Thursday, April 4th – 10:45am
Conversation with Mary Anne Doyle
This is an opportunity to participate in a facilitated conversation with Dr. Mary Anne Doyle to dive deeply into her keynote address. Bring your burning questions!
Breaking Through the Roadblocks of Early Literacy Learning with Holly Cumming, Reading Recovery Teacher Leader, Winnipeg School Division
“If a child is a struggling reader and writer the conclusion must be that we have not yet discovered a way to help him learn.” (Clay, 2016, p. 165) Have you ever been there – not yet found the way to clear those learning roadblocks for a particular student? In this session insights gained and lessons learned will be shared from a daily, one to one literacy intervention pilot project called ‘Literacy Lessons’ involving children with exceptional needs. From this project, teachers made discoveries in ways to support individual children’s learning about print, picking up meaning, and building oral language strengths in learning to read and write.
Acceleration Challenges: Insistent, Persistent, Consistent with Christine Fraser, Reading Recovery Trainer in Mountain Pacific Region
This workshop will document and highlight the progress of students for whom accelerated progress is extremely difficult. Video recordings and records of progress are observed and analyzed to review helpful teaching moves in a Reading Recovery context.
Empowering Young Writers with Jeanna Day, Student Support Teacher with the Calgary Board of Education.
Looking for ideas to turn your young readers into eager authors? I will share some tried and tested strategies to plan, support, publish and assess student writing in a primary classroom.
‘Roaming Around the Known’ in a Culturally-Responsive Approach with Gloria Sinclair, Reading Recovery Teacher Leader with Manitoba First Nations Education Resource Centre
If the keynotes of this period are confidence, ease, and flexibility, then we must come to understand the child beyond early literacy behaviors. This session will highlight ways of acknowledging the child’s culture, dialect, gifts, and idiosyncrasies to build a bridge between cultural differences and any misunderstandings; ultimately increasing our own knowledge base and leading to successful literacy learning.
Help! What the Behaviour of your Reading Recovery Students is Really Telling You and How to Respond with Melissa Wilde, Reading Recovery Teacher Leader in York Region District.
When working with students struggling with early literacy, Reading Recovery teachers must often respond to challenging behaviours. This session invites participants to reflect upon the factors that influence student behaviour by exploring elements of optimal self-regulation and how learning is impacted by emotions using the work of Stuart Shanker, Allison Posey and Carol Lyons. We’ll consider how to be responsive to the individual variability of children by reflecting upon the nature of our interactions using some insights from Peter Johnston and CPI (Crisis Prevention Intervention). We will build on this conversation by discussing some practical ways we might use the Reading Recovery lesson activities and Roaming Around the Known to decrease the occurrence of unwanted behaviours and to build alternative behaviours into our students’ processing systems.
Lunch & Learn Opportunity
During the lunch hour there is an opportunity to hear from PLAN International Canada about the Dove Self-Esteem Workshop and how this workshop and campaign materials could impact your school.
Thursday April 4th – 1:15pm
Investigating the “I’s” of Independence with Jennifer Flight, Reading Recovery Trainer in the Western Region.
Are you wondering how to better support children learning English or those who are reluctant to speak and participate in conversations? This workshop will explore ways to observe and learn from a child’s use of language in order to foster language development through playful literacy activities.
Choose Your Words Wisely with Christiane Robert and Winona Montgomery, Reading Recovery Teachers Leaders in Yukon and Vancouver.
“It is the successful processing called up by the learner that creates a self-extending system.’’ (LLDL, Clay, 2016). Children have a voice in constructing their knowledge. Explore the results of two Teacher Leaders’ action research. Learn ways to increase your students’ motivation to write and extend their known vocabulary.
Teaching Beyond MSV: Empowered Analysis of Running Records with Dr. Joe Stouffer, Professor at Brandon University.
What do teachers look for in a Running Record that informs their instructional decisions? Teachers need to be thoughtful of not only what sources of information readers are using or neglecting, but why and how are they using this information to empower their reading. In this hands-on session, Dr. Joe Stouffer will lead teachers through a straight-forward discussion of using Running Records formatively, with insights for teachers both new and well-versed in taking and analyzing Running Records.
Literacy Learning for Children with Low Proficiency in Spoken English with Penny Watt, Reading Recovery Teacher Leader in Kawartha Pine Ridge District School Board
Internationally, a series of well-designed Reading Recovery lessons has proven to be successful for Grade One children learning or enhancing their competency in spoken English. Three teachers share the design of their lesson series.
