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SCAFFOLDING STUDENTSFOR LITERACY SUCCESS
Fall 2017UA Little Rock
Comprehensive Literacy
& Reading Recovery
Conference
OCTOBER 15–17Robinson Center &
Doubletree by Hilton Hotel, Little Rock
Sunday, October 1512:00pm – 3:30pm Registration Robinson Center Ballroom Foyer
1:00pm – 4:00pm PreConference Session
1:00pm – 4:00pm Exhibits Open
2:30pm – 2:45pm Break
Monday, October 167:30am – 4:00pm Registration Robinson Center Ballroom Foyer
8:00am – 5:00pm Exhibits Open
8:30am – 9:45am Welcome and Keynote Robinson Center Ballroom Dr. Richard Gentry
10:15am – 11:30am Concurrent Sessions
11:30am – 1:00pm Lunch Session Robinson Center Ballroom Dr. Linda Dorn
1:00pm – 2:15pm Concurrent Sessions
2:45pm – 4:00pm Concurrent Sessions
Tuesday, October 177:30am – 3:00pm Registration Robinson Center Ballroom Foyer
8:00am – 3:30pm Exhibits Open
8:30am – 9:45am Welcome and Keynote Robinson Center Ballroom Dr. Barbara Schubert
10:15am – 11:30am Concurrent Sessions
11:30am – 1:00pm Lunch Session Robinson Center Ballroom Dr. Patricia Bandre’
1:00pm – 2:15pm Concurrent Sessions
2:45pm – 4:00pm Concurrent Sessions
Special thanks
2017 Exhibitors
CONFERENCE AGENDA
The UA Little Rock Center for Literacy would like to extend a special thanks to Zaner-Bloser Publishing Company for their support of our conference and sponsorship of the Keynote presentation on Tuesday, given by Dr. Richard Gentry.
Dr. Gentry, has authored popular books such as The Science of Spelling, Spel…Is a Four-Letter Word, Teaching Kids to Spell, My Kid Can’t Spell, and Breakthrough in Beginning Reading and Writing. Dr. Gentry’s research, writing, and extensive work with students and teachers for over thirty years have had a powerful impact for promoting literacy.
Thank you to all our exhibitors for your presence and support of our conference!
CAPSTONE [email protected]
HAMERAY PUBLISHING GROUP, [email protected]
OKAPI EDUCATIONAL PUBLISHING, [email protected]
RR [email protected] 757-329-4224
Conference attendees are encouraged to visit the exhibitors during the breaks in the Robinson Ballroom Foyer.
to Zaner Bloser
Preconference Keynote
1:00 - 4:00pm
Strategic Interventions for Struggling Readers:Issues, Practicalities, and Promises
Linda Dorn | Professor, RR, PCL, & CIM Trainer, UA Little Rock
Wendy Satterfield | PCL & CIM Clinical Coach, UA Little Rock
Carla Soffos | PCL & CIM Clinical Coach, UA Little Rock
Dr. Susan Perry | RR & CIM Teacher Leader, Visiting Professor, UA Little Rock
This session will describe evidence-based practices for teaching children with severe reading problems, including dyslexia. Videos and teaching examples will be used to illustrate lesson components.
ConferenceSession
Schedule & Descriptions
SUNDAY, OCTOBER 15 DAY 1
Welcome & Keynote
8:30 - 9:45am
I Used to Think, But Now I Think...Scaffolding the Rethinking of Interventions
Dr. Barbara Schubert | RR Trainer, UA Little Rock
Examine alternative forms of intervention when tried approaches, implemented effectively, have not produced desired out-comes. Explore options, rationales, and duration to develop student achievement and expand possibilities for those who struggle.
Luncheon Keynote
11:30am - 1:00pm
Why Reading Literature in School Still Matters
Dr. Trish Bandre | District Reading Instructional Specialist, USD Salina Public Schools, Salina, KS
The Common Core State Standards emphasize the use of nonfiction text in all grade levels; however, literature remains an essential part of the classroom. In what ways do students benefit from hearing, reading, discussing, and writing about literature? Why is balance essential? This session takes a close look at specific aspects of children’s literature that impact students in ways that can’t be measured by a standardized test.
