Conference

The Dark Side of Level One and Two . . . Why and How to Get Students into Level Three

Can spending more than a few weeks in patterned text lead to more learned confusions than benefits? Evidence suggests that this is indeed the case. Many students who are selected for Reading Recovery know little about stories or storytelling. Early in the lesson series we need to give students the opportunity to hear and read books with a storyline. We will not accomplish this by spending more time on item knowledge. In this session you will have an opportunity to explore the benefits of getting students out of pattern text and into stories sooner rather than later.

Presenters: Lori Kelly, Teacher Leader SD 27 and Daun Newman, Teacher Leader SD 59

Lori Kelly and Daun Newman are Reading Recovery Teacher Leaders with rich backgrounds in the primary classroom, who are passionate about literacy learning and teaching. Lori is from the Cariboo-Chilcotin region in central British Columbia and Daun is from the Peace River region in northern British Columbia.

Let’s Pretend: Authentic Literacy Through Socio-dramatic Play

Join early years educators to learn more about the power of socio-dramatic play in the development of children’s thinking and communication skills. See and hear examples of authentic, co-constructed classroom play experiences in a variety of learning areas that support the development of children’s literacy behaviours (reading, writing, listening and speaking). Explore the role of an intentional and responsive educator in recognizing and fostering this dynamic and powerful vehicle for learning.

Presenters: Olivia Barajas, Joanne Trim, Maxelle Yablon 

Olivia Barajas, DECE
Joanne Trim, YRDSB Early Years Curriculum Consultant
Maxelle Yablon, OCT

Teaching for Change: Fluency and Phrasing over the Lesson Series

We will explore the changes evident in children’s fluency and phrasing over the course of the lesson series and use Literacy Lessons, texts, and children’s reading samples to understand the opportunities available to get shifts in the way the reading sounds.

Presenter: Allyson Matczuk, CIRR (Western Region)

Allyson Matczuk is a Trainer for the CIRR in Winnipeg, Manitoba.

Looking Through the Misty Window: Running Records at Work

Evidence of a child’s literacy processing system at work is found in daily samples of text reading. Join in a workshop approach to delve deeply into running record analysis and sharpen your teaching for tomorrow.

Presenter: Jennifer Flight, CIRR

Jennifer Flight is currently training as a Reading Recovery Trainer in Winnipeg, Manitoba. For the past 12 years, she has worked in the roles of Reading Recovery teacher and Teacher Leader.

What did you notice? Self-monitoring’s Crucial Role in Literacy Learning

B.Kaye pic“Effective monitoring is a highly skilled process constructed over many years of reading” (Clay, 2005, p.108) and is essential to the development of independent, self-regulated readers and writers. Do you notice the signs of self-monitoring, and do you know how to teach for changes in the complexity of monitoring over time? How do you check on yourself as a teacher to ensure your students take on this important strategic activity? In this session you will explore self-monitoring in our youngest readers through grade two, with research highlights and video examples from lessons.

About Betsy: Betsy Kaye is a Reading Recovery trainer and Assistant Professor at Texas Woman’s University. She has been involved with Reading Recovery for more than 25 years. Early in her career, she also taught special education and fifth grade. Betsy has published several articles about Reading Recovery teaching, early intervention, and assessment and frequently shares her expertise at literacy conferences in the US and Canada. Betsy enjoys working with international colleagues and RRCNA on projects that support teachers’ professional learning, and she currently serves as editor of the Teaching section of the Journal of Reading Recovery.

Shifting Our Thinking to Better Support Readers Who Struggle

Pat Johnson PhotoIf we are to continually improve as teachers of reading, then we must constantly grow our thinking and understandings of how children learn to read. Pat Johnson will share several ways her thinking has shifted in relation to reading process, readers who struggle, assessment that drives instruction, teaching responsively, and how she talks and responds to both students and teachers.

About Pat: Pat Johnson has supported both students and teachers as an elementary reading teacher for 30 years. Most of her career has been in schools with diverse populations in Fairfax County, Virginia. She is a Reading Recovery trained teacher and was also an adjunct faculty member for George Mason University. Presently, as a literacy consultant, Pat provides staff development for various school districts across the U. S. and Canada. She is the author of One Child at a Time: Making the Most of Your Time with Struggling Readers and co-author of Catching Readers Before They Fall, both books from Stenhouse.

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Look and Listen/Reflect and Teach, K-3 Teachers

Pat Johnson PhotoCareful observations are needed when assessing children who struggle learning to read. To get more information than just a number or letter level, we need to look with an eye and ear toward in-the-head strategies. Work with Pat Johnson to learn to analyze running records and other assessments better. How can you tell if a child can self-monitor, predict, search and gather useful information, make multiple attempts at solving words, maintain fluency, and so on? And how do you use the information you discover to plan your instruction?

About Pat: Pat Johnson has supported both students and teachers as an elementary reading teacher for 30 years. Most of her career has been in schools with diverse populations in Fairfax County, Virginia. She is a Reading Recovery trained teacher and was also an adjunct faculty member for George Mason University. Presently, as a literacy consultant, Pat provides staff development for various school districts across the U. S. and Canada. She is the author of One Child at a Time: Making the Most of Your Time with Struggling Readers and co-author of Catching Readers Before They Fall, both books from Stenhouse.

 

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Channeling Your Inner Detective: Looking for Clues to Move Learning Forward

An Observation Survey of Early Literacy Achievement provides classroom teachers with an opportunity to be careful observers of ‘how young children learn to read and write’ (Clay, 2005). During our session we will investigate how ‘the information produced by systematic observation reduces our uncertainties and improves our instruction’ (Clay, 2001). We will look for clues to move all students’ learning forward as we build on the strengths revealed throughout the tasks.

Presenter: Dee Dee Verlinde

York Region District School Board

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Wonderings + Comprehension Strategies = Inquiry at its Best!

Join Early Years educators as they explore the process of inquiry based learning in Kindergarten. Comprehension strategies, such as, asking effective questions and making connections will highlight how to make the link between honouring student wonderings while focusing on enhancing literacy strategies.

Presenters: Melissa Seco & Jan Samulewitsch

TDSB