51st Annual Reading and Writing Conference

Friday, October 26, 2018

New Brunswick Hyatt

Register at: https://RutgersCenterforLiteracyDevelopment.cvent.com


Afternoon Workshops (Choose one)

Workshops for the K-3 Classroom

Kathy Ganske: Best Practices in Vocabulary Instruction: Considerations for K-3 This session will provide a synthesis of what we know about vocabulary learning—why vocabulary matters, how many words students need to know, how many they learn, and what it means to know a word. Also, evidence-based strategies and approaches for developing students’ vocabulary knowledge will be described, including leveraging the classroom as a community, teaching context clues and morphology, and leveraging word-study time to further students’ knowledge of academic vocabulary and multiple meanings of words. Classroom examples will be shared. Sponsored by: Guilford Press

Wiley Blevins: Navigating Non-fiction (K-3) With the increased emphasis on informational text, this session examines how authors help readers organize their thinking when reading, understand new vocabulary, and increase their overall comprehension. It also examines how these techniques can be used by students to improve their writing about a nonfiction topic. Participants will explore the major text structures and text features, general tips for navigating this type of text, and ways to increase students’ independent reading of nonfiction. Sponsored by: Sadlier

Diane Lapp: Scaffolding Strategies to Help Early Readers Comprehend (K-3) At all grade levels teachers spend much time designing and implementing close reading opportunities for students as a way to ensure they have the skills to read increasingly complex texts. But how is that possible in the early grades when students are just learning to read? This session will address this question and others, including: What exactly should close reading instruction involve in grades K-2? How can close reading complement teaching the early foundational skills? How does close reading fit into an early balanced reading program? The answer to these questions is, use your formative assessment data to design scaffolded learning experiences for students to support their growing independence when engaging with complex texts. The specifics of how to do this will be demonstrated through lesson examples. Sponsored by: Sadlier

Muriel Rand: Supporting Struggling Learners (K-3) When children don’t make progress in the early years, it can affect them throughout their schooling. During this session, you will learn how to diagnose students’ learning needs, differentiate reading, writing, and word work tasks, and meet the social/emotional needs of struggling learners. Topics will include phonemic awareness support, building comprehension, conferencing, and teaching the behaviors children need to be successful in school.

Workshops for the 4-8 Classroom

Troy Hicks: Comprehending Complex Texts with Deep Levels of Understanding (4-8) Are your students able to read complex text with deep levels of understanding? Can they convey their understanding about what they’ve read orally and in writing? Do classroom practices match the instructional shifts demanded by rigorous academic standards and the research on teaching effectiveness? Join us to experience lessons and methods grounded in best practices, ensuring that students become engaged and proficient readers within the context of a collaborative classroom. Also, we will consider how to use a variety of apps and websites to help students engage in metacognitive thinking and to document their reading progress. Sponsored by: Center for the Collaborative Classroom

Christopher Lehman: Small Group Work, That Actually Works, in Upper Elementary and Middle School (4-8) We all know small group differentiation is key, but can often feel too laborious to plan and to involved to implement. Plus, what are all the other students doing? This session will offer practical structures and research driven practices that you can implement tomorrow to help you create, manage, and run small groups that move readers and writers forward. Avoid common pitfalls and make your planning a bit easier, all while enhancing your literacy instruction.

Thomas Chiola: Sharing the Pen: Interactive Writing Revisited in Elementary Classrooms (4-8) Interactive writing is a dynamic instructional method where teacher and students work together to construct a meaningful text while discussing the details of the writing process. They will learn to adapt interactive writing to fit their style and the writing needs of students.

Heather Casey: Motivating Middle School Literacy Learning: Engaging Texts and Resources (4-8) Are you interested in developing strategies to engage adolescent readers and writers in the digital age? In this interactive session participants will explore a range of texts and resources (physical and digital) that support literacy development in the upper grades.  Leave with topics, titles, resources and ideas to bring back to the classroom. Links to the NJ Student Learning Standards in ELA will be threaded throughout.

Lesley Mandel Morrow, Kenneth Kunz, & Maureen Hall: Organizing and Managing Differentiated Instruction with Guided Reading & Strategy Groups (4-8) In this session the difference between Guided Reading and Strategy groups will be discussed. Both are forms of differentiating literacy instruction. We will focus on how to select groups, assess students, select materials, design lessons plan, and provide effective classroom management. Each participant will receive a link to the PowerPoint used, handouts needed and a guidance document so you will be able to work with your district to improve their guided reading and strategy groups.

Workshops for the K-12 Classroom 

MaryEllen Vogt: SIOP Program Strategies (K-8) SIOP is, at present, the only empirically validated instructional model for English Learners. It has also been found to benefit all groups of students in content learning and development of academic language. In these interactive, hands-on sessions, you will be introduced to the last 4 components of the model, will engage in activities you can use tomorrow with your students, and you’ll also have some fun! No need to have prior SIOP training.  Sponsored by: Pearson

Julie McLean: Assessment:  Writing Assessment: Using a Variety of Assessment for Effective Writing Instruction How writing assessment can help teachers gather evidence of student learning to help plan, develop success criteria for self and peer assessment, provide effective feedback and make decisions for effective small-group instruction to meet individual needs.  During this session, participants will use indicators to assess a writing exemplar and set possible goals and teaching instruction for guided writing groups.  Handouts with sample indicators for the five most common text types (genres) will be given to participants to use with their own classes.

Janet Wong: Finding Joy in Poetry: Motivating Strategies for your Daily Teaching  How can we create a joyful environment that jump-starts learning every single day? Through poetry—and poetry combined with music, movement, art, and even curricular areas such as science, math, and social studies. Author Janet Wong will share quick and easy strategies for infusing happiness into our daily teaching and learning. Learn more about Janet at janetwong.com and pomelobooks.com.