MONDAY, OCTOBER 16 DAY 2
SESSION #1 10:15 - 11:30am
Guided Reading Plus: An Intervention Full of Opportunity
Wendy Hamilton | District CIM Coach, School District of Waukesha, Waukesha, WI
The power in Guided Reading Plus comes from the many opportunities a CIM Interventionist has to scaffold student learning. In this session, participants will review the components of a Guided Reading Plus lesson and analyze where and how teachers might scaffold student learning at different points throughout the lesson. Participants will have time to discuss, collaborate and apply this learning.
SESSION #2 1:00 - 2:15pm
Writing About Reading
Dana Autry | RR & CIM Teacher Leader, UA - Little Rock
Phase Two of Guided Reading Plus requires students to answer text-dependent questions through writing. In this session, the presenter will discuss the importance of modeling and co-constructing a response before requiring students to complete the task independently. Videos will be used to demonstrate this important scaffolding principle.
SESSION #3 2:45 - 4:00pm
Improving Student Reading and Writing Through Writing Aloud
Lynn Newmyer | RR Teacher Leader/CIM District Instructional Coach, Walled Lake Consolidated School District, Walled Lake, MI
What might teachers do when the formative assessment process shows improvements in reading but writing shows a significant gap? This session will explore why and how the teaching changed using videos and student samples.
Comprehensive Intervention Model (CIM)
MONDAY, OCTOBER 16 DAY 2
Within this social community, teachers are encouraged to make their thinking visible through instructional dialogue that allows for peer feedback and refinement of knowledge. From this perspective, the sociocultural learning environment is the epicenter of this professional development framework. Changing Minds, Changing Schools, Changing Systems: A Comprehensive Literacy Design for School Improvement, 2015, p. 97, Julie Schaefer, chapter 9 – Developing Teacher Expertise through Inquiry-Based Professional Learning
SESSION #1 10:15 - 11:30am
Analyzing Language Related Error Patterns in Running Records
Adria Klein | RR, PCL, & CIM Trainer, Saint Mary’s College of California
Oral language is the first self-extending system (Clay, 1991). In this session, we will explore ways to scaffold English Learners to access increasingly complex language structures in reading and writing in their Reading Recovery and Literacy Lessons programs by analyzing patterns in running records.
SESSION #2 1:00 - 2:15pm
It’s More Than MSV: Challenges Present Opportunities
Dr. Barbara Schubert | RR Trainer, UA - Little Rock
Dr. Susan Perry | RR & CIM Teacher Leader, Visiting Professor, UA- Little Rock
This session will suggest a process for helping intervention teachers identify possible causes of children’s confusions and misunderstandings beyond accuracy rate and use of cueing systems.
Reading RecoveryMONDAY, OCTOBER 16 DAY 2
SESSION #1 10:15 - 11:30am
No More Silos: Teaching for Transfer
Tara Caul | Reading Specialist/Literacy Coach, Waupun Area School District, Waupun, WI
Darcy Schobert-Bethke | Reading Specialist/Literacy Coach, Waupun Area School District, Waupun, WI
What happens once the mini-lesson is done? How do you promote the transfer of skills, strategies, and knowledge across whole-group, small group, and independent settings? Designing intentional, seamless instruction that transfers from one setting to another is a complex process. Learn how one district has implemented this design, with the ultimate goal being transfer.
SESSION #2 1:00 - 2:15pm
Performance Power to Develop Reading, Writing, Speaking and Listening K - 6
Jan Robbins | 1st Grade Teacher, Benton School District, Benton, AR
Dr. Pauline Moley | Instructor, University of Central Missouri, Warrensburg, MO
Author studies provide a vehicle for effective, strategic, and scaffolded instruction. Through strategic cycles of integration, reading, writing, speaking and listening are developed. This authentic and relevant instruction meets the intent of the Common Core State Standards K – 6. This presentation will demonstrate how “performance” and “projects” bring authenticity to reading, writing, speaking and listening for grades K – 6.
SESSION #3 2:45 - 4:00pm
Strategies for Working with Students Who Struggle
Dr. Kayla Lewis | Literacy Professor, Missouri State University, Springfield, MO
Every classroom has struggling readers and writers. So, how can classroom teachers effectively work with students who are not yet on grade level? In this session, participants will learn theory and basic principles, as well as specific strategies, for working with students who struggle in reading and writing.
