VIRTUAL CONFERENCE October 16-23, 2021

HOSTED BY LESLEY UNIVERSITY IN COLLABORATION WITHTHE UNIVERSITY OF MAINE & THE READING RECOVERYCOUNCIL OF MASSACHUSETTS

October 16-23, 2021VIRTUAL CONFERENCEAccess On-Demand SessionsThrough December 31, 2021

CRRLC.LESLEY.EDU/LFA2021

The information in this document is subject to change without notice. For the most up to date details visit CRRLC.LESLEY.EDU/LFA2021.

http://crrlc.lesley.edu/LFA2021

Attend sessions focusing on coaching, grade level strands, Reading Recovery® and moreEngage and learn with top experts in the literacy and Reading Recovery® fieldsEarn professional development hoursNetwork with fellow attendees

WELCOME TO THE 32ND ANNUAL LITERACY FOR ALL CONFERENCE!

The Literacy for All Conference is a premier professional learning event designed for classroom teachers, readingspecialists, literacy coaches, interventionists, literacy leaders, administrators, and Reading Recovery teachers. A widerange of sessions from preschool through middle school will be presented by an array of national literacy experts ontopics that include: early literacy, adolescent literacy, intervention, coaching, readers’ and writers’ workshop, guidedreading, phonics, spelling and vocabulary, and Reading Recovery®.

With over 100 sessions presented by leading experts, this is a can't miss conference. Attending will allow you theopportunity to:

...all this and more, with no travel time or additional expense!

CONFERENCE OVERVIEW

PRE-CONFERENCESelect one Pre-Con session from

top speakers on October 16thfrom 1:00 PM - 3:00 PM (ET).

LIVE EVENTJoin us live and interact with

industry experts throughout theweek of October 16th.

ON-DEMANDOver 75 sessions available

from October 16th toDecember 31st.

PD HOURSEarn more than 100 professional

development hours at yourconvenience.

CONFERENCE SESSIONSLive sessions scheduled during

nights and weekends - no need totake time away from the classroom.

FOR MORE INFO: 617-349-8424 | [email protected] | CRRLC.LESLEY.EDU/LFA20212

CONNECTWe've upgraded our

virtual conferenceplatform to enhance the

ability to engage andinteract with one another

and the exhibitors.

ALL ACCESSAccess to an immersivelive experience, October

16-23, and over 75 on-demand sessions from

anywhere, anytime untilDecember 31.

CUSTOMIZEPersonalize your

conference experiencefrom start to finish with100+ literacy workshops

to choose from plus 3pre-conference sessions!

GLOBALJoin from anywhere

around the world anddesign your own

schedule or watch therecordings and join the

conversation.

FULL DETAILS: CRRLC.LESLEY.EDU/LFA2021

http://lesley.edu/



FRIDAY, OCTOBER 22

No Live Sessions Richard C. Owen Publishers, Inc.

SUNDAY, OCTOBER 17

LIVE-ONLY KEYNOTE: SARA AHMED

2:45pm – 3:45pm ET

1:00pm – 2:30pm ET

LIVE-ONLY SESSION B

MONDAY, OCTOBER 18

5:00pm – 6:00pm ET LIVE-ONLY KEYNOTE: JIM KNIGHT

TUESDAY, OCTOBER 19

LIVE-ONLY SESSION C 5:00pm – 6:00pm ET

WEDNESDAY, OCTOBER 20

5:00pm – 6:00pm ET LIVE-ONLY KEYNOTE: DOUG FISHER & NANCY FREY

SATURDAY, OCTOBER 16

1:00pm – 3:00pm ET

ON-DEMAND RECORDINGSAccess 75+ Recordings Until December 31, 2021

LIVE-ONLY PRE-CONFERENCE SESSIONS

1:00pm ET

(Choose One of Three)

THURSDAY, OCTOBER 21

5:00pm – 6:00pm ET LIVE-ONLY SESSION D (Choose One of Four)

SATURDAY, OCTOBER 23

1:00pm – 2:00pm ET

LIVE-ONLY KEYNOTE: JENNIFER SERRAVALLO

LIVE-ONLY SESSION E

2:15pm – 3:15pm ET

(Choose One of Four)

2021 SCHEDULEAT-A-GLANCE



Full workshop listings,descriptions, and all other

conference details available atCRRLC.LESLEY.EDU/LFA2021.

FOR MORE INFO: 617-349-8424 | [email protected] | CRRLC.LESLEY.EDU/LFA2021 3

Thank you toour sponsors!

VIRTUAL EVENTPLATFORM SPONSOR

SPEAKER SPONSORS

Sponsoring Ernest Morrell

Sponsoring Brian Cambourne & Debra Crouch

Sponsoring Courtney Chan

Sponsoring Doug Fisher, NancyFrey, Melanie Meehan, KelseySorum, and Mark Weakland

Sponsoring Adria Klein & C.C. Bates


http://lesley.edu/


Network: Attending the Literacy for All Conference doesn't mean you can't connect with fellow attendees ormeet exhibitors.Happening Now: Displays sessions based on your personal schedule, along with the option to join sessions. Ifyou have more than one current live session, this section will display up to 3 sessions, ordered by ending time.Up Next: Shows your upcoming session based on your personal schedule. Scheduled items occurring in the next2 hours will appear in this section.Featured Sessions: We've highlighted these upcoming sessions for you but there are over 100 to choose from. Featured Exhibitors: Displays our featured exhibitors with their company name, sponsorship level, and logo.Feedback: Click the “Take Survey” button to access all the surveys applicable to you based on your personalschedule.

Join live sessions to participate in the chat, Q&A's and polling.View on-demand sessions or, when available, join the collaborative meeting for the session.Download an .ics file to add the session to your personal calendar.View and download session documents.

There are five main sections within the virtual event platform for attendees to explore.

HOME PAGEThis is the first page attendees see when they access the virtual event platform and contains the following sections:

ALL SESSIONSDisplays all included sessions. Click on a session to view more information, including the session description andspeaker bios. You’ll also be able to:

MY SCHEDULEShows your personal schedule, which consists of all included sessions. EXHIBITORSDisplays all exhibitors in alphabetical order with their organization name, logo, sponsor level, and a virtual meetingindicator, if they have this feature enabled on their profile.

To start a real-time conversation with an exhibitor, click the “Join virtual meeting” button on their profile, if theexhibitor has set up a virtual meeting for their organization. If no one is manning the virtual meeting or an exhibitordoesn’t have one, click “Contact us” to send the exhibitor a direct message instead.

SPONSORSDisplays all event sponsors with their name, logo, and a virtual meeting indicator, if they have this feature enabled.Click on an organization to view their full profile.

GAMINGDuring the week of October 16-23rd, have some fun competing against fellow attendees. Earn points with differentchallenges and win prizes!

MEET THE LITERACY FOR ALL CONFERENCE VIRTUAL EVENT PLATFORMFrom the Literacy For All virtual event platform, you’ll be able to participatein live-only sessions, watch on-demand videos, visit virtual exhibitor booths,share feedback, and more!


SPONSORED BY

NEW &

IMPROVED!!!

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EMPOWER AND ENGAGE: CREATING INDEPENDENT READERS

Kylene Beers, National & International ConsultantRobert Probst, Consultant

Join us in this pre-conference session as we take a deep dive into strategies that help improvestudents’ ability to read critically both fiction and nonfiction texts. We’ll look at the Notice and NoteStrategies - giving a brief introduction for those new to these strategies and offering examples ofusing the Notice and Note Signposts with picture story books, poetry, and more complex prosetexts. You’ll walk away with information that can help you immediately in your classroom as you

help all students - and especially those who are striving readers - attend to a text with more engagement, moreindependence, and more depth of knowledge. This session is appropriate for all grade levels. The focus will be oncomprehension, not decoding of texts or building automaticity and fluency with decoding. We’ll be using examplesfrom various texts that are appropriate across genres and grade levels. While some information will be drawn fromour books Notice and Note and Reading Nonfiction, we’ll also discuss ideas and strategies presented in our newestbook, Forged by Reading. While having those books in the session is not a requirement, it is always helpful to be ableto turn to the pages we are discussing, so feel free to bring your books.

GETTING THE MOST FROM RUNNING RECORDS TO SUPPORT MULTILINGUAL LEARNERS(GRADES K-5)

Cindy Downend, Assistant Director, Literacy Programs, Lesley University, MACourtney Varner Lorden, Literacy Trainer, Lesley University, MA

Join us to take a deep look at how you can use running records/reading records to effectivelysupport multilingual students’ language and literacy development and accelerate their readingpower. In this interactive session, you’ll learn how to analyze student reading errors to consider howthey may be language-related reading errors and learn practical ways to support multilingual

students’ reading and language acquisition. You’ll spend time analyzing texts for predictable supports and challengesfor multilingual learners and consider how to use that information to plan for instruction.

