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

Download Handout

Strengthening Reading through Literacy Coaching: The Rolling River School Division Model

To improve reading outcomes for children, the Rolling River School Division embarked on a division-wide professional development initiative focused on K-6 classroom instruction in literacy. To facilitate this project, the district hired Joe Stouffer as their literacy coach who designed teacher learning sessions and in-class support drawing on some aspects of Reading Recovery professional development. Now in its fourth year, the district has seen tremendous growth in overall reading achievement. In this session, Marg and Joe share Rolling River’s design for instructional improvement and share the district’s outcomes.

Presenters: Joe Stouffer &  Marg Janssen

Rolling River School Division

The Classroom Impact of Reading Recovery: Examining Resituated Reading Recovery-Based Teacher Learning

Responding to calls for more effective teacher preparation for teaching early literacy, this descriptive doctoral study examines if and how teacher learning from Reading Recovery training can be applied within Kindergarten, Grade One, and Grade Two whole-class contexts. The survey and case study findings show Canadian participants resituated procedures, language, knowledge, and beliefs from the one-to-one teaching in Reading Recovery to many classroom reading and writing activities. Additionally, participants described how Reading Recovery training increased their confidence and effectiveness in literacy instruction, a finding that has implications to in- and pre-service teacher professional development and the cost-effectiveness of the intervention.

Presenter: Joe Stouffer

University of British Columbia

Writing messages: Tapping into children’s worlds

JaniceWhat sorts of interactions between teacher and child help a disengaged child learn how to compose and write messages along a gradient of difficulty?  In this session we draw from case study examples to explore how teachers can support the composing process by tapping into children’s worlds.

Presenter: Janice Van Dyke, Reading Recovery Trainer (Central)

Canadian Institute of Reading Recovery

Time’s Up: The Race Against the 30 Minute Timer

Is your timer ringing before your lesson has ended? Are you challenged to ‘fit everything in’ each day? Clay advises us that, ‘With a measured dose of opportunities [the teacher] steadily lifts the level of challenge.’ In this interactive session, we’ll examine what these measured doses of opportunity may look like and how our teaching decisions contribute to fast and fluent responding in a 30 minute lesson.

Presenter: Dee Dee Verlinde

York Region District School Board

Download Handout

Literacy lessons powered by the known

Starting with what the child knows is a fundamental principle of learning and teaching in Reading Recovery.  This session will explore the many different ways that we can use the child’s known to support accelerated learning throughout the series of lessons.

Presenter: Ann Ballantyne

About Ann: Ann Ballantyne is a Reading Recovery Trainer from New Zealand who has worked in several different education systems. Ann recently retired as Director of the Reading Recovery project at New York University. She continues to be engaged with National Reading Recovery in NZ and is currently based in Vancouver as part of the Mountain–Pacific Trainer and Teacher Leader team.

A Sea of Talk: Designing lessons for English language learners

In Reading Recovery lessons, teachers scaffold a child’s learning of English through the tasks of reading and writing. Have you wondered how effective teachers promote accelerated language development through the tasks of reading books and writing stories? Explore the findings of a research project which examined the work of five Reading Recovery Teacher Leaders and the strategies they found to be most effective in their lessons with English language learners. Seven recommendations for teachers will be highlighted.

Presenter: Jennifer Flight

River East Transcona School Division

No-No-Noticing…A Novice’s Guide to Noticing (Self-Monitoring in Early Reading)

Back by popular demand! In this session, teachers will discover more about what it really means to self-monitor in early reading.

It all begins with noticing. Is the child noticing? And more importantly, what is the child noticing? – Is the child just reading words or reading for meaning?

It works two ways – As teachers we need to observe and be aware of what the child is ‘noticing’.

“What did you notice?”…”Why did you stop?” “ Was that ok?”

Now what?…

It is only once children begin to notice that we become Agents of Change. We will explore different ways children can take action in order to become effective readers.

Presenters: Liz Lightbound & Shirley DeSouza

Dufferin Peel District Catholic School Board