Knowing our Learners: The Power of Relationship in Reading Recovery with Sita Jit and Lisa Vien, Reading Recovery Teacher Leaders in York Region District School Board.
Knowing our learners is an integral part of the work we do as Reading Recovery educators. This interactive workshop will explore how we might use the power of relationships and knowing our learners, their families, and ourselves as educators in order to best meet the needs of each child’s literacy learning. We will explore family engagement research and strategies as well inclusive practice through the lens of culturally responsive and relevant pedagogy.
Inspiring Meaningful Learning in the Early Literacy Classroom with Dr. Brenda Stein Dzaldov, Instructor at OISE/University of Toronto.
This presentation explores the essential steps for planning lessons that grab the attention of students and make them care about their learning. The steps address the key areas that are most important for meaningful learning: content, pedagogy, and building rapport with students. Using case studies and excerpts from her book, Inspiring Meaningful Learning, we will explore how to make learning meaningful in the early literacy classroom.
Thursday April 4th @ 2:45pm
Lessons Too Long, Something’s Going Wrong with Dr. Sue Duncan of Georgia State University
We will explore the history of why we have a 30 minute lesson in Reading Recovery and examine some of the reasons that lessons might get too long.
Morning Message: How 15 Minutes Can Support Literacy Learning with Dr. Shari Worsfold, Reading Recovery Teacher Leader in Victoria
We can help children build a foundation for literacy learning with a Morning Message. Writing a message to children every day and having them read it daily can help children with foundational skills necessary for later learning. Join me in finding out how 15 minutes each day can help children construct an understanding of how print works.
Setting Sail in New Seas: How Predictions of Progress Help Navigate the Way to A Self-Extending System with Teri Turner, Reading Recovery Teacher Leader in York Region District School Board
Reaching a goal, or destination, is as much about the journey as final results. Marie Clay helps us navigate our way through the sea of literacy to support our students as they move towards the shores of a self-extending system. Clay’s An Observation Survey of Early Literacy Achievement and Literacy Lessons Designed for Individuals provide the maps. Charting individual journeys through Predictions of Progress throughout the series of lessons can help ensure that the journey across the sea of literacy is purposeful, efficient, and timely for individual students. This workshop provides thinking about preparing to set sail in these seas, and maintaining a steady course, to reach positive outcomes.
Between the Covers: Exploring Children’s Reading Texts with Dr. Allyson Matczuk, Reading Recovery Trainer in the Western Region
The session will provide an opportunity to examine the elements of text that present opportunities for students’ use of meaning, structure and visual information. Actual texts will be examined by participants in order to increase awareness of the text elements supportive of the development of a literacy processing system.
Opening Doors – Opening Minds with Lori Kelly and Brian Davidson, Reading Recovery Teacher Leader and Professional Learning Coordinator of the Williams Lake School District.
This presentation will share the experiences of one rural district’s success in weaving together the professional learning model of Reading Recovery with Professional Learning Communities. These presenters will share stories through the lens of collective teacher efficacy with a focus on de-privatizing classrooms.
Reading Our Way to Culturally Relevant Pedagogy with Kenisha Bynoe and Angelique Thompson, Early Reading Coaches in the Toronto District School Board
This session will explore the challenges of today’s learners that are being asked to read not just text, but “the world”. We will consider the connections of Gloria Ladson-Billings’ theory of Culturally Relevant Pedagogy as it relates to early literacy programs. Participants will explore ways to critically analyze text and consider how our assumptions and biases impact comprehensive literacy programming. The session also seeks to explore how critical literacy practices can be infused into a play-based learning approach that supports early literacy development.
Friday April 5th @10:45am
Reading the New Book with Help: Providing Just the Right Challenge with Janice Van Dyke, Reading Recovery Trainer in the Central Region
When the first reading of a new text does not go well, our first inclination might be to reflect on how the new book was chosen and introduced. In this session we will use video examples of teaching and learning during the first reading and delve into a discussion of our own teach moves.
Conversation with Dr. Sue Duncan
This is a facilitated conversation with Dr. Sue Duncan to dive deeper into the details of her keynote address. Bring your burning questions!
Let’s Build: Using Reading Activities and Strategies to Build Student Comprehension with Dr. Delphia Smith, visiting Assistant Professor at the University of Lousiana at LaFayette.
Want to learn how to build your students comprehension through fun and highly engaged activities/strategies? Well, this workshop is for you. During this workshop, you will learn before, during and after reading activities/strategies that will not only heighten your students’ curiosity, but motivate them to read, deepen their comprehension and promote and encourage personal responses and reflection.
