Literacy Now

Institute 15: Students Make the Difference in Word Study: Practical Applications to Differentiate your Instruction with Diverse Learners

Reading Today Online asked all of the institute chairpersons for IRA San Antonio to respond to three questions designed to give our readers and all of the prospective attendees a better understanding of the insights and benefits they will gain from attending these day-long programs. Below are responses from Karen Carpenter, Coker College, SC, and Sarah Negrete, Great Basin College, NV.

What is the professional urgency that this institute is designed to address?

Active and engaged students make a difference in learning. With the Common Core State Standards providing both the structure and the freedom to teach with an inter-disciplinary, holistic approach, there is no better time to involve students in their own word study. Take advantage of the natural shift in teaching and learning to learn how to engage students and why the instructional strategies meet the rigor of the CCSS.

This institute is designed to emphasize student success. What better way to motivate students than to create a learning environment in which they continually challenge themselves and participate in their learning? The word study approach to teaching phonics, spelling, and vocabulary melds with children’s desire for enjoyable lessons. The principles students are learning are guided by the teachers’ knowledge and application of best practices in literacy—understandings that will be learned in this institute.

The reading, writing, vocabulary, and spelling strategies presented in this institute encompass and build upon a rich understanding of the CCSS Reading Foundational Skills. Each of the session’s literacy strategies work as a unit to promote language, reading, writing, and spelling across disciplines and grade levels. You will leave the institute with a renewed sense of vigor for teaching literacy!

What types of literacy professionals is the institute designed for?

Classroom teachers, special education teachers, Title I teachers, literacy specialists, reading coaches, school or district administers, and undergraduate and graduate students will not want to miss this opportunity to learn about word study.

How will attendance at this institute help those literacy professionals “make a difference” in their work?

In this institute, participants will learn how word study makes a difference in children’s literacy development. This institute provides a unique professional development opportunity for educators to learn from the experts in the field of word study and the authors of Words Their Way. Participants will learn how the inquiry method of studying words leads to a deeper conceptual understanding of English orthography and vocabulary.

Through keynote and break-out presentations, the institute offers participants the opportunity to interact closely with nationally recognized literacy researchers in the following ways:

• Keynote: Word Study Instruction with Diverse Learners 
  Donald Bear, Iowa State University, Ames, IA
  See in pictures and videos word study instruction that is part of tiered and differentiated instruction. The examples come from classrooms and tutoring programs with English learners and struggling readers.
  
  
• Keynote: “Deep” Reading of Words: Vocabulary Learning in Depth across the Disciplines 
  Shane Templeton, University of Nevada-Reno, Reno, NV
  In the context of the Common Core expectations, we will explore how teachers can take students in the intermediate grades and beyond into fascinating investigations of the vocabulary they will need to learn, exploring meaning, structure, and history.
  
  
• Session 1: Fortifying Your Word Study with Vocabulary-Learning Strategies 
  Lori Helman, University of Minnesota, Minneapolis, MN
  As students examine the sounds and spellings of words it is important that they know what each word means. Many English learners or students with less than robust vocabulary repertoires require embedded vocabulary instruction during word study time. This session, designed for those work with PK-4th grade students, demonstrates multiple ways to embed engaging vocabulary learning during common word study activities.
  
  
• Session 2: What’s development got to do with it? Teaching reading, writing and word study in the elementary classroom? 
  Kristin Gehsmann, St. Michael’s College, Colchester, VT
  In this era of high stakes testing and grade specific standards, it’s never been more important to teach in a developmentally way. Teachers who differentiate literacy instruction based on students’ developmental levels see learning advance more quickly and students’ gains are more likely to be maintained over time. This session will orient participants to the developmental model of word knowledge that serves as a foundation for effective literacy instruction.
  
  
• Session 3: An Alternative to Teaching Sight Words: Using Personal Readers to Teach Concept of Word and Build a Sight Word Vocabulary 
  Karen Carpenter, Coker College, Hartsville, SC 
  Sarah Negrete, Great Basin College, Elko, NV
  A strong sight word vocabulary is important for beginning readers. Although the Preprimer Dolch Word list serves as a valuable teacher resource for the most common words found in books, the teaching and learning of these words does not have to occur in isolation, in a particular sequence, or at the same pace. Through personal readers and leveled texts, students acquire these words naturally as they engage in a variety of activities that support the development of a sight word vocabulary.
  