Classroom 1MONDAY, OCTOBER 16 DAY 2
SESSION #3 2:45 - 4:00pm
Powering Student Learning Through Teacher Conversations
Dr. Debra Hogate, PCL Trainer, University of Maine
Participants will explore the power of teacher language in helping students confirm or reconsider the strategic processing decisions they make during reading and writing of continuous text. Emphasis will be placed on the role of coaching conversations that facilitate strong teacher decision making that promote optimal student literacy learning outcomes.
Classroom 2MONDAY, OCTOBER 16 DAY 2
We believe that access to literacy is a democratic imperative, which is a political stance; and when coaches, principals, and other literacy leaders incorporate cultural competency in their schools as literacy instruction, then they are conducting an act of emancipation and liberation. We aim to empower literacy teachers and leaders to promote literacy and the liberating constructs of cultural competency in their schools through collaborative partnerships. We believe that the initiation of these partnerships and the delivery of opportunities for face-to-face conversations, as well as observing students in classrooms across the nation, will provide concrete and enhanced understanding for teachers and our candidates to experience and to understand the complex issues of diversity and social justice, thereby providing for maximum student learning in a truly inclusive environment. Changing Minds, Changing Schools, Changing Systems: A Comprehensive Literacy Design for School Improvement, 2015, pp. 159-160, Angela M. Sewall, Dean Emeritus, University of Arkansas at Little Rock and Dwight C. Watson, Dean, University of Northern Iowa chapter 14 – Collaborative Networks for Literacy Leadership: A Perspective from Two College Deans
SESSION #1 10:15 - 11:30am
A Closer Look at Teacher Decision-Making During Book Discussions
Dr. Linda Dorn & Dr. Kent Layton | Co-Facilitators, UA- Little Rock
Dr. Kayla Lewis | Literacy Professor, Missouri State University
Dr. Nathalie Coulter | Adjunct Instructor UA-Little Rock, Classroom teacher, Little Rock School District
The goal of the Teacher Researcher sessions is to encourage teachers to become researchers by showing them examples of practical, usable research that leads to improvements in reading instruction. This session will include two research topics: “The Use of Language to Scaffold Students’ Meaning-making During Literature Discussion Groups” and “Teaching Elementary Students Wisdom Through Scaffolding During Collaborative Reasoning Groups”. The session will include time for the audience to engage with the researchers on ideas for meaningful classroom research that explores the relationship of teachers’ scaffolding language to students’ reading comprehension during book discussions.
SESSION #2 1:00 - 2:15pm
Language, Culture, and Reading Comprehension
Dr. Linda Dorn & Dr. Kent Layton | Co-Facilitators, UA- Little Rock
Dr. Renee Dawson | Reading Consultant
Melanie Desmuke | Adjunct Instructor, PhD Candidate, UA-Little Rock
The goal of the Teacher Researcher sessions is to encourage teachers to become researchers by showing them examples of practical, usable research that leads to improvements in reading instruction. This session will include two research topics: “The Influence of Language on Cognitive Processing and Reading Comprehension” and “Creating a Culturally Responsive Pedagogy: Shifting Teacher Attitudes Using a Contrastive Analysis Method in Student Analytical Writing”. The session will include time for the audience to engage with the researchers on ideas for meaningful classroom research that explores the relationship of language and culture to students’ reading comprehension.
SESSION #3 2:45 - 4:00pm
Systems Change for Success: Comprehensive Literacy at the Core
Dr. Karen Scott | Director of Elementary Learning & Federal Programs, Ozark School District, Ozark, MO
Dr. Craig Carson | Assistant Superintendent, Ozark School District, Ozark MO
In this session participants will explore the steps and processes the Ozark Missouri School District implements to ensure student success. The features of a comprehensive literacy program are at the core. This district has been part of the PCL Network for over ten years and continues to focus on developing systemic change. Participants will have the opportunity to reflect and take away some “tools”.
