Southeast Reading Recovery & Early Literacy Conference – January 11-13, 2017
Embassy Suites Hotel/Kingston Plantation, Myrtle Beach, SC
CONCURRENT SESSION One – Thursday, 10:15 a.m.
Celeste C. Bates – Reading Recovery Trainer, Clemson University
Designing Book Introduction for Individual Students. Successful Reading Recovery teachers are building and dismantling scaffolds across a child’s program to support the construction of a literacy processing system. This session will focus on changing and adapting the level of support based on identified needs and how this should influence book selection and book introductions.
Audience: Reading RecoveryCode: B-1
Pam Grayson– Reading Recovery Teacher Leader from North Carolina, now retired
Powering Up the Processing by Teaching “How to Look at Print”. This session will emphasize the importance orientation, sequence, and visual memory in learning to look at and use print in reading and writing. The presenter will identify opportunities to incorporate the teaching of these concepts throughout the lesson. Video demonstrations will be included.
Audience: Reading RecoveryCode:A
Clifford Johnson – Reading Recovery Trainer Emeritus, Georgia State University
Exploring Alternatives to Saying “Sound it out”. Teachers, parents, and others often resort to calling on the child to “sound it out” when they come to a difficult word. Participants will learn why saying “sound it out” can be unsupportive and confusing to the young reader. The session will explore alternatives to this common practice.
Audience: Reading Recovery & ClassroomCode: C-1
Lester Laminack–Author and Consultant; Emeritus Professor at Western Carolina
When Books Become Best Friends. Explore the potential of revisiting one carefully selected book through focused read aloud experiences across time. Imagine slowing down to explore one book in layers, one layer at a time with a clear focus for each read aloud experience. Lester will take you through the potential of two picture books to demonstrate what can be done with numerous well-loved books from your own classroom library.
Audience: ClassroomCode:G-1
Lisa Lang– Teacher Leader, Gwinnett County Schools
Roaming Around the Known: Launching Literacy in Joy and Discovery. This session will explore ways to effectively interact during Roaming to foster acceleration from the start, especially with language learners. We will search interesting moments in video clips to lift our thinking and learning together. We will focus on the transformational work of changing passive learners into adventuresome and active workers. Joy and discovery await you and your promising readers and writers!
Audience: Reading RecoveryCode: E
Wanda Mangum– Language Arts Instructional Coach, Gwinnett County Schools
Exploring Text Complexity. When you are selecting texts for shared, guided, or independent reading, how do you determine the complexity of the text? During this session, you will be given the opportunity to have collaborative conversations that will focus on the three characteristics that make a text complex and what should be considered during text selection.
Audience: ClassroomCode:H-1
Bob Schwartz– Reading Recovery Trainer, Oakland University, Rochester
Effective Early Intervention: Lessons from the Reading Recovery i3 Evaluation. Our national literacy crisis warrants investing in early interventions that demonstrate the ability to produce large impacts when broadly implemented. The variation in outcomes among RR schools reaffirms Clay’s (2001) belief that there is always more to learn. We will explore how instructional dexterity can help us continue to improve.
Audience: Reading Recovery & ClassroomCode:D-1
CONCURRENT SESSIONTwo – Thursday, 1:00 p.m.
Celeste C. Bates – Reading Recovery Trainer, Clemson University
Designing Book Introduction for Individual Students. Successful Reading Recovery teachers are building and dismantling scaffolds across a child’s program to support the construction of a literacy processing system. This session will focus on changing and adapting the level of support based on identified needs and how this should influence book selection and book introductions.
Audience: Reading RecoveryCode: B-2
Mary Fried – Reading Recovery Trainer, The Ohio State University
Reading Recovery & Classroom Practices: Does Collaboration Make a Difference? This session not only will explore ways to help prepare the child who has reached higher levels of text reading to make a smooth transition to classroom expectations but also will outline collaborative support that can make a difference in acceleration at early levels of teaching and learning.
Audience: Reading RecoveryCode:I
Barbara Honchell– Reading Recovery Trainer, University of North Carolina, Wilmington
The Book Orientation Matters Every Time You Pick Up the Book. Developing a book orientation is both an art and a science. Clay tells us that the first reading needs to be successful and not a test. In order for this book to become one the child chooses again for familiar re-reading, a carefully developed orientation and positive first experience is essential. This session will focus on both what you write for a plan and what you actually do during the last ten minutes of the lesson.
Audience: Reading Recovery Code:M-1
Lester Laminack–Author and Consultant; Emeritus Professor at Western Carolina
When Books Become Best Friends. Explore the potential of revisiting one carefully selected book through focused read aloud experiences across time. Imagine slowing down to explore one book in layers, one layer at a time with a clear focus for each read aloud experience. Lester will take you through the potential of two picture books to demonstrate what can be done with numerous well-loved books from your own classroom library.
