Vermont Reads Summer Institute
VRI’s annual Summer Institute is scheduled for August 6, 7, 8, 2012 at the Stoweflake Resort in Stowe, Vermont.
Details will be published in early 2012, but you may refer to last year’s information for referencing.
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2011 VRI Summer Institute | August 8, 9, 10 | Stoweflake Mountain Resort & Spa | Stowe, Vermont
KEYNOTE ADDRESS
Response to Intervention: Assessment and Instruction to Prevent and Remediate Reading Difficulties
Donna Scanlon, SUNY Albany
This session will examine assessment and instruction of literacy skills in the context of Response to Intervention (RTI). We will explore the promise and potential pitfalls of the multiple models of RTI in literacy that might be adopted.
MINI STRANDS (Monday)
Talking About Books: Improving Partnerships and Clubs
Cathy White and Nancy Woods
Are you searching for a manageable way to get your students to share some deep thinking about books with a partner or in a small group? Perhaps you are wondering how to foster quality conversations in small groups. Regie Routman says, “Conversation is our connection to comprehension.” This interactive presentation will provide you with an instructional sequence that begins with reading, and moves to jotting and talking about texts. We will explore the role of the teacher during book discussions, as well as review opportunities for assessment. Grades 3-6
Using Technology to Assess Literacy
Liz Marino and Aimee Boucher
Bring your assessment techniques into the 21st century! Join us and find out how you can use technology to assess your students. We will share technology examples of formative and summative assessment. Learn how technology can inform your teaching and document student growth over time. Bring your laptop, netbook or iPad and look at assessment through a new lens. Grades K-12
Academic Support Teams: A Model to Support Classroom Teachers
Cheryl Day, Christina Mead, Emily Tyl
In this strand, participants will learn how to effectively collect and document student assessments and work samples. Through small group collaboration, participants will develop an intervention plan that includes specific interventions, progress monitoring tools, and desired outcomes and goals. Grades K-2
Content Learning Through Inquiry
Theresa Young
In this strand, we will explore collaborative inquiry circles as a means to deepen discussion and ask questions beyond the books that foster content knowledge. Participants will examine effective models of students collaborating and using technology in an inquiry process that motivates and engages learners. Grades 3-8
Co-teaching the Power of More than One – Strategies for Collaboration Among Classroom Teachers, Reading Specialists and Special Educators
Loralyn LeBlanc and Margo Grace
This mini-strand will involve participants in exploring a range of ways to structure co-teaching among classroom teachers, reading specialists and special educators. Strategies to be discussed will include different models of planning and structuring co-teaching specifically to the literacy block and formats for promoting coordination and communication among classroom teachers and those who provide supplemental or Tier 2/3 services for students in need of extra help. Participants will have an opportunity to practice using some of the tools provided and also to think about next steps that might be tried out in the fall. Grades K-8
Setting Up for Success
Marge Lipson
Want to learn more about how to create a complex classroom and organize block scheduling to promote comprehension? In this strand, participants will consider ways to establish a classroom community that includes the physical organization of the classroom environment and the balance of activities and texts to be undertaken during a comprehensive instructional time. Where appropriate, video examples will demonstrate various grouping patterns. Grades 3-6
Chamberlin’s Journey to Improve Literacy Outcomes for All Students
Judi Maynard, Steph Hockenbury, Julie Graham
These presenters will share Chamberlin’s work to respond to literacy needs of all students K-5. All professionals at Chamberlin have collaborated to use data to inform instruction. This work has occurred over time in a variety of ways. Specific tools and structures will be shared including the significance of Chamberlin’s embedded professional development model, the use of a range of formats for collaboration and communication, the role of Coaches, the development of a layered assessment system and the application of an assessment wall. Participants will have a chance to reflect on the information shared and implications for their own schools. Grades K-5
FULL STRANDS (Tuesday & Wednesday)
Differentiating With Technology
Aimee Boucher and Liz Marino
Do you have a diverse group of learners in your classroom? Do you wish you knew how to harness the power of technology to meet those needs? Want to learn new technologies, but don’t have the time? Spend some uninterrupted time with like-minded professionals. Come learn about differentiated instruction, explore a variety of technology tools, and put it all together to create dynamic lessons that are differentiated for your students. Technology has the power to transform your instruction … come learn how. Participants need to bring a laptop, netbook or iPad to this session. Grades K-12
Getting Beyond the Routine of Word Study
Theresa Young
Do you struggle with getting stuck in the routine of word study instruction, and not seeing evidence of transfer in students writing and reading? In this strand, participants will have the opportunity to reflect on their current word study approaches, deepen their own understanding of a developmental approach to word study, and explore research based effective practices. Participants will then create a plan to strengthen their current approach. Because time is always a limited factor, effective management strategies will also be addressed. Grades 2-8
What’s New in Books for Children and Young Adults?