Special TopicsMONDAY, OCTOBER 16 DAY 2
Welcome & Keynote
8:30 - 9:45am
Scaffold with Kid Writing in the 21st Century and Lead the Way to Literacy
Dr. Richard Gentry | Author, Researcher, Educational Consultant, Mobile, AL
In 1982 Marie Clay issued a call to find the writing connection to reading instruction: Could we capitalize on the potential for beginning writing to complement learning to read? In 1998 she recommended “leading children back…to a more secure developmental track, that is, to the recovery of a more normal trajectory.” See how Kid Writing in the 21st century along with scaffolding invented spelling and phase observation accomplish both challenges and lead the way to literacy.
Luncheon Keynote
11:30am - 1:00pm
The Art of Instructional Scaffolding for Student Success
Dr. Linda Dorn | Professor, RR, PCL, & CIM Trainer, UA Little Rock
The art of instructional scaffolding refers to the degree of assistance provided by the teacher to enable the student to accomplish tasks that would otherwise be too difficult. What would this support look like in practice? How are instructional scaffolds adjusted to promote student success? The session takes a closer look at the theory of scaffolding as a psychological tool that optimizes the student’s potential to learn from literacy experiences.
TUESDAY, OCTOBER 17 DAY 3
SESSION #1 10:15 - 11:30am
Vocabulary: Which Words Do I Teach?
Dr. Debra Rich | Assistant Director, Jacobson Center for Comprehensive Literacy, University of Northern Iowa, Cedar Falls, IA
There is a reciprocal relationship between vocabulary and reading comprehension. Selecting the most beneficial words to teach can be powerful. This session will address ways to scaffold students’ vocabulary development during the comprehension focus group lesson.
SESSION #2 1:00 - 2:15pm
Strategic Prompts Scaffold Strategic Readers
Marcia Jordahl | District Literacy Coach and Interventionist, School District of Fort Atkinson, Fort Atkinson, WI
Sarah Smith | Reading Interventionist/Literacy CoachPewaukee School District, Pewaukee, WI
How does awareness of a child’s internal system of control influence and impact teacher decision-making and prompting? Participants will revisit flexibility in selecting prompts that move readers toward independence and will engage in an active learning process through video analyses. Participants will examine how teacher decision-making, in the moment, can promote independence.
SESSION #3 2:45 - 4:00pm
Better Serving Struggling Readers: An In-Depth Look at IES Recommendations for Reading Interventions
Wendy Satterfield | PCL & CIM Clinical Coach, UA Little Rock, Little Rock, AR
Carla Soffos | PCL & CIM Clinical Coach, UA Little Rock
Participants will take a closer look at the recommendations from the Institute for Educational Sciences (IES) and how to provide more effective interventions for struggling readers.
Comprehensive Intervention Model (CIM)
TUESDAY, OCTOBER 17 DAY 3
SESSION #1 10:15 - 11:30am
Making the Most of Coaching Interactions
Dr. Journey Swafford | Assistant Literacy Project Director, Georgia State University
Participants will have the opportunity to explore literacy coaching interactions within Reading Recovery. Participants will also examine language exchanges within Reading Recovery coaching sessions.
Reading RecoveryTUESDAY, OCTOBER 17 DAY 3
Shifting practice within and across a school to create a comprehensive literacy model is a process requiring those involved-and especially those leading the charge-to work collaboratively and cooperatively in building new understanding and change where needed in instructional practice. Changing Minds, Changing Schools, Changing Systems: A Comprehensive Literacy Design for School Improvement, 2015, p. 113, Lori L. Taylor, chapter 10 - Collaborative Leadership of the Principal and Literacy Coach: A Lever for Comprehensive and Systematic Change
SESSION #3 1:00 - 2:15pm
Powerful Teaching Decisions: Acceleration Through Reciprocity
Dr. Sallie Forbes | Professor, RR, PCL, & CIM Trainer, Director of the Jacobson Center for Comprehensive Literacy, University of Northern Iowa
This session will explore the teaching decisions, which provide optimal opportunities for reciprocal learning throughout the activities of a Reading Recovery lesson and across the child’s series of lessons.
SESSION #1 10:15 - 11:30am
How Spelling Knowledge Ignites the Reading Brain
Dr. Richard Gentry | Author, Researcher, Educational Consultant, Mobile, AL
Explore the connections between decoding and encoding and learn how to leverage these reciprocal skills for successful reading and writing. Move beyond memorizing for the Friday test. Leave this session with best spelling practices for igniting the reading brain and long-term spelling retention.