Audience: ClassroomCode:G-2
Enrique Puig– Teacher Educator with the MorgridgeInternational Reading Center at the University of Central Florida
Teaching Beyond Core Standards. Core standards are minimum standards. Teaching to them will never prepare 21st century students for college or career. In this interactive session participants will revisit Clay’s definition of reading as a basis for teaching beyond core standards and refine their understanding of literacy across disciplines and text to improve instruction.
Audience: Classroom Code: O
Jim Schnug – Reading Recovery Trainer, The Ohio State University
Visual Processing in Phrased Reading. Teaching a child to phrase with his ears does not value his eyes. This interactive session will challenge one’s conception of phrasing while practicing procedures that promote accelerative visual processing. Please bring LLDI Part 2.
Audience: Reading RecoveryCode:L
Journey Swafford – Reading Recovery Trainer, Georgia State University
Roaming Around the Known: Routinized or Responsive?In this session, participants will have the opportunity to consider the rationale behind the design of roaming around the known and reflect upon their practices in roaming sessions with students.
Audience: Reading RecoveryCode:K-1
CONCURRENT SESSIONThree – Thursday, 3:00 p.m.
Daphne Driskill –Reading Recovery Teacher Leader, University of North Carolina,Wilmington
Going Beyond the Numbers: Using Running Records to Foster Acceleration. This study session will focus on moving beyond the scoring of running records to the strategic activity demonstration within them. This analysis will then lead to discussion of teacher-decision making in order to foster accelerated learning.
Audience: Reading RecoveryCode:T
Todd Hartmann – Reading Recovery Teacher Leader, Prince William County Schools
The S in MSV: The Acquisition of Structure. We administer the Record of Oral Language, but do we know how to use it? This session is about the structure of English language, how it is acquired by children, how we recognize it, and how we lift it in lessons. Bring the Record of Oral Language if you have it.
Audience: Reading RecoveryCode:S-1
Noel Jones – Reading Recovery Trainer Emeritus, University of North Carolina, Wilmington
Teaching Struggling Learners in Classrooms. The lowest performing learners pose challenges for teachers and for their schools. Commonly used ways to help these children are often not effective or counter-productive. During this session, we will discuss conditions that support the learning of struggling learners and how those might be better accommodated within classrooms.
Audience: ClassroomCode:W
Betsy Kaye – Reading Recovery Trainer, Texas Woman’s University
Realizing the Potential of the Cut-Up Story. Although the cut-up story might look like a fun puzzle activity, its assembly provides serious learning potential for young children. Learn how this brief procedure can reveal a wealth of information about strategic processing and provide unique learning opportunities. Attendee participation is highly encouraged in this interactive session.
Audience: Reading RecoveryCode:P
Maria Nichols – Literacy consultant and author, from San Diego, CA
Real Talk, Real Teaching, Real World Success: Exploring Dialogic Learning. Academic discourse, collaborative conversations, purposeful talk—regardless of the label, the ability to engage students dialogically has emerged as a foundational aspect of innovative teaching and learning. So let’s explore…what is this type of talk? How do we design instruction for authentic engagement? And what’s the end result?
Audience: Classroom Code:N-1
Maryann McBride – Reading Recovery Teacher Leader, South Carolina
Echoes Across the Lesson. Clay writes on page 40 of Literacy Lessons that “There should be echoes from one part of the lesson to another part”. This session will explore how to use the various parts of the lesson to do this not only with regards to words but also to finding and useful information in text.
Audience: Reading Recovery Code:R
Bob Schwartz– Reading Recovery Trainer, Oakland University
Effective Early Intervention: Lessons from the Reading Recovery i3 Evaluation. Our national literacy crisis warrants investing in early interventions that demonstrate the ability to produce large impacts when broadly implemented. The variation in outcomes among RR schools reaffirms Clay’s (2001) belief that there is always more to learn. We will explore how instructional dexterity can help us continue to improve.
Audience: Reading Recovery & ClassroomCode:D-2
CONCURRENT SESSIONFour – Friday, 10:00 a.m.
Mary Fried – Reading Recovery Trainer, The Ohio State University
Analyzing Patterns of Responding to Inform Teaching Decisions. In this session we will use Running Records to analyze patterns of responding inorder to inform teaching decisions. Teaching points after the Running Record can have a major impact on a child’s problem solving and accelerated learning.
Audience: Reading RecoveryCode:X
Barbara Honchell– Reading Recovery Trainer, University of North Carolina, Wilmington
The Book Orientation Matters Every Time You Pick Up the Book. Developing a book orientation is both an art and a science. Clay tells us that the first reading needs to be successful and not a test. In order for this book to become one the child chooses again for familiar re-reading, a carefully developed orientation and positive first experience is essential. This session will focus on both what you write for a plan and what you actually do during the last ten minutes of the lesson.