LEADING FOR LEARNING: USING THE CONDITIONS OF LEARNING TO GUIDE LEADERSHIPDECISION-MAKING (GRADES K-5)

Brian Cambourne, Principal Fellow, University of Wollongong, Australia

Debra Crouch, National Independent Literacy Consultant, Teaching Decisions

Instructional leaders guide and shape the physical, social, emotional, and intellectual spaces thatsupport learning for adults and the students they teach. How can leaders design and facilitateresponsive professional learning opportunities to support teacher and student engagement? This

session will explore how leaders can use the Conditions of Learning as a framework for leading discussions oflearning. Use categories of decision-making to analyze instructional practices to provide thoughtful and effectiveresponses. Explore responsive language that illustrates and nourishes a discourse of “meaning-making.” This session is sponsored by Richard C. Owen Publishers.

LIVE PRE-CONFERENCE SESSIONSSATURDAY, OCTOBER 16, 20211:00 - 3:00 PM ET (CHOOSE ONE OF THREE)


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In collaboration with the University of Maine &The Reading Recovery Council of Massachusetts

H O S T E D B Y

LIVE-ONLY KEYNOTE SESSIONSUNDAY, OCTOBER 17, 20211:00 - 2:30 PM ET

CENTERING HUMANITY IN OUR PRACTICEGrades K-8

Sara Ahmed, Author, Educator, Catherine Cook School, IL

Drawing from Sara's books, Being the Change: Lessons and Strategies to Teach SocialComprehension and Upstanders: How to Engage Middle School Hearts and Minds withInquiry (co-authored with Harvey "Smokey" Daniels), participants will center identity, andleverage the social skills and habits necessary to examine real issues by participating inrelevant, transparent conversations. We will spend time unpacking social comprehensionprinciples: exploring personal identities, listening actively, being candid, becoming betterinformed, finding humanity in ourselves, and facing crisis together. A large focus of thistime together will be centered on self-reflection, self-interrogation, and fine-tuning ourconversations and questions as we broach discourse with others.

KEYNOTE SESSION

ON-DEMAND ACCESSAccess 75+ sessions on-demand untilDecember 31st! Log into the virtual

event platform to get started:CRRLC.LESLEY.EDU/LFA2021.



http://lesley.edu/


LIVE-ONLY CONFERENCE SESSIONS BSUNDAY, OCTOBER 17, 20212:45 - 3:45 PM ET (Choose One of Four)

MADE FOR MEANING: UPDATING ANDEXTENDING CAMBOURNE’SCONDITIONS OF LEARNING(GRADES K-8)

Brian Cambourne, Principal Fellow,University of Wollongong, Australia

Debra Crouch, National IndependentLiteracy Consultant, TeachingDecisions

Teachers shape the physical, social, emotional, andintellectual spaces that support student learning. Butwhat are the classroom conditions that make studentlearning more likely to occur? And what decisions willteachers make to bring these conditions of learning tolife? This session will update and extend research andthinking about the Conditions of Learning, explorelanguage and literacy development, and illustrate teacherdecisions that nourish a discourse of “meaning-making.”This session is sponsored by Richard C. Owen Publishers

CONTENT AREA LITERACY: BOLSTERING ACCESS ANDSUCCESS ACROSS THE DAY(GRADES K-8)

Pam Koutrakos, Consultant &Author, Gravity Goldberg LLC & Corwin Press

Interested in supporting students in their quests toindependently ponder questions, think critically, andcommunicate clearly- in all content areas? It’s timewe said bye-bye to memorizing dates andmultiplication tables and hello to applying beloved“literacy strategies” during math, science, socialstudies! In this session, we will explore high-impactstrategies that ensure mathematicians, scientists,and social scientists learn the vocabulary, processes,and patterns of thinking that unlock deeperunderstanding.


THE ROLE OF SOCIAL AND EMOTIONALLEARNING (SEL) IN LITERACYINSTRUCTION (GRADES K-8)

Gianna Cassetta, IndependentConsultant, The Plain Red HorseCoaching and Consulting

Participants will explore how to cultivate emotionalliteracy and academic literacy at the same time. Aseducators, we have become increasingly aware of theimpact of SEL on all aspects of students’ well-being. Whenembedded in academic work, SEL can serve as afoundation for learning. In this session, we’ll examine onecompetency- self-awareness--in order to understand howwe can increase access to intentional instruction, practiceand reflection on SEL competencies, and so that academiccontent, skills, and strategies become mutuallyreinforcing.

This interactive session explores the role of the 7Strengths of a Super Reader and how to effectivelyincorporate them into the best practices of literacyinstruction in an Early Childhood Classroom.Practical tips will be shared on how to create joywhen exploring phonological awareness, phonemicawareness, phonics and oral language. Walk awaywith fun and easy strategies to implementimmediately into your classrooms.

RE-BALANCING EARLY CHILDHOODLITERACY: FINDING JOY ANDPURPOSE (GRADES PREK-2)

Adrienne Flannery, IndependentConsultant

Vincent Ventura, Director ofInternational Schools, LitLifeInternational

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INSTRUCTIONAL COACHING IMPACT CYCLE:LESSONS FROM 20 YEARS OF RESEARCH

Jim Knight, Senior Partner, Instructional Coaching Group

LIVE-ONLY KEYNOTE SESSION

For more than two decades, researchers at the University of Kansas and The InstructionalCoaching Group have been partnering with educators to identify and validate an efficient,empowering coaching process. The result of this research is The Impact Cycle, now beingimplemented by coaches in six continents around the world. In this session, educators willlearn about the beliefs, stages, skills, and knowledge that instructional coaches need inorder to have an unmistakably positive impact on students’ literacy. This presentation willbriefly cover the research, but it will focus primarily on information that anyone interestedin instructional coaching for literacy should find interesting.

MONDAY, OCTOBER 18, 20215:00 - 6:00 PM ET


KEYNOTE SESSION

ASK US ABOUT OUROFFERINGS ORCUSTOMIZED SUPPORT

We design customized literacyprofessional development solutions for your school or district.

Email [email protected]

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LIVE-ONLY CONFERENCE SESSIONS CTUESDAY, OCTOBER 19, 20215:00 -6:00 PM ET (Choose One of Four)

TIPS & TOOLS FOR NONFICTION READ ALOUDS (GRADES K-8)

Melissa Stewart, Children's BookAuthor

WORD STUDY IN THE SERVICE OF READING & WRITING(GRADES PREK-2)

Jen Baskette-Tierney, LiteracyCoach

Jean Sowers, Primary LiteracyCollaborative Coach & ReadingResource Teacher, LynbrookElementary School, Fairfax, VA

BUILDING EQUITY: CONNECTINGSEL & LITERACY (GRADES 3-5)

Nancy Boyles, Ed.D, ProfessorEmerita, Southern ConnecticutState University; Author andIndependent Literacy Consultant TOP TEN IDEAS TO GET WRITING

OFF TO A GREAT START & DEVELOPSTRONG EFFECTIVE WRITERS(GRADES K-8)

Mary Jo Fox, Literacy Specialist

Research indicates that reading aloud has a powerfulpositive effect on student engagement, thinking, andreading achievement. It also shows that 40 percent ofelementary students prefer nonfiction, and yet, manyeducators are hesitant to read nonfiction aloud. Tohelp change that, this session provides tips and toolsfor (1) locating appropriate nonfiction titles, (2)reading nonfiction in a way that engages students, and(3) encouraging and facilitating student responses tononfiction texts.

Powerful word study teaches students to becomeflexible word solvers and strategic writers. Engagecollaboratively with educators to recognize theimportance of planning word study with intention. Thisallows students an opportunity to inquire, learn andtransfer word study into their own writing and reading. In this session, teachers will experience ways toexplicitly teach phonics and learn how to incorporatethis instruction into their reading and writing workshopsthough whole-group and small group instruction.

How do we help students understand equity bybuilding cultural awareness, honoring heritage,celebrating differences, expressing empathy—andgrowing in so many other ways that lead toinclusiveness and positive social and emotionaldevelopment? We can begin with powerful picturebooks with characters that inspire thoughtfulreflection and meaningful conversation. In thissession, learn about eight points of equity andidentify picture books aligned to each one. Takehome a handout with classroom-ready resources.

This session will provide great ideas to energize studentsand develop a culture of writing as you build yourclassroom community. It will also provide informationto develop strong, effective writers. Participants willleave with access to resources and practical ideas thatcan be implemented in the new year.


“I have attended the Literacy for All Conference every year for the past 26 years! This conferencecontinuously offers me an opportunity to gain a new energy and momentum that catapults my

understandings to new heights with regard to both theory and pedagogy.” Kristine H. New Hampshire

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LEADING THE REBOUND: MUST-DOS FOR LITERACY LEARNINGGRADES K-8

Douglas Fisher, Professor of Educational LeadershipSan Diego State University, CA

Nancy Frey, Professor of Educational LeadershipSan Diego State University, CA


Literacy is liberation, and COVID-19 may have given us the best opportunity to create anew normal of schooling. You have the potential to change the grammar of schooling aswe know it and magnify the effective literacy practices from the past while leveraging thelessons learned during pandemic teaching. You have the opportunity to lead the reboundfor your school or school system. Think of it as a once-in-a-lifetime chance to improve thesystems that serve our students.

WEDNESDAY, OCTOBER 20, 20215:00 - 6:00 PM ET

SPONSORED BY


Live sessions are scheduled during nights and weekends sothere is no need to take time away from the classroom.

