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					STRAND SESSIONS


Reading Recovery

“     It was excellent! I loved all the sessions I attended. This
      Conference never fails to impress and inspire me.”
                                                                     The Need For Speed
                                                                     From the University of Kentucky, Lexington, KY:
                                                                           Judy Embry, Reading Recovery trainer

                                                                     Strengthening a child’s ability for fluency and flexibility are criti-
      — Reading Recovery teacher and 2012 Conference attendee
                                                                           Lindy Harmon, Reading Recovery trainer

                                                                     cal for the child’s acceleration in literacy learning. Explore ways
                                                                     to strengthen these abilities through lesson records, running
Reciprocity Between Reading and Writing: Strategic                   records, and video clips of reading and writing.
Processing as Common Ground T
Nancy Anderson, Reading Recovery trainer, Texas Woman’s

One of the most important decisions educators can make is to
                                                                     When Students Don’t Know How to Confirm
     University, Denton, TX

focus instruction on helping children understand HOW to make
                                                                     Lori Fitzgerald, Reading Recovery teacher leader, Delaware City

                                                                     Whether it’s a shrug or a blank stare, we have all had students
decisions or operate strategically on text. Understand how to
                                                                           Schools, Delaware, OH

                                                                     who are not sure how to answer the question: “Are you right?”
maximize teaching around reading and writing by focusing on          Videos demonstrate theory into practice as you foster student
strategic processing as common ground.                               independence in confirming responses.
It’s More than the Picture: How to Help Children Construct           Activating Teaching: Using Running Records to Inform
Literacy Processing Systems                                          Teaching Decisions T
Nancy Anderson, Reading Recovery trainer, Texas Woman’s

As children learn to read and write, they construct decision-
                                                                     Mary Fried, Reading Recovery trainer, The Ohio State University,

                                                                     Clay states: ‘One teacher and one child work together in ways that
     University, Denton, TX

making systems that fuel all subsequent literacy learning.
                                                                          Columbus, OH

                                                                     allow a myriad of instructional adjustments to be made.’ Focus
Responsive teaching focuses on strategic action rather than items,   on ‘patterns of responding’ by analyzing running records to help
procedures, or routine behaviors such as looking at the picture      teachers adjust their teaching and respond more effectively to
or sounding out letters. Focus on how children engage the senses     opportunities for a particular learner to move forward in his/her
and use movement and language to weave together a strategic          learning.
processing system.
                                                                     Nurturing Problem Solving in Writing
Making the ‘Looking’ Easier to Learn                                 Pamela Grayson, Reading Recovery teacher leader, Asheville City

                                                                     Explore problem solving in writing, from composition to word
Ann Ballantyne, Reading Recovery trainer, New York University, New

As they learn to look at print, children’s brains are learning
                                                                          Schools, Asheville, NC

                                                                     construction. Using meaning, structure, phonemic, and ortho-
     York, NY

something new. Attention to print becomes more careful and           graphic information, children learn to be strategic writers who
detailed before becoming fast and effortless. Focus on procedures    can transfer those strategies to problem solving in reading.
designed to foster efficient pick up of visual information.
                                                                     Lifting Analysis of Running Records
Defining Meager at Higher Levels                                     Sinead Harmey, Reading Recovery teacher leader, The Ohio State

                                                                     Explore how to use running records to support children to change
C.C. Bates, Reading Recovery trainer, Clemson University,

Known words allow children to make generative connections that
                                                                          University, Columbus, OH

                                                                     ‘from passive poor readers into readers who search actively for
      Clemson, SC

encourages flexibility and provides support in higher-level texts.   information’ (Clay, 2002). Help children to construct solutions as
Explore the expansion of a child’s ‘meager knowledge of words’       they read by lifting analysis of running records.
beyond early lessons and how this knowledge supports literacy
development.                                                         Re-Reading: Constructing Processing Networks
                                                                     Phoebe Ingraham, Reading Recovery teacher leader, Wright State

                                                                     Are you making the most of the first lesson component? Examine
Roaming Around the Known: Supporting Success                              University, Dayton, OH

                                                                     how our teaching decisions during familiar reading encourage our
Patsy Conner, Reading Recovery teacher leader, University of

Using Clay’s description of Roaming, explore ways to engage the      students to actively construct flexible processing systems that
      Arkansas at Little Rock Center for Literacy, Little Rock, AR

child in reading and writing, focusing on and firming up what is     build in capacity and complexity.
already known. With teacher support, the student acquires confi-
dence to become an active reader and writer.
STRAND SESSIONS


Reading Recovery
 Selecting and Introducing Texts                                        Increasing the Impact of Roaming Around the Known
 Mary Lose, Reading Recovery trainer, Oakland University,               Emily Rodgers, Reading Recovery trainer, The Ohio State University,

 Selection of appropriate texts is critical. Explore the challenges a   Participants learn how to get more power out of Roaming Around
       Rochester, MI                                                         Columbus, OH

 child might encounter in the first reading of a new story as he uses   the Known sessions both for teaching and learning.
 several sources of information, constructs meaning, and problem
 solves while maintaining fluency.                                      Time is NOT on Your Side      ◆
                                                                        Jenny Samoly, Reading Recovery teacher leader, Cardinal Local

                                                                        Explore time in both program and individual lessons. Discuss
 Lifting Performance in Writing      ◆                                         Schools, Middlefield, OH

                                                                        acceleration and understand how to get better with time. Newer
 Leslie McBane, Reading Recovery teacher leader, South-Western City