Bridging Children into Literacy at K-1 with Lorna Ansems, Reading Recovery Teacher Leader in PEI Department of Education.
In this project, the Reading Recovery teacher leader and the literacy coach worked collaboratively to support the professional development of teachers working at the K-1 level. Teachers explored theory related to literacy learning and examined early leveled books. A plan was developed to get ‘readable texts’ into the hands of each and every child (especially those struggling readers). Rather than relying on published materials, teachers strategically created little reading books intended to support specific children in learning how to look at print.
Results have been extremely positive. Teachers report students are engaged, feel like readers and are learning essential early reading behaviors on materials gauged at just the right level of challenge. It is an exciting journey for children and teachers alike as they work together to build bridges to literacy success.
Details and Title Coming Soon with Yvette Heffernan, Reading Recovery Trainer in the Atlantic Region
Read Alouds: Building Classroom Community with Dr. Shari Worsfold, Reading Recovery Teacher Leader in Victoria
Children love stories – they love to be read to. They make connections to stories and find out about their classmates through stories. As we examine stories we participate in shared experiences that can help us relate to others and to the world. Children develop relationships with books and the characters inside them. Find out how Read Alouds can help build community in your classroom.
Lunch & Learn
Have your lunch and learn with Pearson Canada about Fountas & Pinnell Classroom and how it can support the migration to a workshop model of literacy instruction.
Friday April 5th @ 1:15p
What We Really Know about Effective Early Literacy Teaching and Learning: We Know A Lot! with Miriam Trehearne, Literacy Consultant and Saturday Keynote Speaker
There are multiple paths to literacy learning. That being said, we do know that there are some proven high-yield strategies that do make a huge difference no matter the path taken. The teachers celebrated in this research-based book and in this workshop will demonstrate many of these high-yield strategies and instructional approaches by providing hundreds of practical ideas that teachers can put to use in their classrooms tomorrow. Real-life PRACTICAL examples will come to life through the many photos, student writing samples, and student, teacher, and parent reflections and stories. Come and enjoy the varied voices!. This session is based on Miriam’s latest professional book: Multiple Paths to Literacy (2016).
Acquiring Visual Working Systems for Literacy: Supporting Change Over Time with Dr. Mary Anne Doyle, Professor Emeritus at University of Connecticut
This session explores the acquisition of proficient visual processing strategies by beginning readers. The discussion includes review of both relevant theory and related instructional procedures with Reading Recovery children.
Fostering a Love of Writing: Writer’s Workshop with Dr. Joe Stouffer, Professor at Brandon University
The simplest ways to excite students and to lift their skills as writers is to offer them choice and providing instruction that meets them where they are. The Writer’s Workshop framework provides teachers and students time and space to practice, learn, and celebrate writing. In this session, Dr. Joe Stouffer will introduce the Writer’s Notebook as a quick way to establish and manage a Writer’s Workshop and share some helpful ideas for Early Years classroom teachers.
Provoking with Purpose: Empowering Creativity Using “Loose Parts” Literacy (from the “Loose Parts” Early Years Teacher Learning Series) with Kenisha Bynoe and Angelique Thomson, Early Reading Coaches with Toronto District School Board
In this session we will explore the principles of loose parts as it relates to early reading behaviours and play-based learning. We will learn how Culturally Relevant Pedagogy can inspire the selection of materials used to achieve cultural competence, high expectations and critical consciousness for all learners. The session seeks to explore the possibilities of offering learners open-ended materials such as loose parts which provide equitable entry points for all kids. Participants will leave with an understanding of how to create learning opportunities as it pertains to diverse classrooms.
Tell Me a Story Again and Again! with Michelle Hildebrand and Teresa Turner, Reading Recovery Teacher Leaders in River East Transcona School Division.
We know that a child’s understanding of a story is revealed in what they retell. But how can we use a child’s retelling of a familiar story to shed light on the complexity of the language the child controls? Learn how to administer an authentic assessment tool, the Tell Me task, to inform your teaching of reading, writing and speaking. You will hear recordings from various language learners, learn how to differentiate language strengths, fine-tune your ability to notice nuance in language, and add a simple, effective tool to your oral language analysis kit!
Turning the Lens: Examining the Teacher’s Role in Writing with Gretchen Gerhardt and Lisa Harvey, Reading Recovery Trainers in Training in Atlantic Region.
Teaching interactions in the writing component of the lesson can be described using a constructivist theory, allowing the teacher to share in the complex task. Using clips from lessons, this session will explore the teacher’s role in extending the child’s writing process examining how the teacher’s level of engagement can impact the child in learning to use the ways of solving.