Access an immersive live experience, October 16-23. Inaddition, there are over 75 on-demand sessions to accessfrom anywhere, anytime until December 31.

We've designed the conferenceprogram with your busy schedulesin mind...

KEYNOTE SESSION

http://lesley.edu/


READING DIGITALLY: EVIDENCE,PRACTICE, & IMPACT(GRADES K-8)

Jan K. Bryan, VP and NationalEducation Officer, Renaissance

With good cause, there is ample concern over screentime and children’s literacy development; however,that concern is balanced by emerging evidenceidentifying consistencies within reading in digital andprint formats. Join us to identify these consistencies;then analyze and address the emerging habits ofreading digitally that impact comprehension, such asword-spotting and distraction. Evaluate componentsof digital awareness required for deep reading andparticipate in explicit instructional strategies designedto support reading digitally.

WINDOWS, MIRRORS & DOORS:CONTEMPORARY MULTICULTURAL& DIVERSE LITERATURE FORSTUDENT ENGAGEMENT(GRADES K-8)

Susannah Richards, AssociateProfessor, Eastern ConnecticutState University, CT

This session provides an overview of the recentlypublished books for youth that provide windows,mirrors and doors for students to find themselves andaffirm people from different cultures, ethnicities,lifestyles and genders. With over 6800 books for youthpublished each year, it may be difficult to locate booksthat explore diversities as the focus or as part of thenarrative or images when diversity is the not a featuredfocus. An extensive bibliography and initiatives tointegrate books into the curriculum will be provided.

LIVE-ONLY CONFERENCE SESSIONS DTHURSDAY, OCTOBER 21, 20215:00 - 6:00 PM ET (Choose One of Four)

ENGAGING READERS THROUGHINQUIRY AND CONFERRING (GRADES PREK-2)

Hannah Schneewind, Author,Trusting Readers

Jennifer Scoggin, Director, LitLifeConnecticut

LEADING OUR OWN LEARNING:CREATE A COACHING PLN(Literacy Coaching)

Stephanie Affinito, ClinicalTeaching Faculty, Department ofLiteracy Teaching and LearningUniversity at Albany, SUNY, NY

Maximizing the engagement and joy of readers duringindependent reading is a goal for all teachers. Buildingon classroom experiences and research onengagement, feedback and impactful readingpractices, this session invites teachers to explore thepower of inquiries into topics such as reading identity,engagement, and book choice. These inquiries,combined with intentional conferring, lead to higherlevels of engagement and increased student growth.The presenters will include sample lessons andnotetaking strategies.

Instructional coaches and leaders are charged with thecomplex task of leading the learning of others, but whosupports coaches in doing the same? In this session,we’ll explore innovative ways for instructional coachesto make their own learning a priority and create acoaching professional learning network (PLN). You’ll getthe coach you've always wanted for yourself and learnhow to create the coaching community you've alwayscraved.

REGISTER ATCRRLC.LESLEY.EDU/LFA2021

And check out the Literacy For Allconference app!


http://lesley.edu/


LIVE-ONLY CONFERENCE SESSIONS ESATURDAY, OCTOBER 23, 20211:00 - 2:00 PM ET (Choose One of Four)

LEADING WITH READING:CULTURALLY RESPONSIVE LITERACY(Grades K-8)

Liz Garden, Principal, MayoElementary School, MA

WAKING UP, TAKING ACTION, ANDDOING THE WORK: GROWING INTOMY ANTIRACIST SELF (GRADES PREK-8)

Tiffany Jewell, New York TimeBestselling Author, IndieboundBestselling Author

Tiffany will share her personal journey of becomingantiracist from her elementary school days throughcollege and into adulthood and the work she continuesto embark on today. As she shares observations andreflections from distinct moments in her life, theaudience will see how we are constantly transforming aswe become more aware and embrace antiracism.

This workshop focuses on exploring ways in whicheducators can expand upon the books which theyshare with students in order to better reflect thediverse make-up of our world. We will learn about theimportance of diverse classroom and school librariesand share new book titles for PK-8 educators. This isimportant work for educators and students as wecontinue to grow to appreciate the diversity in ourworld and engage in difficult conversations about thecurrent racial crisis in our country.

WRITING CLUBS WITHIN WRITING WORKSHOP (Grades PreK-5)

Kerry Crosby, Literacy ConsultantAmherst, MA

Kristine Haveles-Pelletier, DistrictLiteracy Coordinator, ManchesterPublic Schools, NH

Alison Zylstra, 6th Grade EnglishLanguage Arts & Social StudiesClassroom Teacher, Benjamin FranklinClassical Charter Public School, MA

Book clubs have long had a place in literacy blocks, whilewriting clubs are typically offered as an enrichment orextra-curricular activity, if at all. What if writing clubswere part of your daily writing workshop, along side minilessons and conferences? This workshop focuses on howto set up authentic writing clubs in which kids (in gradesK-6) have the opportunity to share their work, theirexcitement, and their struggles with other writers. Learnhow to create small communities of writers who not onlyfeel comfortable offering constructive feedback, butactually seek it from their peers.

A COMPREHENSIVE CLASSROOMAPPROACH FOR ENGLISH LANGUAGELEARNERS (GRADES K-5)

Adria Klein, Reading RecoveryTrainer, Saint Mary's College ofCalifornia, CA

How can teachers scaffold all students to understandgrade level texts? We will look at a range of practices insmall group instruction to scaffold all learners with afocus on English Acquisition Learners. The goal will beon building independence from the outset by teachingfor transfer across texts. This session is sponsored byBenchmark Education Company.


"I learned so much at the Literacy for All Conference that Iwill be able to bring back to my school and district. I’m so

excited to share everything I learned. "Robert S., California

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TEACHING WRITING IN SMALL GROUPS FOR REMOTE AND IN-PERSON TEACHING(GRADES K-8)

Jennifer Serravallo, Literacy Consultant


Drawing from Jennifer Serravallo’s newly-released Teaching Writing in Small Groups, thiskeynote will show you how just a few minutes of purposeful, responsive teaching can havea big impact with your students whether you are in-person or teaching remotely. Theemphasis will be on essential practices for optimizing small groups that will help you valueeach child’s language and literacy practices, develop relationships with your writers, teachwith efficiency, improve independence, and more. The engaging videos and Jen’s abilityto break down complex concepts into actionable, doable steps will equip participants tobe able to try out the ideas right away.

SATURDAY, OCTOBER 23, 20212:15 - 3:15 PM ET


KEYNOTE SESSION

http://lesley.edu/


READING RECOVERY READING RECOVERY

READING RECOVERY

PRE-RECORDED ON-DEMAND SESSIONSAccess anytime, from anywhere!!! These pre-recorded sessions will be available to view until December 31, 2021, 11:59 PM (ET).


KEEPING LEARNING AND TEACHING ENGAGING WHILEWRITING STORIES: IN PERSON & REMOTEINSTRUCTION

Laurel Dickey, Teacher Leader, Reading RecoverySite Collaborative for Educational Services

Many aspects of writing instruction during a ReadingRecovery lesson can prove to be a challenge - both forthe teacher and the student! During this session we willexplore ways to keep the teaching and learning easywhile teaching in person, or even if you find yourselfteaching in a remote space at times (on snow days andother times when a child might be away from school).Keeping the child at the center of planning andinstruction, while working.

THE COMPOSING CONVERSATION: AVOIDINGROADBLOCKS ON THE PATH TO WRITING

Jamie Lipp, University Trainer for Reading RecoveryThe Ohio State University, OH

Composing is often an understudied component ofwriting instruction in the Reading Recovery lesson.Come explore how successful composing supportssuccessful writing and beyond.

TALK AS TRANSFORMATION:CENTERING CHILDREN’S CURIOSITY TOBUILD PASSION, AGENCY AND JOY(GRADES K-8)

Maria Nichols, Literacy Consultant &Author

FEATURED SESSION

LEARNING TO LOOK AT PRINT: THE EYES HAVE IT

Joseph Kassick, Reading Recovery Teacher LeaderFlemington-Raritan Training Site, NJ

In this session we will examine Clay's procedures forteaching children to look at print. Using LiteracyLessons we will seek ways to support children’sattempts to look throughout the daily lesson.

UNLOCKING THE SECRET TO VOCABULARY LEARNINGTHAT STICKS (GRADES K-8)

Pam Koutrakos, Consultant & Author, GravityGoldberg LLC & Corwin Press

Let’s get nerdy and wordy! Yes, it is possible forvocabulary learning to be active, joyful, efficient, andsuccessful. Join us as we tinker with playful practicesthat propel word learning far beyond copyingdefinitions ...and along the way, fuel deeperunderstanding.

READING RECOVERY

FROM IDEAS TO PRACTICE: DEVELOPINGINDEPENDENT LEARNERS

Carolynne Beless, Reading Recovery Teacher LeaderCape Cod, MA

“Reading Recovery sets the highest value onindependent responding.” In Literacy Lessons Designedfor Individuals, Dr. Clay directs us to set the child up forsuccess. In this session we will look closely at Dr. Clay'swritings and those of other literacy professionals todiscover how we can put ideas into practice withstudents to develop independent, efficient literacylearners.

