Training Center, and Literacy Collaborative Clemson, SC JOIN US FOR LITERACY PROFESSIONAL DEVELOPMENT We know from LLDI that there “is a short segment in the lesson in which children must learn fast identification of all the letter shapes and features.” So, what does this mean when children are at the board for letter work, and how do we connect this short segment across the lesson? C.C.’s session will uncover the importance Establish a culture of continuous of fast visual processing and the ways in which it links to children’s fluency and flexibility in reading and writing. professional learning and shared leadership.

READING RECOVERY • Literacy Leadership Team Institute (K–8) • Online Courses & Certificate in Literacy Coaching and RRB-2 FEATURED SESSION Reading Recovery’s Wonderfully Teacher Leadership Disturbing Messages • School Leaders Seminar (K–5)

James R. Schnug, Reading Recovery Trainer, The Ohio State University, Columbus, OH Contact: Melissa Fasten, It has been 34 years since Reading Recovery was introduced in the United States, 617.349.8798 or [email protected] and its messages continue to wonderfully disturb how teachers and administrators organize to provide effective early literacy intervention. Beginning with Clay’s Literacy Processing Theory, Schnug will outline what he considers to be the most salient lesley.edu/crr messages from Reading Recovery that effectively challenge and readjust his and any teacher’s and administrator’s response to struggling first grade readers.

READING RECOVERY

RRB-3 CONCURRENT SESSION Teaching and Prompting During the New Book: Change Over Time “Our literacy team thoroughly enjoys attending

Scott Mackin, Teacher Leader, North Central WI Reading Recovery the conference every year. We always learn Consortium, Merrill, WI something new and innovative to bring back When do we provide information? When do we prompt? When do we do something else? We will examine videos of my teaching and explore how teaching and and share with our district!” prompting change over time. —Stephanie Ganim Title I Reading Coordinator North Providence School District, RI

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 15 MONDAY Sessions A–D Session C MONDAY, OCTOBER 21, 2019 1:30 PM–3:00 PM

LCC-1 FEATURED SESSION LCC-4 FEATURED SESSION Increasing Engagement in Writers Social Justice Does Not Just Live in through Choice of Genre (Grades K–6) Our Content, It Lives in Our Methods (Grades K–8) Matt Glover, Author/Consultant, Cincinnati, OH Choice, in any area of learning, increases energy and engagement. Cornelius Minor, Lead Staff Developer, In writing, teachers often grapple with choice of topic, but less frequently consider choice Columbia University Teacher’s College, Brooklyn, NY of genre. Yet, choice of genre significantly impacts engagement, especially for reluctant We know the research. Girls are underrepresented in science and technology. writers. In this session we will make the case for including some writing workshop units Children of color continue to be suspended at exponential rates compared to their of study each year that allow for choice of genre. We will also troubleshoot common white peers. Poor children are more likely to attend schools with fewer resources. challenges of non-genre specific studies, pulling stacks of texts, and conferring. These outcomes are sexist. They are racist. They are classist. School, as an institution, continues to perpetuate them. People often ask, “How can schools be sexist or racist or classist if I’m not?” Systems of oppression continue to work LCC-2 FEATURED SESSION against children—despite our best intentions. Writing Conditions: Seven Necessities This presentation will explore how grading practices, classroom routines, teaching Students Need to Flourish as Writers methodologies, discipline codes, and other school structures can perpetuate (Grades K–6) the kinds of exclusion that keep poor children, girls, LGBTQIA+ children, disabled Brian Kissel, Professor of the Practice of Literacy, children, and children of color from fully accessing and benefiting from a Vanderbilt University, Nashville, TN school curriculum. We will study how inquiry/action research can be a tool In this session, participants will learn about the seven key conditions necessary in that practitioners use to dismantle these structures and to change them to truly order for writers to thrive in the classroom: time, choice, response, demonstration, benefit all learners. expectation, room structure, and evaluation. Participants will learn how to create these conditions by crafting a plan to embed these elements within their classrooms. LCC-5 FEATURED SESSION Talking with Children About Books LCC-3 FEATURED SESSION (Grades 3–8) Building a House of Fiction on a Foundation Frank Serafini, Professor, Arizona State University, of Non-Fiction (Grades K–6) Phoenix, AZ Lester Laminack, Author/Consultant, This workshop session will focus on helping students move beyond literal Western Carolina University, Cullowhee, NC responses to fictional texts. A variety of discussion strategies will be presented We will explore the idea of delving into nonfiction through the doorway of fiction. that provide opportunities for classroom teachers to expand students’ responses Lester will take you on an exploration of one topic beginning with two fiction to literature and reconsider the structures and supports for the discussions that selections that will set up an exploration of moving through a series of nonfiction occur in their classrooms. texts moving deeper and deeper into the topic. LCC-6 FEATURED SESSION Student-Centered Coaching (PreK–8)

Diane Sweeney, Lead Consultant, Diane Sweeney Consulting, Denver, CO REGISTER AT If you are an instructional or literacy coach, you’ve probably crrlc.cvent.com/lfa2019 wondered how (or if) your work is influencing student learning and teaching practice. Join us to learn how Student-Centered Coaching does just that. The core practices for Student-Centered Coaching will be introduced, and participants will And check out the be given the opportunity to reflect on how to use these practices with teachers. Literacy for All Never again will you have to wonder if you are making an impact, as this approach is designed to ensure that you do. This session is recommended for coaches, conference app! principals, district leaders, and teachers who are interested in coaching.

16 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall MONDAY Sessions A–D

LCC-7 CONCURRENT SESSION LCC-10 CONCURRENT SESSION Creating Meaningful/Authentic Writing Clubs in Writers’ Stop Blaming the iPhone for “Non-Reader” Students: Workshop (Grades K–6) Ten Ways to Turn Schools into Snappy-Chat Hubs for Lifelong Readers (Grades 5–8) Kerry Crosby, Adjunct Faculty, Literacy Consultant, Lesley University/Heinemann Publishing, Amherst, MA Berit Gordon, Literacy Consultant, Maplewood, NJ Kristine Haveles-Pelletier, District Literacy Implementation In this presentation, participants will see ten easy-to-implement strategies Specialist, K–5, Manchester Public Schools, NH to create a culture of reading, to help students get to know one another and Alison Zylstra, 6th Grade Teacher, Bennington Rutland Supervisory their teachers through books, and to help entire school communities take joy Union, VT in becoming lifelong readers. This seminar will focus on how to set up authentic writing clubs in which kids have the opportunity to share their work, their excitement for writing, and their struggles with fellow writers. We will discuss how to create small communities LCC-11 CONCURRENT SESSION of writers who not only feel comfortable offering constructive feedback, but Teaching Main Idea & Beyond: Help Students Think actually seek it from their peers. Through video and hands-on work, we will explore Deeply about Nonfiction (Grades 3–6) the roles of the teacher and students during writing clubs in both primary and Renee Houser, Author, Consultant, Renee Houser, LLC, Easton, PA intermediate classrooms. We’ve all spent too much time teaching text features and main idea and are still left with lackluster engagement and a false sense of student comprehension. LCC-8 CONCURRENT SESSION The two most important aspects of nonfiction reading entail synthesizing I AM ABLE: Cultivating a Community of Powerful information and understanding perspectives. We’ll share powerful ways to help Identities (Grades K–2) students synthesize their thinking right now, and over time, so that students experience true comprehension. Readers must think about multiple perspectives Lindsay Duch, Literacy Collaborative Coach, Fairfax County Public in nonfiction texts, both their own and others, in order to be critical consumers of Schools, Fairfax, VA information. We’ll show lessons that are applicable to students of all ages that Courtney Varner, Primary Faculty Trainer, Lesley University Center support teachers in making this complicated work approachable. for Reading Recovery and Literacy Collaborative, Cambridge, MA Katie Fowle, Social Emotional Consultant, International We are reminded by Peter Johnston, “If nothing else, children should leave school LCC-12 CONCURRENT SESSION with a sense that if they act, and act strategically, they can accomplish their Reigniting Word Study: Jumpstarting Curious, goals.” Come explore the conditions that impact students who act. Teachers will Multi-Faceted, and JOYFUL Word Exploration learn a conferencing process that equips literacy learners to be self-directed and (Grades 3–6) mindful decision-makers. Pamela Koutrakos, Educational Consultant & Author, Gravity Goldberg, LLC, Wyckoff, NJ LCC-9 CONCURRENT SESSION Word study getting you down? Interested in amplifying playfulness and Keep Kids Turning Pages: An Author’s View (Grades 3–6) student choice? Let’s discuss building a more playful approach to word study. Together, we will explore the structures and routines of an engaged word Susan E. Goodman, Author and Faculty in Lesley’s Low-Residency study classroom. Ideas for creative and inquiry-driven practices will be MFA for Creative Writing, Lesley University, Cambridge, MA demonstrated. A step-by-step plan for preparing students to make thoughtful Authors write books; teachers bring books to life by helping kids read and choices will be outlined. We can cultivate curiosity around words so students understand them. Different jobs, but shared goals and challenges: engaging our are excited by and invested in word exploration. audience—even with new, difficult information—then keep kids reading to the end. An author of 30+ books, Goodman discusses five elements/approaches that engross readers, why they encourage enthusiasm or determination, and then offers ways to adapt these elements to the classroom.

