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2014 NationalReading Recovery & K-6 Classroom Literacy ConferenceFebruary 1-4, 2014 in Columbus, Ohio

The nation’s premier K-6 literacy conference: For 29 years providing high-quality professional development sessions and information you can use right away!

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KEYNOTE SPEAKERS

FEATURED & PRECONFERENCE SPEAKERS

Conference sponsored by the Reading Recovery Council of North America

Mary Anne Doyle Sharon Taberski Brian Pinkney

C.C. Bates Lucy Calkins Nell Duke Sue Duncan Irene Fountas

Mary Fried Matt Glover Maryann McBride Lea McGee Tanny McGregor Gay Su Pinnell

2014 National Reading Recovery & K-6 Classroom Literacy Conference

February 1-4, 2014 in Columbus, Ohio

The nation’s premier K-6 literacy conference unifies staff through common theory, language, and practice to maximize student learning and prevent student failure.

• Offers 115 sessions to support quality literacy instruction for both classroom and intervention; topics include reading, writing, oral language, comprehension, differentiated instruction, and much more

• Demonstrates successful implementation of Common Core State Standards and RTI

• Addresses 21st Century learning that meets the diverse literacy needs of ALL students

• Shares proven teaching strategies for struggling readers in intervention and classroom settings

• Provides tools to maximize the potential of your school teams by building their expertise in literacy instruction

• Features national literacy leaders who inspire and provide teaching and learning sustenance – including 3 keynote and 6 featured speakers

• Provides opportunities for in-depth topic study and discussion during the 1-day Preconference Institutes

Check out the registration discounts, grants, and free registration offer inside!

For educators who want to provide the highest-quality literacy instruction

• K-6 classroom & ELL teachers

• School administrators

• Principals

• Superintendents

• Reading Recovery professionals

• Reading specialists

• Literacy coaches & coordinators

• Interventionists

• Intervention specialists

• Title I teachers & coordinators

• Curriculum specialists

• Language arts specialists

• School librarians

• School psychologists

• University faculty

Bring your literacy team to maximize effectiveness!

29 YEARS

of powerful professional

development

focusing on

student achievement

—

Address Your Professional Needs with 115 K-6 Literacy Sessions

A sampling of the session topics:

K-6 Classroom Teachers and Title I Teacherssee pages 15-20 • DeepeningComprehension• AcceleratingStrugglingReaders• Fluency• Writing• OralLanguageDevelopment• DifferentiatedLearning• TextComplexity• UsingPerformanceAssessments• InformationalandNonfictionTexts• GuidedReadingandWriting• Children’sLiterature• FamilyLiteracy• Scaffolding

Common Core State Standards (CCSS)• WritinginThematicUnits• LanguageDevelopment• TheReading-WritingConnection• DesigningProject-BasedUnits• LiteratureforContentReading/Writing• TeachingInformationWriting• KeystoComprehension• FictionandNonfiction:TextComplexity• WritingAcrossGenres• TeachingtheStandards:NewNonfiction• MentorTextsforScientificWriting• TeachingwithPurpose:Children’sLiterature

Response to Intervention (RTI)• BalancedLiteracy:RoadtoComplexText• CoachingtoAchievetheCore• MeetRTIGoalswithBalancedLiteracy• GuidedReading:IntermediateClassroom• Children’sLiterature:RTIInterventions

School Administratorssee pages 9 and 10 • CommonCoreStateStandards• BuildingLeadershipfromWithin• ProfessionalLearningCommunities• Cost-effectiveAnalysisofLiteracyPrograms• SummerReadingLoss• SustainReadingRecoveryImplementations• AdvocacyforQualityInstruction• BalancedLiteracyBlock• NetworkingInterventions

Literacy Coachessee page 11• PowerfulCoachinginaCCSSWorld• K-12LiteracyCoachingforCohesion• CoachingModelforIntegratedFramework• ModelforShapingResponsiveTeaching• TeacherBasedTeams• AddValuetoYourRoleasaCoach• LearningforStudentsandTeachers

Technology• DigitalLiteracyintheClassroom• TechnologyinLiteracyInstruction• IntegratingTechnology

Teachers of Special Populations and ESL Teachers• HonoringthePowerofStory• LanguageDevelopment&LiteracySuccess• Literacy&theEnglishLanguageLearner• Children’sLiteratureandCommonCore• SpeechtoPrintinWriter’sWorkshop• FosteringLearningThroughPoetry• PreventingSummerReadingLoss• TeachingwithChildren’sLiterature

Reading Recovery-Trained Professionalssee pages 12-14• OralLanguage• Fluency• Structure• TeacherTalktoSupportLearning• ReadingRecoveryandClassroomWriting• ProblemSolving• Acceleration• TeachingforIndependence• MakingtheMostofOpportunities

Preconference Institute SessionsExtendyourConferencelearningexperiencebyenrollinginoneoffourPreconferenceInstitutesessionsonSaturday,February1,from9:00amto3:30pm.These1-dayInstitutesprovidein-depthexplorationsoftopicsandincludeinteractivediscussions.Seepage8fordescriptions.

For Reading Recovery professionals Temporary Scaffolds to Build a Permanent Literacy Processing System —C.C.Bates&MaryannMcBride

Flexibility in Problem Solving: A Literacy Pro-cessing Perspective —MaryFried&LeaMcGee

For All K-6 classroom educators Using Genre Study to Help Readers Think Deeply About Texts—GaySuPinnell&IreneFountas

Creating Writing Workshop Units of Study that Meet Student Needs—MattGlover(eachparticipantreceives

Matt’snewtext)

See complete descriptions for all Conference sessions inside

Emphasis on effective practices to improve student learning Tailor your learning experience • Flexible registration options

MONDAY 1:00 pm to 2:30 pmReading RecoveryFluency Development: Change Over Time Connie BriggsWorking with Children at Higher Text Levels Maryann McBrideTeaching Strategic Actions: Connecting Book Introductions with New Book First Reads Lea McGeeFamiliar Writing as a Concept for Accelerating Student Learning John SmithPowerful Teaching During Text Reading Susan VincentBeing Deliberate: Comprehension & Reading Recovery Jeff WilliamsK-2 Classroom LiteracyMaking Sense of Spelling Instruction Jenny McFerinBalanced Literacy: The Road to Complex Text Tara RoyMeet RTI Goals in a Balanced Literacy Program Bonnie SickingerOral Language, Vocabulary, and Comprehension Sharon TaberskiK-6 Classroom LiteracyUsing Performance Assessments to Lift the Level of Students’ Writing Lucy CalkinsWhy Teach Listening? Shari DanielsDigital Literacy in the K-6 Classroom Debbie DodsonDevelop Oral Language with Nonfiction Heather JungBook Clubs for “Not On Track” Readers Kelly Moran3-6 Classroom LiteracyFeature Articles: A Form of Informational Writing Denise MorganSpelling: A Developmental Approach for the 3-6 Classroom Teacher Wendy SheetsLiteracy Coaching Coaching to Achieve the Core/Making Sense Out of Chaos Laura JacobsenChildren’s Literature & Authors Top 40: Best New Books Grades 3-6 Lisa Patrick

MONDAY 3:00 pm to 4:30 pm Reading RecoverySupporting Readers’ Oral Language Diversity Paula BennetMaking the Most of Opportunities: Selecting the Clearest, Easiest, Most Memorable Examples Sue DuncanTeaching Strategic Actions: Connecting Book Introductions with New Book First Reads Lea McGeeChange Over Time in Concepts About Print Annie OpatTeaching for a Sequencing Problem Cheri SlingerLeadership in Literacy Preventing Summer Reading Loss Reann FrenchMy Wig Fell Off on the Race to the Top Alicia RizzoK-2 Classroom LiteracyPowerful Mentor Texts for Scientific Writing Pamela BauserLanguage Development Is More Than Just Talk Allison BriceñoDriving Up Reading Scores Using Leveled Books in a Book Club Patricia MarchinyK-6 Classroom LiteracyRevisiting the Reading-Writing Connection in a CCSS World Lucy CalkinsSeven Studies with Important Implications for Classroom Practice Nell DukeChildren’s Literature and Common Core Amber JacobsMaking Abstract Reading Strategies Concrete Tanny McGregorCreative Process, Revealed! Brian Pinkney Common Core Writing in Thematic Units Jackie Wissman3-6 Classroom LiteracyActive Learning for 3-6 Vocabulary Standards Rob DrewryLiteracy Coaching Powerful Literacy Coaching in a Common Core World Jolynn BernardA Model for Shaping Responsive Teaching Marcia Nye BoodyChildren’s Literature & AuthorsCreative Process, Revealed! Brian Pinkney

TUESDAY 10:30 am to NoonReading Recovery Teaching and Learning with Story Books and Informational Texts Mary FriedThe Art of Conversation to Support Reading and Writing Sinead HarmeyTransforming the Identities of Students in Reading Recovery Lindy HarmonDeveloping Complexity and Variety in Writing Phoebe IngrahamLeadership in Literacy Raising the Bar of Literacy Interventions Mary FarnsworthK-2 Classroom LiteracyTeaching Writers to Self-Monitor Jen SchrecengostK-6 Classroom LiteracyDesigning Project-Based Units to Address the CCSS Nell DukeFostering the Love of Learning Through Poetry Tiffany MesserKeys to Comprehension in the Common Core Brenda OverturfGradual Release of Support in Book Introductions Beth Swenson3-6 Classroom LiteracyTransforming Traditional Spelling Instruction Jerry ZutellLiteracy CoachingThe Levels of Coaching and a Team-Based Approach Courtney JohnsonChildren’s Literature & AuthorsTeaching the Standards with New Nonfiction Fran Wilson

MONDAY 10:30 am to 11:45 amGENERAL SESSION —Sharon Taberski The Reading Workshop: Helping Students Become Strategic, Engaged Learners and Critical Thinkers

Check for updates at www.rrcna.org/conferences

8:30 am to 10:00 amOpening Session—Building Leadership from Within: Reading Recovery Teachers as Agents of Literacy Change — Linda Dorn

10:30 am to 11:45 am—Conference Keynote SessionThe Reading Workshop: Helping Students Become Strategic, Engaged Learners and Critical Thinkers — Sharon Taberski

11:45 am to 2:30 pmSchool Administrators Luncheon (ticket required) and Session: Utilizing Professional Learning Communities to Share Reading Recovery Knowledge—Jason Hillman

SCHOOL ADMINISTRATORS INSTITUTE— MONDAY, FEBRUARY 3 — SEE PAGE 9 FOR DETAILS AND DESCRIPTIONS

TUESDAY 8:30 am to 10:00 amGENERAL SESSION—Brian Pinkney The Rhythm of My Art

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Concurrent Sessions 90-minute single topic program in lecture-type format. Audience participation generally limited to question and answer sessions at discretion of presenters.

Study Sessions 90-minute single topic program designed to allow par-ticipants to share in an in-depth investigation directed by presenters. Participant interaction is encouraged.

Additional sessions offered from 3:00 pm to 4:30 pm — See page 10 for Leadership in Literacy sessions and descriptions

2014 National Reading Recovery & K–6 Classroom Literacy Conference • Feb. 1–4 • Columbus, Ohio 1

2014 NATIONAL CONFERENCE

RRCNA President’s Letter of Invitation

Table of ContentsKeynote Speakers . . . . . . . . . . . . . . . . . . . . 2Featured Speakers . . . . . . . . . . . . . . . . . . . 3Sponsors & Exhibitors. . . . . . . . . . . . . . . . 4Conference Master Schedule . . . . . . . . . 5Conference Value Highlights . . . . . . . . . 6Conference Grant Opportunities . . . . . 7Preconference Institutes . . . . . . . . . . . . . 8School Administrators Institute . . . . . 9

STRAND SESSIONSLeadership in Literacy . . . . . . . . . . . . . .10Literacy Coaching . . . . . . . . . . . . . . . . . . .11Reading Recovery . . . . . . . . . . . . . . . .12-14K-2 Classroom Literacy. . . . . . . . . . 15-16K-6 Classroom Literacy . . . . . . . . . .17-19Children’s Literature . . . . . . . . . . . . . . . .19 3-6 Classroom Literacy . . . . . . . . . . . . .20Conference Facts . . . . . . . . . . . . . . . . . . . .21Registration Information . . . . . . . 22-23Hotel Accommodations . . . . . . . . . . . . .23Preliminary Session Schedule. . . . . . .24

2013 attendees said…K-2 Classroom Teacher This is by far the most influential conference on my teaching. Every year I am challenged to stretch my personal goals and reading further.

Literacy Coach/Coordinator It was the best professional development experience I’ve had in all of my 12 years of teaching.

Title I Teacher I am always very inspired and motivated by the keynote speakers and sessions. It’s also gratifying to be in the presence of so many dedicated educators. Thank you.

Intervention Specialist/Teacher Three members of our team attended and we came away with many great ideas!!

Reading Specialist This was one of the best conferences I have attended during my teaching career. I will definitely attend this conference again next year.

3-6 Classroom Teacher We are working on implementing Common Core State Standards and guided reading approach. We felt this conference was a way to help our teachers.