Building a culture of talk creates space for students owncuriosity and questions to lead their meaning makingprocess. As they push and pull with ideas, thoughtfulteaching and facilitation of talk honors student’sintellect, their driving need to understand, and theirdeveloping passion for ideas and issues in their world.Join us to explore the ways reading, thinking, andtalking together transforms communities and theunique learners within! This sessions is sponsored bySavvas Learning Company.

http://lesley.edu/


READING RECOVERY



EXAMINING CRAFT DECISIONS IN THETEACHING OF NONFICTION READINGAND WRITING (GRADES K-3)

Children love to wonder and learn new information.Your classroom can become a place where childrenlearn what makes nonfiction texts fascinating. They canlearn to read like writers by noticing how the book iscrafted as they read and learn to write nonfiction in avariety of ways to communicate their voices and engagetheir readers.

FEATURED SESSION

Irene Fountas, Director, Center forReading Recovery & LiteracyCollaborative, Lesley University, MA

Gay Su Pinnell, Professor Emerita inthe School of Teaching and Learning, The Ohio State University, OH

WRITING: DAILY OPPORTUNITIES TO DISCOVER THEINTERRELATIONSHIP OF THREE LANGUAGE SYSTEMS

Angela Hoch, Reading Recovery Teacher Leader,Maine School Administrative District, ME

Julie Royal, Reading Recovery Teacher Leader, MaineSchool Administrative District, ME

High progress learners are able to compose ideas easily,while fluently and flexibly getting those ideas on paper.How do we support our struggling students towardaccelerated growth in writing? In this sessionparticipants will explore video clips, lesson records andClay’s texts for ways to support a self-extending systemin writing and enhance writing instruction by buildingconditions for acceleration.

LITERACY AS A WHOLE BODYEXPERIENCE (GRADES K-8)

FEATURED SESSION

Gravity Goldberg, Consultant &Author, Gravity Goldberg, LLC

Learn how to consider the entire body when teachingstudents how to understand and make meaning oflanguage. Embodied cognition research will be appliedto practical literacy moves you can make to booststudent engagement and comprehension.

BUILDING FOUNDATIONS OF ANANTIBIAS AND ANTIRACIST PRACTICE(GRADES K-8 & SCHOOL LEADERS)

FEATURED SESSION

Elizabeth Kleinrock, Educator,

In this session, participants will explore inquiry as astudent-centered and anti-bias approach to engagelearners, and look at strategies to concretize anti-biasand anti-racist ideas into self reflection practices,curriculum and lesson design, and buildingrelationships with students and caregivers.

Washington, DC

BEYOND THE GRAPH: TRANSFORMING STUDENT DATAINTO ASTUTE TEACHING DECISIONS

Holly Cumming, Reading Recovery Teacher LeaderWinnipeg School Division, Canada

M. Michelle Hildebrand, Reading Recovery TeacherLeader, Winnipeg School Division, Canada

Have you ever felt frustrated when your student’s datadoes not reflect acceleration? In this session, you willlearn how to “criss-cross the landscape” of ReadingRecovery records in order to view the child’s progressfrom different perspectives. We will share howcollaborative conversations around student casestudies can develop an investigative approach leadingto new discoveries… and accelerated learning!

READING RECOVERY

PLAY TO WIN! Have some fun during the live conference, October 16-23, competingagainst fellow attendees. Earn pointswith different challenges and win prizes!

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ENRICHING OUR READING &WRITING LIVES TO IMPACTSTUDENTS’ IDENTITIES (GRADES 3-5)

Stephanie Affinito, Clinical TeachingFaculty, Department of LiteracyTeaching and Learning University atAlbany, Suny, NY

Shelley Fenton, Literacy Specialistand Consultant, Literacy CoachConnection, South Glens FallsSchool District, NY

Krista Senatore, Literacy Specialistand Consultant, Lit. CoachConnection

A vibrant literacy community is key to empoweringreaders and writers. By reflecting on our literate lives andthe students in front of us, we are better prepared toadvocate for authentic literacy practices in the classroom.Explore how to enrich your reading and writing life toimpact your students. Learn how to create a culture ofavid readers and writers, gain tools for a literate life andlearn about initiatives to strengthen literacycommunities.

FEATURED SESSION

5 KINDS OF NONFICTION: ENRICHINGREADING AND WRITING INSTRUCTIONWITH CHILDREN’S BOOKS (GRADES K-8)

FEATURED SESSION

Melissa Stewart, Children's Book

Most educators currently center informational readingand writing lessons around all-about books—traditionalnonfiction titles that provide a general overview of abroad topic. But these books are just the tip of theiceberg when it comes to the diverse array of children’snonfiction books being published today. In thisengaging session, award-winning children’s nonfictionauthor Melissa Stewart introduces the 5 Kinds ofNonfiction classification system, explains how eachcategory is best used in a school setting, and sharesstrategies for incorporating a broad assortment ofnonfiction books into existing curricula.

Author



A HOW-TO GUIDE TO INTERACTIVE WRITING: HELPWRITERS GO FROM APPROXIMATING TOINDEPENDENCE (GRADES PREK-2)

Gwen Quinn, Instructional Coach, Coatesville AreaSchool District, PA

Come and learn how interactive writing can help yourprimary writers soar to new spelling independence! Inthis workshop, you will learn how to implementinteractive writing in a K-2 classroom with ease. Thisquick, energetic, and collaborative instructionaladdition to your practice will help support those novicewriters in an authentic and engaging literacy context.

PRESENTING INFORMATION ANDCULTIVATING CURIOSITY THROUGHPICTURE BOOKS (GRADES PREK-2)

FEATURED SESSION

Sneed Collard, Author, Read with Sneed

The author of perennial picture book favorites 'Beaks!','Animal Dads', and 'A Platypus, Probably' reveals thestrategies he uses for creating engaging picture booksthat educate as well as entertain. He’ll especially focus onthe role of character-building using his newest titles'Waiting for a Warbler' and 'Beaver and Otter Get Along . . .Sort of.'

"I learned so much at the Literacy for All Conferencethat I will be able to bring back to my school and

district. I’m so excited to share everything I learned."

Maryann K., New York

http://lesley.edu/


READING RECOVERY

ACCELERATION FROM THE STARTFEATURED SESSION

Jennifer Flight, Trainer, CanadianInstitute of Reading Recovery –Western Region

Join us in delving into how to scaffold learning whenwe anticipate acceleration may be compromised for aparticular student. Clay reminds us that dailyadaptation is required “to ensure the construction ofeffective processing at all times despite a not-so-balanced repertoire of the struggling learner.” Casestudy examples will be shared to illustrate ways ofthinking about particular needs - building a solidfoundation for subsequent literacy learning.



MAKING AUTHENTIC CONNECTION:WAYS TO ENSURE THAT OURSTUDENTS CONNECT TO THECURRICULUM (GRADES K-8)

FEATURED SESSION

In this session, we will explore ways that educators canuse equitable practices to connect students back to thecurriculum. Year to year we collect resources and textsthat occupy our classroom shelves and strategies thatlive on old lesson plans. We know that these are only apiece of your teaching, alongside knowledge of bestpractices, and a deep understanding of your students.We will discuss ways that we can help all students seethemselves in the learning and its impact on studentagency.

Towanda Harris, Author & Educator, HarrisInnovation Consulting Group

POETRY FOR YOUNG WRITERS: JOY & STRUCTURE(GRADES PREK-2)

Amy Ludwig VanDerwater, Author & Writing TeacherHolland, NY

Christie Wyman, Kindergarten Teacher, WestonPublic Schools, MA

The poem world is a joyful world! Sometimesconsidered constrained or difficult, poetry need beneither. Join us as we explore structure and languagethrough poet tips and teacher stories. Learn about pastand present children’s poets. Delve into books. Peek atpoetry websites. Draft simple forms of poetry. Leavewith a full heart of ideas, resources, writing structures,and inspiration for reading and writing poems in a unitor woven throughout your school year.

FAIRNESS IN LITERACY CLASSROOMS: CURRICULUMTHAT FOSTERS ACCEPTANCE AND UNDERSTANDINGOF DIFFERENCES (GRADES PREK-2 & GRADES 3-5)

Kierstin Giunco, Grade 4 - 6 ELA Teacher, MissionGrammar School, MA

Christine Kelly, Grade 2 Teacher, Trinity CatholicAcademy, MA

How do you respond when students notice theunavoidable differences in literacy classrooms (i.e.guided reading, disabilities, interventionist support, andleveled texts)? This question will be answered byexploring a needs-based fairness literacy curriculum thatfosters positive student attitudes towards individualizedsupports, or tools, in classrooms. Emerging fromclassroom-based action research and attitude formationtheory, this session details specific books, writingprompts, and language (e.g., defining struggle, tool, andfairness) that support students’ inclusive orientationtowards different literacy supports. This curriculum’simpact on classroom culture will be increasinglysignificant as schools support students after remoteinstruction. Please bring laptops to be able to interactwith the various presentation materials.

http://lesley.edu/


READING RECOVERY



THE WONDERFUL WORLD OF WORDLESS PICTUREBOOKS (GRADES PREK-2)

Jennifer Dare, Learning Support TeacherThe School at Columbia University, NY

Need a way to motivate the readers and writers in yourclassroom? Come learn how studying wordless picturebooks in your classroom will help you build acommunity of confident readers and writers. Discoverhow wordless picture books teach children importantliteracy skills of book-handling, storytelling, sequencing,and much, much more. In this session, participants willlearn the power of these texts and ways to use them toinvigorate their literacy instruction.