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 17 MONDAY Sessions A–D Are you passionate about literacy? Session C (continued) Okapi is committed to the development of high-quality literacy resources MONDAY, OCTOBER 21, 2019 with our award-winning and engaging materials closely aligned with State 1:30 PM–3:00 PM and National Standards.

LCC-13 CONCURRENT SESSION LCC-16 CONCURRENT SESSION School-Wide Literacy: Igniting and Improving Teaching Students to Craft Sentences with Style Literacy Engagement for Creating Lifelong Readers (Grades 5–8) (Grades PreK–8) Jen Sanders, Literacy Coach, Brookline Public School, Brookline, MA Adriana Leal Lankenau, Literacy Coach, Euroamerican School Jen Deranian, 6th Grade Writing Teacher, Brookline Public School, of Monterrey Campus Valle, Monterrey, Mexico Brookline, MA Erika Orozco Meraz, Euroamerican School of Monterrey Campus Research shows that traditional grammar instruction is not only ineffective, but Valle, Monterrey, Mexico can be a detriment to students’ growth as writers. How, then, do we help our Different school-wide strategies and activities for igniting, developing, and students grow their ability to craft a variety of sentence structures that infuse improving literacy from PreK to Grade 8 will be shared in this session. The their writing with voice and style and allow them to communicate sophisticated strategies shown will allow participants to implement different ways of reaching ideas? Sentence Style! Join us to experience engaging activities that get kids students and improving reading and writing levels among the school community. excited to imitate and create sentences that WOW readers … and themselves! While sharing their learning journey the presenters will use real examples and evidence of the good, the bad, and the “what’s next?” of each one of their projects and campaigns. LCC-17 CONCURRENT SESSION Ignite Early Literacy Behaviors through Shared Reading (Grades K–2) LCC-14 CONCURRENT SESSION Application Not Isolation: Using Authentic Text Julie Sneed, Literacy Coach, Framingham Public Schools, Framingham, MA to Make Phonics Meaningful (Grades K–2) Discover the power of shared reading as a place to find joy in reading, solidify a Elise Lund, Author and Literacy Consultant, Corwin Literacy, community of literacy learners, and bolster early reading behaviors. Think together Cornelius, NC about how to connect early assessments to goals for teaching as well as clear Flexible literacy solutions built on best-practice instruction Phonics is the key for all students to access complex text. This lofty goal is instructional language. achieved when students apply their learning early and often to connected text. Okapi programs have at their core a solid base in literacy research. Support the systematic This session helps teachers plan authentic phonics lessons characterized by direct instruction with clear learning targets and direct connections to reading LCC-18 CONCURRENT SESSION development of reading strategies in young students with the award-winning program, Hands Down, Speak Out (Grades K–2) and writing. Teachers will learn diverse strategies for teaching fluency and Flying Start to Literacy™, by pairing narrative and informational texts — both connected by comprehension and understand how to structure classroom time and space Christy Thompson, Literacy Coach, Fairfax County Public Schools, the same big idea. to implement effective phonics instruction. Falls Church, VA Kassia Omohundro Wedekind, Math Coach, Stenhouse Publishers, A stand-alone addition to Flying Start using the same best-practice instruction and research Arlington, VA LCC-15 CONCURRENT SESSION base, WorldWise™ encourages inquiry and questioning while extending knowledge in STEM It’s All About Stories (Grades PreK–K) We know it is essential to provide opportunities for students to talk about text. But too often the content, flow, and outcome of the talk is owned by the and social studies topics linked to the curriculum. Cheryl Paul, Assistant Professor/Early Childhood Educator, teacher. This session will explore how we use “Hands-Down Conversations” The Henry Barnard Laboratory School at Rhode Island College, to shift ownership of classroom conversations from the teacher to the students. Providence, RI Participants will learn how to implement this structure, hone their listening and Do you want your students to be confident and self-regulated, develop language facilitating skills, and plan dialogue micro-lessons in response to what they notice. skills, increase phonemic awareness, and recognize the components of a story? Storytelling is a joyful way to meet these goals. This workshop will present new ideas for storytelling in your classroom. We will explore various activities, such as dictating and acting out a story, telling a story from a drawing, participating Head to myokapi.com or scan here to view all that Okapi has to offer. Also, check out in a group story, and creating a class journal. flyingstarttoliteracy.com and worldwise-reading.com for a wealth of teacher resources.

COME SEE 42381 Rio Nedo, Temecula, CA 92590 US IN BOOTHS [email protected] | myokapi.com 23 & 24! Phone: 866-652-7436 | Fax: 800-481-5499 18 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall Are you passionate about literacy?

Okapi is committed to the development of high-quality literacy resources with our award-winning and engaging materials closely aligned with State and National Standards.

Flexible literacy solutions built on best-practice instruction

Okapi programs have at their core a solid base in literacy research. Support the systematic development of reading strategies in young students with the award-winning program, Flying Start to Literacy™, by pairing narrative and informational texts — both connected by the same big idea. A stand-alone addition to Flying Start using the same best-practice instruction and research base, WorldWise™ encourages inquiry and questioning while extending knowledge in STEM and social studies topics linked to the curriculum.

Head to myokapi.com or scan here to view all that Okapi has to offer. Also, check out flyingstarttoliteracy.com and worldwise-reading.com for a wealth of teacher resources.

COME SEE 42381 Rio Nedo, Temecula, CA 92590 US IN BOOTHS [email protected] | myokapi.com 23 & 24! Phone: 866-652-7436 | Fax: 800-481-5499 MONDAY Sessions A–D Session C (continued) Session D MONDAY, OCTOBER 21, 2019 MONDAY, OCTOBER 21, 2019 1:30 PM–3:00 PM 3:30 PM–5:00 PM

LCD-1 FEATURED SESSION READING RECOVERY Patterns of Power: Inviting Young Writers into the Conventions of Language RRC-1 FEATURED SESSION (Grades 1–5) Letter Identification and Fast Visual Processing (Repeat) Jeff Anderson, Author, Portsmouth, NH Meaning is made when reading and writing crash together in the conventions of C.C. Bates, Director, Clemson University Reading language. Where do concept formation and mentor texts fit in? Come discover brain- Recovery and Early Literacy Training Center, based, practical ways to use the reading and writing connection to teach grammar Clemson, SC and editing in a way that enhances composition and comprehension. We know from LLDI that there “is a short segment in the lesson in which children must learn fast identification of all the letter shapes and features.” So, what does this mean when children are at the board for letter work, and how do we connect LCD-2 FEATURED SESSION this short segment across the lesson? C.C.’s session will uncover the importance CAFE 2.0: Teach the Students in Front of fast visual processing and the ways in which it links to children’s fluency and of You (Grades K–5) flexibility in reading and writing. Gail Boushey, Author and Educator, The Daily CAFÉ, Renton, WA Allison Behne, Author and Educator, The Daily CAFÉ, Renton, WA READING RECOVERY Since it is our job to teach, we benefit from committing to memory a lesson RRC-2 FEATURED SESSION framework that is effective, flexible, differentiated, and keeps thinking at the It Is Like Having Two Hands! heart, allowing our brains to have enough cognitive capacity to make decisions and mental pivots in the moment with students. Join us to learn the framework that Annette Torres Elias, Reading Recovery/Descubriendo makes this responsive teaching and student learning possible. This session will la Lectura Trainer and Associate Professor, highlight our four-step plan to design and deliver effective instruction. Department of Reading, Texas Woman’s University, Denton, Texas Reading and writing are two different ways of learning the written code used LCD-3 FEATURED SESSION to record oral language. The writing segment of the Reading Recovery lesson is Clever Writers Become Critical Readers: replete with opportunities for strategic processing. Participants will discuss the Teaching Writing Skills First Can Transform power of reciprocity and learn to look for signals of progress in writing. Reading Comprehension (Grades 3–8)

M. Colleen Cruz, Director of Innovation, Teachers College Reading & Writing Project, Columbia University, Brooklyn, NY READING RECOVERY Many teachers are used to taking advantage of links between reading and writing, typically introducing a genre through reading and looking to texts as RRC-3 FEATURED SESSION mentors for writing pieces crafted later. Colleen will assert there is another Reading Recovery’s Wonderfully Disturbing way—that teaching writing first and explicitly teaching students to reflect on Messages (Repeat) choices they make as writers are powerful tools for teaching critical reading James R. Schnug, Reading Recovery Trainer, comprehension. When students, as captains of their writing, start to recognize The Ohio State University, Columbus, OH the tricks of the trade in the texts they read, their reading comprehension becomes more active and nuanced. It has been 34 years since Reading Recovery was introduced in the United States, and its messages continue to wonderfully disturb how teachers and administrators organize to provide effective early literacy intervention. Beginning with Clay’s Literacy Processing Theory, Schnug will outline what he considers to be the most salient messages from Reading Recovery that effectively challenge and readjust his and any teacher’s and administrator’s response to struggling first grade readers.

