|
August 13-16
Sheraton Hotel and Conference Center
Burlington, Vermont
Keynote Address by Elizabeth Moje
Adolescent Literacy Development In and Out of School?
Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture
in Educational Studies at the University of Michigan, Ann Arbor, MI. She teaches undergraduate and graduate courses in secondary and adolescent literacy, cultural theory, and qualitative research methods. In her role as a Faculty Associate in the University’s Institute for Social Research, Moje’s research revolves around the intersection between the literacies and texts youth are asked to learn in the disciplines (particularly in science and social studies) and the literacies and texts they experience outside of school. Moje has published two books and numerous articles in journals such as the Reading Research Quarterly, Teachers College Record, Journal of Literacy Research, Journal of Adolescent & Adult Literacy, Urban Review, Journal of Research in Science Teaching, and Science Education. Moje sits on the Carnegie Corporation of New York’s Adolescent Literacy Council and is just beginning her term as Research Chair of the National Conference on Research on Language and Literacy (NCRLL). She is also a co-editor of the forthcoming Handbook of Reading Research, Volume IV.
Moje will report on some of her research findings of youth literacy practices out of school
and in school, across different content areas. She will link the findings to practical ideas for working with young people across a range of contexts and describe related professional development efforts in progress in Detroit Public Schools.
Enhancing Literacy Development in Pre-K and Kindergarten
Cathy White
This strand will explore key factors that foster literacy development for young children, based on current research. Participants will explore opportunities for integrating vocabulary, comprehension strategies, and fluency in relation to the Vermont GLE’s and Vermont Early Learning Standards (VELS). This strand will also consider the importance of student conversation around texts as a vehicle for practicing the deeper thinking needed for
reading, writing, and thinking. An overview of the Kindergarten Literature Program (KLP)
will be provided, as well as discussion of literacy “genres” at home and at school. This
will be an interactive session that will explore models for organizing emergent literacy instruction to meet the needs of developmentally diverse populations.
Using Literacy Instruction to Support not Supplant - Content Area Teaching
Ellen A. Thompson
Great inquiry based teaching of the content areas can be supported with great literacy instruction without taking away from the content. This workshop will explore the value of
an inquiry based curriculum while creating a toolkit for teachers to use in these studies. Participants will consider a frame work for supporting reading in these areas, creating an instructional toolkit that can be used all over the curriculum. Participants should come to
this strand with a unit of study in mind and in hand if possible. Text pieces usually read
will come in handy. Time will be given to explore how to enhance and renew
this existing unit given what we know about best practices in literacy instruction.
Creative Writing as a Key to Literacy
Geof Hewitt
In this strand, participants will explore their own writing of poetry and short prose pieces, with an eye toward the Grade Expectations. Group members will share their work, offering and receiving suggestions in the manner of a traditional writers’ workshop. Our conversation will also investigate how the magic of self-expression can lead reluctant readers to a full involvement in all forms of literacy.
Teaching Comprehension: Beyond Strategies
Marge Lipson
Intended Audience: Advanced session for returning participants.
Prerequisites: Previous attendance at VRI Summer Institutes and/or 9 credits of
graduate coursework in literacy, or permission of instructor. Focus: grades 3-12.
Across many contexts and settings, educators have found it difficult to “implement” comprehension instruction. Although instruction in comprehension strategies is a powerful first step in improving performance, readers (and their teachers) need help in moving toward sophisticated understanding of many texts. This workshop will explore the idea
of comprehension instruction as improvisation. Participants will consider the nature of comprehension, instructional tactics that can/should be used to support students’ development of comprehension ability, will examine/analyze discussion samples for evidence of improvisational teaching. Everyone will also read at least one intermediate-
level novel and participate in literature discussion. Participants should come to this strand with materials they are presently using for comprehension instruction (samples from their core program, texts and novel units, etc.).
“Talk Amongst Yourselves: How to Capitalize on the Instructional Power and Possibilities of Classroom Discussion”—The Whats, Hows, and Whys of Discussion in a Comprehensive Literacy Program
Mary Beth Monahan and Kathleen Harrington
Participants will explore the important role that discussion plays in a comprehensive and balanced literacy program, addressing such questions as: Why is discussion so important to literacy learning and achievement? How does discussion support and advance all other aspects of a comprehensive literacy program? How can we move from teacher-directed to student-driven discussions? How do we ensure that discussions are productive, focused, democratic, and accountable? Together, we will consider ways to promote instructionally robust discussions that enhance student engagement with and understanding of texts, topics, and ideas while honoring all voices and perspectives in the classroom. Participants will read about and try out various teaching techniques and instructional frameworks related to discussion.