Please join us at the 2014 National Reading Recovery & K–6 Classroom Literacy Conference in Columbus

The 2014 National Reading Recovery & K–6 Classroom Literacy Conference offers exciting speakers, sessions, and collegial conversations to enhance our teaching and our students’ learning. This year’s Conference theme is Creating Lifelong Readers. We want to set the bar high — beyond teaching our students to read. Our goal is to make certain that reading becomes central to their daily activities throughout life. Reading quality books can expand our students’ worlds so they can visit places, both actual and fantastic, by engaging in books just right for their interests and achievement.

Early intervention is, of course, critical to achieving this goal since learners who start to see themselves as nonreaders typically remain behind their peers affecting their overall achievement in every subject area. Expert first teaching ensures that every child will not only learn to read but truly become a reader, too. It takes collaboration on the part of the entire school to obtain this goal. That’s why this Conference offers sessions for classroom teachers, literacy coaches, Reading Recovery teachers, intervention specialists, administrators, and other educators.

Please join us for an enriching professional and personal experience.

Patricia L. Scharer, Ph.D. Reading Recovery Council of North America President


2 2014 National Reading Recovery & K–6 Classroom Literacy Conference • Feb. 1–4 • Columbus, Ohio


Keynote Speakers

Mary Anne DoyleReading Recovery trainer and professor of education, University of Connecticut Storrs, CT

Marie Clay’s Theoretical Perspective: A Legacy of Challenge, Discovery, and ExcellenceMarie Clay’s influential research of young literacy learners resulted in new discover-ies and profound contributions. Trace her quest for explanations of early literacy development and the complex literacy pro-cessing theory that her evidence revealed. Her theoretical perspective and significant contributions enhanced our understand-ings of literacy, young learners, and early intervention and have created promising opportunities for children and teachers; this is her enduring legacy.

SUND

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Sharon TaberskiEducator and author New York, NY

The Reading Workshop: Helping Students Become Strategic, Engaged Learners and Critical ThinkersTo achieve our goal of creating accom-plished readers endowed with agency, we must direct our attention to helping them become strategic, critical thinkers whose main focus is enjoying and comprehending the text they’ve set out to read. Our read-ing workshop brims with opportunities to engage and empower students to acquire, create, connect and understand ideas and information. Discover ways to move ownership of reading back to the student, where it belongs.

MON

DAY

Brian PinkneyChildren’s book illustrator and author Brooklyn, NY

The Rhythm of My ArtNew York Times best-selling and award-winning children’s book illustrator, Brian Pinkney, delivers a motivating presenta-tion about how he creates the books he has written and illustrated. These books include the Caldecott Honor Book Duke Ellington, Max Found Two Sticks, Sit-In, and Ella Fitzgerald. He addresses creativity, inspiration, and imagination. This captivat-ing presentation includes PowerPoint, storytelling, interactive rhythm, and a scat activity.

TUES

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Mary Anne Doyle is a professor of education in the Neag School of Education at the University of Connecticut, director of the university’s Reading Recovery project, and co-PI with researchers at The Ohio State University and 18 additional universities on the U.S. Department of Education i3 Grant, Scaling Up Reading Recovery. She is consulting editor for the Marie Clay Literacy Trust and assists with the ongoing republication of Marie Clay’s many texts. Her interests include early reading and writing development, literacy assessment, and literacy instruction. She served as editor in chief of The Journal of Reading Recov-ery and as area editor of the Journal of Literacy Research. She currently serves as chair of the executive board of the International Reading Recovery Trainers’ Organization and is a past president of the Reading Recovery Council of North America.

Nationally recognized educator, author, and presenter, Sharon Taberski is a leader in the field of early reading instruction. Her book, On Solid Ground, revolutionized the way primary teachers approach reading and remains a classic in the field. Her latest book, Comprehension from the Ground Up: Simplified, Sensible Instruction for the K-3 Reading Workshop, and companion DVDs, Lessons from the Ground Up and It’s ALL About Comprehension, showcase her ongoing work in classrooms and provide a view of authen-tic, effective literacy teaching and learning. A teacher for 28 years, she currently works in school districts throughout North America helping teachers set up reading and writing workshops and think systematically about how to best accomplish their goals. Additionally, she presents live webinars and is a frequent speaker at regional and national conferences.

Brian Pinkney’s work as a children’s book illustrator and fine artist is known worldwide. He has illustrated numerous children’s books including two Caldecott Honor Books, The Faithful Friend by Robert D. San Souci and Duke Ellington by Andrea Davis Pinkney, his wife and frequent collaborator; and Alvin Ailey, a Parenting Publication Gold medal winner, also authored by Andrea. He has authored several acclaimed picture books based on his own experiences and interests such as Cosmo and the Robot, JoJo’s Flying Side Kick, and The Adventures of Sparrowboy, winner of the Boston Globe/Horn Book Award. Additionally, Brian’s book, Max Found Two Sticks, was hailed by The Horn Book as one of the classic children’s books of all time. His books have been translated into several languages.

ABO U T O UR CO N FERE N CE K E Y N OTE S PE AK ERS


Featured Speakers


Revisiting the Reading-Writing Connection in a Common Core State Standards WorldMonday 8:30-10:00 am Monday 3:00-4:30 pm

Lucy Calkinsprofessor, founding director, Teachers College Reading and Writing Project, Columbia University’s Teachers College, New York, NYCommon Core State Standards have made reading-writing connections more impor-tant than ever. Explore ways teaching of writing and reading helps students read like writers, aware of the relationship between author’s craft and the central meanings in a text. Help students engage in source-based writing, mining the texts they read to write informed and persua-sive texts.

Designing Project-Based Units to Address the Common Core State StandardsMonday 8:30-10:00 am Tuesday 10:30 am-Noon

Nell Duke professor of language, literacy, and culture, University of Michigan, Ann Arbor, MIWith examples from elementary class-rooms, discover how project-based units can address many Common Core State Standards simultaneously. Learn how research, content learning, motivation, and the CCSS can come together through project-based pedagogy.

Making Abstract Reading Strategies ConcreteSunday 3:30-5:00 pm Monday 3:00-4:30 pm

Tanny McGregorstaff developer, curriculum specialist, and author, West Clermont Schools, Cincinnati, OHIt’s not always easy to explain abstract reading strategies to our students, yet knowing how to use them is an important first step to connecting with texts. Learn how to use visual, tangible, everyday les-sons to make abstract thinking concrete and help your students increase their comprehension.

Ticketed sessions open to Reading Recovery-trained professionals only

Classroom literacy sessions open to all attendees

Presenter biographies are available on our website at www.rrcna.org/conferences

Structure is an Important Source of Information That Can Be Hard for Both Children and Teach-ers to Work WithSunday 3:30-5:00 pm Monday 8:30-10:00 am

Sue DuncanReading Recovery trainer, Georgia State University, Atlanta, GAStructure provides an important source of information that assists children to solve words in reading. Explore the use of structure and why this is difficult for some learners, and how as teachers we can be more supportive of children learning to use structure in both reading and writing.

Teaching and Learning with Story Books and Informational TextsSunday 1:30-3:00 pm Tuesday 10:30 am-Noon

Mary FriedReading Recovery trainer, The Ohio State University, Columbus, OHClay stresses the importance of young children learning to read and write using continuous texts and the teacher’s respon-sibility for the selection of the books. This session helps teachers explore how book selection and the introduction of the new book not only can inspire learning but also reveal specific teaching issues that may be interfering with learning.

Teaching Strategic Actions: Connecting Book Introductions with New Book First ReadsMonday 1:00-2:30 pm Monday 3:00-4:30 pm

Lea McGeeReading Recovery trainer, The Ohio State University, Columbus, OHLearn to identify which essential strategic actions (in early, mid, and late lessons) a particular child needs to learn. Share a method of framing book introductions so that teaching this essential strategic action occurs at a specific location in the new book.

TICKETED TICKETED TICKETED



Sponsors & Exhibitors

Abrams Learning TrendsAKJ BooksBlueberry Hill BooksCapstone ClassroomHandwriting Without TearsHeinemann PublishingJunior Library GuildKaeden Books/Just Right PressLakeshore Learning MaterialsLEGO EducationMaryRuth Books, Inc.Nasco

Pacific Learning, Inc.PearsonPioneer Valley BooksPrimary ConceptsReading Reading Books, LLCResources for ReadingScholastic Inc.Seedling/ContinentalSongLake BooksStenhouse PublishersSteps to LiteracyTownsend Press

Exhibitor List as of August 20

Exhibit Hall Hours Saturday 3:00-6:00 pm; Sunday 8:30 am-5:30 pm; Monday 8:00 am-5:00 pm

Attending Has Its Rewards• deep professional learning• the latest publications and products in the Exhibit Hall • networking with your peers and international literacy leaders • earn up to 17.5 clock hours for professional development

Gold Sponsor

Bronze Sponsor

Friend Sponsors

The Conference Planning Committee expresses appreciation to these companies that have provided special support for this Conference.



Master Conference ScheduleFriday, January 31 5:00 pm - 8:00 pm Registration—Columbus Convention Center Saturday, February 1 8:00 am - 8:00 pm Registration—Columbus Convention Center 9:00 am - 3:30 pm Preconference Institutes—Convention Center and Hyatt Regency 3:00 pm - 6:00 pm Exhibits Open—Convention Center, Exhibit Hall C Sunday, February 2 7:30 am - 5:30 pm Registration—Columbus Convention Center 8:30 am - 5:30 pm Exhibits Open—Convention Center, Exhibit Hall C 10:30 am - Noon Conference Opening Session—Convention Center, Grand Ballrooms

KEYNOTE ADDRESS by MARY ANNE DOYLE Noon - 1:30 pm Box Lunch in Exhibit Hall C 1:30 pm - 3:00 pm Concurrent Sessions—Convention Center and Hyatt Regency 3:30 pm - 5:00 pm Concurrent Sessions—Convention Center and Hyatt Regency Monday, February 3 7:30 am - 4:00 pm Registration—Columbus Convention Center 8:00 am - 5:00 pm Exhibits Open—Convention Center, Exhibit Hall C 8:30 am - 4:30 pm School Administrators Institute—Hyatt Regency 8:30 am - 10:00 am Concurrent Sessions—Convention Center and Hyatt Regency 10:30 am - 11:45 am General Session—Convention Center, Grand Ballrooms

KEYNOTE ADDRESS by SHARON TABERSKI Book Signing Immediately Following

11:45 am - 1:00 pm Box Lunch in Exhibit Hall C 1:00 pm - 2:30 pm Concurrent Sessions—Convention Center and Hyatt Regency 3:00 pm - 4:30 pm Concurrent Sessions—Convention Center and Hyatt Regency 4:30 pm - 5:30 pm Membership Meeting and Reception—Convention Center Tuesday, February 4 8:00 am - Noon Registration—Convention Center 9:00 am - 10:00 am General Session—Convention Center, Grand Ballrooms

KEYNOTE ADDRESS by BRIAN PINKNEY Book Signing Immediately Following

10:30 am - Noon Concurrent Sessions—Convention Center and Hyatt Regency Noon Conference Adjourns

Conference HighlightsTailor your learning experience by choosing from 115 sessions that focus on strengthening literacy outcomes for K-6 students. Join nationally recognized literacy experts as they address reading, writing, comprehension, struggling readers, acceleration, problem solving, effective interventions, nonfiction, differentiated instruction, RTI, and much more.

Sessions on Common Core State Standards (CCSS)CCSS is impacting instruction. Learn how your literacy team can meet your students’ needs through the standards. Each strand offers Common Core sessions.

Keynote Speakers see page 2Sharon TaberskiMary Anne DoyleBrian Pinkney

Featured Speakers see page 3Sue Duncan Lucy Calkins Mary Fried Nell Duke Lea McGee Tanny McGregor

4 Preconference Institute SessionsExpand your Conference learning experience by adding a 1-day Preconference Institute session to your registration. Institute speakers include Gay Su Pinnell and Irene Fountas, Matt Glover, Mary Fried and Lea McGee, and C.C. Bates and Maryann McBride. see page 8 School Administrators InstituteLiteracy expert and author Linda Dorn presents the opening session, Building Leadership From Within, followed by Sharon Taberski’s keynote. A special lunch and session on professional learning communities led by Jason Hillman, Wyoming’s 2011 National Distinguished Principal, completes the Institute. The day ends with a selection of timely sessions. see page 9

Technology-Related Sessions Technology advances in the classroom and in professional development are enhancing literacy instruction. Advance your knowledge at one of these sessions.

African American Read-In Brian Pinkney, keynote speaker and children’s author, will share a book during Tuesday’s general session at 9:00 am. see page 6Visit us

on FacebookAll room assignments are tentative



Great Value for Your Learning ExperienceIn these challenging economic times we must maximize the potential of school literacy teams, build expertise in literacy instruction for classroom teachers and interventionists, and provide the highest quality literacy instruction for all students.

Sessions tailored to your needs as an educator and your school’s needs. This professional development experience focuses on both effective teach-ing and positive student outcomes. It combines the richness of deep learning with ideas that you can implement right away.

Flexible registration options give you the ability to register for the entire Conference, partial Conference, and/or a Preconference Institute. Create your own unique experience by attending sessions on topics such as K–6 classroom literacy, early intervention, administration, literacy coaching, English language learners, Common Core State Standards, technology, children’s literature, and Reading Recovery.