20 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall MONDAY Sessions A–D

LCD-4 FEATURED SESSION LCD-8 FEATURED SESSION Increasing Engagement in Writers through The Power of Purposeful Talk: Choice of Genre (Grades K–6) (Repeat) Exploring and Building Dialogic Classrooms (Grades K–6) Matt Glover, Author/Consultant, Cincinnati, OH Choice, in any area of learning, increases energy and engagement. Maria Nichols, Teacher, Administrator, Author, In writing, teachers often grapple with choice of topic, but less frequently consider choice Consultant, San Diego Unified School District, San Diego, CA of genre. Yet, choice of genre significantly impacts engagement, especially for reluctant The ability to talk purposefully and productively with others is foundational to writers. In this session we will make the case for including some writing workshop units learning. But, what is purposeful talk, and how do we teach in ways that enable of study each year that allow for choice of genre. We will also troubleshoot common talk—and children—to flourish? This workshop explores dialogic classrooms, challenges of non-genre specific studies, pulling stacks of texts, and conferring. emphasizing processes that support students in using talk to construct bold ideas and understandings. The changing role of the teacher will be considered, with examples of facilitation strategies that support students’ efforts. LCD-5 FEATURED SESSION Authors as “Author”ities in the Author’s Chair (Grades K–6) LCD-9 FEATURED SESSION Providing Strengths-Based Feedback in Brian Kissel, Professor of the Practice of Literacy, Coaching Conversations (Grades PreK–8) Vanderbilt University, Nashville, TN In this session, teachers learn how to allow their writers to drive the Author’s Chair. Diane Sweeney, Lead Consultant, When given choices for feedback, authors direct their audience toward the type of Diane Sweeney Consulting, Denver, CO response they need: gathering ideas, working through their process, connections, The research regarding feedback is clear. It is essential for learning to occur. compliments, and questions. Teachers will learn ways to deepen and record the Without feedback, the learner is unclear about the steps to take to improve. feedback that happens at the Author’s Chair so they can make more informed With feedback, there is a vision for what the learner can do to move their learning decisions when planning writing instructions. forward. In this session, participants will learn a three-step process for providing strengths-based feedback to teachers. Videos and scenarios will be used to provide opportunities to reflect and practice. This session is recommended for LCD-6 FEATURED SESSION coaches, principals, district leaders, and teachers who are interested in coaching. Writers ARE Readers: Use Reading Structures and Strategies to Nurture More Powerful Writers (Grades 3–8)

Lester Laminack, Author/Consultant, Western Carolina University, Cullowhee, NC To be a good writer you must first be able to read deeply and understand an author’s intent. In this workshop, Lester Laminack will show you that the key to successful writing is harnessing the power of close reading. You will learn how your students REGISTER AT can transfer what they know about reading structures and strategies into practices that will hone their writing skills and help them become more focused writers. crrlc.cvent.com/lfa2019

LCD-7 FEATURED SESSION And check out the Writing Your Prescription for a Balanced Literacy for All Life: Wellness in the Workplace (Grades K–8) conference app! Lisa J. Lucas, Professor, West Chester University, West Chester, PA Designed to incorporate writing and reflection as a catalyst to uncover unconscious habits and exchange them with sustainable self-care strategies, this session provides practices to cultivate simple routines to protect against burnout and boredom. We need a systems approach to wellness in the workplace, and it begins with us. This retreat-like session will offer a unique opportunity to discover tools to assist you in creating a more joyful, meaningful life.

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 21 MONDAY Sessions A–D Session D (continued) MONDAY, OCTOBER 21, 2019 3:30 PM–5:00 PM

LCD-10 FEATURED SESSION LCD-13 CONCURRENT SESSION Developing Student Understanding The Wonderful World of Wordless Picture Books of Figurative Language to Support (Grades PreK–K) Comprehension (Grades 3–8) Jennifer Dare, Kindergarten Teacher, The School at Columbia Jerry Zutell, Professor Emeritus, Textbook Author, University, New York, NY The Ohio State University, Destin, FL Lauren Pemberton, Assistant Lower School Division Head for In this presentation we will briefly review the definition of figurative language, Kindergarten, The Allen-Stevenson School, New York, NY its many forms, and its pervasiveness across all types of texts. The instructor Need a way to motivate the readers and writers in your classroom? Come learn how will then focus on various activities for developing students’ sensitivity to and studying wordless picture books in your classroom will help you build a community knowledge of a wide range of useful figurative expressions. of confident readers and writers. Discover how wordless picture books teach children important literacy skills of book handling, storytelling, sequencing, and much, much more. In this session, participants will learn the power of these texts LCD-11 CONCURRENT SESSION and ways to use them to invigorate their literacy instruction. Empowering Readers by Building a Strong Literacy Community (Grades 3–6) LCD-14 CONCURRENT SESSION Stephanie Affinito, Literacy Teacher Educator, University at Albany, How Grade-Level Team Coaching Leads to School Albany, NY Improvement (Grades PreK–8) Shelley Fenton, Literacy Coach, South Glens Falls CSD, South Glens Falls, NY Kimberly DiFusco, Literacy Coach, Bristol Public Schools, Bristol, CT Krista Senatore, Literacy Coach, Schuylerville CSD, Schuylerville, NY David Huber, Principal, Bristol Public Schools, Bristol, CT A vibrant literacy community is key to empowering readers in the classroom. In this In this session a Principal and Literacy Coach will explain the process their session educators will explore opportunities for enriching their reading lives and school uses to boost reading achievement through grade-level team coaching/ the lives of their students. Participants will learn how to create a culture of avid collaboration meetings. readers, gain tools to build a literate life, and learn about initiatives to strengthen a literacy community. LCD-15 CONCURRENT SESSION A Process for Integrating Writing into Content Areas LCD-12 CONCURRENT SESSION to Lead to Deeper Understanding of Text (Grades 5–8) Mindful Learners: Embedding Social and Emotional Skills in Literacy Workshops (Grades K–2) Jennifer Hastings, Curriculum Specialist, Dalton Public Schools, Dalton, GA Mary Anne Buckley, K/1 Multiage Teacher, Victor Primary School, Mitch Doxsee, Literacy Coach, Dalton Public Schools, Dalton, GA Victor, NY Cassie Richardson, Literacy Coach, Dalton Public Schools, When students do not know how to regulate their behaviors, they invariably Dalton, GA use ineffective, unproductive, and disruptive behaviors to get their needs met. Teaching students a process for annotating a text while reading closely will lead Friendship Workshop is a conscious approach to helping children identify and students to deeper understandings across content areas, increasing achievement. regulate their emotions, so they can make choices that support their relationships We will share how our district is working across grade levels to increase the and their academics. Learn lessons that engage the hearts of students with quality, amount, and the rigor of writing assignments. Teaching students to attack authentic and thought-provoking conversation while covering the curriculum in a more complex text and fostering an inquiry stance increases student agency and engaging, challenging, and creative ways. the ability to produce quality writing.

22 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall MONDAY Sessions A–D

LCD-16 CONCURRENT SESSION This Is What the Teachers Said (Grades PreK–8) READING RECOVERY

Debra Lewis Hogate, Ph.D., Literacy Coach Trainer, RRD-1 FEATURED SESSION University of Maine, Orono, ME It Is Like Having Two Hands! (Repeat) What do teachers say about coaching? What do they outline as the benefits of working with a literacy coach? What do they want coaches to know? This session Annette Torres Elías, Reading Recovery/Descubriendo will share the results of a study conducted to answer those questions and more. la Lectura Trainer and Associate Professor, Attend this session and gain insight into the coach and teacher relationship as Department of Reading, Texas Woman’s University, Denton, Texas well as formulate a few questions of your own. Reading and writing are two different ways of learning the written code used to record oral language. The writing segment of the Reading Recovery lesson is LCD-17 CONCURRENT SESSION replete with opportunities for strategic processing. Participants will discuss the Increasing Text Accessibility through Culturally power of reciprocity and learn to look for signals of progress in writing. Relevant Text (Grades K–2)

Chris McAdoo, Senior Education Design Specialist, Kamehameha Schools, Honolulu, HI READING RECOVERY Tammy Miles, K–12 Curriculum Instruction Assessment Director, Kamehameha Schools, Honolulu, HI RRD-2 FEATURED SESSION Beyond Reading and Writing: Upshots of Are your students’ voices, cultures, and storied places represented in the books they read? Join this session to learn how educators across Hawaii have partnered Reading Recovery and Literacy Lessons to address the need for culturally relevant informational texts for their students. Lori L. Taylor, Reading Recovery Trainer, Hawaiian educators used their own voices and expertise to write 40 books that University of Maine, Orono, ME support science, literacy, Hawaiian language, and culture-based instruction. We Reading Recovery and Literacy Lessons are interventions designed to change the will explore key characteristics of culture-based learning and how educators were trajectory of a child’s reading and writing achievement. A series of lessons can engaged in a design process for creating culturally relevant informational texts also benefit a child and the world around the child in many other ways. In this that are standards based (NGSS, CCSS), promote leveled literacy, and amplify text session, we will consider social and emotional outcomes associated with academic accessibility for all learners. success in Reading Recovery and Literacy Lessons.

LCD-18 CONCURRENT SESSION We Got It from Here: Reigniting Passion for READING RECOVERY Reading and Writing (Grades 5–8) RRD-3 CONCURRENT SESSION Julia E. Torres, Language Arts Teacher/Librarian, Fostering a Mindset for Problem Solving Denver Public Schools, Denver, CO Cornelius Minor, Lead Staff Developer, Columbia University Kelly McDermott, Reading Recovery Teacher Leader, Teacher’s College, Brooklyn, NY Boston Public Schools, Boston, MA In this professional development workshop, participants will experience best During this session participants will spend time thinking about how essential it practices for reading and writing instruction in the digital age and explore is that teaching fosters a mindset for problem solving. We will explore the idea strategies for reigniting passion for reading and writing in today’s learners. that this teaching needs to occur from lesson one and build complexity in reading, Participants will also explore ways to empower student readers and writers to use writing, and word work over the course of a week, a month, and a series of lessons. literacy as a tool of personal and collective transformation.