Pam Chomsky-Higgins
Have you read any great books lately? You will certainly get the opportunity to do this during our workshop. We will read, discuss, plan, and, share multiple perspectives using many examples of recently published literature for children and young adults. Emphasis will be on strategies for integrating literature into all subject areas, including instructional read alouds and student reading. Participants will receive a collection of contemporary literature for children and young adults, as well as instructional resources for integrating these texts. Grades K-8
Writers’ Workshop in the K-2 Classroom
Gayle Moskowitz and Adrienne Magida
As Katie Wood Ray states, “No matter what, let them write.” Even our youngest writers are ready for writers’ workshop! In this two-day session we will take a look at how to inspire students and keep them writing. By developing an awareness of author’s craft through the use of children’s literature, we will model how to build a “toolkit” for students. This will provide them with the necessary tools they need to make choices about structure, voice and punctuation. We will also spend time examining the workshop components, developing units of study ready for the classroom and discussing the use of assessment to drive your instruction. Grades K-2
Efficiently Designing Units of Study in Literacy: Using the Common Core and Other Resources
Sue Biggam
In this strand, we’ll first explore the new Common Core, pose questions and seek clarification, and think about implications for practice. Then, we will dig in to designing some units of study, using a quick- planning unit template (adapted from the backward design model). Participants should bring some existing units that they want to tweak, or think about some new units they would like to develop. Ideally, participants will bring a laptop, but there will be paper copies of templates, as well as sample units for different grade levels, to work with. There will also be time for participants to provide feedback to each other’s units, and suggest resources. Grades 2-8
Vocabulary: Can We Teach It?
Pat Nally
Vocabulary is one of the major components of early reading instruction, but how should it be taught? What is the role of explicit instruction vs. incidental learning? This strand will take a close look at the role of vocabulary development in a comprehensive elementary literacy program. A review of the research about vocabulary development will be presented, with a particular focus on the works of Michael Graves, Isabel Beck, and Camille Blachowicz. Pat Nally will share some basic steps to follow when planning and delivering vocabulary instruction. We will also discuss guidelines for selecting vocabulary and the use of student friendly definitions. Word learning strategies will be reviewed and the importance of word consciousness will be discussed. Participants are asked to bring one or two children’s books that would be appropriate for read-alouds at their grade level. Please choose a book with rich vocabulary. Grades K-5
To Infinity and Beyond: Using Young Adult Literature to Engage All Students in Content Areas
Alysia Backman and Bethany Rice
This strand will show participants how to use young adult literature to engage ALL students across the content areas. Participants will explore ways to challenge and motivate students of all abilities. Grades 6-12 (NOTE: This Strand Begins Monday at 9:00 AM)
- Day 1: Participants will learn how to activate background knowledge, to introduce and excite students about reading, and to match students to appropriate text.
- Day 2: Participants will learn and practice strategies to get students to connect to the text through discussion, writing, and multimodalities.
- Day 3: Participants will engage in creative ways to assess students’ understanding and connection to the text, as well as how to extend the conversation once the book is done.
Reader’s Workshop
Nancy Woods and Cathy White
This strand is for teachers interested in implementing a Reading Workshop Model in their classroom. Participants will delve into 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. Participants will receive a professional resource to support the content presented. Grades 3-6
Focusing on the I in RtI: The Interactive Strategies Approach and Early Literacy Instruction
Kim Anderson
Instructional intervention is the most important component of an RtI process. This workshop will introduce participants to the Interactive Strategies Approach (ISA) to early literacy instruction that has been found, through a series of large scale, federally funded studies, to be effective in reducing early reading difficulties when implemented in whole class, small group, and one-to-one intervention settings. The ISA is an approach, not a program. It is designed to be useful across early literacy curricula, and emphasizes responsive, comprehensive, and coherent/cohesive instruction for early literacy learners at multiple tiers. Topics include key concepts in: motivation, alphabetics (including phonemic awareness and phonics), word learning, vocabulary and language development, and comprehension and knowledge development. Grades K-2 (NOTE: This presenter is a co-author and collaborator with Donna Scanlon)
Registration Information
- Monday only: $175.00 per person*
- Monday, Tuesday & Wednesday: $550 per person*
A Team of 5 Registrants from the same school or district will be given a reduced rate of $500/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.
- UVM Credit: $175**
* Includes continental breakfast, lunch, and all materials. ** One graduate credit option is not available for participants registering for Monday only.
A separate registration form is required for each individual and must be accompanied by a check or purchase order made out to VRI at UVM. Registrations and checks or purchase orders can be mailed to: Vermont Reads Institute at UVM, 250 Main Street, Ste 202, Montpelier, VT 05602.
Confirmations and Cancellations
Notice of cancellation must be given by July 30. 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. 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 802.828.0520.
Schedule of Events
Monday
7:30-8:45: Registration & Continental Breakfast
8:45-11:15: Welcome and Keynote by Donna Scanlon
12:00-1:00: Lunch
1:00-3:00: Mini Strands
3:15-3:30: UVM Course Registration (Mandatory for those interested in taking it for credit)
Tuesday-Wednesday
7:30-8:45: Registration & Continental Breakfast
8:45-11:15: Full Strands
12:00-1:00: Lunch
1:00-3:00: Full Strands
3:15-3:30: LLI Member Opening Session (Tuesday only)
Hotel Information
Stoweflake Mountain Resort and Spa
PO Box 369 | 1746 Mountain Road | Stowe, Vermont 05672
802.253.7355 or 800.253.2232
www.stoweflake.com
Check in: 3:00pm
Check out: 11:00am
Room Rates: $169-189/per night
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 room rate. There is a one night non-refundable deposit. Any cancellations will be charged to that deposit. For further accommodation options and information, visit www.gostowe.com.
Stoweflake Mountain Resort and Spa accommodations can be arranged by calling 802.253.7355.