2013 attendees share the value of this Conference:I found the information extremely valuable. The speakers were well prepared and discussed topics that were pertinent to my area of teaching. I was impressed by the number of professors that presented. — K-2 Classroom Teacher

As a first time attendee, I was very impressed by the Conference. I’ve attended other reading conferences, but found this to be the best conference I have ever attended. The topics were very relevant. I was especially impressed at how well organized everything was. I certainly appreciated preregistering for sessions... I was sure to get into the sessions that I wanted. — Title I Teacher

I always find this Conference to be inspiring, motivating and the best professional development available to Reading Recovery teachers. I am so appreciative of the opportunity to be a part of such a highly regarded community of learners! — Reading Recovery/DLL Teacher

The Reading Recovery Strand offers 2 Preconference Institutes and 29 sessions for Reading Recovery teachers, teacher leaders, and trainers. This strand provides sessions for all levels of exper-tise and experience. Sessions include both concurrent and study session formats. see pages 12-14 for descriptions

The Classroom Literacy Strand provides a wide variety of ses-sions plus 2 Preconference Institutes to meet the diverse needs of students. Sessions are for classroom and Title I teachers, literacy and curriculum specialists, interventionists, and other educators.

• Grades K–2 15 sessions — see pages 15-16• Grades K–6 27 sessions — see pages 17-19• Grades 3–6 8 sessions — see page 20

The Leadership in Literacy Strand (formerly Implementation) includes sessions on administrative topics to meet the needs of school principals, superintendents, administrators, site coordina-tors, and school board members, as well as Reading Recovery and literacy professionals. see page 10

The Literacy Coaching Strand offers 8 sessions to help literacy coaches support teachers in becoming more thoughtful and knowledgeable about their instruction. see page 11

The Children’s Literature Strand consists of 5 sessions by litera-ture authorities sharing children’s books and addressing the roles they play in children’s lives and in their learning. see page 19

The School Administrators Institute on Monday, February 3, provides a setting for school administrators to explore issues surrounding leadership. The Institute begins with an opening session, Building Leadership from Within, led by national literacy leader Linda Dorn, followed by Sharon Taberski’s keynote session, lunch (ticket required), and a session on professional learning communities led by Jason Hillman, Wyoming’s 2011 National Distinguished Principal. Join other administrators for a welcome gathering on Sunday from 5:00 to 6:00 pm. see page 9

Common Core State Standards SessionsEach strand includes sessions about how to effectively implement the Common Core State Standards from a number of different perspectives.

Technology-Related Sessions Discover how technology advances in the classroom and in profes-sional development are enhancing early literacy instruction.African American Read-InMake literacy a significant part of Black History Month! Keynote speaker and children’s author Brian Pinkney will share a book during Tuesday’s general session at 9:00 am. Our Read-In will join over a million other readers across the U.S. during February. Site Coordinators Lunch Join your colleagues for an insightful discussion on Sunday, February 2 at noon. Site coordinators and other administrators are critically important in building, maintaining, and sustain-ing Reading Recovery. This gathering provides opportunities for you to learn what other site coordinators are doing to make their implementation a success and offers creative ideas to help you build support when you return to your school district. Reading Recovery — How Can I Learn More? Sessions are held each day of the Conference that address Reading Recovery, its implementation, support, cost, and its relationship to CCSS and a comprehensive literacy approach. See pages 12-14 for session details. If you’d like to arrange a meeting with a school administrator who currently has Reading Recovery in their school system, please contact the RRCNA office in advance of the Confer-ence at [email protected]. For Reading Recovery Teacher Leaders— Bonus Session Jeff Brymer-Bashore, director of IT and Operations, International Data Evaluation Center, presents a free preliminary session on Saturday, February 1 from 1:30-3:00pm. Conducting Research Us-ing the IDEC Website explores three methods of using IDEC’s data system to collect research data, beyond the usual Reading Recov-ery data. Learn how each method works and the pros and cons of each method. Watch your email from IDEC for sign-up details.

U N LI M I TED O PPO RT U N I T I ES TO M EE T YOUR N EED S

NEW!



Professional Development Grants

Grants to attend the 2014 National Conference are now available.All grants will be awarded through a national competition administered by the Reading Recovery Council of North America to assist with Conference and Preconference reg-istration, travel, hotel, and meal expenses associated with attending the Conference. Expenses in excess of the grant

amount will be the responsibility of the grant recipient or the school district. Each professional development grant is valued at $1,000 and is available to support attendance of Reading Recovery teachers, teacher leaders, and administra-tors who are members of RRCNA.

Blueberry Hill Books offers laugh out loud fun from levels 1 to 20. Children love Fluffy and Charlie, as well as other recurring characters. These fiction and nonfiction books were carefully designed to foster reading strategies and comprehension. Chil-dren choose these books because they are fun to read. Teachers choose them because they work!

MaryRuth Books, Inc. offers instructional, clever books that provide reading practice using photos and illustrations to facili-tate word recognition and engage the young reader. The popular Danny books, featuring Danny the Yellow Lab, are reported by reading specialists to be a first choice among their students.

Minnesota Professional Development Grant was established in memory of Reading Recovery teacher leader Diane Holum. This award honors her commitment and passion for literacy and learning. Available to Minnesota residents only.

Rea & Associates is a certified public accounting (CPA) firm with 11 locations in Ohio. The team of CPAs and business consultants relies on knowledge and experience from more than 70 years of success. The firm is dedicated to The Rea Way, inspired by the company’s founder, which outlines the values the team upholds with all of their clients.

Reading Reading Books, LLC is an educational publisher locat-ed in Reading, PA. They offer a variety of fiction and nonfiction leveled books specifically designed for beginning readers. The goal of Reading Reading Books is to provide quality, affordable books for young children.

SongLake Books hand selects the best books from the best companies and organizes them into leveled book sets for guided reading and Reading Recovery. Book collections include fiction and nonfiction selections with a variety of genres at each level and are culturally diverse and gender fair. Titles are hand-picked to target children of all ability levels, especially at-risk readers.

Tenyo Family Foundation is offering 10 National Conference grants. Founded by the late Sophie Tenyo, the foundation sup-ports charitable, religious, scientific, literary, and educational endeavors for the public welfare and well-being of mankind.

Additional grants were awarded through the Geri Stone Memorial Scholarship Fund established by the Reading Recovery Council of Michigan, family members, and friends to remember the leadership of Geri Stone. This fund provides financial awards to help continue her work and RRCNA’s vision.

Grant recipients assembled at the Columbus Convention Center for the 2013 National Reading Recovery & K-6 Classroom Literacy Conference.

Possible Sources for Funding Your Conference RegistrationFunding for your Conference participation may be available through sources such as Title I of the Elementary and Secondary Education Act (schools making use of school improvement grants have access to professional development funds). Additional options include Title II, Part A (supports teacher professional development across core academic subjects for high-need students) and Title III, Part A (Language Instruction for Limited English Profi-cient and Immigration Students). Additionally, some organizations like parent-teacher organizations, foundations, government agencies, corporations, and associations may fund teacher professional development.

Completed applications must be postmarked by Oct. 15, 2013. For eligibility requirements and to download an application, visit our website at www.readingrecovery.org/scholarships

or email [email protected].

PROFESSIONAL DEVELOPMENT GRANT SPONSORSRRCNA Membership is required for all grants except for the Minnesota Professional Development Grant.



Preconference Institutes

Saturday, February 1 — 9:00 am-3:30 pm — Preregistration RequiredInstitutes provide in-depth explorations of topics with interactive discussions and audience participation.

Immerse yourself in a focused 1-day comprehensive session before the Conference begins.

INSTITUTES 1 and 2 ARE OPEN TO ALL CONFERENCE ATTENDEES

1 Using Genre Study to Help Readers Think Deeply About Texts (K-6)

Irene Fountas, professor, Lesley University, Cambridge, MAGay Su Pinnell, professor emerita, The Ohio State University, Columbus, OHUsing the new publication, Genre Study: Teach-ing with Fiction and Nonfiction Books (Fountas & Pinnell), participants explore the process of genre study and examine the rationales for using this powerful process in several instructional contexts including interactive read-aloud, read-ing minilessons, conferring, guided reading, and book clubs. The use of a prompting guide to sup-port genre discussions and a reader’s notebook to organize each genre study are also explored. Participants should bring the book, Genre Study: Teaching with Fiction and Nonfiction Books, to the session.

2 Creating Writing Workshop Units of Study That Meet Student Needs INCLUDES BOOK*

Matt Glover, author and consultant, Cincinnati, OHOne of the challenges teachers face is determin-ing what to teach each day during a unit of study in writing workshop. Only teachers can deter-mine what their students need each day and even the most carefully created unit will change and evolve as the unit unfolds. Learn to use a process for projecting units of study that meet cur-ricular goals and respond to the individual needs of the students. Participants will receive a copy of the book, Projecting Possi-bilities for Writers: The How, What, and Why of Designing Units of Study, K-5, and together we explore segments.

INSTITUTES 3 and 4 ARE OPEN TO READING RECOVERY-TRAINED AND LITERACY LESSONS-TRAINED PROFESSIONALS ONLY

3 Temporary Scaffolds to Build a Permanent Literacy Processing System

C. C. Bates, Reading Recovery trainer, Clemson University, Clemson, SCMaryann McBride, Reading Recovery teacher leader, Clemson University, Clemson, SCSuccessful Reading Recovery teachers are building and dismantling scaffolds across a child’s program to support the construction of a literacy processing system. Explore changing and adapting the level of support based on identified needs and how this influences instruc-tional decision making including book selection, book introductions, word work, teaching during and after the reading of the new book, and in writing. Ways of recording teacher/child interactions are shared.

4 Flexibility in Problem Solving: A Literacy Processing Perspective

Mary Fried, Reading Recovery trainer, The Ohio State University, Columbus, OHLea McGee, Reading Recovery trainer, The Ohio State University, Columbus, OHWhat is ‘flexibility’ from the perspective of literacy processing? Why do beginning readers need to learn to be flexible problem solvers as they read and write continuous texts? These questions are addressed as we work together to think about and analyze teaching that promotes flexibility in beginning readers’ attempts to solve unfamiliar words as they read and write stories and messages. This session is appropri-ate for Reading Recovery professionals and Literacy Lessons intervention specialists. Participants should bring Marie Clay’s book, Literacy Lessons Designed for Individuals.

Full Conference fees are additional, see page 22 • All Preconference Institute attendees gain early access to the Exhibit Hall

PRECONFERENCE INsTITuTE FEEs IF PAID BEFORE DEC. 15, 2013 — PREREGIsTRATION REQuIRED RRCNAMember $195forInstitute1,3,or4 Non-Member $255forInstitute1,3,or4 $220forBookStudyInstitute2 $280forBookStudyInstitute2 *Book will be distributed at the Preconference Institute

—FEESINCREASEIFPAIDAFTERDEC.15,2013—


2014 NATIONAL CONFERENCE • MONDAY, FEBRUARY 3

School Administrators Institute

MONDAY, FEBRUARY 38:30 am-10:00 amBuilding Leadership from Within: Reading Recovery Teachers as Agents of ChangeLinda Dorn, Reading Recovery trainer, University of Arkansas at Little Rock, Little Rock, ARLearn how school administrators can use Reading Recovery educators to influence literacy changes within the school, including the implementation of a comprehensive, balanced literacy program for meeting the needs of all students. Video stories from multiple schools highlight the benefits of investing in the knowledge of Reading Recovery educators to facilitate and support literacy improvement.

10:30 am-11:45 amConference Keynote Session: The Reading Workshop: Helping Students Become Strategic, Engaged Learners and Critical Thinkers Sharon Taberski, educator and author, New York, NY To accomplish our goal of creating accom-plished readers endowed with agency, we must direct our attention to helping them become strategic, critical thinkers whose main focus is enjoying and comprehending the text they’ve set out to read. Our reading workshop brims with opportunities to engage and empower students to acquire, create, connect and understand ideas and information. Discover ways to move ownership of reading back to the student, where it belongs.

11:45 am-2:30 pmSchool Administrators Luncheon and Session: Utilizing Professional Learning Communities to Share Reading Recovery KnowledgeJason Hillman, principal, Sheridan County District #2, Sheridan, WYMeadowlark Elementary School was recognized as a 2012 U.S. Department of Education National Blue Ribbon School for their students’ outstanding academic achievement. It took strong leadership and the entire staff’s involvement. Learn the dynamic process of how a school utilizes Reading Recovery to build shared knowledge in balanced literacy through professional learning communities.

Who should attend:

Superintendents Principals

Curriculum Directors Site Coordinators

School Board MembersHow do you align your resources to maximize your literacy team investment?

Learn from today’s most highly respected K-6 literacy leaders who are aligning intervention with core instruction resulting in student achievement. The School Administrators Insti-tute, Monday, February 3, emphasizes building a leadership structure that supports effective literacy instruction and teacher expertise. Schools are challenged to find ways to ensure all of their students are reading at grade level. Join with col-leagues as school leaders from across the nation convene to hear the latest information on leader-ship in literacy.

Linda Dorn, literacy expert and author, presents the opening session, Building Leadership From Within: Reading Recovery Teachers as Agents of Literacy Change, followed by Sharon Taberski’s keynote. A special lunch and session on profes-sional learning communities led by Jason Hillman, Wyoming’s 2011 National Distinguished Principal recipient, completes the Institute. The day continues with a selection of additional sessions at 3:00 pm. On Sunday, join other administrators for a welcome gathering from 5:00-6:00 pm.