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 23

TUESDAY Sessions E–G Session E TUESDAY, OCTOBER 22, 2019 8:30 AM–10:00 AM

KEYNOTE SESSION READING RECOVERY The Words That Make Us Human: Story as a Pathway to Literacy (Grades PreK–8) RRE-2 FEATURED SESSION Beyond Reading and Writing: Upshots of Carmen Agra Deedy, Children’s Author, Atlanta, GA Reading Recovery and Literacy Lessons Literacy is critical for success in the work force, in personal communication, and (Repeat) as a tool for lifelong learning. However, children who come from a culture where the written word is low on the hierarchy of needs—and ancillary to their daily Lori L. Taylor, Reading Recovery Trainer, lives—may show little interest in reading. University of Maine, Orono, ME How to reach them? Where to begin the process? The answer, says award-winning Reading Recovery and Literacy Lessons are interventions designed to change author and story coach Carmen Deedy, always begins with story. the trajectory of a child’s reading and writing achievement. A series of lessons can also benefit a child and the world around the child in many other ways. In this session, we will consider social and emotional outcomes associated with academic success in Reading Recovery and Literacy Lessons. READING RECOVERY

RRE-1 FEATURED SESSION READING RECOVERY Maximizing the Power of the Cut-Up Story in Building a Strong Processing System RRE-3 CONCURRENT SESSION “Bursting with Examples”: Ways of Solving in Writing Mary Rosser, Director, UTC for Reading Recovery and Comprehensive Literacy, University of Maine, Orono, ME Maureen Bobbin, Reading Recovery Teacher Leader, Cambridge Public Schools, Cambridge, MA This session explores the power of the cut-up story in building upon and extending Karen Tlili, Reading Recovery Teacher Leader, the strategic activity and processing power developed by students during the Cambridge Public Schools, Cambridge, MA process of reading writing across the lesson. Clay states that the working page of the child’s writing book “should be full of evidence of the variety of different ways of working on words...” (Clay, 2016, p. 83). Using Clay’s guidance, we will explore how to provide these opportunities for children to solve words in a variety of ways in each Reading Recovery lesson and the rationale behind doing so. We will reinforce how the ways of solving in writing can support student solving in reading. Student writing samples and videos will help us to extend our thinking. “I have attended the Literacy for All

Conference every year for the past READING RECOVERY 26 years! This conference continuously RRE-4 CONCURRENT SESSION offers me an opportunity to gain a new Systematic Teaching for Strong Phonological energy and momentum that catapults Awareness and Phonics Competencies

my understandings to new heights with Laurel Dickey, Teacher Leader, Reading Recovery, Collaborative for regard to both theory and pedagogy.” Educational Services, Northampton, MA Advocates in the area of learning disabilities and dyslexia are concerned that — Kristine Haveles-Pelletier children experiencing reading difficulty receive specific teaching regarding District Literacy Implementation Specialist phonological awareness and phonics. Learn how Reading Recovery teachers can Manchester School District, NH ensure all students receive this support through systematic and powerful teaching during daily literacy lessons, specifically during taking words apart with magnetic letters, hearing and recording sounds in words, and linking sound sequence to letter sequence. We will explore record keeping that facilitates this work.

26 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall TUESDAY Sessions E–G Session F TUESDAY, OCTOBER 22, 2019 10:30 AM–12:00 PM

LCF-1 FEATURED SESSION LCF-5 FEATURED SESSION Patterns of Power: Inviting Young Writers Writing Conditions: Seven Necessities into the Conventions of Language (Repeat) Students Need to Flourish as Writers (Grades 1–5) (Grades K–6) (Repeat)

Jeff Anderson, Author, Portsmouth, NH Brian Kissel, Professor of the Practice of Literacy, Meaning is made when reading and writing crash together in the conventions of Vanderbilt University, Nashville, TN language. Where do concept formation and mentor texts fit in? Come discover In this session, participants will learn about the seven key conditions necessary in brain-based, practical ways to use the reading and writing connection to teach order for writers to thrive in the classroom: time, choice, response, demonstration, grammar and editing in a way that enhances composition and comprehension. expectation, room structure, and evaluation. Participants will learn how to create these conditions by crafting a plan to embed these elements within their classrooms.

LCF-2 FEATURED SESSION 7 Strategies to Engage All Students in LCF-6 FEATURED SESSION Literacy Behaviors with the Daily 5 Practicing Presence: Mindfulness and (Grades K–6) Social Emotional Awareness Intersect (Grades K–8) (Repeat) Gail Boushey, Author and Educator, The Daily CAFÉ, Renton, WA Lisa J. Lucas, Professor, West Chester University, Allison Behne, Author and Educator, The Daily CAFÉ, Renton, WA West Chester, PA A positive classroom environment is built on a foundation of respect. Learn 7 This session will empower the most important factor in a student’s learning: the strategies to shift challenging behaviors to engaged behaviors that will help you teacher. This interactive presentation integrates literacy strategies with cutting- and your students succeed within Daily 5 and throughout each day. Join us to edge research in neuroscience, mindfulness, and social emotional awareness. create a learning community where all students can be successful. Discover how to train the mind and establish healthy habits and simple self-care strategies that can easily be incorporated into everyday life. In a world where everyone seems overly busy and overextended, practicing presence offers a LCF-3 FEATURED SESSION much-needed change of pace. Reconsidering Reciprocity: The Dynamic Role of Writing in Reading Comprehension LCF-7 FEATURED SESSION (Grades 3–8) Social Justice Does Not Just Live in M. Colleen Cruz, Director of Innovation, Teachers Our Content, It Lives in Our Methods College Reading & Writing Project, Columbia University, (Grades K–8) (Repeat) Brooklyn, NY Literacy teachers know that reading and writing are two sides of the same coin. Cornelius Minor, Lead Staff Developer, However, many struggle with how to make that connection natural and meaningful Columbia University Teacher’s College, Brooklyn, NY for kids. In this session, using student work samples and opportunities for We know the research. Girls are underrepresented in science and technology. participants to read and write, Colleen will share dynamic and accessible ways for Children of color continue to be suspended at exponential rates compared to their students to use their writing skills to strengthen their reading skills. This session white peers. Poor children are more likely to attend schools with fewer resources. will demonstrate how pairing the teaching of authentic writing with reading can These outcomes are sexist. They are racist. They are classist. School, as an demystify complex reading comprehension. institution, continues to perpetuate them. People often ask, “How can schools be sexist or racist or classist if I’m not?” Systems of oppression continue to work against children—despite our best intentions. LCF-4 FEATURED SESSION This presentation will explore how grading practices, classroom routines, teaching Stories Teach! (Grades PreK–8) methodologies, discipline codes, and other school structures can perpetuate the Carmen Agra Deedy, Children’s Author, Atlanta, GA kinds of exclusion that keep poor children, girls, LGBTQIA+ children, disabled Join award-winning author Carmen Agra Deedy in a basic skills children, and children of color from fully accessing and benefiting from a storytelling workshop. In this participatory event, the attendees school curriculum. We will study how inquiry/action research can be a tool that will explore the fundamental components that comprise a solid oral story. practitioners use to dismantle these structures and to change them to truly benefit Ms. Deedy believes storytelling is a natural pedagogical tool and an essential all learners. element in every great teacher’s tool box!

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 27 TUESDAY Sessions E–G Session F (continued) TUESDAY, OCTOBER 22, 2019 10:30 AM–12:00 PM

LCF-8 FEATURED SESSION LCF-11 FEATURED SESSION Expanding Understanding: Engaging Thematically-Focused Vocabulary Dialogically with Multiple Texts and Instruction for Students (Grades 3–8) Multiple Perspectives (Grades K–6) Jerry Zutell, Professor Emeritus, Textbook Author, Maria Nichols, Teacher, Administrator, Author, The Ohio State University, Destin, FL Consultant, San Diego Unified School District, San Diego, CA Learn about an effective approach to vocabulary instruction for elementary and Our interconnected world requires the active participation of powerfully literate middle grade students. The Theme-Context-Roots-Reference-Review (TC3R) citizens who are able to think and talk through complex issues from a range of cycle includes a) selecting domains of student knowledge and study, b) active perspectives. This workshop will explore the ways multiple sources with varied development of strategies for unlocking word meanings in context, c) knowledge of perspectives expand engagement, expand student talk, and as a result, expand root word structures that connect to word meanings, d) effective use of reference understanding. Text sets that engage students in multiple perspectives will be and Internet sources for unlocking word meanings and precision in selecting the shared, and instructional strategies that support thinking and talking among these right word for the specific context. texts will be purposefully and productively emphasized.