Literacy Coaching: Supporting Teachers and Enhancing Reading and Writing Instruction
Pam Chomsky-Higgins
This strand is designed to integrate the knowledge of best instructional practices in literacy with the latest research in the area of literacy coaching and curricular leadership. Participants will have the opportunity to read and respond to professional literature, to watch videos of coaching episodes and react to them, and, to practice a variety of coaching skills with each other. This strand is appropriate for reading specialists, literacy coaches, administrators,
and educators (K-8) who envision themselves moving into a curricular leadership role. The content would also be most beneficial for those educators working to develop a professional learning community in their schools.
Bringing Background Knowledge to the Front
David Liben
Background knowledge plays an enormous and often underappreciated role in literacy. Vocabulary, for example, can be thought of as the “tip of the iceberg” of background knowledge. In this strand, we will explore how background knowledge enhances literacy
and how lack of background knowledge makes it more difficult. In addition to content knowledge we will look at schema and how they connect to more traditional content knowledge. We will then go on to look at ways background knowledge can be developed throughout the curriculum K-12. We will look at the roles independent reading, guided reading, technology, social sciences, natural sciences, writing - in essence every part of the curriculum – play in building background knowledge. In order to create a rich and effective learning environment, participants should bring examples of some of the text materials used in their teaching, whether trade literature, basals, science or social studies books.
Introduction to Word Study: Theory, Assessment and Instruction
Pat Nally
Participants will participate in an analysis of words from an instructional perspective. A walk through the developmental stages of spelling will include a review of what the research says about phonemic awareness, phonics, and vocabulary. A brief history of where words come from will also be included. Keeping in mind the ultimate goal of multiple exposures to words, we will explore how to increase one’s repertoire of hands-on, instructional activities with a review of word sorts, making words, phoneme-grapheme mapping, word lines,
graphic organizers, student-friendly explanations, guided meaning interactions, and much more. In our review of the work of Isabel Beck and Janet Allen on vocabulary, we will
discuss how to choose words for instruction and the basic steps for building vocabulary.
This strand is appropriate for teachers, para-educators, and administrators working with students in grades K-8.
The Vocabulary Factor: Possibilities and Approaches Gr. 2-8
Nancy Woods
The role of vocabulary in influencing reading comprehension as well as students’ overall success is well known, but our resources to act on this knowledge are often limited. In this strand we’ll investigate some core principles, and explore a range of approaches for instruction, assessment and management so that, in particular, students with gaps in vocabulary have opportunities for catching up. Topics such as how to select words, build
word consciousness, and integrate vocabulary into the overall program will be addressed. Come prepared to delve into the world of words, and plan ways to help students become more word-savvy. Participants should bring one fiction and one non-fiction text they use
with their students.
Schedule of Events
Monday:
7:30-8:45 Continental Breakfast
8:45-11:45 Welcome and Keynote Address by Elizabeth Moje
12:00-1:00 Lunch
1:00-3:00 Strands
3:15-3:30 UVM Course/Credit information session
Tuesday and Wednesday:
7:30-8:30 Continental Breakfast
8:30-12:00 Strands
12:00-1:00 Lunch
1:00-3:00 Strands
A Poetry Slam will be held on Tuesday evening.
Time and place will be announced on Monday, August 13.
Hotel Information:
Sheraton Hotel and Conference Center
870 Williston Road
Burlington, VT 05403
• Check in 3:00pm
• Check out 11:00am
• $91/night
Please make reservations directly with the Sheraton Hotel and Conference Center
by calling 802.865.6600.
• Overnight rooms are not included in your conference fee.
• You will need a credit card to make your reservation.
Registration form
Please return Registration Form by Friday, July 6. Any cancellations after July 6th will not
be refunded. A separate Registration Form is required for each individual and must be accompanied by a Check or Purchase Order made out to the VRI at UVM. You will receive registration confirmation, driving directions, and information concerning course materials, if applicable, in mid-July.
Mail Registrations to:
Vermont Reads Summer Institute
Vermont Reads Institute at UVM
110 E. State Street
Montpelier, VT 05601
Fee includes continental breakfast, lunch, snacks, and all materials.
$420 per person
$130 for UVM Credit
Copyright © 2007 Vermont Reads Institute at UVM. Site designed & hosted by Earthlogic.
|