Register for this focused Institute or for the entire 3-day Conference at www.rrcna.org/conferences

Whether you register for the entire Conference or the School Administrators Institute only, we welcome all school administrators to attend these sessions. With the needs of school administrators in mind,

these sessions offer information and ideas that you can apply immediately.

I love coming to this confer-ence for the professional development, learning and networking opportunities, and valuable idea sharing.

— Administrator and 2013 Conference attendee

“

For information on the superintendent and principal free registration offer, see page 16.

Administrators who register for the entire Conference are also admitted into the sessions below and the administrators luncheon.

Additional sessions offered from 3:00-4:30 pm see presenter information and more sessions from the Leadership in Literacy Strand on page 10

Preventing Summer Reading LossSummer reading loss causes backsliding in reading development and has a cumulative effect over the years. Find out about cost- effective options for closing the acheivement gap.

My Wig Fell Off on the Race to the TopUnprecedented accountability and difficult budgets challenge literacy advocacy efforts. Learn about a three-year journey of highs and lows and leave prepared to advocate for developing and sustaining quality instruction.

suNDAY, FEBRuARY 2 — 1:30 pm-3:00 pmReading Recovery: Alive and Well in Charleston County SchoolsFrom Charleston County Schools, Charleston, SC:

Adrienne Lauder, learning specialist, elementary learning community Linda Fitzharris, consultant Terri Nichols, associate superintendent Mary Lou Petters, Reading Recovery teacher leader Elizabeth Reidenbach, director of literacy based learning division

Learn how Charleston County Schools has sustained two decades of continuous implementation of Reading Recovery. Gain knowl-edge of specific strategies to successfully integrate and maintain Reading Recovery in district systems.

Investing in the Future: Cost and EffectivenessRobert Schwartz, Reading Recovery trainer and professor, Oakland

University, Rochester, MIExamine the results and implications for early interventions of a cost-effectiveness analysis of early literacy programs found to be effective by the What Works Clearinghouse.

suNDAY, FEBRuARY 2 — 3:30 pm-5:00 pm Working Together to Support Reading Recovery TeachersFrom Fort Bend ISD, Sugar Land, TX:

Cynthia Bogle, Reading Recovery teacher leader Cathy Duvall, Reading Recovery teacher leader

Deirdre Holloway, principal, Blue Ridge Elementary, Fort Bend ISD, Houston, TX

Principal, central office, and teacher leader support plays an important role in the success of Reading Recovery students. Learn how collaborative efforts can ensure the successful implementa-tion of Reading Recovery.

The ABCs of the Common Core & Reading RecoveryJeffery Williams, Reading Recovery teacher leader, Solon City Schools,

Solon, OHAn overview of the ABCs of Reading Recovery in the time of Com-mon Core: A: Alignment, assessments, and administrator’s roles; B: Beliefs, benefits, bugs, bottom lines; C: Complexity, comprehen-sion, consuming non-fiction, and composing.

MONDAY, FEBRuARY 3 — 3:00 pm-4:30 pmPreventing Summer Reading LossFrom Tonganoxie USD #464, Tonganoxie, KS:

Reann French, Reading Recovery teacher Chris Baska, Reading Recovery teacher leader Janet Falk, Reading Recovery teacher

Summer reading loss causes backsliding in reading development and has a cumulative effect over the years. Find out about cost-effective options for closing the achievement gap.

My Wig Fell Off on the Race to the TopFrom Guilderland Central Schools, Schenectady, NY:

Alicia Rizzo, principal Suzanne Lamendola, coordinator of elementary programs

Unprecedented accountability and difficult budgets challenge literacy advocacy efforts. Learn about a three-year journey of highs and lows and leave prepared to advocate for developing and sustaining quality instruction.

TuEsDAY, FEBRuARY 4 — 10:30 am-NoonRaising the Bar of Literacy InterventionsFrom Washington County School District, St. George, UT:

Mary Farnsworth, Reading Recovery teacher leader/ intervention trainer Kathy Hall, specialized kindergarten teacher and trainer Jennifer LeBaron, principal

A National Title I Distinguished School (2013), Coral Canyon implemented a network of interventions, including specialized kindergarten classes, fully implemented Reading Recovery, and Tier 2 interventions, all taught by skilled and effective teachers.


STRAND SESSIONS

Leadership in Literacy

School administrators, school board members, curriculum directors, Reading Recovery site coordinators, and teacher leaders are encouraged to

attend these sessions. Also see the school Administrators Institute sessions on the previous page.

The caliber of thinking, analyzing, and thought pro-cessing is presented here. Things are changing in my district. I felt revived.”

— School administrator and 2013 Conference attendee

“

Your Principal or Superintendent Could Receive a FREE REGISTRATION!

— Get details on page 16 —

T Ticketed Session ▲ Technology Session ◆ Study Session

STRAND SESSIONS

Literacy Coaching


Powerful Literacy Coaching in a Common Core WorldFrom Seminole County Public Schools, Sanford, FL:

Jolynn Bernard, reading coach Tricia Bennett, reading coach

Gina Zugelder, consultant development, Developmental Studies Center, Sanford, FL

Examine how to maximize coaching that supports the Common Core State Standards. Explore how to increase meaningful student talk and foster thoughtful literacy that leads to powerful learning experiences for children.

Effective Literacy Coaching That Results in Learning for Students and TeachersElizabeth Crowder, literacy coach, St. Louis Charter School,

St. Louis, MOExamine the role of an effective literacy coach. Learn to build re-lationships, support teachers through professional development, and bring about significant instructional change.

Coaching to Achieve the Core/Making Sense Out of ChaosLaura Jacobsen, literacy coach, North Scott Community Schools,

Eldridge, IAWith all the new demands on teachers, learn how the coaching model provides an integrated framework to ensure ALL students meet or exceed the expectations described in the Common Core State Standards.

Improve Instruction with Teacher-Based TeamsFrom South-Western City Schools, Grove City, OH:

Micki Jasiewicz, literacy coach Cheri Denis, principal

Improve student performance through the implementation of teacher-based teams. The principal and coach collaborate to provide direction and support teachers resulting in increased student success.

The Levels of Coaching and a Team-Based ApproachFrom Newark City Schools, Newark, OH:

Courtney Johnson, intermediate literacy coach Emilee Morgan, 5th-grade teacher

Explore the levels of coaching that support teachers and raise student achievement. Using a team-based approach, learn how the “team” impacts an entire school.

How to Add Value to Your Role as a CoachSherry Kinzel, Literacy Collaborative university trainer, The Ohio

State University, Columbus, OHIn the new era of state teacher evaluation systems, coaches should consider how to use performance rubrics to inform their coaching and the professional development that they provide their colleagues.

A Model for Shaping Responsive TeachingMarcia Nye Boody, university literacy coach trainer, University of

Maine, Orono, METhrough videos, observe teachers, literacy coaches, and school administrators participating in literacy coaching conferences, interviews, and reflection that shape teaching and learning for all students.

Literacy Coaching K-12 for CohesionEnrique Puig, director, Morgridge International Reading Center,

University of Central Florida, Orlando, FLFrom Rice Lake Area Schools, Rice Lake, WI:

Nancy Chartier, director of learning Chad Harnisch, principal Betty Jahnke, literacy specialist

Focus on the form and function of K-12 literacy coaching to implement Common Core State Standards in a cohesive literacy instructional model. Review and discuss specific instructional practices.

Sessions provide tools for literacy coaches to use to support ongoing professional development for classroom teachers. student outcomes will be significantly

improved by teachers who are more thoughtful and knowledgeable about their literacy understandings, instructional methods, and assessment strategies.

I love this conference because I can trust that any session I choose will be based on a philosophy similar to mine.”

— Literacy coach and 2013 Conference attendee

“

Visit our website to register and for updates.

www.rrcna.org/conferences

Supporting Readers’ Oral Language Diversity ◆

Paula Bennet, Reading Recovery trainer, New York University, New York, NY

Oral language is a powerful contribution to literacy development. Discuss language diversity and how to help children use what they know as they learn to read and write.

Fluency Development: Change Over Time ◆

Connie Briggs, Reading Recovery trainer, Texas Woman’s University, Denton, TX

Salli Forbes, Reading Recovery trainer, University of Northern Iowa, Cedar Falls, IA

How do the components of phrased and fluent reading impact comprehending, and its development over time. Listen to audio recordings of children’s reading as they become more proficient with text of increased complexity.

Making the Most of Opportunities: Selecting the Clearest, Easiest, Most Memorable ExamplesSue Duncan, Reading Recovery trainer, Georgia State University,

Atlanta, GAExplore the idea of noticing and capitalizing on what the child can do to extend the processing system, using examples, running records, and videos.

Structure is an Important Source of Information That Can Be Hard for Both Children and Teachers to Work WithSue Duncan, Reading Recovery trainer, Georgia State University,

Atlanta, GAStructure provides an important source of information that assists children to solve words in reading. Explore the use of structure and why this is difficult for some learners, and how as teachers we can be more supportive of children learning to use structure in both reading and writing.

Linking Language Development & Literacy SuccessCathy Duvall, Reading Recovery teacher leader, Fort Bend ISD,

Sugar Land, TXExplore the reciprocal links between oral language, reading, and writing in accelerating learning. Get helpful tips to have conversa-tions that flow, raise student’s language development AND achieve reading and writing success.

Teaching and Learning with Story Books and Informational TextMary Fried, Reading Recovery trainer, The Ohio State University,

Columbus, OHClay stresses the importance of young children learning to read and write using continuous texts and the teacher’s responsibility for the selection of the books. This session helps teachers explore how book selection and the introduction of the new book not only can inspire learning but also reveal specific teaching issues that may be interfering with learning.

Teaching for IndependencePamela Grayson, Reading Recovery teacher leader, Asheville City

Schools, Asheville, NCIdentifying the part of a task a child does with some independence helps us structure the teaching on the next new learning.

The Art of Conversation to Support Reading and Writing ◆ From The Ohio State University, Columbus, OH:

Sinead Harmey, Reading Recovery teacher leader Katherine Brownfield, graduate research associate

Using genuine conversation as a model of interaction, explore the opportunities and challenges of the writing process and cut-up sentence, with particular attention to what processing needs to be noticed.

Transforming the Identities of Students in Reading RecoveryFrom the University of Kentucky, Lexington, KY:

Lindy Harmon, Reading Recovery trainer Judy Embry, Reading Recovery trainer

Reading Recovery supports a self-regulated problem-solving process that can change how the child sees himself as a learner and how others view him. Learn how Reading Recovery supports this transformation.

Developing Complexity and Variety in WritingPhoebe Ingraham, Reading Recovery teacher leader, Wright State

University, Dayton, OHClay states: “The messages composed are more complex and varied.” Reading Recovery develops control of language conven-tions and vocabulary within argumentative, informative and narrative texts as defined by Common Core State Standards.

Refining Teacher Talk to support LearningBetsy Kaye, Reading Recovery teacher leader/trainer emerita, Little

Rock Schools, Little Rock, ARChoosing the most helpful prompts and types of support is chal-lenging. Learn how to keep language precise and concise while shifting your level of support as children’s competencies grow.

Reading Recovery and Classroom Writing ◆

Adria Klein, Reading Recovery trainer, Saint Mary’s College, Moraga, CA

Common Core State Standards set the expectation for students to write using evidence from literary and informational texts. Explore links between writing in Reading Recovery and first-grade classrooms.


STRAND SESSIONS

Reading Recovery

Love this conference! I gained knowledge to return to my school and provide professional development for the staff, especially in the areas of guided reading/writing, comprehension, and vocabulary.”

— Reading Recovery teacher and 2013 Conference attendee

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Fostering Acceleration in Daily InteractionsTonya Leija, Reading Recovery teacher leader, Spokane Public

Schools, Spokane, WAUsing transcripts and videos of teacher and student interactions, we’ll analyze which teacher and student moves fostered increased acceleration in learning.

Sharpening Our Skills: Contingent Teaching ◆

Mary Lose, Reading Recovery trainer, Oakland University, Rochester, MI

Reading Recovery teachers use a contingent teaching framework to analyze, reflect, and improve their teaching interactions to foster children’s self-regulation and control over literacy process-ing. Video clips and transcripts included.

Predictions of Progress: A Map for Roaming ◆

Leslie McBane, Reading Recovery teacher leader, South-Western/Dublin Reading Recovery Site, Columbus, OH

Do your Predictions of Progress (POP) inform daily decision making from Roaming onward? Learn how to craft POPs that support targeted, intensive teaching beginning with the first weeks of lessons.

Working with Children at Higher Text Levels ◆

Maryann McBride, Reading Recovery teacher leader, Clemson University, Clemson, SC

Instruction at higher levels must maintain a balance of challenge and familiarity. Examine texts, processing demands, and common issues that surface when children and teachers are working in higher level text.

Teaching Strategic Actions: Connecting Book Introductions with New Book First ReadsLea McGee, Reading Recovery trainer, The Ohio State University,

Columbus, OHLearn to identify which essential strategic actions (in early, mid, and late lessons) a particular child needs to learn. Share a method of framing book introductions so that teaching this essential stra-tegic action occurs at a specific location in the new book.

More Power from the Reading Recovery Lesson ◆

Paulette Moore, Reading Recovery teacher leader, York School District One, York, SC

Field-year Reading Recovery teachers and teachers in-training explore five key ways to get powerful results from Reading Recovery lessons. Videos are used for analysis and discussion.


STRAND SESSIONS

Reading Recovery

Teachers teach children, not programs.