LCF-12 CONCURRENT SESSION LCF-9 FEATURED SESSION Embedding Literacy into Play in Early Childhood Talking with Children About Books (Grades PreK–K) (Grades 3–8) (Repeat) Stephanie Byrd, PreK Inclusion Teacher, Boston Public Schools, Frank Serafini, Professor, Arizona State University, Boston, MA Phoenix, AZ Colleen Mason, PreK Inclusion Teacher, Boston Public Schools, This workshop session will focus on helping students move beyond literal Boston, MA responses to fictional texts. A variety of discussion strategies will be presented Play can be a powerful lever for engaging the diverse range of learners in our that provide opportunities for classroom teachers to expand students’ responses Early Childhood classrooms in meaningful literacy experiences. In this session, to literature and reconsider the structures and supports for the discussions that we will explore how teachers can use purposeful play and inquiry to foster occur in their classrooms. creativity and curiosity to support the social-emotional needs of their students while embedding academics and skills in ways that maintain joy.

LCF-10 FEATURED SESSION Leading Student-Centered Coaching LCF-13 CONCURRENT SESSION (Grades PreK–8) Wonder, Words, and Wisdom: Teaching with Kwame Alexander’s Books (Grades 5–8) Diane Sweeney, Lead Consultant, Diane Sweeney Consulting, Denver, CO Mary Ann Cappiello, Professor, Lesley University, Cambridge, MA Have you ever wondered how to get more out of instructional coaching in your Erika Thulin Dawes, Professor, Lesley University, Cambridge, MA school? Would you like to learn how to build an effective coaching program from Grace Enriquez, Associate Professor, Lesley University, Cambridge, MA the ground up? It’s a familiar story ... we hire great teachers to be coaches and Katie Cunningham, Associate Professor, Manhattanville College, then assume that their instructional background will be enough to get them Harrison, NY started. There is so much more to developing an effective coaching model, and it Excited about hearing author and keynote speaker Kwame Alexander? Wondering begins with the school leader. Join us to learn concrete ways to define roles, set about the ways that you can incorporate his work into your curriculum? Our session expectations for participation, and align with school improvement efforts. This will provide middle school teachers with the opportunity to explore Alexander’s work session is recommended for coaches, principals, district leaders, and teachers in a curricular context, with an emphasis on thematic text sets. Please bring tablets who are interested in coaching. or laptops and come ready to experience a diverse sampling of learning contexts.

28 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall TUESDAY Sessions E–G

LCF-14 CONCURRENT SESSION LCF-17 CONCURRENT SESSION Inspire Writing! with Comics, Picture Books, Hit the Pause Button: Slowing Down to Get to Know and Graphic Novels (Grades 3–6) Our Kids as Readers & Writers (Grades K–2)

Shawna Coppola, Literacy Specialist, Author & Consultant, Stephanie Noyes McSherry, Lead Learner/Literacy Coach, The Educator Collaborative, Madbury, NH Merry Barn Writers’ Retreat & Educational Consulting, LLC, What is the difference between a comic, a graphic novel, and a picture book? Edgecomb, ME How can we use an inquiry process to build curriculum in our writers’ workshop? Sandra Horrocks, Teacher, Grade 1, MSAD 75/Bowdoin Central Participants of this workshop will walk away with a solid sense of how to answer School, Bowdoin, ME both of these questions as well as a variety of ideas for how to engage students in Keira Ithomitis, Teacher, Grade 1, Brunswick Schools/ trying out some of the craft elements that are found within these popular, yet often Coffin Elementary School, Brunswick, ME undervalued, genres. Kristen Cerami, Teacher, Grade 4, Little Harbour School, Portsmouth, NH There is never enough time. It can be difficult to give ourselves permission to slow LCF-15 CONCURRENT SESSION down and focus on what we know is foundational to all learning—developing Building Your Conferring Toolkit: Preparing for strong relationships with our students and knowing them as readers and writers. Conferring with Readers (Grades 3–6) It is an ongoing cycle of observing, gathering, hypothesizing, and using what we know about our kids to teach responsively and propel our students on their own Gravity Goldberg, Author, Consultant, Gravity Goldberg, LLC, South Nyack, NY paths toward success. Join us to celebrate and share the ways we can refocus on knowing our kids and teach responsively. Come with a student in mind and create We often feel reluctant to try conferring conversations because there is no plan to a holistic student literacy profile. follow. We don’t think we have the background to sit side-by-side with a reader. We fear we don’t know what to ask, what to listen for, or what to look for in order to reliably take that data and do something with it to really have an impact on the LCF-18 CONCURRENT SESSION learner’s development. The truth is, we can’t plan for a conference, but we can be Required Reading Reconsidered (Grades 3–6) prepared. In this highly practical session, come with your trickiest questions and walk away with a toolkit of things you can use with students right away. Afrika Afeni Mills, Senior Manager of Inclusive and Responsive Educational Practices, BetterLesson, Randolph, MA Monica Washington, Instructional Coach, BetterLesson, Linden, TX LCF-16 CONCURRENT SESSION Educators who attend this session will examine the voids that may exist in their The Diversity Dilemma: Finding Diverse Books for schools’ required literary canons. Session facilitators will engage participants in Marginalized K–3 Students (Grades K–3) discussion while also providing resources and practical solutions for creating more Carol Levine, Owner/Manager, SongLake Books, Tully, NY inclusive and richer literary experiences for students. Learn dimensions of diversity; learn why diversity matters even in primarily white classrooms; learn current research to justify additional expenditures for diverse LCF-19 CONCURRENT SESSION reading materials; learn to avoid common pitfalls in selecting diverse materials; A How-To Guide to Interactive Writing: Help Your and, lastly, leave with a list of many companies/titles of diverse books appropriate Writers Go from Approximating to Independence for K–2 classroom instruction or classroom libraries. (Grades K–2)

Gwen Quinn, Literacy Coach, Coatesville Area School District, PA Audrey Monte, Literacy Coach, Coatesville Area School District, PA Come and learn how interactive writing can help your primary writers soar to “Always the best literacy conference new spelling independence! In this workshop, you will learn how to implement interactive writing in a K–2 classroom with ease. This quick, energetic, and in New England.” collaborative instructional addition to your practice will help support those novice writers in an authentic and engaging literacy context. — Jo Skarin Reading Specialist Sunapee School Distric, NH

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 29 TUESDAY Sessions E–G Session F (continued) TUESDAY, OCTOBER 22, 2019 10:30 AM–12:00 PM

LCF-20 CONCURRENT SESSION Raising Our Voices: Digital Tools to Enhance READING RECOVERY Student Participation (Grades 3–6) RRF-1 FEATURED SESSION Dr. Lindsay Yearta, Assistant Professor of Education, Intentionality Winthrop University, Rock Hill, SC Katie Kelly, Associate Professor of Education, Furman University, C.C. Bates, Director, Clemson University Reading Greenville, SC Recovery and Early Literacy Training Center, In this session, the presenters will share a variety of digital tools that can be Clemson, SC used to create opportunities for students to share their ideas and questions with What does it mean to be intentional in our teaching and professional lives? authentic audiences within and beyond the classroom. Further, digital tools to This keynote will explore how the close observation of students links to deliberate encourage and support student activism will be discussed. Classroom examples teaching and accelerated progress. It will also examine ways teachers can be will be shared. Please bring a device and join us to discover digital technologies purposeful about reflective practice and collaboration. that can help your students raise their voices. REGISTER AT crrlc.cvent.com/lfa2019

And check out the Literacy for All conference app!

Center for Reading Recovery and Literacy Collaborative JOIN US FOR LITERACY PROFESSIONAL DEVELOPMENT

Intervention Assessment We provide a six-day Leveled Literacy Intervention (LLI) We offer two-day literacy assessment trainings at your System training for grades K–2 or 3–12 at your school school or district to learn how to administer, score, or on campus at Lesley University, where teachers learn to and analyze using the Fountas & Pinnell Benchmark provide intensive instruction to small groups of struggling Assessment System (BAS). readers and writers.

Contact: Julie Travers, 617.349.8852 or [email protected] lesley.edu/crr

30 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall TUESDAY Sessions E–G Session G TUESDAY, OCTOBER 22, 2019 1:30 PM–3:00 PM

LCG-1 FEATURED SESSION LCG-4 FEATURED SESSION “I’ve Never Written So Much!” How Mentor What We Read in Books, We Read in Texts Inspire and Nurture Writers (Grades 3–8) the World (Grades K–8)

Jeff Anderson, Author, Portsmouth, NH Cornelius Minor, Lead Staff Developer, Columbia You can’t make students write, but you can inspire them to do so. University Teacher’s College, Brooklyn, NY Discover and explore a few sure-fire mentor texts and strategies that will get and People often say that books make us better people or that writing can change keep students writing. Come join a middle grade author and write, laugh, and grow. the world. This session will take a very close look at our role as educators in ensuring that this happens. Just like we cannot leave the teaching of literacy skills to chance, we cannot simply hope for a better world. We teach for one. In this LCG-2 FEATURED SESSION session, we will work to name the skills, plan the lessons, gather the resources, CAFE 2.0: Teach the Students in Front and practice the methods that help children to learn and practice critical thinking of You (Grades K–6) (Repeat) skills in the literacy classroom and then to transfer those skills to their lived experience in the world. Gail Boushey, Author and Educator, The Daily CAFÉ, Renton, WA Allison Behne, Author and Educator, The Daily CAFÉ, Renton, WA LCG-5 FEATURED SESSION Since it is our job to teach, we benefit from committing to memory a lesson The Power of Purposeful Talk: Exploring framework that is effective, flexible, differentiated, and keeps thinking at the and Building Dialogic Classrooms heart, allowing our brains to have enough cognitive capacity to make decisions and (Grades K–5) (Repeat) mental pivots in the moment with students. Join us to learn the framework that makes this responsive teaching and student learning possible. This session will Maria Nichols, Teacher, Administrator, Author, Consultant, San Diego Unified School District, San Diego, CA highlight our four-step plan to design and deliver effective instruction. The ability to talk purposefully and productively with others is foundational to learning. But, what is purposeful talk, and how do we teach in ways that enable LCG-3 FEATURED SESSION talk—and children—to flourish? This workshop explores dialogic classrooms, Clever Writers Become Critical Readers: emphasizing processes that support students in using talk to construct bold ideas Teaching Writing Skills First Can Transform and understandings. The changing role of the teacher will be considered, with Reading Comprehension (Grades 3–8) (Repeat) examples of facilitation strategies that support students’ efforts.

