51st Annual Reading and Writing Conference

Friday, October 26, 2018

New Brunswick Hyatt

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


Morning Workshops (Choose 1)

Workshops for the K-3 Classroom

Chris Lehman: Emergent Close Reading: Looking Close, Slowing Down Growing Big Ideas (K-3) From new research in primary classrooms, Lehman, co-author of the best-selling book, Falling in Love with Close Reading, shares strategies for early childhood readers that respect their development, joyful spirits, and specific reading needs. Engage with ways to help your energetic readers slow down, look more carefully, and develop ideas about all sorts of texts with typical fun and giggles along the way!

Wiley Blevins: A Fresh Look at Phonics (K-3) This session reviews 7 key characteristics of strong phonics instruction, ways to ensure they are in place, and how to fine-tune them (if already in place) to maximize instructional success. Participants will examine the 10 common causes of phonics instructional failure and how to avoid them. This session is based on Blevins’ work with school districts—examining test scores vs. instructional tools and classroom practices to identify the mismatches and areas of weakness that impede or slow learning.Sponsored by: Sadlier

Lesley Mandel Morrow, Kenneth Kunz, & Maureen Hall: Organizing and Managing Differentiated Instruction with Guided Reading & Strategy Groups (K-3) 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.

Kelli Westmoreland: Read Books, Write Now or Get the Writing Right Using Mentor Texts (K-3) Sometimes kids just don’t get it. Asked to write a story, a report, or an essay and they just stare at a blank page, not knowing where to begin. Anyone who tries to write learns that good writing includes a complex combination of style, voice, and mechanics. Kelli will demonstrate effective ways to match meaningful mentor texts to necessary skills. Join us to learn productive writing comprehension strategies. Come and be mentored!Sponsored by: Booksource

Workshops for the 4-8 Classroom

Heather Casey: Disciplinary Literacy: Pathways Towards Content Area Success (4-8) What does it mean to read like a mathematician, scientist, and social scientist? Disciplinary literacy is at the heart of content area success. Each discipline (math, science, social studies, language arts) requires specific and often different kinds of reading and writing in order for children to learn.  In this interactive session explore key research and literacy strategies for supporting students’ academic success throughout the school day. Digital tools will be explored as well. Leave with resources and activities to bring back to your classroom to support students work across the disciplines. Links to NJ Learning Standards will be threaded throughout.

Kathy Ganske: Best Practices in Vocabulary Instruction: Considerations for 4-8 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.  Evidence-based strategies and approaches for developing students’ vocabulary knowledge will be described, including leveraging the classroom as a community, teaching context clues, 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

Diane Lapp: Confronting a Dilemma: An Investigation of the Types of Scaffolds Teachers Believe are Needed to Support Students During and After Close Reading (4-8) Teachers are refining their skills at selecting just right complex texts, identifying points of emphasis, creating questions that cause readers to reread for deeper and deeper analysis, teaching annotation, and modeling the process. They are also finding that at the end of the close reading experience students are experiencing a range of comprehension success. Now after getting comfortable with the close reading approach and crafting instruction and management that supports close reading across grades and disciplines, many teachers are wondering what to do at the end of a close reading experience when some students are still striving to understand text. Across the disciplines the answer to this question is constant. The types of scaffolds teachers believe best promote comprehension will be shared. Sponsored by: Sadlier

Lauren Kelly & Nicole Mirra: Developing Social Justice Literacies in the ELA Classroom (4-8) In this workshop, we will explore approaches to teaching for social justice and developing critical literacies in the ELA classroom. This session focuses on critical language development and a critical approach to reading and writing in the classroom that centers youth identities and agency. 

Muriel Rand: Supporting Struggling Learners (4-8) In departmentalized settings, it is challenging to find the time and resources to help struggling learners. During this session, you will learn strategies, tools, and management techniques to help students who are below grade level with reading and writing skills. Topics will include identifying why students struggle, differentiating reading texts and writing tasks, and managing group work and conferencing.

Workshops for the K-8 Classroom

Troy Hicks: Exploring Digital Writing Using Social Media  (K-8) More and more, our students encounter a daily dose of digital texts, ranging from websites to social-media messages, from class assignments to YouTube videos. As they encounter these texts, what are the strategies they need to be close, critical readers and viewers? Moreover, as students craft their own digital writing, what do they need to be able to do so as writers, producers, and designers?  Sponsored by: Center for the Collaborative Classroom 

MaryEllen Vogt: Introduction to SIOP Components 1-4 (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 first 4 components of the model, will engage in activities you can use tomorrow with your students, and you’ll also have some fun! Sponsored by: Pearson

Thomas Chiola: Co-Teaching in the Elementary Literacy Classrooms: Collaborative Literacy Practices (K-6) This workshop is most effective if attended by both the Special Education and General Education teacher who teach together in an inclusive classroom setting for literacy instruction. Participants will: Experience the power of collaborative, co-teaching models and strategies for literacy instruction while learning to plan, manage and monitor student progress together. Collaboration is the key so the term collaboration will be unpacked and practiced. For the serious-minded co-teaching partnerships!