Vermont Reads Summer Institute

 

Vermont Reads Online Event Registration

August 1, 2, 3, 2016

We offer two scholarships for the Summer Institute. For more information and application process, click Scholarship announcement 2016.

…………………………………………………………………………………………………………………………………………………………………………………………………………

Keynote Address: Inquiring Minds Learn to Read, Write, and Meet the Core

by Dr. Jeffrey Wilhelm
jeffrey-wilhelm

This interactive keynote will explore how inquiry is THE model of instruction for developing deep conceptual and procedural understanding that leads to transfer and application of learning in the real world.   It will also explore how inquiry is uniquely suited to assist students to meet the Common Core State Standards and upcoming assessments modeled on the NAEP and PISA assessments of student knowledge and expertise. The session will focus on practical matters such as how to frame instruction with essential questions, frontloading to prepare students for success, sequencing and teaching towards culminating writing assignments and projects.

Dr. Jeffrey Wilhelm is Professor of English Education at Boise State University in Boise, Idaho. He is the founding director of the Boise State Writing Project, which supports over 1000 teachers each year with over 30,000 contact hours of professional development. He is a highly regarded author or co-author of 24 books about literacy and literacy education. Jeff has devoted his professional career to helping teachers help their students. He is particularly devoted to assisting students who are considered to be reluctant, struggling or at-risk. His research agenda is organized around creating supportive inquiry-oriented contexts for developing and performing literacy, literate behaviors and literate identities. His research demonstrates how inquiry environments are powerful contexts for learning literacy and achieving deep understanding.

…………………………………………………………………………………………………………………………………………………………………………………………………………

MINI STRANDS (Monday)

Using Imagination, Play and Drama to Bring Writing to Life
Christine Hertz

This session will explore how teachers can empower children to use what they do so well- play! act! imagine!- to grow as writers. Christine will discuss how a playful writing workshop encourages children to take just-right risks, to try new strategies and to be joyful, independent writers. Teachers will learn when and how they can weave play and drama into their writing workshops and just how powerful these strategies are for young writers. Gr K-5

Interactive Read-Alouds and Whole Class Conversations: Expanding Vocabulary and Language while Fostering a Love of Reading
Beth Moore & Liz Siracusa

Liz Siracusa, 4th Grade Teacher in Essex Junction, and Beth Moore, a coauthor of the Units of Study for Teaching Reading, and the Units of Study for Teaching Writing, (Lucy Calkins, et al, 2015, 2013) will share how to plan picture book and chapter book read-alouds to support deep comprehension, expanding vocabulary and language, as well as speaking and listening skills. They’ll describe how to model reading strategies and use conversation prompts to help students move from literal understanding of the text, to inferential and interpretive thinking about the text. The session will include simulations of classroom read-alouds as well as video clips of students engaged in conversation about beautiful literature. Gr 3-6

Digital Remix for Deepening Literacy Practices across 6-12 Curriculum
Michael RobbGrieco

Digital remix practice offers a means for developing transferable skills, powerful summative performance tasks, and more dynamic flipped classroom content. When students interact with course content media to insert their commentaries, add soundtracks, change sequences, and insert new clips, they demonstrate and synthesize their academic understandings in creative new ways that may connect with personal interests and authentic audiences beyond the classroom. In this session, participants will explore using digital remix–the practice of selecting, manipulating, and combining existing media texts to produce new work–to make course content more dynamic, and to engage students in demonstrating their academic knowledge through creative synthesis, critical reflection, and multi-modal composition. Attendees will use simple, freely available online video editing tools to practice accessing, annotating, and remixing course content videos of their choice. We will discuss the key elements of instructional design for lessons using remix practice, including the importance of critical reflection upon the composition process as well as the ethical and legal implications of remix. Gr 6-12

Improving Comprehension with Think Alouds
Jeff Wilhelm

Participants in this interactive workshop will experience how think aloud protocols can be used to assist students to understand and make more powerful use of both general processes of reading (e.g. summarizing and comprehension monitoring) and more sophisticated task- and text-specific strategies (e.g. comprehending irony, ironic monologues, symbolism, authorial generalizations, etc.). Half of the session will be devoted to helping students understand and use reader’s rules of notice with nonfiction. Gr 5-12

Maximizing Mini-Lessons in Readers and Writers Workshop
Sue Quesnel

Mini-lessons are the heart of any Reader’s or Writer’s Workshop. With the subtle shifts in the Common Core State Standards in reading and writing, you may be looking to revisit resources you use during your mini-lessons. Spend the afternoon exploring great anchor texts, participating in demo lessons, and viewing video clips of teachers in action. Be ready to walk away with an extensive list of anchor texts and a few new instructional moves for your bag of teaching tricks. Gr K-4