LINKING LEARNING THEORY AND LANGUAGE INREADING RECOVERY LESSONS

Maureen Bobbin, Reading Recovery Teacher LeaderCambridge Public Schools, MA

Karen Tlili, Reading Recovery Teacher LeaderCambridge Public Schools, MA

Clay (2001) states “Acts of reading are acts ofconstruction rather than instruction.” We will considerthe connection of constructivist learning theory and thelanguage we use in order to facilitate children learning toread and write during Reading Recovery lessons.Together we will explore how the language we use canfacilitate strategic activity in reading and writing acrossthe lesson.10 REVOLUTIONARY CHANGES TO TEACHING READING

THAT FIRE UP JOY, DEEPEN ENGAGEMENT, &MULTIPLY RESULTS (GRADES K-8)

Erin M. Brown, MA, MFA, Creator/Director, True NorthReading: The Complete Mastery Reading & SpellingProgram

Are we missing something? Research says YES. Becauseeye-opening and revolutionary answers within medical,psychosocial, and educational fields have not beenclearly shared, synthesized, and integrated (in bothcurriculum development and teacher education),powerful how-to truths for teaching reading have barelytrickled into our classrooms. With recent profoundglobal events, we’re now at a crossroads where we mustintegrate research truths cross-functionally—or we’lllose a generation of learners. We know the impact thatreading has on all of learning… and it’s time to takeresearch-based action to open the floodgates of readingsuccess.

SUPPORTING VOCABULARYDEVELOPMENT IN K-2 CLASSROOMS(GRADES K-2)

FEATURED SESSION

In this workshop, Dr. Tanya Wright discusses why it is soimportant to support young children’s vocabularydevelopment in the early grades of school. She will alsoshare research-based instructional strategies for buildingvocabulary during read alouds, content area learning,and during reading and writing instruction.

Tanya Wright, Associate Professor, University of Michigan, MI

ADJUSTING TEACHING INTERACTIONS TO FOSTERACTIVE PARTICIPATION & ACCELERATIVE GROWTH

Natalie Peabbles, Reading Recovery Teacher LeaderYork School Department, ME

Reading Recovery students who are having particulardifficulties require classroom teachers who adaptlessons to meet individual learning needs that are short-term, specific and attainable. They require teachers toconsistently shift levels of support at the letter, wordand text levels by scaffolding individual needs across alllearning opportunities.

READING RECOVERY

http://lesley.edu/




THE POWER OF EARLY LITERACY PARTNERSHIPS:CONNECTING SCHOOLS & FAMILIES (GRADES PREK-2 & ADMINISTRATORS)

Kimberly Hollock, Educational Consultant,Foundations for Futures

Creating powerful and lasting literacy partnershipsbetween home and school is essential in today’s world.This session will engage participants in realistic andattainable strategies that foster the family-schoolliteracy connection. Learn about achieving literacypartnership goals and breaking down barriers whileexperiencing a combination of collaboration andcommunication, plus an element of fun!

WHAT THE TEXTBOOK LEFT OUT: UNPACKING BIAS INNON-FICTION TEXTS (GRADES 6-8)

Jillian Gaeta, Director of History, Achievement First

This session explores Historiography, the study of thewriting of history and analyzing bias that appears inhistorical texts. Teachers will unpack their own biasesabout historical narratives they learned and how toexpand their thinking on including multiple perspectivesin their classrooms. Teachers will learn how to teachstudents the historical thinking skills that allow them toidentify and detect bias in sources and formulate theirown opinions about history. This session is mostapplicable for Social Studies teachers who infuse non-fiction reading in their classrooms but offersopportunities for any teacher using non-fiction texts intheir classroom.

PUZZLING THE HARDEST TO TEACH

Maryann McBride, Teacher Leader in Residence,Clinical Faculty, Clemson University, SC

This session will examine procedures that bring aboutchange in a child's processing system and help youreflect on the teaching and learning that leads to a planof action for you and your student.

READING RECOVERY

“HEY, TEACHER! GUESS WHAT THAT REMINDS MEOF?!” CONNECTION RICH ENVIRONMENTS THATIGNITE LEARNING (GRADES 3-5 & GRADES 6-8)

Sunday Cummins, Literacy Consultant & Author

Have you ever noticed a “spark of agency” in a student?That energy they reveal when they make a connectionof some sort? A connection that transforms theirunderstanding of a text, an idea or the world aroundthem? Realizing this has happened for students is partof the joy of teaching. The harder part is creatingenvironments where these sparks or connections occurfrequently enough to ignite learning. This workshop willexplore a framework for creating this kind of learningenvironment that includes teaching with sets of sourceson high-interest topics.

TEXT SETS & THE DRIVE TO DISCOVER (GRADES K-8)

Mary Ann Cappiello, Professor of Language andLiteracy, Graduate School of Education, LesleyUniversity, MA

Erika Thulin Dawes, Ed.D., Professor of Language andLiteracy, Graduate School of Education, LesleyUniversity, MA

Inquiry and engagement are at the heart of teachingwith text sets. A well-curated text set, comprised of high-quality children’s nonfiction, fiction, and poetry andreal-world texts of all modalities, creates a pathwaythrough material and content. When texts areintentionally sequenced and juxtaposed with oneanother, students and teachers discover different waysof seeing and explaining the world around them. Hearstories and see examples of teachers and studentsengaged with this work.

http://lesley.edu/




STAYING ON THE PATH: DRAFTING AND CRAFTINGPREDICTIONS OF PROGRESS

Jaime Gilman, Reading Recovery Teacher Leader,Maine School Administrative District, ME

Predictions of progress can help us stay on a child'spath to a self-extending processing system, but are weusing them to their full potential? In this session,participants will explore how to draft and revisethoughtful, long-term predictions to inform our day-to-day teaching decisions.

THE READING QUILT: QUALITY MULTICULTURALLITERATURE & THE CLASSROOM (GRADES 6-8)

Dr. Rachel Slaughter, Upper School LearningSpecialist, Friends' Central School, PA

American schools are experiencing a surge in ethnic andracial diversity. A tapestry of cultures, the classroom isfertile ground for multicultural materials that candecrease racism, increase cultural competency andpromote racial harmony to move toward a “multi-culturally literate” mind-set. The presenter will providethe group members a peer-reviewed rubric that helpsteachers and administrators distinguish qualitymulticultural literature from literature that may bebiased. Additionally, participants will receive titles ofgreat multicultural literature.

READING RECOVERY

CAPITALIZING ON THE POWER OF LANGUAGE TOINCREASE MULTILINGUAL'S READING/WRITING!

Julie Kugler, Program Specialist-ELA, ReadingRecovery Teacher Leader, San Mateo-Foster CitySchool District, CA

Dr. Nancy Rogers-Zegarra, Reading RecoveryTeacher Leader, St. Mary's College, CA

Learn how to use the Record of Oral Language andlesson records to expand RR/LL students' use ofcomplex language structures and vocabulary in readingand writing. Presenters will demonstrate how to selectbooks, provide scaffolded book introductions andincrease writing of complex sentences that match andexpand a multilingual student’s oral language, readingand writing.

READING RECOVERY

INCREASING STRATEGIC ACTIVITY ANDINDEPENDENCE IN WRITING: DISCONTINUINGDECISIONS

Elizabeth Kaye, Reading Recovery Trainer, TexasWomen's University, TX

When discontinuing the lesson series, Clay asks us inpart to consider “How independent is the child incomposing, using many ways of solving to get to newwords, monitoring and revising what he has done?”(2016, p. 191). Participants will explore learningprogressions in each of these areas through videos andstudent work samples.

READING RECOVERY

MORNING MEETING: INVITATIONS TO LITERACY &COMMUNITY-BUILDING (GRADES K-8)

Katy Inman, Head of School, Center for Teaching andLearning, ME

Whole school or class morning meetings function as away to promote shared literacy experience whilebuilding a strong class and school culture. In thissession, participants will experience the Center forTeaching and Learning's daily and weekly practices, thepedagogy that supports them and also discuss CTL'sextensive poetry list and song bank for K-8 meetings.

SPARKING YOUNG WRITERS: THE POWER OF TALK,TEXTS, TENDERNESS & TIME (GRADES PREK-2)

Elizabeth Weiermiller, Instructional Coach/Consultant,Center for the Collaborative Classroom

Is there truly a way to transform education? Researchersand practitioners say YES! We invite you to join us for animportant focus on the power of writing as a tool fortransformation. During this session, participants will beinspired and gain both practical and proven strategies fornurturing young writers. We will focus on the 4 Ts - thepower of talk, texts, tenderness and time - all essential forgrowing young writers.

http://lesley.edu/




READING LIKE A WRITER: HANDS-ON SUPPORTS FORDEEPENING AND EXTENDING THE PRACTICE (GRADES K-8)

Allison Marchetti, Author and Consultant, Heinemann

Rebekah O'Dell, Teacher, Writer, Consultant, St.Michael's Episcopal School, VA

Many of us teach our students to read like writers - tonotice, name, and theorize about craft moves inprofessional writing. However, what happens whenstudents can't move past the noticing and namingstage? When they struggle to be guided and inspired bythe writing we study and don't use the writerly moves intheir own writing? This session will offer a handful ofuse-in-your-classroom-tomorrow hands-on supports fordeepening and extending this essential practice for thewriters in your classroom.