SESSION #2 1:00 - 2:15pm
Using Picture Books to Raise Students’ Awareness of Author’s Craft
Dr. Trish Bandre | District Reading Instructional Specialist, USD Salina Public Schools, Salina, KS
In this session, attendees will take a closer look at a variety of picture books in order to explore how authors and illustrators convey messages through the art and through the text.
SESSION #3 2:45 - 4:00pm
Close Reading in the Disciplines
Brian Reindl | District Literacy Coordinator, Kaukauna Area School District, Kaukauna, WI
How can a secondary social studies, science, math, technology, art, or business teacher address the Disciplinary Literacy Standards of the Common Core State Standards? One way is by guiding students in the close reading of complex text within their particular discipline. The presenter will share how the secondary literacy team is using Close Reading routines in middle and high school classrooms in the Kaukauna Area School District. Attendees will learn about the framework used, see the professional development plan and examples from various classrooms, hear how implementation was assessed, and get a sneak peek into the next steps for moving teachers from acquisition to consolidation of their learning.
Classroom 1TUESDAY, OCTOBER 17 DAY 3
Literacy coaches help teachers identify links between changes in teaching to changes in student progress, occurring in a school setting that values collaboration, habitual and meaningful opportunities for risk taking and feedback, realistic goal setting, and reflective thought processing. Changing Minds, Changing Schools, Changing Systems: A Comprehensive Literacy Design for School Improvement, 2015, pp. 128-129, Marcia Nye Boody, Dawn Jandreau, Cheryl Lang, Deborah Youcis, and Melissa Biehn, chapter 12 - An Apprenticeship Approach to Literacy Learning in Middle School
SESSION #2 1:00 - 2:15pm
Developing Dialogic Classrooms to Collaborate in Learning
Emily Reddy | Literacy Coordinator/District CLM Coach, School District of Waukesha, Waukesha, WI
Agency is vital in learning and life. By creating dialogic classrooms, students are empowered with language to transfer lessons from the text out into our world. In this session, we will explore language as a scaffold within Language Workshop, LDGs, and all literacy learning.
Classroom 2TUESDAY, OCTOBER 17 DAY 3
SESSION #1 10:15 - 11:30am
Prosody Development and Writing Interventions
Dr. Linda Dorn & Dr. Kent Layton | Co-Facilitators, UA- Little Rock
Dr. Kristi Stuck | Assistant Professor, Pittsburgh State University, Pittsburgh, KS
Dr. Susan Grogan | Director of Non-Traditional Teacher Preparation Programs, Associate Professor of Reading, Harding University
The goal of the Teacher Researcher sessions is to encourage teachers to become researchers by showing them examples of practical, usable research that leads to improvements in reading instruction. This session will include two research topics: “Prosodic Reading Development and its Relationship to Reading Comprehension” and “Reading, Argumentation, and Writing: Collaborative Development of a Reading Comprehension Intervention for Struggling Adolescents”. The session will include time for the audience to engage with the researchers on ideas for meaningful classroom research that explores the relationship of prosody and writing in reading comprehension.
SESSION #2 1:00 - 2:15pm
Empowering Teachers Through Reflective Practice
Dr. Linda Dorn & Dr. Kent Layton | Co-Facilitators, UA- Little Rock
Dawn Stiegert | Literacy Coach, School District of Belleville, WI
The goal of the Teacher Researcher sessions is to encourage teachers to become researchers by showing them examples of practical, usable research that leads to improvements in reading instruction. This session will include two research topics: Building Alignment and Congruency Across Classroom and Intervention Settings; and “Using Videotape Analysis to Enhance Decision-Making. The session will include time for the audience to engage with the researchers on ideas for meaningful classroom research that explores the relationship of prosody and writing in reading comprehension.
SESSION #3 2:45 - 4:00pm
Toward A Unified Intervention Approach for Dyslexia
Dr. Kent Layton | Interim Associate Dean, College of Education and Health Professions
Dr. Susan Perry | RR & CIM Teacher Leader, Visiting Professor, UA- Little Rock
In spite of the ideological differences that have grown between members of ILA and IDA, all educators must be committed to providing evidence-based interventions for children with reading disabilities. This session explores ways we can achieve harmony for the sake of students.
Special TopicsTUESDAY, OCTOBER 17 DAY 3