  
• Session 4: Code-breaking the Core: Using morphology to crack academic vocabulary 
  Kara Moloney, UC Davis, Davis, CA
  With the implementation of the Common Core, students are expected to understand and use academic vocabulary with increasing degrees of sophistication. This is nothing new: decades of research tells us that success with the language of school depends, in large part, on a student’s ability to access, appreciate, and appropriate academic vocabulary. Many teachers do not know that they already possess the essential code-breaking skills needed to help students succeed with academic language: an innate and tacit understanding of morphology. Approximately 80% of the words in academic English are morphologically analyzable, which makes effective, systematic, and direct instruction in morphology a vital teaching tool. In this break-out session, participants will remind themselves of their own expertise with morphology (really!), and experiment with hands-on tools students can use to crack the code of academic vocabulary.
  
  
• Lunch
  
  
• Keynote 2: Positioning Students as Active Learners through Word Study
  Francine Johnston, The University of North Carolina, Greensboro, NC
  Traditionally students have been given rules and words to memorize through drill and practice in order to master phonics, spelling and vocabulary. But these important components of literacy can be easily taught as inquiry. By sorting words into categories, comparing, analyzing, and thinking, students can make their own discoveries about words. In the process they are not only more likely remember linguistic insights, but also come to see themselves as capable problem solvers.
  
  
• Session 5: Strengthening Word Study Instruction with Formative Assessment Practices – Effective teaching begins with assessment in mind
  Darl Kiernan, Washoe County School District, Reno, NV
  This session guides educators through the process of selecting and analyzing spelling inventories in order to group students for differentiated instruction. Participants will explore a variety of ways in which formative assessment practices can be used to guide purposeful word study instruction over time.
  
  
• Session 6: Building Vocabulary through the Content Are
  Latisha Hayes, University of Virginia, Charlottesville, VA
  Kevin Flannigan, West Chester University, West Chester, PA
  It is more and more clear that vocabulary instruction takes a village and permeates the curriculum across subject areas. This session will hone in on vocabulary instruction in the middle and high school grades, exploring the growing role content area teachers now play. The presenters will not only provide guidelines for domain-specific, generative, and academic vocabulary instruction but will also provide real-life examples of content area units focusing on multi-faceted vocabulary grow.
  
  
• Session 7: Words Their Way for Parents: How Teachers Can Guide Parents to Understand and Reinforce Developmental Spelling for their Children
  Michelle Picard, Arlington Public Schools, Arlington, VA
  Alison Meadows, Arlington Public Schools, Arlington, VA
  This session will focus on how districts, schools, and individual teachers can support parents to both understand and reinforce developmental spelling instruction and overall best practices in literacy. Presenters will share a Word Study Workshop for Parents including a parent friendly overview of developmental spelling, interactive demonstrations of essential routines and engaging games and activities. Participants will also learn to address frequently asked questions and provide specific tips for parents.
  
  
• Session 8: Going Beyond the Sort
  David Smith, East Central University, Ada, OK
  This session will focus on “talk” and getting student to think beyond the sort. Participants will learn strategies to encourage students to think and talk deeply about the features being studied. We look forward to seeing you all at this institute.

Registration Information: This preconference institute will be held at the Henry B. Gonzalez Convention Center in San Antonio, Texas from 9:00 a.m. to 5:00 p.m. on Friday, April 19 before the 58th International Reading Association Annual Convention begins on Saturday, April 20. Register online for this or another institute and/or to register for the annual convention. Call 888-294-9167 or 415-979-2278 to find out how to register by phone, fax, or mail. To learn more about convention events in San Antonio, visit the annual convention website and the online itinerary planner (iPlanner), or read more Reading Today annual convention articles.

Institute 7: Adolescent Literacy in the 21st Century: An Exploration of Current Research, Policy, Pedagogy, and Adolescent Engagement

Reading Today Online asked all of the institute chairpersons for IRA San Antonio to respond to three questions designed to give our readers and all of the prospective attendees a better understanding of the insights and benefits they will gain from attending these day-long programs. Below are responses from Heather Casey, Rider University, and Carol Hryniuk-Adamov, Child Guidance Clinic Winnipeg School Division, and University of Manitoba Winnipeg Manitoba, CA.

What is the professional urgency that this institute is designed to address?

The Adolescent Literacy Institute was developed by the 2012-2013 IRA Adolescent Literacy Task Force in an effort to enhance understanding of the newly revised IRA Adolescent Literacy position statement and to offer educators pathways for considering the shifts the newly adopted U.S. Common Core State Standards in English/Language Arts and the Common Core in English Language Arts & Literacy in History/Social Studies, Science, and Technical subjects have created in many schools.

Understanding how to best support adolescents' literacy with the changing demands of the 21st century and the recent policy shifts requires skilled educators who are able to draw on multiple tools and work collaboratively to support student learning and professional growth. This institute is designed to offer a range of resources to support these goals and connects carefully to the newly revised Adolescent Literacy position statement IRA released in June 2012.