M. Colleen Cruz, Director of Innovation, Teachers College Reading & Writing Project, Columbia University, Brooklyn, NY Many teachers are used to taking advantage of links between reading and writing, typically introducing a genre through reading and looking to texts as mentors for writing pieces crafted later. Colleen will assert there is another way—that teaching writing first and explicitly teaching students to reflect on choices they make as writers are powerful tools for teaching critical reading comprehension. When students, as captains of their writing, start to recognize the tricks of the trade in the “I will explore technology as a way to further texts they read, their reading comprehension becomes more active and nuanced. connect with the staff in our building. As a literacy coach, I am always looking for new ways to share information.”

— Kirsten Perry Literacy Coach Wiscasset School District, ME

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 31 TUESDAY Sessions E–G Session G (continued) TUESDAY, OCTOBER 22, 2019 1:30 PM–3:00 PM

LCG-6 FEATURED SESSION LCG-9 CONCURRENT SESSION Word Detectives: Using Word Structure, Annotation and Agency: Close Reading in the Origin, and History to Increase Students’ Primary Grades (Grades K–2) Vocabulary (Grades 3–8) Alice Ensley, District Literacy Coordinator, Dalton Public Schools, Jerry Zutell, Professor Emeritus, Textbook Author, Dalton, GA The Ohio State University, Destin, FL Why do many readers begin to struggle as they encounter increasingly complex Build your understanding of when, where, and how English words have entered texts? This session will explore the increased vocabulary demands at upper levels the language and how to use this information to plan instructional activities that and propose shifts that can be made in our primary grades to prepare readers stimulate students’ interest and build their academic vocabularies. In addition, to be successful in these texts. This session will demonstrate close reading in join a discussion of how the systematic relationship between large classes of grades K–2 and connect those strategies to guided-reading instruction. Specific current English and Spanish words can be used to support the vocabulary growth vocabulary solving minilessons will also be shared. of Spanish-speaking L2 speakers. LCG-10 CONCURRENT SESSION LCG-7 CONCURRENT SESSION Emotionally Responsive Coaching (Grades PreK–8) Yes, They Can! Joyful Learning and High Expectations Jillian Fountain, Intermediate/Middle Grades Trainer, Lesley (Grades K–2) for Our Youngest Learners University Center for Reading Recovery and Literacy Collaborative, Cambridge, MA Grace Choi, Literacy Collaborative Coach, Fairfax County Public Schools, VA Professional interactions and relationships contribute to educators’ How do teachers develop reading and writing identities in our youngest learners understandings of our work, our identities, and our perceptions of colleagues. while still honoring them as young children? During this session teachers will Coaching conversations have an affective component that impacts the actions learn about creating classroom structures and routines that allow for joyful and of each participant, and as a result, the professional learning that emerges. Since meaningful experiences within authentic reading and writing practices. We will emotions are key to how professional knowledge is developed, we will explore the explore ways to build engagement throughout the balanced literacy framework while emotional supports necessary for effective coaching. also holding high expectations for our students as growing readers and writers. LCG-11 CONCURRENT SESSION LCG-8 CONCURRENT SESSION Assessment to Empowerment: Using the Benchmark Infusing Diverse Picture Books in Your ELA/Literacy Assessment System as a Catalyst for Change Teaching (Grades K–2) (Grades K–2)

Grace Enriquez, Associate Professor of Language and Literacy, Angela Kennedy, Elementary English Language Arts Reading Lesley University, Cambridge, MA Curriculum Coordinator, Eagle Mt. Saginaw ISD, TX Given the capacity for literature to create powerful learning experiences for Robin Griffith, Associate Professor, Texas Christian University, Fort Worth, TX children, what does it mean to include diverse picture books in our literacy teaching? In this workshop, attendees will consider authors, illustrators, Too often teachers administer assessments for the purpose of reporting reading databases, book review sites, and various kinds of diverse picture books and level data at the district level but that does not shape instruction. In this session, pedagogical approaches available to educators. Time will be given to explore we present one district’s story of how a sustained system of support and ongoing diverse picture books, both classic and recently published, to consider their collaboration at all levels empowered teachers and campuses to use data utility for teaching. differently. Teachers examine the BAS results to inform instruction far beyond the guided-reading table. Videos, artifacts, and hands-on work will be shared.

32 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall TUESDAY Sessions E–G

LCG-12 CONCURRENT SESSION LCG-14 CONCURRENT SESSION Beyond Formulas: Research-Based Approaches Authentic Inquiry in K–2 Classrooms through for Teaching Real-World Writing (Grades 3–6) Genius Hour (Grades K–2)

Leslie Laud, Instructor, Bank Street College of Education, Mary Alicia Lyons, K–2 Literacy Coach, Chapel Hill Carrboro New York, NY City Schools, Durham, NC Learn the latest research on how to raise motivation, foster self-regulation, and Imagine a framework that integrates reading, writing, speaking and listening, improve the quality of student writing in a workshop setting focused on text-based technology, student voice and choice, and collaboration. Genius Hour (GH) fits that and real-world writing. Receive resources and ideas you can use immediately bill! In GH, students develop open-ended wonder questions and research them to help your writers become more effective at using the writing process in through inquiry learning. Participants will learn about instructional strategies to personalized, authentic ways to achieve their purposes. successfully support implementing GH. In addition, we’ll learn about apps that support research and reflection, explore GH resources, view videos of the work in action, and see GH final projects. LCG-13 CONCURRENT SESSION Fostering Language Development (Grades PreK–K) LCG-15 CONCURRENT SESSION Sara Lazrow, Manager of Content Development, Developing Cohesive Genre Studies for Children’s Literacy Initiative, Philadelphia, PA Middle School Readers and Writers (Grades 5–8) Susan Smith, Manager of Content Development, Children’s Literacy Initiative, Philadelphia, PA Patty McGee, Lead Literacy Consultant, Gravity Goldberg, LLC, Children’s oral language development has a strong impact on their reading and Harrington Park, NJ writing skills. In this session we will learn explicit strategies to encourage talk Why is it that Middle School literacy lessons sometimes time-warp into dusty and deepen language skills in our classrooms. We’ll learn about the components practices of whole class texts written by a finite set of authors and writing of oral language: phonology, semantics, syntax, and pragmatics, and look at ways five-paragraph responses? Mid-century modern may work for furniture but not to create a language-rich classroom environment through read alouds, songs and for instruction—there is a better way! Together let’s create an irresistible reading rhymes, collaborative conversations, and play. and writing genre study that will have your middle schoolers connecting with zeal. This isn’t about tossing out the literary canon but playing in the intellectual sandbox with many other texts, voices, and genres.

LCG-16 CONCURRENT SESSION Integrating Social Studies and Literacy: The Importance of Talk and Building Collective Ideas Together (Grades 2–5)

Maggie Moon, K–5 Literacy Liaison, The School at Columbia “I thought this conference was outstanding! University, New York, NY I came to the conference with the goal of Danielle Morris, Grade 3 Lead Teacher, The School at Columbia University, New York, NY learning more about the role of Literacy Integrating the teaching of social studies, science, and literacy makes learning Coaches. The professionals I saw leading the relevant and accessible to children. By teaching students to build their discourse during Read Aloud and Research Clubs, we invigorate the learning in sessions and the others I met throughout the all classrooms and make the teaching of content areas come to life. Engaging conference were such an inspiration!” students in centers opens up possibilities for understanding the past and present and encourages students to draw connections between history topics, science —Mary Beth Sessler concepts, and new ideas. Kindergarten Teacher Livonia Central School Livonia, NY

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 33 TUESDAY Sessions E–G Session G (continued) TUESDAY, OCTOBER 22, 2019 every student living a fully literate life 1:30 PM–3:00 PM