 Dr. Clay states teachers ‘must continually lift the performance        Reading Recovery teachers who struggle with time—this session
        Schools, Columbus, OH

 level of the child into more facets of word and sentence construc-     is for you.
 tion.’ Find out how to lift a child’s writing performance within and
 across lessons over time.                                              “I Did It Myself?”— Building Independence!           ◆
                                                                        Ellen Sanford, Reading Recovery teacher leader, Oconee County

                                                                        Analyze lesson interactions which foster and build independence.
 Change Over Time in Writing       ◆                                          Schools, Seneca, SC

                                                                        Explore how teacher prompts, actions, and records change over
 Maryann McBride, Reading Recovery teacher leader, Clemson

 Records and videos are used to support teachers in planning for,       time to encourage and foster independent, self-initiating readers.
      University, Clemson, SC

 teaching for, and recording the changes in writing that need to
 occur across a child’s Reading Recovery lessons.

 Book Introductions for Strategic Actions
 Lea McGee, Reading Recovery trainer, The Ohio State University,

 Learn a model of book introductions that draws from a variety of
      Columbus, OH

 resources but also leaves room for teaching strategic actions. View
 video of one child’s book introductions to understand how the           Teachers teach children, not programs.
 model can meet individual changes over time.
                                                                                                           Address Student Needs with
 Teaching for Acceleration: Learning from Fast Progress                                                Systematically Designed Lessons
 Children                                                                                      Based around carefully leveled, original books
 Lea McGee, Reading Recovery trainer, The Ohio State University,

 Examine aspects of fast progress children, using videos and
      Columbus, OH

 running records to pinpoint moments of effective teaching and
 learning for acceleration that can be applied to children who are
 making slower progress.

 Reading Recovery Training: Survival Secrets        ◆
 Paulette Moore, Reading Recovery teacher leader, York Schools One,

 This study session for in-training and field-year teachers focuses
       York, SC

 on effective use of student observation records, time manage-
 ment, efficient teaching, and general organization tips. Videos are           Leveled Literacy Intervention
 used for examples and discussion.                                              Visit FountasAndPinnell.com to see 6 ways
 Building Inner Control Through Writing                                       LLI can broaden the effect of Reading Recovery.®
 Annie Opat, Reading Recovery trainer, Emporia State University,

 Writing offers students the opportunity to learn more about
       Emporia, KS                                                                            Fountas & Pinnell

 language through meaningful message construction and slow
 analysis. Beginning Reading Recovery teachers explore examples
 of student writing and ways to enhance the writing experience.          ASSESSMENT TEAchINg INTERVENTION MONITORINg PROfESSIONAL DEVELOPMENT
STRAND SESSIONS


Reading Recovery
Beyond Guessing — to Solving                                            Informational Texts: Making the Best Choices for Children ◆
Marsha Schmidt, Reading Recovery teacher leader, Newton USD             Sandra Shavlik, Reading Recovery teacher leader, Green Bay Area

Help children become problem solvers by learning to look at print,      Pick the best books for individual children. Learn how to choose
     #373, Newton, KS                                                         Public Schools, Green Bay, WI

the power of self-monitoring early in lessons, taking words apart,      and introduce informational texts by examining text quality and
and observing problem solving in lessons.                               instructional value.

Reading Recovery and the Brain                                          Listening to Yourself Reading
Barbara Schubert, Reading Recovery trainer, University of Arkansas      Joe Stouffer, former Reading Recovery teacher leader, Rolling River

Explore how Reading Recovery procedures produce changes in              Drawing on the presenter’s fall 2011 Journal of Reading Recovery
      at Little Rock, Little Rock, AR                                         School Division, Minnedosa, Manitoba, Canada

the brain that lead to an increase in learning for both the child and   article, consider how auditory input and the sound of the reader’s
the teacher. Emphasis is on linking the work of James Zull to the       voice as he reads aloud is a multifaceted asset to the development
work of Marie Clay.                                                     of a robust literacy processing system.

Sharing Our Practice: The Discipline of Noticing       T                Teaching for the Efficient Use of MSV
Barbara Schubert, Reading Recovery trainer, University of Arkansas      Susan Vincent, Reading Recovery teacher leader, Forest Hills,

The construct, professional noticing of children’s thinking is a        Fluent reading is a complex process, depending on the ability to
     at Little Rock, Little Rock, AR                                         Cincinnati, OH

way to begin to unpack the in-the-moment decision making that is        group words quickly. Help children learn how to look while think-
foundational to the complex view of teaching children to read and       ing about which words sound right and make sense together.
write. Increased professional noticing can reduce uncertainties
and improve our instruction in Reading Recovery.                        New Book Introduction: A Guided Orientation         ◆
                                                                        Rita Vonada, Reading Recovery teacher leader, USD 489, Hays, KS
Word Recognition: Beyond the Great Debate                               Suzanne DeWeese, Reading Recovery teacher leader, Emporia State

                                                                        In-depth observations and discussions of short, intentional
Robert Schwartz, Reading Recovery trainer, Oakland University,                University, Emporia, KS

How to teach word recognition is one of the most-contentious            conversations which scaffold successful readings of the new book
     Rochester, MI

issues in literacy education, and particularly damaging for             in each well-designed Reading Recovery lesson. Videos of those
children who struggle. Clay’s theory renders the debate moot and        conversations demonstrate the power of guided orientations.
leads to more productive approaches to instruction.

				
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