This institute grounds the newly revised Adolescent Literacy position statement with specific pedagogy and research that supports the implementation of the principles designed to support adolescent literacy development in the 21st century. The range of the professional expertise of the presenters includes teacher educators, k-12 supervisors, middle and secondary literacy coaches, reading specialists, classroom teachers, and professional and young adult authors. This offers participants a deep look into the multifaceted needs of engaging adolescents in the 21st century. The frequent opportunities for interaction as well as the choices afforded participants, will enable them to build the day according to their needs.

Institute 7 promises a rich learning experience for all. Throughout the day, IRA resources and authors are highlighted to support the newly revised position statement.

What types of literacy professionals is this institute designed for?

It is designed for educators who work with adolescents as well as teacher-educators.

How will attendance at this institute help those literacy professionals “make a difference” in their work?

This institute is an interactive forum for the dissemination of current research and promising practices in the field of adolescent literacy. Each of the keynotes, interactive sessions, poster sessions as well as the panel draws on original research that speaks to promising practices in one or more of the key areas of the newly revised IRA Adolescent Literacy position statement.

Opening and Keynotes

The day includes a comprehensive opening and two keynote talks delivered by IRA leaders and experts in the field. The opening offered by IRA President Elect Maureen McLaughlin will highlight current policy and positions of the International Reading Association. The first keynote presented by Cynthia Shanahan focuses on current research and pedagogy in the field of disciplinary literacy and its relationship to supporting adolescent literacy development, and a second by an International award winning young adult author Deborah Ellis who hails from Canada. Deborah focuses on global civic engagement and issues of social justice. See her many publications that have enabled young adolescents to understand how then can make a difference in our world. 

Breakout Sessions

The range of breakout sessions offered both in the morning and afternoon continues the conversation of policy, research, pedagogy, and adolescent engagement in the 21st century with a focus on specific topics, research, and practical classroom strategies for instruction and assessment. These include descriptions of national and international projects designed to support the shifting literacy needs of adolescents in particular contexts, specific sessions on topics connected to disciplinary literacy, new literacies and supporting the cultural and linguistic literacies of our global population along with sessions devoted to engaging adolescent readers.

Gallery Walk

The day also includes a Gallery Walk where presenters share posters of their work and participants engage in informal, interactive dialogue with our range of experts on how what is being shared connects to the participants' professional lives. This also provides participants the opportunity to interact with presenters who they may not have had the opportunity to see in the specific breakout sessions.

Panel and Town Hall

The day closes with a panel of adolescent literacy experts who will discuss current trends and future directions. This forum will be used to engage participants in a "town hall" style dialogue about the field and the relationship of the day's learning to participants' contexts.

Presenters

The presenters for institute 7 include:

Donna Alvermann, University of Georgia, Athens, GA
Carol Hryniuk-Adamov, Winnipeg School Division, and University of Manitoba Winnipeg, Manitoba, CA
Judith Dunkerly – Bean Innovations International Charter School of Nevada, Las Vegas, Nevada
Tom Bean, UNLV, Las Vegas, Nevada
Deanna Birdyshaw, University of Michigan, Ann Arbor, MI
Karen Bromley, Binghamton University, SUNY, NY
William G. Brozo, George Mason University, VA
Doug Buehl, Edgewood College, Madison, WI
Heather Casey, Rider University, Lawrenceville NJ
Aubrey Comperatore, University of North Carolina, Chapel Hill, NC
Deborah Ellis, Groundwood Books, Toronto, Ontario, Internationally recognized and award winning author
Cynthia Greenleaf, WestEd Strategic Literacy Initiative, CA
Anastasia Gruper, Bernotas Middle School Assistant Principal, Crystal Lake, IL
Gay Ivey, University of Wisconsin-Madison, Madison, WI
Mal Keenan, middle school literacy coach, Crystal Lake, IL
Penny Kittle, K-12 literacy coach and high school English teacher, Kennett High School,  Conway School District, NH
Belinda Laumbach, New Mexico Highlands University, Las Vegas, New Mexico
Jill Lewis-Spector, Vice-President of IRA, New Jersey City University, Jersey City, NJ
Amy MacCrindle, middle school literacy coach, Crystal Lake, IL
Maureen McLaughlin, President-Elect of IRA, East Stroudsburg University of PA, East Stroudsburg, PA
David Moore, Arizona State University, Phoenix, AZ
Victoria Oglan, University of South Carolina, Columbia SC
Thomasina Piercy, Supervisor K-12 Reading, Carroll County, MD through 2011; Author and Consultant
William Piercy, Supervisor Leadership Development, Carroll County, MD Author and Consultant
Carol Santa, IRA Past President, Montana Academy, Kalispell, MT
Cynthia Shanahan, University of Illinois at Chicago, Chicago
Sharon Rent Stein, Howard County Public Schools, Maryland
Mary Styslinger, University of South Carolina, Columbia SC
Cris Tovani, Overland High School, Aurora, Colorado
Ann Yanchura, middle school literacy coach, Crystal Lake, IL