ASSESSMENT TEAchiNg iNTERVENTiON MONiTORiNg PROfESSiONAl DEVElOPMENT

Visit FountasandPinnell.com

LLI as a Complement to Reading Recovery®

LLI has the potential to broaden the effect of

Reading Recovery. A child’s program could take less

time because they enter Reading Recovery at higher

levels of competency, thereby enabling the Reading

Recovery teacher to provide service for more

children in the school.

Fountas & Pinnellleveled literacy intervention

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Change Over Time in Concepts About PrintAnnie Opat, Reading Recovery trainer, Emporia State University,

Emporia, KSConcepts About Print (C.A.P.) begins with keen observation of the child’s strategic activity in reading and writing. Observations from C.A.P. predictions of progress, lesson, and running record analyses are examined to propagate accelerated literacy growth.

Process Over Product: Understanding Individual Oral Language Resources ◆

Mary Ann Poparad, Reading Recovery trainer, National Louis University, Lisle, ILChildren have degrees of knowledge about how language works. Careful analysis of reading behaviors, language usage, and re-sponsive teaching reveal a learner’s current understandings and misconceptions about language syntax and vocabulary.

Prompting to Visual Features ◆

Jenny Samoly, Reading Recovery teacher leader, Warren City Schools, Warren, OH

Having trouble with the visual prompts found on pages 111 and 132 in Clay’s Change Over Time? Explore why and what might be missing.

Getting it Known in RoamingJames Schnug, Reading Recovery trainer in-training, New York

University, New York, NYUse Clay’s Scale of Knowing and her idea of “ingenious innova-tions” to help you promote fluency and flexibility on a range of “known” by designing powerful Roaming lessons.

The Changing Face of Reading RecoveryBarbara Schubert, Reading Recovery trainer, University of Arkansas

at Little Rock, Little Rock, ARIn 1984, Reading Recovery created new avenues for educators to successfully reach struggling readers in the first grade. Strength-en your effectiveness by exploring the key elements that sustain Clay’s work as it still changes children’s lives.

Teaching for a Sequencing ProblemCheri Slinger, Reading Recovery teacher leader, Dublin City Schools,

Dublin, OHClay says “attending to print in a strictly left-to-right order” must be learned. Identify evidence of sequencing issues and teach for shifts using procedures from “Learning to Look at Print and Particular Problems.”

Familiar Writing as a Concept for Accelerating Student Learning ◆

John Smith, Reading Recovery trainer, University of London, London, England

Children’s writing performance must accelerate comparably with reading by discontinuing. Lesson procedures are linked with theo-retical concepts to illustrate how the lesson’s writing component is maximized to promote independent and “familiar” writing.

Attempting a New Book with Help ◆

Janice Van Dyke, Reading Recovery trainer, Canadian Institute of Reading Recovery, Thornhill, Ontario, Canada

Explore Literacy Lessons Designed for Individuals Section 9 and examples of helpful teaching during and after the first reading of a book.

Powerful Teaching During Text Reading ◆

Susan Vincent, Reading Recovery teacher leader, Forest Hills, Cincinnati, OH

Clay says our teaching during text reading should be brief, memorable, and directed at not just errors, but also successes. Make the most of your teaching opportunities during familiar reading, running records, and the new book.

Book Introduction: A To and Fro Conversation ◆

Rita Vonada, Reading Recovery teacher leader, Unified School District #489, Lincoln, KS

Suzanne DeWeese, Reading Recovery teacher leader, Emporia State University, Emporia, KS

Explore the balance of conversations between Reading Recovery teachers and students during book introductions through videos and lesson records.

Being Deliberate: Comprehension & Reading RecoveryFrom Solon City Schools, Solon, OH:

Jeff Williams, Reading Recovery teacher leader Sharon Ritchey, Reading Recovery teacher leader

Reading Recovery lessons are designed and implemented so that all roads lead to comprehension. Explore how comprehension is built deliberately through the lesson framework, teaching and prompting, materials used, and by use of time.


STRAND SESSIONS

Reading Recovery


Powerful Mentor Texts for scientific WritingPamela Bauser, classroom teacher, Kettering City Schools,

Kettering, OHEmpower young writers to meet Common Core Writing Standards using mentor texts immersing students in science literacy. Con-nect reading to oral language and writing through purposeful conversations and inquiry.

Word Savvy SpellersMax Brand, reading teacher, Dublin City Schools, Dublin, OHLearn how to develop a simple spelling system. This system can be adapted to work as independent activities or activities used during work station time.

Language Development is More Than Just TalkFrom the New Teacher Center, Santa Cruz, CA:

Allison Briceño, program consultant Deb Nemecek, program consultant Susan Wray, literacy specialist

Adria Klein, visiting professor, Saint Mary’s College, Moraga, CAWith focus on closing the opportunity gap, educators need to use evidence-based practices that maximize learning. Language de-velopment in young children is foundational for reading, writing and future academic success.

The “Write” Stuff for Common Core State StandardsFrom Union County Schools, Monroe, NC:

Sophia Crawford, literacy specialist Lashenna Gaines, literacy intervention

Differentiated writing instruction is the foundation for supporting and extending students’ writing development. Use assessments to identify students’ needs in writing and developing strategy groups to support them.

Linking Language Development & Literacy SuccessCathy Duvall, Reading Recovery teacher leader, Fort Bend ISD,

Sugar Land, TXExplore the reciprocal links between oral language, reading, and writing in accelerating learning. Get helpful tips to have conversa-tions that flow, raise student’s language development AND achieve reading and writing success.

Dive Deeper into ComprehensionConnie Hebert, national literacy consultant and author, Nova

Southeastern University, North Miami Beach, FLBecome more proactive about teaching struggling readers how to dive deeply into comprehending what they read, every time they read.

Struggling Readers: Making Teaching Moves Based on ObservationsFrom Fayette County Public Schools, Lexington, KY:

LeeAnn Lewellen, literacy specialist Amy Emmons, literacy specialist

Learn to look at analyzed running records to determine the next instructional steps for small group instruction. Discover ways to provide instruction that reinforces learning for struggling readers.

Driving Up Reading Scores Using Leveled Books in a Book ClubFrom Cardinal School System, Middlefield, OH:

Patricia Marchiny, Title I reading teacher Rosa Scolnik-Dasco, family liaison/school counselor Marie Williams, CAB librarian

A daily K-2 reading club that partners children and parents using leveled readers provides books for students to choose from at their independent reading levels to read at home.

Activating Strategic Action in Guided ReadingLeslie McBane, literacy specialist, South-Western City Schools,

Columbus, OHWhat do your students do at difficulty during guided reading in-struction? Using student work samples and videos, learn to teach children to take strategic action while maintaining meaning.

Making Sense of Spelling InstructionJenny McFerin, K-2 Literacy Collaborative trainer, The Ohio State

University, Columbus, OHExplore the complexities of spelling and the decisions that teachers can make to meet the developmental spelling needs of children. Whole class, small group, and individualized instructional contexts are presented.

Teaching Information Writing in First GradeFrom Kirtland Local Schools, Kirtland, OH:

Alysha Needham, 1st-grade teacher Sarah Brown, 1st-grade teacher

Learn strategies for guiding young writers through the informa-tion writing process of Common Core State Standards through two units of instruction helping early primary writers publish a scientific magazine and an anthology.

Balanced Literacy: The Road to Complex TextFrom Harnett County Schools, Lillington, NC:

Tara Roy, director of K-2 curriculum and instruction Dana Stephens, director of Title I

Focus on using the balanced literacy framework to ensure all K-2 students have access to grade level, complex text and how the balanced literacy framework aligns to the Common Core State Standards and RTI.


STRAND SESSIONS

Grades K-2 Classroom Literacy

I have always found this conference to be inspiring and practical. I love going with fellow teachers from my district because of the networking.”

— K–2 teacher and 2013 Conference attendee

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Teaching Writers to Self-MonitorFrom North Hills School District, Pittsburgh, PA:

Jen Schrecengost, literacy coach Carol Nelson, 1st-grade Teacher

Clay’s strategic actions in reading are powerful tools in the writ-ing process. Discover how to support students in self-monitoring during writing, improving the quality of their written content, grammar, and phonics.

Meet RTI Goals in a Balanced Literacy ProgramBonnie Sickinger, literacy coach, Hamilton County Educational

Service Center, Cincinnati, OHUniversal screeners often lead to teaching specific skills. Learn to create engaging literacy lessons for struggling readers that balance systematic, direct teaching and authentic literacy opportunities.

A Summer Program That Made a Difference in Student OutcomesFrom Jefferson County Public Schools, Louisville, KY:

Mary Beth Stevens, literacy specialist Joy Mayfield, literacy specialist

The Summer Literacy Boost targeted incoming 1st-grade students most at risk for literacy failure. The planning process, instruc-tional framework, and student outcomes are shared.

Oral Language, Vocabulary, and ComprehensionSharon Taberski, educator and author, Trumbull, CTExamine instructional practices that help bridge the gap between struggling and low language students and their higher achieving counterparts, and examine ways to help students participate in conversations that lay the groundwork for collaborative conversa-tions and deep comprehension.

Developing Enthusiastic Writers: The Common Core State Standards and Writing Across GenresFrom Newark City Schools, Newark, OH:

Sadie Warthen, kindergarten teacher Sally Mummey, literacy coach

Very young students can inquire, research, investigate, explore, edit, and publish in many genres meeting the Common Core State Standards. Students do well given high expectations, good instruction, and daily practice.


STRAND SESSIONS



Your Principal or Superintendent Could Receive a FREE REGISTRATIONIt’s easy! To claim the FREE registration, all you need is 5 or more Full Conference paid registrations—from the same district for superintendents or from the same school building for principals.

How to claim your FREE registration: • Verify the confirmation numbers of the 5 paid Full Conference (Sunday-Tuesday) registrants. • Payment of the first 5 individuals’ Conference fees must be received prior to issuing the complimentary registration. • Complete the Free Registration Form located on our website at www.readingrecovery.org/conferences.• Upon receipt of this form, the principal or superintendent will receive instructions via email to register online.• This offer is valid for principals and superintendents only.

Cancellation Policy: If one attendee cancels the registration, the free registrant will then be responsible for the Full Conference fee. A substitution may be made for a paid registrant. The complimentary superintendent or principal registration is non-transferable.

Honoring the Power of Story to Get to the “Core” ▲

Pam Allyn, literacy consultant and author, New York, NYUnpack the major patterns and themes of the Common Core State Standards to create core-aligned classrooms and lesson sets that honor the power of story, humankind’s greatest innovation.

Revisiting the Reading-Writing Connection in a Common Core State Standards WorldLucy Calkins, professor, founding director, Teachers College Reading

and Writing Project, Columbia University’s Teachers College, New York, NY

CCSS have made reading-writing connections more important than ever. Explore ways teaching of writing and reading helps students read like writers, aware of the relationship between author’s craft and the central meanings in a text. Help students engage in source-based writing, mining the texts they read to write informed and persuasive texts.

Using Performance Assessments to Lift the Level of Students’ WritingLucy Calkins, professor, founding director, Teachers College Reading

and Writing Project, Columbia University’s Teachers College, New York, NY

Learn a powerful performance tool to track and support students’ writing of narrative, argument, and information texts that meets the rigorous expectations of the CCSS. Help students assess their own progress as writers against a ladder of CCSS-aligned benchmarks as they write toward crystal clear goals, with clear feedback.

Why Teach Listening?Shari Daniels, literacy coach, ISD #564, Thief River Falls, MNGo beyond telling them to pay attention. Understand the listening process, model, and teaching metacognitive listening skills. Examine listening barriers and nonverbal cues.

Digital Literacy in the K-6 Classroom ▲

From Summit County ESC, Cuyahoga Falls, OH: Debbie Dodson, classroom teacher Shirley Labus, classroom teacher Natalie Ringeis, classroom teacher

Empower young readers and writers to communicate effectively in the 21st Century. Learn innovative strategies using a variety of digital writing platforms that meet the Common Core State Standards.

Designing Project-Based Units to Address the Common Core State StandardsNell Duke, professor of language, literacy, and culture, University of

Michigan, Ann Arbor, MIWith examples from elementary classrooms, discover how project-based units can address many Common Core State Standards simultaneously. Learn how research, content learning, motivation, and the CCSS can come together through project-based pedagogy.

Seven Studies with Important Implications for Classroom PracticeNell Duke, professor of language, literacy, and culture, University of

Michigan, Ann Arbor, MIJust as we expect physicians to keep up with the latest medical research, we need to keep abreast of the latest educational research—but finding the time to do that is challenging. Explore seven recent literacy research studies that are clearly worth our attention.

Family Literacy NightsFrom Anderson County, Lawrenceburg, KY:

Angie Foster, reading specialist Julie Conley, Title I

Learn to organize and execute literacy events that are educational for both students and parents. See multiple examples of previous family literacy nights including the handouts they use.

Literacy and the English Language LearnerFrom La Scuola d’Italia, New York, NY:

Spiro Gouras, 2nd/3rd-grade teacher Christine Morga, ESL/reading teacher

Explore the challenges faced by teachers at an Italian/English bilingual school in New York City. Included are case studies of students and ways to take them to grade level and beyond.

Children’s Literature and the Common Core State StandardsFrom Henderson County Schools, Evansville, IN:

Amber Jacobs, teacher Molly Melvin, interventionist Susan Overton, teacher

Examine multiple children’s units for each grade K-5. All literature units are aligned with Common Core State Standards and include RTI interventions.