DEVELOPING AND EXTENDING ORAL LANGUAGE FORALL STUDENTS

Kathleen Brown, Reading Recovery TeacherLeader/Early Literacy Coach, Long Beach UnifiedSchool District, Long Beach, CA

Belkis Miqueleiz, Reading Recovery TeacherLeader/Literacy Coach, Long Beach Unified SchoolDistrict, Long Beach, CA

Participants will learn about a variety of ways to fosterand extend oral language opportunities during RoamingAround the Known and future lessons. Multiplemeasures will be used to document change over time inlanguage development throughout the lesson series.

READING RECOVERY

THE STORYTELLING EXPERIENCE (GRADES PREK-2)

Traci Glynn, M.Ed, Early Childhood Educator,Playdate & Playmates, LLC

The academic push towards learning letters, sounds,and vocabulary has reduced the creative process ofstorytelling. Storytelling involves movement andactions, emotional responses, and social connections tocharacters and experiences. It is playful enjoyment,which is the basis for learning.

MAKE IT REAL: IMPLEMENTING PROJECT-BASEDLEARNING (GRADES 3-5 & GRADES 6-8)

Terra Tarango, Director, Van Andel Institute forEducation

Teachers want to connect literacy instruction tomemorable, meaningful experiences that give anauthentic context for learning, but who has the time!?!?Discover how to implement project-based learning withcross-curricular content, collaboration options, andreal-world connections. Explore specific literature-aligned PBL units and discover how to implement theseprojects in elementary classrooms. Come ready tobecome that teacher students will never forget. Leavewith lesson-by-lesson project ideas to make it happen.

MOVING EMERGENT WRITERS FORWARD (GRADES PREK-2)

Laurell Parris, Senior Content Manager, Children'sLiteracy Initiative

Susan Smith, Manager of Content Development, Children's Literacy Initiative

Early writing development is characterized by children’smoving from playfully making marks on paper tocommunicating messages on paper to, ultimately,creating their own texts. In this session, we will learn thedevelopmental stages of emergent writers so that wecan identify children’s strengths and needs, and adjustour interactions with them to maximize their writingdevelopment. We will learn how to support children’swriting development through warm and targetedsupport and understand how to gently scaffold learningand help our young writers flourish.

http://lesley.edu/


READING RECOVERY

READING RECOVERY



STORY WORKSHOP: NEW POSSIBILITIES FOR YOUNGWRITERS (GRADES PREK-2)

Susan Harris Mackay, Co-Founder & Director, Centerfor Playful Inquiry

Young children arrive at school full of stories. They havea right to encounter learning conditions that welcomethem as authors and meaning-makers. Thispresentation explores Story Workshop --an approach toliteracy learning that emerged from a questionregarding the relationship between literacy and the artsand has inspired teachers around the world to ask newquestions about what is possible for young writers.

LISTENING TO TEACHER VOICES DURING THE SPRING2020 PANDEMIC: REAFFIRMING THE POWER OFRELATIONSHIPS

Anne Jordan, Literacy Intervention Specialist,University of Maine, Orono, ME

When Reading Recovery and intervention teachers wentto remote learning unexpectedly in March 2020, anunprecedented teaching and learning format presenteditself to educators. How do you connect, both literallyand figuratively, to deliver supplemental instruction to 6and 7 year olds? This presentation will examine theresults of survey data and what lessons were learnedthat can inform our future work with families.

FOSTERING EFFECTIVE PROBLEMSOLVING WITH EMERGENT BILINGUALSTUDENTS

Annette Torres Elias, Reading

FEATURED SESSION

The progress of emergent bilingual students in ReadingRecovery and Descubriendo la Lectura depends uponthe effective processing that they do when they readand write. The goal of this interactive session is toexplore the ways in which teachers can foster efficientand independent problem solving in reading andwriting. Participants will discuss ways in which we canplan teaching interactions with emergent bilingualstudents that yield high progress.

Recovery, Descubriendo la LecturaTrainer, Texas Women's University, TX

CATCH THE MAGIC (GRADES 3-5 & GRADES 6-8)

Jen Bassett, Reading Specialist, Dale Street School, MA

Christy Callahan, Reading Specialist, Dale StreetSchool, MA

Julie Lowerre, Innovation Integration Specialist,Medfield Public Schools, MA

Are you ready to bust out of the box and use unique,innovative ways to have students respond to text?Come discover how to incorporate popular apps andsites along with Maker space activities to enhancestudents' thinking. Creative critical thinking will allowyour students to think deeper, comprehend clearer andbe engaged and empowered to share their literacylearning. Come join us as we share "Catch the Magic."

SOLVING WORDS IN THE READING RECOVERY LESSON

Sharon Greaney, Reading Recovery Teacher Leader,University of Maine, ME

Students who make accelerated progress are able tosolve new words in different ways. This session willfocus on how teachers can help children to work onthese ways from their earliest attempts and throughoutthe lesson.

READING RECOVERY

JOYFUL ACCELERATION: STAYING IN SYNC WITHSTUDENTS THROUGHOUT A SERIES OF LESSONS

Erin Nock, Reading Recovery Teacher Leader,Farmington Public Schools

This session will explore how staying in sync with astudent's interests as well as competencies providesthe greatest traction for acceleration.

READING RECOVERY

http://lesley.edu/




CULTURAL RESPONSIVENESS ANDENGAGEMENT IN LITERACYCLASSROOMS (GRADES 6-8)

Ernest Morrell, Coyle Professor in

Students in today’s classrooms are unique individuals--they are also simultaneously members of multiplecommunities. During this session, educational leaderDr. Ernest Morrell will speak on how culturallyresponsive instruction, both as a curriculum and apedagogical approach, embraces these identities andworks to positively enhance student voice andengagement. This session is sponsored by SavvasLearning Company.

Literacy Education, University of Notre Dame, IN

FEATURED SESSION

TEACH SOCIAL AND EMOTIONALLEARNING THROUGH LITERACYWORKSHOPS (GRADES K-8)

Mike Anderson, Consultant, Mike

Now, more than ever, we recognize the importance ofmeeting students’ social and emotional needs andhelping them gain the social and emotional learning(SEL) skills they need to be successful. But too often inschools, SEL is treated like its own domain—as if it’sseparate from academics. In this session, we’ll explorehow to integrate SEL seamlessly into the daily literacywork you’re already doing with your students so theycan engage more fully in academic learning.

Anderson Consulting, LLC

FEATURED SESSION

USING ENGLISH LANGUAGE LEARNERS FEEDBACKTO IMPROVE READING SKILLS & INSTRUCTION (GRADES K-8)

Maryann Hasso, Lecturer, Cal Poly Pomona, CA

The session will revolve around six themes withsupporting teaching strategies. The six themes andinstructional strategies that will benefit ELL students’in their engagement with English reading includes:bilingual instruction, translanguaging strategies,quality of reading lessons (such as gamifying reading),culturally responsive instruction, the use of an activelearning instructional model (such as languageinstruction), and instructional time for choosingliterature of high interest.

PROMOTING RECIPROCITY: CONNECTIONS BETWEENBOOK INTRODUCTIONS, FAMILIAR READING &COMPOSING A STORY

Angela Hoch, Reading Recovery Teacher Leader,Maine School Administrative District, ME

Julie Royal, Reading Recovery Teacher Leader, MaineSchool Administrative District, ME

How do we support struggling students towardaccelerated growth in fast, efficient processing duringreading and writing? In this session we will explorevideo clips, lesson records, writing journals and Clay’stexts to consider the use of literary elements andlanguage structures in promoting a self-extendingsystem of literacy learning.

READING RECOVERY

LITERACY FOR HALL: F&P K-3, A RED ZONE PLAY TOBRING COHESIVENESS (GRADES PREK-2 & GRADES 3-5)

Matthew Alexander, Literacy and NumeracyDirector, Hall County Schools, GA

Rhonda Hayes, ELA Specialist, Pioneer RESA, GA

Michelle Palmer, Professional Learning Specialist,Hall County Schools, GA

The participants will learn the secrets Hall CountySchools has discovered towards a successful districtwide phonics, spelling, and word study initiative.

JOYFUL ACCELERATION: STAYING IN SYNC WITHSTUDENTS THROUGHOUT A SERIES OF LESSONS

Erin Nock, Reading Recovery Teacher Leader,Farmington Public Schools

This session will explore how staying in sync with astudent's interests as well as competencies providesthe greatest traction for acceleration.