LCG-17 CONCURRENT SESSION Observe and Respond: Teaching for Shifts in READING RECOVERY Reading Processing (Grades K–2) RRG-1 FEATURED SESSION Chrisie Moritz, Literacy Collaborative Coach, Consultant, Author, Maximizing the Power of the Cut-Up Story Fairfax County Public Schools, VA in Building a Strong Processing System Effective, responsive teaching is dependent upon our ability to observe and analyze (Repeat) reading behaviors, and then respond in a way that engineers a shift in how readers process texts. Join me as we use a variety of student examples to refine Mary Rosser, Director, UTC for Reading Recovery our observational lenses and expand our repertoire of facilitative language and and Comprehensive Literacy, University of Maine, Orono, ME moves that support readers with efficient processing. This session explores the power of the cut-up story in building upon and extending the strategic activity and processing power developed by students during the process of reading writing across the lesson. LCG-18 CONCURRENT SESSION Visual Literacy: An Alternate Path to Comprehension (Grades 3–6) READING RECOVERY Eleanor Papazoglou, Teaching Lecturer and Literacy Consultant, Plymouth State University, Plymouth, NH RRG-2 CONCURRENT SESSION For learners who struggle with reading and writing, the visuals they encounter Rediscovering Roaming: Expanding the in texts are more than just pictures to look at or drawings to “decorate” writing. Teacher’s Known They are an integral part of reading and writing instruction. The visuals learners Matthew Morrison, Reading Recovery Teacher Leader, encounter in literature are learning and thinking tools that foster the development of University of Maine, Orono, ME comprehension. In this session the focus is on intentional, explicit, and differentiated instruction to scaffold the use of visuals in the meaning-making process. During roaming, it is the goal of every Reading Recovery teacher to gain as much information and insight about a child as possible. But what can we do to ensure we achieve this with all children? Using James Schnug’s 2015 article “Promoting LCG-19 CONCURRENT SESSION Discovery During Roaming Around the Known” as a touchstone, we will explore Coaching in the Middle: Supporting Disciplinary how to maximize our opportunities to cultivate the mindset of tentativeness and Literacy Learning (Grades 5–8) sensitive observation in ourselves. If our students are to accelerate, we must remain open, contingent, and alert throughout the entire lesson series. Roaming is Lisa White, K–12 English Language Arts and Library Media the gift Clay gave us to rediscover this mindset and practice it moment by moment Coordinator, Plymouth Public Schools, Plymouth, MA so as to carry it forward when lessons begin. Jacklyn Gervais, Middle School Literacy Coach, Plymouth Public Schools, Plymouth, MA Middle grade teachers face increasingly complex demands: new content A cohesive, multi-text approach to PreK–6 literacy instruction standards, literacy goals, SEL skills, and more. This session will review the difference between content-area literacy and disciplinary literacy and how with thousands of books, lessons, and resources. merging the expertise of a content specialist with the experience and background of a literacy coach can enhance instructional practices and increase student achievement. Time will be given for modeling, guided practice, REGISTER AT and independent practice of approaches and strategies presented. crrlc.cvent.com/lfa2019

INTERACTIVE SHARED PHONICS, READING GUIDED BOOK INDEPENDENT PROFESSIONAL And check out the READ-ALOUD READING SPELLING, AND MINILESSONS READING CLUBS READING LEARNING Literacy for All WORD STUDY TOOLS conference app!

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@FountasPinnell @FountasPinnell @FountasandPinnell #FPLiteracy #fountasandpinnell 34 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall

LFA-FPC_2019.indd 1 7/9/19 1:38 PM every student living a fully literate life

A cohesive, multi-text approach to PreK–6 literacy instruction with thousands of books, lessons, and resources.

INTERACTIVE SHARED PHONICS, READING GUIDED BOOK INDEPENDENT PROFESSIONAL READ-ALOUD READING SPELLING, AND MINILESSONS READING CLUBS READING LEARNING WORD STUDY TOOLS

fountasandpinnell.com | heinemann.com | 800.225.5800

@FountasPinnell @FountasPinnell @FountasandPinnell #FPLiteracy #fountasandpinnell

LFA-FPC_2019.indd 1 7/9/19 1:38 PM Travel Information Location Hotel Accommodations Rhode Island Convention Center • Discounted guest room blocks are available at the hotels 1 Sabin Street, Providence, RI 02903 listed below. Indicate you are with the Lesley University 401.458.6000 | riconvention.com Literacy for All Conference to get the special rates. • All hotel reservations can be booked online. Visit lesley.edu/literacy-for-all-conference/hotels Directions to find links for each hotel. • Make your reservation early, as rooms may fill before the By Car cut-off date. Print directions from our website: • If the blocks are full, keep calling. Rooms are rereleased lesley.edu/literacy-for-all-conference/directions into the block due to cancellations. By Train • All room rates are subject to change. • Hotel rates DO NOT include discounted parking • Amtrak: 800.USA.RAIL | amtrak.com or a 12–13% sales tax. • MBTA: 800.393.6100 | mbta.com The Omni Providence By Air Attached to the Convention Center • T.F. Green Airport (8 miles from downtown Providence): One Exchange Street, Providence, RI 02903 | 800.843.6664 888.268.7222 | pvdairport.com • Rate: $184/night for single/double, plus parking By Bus • Parking: $20/night for self-parking, $28/night for valet • Peter Pan: 800.343.9999 | peterpanbus.com • Cut-Off Date: September 27, 2019 • Greyhound: 800.231.2222 | greyhound.com Providence Biltmore Hotel • RI Public Transit Authority: 401.781.9400 or 888.331.7500 | ripta.com Across the street from the Convention Center Kennedy Plaza, Providence, RI 02903 | 800.294.7709 • Rate: Starting at $167/night for single/double/other, plus parking Parking • Parking: $29/night for guests Rhode Island Convention Center North Garage • Cut-Off Date: September 30, 2019 riconvention.com Providence Courtyard by Marriott Providence Place Mall Across the street from the Convention Center providenceplace.com 32 Exchange Terrace at Memorial Boulevard, Providence, RI 02903 | 888.887.7955 Hotel Parking • Rate: Starting at $174/night for single/double, plus parking See next section, “Hotel Accommodations,” for details on hotel parking. • Parking: $26/night for guests, $10/vehicle for conference attendees until 5:00 p.m. (additional fees may apply after 5:00 p.m.) • Cut-Off Date: October 7, 2019

Hilton Providence Full travel information with hotel links Five-minute walk from the Convention Center 21 Atwells Avenue, Providence, RI 02903 | 403.831.3900 and all other conference details available at: • Rate: Starting at $164/night for single/double, plus parking lesley.edu/literacyforall • Parking: $14/day for valet, $28/night for valet, $12/day for self-parking, $25/night for self-parking To register, visit: • Cut-Off Date: September 18, 2019 crrlc.cvent.com/lfa2019

36 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall Scholarship and Funding Scholarship Sue Hundley 2018 Sue Hundley Memorial Scholarship Winners: Memorial Scholarship Sue Hundley, a Reading Recovery Teacher Leader and a Literacy Collaborative Trainer at Lesley University, was dedicated to her teaching and her students and she cared deeply about her own professional growth. Following her death from cancer in May 2000, a memorial fund was established in her name at Lesley University. The fund supports young readers and writers by providing teacher scholarships for professional development and by assisting with the development of literacy materials in classrooms. Please consider a donation in Sue’s name. Donations make it possible for two teachers to attend the Literacy for All Conference each year. Donations to the fund can be made Lesley Perry, Literacy Teacher, Mossy Oaks Elementary through your conference registration form. School, Beaufort, SC “The conference exceeded all of my expectations and Applying for a Sue Hundley Memorial Scholarship provided professional growth in a vast array of literacy teaching genres. I was able to design a schedule filled with Scholarships are available for one Reading Recovery workshops that pertained specifically to the needs of my teacher and one classroom teacher and cover: own teaching, as well as the needs of my students and • Two-day conference registration (Monday and Tuesday) school. The impact this conference had on my teaching • Two nights’ accommodations has been invaluable, and my students’ growth is a direct correlation to this.” • Up to $100 for expenses • Application: lesley.edu/literacy-for-all-conference/ Melissa Sidiropoulos, K–2 Literacy Collaborative Coach, funding-and-scholarships/ O.W. Holmes Innovation School, Dorchester, MA “Every year that I attend the conference, I gain new insights into the development of literacy in young children. For many years, I went to the conference with the mindset of a Reading Recovery teacher looking to improve my instruction of some of the most struggling readers and writers. This year, I entered the conference with the mindset of a Literacy Collaborative coach and first grade teacher. I was able to learn from experts in the field and bring this learning back to the amazing educators at my school.” Funding Reading Recovery Travel Grants Additional Funding • Bruce Larkin awards 500 grants each school year, up to Funding may be available through Title 1 of the Elementary $200 each, for travel expenses incurred by attending the and Secondary Education Act, Charter Schools Funding, Reading Recovery portion of the Literacy for All Conference. and Parent-Teacher Organizations. • Application: wilbooks.com/travel-grant

Student Volunteers • Graduate students who volunteer on Monday can attend the conference for free on Tuesday. • Students must be enrolled in a full-time, accredited university degree program.

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 37 Registration and Discounts

Registration How to Register Online Registration Fees* Early Bird Price Standard Before Price • crrlc.cvent.com/LFA2019 August 31, 2019 • You must have your session selections ready when you begin the online registration process. To view Sunday Pre-Conference $180 $195 sessions, please visit lesley.edu/literacy-for-all-conference/ workshops/. Monday and Tuesday $325 $350 • Credit cards, purchase orders, and checks accepted. Monday or Tuesday Only $225 $240 (Please have credit card or PO number ready.)

Sunday and Monday $400 $425 Paper Registration

Package Deal (Sunday–Tuesday) $425 $450 • $15 charge for mailed-in registration forms. • Contact the conference office to receive a paper *Registration fees do not include meals, parking, or materials. registration form. Registrations cannot be shared. • Send PO or check with registration form or call with credit card number. • Complete and return the registration form with payment.

