We ensure that children who struggle in learning to read and write gain the skills for a literate and productive future

 2017 Featured Speakers

Open to All

Kylene Beers, educator and author, Houston, TX
Robert Probst, professor emeritus and author, Marathon, FL

Getting Our Least-Engaged Readers Engaged With Fiction and Nonfiction
Comprehension improves when readers are engaged with the text they are reading. Explore several strategies designed to strengthen the students’ engagement with texts and their peers as they discuss their readings. These strategies encourage readers to be both more responsive and responsible.
Vocabulary: Helping Kids Learn Words
Look at strategies that not only help students learn words, but more importantly, determine which words they most need to learn. This is appropriate for both fiction and nonfiction texts.

Reading Nonfiction: What Matters Most
Join us to look at how we help all readers, especially our struggling readers, address nonfiction with greater understanding. You’ll leave with strategies that help you encourage students to think critically, read closely, and determine author’s purpose and bias.

Lucy Calkins

Lucy Calkins, professor, author, and founding director, Teachers College Reading and Writing Project, Columbia University Teachers College, New York, NY

Critical Work: Help Your Students Write Well About Their Reading
Explore the latest and greatest knowledge about ways to help students write well about reading developed by the Teachers College Reading and Writing Project. Is it an illusion to think that simply assigning kids to write at the end of a chapter is necessarily going to lift the level of their reading? Explore ways to use writing to drive deep comprehension.

What Do We Now Know About Raising the Level of Students’ Writing School-wide?
Using a different lens, look at all that we now know about how to lift the level of students’ writing in large scale and dramatic ways. Investigate how the values promoted long ago by Donald Murray, father of the writing process, are enduring ones. Students continue to benefit from time, choice, and response in writing. Above all, students also need expert instruction, in which entire schools and districts can develop the capacity to provide students with all that is needed.

Sharroky Hollie

Sharroky Hollie, executive director, Center for Culturally Responsive Teaching and Learning, Los Angeles, CA

Culturally Responsive Academic Vocabulary Development
Classroom teachers learn how to build academic vocabulary while validating and affirming the cultural vocabularies that the students bring. There is a focus on strategies in the areas of synonym development, context clues, and demonstrating the purpose of slang. Culturally and linguistically responsive (CLR) academic tools, personal thesaurus, and personal dictionary are highlighted.


C.C. Bates

C.C. Bates, Reading Recovery trainer, Clemson University, Clemson, SC

Creating Synergy: Word Work Across the Lesson
Explore the ways in which all lesson components support a child’s understanding of how words work. Examine how synergy is created from text reading,
writing, and word work. See how this synergy informs instructional decisions and accelerates student learning. Video examples and lesson records are shared.

Mary Fried

Mary Fried, Reading Recovery trainer, The Ohio State University, Columbus, OH

Reading Recovery and Classroom Practices: Does Collaboration Make a Difference?
The focus is on teaching and learning at higher levels of complexity, including ways to make smooth transitions to classroom expectations. Key points of collaborative support that can make a difference in accelerated learning at early and mid levels are also addressed.

Betsy Kaye

Elizabeth Kaye, Reading Recovery trainer, Texas Woman’s University, Denton, TX

Self-Monitoring in Writing — Have You Noticed?
Self-monitoring plays a crucial role in building a self-extending system for literacy learning. We are accustomed to teaching for it in reading, but what does it look like in writing? Explore lesson excerpts that highlight self-monitoring as children work with increasing sophistication in the writing portion of their Reading Recovery lessons.


Betsy Kaye

Abigail Gray, Senior Researcher, Consortium for Policy Research in Education

Maximizing the Impact of Literacy Instruction: Lessons from the i3 Evaluation of Reading Recovery
Key findings from the recently completed i3 evaluation of Reading Recovery are shared, including the results of the largest randomized controlled trial conducted to date on an instructional program. The study's insights about the attributes and facilitators of strong Reading Recovery instruction are highlighted.

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