READING RECOVERY

http://lesley.edu/


READING RECOVERY



RECOVERY LEARNING: LEARN THE MOST IMPACTFULWAYS TO CATCH UP OUR READERS AND WRITERS!(GRADES K-8)

Leslie Laud, Instructor, Columbia UniversityTeachers College, NY

To support your efforts to accelerate literacydevelopment on the heels of the disruptions faced overthe past year, this session will overview what currentresearch, much just out in 2021, suggests will workbest. You will learn specific literacy practices, as well ashow to strengthen social-emotional capacities withinliteracy instruction frameworks. Materials shown willhighlight cultural relevance and authenticity. Get allcaught up on the latest evidence-based literacypractices so that you can best help your students getcaught up as well. Receive free, practical resources youcan use tomorrow.

READING RECOVERY TEACHER UNDERSTANDINGSABOUT LANGUAGE AND EARLY LITERACYACQUISITION

Kelly McDermott, Literacy Specialist, Boston PublicSchools, MA

This session will share the results of a research projectundertaken in spring of 2021. The aim was tounderstand more about Reading Recovery teacherperceptions of student language as it pertains to earlyliteracy acquisition. An overarching focus on the powerof all student language as an asset will be discussed.Clay's Literacy Lessons text will be utilized to delvedeeper into the power of Reading Recovery to beconsistently leveraged as a culturally and linguisticallysustaining practice.

RISK. FAIL. RISE.: MISTAKES WRITINGTEACHERS AND STUDENTS MAKE CANTRANSFORM STUDENT LEARNING

M. Colleen Cruz, Director of Innovation

FEATURED SESSION

Writing is one of the most crucial subjects we teach. Yet,many of us have the sneaking suspicion we are doing itwrong when we see students not develop into thestrong writers we know they can be. Beginning withcommon instructional practices and beliefs,participants will explore curriculum and teachingmethods that might contain mistakes as well as theways in which we avoid critique. Participants will thentry a framework to help identify mistakes in theirpractice before moving on to exploring ways thatstudent mistakes in writing can provide windows intoknowledge and skill.

Teachers College Reading and WritingProject

"RAISED TO MAKE SOCIETY TRANSFORM": USINGANTIRACIST TEXT SETS TO FACILITATECONVERSATIONS (GRADES K-3)

Aeriale Johnson, Heinemann Fellow, Kinder Bender

All too often, we hear early childhood educators saysomething along the lines of “They’re too young to talkabout race,” or “It doesn’t affect them at such a youngage.” The truth is, children are never too young toengage in conversations about race. Young learners,kindergarteners through third graders, are deeplyimpacted by racism both personally and ascompassionate human beings. In this session, we willexplore frameworks, standards, texts, and authenticclassroom examples that will support educators andstudents in their journey toward becoming raciallyliterate and promoting racial justice.

http://lesley.edu/


READING RECOVERY

READING RECOVERY



SYSTEMATIC TEACHING AND HOW CHILDRENCONSTRUCT VISUAL PROCESSING SYSTEMS

Nancy Anderson, Professor of Literacy, ReadingRecovery Trainer, Texas Women's University, TX

Young children creatively construct systems for readingand writing. Systematic Teaching for LiteracyProcessing involves more than checking off a sequencedlist of skills. Explore how we can systematically teach foran efficient visual processing system in responsive waysthroughout a child’s intervention and increaseaccelerated learning.

WRITING ABOUT READING AND READING AS WRITERS(GRADES PREK-2 & LITERACY COACHES)

Rose Frank, Grade 3 Inclusion Teacher, Lee AcademyPilot School, MA

Sarah Little, Literacy Coach, Lee Academy PilotSchool, MA

Writing about reading is a powerful tool students use toshow their thinking and to help them think more deeplyabout a text. However, it is a type of writing that hasn’tbeen as clearly defined as other genres. This session willshare the process taken by a literacy coach and a teamof teachers at a school in Boston to build a sharedunderstanding of writing about reading across PreK-third grades. We'll also zoom into one third gradeteacher’s experience of building her students’ identitiesas writers by examining the purpose, audience, andcraft of various texts.

USING INTERACTIVE WRITING TOTRANSFER FOUNDATIONAL SKILLS INMEANINGFUL AND EXPLICIT WAYS(GRADES PREK-2)

Courtney Chan, Consultant, ABCConsulting Company

FEATURED SESSION

In this session, we will explore a variety of ways tocontinuously build a learning community by creatingclass stories and books that are meaningful and fun atthe same time! Whether online (using google slides) orin person (paper/pen), participants will learn a varietyof ways to create texts that support oral and writtenlanguage that are similar to leveled books that they willbe reading. Creating texts together interactivelysupports our youngest writers in understanding letter-sound relationships, and that conventions help maketext more readable. Through this, it will be clear toparticipants what the value of making connections tothe letters in students' names is; letters in their favoritecharacters' names; to letters in environmental print thatsupport the process of how letters and sounds transferfrom isolation into context. And above all, that we canuse everything we know about the letters in words thatwe are familiar with to create new words that we canread and write! This session is sponsored by HamerayPublishing Group

FOSTERING BOOK JOY IN READINGRECOVERY STUDENTS

Lisa Pinkerton Patrick, Marie ClayEndowed Chair, The Ohio StateUniversity, OH

FEATURED SESSION

We teach students how to read, but do we also teachstudents to love reading? This session will explorefostering book joy in readers throughout the lessonframework and series. Many Reading Recovery childrencome to us having had challenging, or even negative,classroom experiences around reading. From the firstlesson, it is imperative that we help them to beginassociating reading with pleasure. Thus, this session willbe devoted to uncovering the positive social/emotionalrole that promoting book joy can play in building a self-extending literacy processing system.

http://lesley.edu/


READING RECOVERY



LEVERAGING THE LEARNING SCIENCES FORCULTURALLY RESPONSIVE TEACHING IN READINGRECOVERY

JaNiece Elzy, Assistant Professor, Reading RecoveryTrainer, Texas Women's University, TX

New technologies have provided much insight into howdeveloping brains function and learn. The science oflearning is an interdisciplinary approach developed tofurther this understanding into practical implications forinstruction. We will specifically discuss how to leveragethese understandings with culturally and linguisticallydiverse students within the Reading Recoveryintervention. Participants will engage in an examinationof the theme of learner variation, the role of emotion asa mediator of learning, self-efficacy, and self-concept asthey pertain to culturally and linguistically diversestudents within the Reading Recovery lesson series.

EVOLVING FROM A EUROCENTRIC TO AMULTICULTURAL READING CURRICULA (GRADES PREK-2 & GRADES 3-5)

Kristin Capezio, Reading Teacher and LiteracyInterventionist, Wayland Public Schools, MA

Geralde Gabeau, CEO and Executive Director,Immigrant Family Services Institute

Children’s literature plays a critical role in shapingindividuals' conceptions of cultural and societal norms.American texts, canons of classic literature, primarycharacters, storylines and plot trajectories, and ofcourse, the authors and illustrators, create aconstellation of anchors in our childhood. This sessionexplores the phenotypical and allegorical similarities ofthe stories that shape American early literature. We willinvestigate how these stories defy the realities of aheterogeneous landscape. Through children’s voices,and backed by qualitative research, attendees willcollectively assess the impact of a homogeneous literarypallet on school-aged students from racially andculturally diverse backgrounds.

TRACKING TALK – TWO TEACHERS' JOURNEY INTOACADEMIC CONVERSATIONS (GRADES 3-5)

Michelle Russell, Grade 3 Teacher, MontgomeryElementary School, NY

Amy Wendel, Literacy Consultant, Berea ElementarySchool, NY

Discover the journey of two teachers who noticedstudents struggling with academic conversations. Theybegan an inquiry project around talk in the classroom. With the premise that academic conversations providepowerful learning opportunities, they wanted to knowhow to teach and identify student learning around talk. This session will identify some of the pitfalls theteachers had along the way, look at differentopportunities for talk throughout the day, and highlightsuccessful strategies in tracking student conversations. Participants will walk away with tips and lesson ideasthey can take back to help build and monitor studentconversations.

CONSIDERING AND CREATINGRESPONSIVE CHARTS FOR WRITINGINSTRUCTION

Melanie Meehan, Elementary Writingand Social Studies Coordinator,Simsbury, CT

Kelsey Sorum, Author, Corwin

Beyond making instruction more accessible, chartsenrich the classroom environment—blueprinting thework, ideas, and pathways toward shared goals.Responsiveness with charts sometimes requires themodification of pre-existing charts and sometimesrequires the creation of new charts. In this session, weshare specific strategies to leverage different kinds ofcharts for instruction and student independence. Indoing so, we will consider academic, linguistic, cultural,and social-emotional responsiveness in order to centerand honor the students in your classroom. This session issponsored by Corwin.

FEATURED SESSION

http://lesley.edu/


READING RECOVERY



CONCEPTS ABOUT PRINT AND FOUNDATIONALLITERACY LEARNING IN THE EARLY YEARS

Kasha Korchinski, Reading Recovery Teacher LeaderWestern Region, Canadian Institute of ReadingRecovery, Canada

This session will focus on the purpose of using theConcepts About Print Assessment as part of Marie Clay'sObservation Survey of Early Literacy Achievement. Apilot research project was conducted to identify agradient of difficulty in the 24 test items to establish agrade level expectation sequence indicating when achild acquires these conventions and rules of thewritten code. Implications of this research will bediscussed in both intervention and classroom contexts.