Audience: Reading RecoveryCode:M-2
Clifford Johnson – Reading Recovery Trainer Emeritus, Georgia State University
Exploring Alternatives to Saying “Sound it out”. Teachers, parents, and others often resort to calling on the child to “sound it out” when they come to a difficult word. Participants will learn why saying “sound it out” can be unsupportive and confusing to the young reader. The session will explore alternatives to this common practice.
Audience: Reading Recovery & Classroom Code: C-2
Betsy Kaye – Reading Recovery Trainer, Texas Woman’s University
What did you notice? Self-monitoring in Reading and Writing. The development of self-monitoring and self-correction pushes the boundaries of children’s literacy learning. Our teaching can help or hinder students’ opportunities to develop and extend these essential activities. View Reading Recovery lesson excerpts to consider how to make the most of these incredible learning opportunities in reading and writing.
Audience: Reading RecoveryCode:Z
Enrique Puig– Teacher Educator with the MorgridgeInternational Reading Center at the University of Central Florida
Assessing Phonemic Sensitivity Through Writing. Often overlooked and seldom used in the classroom, Clay has provided us with a rubric for early writing. Using and adapting Clay’s rubric for classroom purposes, this session will engage participants in analyzing student’s writing to improve literacy instruction. Early writing samples will be used to guide the professional conversation.
Audience: Classroom Code:CC
Jan Richardson – Consultant and Author on Guided Reading; former Reading Recovery Teacher Leader
The Next Step for Struggling Readers. In this interactive session we will analyze reading and writing assessments of struggling readers to develop a comprehensive plan for acceleration. The focus will be on integrating reading, writing, and word study instruction duringclassroom guided reading and providing suggestions for collaboration between the interventionist and the classroom teacher.
Audience: ClassroomCode:BB
Jim Schnug – Reading Recovery Trainer, The Ohio State University
Word Work On the Run. Taking words apart occurs throughout the lesson. Beginning with sensitive observation of the child’s strategic behavior, this interactive session presents how a teacher effectively responds to the child’s processing of visual information. Please bring Clay’sLLDI Part 2.
Audience: Reading RecoveryCode:AA
CONCURRENT SESSIONFive – Friday, 12:00 p.m.
Ann Ballantyne– Reading Recovery Trainer, New Zealand
Learning How to Solve New Words While Reading and Writing Continuous Text. Knowing how to solve new words on the run while reading and writing meaningful text is oneimportant aspect of effective literacy processing. Explore ways to foster word-solving: learning how words work; solving new words during text reading and writing;and how and when with words in isolation.
Audience: Reading RecoveryCode: FF
Pam Grayson– Reading Recovery Teacher Leader from North Carolina, now retired
The Power of “Making it Easy” to Succeed in Reading the New Text. How can we “make it easy for the child to be successful at getting messages from texts” and at the same time make it a powerful opportunity for the construction of an integrated processing system?
Audience: Reading RecoveryCode:EE
Todd Hartmann – Reading Recovery Teacher Leader, Prince William County Schools
The S in MSV: The Acquisition of Structure. We administer the Record of Oral Language, but do we know how to use it? This session is about the structure of English language, how it is acquired by children, how we recognize it, and how we lift it in lessons. Bring the Record of Oral Language if you have it.
Audience: Reading RecoveryCode:S-2
Wanda Mangum – Language Arts Instructional Coach, Gwinnett County Schools
Exploring Text Complexity. When you are selecting texts for shared, guided, or independent reading, how do you determine the complexity of the text? During this session, you will be given the opportunity to have collaborative conversations that will focus on the three characteristics that make a text complex and what should be considered during text selection.
Audience: ClassroomCode:H-2
Maryann McBride – Reading Recovery Teacher Leader, South Carolina
Eyes Off Text. This session will explore the role of learning to look at print across children’s programs. Keeping their eyes on print seems like such an easy thing to do, but so many children find it hard to keep their attention on print moving in a left to right sequence.
Audience: Reading Recovery Code:DD
Maria Nichols– Literacy Consultant and Author, from San Diego, CA
Real Talk, Real Teaching, Real World Success: Exploring Dialogic Learning. Academic discourse, collaborative conversations, purposeful talk—regardless of the label, the ability to engage students dialogically has emerged as a foundational aspect of innovative teaching and learning. So let’s explore…what is this type of talk? How do we design instruction for authentic engagement? And what’s the end result?
Audience: Classroom Code:N-2
Journey Swafford – Reading Recovery Trainer, Georgia State University
Roaming Around the Known: Routinized or Responsive? In this session, participants will have the opportunity to consider the rationale behind the design of roaming around the known and reflect upon their practices in roaming sessions with students.
Audience: Reading RecoveryCode:K-2