VIEWS: 79 PAGES: 3 POSTED ON: 10/7/2012
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.
Pages to are hidden for
"Reading Recovery Teachers teach children not programs Leveled"Please download to view full document