Discounts At the Conference Discounts cannot be combined. Please note, discounts • Go to Help Desk at Registration on the third floor to select will be applied upon verification after conference. sessions and pay. Learn how to register for and receive the discounts below • Payment is required at time of registration. at lesley.edu/literacy-for-all-conference/registration. • All sessions are subject to availability. • Group Discount: Send 10 people from your school district for two or more days and send an 11th person for free. Please Note (Free registration based on registration of least value.) • Registrations will not be taken over the phone or e-mail. • Principal/Assistant Principal Discount: Send five • Payment must be sent within 10 business days educators from your school to the conference for two or of registering. more days and your principal, assistant principal, or other • Do not write credit card numbers on the paper form. administrator from the same school may attend for free. Register online or call the conference number with your (Principals can select any registration type with discount.) credit card number.

INTRODUCING THE 2019 Literacy for All STAY Conference App INFORMED! Sponsored by Heinemann

SCHEDULE SPEAKERS Mobile App Sponsored By Keep your personal LFA Get to know our speakers. schedule at your fingertips. See their profile and publications. AGENDA EXHIBITORS View convenient descriptions Be alerted to special offers of all 100+ workshops. from onsite exhibitors.

Registered attendees will receive an invitation to download prior to the conference.

38 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall Conference Policies Payment, Refund, and Cancellation/ Videoconferencing and Substitution Policy Audiotaping Policy • Submission of the paper or online registration form is a It is not permissible, under any circumstance, for conference commitment to pay the conference fees if the event is held, attendees to use Skype or any other technology (i.e., FaceTime regardless of weather conditions. or Blackboard) for the purpose of transmitting a workshop • If paying with a purchase order, please be sure to obtain presentation, keynote address, or any other conference permission from the school district to register. event to individuals who are not in attendance at the event. Videotaping or audiotaping of workshop sessions, keynotes, • If the school district does not approve the purchase order, or other conference events is also strictly prohibited. the attendee will be responsible for the conference fees. • No-shows will be invoiced and subject to collection for the full amount. • Unpaid registrations will necessitate barring registration for future trainings sponsored by Lesley University. • A refund, minus a $50 fee, will be granted if we receive a written request to cancel by September 4, 2019. • Refunds will not be issued after September 4, 2019; however, substitutions for the conference may be made at any time. CALL FOR • Please notify the conference office in writing in advance if you are sending a substitute. 2020 PROPOSALS • Substitutes should not register online; the conference team Concurrent Sessions | October 25–27, 2020 will register all substitutions.

Attendance Policy APPLY ONLINE BY NOV. 15, 2019 We will issue a certificate of attendance to each participant at the conclusion of the Literacy for All Conference. In order lesley.edu/literacy-for-all-conference/proposals to receive your certificate, you must submit a completed one-page objectives form, which we will provide to all participants in their conference tote bag.

• Any participant who leaves the conference early will receive a reduced number of attendance hours on their certificate of attendance. • We are unable to mail certificates of attendance following The Literacy for All Conference the conference so be sure you pick up your certificate before you leave. You may need this certificate of offers 100+ workshops. Make one attendance for recertification or other purposes, so we of them yours and attend for free.* recommend you keep it in a safe place. • If you misplace your certificate of attendance at a later Are you an engaging speaker with date, please note that it will cost $25 to obtain a new one. thoughts to share on current trends in We will reissue a replacement certificate of attendance upon confirmation that we receive your completed literacy education? objectives form at the conclusion of the event (by October 22, 3:00 p.m.) and receive payment of $25. • We cannot email certificates of attendance. • If we do not have your objectives form on file, we will be Questions? *One speaker per accepted unable to issue you a new certificate of attendance. Visit our website session attends Monday and Tuesday of the 2020 or email: LFA, October 25–27, in [email protected] Providence, RI, for free.

For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall 39 General Information Volunteering Internet Availability Can you spare a few minutes to help the conference run The Rhode Island Convention Center will be offering smoothly for all? Easy volunteer duties include collecting complimentary basic Wi-Fi throughout the entire convention tickets and introducing speakers at individual sessions. center (all public spaces, meeting rooms, and exhibit halls). You will only be assigned to volunteer for a session you are already attending. To volunteer, please check “yes” to volunteering as you complete your online registration. Session Evaluations RRCNA Membership Session evaluations for the 2019 Literacy for All Conference Reading Recovery Council of North America (RRCNA) is an will be online. Attendees will receive an email shortly after association of Reading Recovery professionals and partners. the conference asking you to complete a short online Membership benefits include subscriptions to the newsletter evaluation form. Tracking worksheets will be provided in and journal, a logo lapel pin, and a membership certificate. all conference bags to allow you to record notes about all sessions you attend. Free Gift for Literacy for All Conference Attendees Conference attendees who sign up for a membership to RRCNA will receive a gift. Add a membership to your registration and the fee will be included in your total registration cost. Your free Conference Mobile App gift will be available when you arrive at the conference. Thanks to generous support by Heinemann, conference Membership Fees attendees will be able to access all the latest 2019 Literacy for All information at their fingertips. A customized mobile • New or Renewal: $75 app will offer each attendee a personalized schedule plus • Reading Recovery Teachers-in-Training: $45 exhibitor and sponsor listings and information on handouts, • Supporting (includes recognition in Council Connections surveys, networking, social media, and announcements. newsletter): $140 Registered attendees will receive detailed information on how to download the app to your phone or mobile device. Contact To check the status of your membership, contact RRCNA [email protected] with any questions. at 614.310.7323. October 25–27, 2020 2020

Ralph Fletcher has been a Jason Reynolds is a New Adria Klein is the Trainer and mentor to teachers and young York Times bestselling author Director of the Reading Recovery writers everywhere. He is the and poet. His many books include Center at Saint Mary’s College of author of many bestselling teacher When I Was the Greatest, Boy in California and co-author of many professional books, including the Black Suit, As Brave as You, professional books and articles, Writing Teacher’s Companion: For Every One, the Track series including Research in Reading Voice, Choice, Purpose, and Play (Ghost, Patina, Sunny, and Lu), and Recovery, and many children’s (Scholastic). He has also written Long Way Down, which received books; her latest books are Whole- 20 books for children and young both a Newbery Honor and a Printz Group Reading Instruction and adults, including Fig Pudding Honor. He lives in Washington, Small-Group Reading Instruction and Flying Solo. (Sponsored DC. You can find his ramblings at (Benchmark Education), part of

Join Us Next Year! Us Join by Scholastic) JasonWritesBooks.com. (Sponsored the new PD Essentials series. by Simon and Schuster) (Sponsored by Benchmark Education)

40 For more info: 617.349.8402 | [email protected] | lesley.edu/literacyforall Heinemann Ad for LFA // 05.08.19 // 8.5 x 11 with .125" bleeds

Grades State-of-the-Art Classroom Libraries K–8 Curated by the World’s Leading Experts in Children’s Literature and Literacy

Teachers College Reading and Writing Project Classroom Libraries !!curated by LUCY CALKINS AND COLLEAGUES

Kids who have access to great books become readers. There is simply nothing that makes teaching reading easier, that gets kids reading with tremendous volume, or that lifts reading skills higher than a collection of truly fabulous books.

—Lucy Calkins

he TCRWP Classroom Libraries curators share a mission: to put books into Tkids’ hands—and hearts. These libraries provide the foundation all teachers need to turn reading into a joyful and purposeful endeavor in their classrooms.

These meticulously-selected libraries:  Recruit students to love reading and move them up levels of complexity  Introduce as many authors and titles as possible, including many new and cutting-edge titles  Include books selected for high interest, richness (books that can be mined again and again), books that are culturally responsive and reflect our diverse world, and quality of writing and content.  Are available in on-level and below-benchmark collections. Choose complete grade-level libraries or individual shelves.

Visit UnitsofStudy.com for more information about the TCRWP Classroom Libraries and the following resources also available from Lucy Calkins and Colleagues: ◗ Units of Study in Opinion/Argument, Information, and Narrative Writing, K–8 ◗ Units of Study in Phonics, K–2 ◗ Units of Study for Teaching Reading, K–8

Download the new TCRWP Classroom Libraries Catalog at https://samplers.heinemann.com/libraries

Heinemann.com | P 800.225.5800 | F 877.231.6980 @HeinemannPub

LFA_Calkins_CLib_ad.indd 1 5/9/19 10:32 AM NONPROFIT ORG. U.S. POSTAGE PAID Lesley University BOSTON, MA PERMIT NO. 20 Center for Reading Recovery and Literacy Collaborative 29 Everett Street, Cambridge, MA 02138

KEYNOTE SPEAKERS

Kwame Alexander Carmen Agra Deedy

Register for Reading Recovery sessions with Keynote C.C. Bates, Annette Torres-Elias, James R. Schnug, plus a variety of topics October 20–22, 2019 from prominent authors Rhode Island Convention Center, Providence, RI

Topics include: Ideal for: Early Literacy Classroom Teachers Adolescent Literacy Reading Specialists Intervention Literacy Coaches Literacy Coaching Interventionists Lester Laminack Fountas and Pinnell Wiley Blevins Children’s Literature Literacy Leaders Reader’s Workshop Administrators Phonics Reading Recovery Teachers Spelling and Vocabulary Reading Recovery

Cornelius Minor Gail Boushey Jeff Anderson

Register by August 31 and Save Register online now: crrlc.cvent.com/lfa2019 Diane Sweeney Matt Glover Maria Nichols