Develop Oral Language with NonfictionFrom Fairfax County Public Schools, Alexandria, VA:

Heather Jung, classroom teacher Sally Chadbourn, reading teacher

Develop students’ oral language when you cultivate a classroom community of children who learn how to determine important information about nonfiction topics and pose questions during conversations, reading, and writing.


STRAND SESSIONS


I always leave with many new ideas to use in my classroom and school. I really enjoy talking to other teachers about what they are doing in their schools and how they assess students in reading.”

— K–6 teacher and 2013 Conference attendee

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From Speech to Print in the Writer’s WorkshopFrom Community Schools of Frankfort, Frankfort, IN:

Susan Kontos, elementary administrator Katie Lohmeyer, ELL teacher

Engage English language learners in the writing of authentic texts during the Writer’s Workshop. Videos and work samples illustrate how attention to craft moves students from oral to written language.

Comprehension Instruction and the Common Core State StandardsKaren Ladinsky, reading coach, Cracker Trail Elementary School,

Sebring, FL Enrique Puig, director, Morgridge International Reading Center,

University of Central Florida, Orlando, FLThe CCSS emphasize the deeper comprehension of complex text. Help young children in Grades K-6 develop thinking strategies with an emphasis on nonfiction.

Triangulating Data to Understand Our ReadersClare Landrigan, staff developer, Lexington, MATammy Mulligan, staff developer, Lexington, MAHow do we shift our perspective of assessment from evaluation to understanding? Make data analysis manageable and purposeful by learning strategies for triangulating multiple assessments to determine instructional goals.

Launching the Genre of Informational TextTanny McGregor, staff developer, curriculum specialist, and author,

West Clermont Schools, Cincinnati, OHInformational text is everywhere — and it is important to every-one, every day. Learn how to launch this genre in an achievable, incremental way, and introduce your students to the unique personality of informational text using concrete objects, music, and art.

Making Abstract Reading Strategies ConcreteTanny McGregor, staff developer, curriculum specialist, and author,

West Clermont Schools, Cincinnati, OHIt’s not always easy to explain abstract reading strategies to our students, yet knowing how to use them is an important first step to connecting with texts. Learn how to use visual, tangible, ev-eryday lessons to make abstract thinking concrete, and help your students increase their comprehension.

Fostering the Love of Learning Through PoetryFrom Norwood City Schools, Norwood, OH:

Tiffany Messer, 2nd-grade teacher Christina Schorr, 2nd-grade teacher

Watch effective ways to engage students in building fluency, com-prehension, and vocabulary acquisition across content areas. Plan, organize, and execute a successful end of the year Poetry Read.

Book Clubs for “Not On Track” Readers ▲

From Kirtland Local Schools, Kirtland, OH: Kelly Moran, assistant principal Elizabeth Flannery, literacy specialist

Learn how to start a vibrant book club, tips on organization, a schedule to follow, resources, templates, readers’ theatre scripts, and activities to use with your book club.

Keys to Comprehension in the Common Core State StandardsBrenda Overturf, author/consultant, Louisville, KYComprehension, close reading, and the Common Core State Standards! Examine the role of comprehension instruction within the expectations of the English Language Arts Standards for K-5 students.

Creative Process, Revealed! Brian Pinkney, children’s book author and illustrator, Brooklyn, NYNew York Times best-selling and award-winning children’s book illustrator, Brian Pinkney, shares behind-the-scenes secrets about the evolution of his creative process and what really happens inside his artist’s studio. He discusses technique, materials, challenges, and breakthroughs.

Integrating Technology in Elementary Literacy ▲

Robert Pronovost, STEM Coordinator, Ravenswood City Schools, East Palo Alto, CA

Discover technology tools to support teaching and differentiating reading and writing. Gain technology integration ideas to imple-ment in the classroom.

Gradual Release of Support in Book IntroductionsBeth Swenson, Literacy Collaborative district trainer, RAVE ISD

#196, Rosemont/Apple Valley/Eagan, MNTeach children how to orient themselves to texts by gradually releasing support in book introductions. Examine significant shifts in data, including increased self-correction when students are led to independence.

Beyond Words & Smiles: Nonverbal CommunicationFrom The University of Maine, Orono, ME:

Lori Taylor, literacy specialist Mary Rosser, director of professional development

Everything a teacher says and does impacts student learning. Explore ways in which nonverbal teacher moves can differenti-ate instruction, foster independence, increase motivation, and improve student outcomes.


STRAND SESSIONS



STRAND SESSIONS


STRAND SESSIONS

Children’s Literature Grades K-6

What’s New in K-2 LiteratureBarbara Kiefer, Charlotte Huck professor of children’s literature,

The Ohio State University, Columbus, OHNew 2013 titles, fiction and nonfiction, to engage your K-2 students and create lifelong readers.

Top 40: Best New Books Grades 3-6Lisa Patrick, graduate teaching associate and adjunct professor,

The Ohio State University, Columbus, OHExplore outstanding 2013 books including a variety of genres, formats, and topics. A list of books for a range of reader needs is shared.

Creative Process, Revealed! Brian Pinkney, children’s book author and illustrator, Brooklyn, NYNew York Times best-selling and award-winning children’s book illustrator, Brian Pinkney, shares behind-the-scenes secrets about the evolution of his creative process and what really happens inside his artist’s studio. He discusses technique, materials, challenges, and breakthroughs.

Teaching with Purpose Using Children’s Literature in Common Core State StandardsFrom Pittsburg State University, Pittsburg, KS:

Julie Samuels, associate professor Kristi Stuck, assistant professor

Explore how to incorporate children’s literature into the English language arts classroom using focused strategies to meet Com-mon Core State Standards. Learn meaningful strategies you can implement in your classroom.

Teaching the standards with New NonfictionFran Wilson, 2nd-grade teacher, Madeira City Schools, Madeira, OHMeeting the Standards requires an increased use of nonfiction. Explore criteria for choosing nonfiction and ideas for using new and award winning titles. A bibliography, teaching ideas, and corresponding Standards are distributed.

Extremely valuable! I wish all teachers had a chance to attend this conference. It is just amazing what you learn and how applicable it is to your teaching!”

— Educator and 2013 Conference attendee

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Learning to Solve Increasingly Complex Words in Texts (From Ear Spelling to Eye Spelling)Michal Taylor, literacy specialist, South Lyon Schools, South Lyon, MIWhy is the transition from hearing to seeing patterns in print hard for many students? Learn how to facilitate seeing and using spelling patterns on increasingly complex texts.

Success with Front-Loading and an Extra Scoop of ReadingFrom Kings Local Schools, Kings Mills, OH:

Christy Troehler, intervention specialist Jill Hull, classroom teacher

Meet the needs of students on IEPs or reading plans through front-loading content and vocabulary, and an “extra scoop of reading” outside the language arts time in the classroom.

Common Core Writing in Thematic UnitsJackie Wissman, district trainer of literacy coaches, South-Western

City Schools, Grove City, OHIntegrated units of study provide authentic purposes and multiple opportunities for writing narrative, informational and persua-sive/opinion pieces. Examine questions to consider when planning an integrated unit of your own.

Balancing the BlockFrom Lebanon Community School Corporation, Lebanon, IN:

Janet Yonts, principal Suzi Boyett, kindergarten teacher

Gain information on scheduling and integrating a 90-plus-minute balanced literacy block. Create a building instructional schedule that provides 90-plus minutes for delivering core instruction, differentiated stations, and guided reading.

Teaching for Transfer: What’s Missing?Nicole Zuerblis, K-6 reading specialist, Central Bucks Schools,

Doylestown, PALearn the missing piece of strategy instruction needed to promote student independence in reading. Leave with explicit strategies for using the language of transfer to ensure independent learners.

Active Learning for 3-6 Vocabulary StandardsRob Drewry, graduate teaching assistant, The Ohio State University,

Columbus, OHLearn how to support the development of your Grade 3-6 students’ vocabulary and improve your teaching in relation to the Common Core State Standards with interactive, hands-on activities and techniques.

Literature for Content Reading and WritingMary Jo Fresch, professor, The Ohio State University, Marion, OHExperience hands-on activities in content reading, writing, and vocabulary for grades 3-5. Differentiated instruction will meet the Common Core State Standards for integrating language arts into the content areas.

Technology in the Literacy Classroom ▲

Robert Kelly, doctoral student and graduate assistant, The Ohio State University, Columbus, OH

Explore research supporting technology use in the literacy class-room, main types of available digital tools, and the many uses and benefits of using these devices to support literacy development.

Feature Articles: A Form of Informational WritingDenise Morgan, associate professor of literacy education, Kent State

University, Kent, OHExplore the possibilities of writing feature articles with interme-diate students. This genre supports students in meeting many of the Common Core State Standards for writing informative texts and conducting research.

Meet the Common Core State Standards in Fiction and Nonfiction: Text ComplexityJennifer Serravallo, literacy consultant and author, South Orange, NJLearn what makes fiction and informational texts challenging for students at different reading levels and teaching points for helping them navigate the complexity of each text.

Spelling: A Developmental Approach for the 3-6 Classroom TeacherWendy Sheets, Literacy Collaborative trainer, The Ohio State

University, Columbus, OHMeet the needs of intermediate spellers by focusing on develop-mental spelling at the within word, syllable juncture, and deri-vational constancy stages. Learn practical ideas for assessment, instructional practices, and word study strategies.

Guided Reading in the Intermediate ClassroomThom Wendt, intervention specialist, Hilliard City Schools,

Hilliard, OHExplore intermediate (Grades 3-6) guided reading practices and classroom organization. Focus on lesson planning, comprehen-sion, reluctant readers, balanced literacy instruction, staff col-laboration, and response to intervention.

Transforming Traditional Spelling InstructionJerry Zutell, professor emeritus, The Ohio State University,

Columbus, OHA specific developmentally based technique is demonstrated and a set of activities for improving/replacing traditional spelling instruction is shared.


STRAND SESSIONS

Grades 3-6 Classroom Literacy

I had such a wonderful time. I learned a LOT and I have already started implementing some of the strategies in my classroom! Thank you for a fantastic conference!”

— 3-6 teacher and 2013 Conference attendee

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Attire Casual and comfortable with layers to suit room tempera-ture variations.

Author Book Signings Keynote and featured speakers will offer book signings throughout the Conference. Book signings may also take place in the Exhibit Hall at exhibitor booths where books are available for purchase. Visit www.rrcna.org/conferences for days and times.

Clock Hours of Attendance As a recognized professional devel-opment provider, you can earn up to 17.5 professional develop-ment “clock hours” for attending the Preconference Institute (5.5 hours) and the Full Conference (12 hours). RRCNA will provide attendees with a Certificate of Attendance listing clock hours of conference sessions. The certificate serves as documentation for professional development that may be applied towards teaching license renewal. Be sure to check with your district for informa-tion about specific clock hour requirements in your state.

Evenings To facilitate further networking of Conference atten-dees, no evening sessions will be scheduled.

Exhibits Experience the latest publications and newest edu-cational products available! Publishers and other vendors will display their products on Saturday, February 1, 3:00-6:00 pm; Sunday, February 2, 8:30 am-5:30 pm; and Monday, February 3, 8:00 am-5:00 pm.

Facebook Join us on Facebook and participate in conversation related to the Conference. Like our page and have immediate access to updates, take advantage of special offers, and interact with literacy educators, speakers, and RRCNA staff. Click on the Facebook icon on our website: www.rrcna.org/conferences.

Getting to Columbus Visit www.ExperienceColumbus.com for driving directions.

Ground Transportation You’ll find taxis available on demand (no reservation required) in the ground transportation area of the airport terminal on a 24-hour basis. A trip to downtown costs approximately $28 one way. Airport shuttles are operated by Arch Transportation and Urban Express. Reference the ‘Reading Recov-ery Conference’ when making your reservation, which is required to receive the discount. Arch Transportation: Roundtrip from airport to downtown hotels costs $26 or $16 one way. Call 1-800-325-1882 to make a reservation. Urban Express: Roundtrip from airport to downtown hotels costs $18 each way. Call 1-877-840-0411 or 614-253-7000 (local) to make a reservation.

Hotel Reservations The Reading Recovery Council of North America (RRCNA) has contracted with four hotels in downtown Columbus. It is very important that you reserve your room in one of these hotels. Each official Conference hotel works directly with RRCNA regarding schedule changes, attendee needs, and special guest events. Go to www.rrcna.org/conferences to make a hotel reservation. This online reservation system gives you actual hotel room availability and an immediate confirmation. You must have a credit card and an email address to utilize this reservation system. For more details about the hotels, see page 23.

Location The 2014 National Reading Recovery & K–6 Classroom Literacy Conference will be held at the Greater Columbus Conven-tion Center, 400 North High Street, Columbus, OH. It is connected to the Hyatt Regency Hotel (Conference headquarters hotel).

Located in downtown Columbus, the Convention Center is within walking distance of many restaurants and attractions. Visit www.ExperienceColumbus.com for more details.

Meals With a full Conference registration, complimentary lunch on Sunday and Monday will be provided. Name badge and tickets are required for meals.