NOT YOUR GRANNY'S GRAMMAR: THE POWER & JOYOF GRAMMAR STUDY (GRADES 3-5 & GRADES 6-8)

Patty McGee, Literacy Consultant and Authoraffiliated with Benchmark Education

Mid-century modern may work for furniture but not forgrammar learning—there is a better way! Together let’sexplore an irresistible design to grammar study and thelanguage standards so that grammar takes its rightfulplace in literacy instruction. Participants will experiencethe power and excitement of this approachimmediately, when they see that when we invitestudents to let curiosity lead the way, in small snippetsof time, writers develop grammar know-how.

USING POETRY IN THE CONTENTAREAS (GRADES 3-5)

Clare Landrigan, Educator, ClareLandrigan Literacy

FEATURED SESSION

Poetry is a structure that writers can use in any unit ofstudy. This session will make the case for includingpoetry in nonfiction units of study. In reading, it’s a greatway to build one’s schema in a content area and tosynthesize big ideas in research. In writing, poetry offerschoice in how a writer conveys information and an arrayof craft moves. Let’s make poetry an option all year long!

WRITING AWESOME ANSWERS TO COMPREHENSIONQUESTIONS (EVEN THE HARD ONES) (GRADES 3-5)

Nancy Boyles, Ed.D, Professor Emerita, SouthernConnecticut State University; Author andIndependent Literacy Consultant

With new standards and new assessments, how can webest prepare middle school students forcomprehension questions that require deeper thinking?We can provide them with answer frames matched tothese more challenging (harder!) questions. But writingscaffolds alone will not be enough. Greater depth ofknowledge about a text begs for more analyticalreading. In this session become familiar with questionsthat require thoughtful text analysis, learn simpleinstructional steps that lead to accurate and insightfulconstructed responses, and explore related classroom-ready tools including mini-lessons, anchor charts,sample responses, answer frames, and more—all easilyembedded into your current literacy curriculum.

http://lesley.edu/


READING RECOVERY



RESPONSIVE SMALL GROUPS ACROSS THE LITERACYBLOCK: EFFICIENT PRACTICES FOR ASSESSMENTAND FEEDBACK (GRADES PREK-2 & GRADES 3-5)

Pam Koutrakos, Consultant & Author, GravityGoldberg LLC & Corwin Press

Melanie Meehan, Elementary Writing and SocialStudies Coordinator, Simsbury, CT

Maria Walther, Traveling Teacher, Author,Consultant, Maria P. Walther LLC

Julie Wright, Teacher, Instructional Coach, andEducational Consultant

Join these passionate literacy professionals to viewassessment and feedback in small groups from fourdifferent lenses: word study, writing, short texts, andread alouds. Leave with tools and strategies for asset-based small group instruction that grows literacylearners.

COACHING CONVERSATIONS THAT POWER STUDENTLEARNING (LITERACY COACHING)

Debra Lewis Hogate, Maine Partnerships inComprehensive Literacy Trainer, University ofMaine, ME

Participants will explore the power of coachinglanguage in helping teachers engage students in strongstrategic processing. We will examine oral languagedevelopment, problem solving speech and coachingconversations that support strategic teaching moves.

BOOK INTRODUCTIONS: YOU ONLY GET OUT WHATYOU PUT IN

Jeff Williams, Author, Literacy Consultant, ReadingRecovery Teacher Leader, Lecturer, The Ohio StateUniversity, OH

This session explores Clay’s writings about the purposefor book introductions and the role that successfulreading plays in building a self-extending system. Usingvideo examples, teachers will see that to achieve theoutcome of successful processing with integrated useof information sources, we must focus attention on allsources of information as input during bookintroductions across a series of lessons.

LEARNING TOGETHER: A TIER IREADING PROGRAM FOR STUDENTAND TEACHER ACHIEVEMENT (ADMIN & LITERACY COACHING)

Mark Weakland, Author, Teacher,Consultant, Mark Weakland Literacy

A specially designed, co-taught Tier I program canprovide coaching to teachers who are not readingspecialists, build skills in young students who are at riskof developing reading difficulties, and accelerate thereading achievement of older students who arestruggling. This session describes the development anddetails of such a program, recounts its effectiveness,and invites further exploration. This session is sponsoredby Corwin.

FEATURED SESSION

COLLEGIAL COLLABORATION THAT’SPRACTICAL AND PRODUCTIVE (GRADES K-8)

Mike Anderson, Consultant, Mike

Wouldn’t it be great if teachers could get into eachother’s rooms to offer each other meaningful and timelysupport? In this lively and engaging presentation, you’lllearn a model for collegial collaboration that actuallyworks. It’s manageable, non-judgmental, non-evaluative, and focused on teachers’ own goals. You’llsee videos of this process in action and receive a set ofprotocols to help get you started with collegialcollaboration your school.

Anderson Consulting, LLC

FEATURED SESSION

http://lesley.edu/


INTERACTIVE WRITING: CREATINGAUTHENTIC AND MEANINGFUL TEXTSTO TEACH READING (GRADES K-2)

Dr. C.C. Bates, Director, Clemson

During Interactive Writing (IW), students and teachercollaborate around a shared experience and uselanguage to negotiate a text. This session will examinehow texts created during IW highlight the reciprocitybetween oral language, writing, and reading andsupport foundational literacy skills like printreferencing, phonological and phonemic awareness,letter sound knowledge, orthographic mapping andsight words, comprehension monitoring, and phrasedand fluent reading. Join C.C. as she shares how writingauthentic and meaningful texts assists with teachingreading to K-2 and striving 3-5 students. This session issponsored by Benchmark Education Company.

Reading Recovery and Early Literacy Center,Clemson University, SC

FEATURED SESSION



WORD WALK: AN ENGAGING VOCABULARY STRATEGYFOR YOUNG CHILDREN (GRADES PREK-2)

Katherine Beauchat, Associate Professor, NotreDame of Maryland University, MD

This session will describe an instructional procedure forexplicit vocabulary instruction in the context ofstorybook reading designed specifically for youngchildren. The presenters will present the research basefor the vocabulary protocol, called Word Walk. Inaddition, presenters will discuss how to implement theinstructional sequence and outcomes of using theprotocol with preschool children from diversebackgrounds, including a large population of childrenlearning English as a second language. Attendees willleave the session with the knowledge of how to planand implement a new vocabulary instructionalsequence in their early elementary classrooms.

ORAL LANGUAGE AND LITERACYLEARNING

Adria Klein, Reading Recovery TrainerSaint Mary's College of California, CA

Vygotsky’s concept that language reflects thoughtguides us to understand the impact of language onliteracy development. This session will be focused onidentifying teaching that fosters both oral language andliteracy development, and deepen our understandingof the reciprocity between oral language and readingand writing across the Reading Recovery lesson. Thissession is sponsored by Benchmark Education Company.

READING RECOVERY

FEATURED SESSION MORPHING WITH MORPHEMES: A CROSS-CURRICULAR AND CUMULATIVE APPROACH TOVOCABULARY INSTRUCTION (GRADES 3-5)

Heather Ballantine, Founding Partner, Root LiteracyDesign

Alicia Proulx, Partner, Root Literacy Design

Participants of this session will learn how to implementvocabulary instruction that is rooted in morphology.Hundreds of morphemes braid English with theRomance languages; teaching morphemes helps allstudents acquire the meaning of thousands of words.Learn how to assess and deliver metacognitiveinstruction in morphology to build both students'academic language and domain-specific vocabulary.

http://lesley.edu/


READING RECOVERY

READING RECOVERY



EMPOWERING ALL READERS IN GUIDED READING(GRADES PREK-2)

Julie Sneed, Literacy Coach, Grades K-2,Framingham Public Schools, MA

Guided reading is where the rubber hits the road. Comeand explore ways to use ongoing running records toinform instructional decisions in guided reading.Support students with English as an additionallanguage in their reading processing within thispowerful context.

CAN GPS HELP ME FIND THE ZPD, PLZ?

Christy Germany, Reading Recovery Teacher Leader,San Juan Unified School District, CA

This session defines the zone of proximal development(ZPD) and how Reading Recovery teachers can optimizelearning through a student's ZPD in a Reading Recoverylesson. Our students are struggling in a "slow zone," yetwe can accelerate their literacy progress.

HI, HO! HI, HO! IT'S OFF TO WORD WORK WE GO!SEVEN FEATURES OF WORD WORK

Jennifer Ladd, Reading Recovery Teacher LeaderWestern Maine Reading Recovery Site, ME

“Sounds, words, or letters receive focused attention inone part of the lesson that must appear to the learneras a temporary change of pace from the text activities.”(Change Over Time, pp.222). Though word work mayoccur away from continuous text, it is connected tomany aspects of strategic processing. In this session,participants will explore the power of word work inseven areas.

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CALL FOR2022 PROPOSALS

The Literacy for All Conferenceoffers 100+ workshops. Make oneof them yours by participating asa speaker!

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Documents

VIRTUAL CONFERENCE October 16-23, 2021