Reviving Running Records
Nicole Gaboriault

Participants will practice using running records to identify patterns in student reading behaviors and to use running records to inform instruction. Open to any teacher who works with struggling readers. Gr K-6

Keep It Real: Light the Spark of Student Engagement with Authentic Text
Maggie Eaton

In this strand, participants will have the opportunity to explore resources and select authentic text to accompany their current units of study. We will examine how the use of authentic texts increases student engagement and expands opportunities for differentiation and scaffolding. The group will analyze how use of Authentic Text helps students have a clearer understanding of the purpose and role of a discipline in the real world, makes learning more meaningful and relevant, and can serve as a springboard for performance based writing and speaking tasks. Gr 6-12

Making the Most of Nonfiction Text Structures
Hilary Kissel

Participants will deconstruct and examine the progressions outlined in the Common Core State Standards and be introduced to instructional strategies and materials that can be used to help students access these text structures. Participants will also spend time examining a variety of mentor texts with different text structures, receive a book list of these texts, and brainstorm ways to use these books in their classroom instruction. Gr 4-8

…………………………………………………………………………………………………………………………………………………………………………………………………………

FULL STRANDS (Tuesday & Wednesday)

Learning About and From Informational Texts: From ABC Books to Historical Recounts
Pam Chomsky-Higgins

Participants in this strand will have the opportunity to read and discuss current informational texts written by a wide range of authors. Together we will learn what makes a “great” informational text and will apply this knowledge to a number of texts that will be available to explore. We will think about informational texts as read alouds, as the foci of discussions, as sources for report writing, as texts for small group instruction, and, as choices for independent reading. We will consider the requirements of the Common Core State Standards, as well. Participants will have reading time each day and will be invited to respond to what they are reading in discussion groups as well as in writing. Please bring along one or two of your favorite informational texts to share with the group! Gr K-6

Building Literacy Classrooms of Agency, Independence & Joy
Christine Hertz

It is every literacy teacher’s goal for their students to become “lifelong readers and writers.” The question, then, is how do we cultivate conditions in the classroom to allow that vision of an engaged, joyful reader and writer to become reality, while still meeting rigorous benchmarks and standards? In this strand, participants will learn how to lean on mindset traits such as persistence, empathy, optimism, resilience and flexibility to help support children as they take on new work with joy and challenges with determination in reading and writing workshops. Christine Hertz, classroom teacher and co-author of A Mindset for Learning with Kristi Mraz, will explore how the powerful research behind mindsets, motivation, and habit building can support every student’s reading and writing growth. Christine will demonstrate how this work can be woven seamlessly into existing workshop structures such as read alouds, focus lessons, interactive and shared writing, small group work, guided reading, conferring, and shares. This strand will help you apply these concepts in the literacy classroom with specific strategies for increasing reading and writing volume and stamina, taking risks as students work on new goals, and helping them to have ownership and agency over their literacy work. Gr K-5

Big Ideas in Little Books: Supporting Beginning Readers with Reading Comprehension and Conversation (K-2)
Beth Moore

In this lively strand Beth Moore, coauthor on the Units of Study for Teaching Reading (Lucy Calkins et al, 2015), will share how to inspire our youngest readers to think deeply about the books they read during reading workshop. She’ll share how reading workshop for young children can be infused with play, drama, and conversation that brings texts to life. Participants will learn to use various tools that help identify student strengths and next steps in reading comprehension, as well as various methods of instruction for lifting the level of children’s thinking and talking about books. The session will include simulations of classroom activities, role-play, and video clips. Gr K-2

Using Formative Assessment in Reading and Writing Workshop: How conferring, learning progressions, and depth of knowledge indicators can enhance assessment and instruction for ALL students
Kosha Patel & Jenn Childress

Formative assessment has been shown to be one of the most effective tools to improve student achievement, yet it is one of the most difficult tools for teachers to implement and keep track of. This workshop will help you fine-tune your conferring skills and amp up your feedback to students in order to maximize results. Teachers will develop an understanding of learning progressions and learn how to apply them to Reading and Writing workshop. This strand will explore how learning progressions help students gain a clear understanding of expectations and provide them with a framework to advance to the next level. Participants will practice conferring strategies and design learning progressions for more successful instruction. Gr 1-8

Student-Driven Conferences that Deepen Critical Thinking and Lead to More Engaged Independent Reading Experiences
Theresa Young

When readers go beyond simple comprehension questions to extend their own ideas, they’re on their way to becoming independent, critical thinkers, who can read any text with depth and thoughtfulness. In this strand, participants will explore authentic ways to help students name their own ideas, use tools for deepening their comprehension, and engage in independent reading more effectively. Step-by-step guidelines on how to conduct a productive conference, categories to help teachers narrow down possible directions a conference should go, and examples of student work and teacher-student dialogue will be provided. Gr 3-8