Membership Meeting All RRCNA members and prospective members are invited to attend the annual RRCNA Membership Meeting and Reception on Monday, February 3 from 4:30-5:30 pm in the Convention Center. Come meet the Council staff, board of directors, and committee chairs. All attendees are welcome to offer their feedback and ask questions about RRCNA projects and membership benefits and services. Dozens of door prizes will be awarded!

Registration Conference registration is online only. Go to www.rrcna.org/conferences to register.

School Administrators Institute The School Administrators Institute will be held on Monday, February 3. See page 9 for session descriptions. Administrators may register for the entire Conference (includes all of the Institute sessions and luncheon), or register only for the 1-day Administrators Institute.

Website Get conference updates and more in-depth information on speakers, local information, maps, and see videos on the Con-ference website at www.rrcna.org/conferences.

Optional Evening Events and Attractions Close to the Convention Center Short North District Located one block north of the Convention Center on High Street, the Short North offers art galleries, eclectic shops, unique boutiques, restaurants, pubs, and coffee houses. On Saturday, February 1, 4:00-10:00 pm, thousands of visitors will converge for the Gallery Hop to celebrate art, see the launch of new gallery exhibits, and partake in an evening of sights, sounds, good food, and shopping. Visit www.shortnorth.org for more information. Arena District Located one block west of the Hyatt Regency Hotel, it is the premier entertainment district in downtown Columbus featuring many trendy restaurants, brewpubs, concert venues, live entertainment, a movie theater with in-theater din-ing, and the National Hockey League Columbus Blue Jackets. Visit www.arena-district.com for more information. Studio Movie Grill Located within walking distance of the Columbus Convention Center, they offer first-run movies with an American Grill menu and full service bar. North Market Open since 1876, local merchants offer fresh and prepared foods, flowers, ethnic cuisine, and unique gifts. This historic public market is located between High and Front streets, one block west of the Convention Center. Open Saturday, 8:00 am-5:00 pm; Sunday, noon-5:00 pm; Monday, 9:00 am-5:00 pm; and Tuesday– Friday, 9:00 am-7:00 pm.Super Bowl Sunday: Check with your hotel for their festivities.

Check our website at www.rrcna.org/conferences or visit www.ExperienceColumbus.com for more things to do.


Conference Facts to Help You Plan



Register at www.rrcna.org/conferences

SPECIAL OFFER! Bring your superintendent or principal for free! Principals attend FREE when 5 staff from the same school building register. Superintendents attend FREE when 5 staff from their district register. Principals and superintendents must complete a separate form. No substitutions allowed. See page 14 for details.

Registration is online only. Credit card payments are preferred and receive immediate confirmation. You may also register online using a P.O. or check. Note: If registering with a P.O. or check, it must be mailed to the RRCNA registration office within 15 days. (P.O. forms can also be faxed or emailed). Your registration will not be processed until your P.O. or check has been received.

Purchase orders: A P.O. number and form will hold a registration but does not constitute payment. If you use a school P.O. (payable to RRCNA) you must comply with RRCNA payment terms. If your school district does not submit the P.O., you will be responsible for the Conference fees. Your employer’s P.O. form must arrive by Dec. 15, 2013, to obtain the early rate. Fax purchase order to 614-310-7345 or email to [email protected].

After you have completed your registration online, please print the invoice and submit it to your district. Upon receipt of this invoice, your employer must issue a payment for your registration.

Mail payments to RRCNA — National Conference 500 West Wilson Bridge Rd., Suite 250 Worthington, OH 43085

Federal ID # 31-1429018

2014 NATIONAL READING RECOVERY & K-6 CLASSROOM LITERACY CONFERENCE FEES Saturday, Feb. 1, 2014: Preconference Institutes Sunday, Feb. 2–Tuesday, Feb. 4, 2014: Full Conference Full registration includes admission to the Conference and all general and concurrent sessions held February 2–4.

Preconference Institutes Registration Fees Preconference Institutes are held on Saturday, February 1 from 9:00 am-3:30 pm (lunch included). Fees are in addition to Full Conference registration. Early rate applies to registrations with payment information received by Dec. 15, 2013. RRCNA Member Non-Member Early | Regular Early | Regular

Institutes 1, 3, or 4 $195 | $230 $255 | $290Book Study Institute 2 $220 | $255 $280 | $315 (includes book, see page 8) Conference Registration Fees Early rate applies to registrations with payment information received by Dec. 15, 2013. Meals included in the Full Conference registration fee are Sunday and Monday box lunch. Partial registration includes the same meals for the days you are registered. RRCNA member discount requires a member number. RRCNA Member Non-Member Early | Regular Early | Regular

Full Conference (Sun.–Tues.) $360 | $415 $425* | $480* Sunday Only $245 | $305 $300 | $355 Sunday/Monday $315 | $370 $365 | $420 Monday/Tuesday $315 | $370 $365 | $420 School Administrators Institute $245 | $305 $300 | $355(includes special luncheon, see page 9)

*Non-members registering for the Full Conference receive a complimentary 1-year RRCNA membership, see page 23.

IMPORTANT ONLINE REGIsTRATION INsTRuCTIONs — PLEAsE READ CAREFuLLYPrior to going to the registration website, please read pages 22 and 23 thoroughly, and then gather the following information:

Payment Information: All payment types are accepted online; credit cards, checks, and purchase orders. Purchase order (P.O.) forms and checks must be received within 15 days after you register. Carefully review the registration fees, discounts available, and cancellation/refund policies on these pages. If you plan to use a P.O., the P.O. number is required at the time you register.

Session Selection: Session selection is required. Review session descriptions on pages 8–20 and the schedule on pages 24–25, then make a selection for each time slot. You will have an opportunity to change your sessions at a later date by logging on using your confirmation number.

To Register Go to www.rrcna.org/conferences. Have your payment information and session selections ready. Credit card payments are preferred and confirmed immediately after payment has been processed. If paying by check or P.O., have your check or P.O. number ready. Complete the online registration and print your receipt. You will receive a confirmation via email. Please save this confirmation. It will have your confirmation number (bolded in red) that is required to change session choices or view your payment status.

Need a registration form to submit to your administrator for approval? Download the form at www.rrcna.org/conferences then complete and submit it for approval. Complete the online Conference registration when approval is received.

— Two Ways to Receive Discounts on Your Registration — 1. Be a current RRCNA member or renew your membership 2. Register by Dec. 15, 2013

1. Visit www.rrcna.org/conferences and click on the hotel link to make a reservation. You must have a credit card and an email address to utilize this reservation system. Confirmation is sent immediately.

2. If you do not use the online reservation system, you will need to use the housing form. Go to www.rrcna.org/conferences and click on Hotel Form. Confirmation will be sent to you directly from the Housing Office. At that time, a first-night deposit will be required.

3. The RRCNA discounted hotel rates are avail-able through Jan. 16, 2014, after which room rates and availability are subject to change.

4. All changes and cancellations must be sub-mitted online through the online reservation system, or if you do not have Internet access, in writing to the Housing Office. The online sys-tem will be shut down at 5:00 pm January 23.

For cancellations after 5:00 pm on January 23 and for no-shows, a fee equal to one full night’s lodging will be charged. Review your hotel’s cancellation policy carefully; additional fees may apply. After January 23, all changes need to be made directly with your hotel. NOTE: The Housing Office will transfer all reservations to the hotels on January 24. Hotels will not have your reservation information until that time. RRCNA does not have access to the Housing Office database.

Hotel Taxes To help you plan expenses and to ensure a smooth checkout, please note the hotel taxes, 10% bed tax and a 6.75% state tax, are not included in the daily room rate. Please add taxes to your hotel room rate. Attendees are responsible for contacting their hotels in ad-vance to discuss eligibility for tax exemptions and request the forms required by the hotel. Your confirmation will include the hotel contact information.


Registration and Hotel InformationSession selection is required during the online registration process. This is an added feature to ensure that you are not closed out of your selections. Room capacity is based on the number of people preregistered.

To change or add sessions to an existing registration, go to www.rrcna.org/conferences and click on the ADD/CHANGE SESSIONS link. To login you will need to enter your last name and your emailed registration confirmation number OR your RRCNA membership number.

School Administrators Institute The School Administrators Institute will be held on Monday, February 3. See page 9 for session descriptions. Administrators may register for the entire Conference and choose from a variety of sessions, including the School Administrators Institute sessions, or register only for the 1-day Administrators Institute on February 3.

Exhibit Hall-Only Registrations One-day passes to the Exhibit Hall are available for $25 for RRCNA members and $50 for non-members. For more information, email [email protected], or call 614-310-7337.

Cancellation and Refunds Refunds will be given if written notice is postmarked by Dec. 15, 2013. There will be a $50 accounting fee charged for all refunds. Please note that submission of this registra-tion is a commitment to pay if the Conference is held, regardless of weather conditions. No-shows will be invoiced and subject to collec-tions for the full amount. Unpaid registrations (including no-shows) will necessitate barring registration for future Reading Recovery conferences, academies, and institutes sponsored by RRCNA. Refunds will not be given after Dec. 15, 2013. You may transfer your registration to another person if you notify the Registration Office in writing by mail, email to [email protected], or by fax to 614-310-7345.

Reading Recovery Council of North America (RRCNA) Membership and Discount To thank RRCNA members for their support, all current members receive a discount on their Conference registration. To receive the RRCNA member fees stated on page 22 when registering for the Conference, enter your ID number found on the back of this booklet in the address label, directly following your name. Current members may also renew their membership while registering for the Conference. NOTE: Non-members registering for the 2014 Full Conference will receive a complimentary 1-year intro-ductory RRCNA membership, including print issues of The Journal of Reading Recovery and online professional development resources.

Full-Time Graduate Students Full-time graduate students may receive RRCNA member discounts. Additionally, limited working scholarships are available. Inquire at 614-310-7340.

Share with Colleagues If you receive more than one Conference booklet, please pass the extra one on to a colleague. All Conference information is available online at www.rrcna.org/conferences.

Questions To check on the status of your registration go to www.rrcna.org/conferences and click on the registration confirma-tion link. Enter your confirmation number or membership number and last name. You will be able to check on payment status and registered sessions. Your confirmation email will be sent by [email protected]. Please be sure to allow notices from this email address to pass through your SPAM filters.

For registration questions such as where to mail your payment, Conference fees, or invoice information, or to make a change to an existing registration, email [email protected].

For other Conference questions call 614-310-7339 or email [email protected].

Hotel Accommodations and Reservations

Official Conference Hotel Locations and Room Rates

HYATT REGENCY*Headquarters Hotel - Sessions Held Here

350 N. High St.$142 - $162

($151 - $198 with breakfast buffet) CROWNE PLAZA* DRURY INN* 33 E. Nationwide Blvd. 88 E. Nationwide Blvd. $137 $125 - $135 Limited Room Availability

HAMPTON INN**501 N. High St.

$128 - $168

* connected to the Convention Center ** across the street from the Convention Center



Preliminary Conference Schedule (SUBJECT TO CHANGE)

GENERAL SESSION—Mary Anne Doyle Marie Clay’s Theoretical Perspective: A Legacy of Challenge, Discovery, and Excellence SUNDAY 1:30 pm to 3:00 pmReading Recovery Teaching and Learning with Story Books and Informational Texts Mary FriedTeaching for Independence Pamela GraysonProcess Over Product: Understanding Individual Oral Language Resources Mary Ann PoparadPrompting to Visual Features Jenny SamolyGetting it Known in Roaming James SchnugBook Introduction: A To and Fro Conversation Rita VonadaLeadership in LiteracyWorking Together to Support Reading Recovery Teachers Cynthia BogleReading Recovery: Alive and Well in Charleston County Schools Adrienne LauderK-2 Classroom LiteracyDive Deeper into Comprehension Connie HebertDeveloping Enthusiastic Writers: The Common Core State Standards and Writing Across Genres Sadie WarthenK-6 Classroom LiteracyHonoring the Power of Story to Get to the “Core” Pam AllynLiteracy and the English Language Learner Spiro GourasTriangulating Data to Understand Our Readers Clare LandriganIntegrating Tech in Elementary Literacy Robert PronovostBeyond Words & Smiles: Nonverbal Communication Lori TaylorTeaching for Transfer: What’s Missing? Nicole Zuerblis3-6 Classroom LiteracyMeet the Common Core State Standards in Fiction and Nonfiction: Text Complexity Jennifer SerravalloLiteracy CoachingLiteracy Coaching K-12 for Cohesion Enrique Puig

Reading RecoveryStructure is an Important Source of Information That Can Be Hard for Both Children and Teachers to Work With Sue DuncanLinking Language Development & Literacy Success Cathy DuvallReading Recovery and Classroom Writing Adria KleinSharpening Our Skills: Contingent Teaching Mary LoseMore Power from the Reading Recovery Lesson Paulette MooreThe Changing Face of Reading Recovery Barbara SchubertLeadership in LiteracyInvesting in the Future: Cost & Effectiveness Robert SchwartzThe ABCs of the Common Core & Reading Recovery Jeffery WilliamsK-2 Classroom LiteracyLinking Language Development & Literacy Success Cathy Duvall Activating Strategic Action in Guided Reading Leslie McBaneTeaching Information Writing in First Grade Alysha NeedhamA Summer Program That Made a Difference in Student Outcomes Mary Beth StevensK-6 Classroom LiteracyFrom Speech to Print in the Writer’s Workshop Susan KontosComprehension Instruction and the Common Core State Standards Karen Ladinsky Making Abstract Reading Strategies Concrete Tanny McGregorLearning to Solve Increasingly Complex Words in Texts (From Ear Spelling to Eye Spelling) Michal TaylorSuccess with Front-Loading and An Extra Scoop of Reading Christy Troehler3-6 Classroom LiteracyLiterature for Content Reading and Writing Mary Jo FreschLiteracy CoachingImprove Instruction with Teacher-Based Teams Micki JasiewiczChildren’s Literature & AuthorsTeaching with Purpose Using Children’s Literature in Common Core State Standards Julie Samuels

