Upcoming Conference Presentations

Central MA Reading Council

May 17, 2017   4:15-6:15

Assessment that Directs, Impacts and Informs

All Write Presentation on June 24

Charting a Course for Independence (60 Minutes – Grades K-6)

Standards-based instruction has us all focusing on just that – standards.  In our pursuit of meeting and exceeding the standards, we cannot lose sight of our learners.  What do your students do when the going gets rough?  Do they look at you?  Do they just move on?  Our observations and insights help us see how students approach a new task, apply strategies to new genres, and monitor comprehension as they read independently.  Join us as we share ways to collect and use formative assessment data to understand how students learn, to share feedback with students on their process of learning, and to help them chart a course of action to achieve independence.

Foxborough Summer Institute on June 27

Assessing for Transfer and Pacing for Independence 

Standards based instruction has us all focusing on just that – standards. In our pursuit of meeting and exceeding the standards we cannot lose sight of our learners. What do your students do when the going gets rough? Do they look at you? Do they just move on? Our observations and insights help us see how students approach a new task, apply strategies to new genres, and monitor comprehension as they read independently. Join us as we share ways to collect and use formative assessment data to understand how students learn, to share feedback with students on their process of learning, and to help them chart a course of action to achieve independence

Using Mentor Text to Scaffold Writers

The right book at the right time can make all the difference in our writing instruction. Mentor texts can truly serve as an additional teacher in the room when we show our students how to use them to try out craft moves to lift the quality of their writing. We will share how we use professional, teacher and student writing as mentor texts in our whole class, small group and individual lessons.

Nerd Camp Michigan Presentation on July 10

Getting the Best Bang for Your Books – Organizing Texts to Support Voice, Choice, and Development

Books are a teacher’s tools to instruct, engage, and help students develop a reading identity.  The way we organize texts and teach students to choose books influences growth, dispositions and reading habits.  Join us to discuss how to organize texts with both instructional needs and student identity in mind.

International Literacy Association on July 17 at 11:00

Are We Rowing in the Same Direction?  Using Formative Assessment to Design Coordinated and Responsive Intervention Instruction

Research demonstrates that coordination in reading intervention instruction is a problem.  Schools are complex organizations and coordinating additional instructional supports among multiple educators can result in a disconnected instructional experience. Formative assessment is key to solving this problem. It can be used to design instruction that is both coordinated and responsive to student learning needs.  We will share systems and tools to enhance the accessibility of data and communication.

 Literacy For All Presentation on October 24 10:30-12:00

When Interests and Reading Levels Don’t Match – Scaffolding Lifelong Readers

Books are teachers’ tools to instruct, engage, and help students develop a reading identity.   The way we organize texts and teach students to choose books influences dispositions and reading habits.  How do we use levels as an instructional tool without inadvertently labeling or leveling students?  Join us as we share ways we organize classroom libraries to support text complexity and to broaden students’ understanding of how readers choose books.NCTE Presentation with Dorothy Barnhouse and Terry Thompson – November 18 4:30-5:45

Beyond Levels: Choosing Texts to Scaffold Instruction for Engagement and Agency

Texts instruct and inspire students to develop reading identities.  Unfortunately, text levels have become such a dominant factor in classrooms that many readers describe their identity by their level. This session considers how teachers can use purposeful text selection to scaffold instruction to develop instead of denying a reader’s agency.