The Writer’s Workshop in the Elementary Classroom
Rebecca Cardone

The Writer’s Workshop provides an ideal framework for providing students with a predictable and structured time for writing and writing instruction. Participants will learn how to establish and manage a Writer’s Workshop in their classroom. Topics such as launching a Writer’s Workshop, writer’s notebooks, components of a workshop, and using assessment to drive instruction will be covered. Ongoing discussion, reflection, and planning will allow participants to leave with a toolbox full of strategies and ideas for establishing a Writer’s Workshop in their own classrooms. Gr K-5

Exploring the Readers Workshop Model
Nancy Woods & Cathy White

Reader’s Workshop is an ideal framework for literacy instruction that provides a learning environment that encourages choice and independence and offers opportunity for addressing the Common Core Standards. Participants will delve into the components of Reading Workshop by seeing models, viewing clips of classrooms and practicing the instructional techniques involved. Reflection and discussion in the group will enhance learning and understanding to provide teachers with the tools they need to establish Reading Workshop in their classroom. The professional resource, Still Learning to Read by Sibberson & Szymusiak, will provide ongoing support for teachers as they return to their classrooms. Gr 3-6

Guided Reading: Leading Readers Forward
Nicole Gaboriault

Participants will learn about assessment, text selection, book introductions, observations, specific prompting and teaching moves, discussion, and word work in the realm of small group instruction. Participants will learn how to maximize instruction for small groups no matter if they have 15 minutes or 30 minutes. Gr K-3

A 21st Century Collaborative Culture of Literacy MS/HS (MTSS-RtII)
Kris Breen, Alysia Backman, Lisa Driver

A 21st Century Collaborative Culture of Literacy integrates the latest secondary research with classroom, school, and district-wide practices designed to improve and sustain a culture of literacy, elevate student motivation and performance, and encourage student-centered, authentic, and personalized learning. Middle and high school level educators will be able to identify how current VT standards and initiatives connect literacy across all disciplines and directly support student proficiency in the 21st century skills necessary to successfully navigate a path to graduation, and for students to thrive in college and/or real-world pursuits and careers. Participants will engage in dialogue and activities centered on disciplinary literacy and developing strategies to build student motivation, engagement, comprehension, and critical thinking skills. Gr 6-12

…………………………………………………………………………………………………………………………………………………………………………………………………………

Registration Information

Early Bird Special! Register for the entire Institute by May 30th for $575 per person or $550 per team member

Registration fees after May 30:
Monday only: $225.00 per person
Monday, Tuesday & Wednesday: $625 per person

A Team of 5 Registrants from the same school or district will be given a reduced rate of $575 per person. All registrations must be received at the same time to qualify for the group rate. Please fill out a separate registration form for each registrant. Registrations must be accompanied by a check or purchase order.

Registration Includes continental breakfast, lunch, and all materials.

Return registration form by July 26, 2015.

Registrations and checks or purchase orders can be mailed to: Vermont Reads Institute at UVM, 204D Mann Hall, 208 Colchester Ave, Burlington, VT 05405

…………………………………………………………………………………………………………………………………………………………………………………………………………

Confirmations and Cancellations

A $30 cancellation fee will apply to all registrants who cannot attend. Notice of cancellation must be given by July 24. Cancellations after that date will be charged 100% of the registration fee. No refunds will be granted after that date. The same policy applies for purchase orders. If paying with a purchase order, please be sure to obtain permission from the school district to register. If the school district does not come through with the purchase order, the conference attendee will be responsible for the conference fees. No-shows will be invoiced and subject to collection for the full amount. A substitution of a registrant may be made at any time. Returned checks will be charged $25. You will receive a confirmation by e-mail. If you do not receive a confirmation, please contact the VRI at UVM office to ensure that you are registered at 802.656.0730

………………………………………………………………………………………………………………………………………………………………………………………………………….

Schedule of Events

Monday
7:30-8:45: Registration & Continental Breakfast
8:45-11:30: Welcome and Keynote by Dr. Wilhelm
12:00-1:00: Lunch
1:00-3:00: Mini Strands

Tuesday & Wednesday
7:30-8:30: Registration & Continental Breakfast
8:30-12:00: Full Strands
12:00-1:00: Lunch
1:00-3:00: Full Strands

…………………………………………………………………………………………………………………………………………………………………………………………………………

Hotel Information

Lake Morey Resort
1 Clubhouse Road
Fairlee, VT 05045
http://lakemoreyresort.com/

Check in: 3:00pm
Check out: 11:00am
Room Rates: $130/per night, single or double

Overnight rooms are not included in your conference fee. You will need a credit card to make a reservation. Please indicate that you are attending the VRI at UVM conference to get the discounted room rate. There is a one night non-refundable deposit. Any cancellations will be charged that deposit.