Reading RecoveryStructure is an Important Source of Information That Can Be Hard for Both Children and Teachers to Work With Sue DuncanRefining Teacher Talk to Support Learning Betsy KayeFostering Acceleration in Daily Interactions Tonya LeijaPredictions of Progress: A Map for Roaming Leslie McBaneAttempting a New Book With Help Janice Van DykeK-2 Classroom LiteracyWord Savvy Spellers Max BrandThe “Write” Stuff for Common Core State Standards Sophia CrawfordStruggling Readers: Making Teaching Moves Based on Observations LeeAnn LewellenK-6 Classroom LiteracyRevisiting the Reading-Writing Connection in a CCSS World Lucy CalkinsDesigning Project-Based Units to Address the CCSS Nell Duke Family Literacy Nights Angie FosterLaunching the Genre of Informational Text Tanny McGregorBalancing the Block Janet Yonts3-6 Classroom LiteracyTechnology in the Literacy Classroom Robert KellyGuided Reading in the Intermediate Classroom Thom WendtLiteracy CoachingEffective Literacy Coaching That Results in Learning for Students and Teachers Elizabeth CrowderHow to Add Value to Your Role as a Coach Sherry KinzelChildren’s Literature & AuthorsWhat’s New in K-2 Literature? Barbara Kiefer

SUNDAY 10:30 am to Noon SUNDAY 3:30 pm to 5:00 pm MONDAY 8:30 am to 10:00 am

■ Reading Recovery■ Leadership in Literacy■ K-2 Classroom Literacy■ K-6 Classroom Literacy■ 3-6 Classroom Literacy■ Literacy Coaching■ Children’s Literature

SESSION KEYS

Featured Speaker see page 3

Ticketed Session see page 3

▲ Technology Session see page 6

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Address Your Professional Needs with 115 K-6 Literacy Sessions

A sampling of the session topics:

K-6 Classroom Teachers and Title I Teacherssee pages 15-20 • DeepeningComprehension• AcceleratingStrugglingReaders• Fluency• Writing• OralLanguageDevelopment• DifferentiatedLearning• TextComplexity• UsingPerformanceAssessments• InformationalandNonfictionTexts• GuidedReadingandWriting• Children’sLiterature• FamilyLiteracy• Scaffolding

Common Core State Standards (CCSS)• WritinginThematicUnits• LanguageDevelopment• TheReading-WritingConnection• DesigningProject-BasedUnits• LiteratureforContentReading/Writing• TeachingInformationWriting• KeystoComprehension• FictionandNonfiction:TextComplexity• WritingAcrossGenres• TeachingtheStandards:NewNonfiction• MentorTextsforScientificWriting• TeachingwithPurpose:Children’sLiterature

Response to Intervention (RTI)• BalancedLiteracy:RoadtoComplexText• CoachingtoAchievetheCore• MeetRTIGoalswithBalancedLiteracy• GuidedReading:IntermediateClassroom• Children’sLiterature:RTIInterventions

School Administratorssee pages 9 and 10 • CommonCoreStateStandards• BuildingLeadershipfromWithin• ProfessionalLearningCommunities• Cost-effectiveAnalysisofLiteracyPrograms• SummerReadingLoss• SustainReadingRecoveryImplementations• AdvocacyforQualityInstruction• BalancedLiteracyBlock• NetworkingInterventions

Literacy Coachessee page 11• PowerfulCoachinginaCCSSWorld• K-12LiteracyCoachingforCohesion• CoachingModelforIntegratedFramework• ModelforShapingResponsiveTeaching• TeacherBasedTeams• AddValuetoYourRoleasaCoach• LearningforStudentsandTeachers

Technology• DigitalLiteracyintheClassroom• TechnologyinLiteracyInstruction• IntegratingTechnology

Teachers of Special Populations and ESL Teachers• HonoringthePowerofStory• LanguageDevelopment&LiteracySuccess• Literacy&theEnglishLanguageLearner• Children’sLiteratureandCommonCore• SpeechtoPrintinWriter’sWorkshop• FosteringLearningThroughPoetry• PreventingSummerReadingLoss• TeachingwithChildren’sLiterature

Reading Recovery-Trained Professionalssee pages 12-14• OralLanguage• Fluency• Structure• TeacherTalktoSupportLearning• ReadingRecoveryandClassroomWriting• ProblemSolving• Acceleration• TeachingforIndependence• MakingtheMostofOpportunities

Preconference Institute SessionsExtendyourConferencelearningexperiencebyenrollinginoneoffourPreconferenceInstitutesessionsonSaturday,February1,from9:00amto3:30pm.These1-dayInstitutesprovidein-depthexplorationsoftopicsandincludeinteractivediscussions.Seepage8fordescriptions.

For Reading Recovery professionals Temporary Scaffolds to Build a Permanent Literacy Processing System —C.C.Bates&MaryannMcBride

Flexibility in Problem Solving: A Literacy Pro-cessing Perspective —MaryFried&LeaMcGee

For All K-6 classroom educators Using Genre Study to Help Readers Think Deeply About Texts—GaySuPinnell&IreneFountas

Creating Writing Workshop Units of Study that Meet Student Needs—MattGlover(eachparticipantreceives

Matt’snewtext)

See complete descriptions for all Conference sessions inside

Emphasis on effective practices to improve student learning Tailor your learning experience • Flexible registration options

MONDAY 1:00 pm to 2:30 pmReading RecoveryFluency Development: Change Over Time Connie BriggsWorking with Children at Higher Text Levels Maryann McBrideTeaching Strategic Actions: Connecting Book Introductions with New Book First Reads Lea McGeeFamiliar Writing as a Concept for Accelerating Student Learning John SmithPowerful Teaching During Text Reading Susan VincentBeing Deliberate: Comprehension & Reading Recovery Jeff WilliamsK-2 Classroom LiteracyMaking Sense of Spelling Instruction Jenny McFerinBalanced Literacy: The Road to Complex Text Tara RoyMeet RTI Goals in a Balanced Literacy Program Bonnie SickingerOral Language, Vocabulary, and Comprehension Sharon TaberskiK-6 Classroom LiteracyUsing Performance Assessments to Lift the Level of Students’ Writing Lucy CalkinsWhy Teach Listening? Shari DanielsDigital Literacy in the K-6 Classroom Debbie DodsonDevelop Oral Language with Nonfiction Heather JungBook Clubs for “Not On Track” Readers Kelly Moran3-6 Classroom LiteracyFeature Articles: A Form of Informational Writing Denise MorganSpelling: A Developmental Approach for the 3-6 Classroom Teacher Wendy SheetsLiteracy Coaching Coaching to Achieve the Core/Making Sense Out of Chaos Laura JacobsenChildren’s Literature & Authors Top 40: Best New Books Grades 3-6 Lisa Patrick

MONDAY 3:00 pm to 4:30 pm Reading RecoverySupporting Readers’ Oral Language Diversity Paula BennetMaking the Most of Opportunities: Selecting the Clearest, Easiest, Most Memorable Examples Sue DuncanTeaching Strategic Actions: Connecting Book Introductions with New Book First Reads Lea McGeeChange Over Time in Concepts About Print Annie OpatTeaching for a Sequencing Problem Cheri SlingerLeadership in Literacy Preventing Summer Reading Loss Reann FrenchMy Wig Fell Off on the Race to the Top Alicia RizzoK-2 Classroom LiteracyPowerful Mentor Texts for Scientific Writing Pamela BauserLanguage Development Is More Than Just Talk Allison BriceñoDriving Up Reading Scores Using Leveled Books in a Book Club Patricia MarchinyK-6 Classroom LiteracyRevisiting the Reading-Writing Connection in a CCSS World Lucy CalkinsSeven Studies with Important Implications for Classroom Practice Nell DukeChildren’s Literature and Common Core Amber JacobsMaking Abstract Reading Strategies Concrete Tanny McGregorCreative Process, Revealed! Brian Pinkney Common Core Writing in Thematic Units Jackie Wissman3-6 Classroom LiteracyActive Learning for 3-6 Vocabulary Standards Rob DrewryLiteracy Coaching Powerful Literacy Coaching in a Common Core World Jolynn BernardA Model for Shaping Responsive Teaching Marcia Nye BoodyChildren’s Literature & AuthorsCreative Process, Revealed! Brian Pinkney

TUESDAY 10:30 am to NoonReading Recovery Teaching and Learning with Story Books and Informational Texts Mary FriedThe Art of Conversation to Support Reading and Writing Sinead HarmeyTransforming the Identities of Students in Reading Recovery Lindy HarmonDeveloping Complexity and Variety in Writing Phoebe IngrahamLeadership in Literacy Raising the Bar of Literacy Interventions Mary FarnsworthK-2 Classroom LiteracyTeaching Writers to Self-Monitor Jen SchrecengostK-6 Classroom LiteracyDesigning Project-Based Units to Address the CCSS Nell DukeFostering the Love of Learning Through Poetry Tiffany MesserKeys to Comprehension in the Common Core Brenda OverturfGradual Release of Support in Book Introductions Beth Swenson3-6 Classroom LiteracyTransforming Traditional Spelling Instruction Jerry ZutellLiteracy CoachingThe Levels of Coaching and a Team-Based Approach Courtney JohnsonChildren’s Literature & AuthorsTeaching the Standards with New Nonfiction Fran Wilson

MONDAY 10:30 am to 11:45 amGENERAL SESSION —Sharon Taberski The Reading Workshop: Helping Students Become Strategic, Engaged Learners and Critical Thinkers

Check for updates at www.rrcna.org/conferences

8:30 am to 10:00 amOpening Session—Building Leadership from Within: Reading Recovery Teachers as Agents of Literacy Change — Linda Dorn

10:30 am to 11:45 am—Conference Keynote SessionThe Reading Workshop: Helping Students Become Strategic, Engaged Learners and Critical Thinkers — Sharon Taberski

11:45 am to 2:30 pmSchool Administrators Luncheon (ticket required) and Session: Utilizing Professional Learning Communities to Share Reading Recovery Knowledge—Jason Hillman

SCHOOL ADMINISTRATORS INSTITUTE— MONDAY, FEBRUARY 3 — SEE PAGE 9 FOR DETAILS AND DESCRIPTIONS

TUESDAY 8:30 am to 10:00 amGENERAL SESSION—Brian Pinkney The Rhythm of My Art

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Concurrent Sessions 90-minute single topic program in lecture-type format. Audience participation generally limited to question and answer sessions at discretion of presenters.

Study Sessions 90-minute single topic program designed to allow par-ticipants to share in an in-depth investigation directed by presenters. Participant interaction is encouraged.

Additional sessions offered from 3:00 pm to 4:30 pm — See page 10 for Leadership in Literacy sessions and descriptions

500 W. Wilson Bridge Road, Suite 250Worthington, OH 43085

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PAID Columbus, OhioPermit No. 8562

Please share with all K-6 educators

2014 NationalReading Recovery & K-6 Classroom Literacy ConferenceFebruary 1-4, 2014 in Columbus, Ohio

The nation’s premier K-6 literacy conference: For 29 years providing high-quality professional development sessions and information you can use right away!

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KEYNOTE SPEAKERS

FEATURED & PRECONFERENCE SPEAKERS


Mary Anne Doyle Sharon Taberski Brian Pinkney

C.C. Bates Lucy Calkins Nell Duke Sue Duncan Irene Fountas

Mary Fried Matt Glover Maryann McBride Lea McGee Tanny McGregor Gay Su Pinnell

2014 National Reading Recovery & K-6 Classroom Literacy Conference

February 1-4, 2014 in Columbus, Ohio

The nation’s premier K-6 literacy conference unifies staff through common theory, language, and practice to maximize student learning and prevent student failure.

• Offers 115 sessions to support quality literacy instruction for both classroom and intervention; topics include reading, writing, oral language, comprehension, differentiated instruction, and much more

• Demonstrates successful implementation of Common Core State Standards and RTI

• Addresses 21st Century learning that meets the diverse literacy needs of ALL students

• Shares proven teaching strategies for struggling readers in intervention and classroom settings

• Provides tools to maximize the potential of your school teams by building their expertise in literacy instruction

• Features national literacy leaders who inspire and provide teaching and learning sustenance – including 3 keynote and 6 featured speakers

• Provides opportunities for in-depth topic study and discussion during the 1-day Preconference Institutes

Check out the registration discounts, grants, and free registration offer inside!

For educators who want to provide the highest-quality literacy instruction

• K-6 classroom & ELL teachers

• School administrators

• Principals

• Superintendents

• Reading Recovery professionals

• Reading specialists

• Literacy coaches & coordinators

• Interventionists

• Intervention specialists

• Title I teachers & coordinators

• Curriculum specialists

• Language arts specialists

• School librarians

• School psychologists

• University faculty

Bring your literacy team to maximize effectiveness!

29 YEARS

of powerful professional

development

focusing on

student achievement

for educators who want to provide the...

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