Registration Information: This preconference institute will be held at the Grant Hyatt in San Antonio, Texas from 9:00 a.m. to 5:00 p.m. on Friday, April 19 before the 58th International Reading Association Annual Convention begins on Saturday, April 20. Register online for this or another institute and/or to register for the annual convention. Call 888-294-9167 or 415-979-2278 to find out how to register by phone, fax, or mail. To learn more about convention events in San Antonio, visit the annual convention website and the online itinerary planner (iPlanner), or read more Reading Today annual convention articles.

“That is great news! Thank you very much,” was Rick J. Dillon’s response when the International Reading Association told him that he had just won a Kindle Fire HD tablet and a $50 Amazon gift card to purchase IRA books in the 2013 Annual Convention registration contest.

Anyone who registered for the IRA 58th Annual Convention in San Antonio before February 15, 2013, 11:59 p.m. PST was automatically entered to win.

Rick is a literacy trainer in the Office of Title I at Brevard Public Schools in Viera, Florida. He’s been an IRA member since 2004 and has attended several IRA conventions.

His favorite convention was the 2011 Power of Literacy Convention that was held in Orlando. “Goldie Hawn and Tony and Lauren Dungy were outstanding keynote speakers,” he recalls. “Their passion for literacy was evident with every word they spoke.”

For this year’s convention, he’s especially looking forward to attending Institute 15: Students Make the Difference in Word Studyon Friday, April 19. “Our district is really trying to change the mindset of teachers when it comes to vocabulary and spelling instruction,” Rick says. “We are trying to shift from the lower levels of application and move them to the construction and deconstruction stage.”

He’s also looking forward to Addressing the Common Core State Standards: Effective Vocabulary Instruction to Enhance the Comprehension of Complex Texts on Saturday, April 20 and Reading/Language Arts and Mathematics via Common Core: Making Connections Common in the Elementary Grades on Sunday, April 21.

The tablet contest wasn’t the only registration offer this year, though. A VIP package will be awarded to one lucky convention registrant on March 28. This package* includes a $100 gift card to Boudro's, a $100 gift certificate to Paesanos Riverwalk, four tickets to the Rio San Antonio Cruises River Tour, a room upgrade at an official IRA Convention hotel, up-front seating reserved at all three General Sessions, a VIP meet and greet with select speakers, a $100 voucher toward the purchase of books and merchandise at the IRA Bookstore, and a one-year online membership to IRA.

The IRA Annual Convention will be held at the Henry B. Gonzalez Convention Center in San Antonio, Texas from Friday, April 19 to Monday, April 22, 2013. Register online or call 888-294-9167 or 415-979-2278 to find out how to register by phone, fax, or mail. To learn more about convention events in San Antonio, visit the annual convention website and the online itinerary planner (iPlanner), or read more Reading Today annual convention articles.

* Prize package subject to change. Anyone who registers or has registered for IRA’s 58th Annual Convention and booked an IRA Convention hotel on or before 11:59PM PST, on March 22, 2013 will be entered to win. Enter promotion code AC1309G when prompted.

Institute 9: Best Practices in Literacy Leadership: Nurturing Development through Sustainable Learning and Creative Change

Reading Today Online asked all of the Institute Chairpersons for IRA San Antonio to respond to three questions designed to give our readers and all of the prospective attendees a better understanding of the insights and benefits they will gain from attending these day-long programs. Below are responses from Institute 9 Chairs Cindy Lassonde and Kristine Tucker.

What is the professional urgency that this Institute is designed to address?

Literacy leadership is contextualized by the realities of high-stakes testing, accountability measures, teacher development initiatives, data-driven literacy programs for K-12 students, acclimation to the new Common Core State Standards, and a shifting landscape regarding teacher evaluation procedures. Mirroring the super-charged pace of life in general, literacy leadership responds to the prioritizing and re-prioritizing of local, educational needs defined by 21st century college and career readiness goals. 

But, what would happen if we took pause? What might result if within this pause we ask, "How might we perceive and build a different kind of literacy leadership pedagogy or praxis when 'need' is defined as nurturing the development of sustainable learning, creative change, and renewal?" 

Working within a professional landscape increasingly defined by quantitative means necessitates the clearing of space for this kind of inquiry and exploration. Best Practices in Literacy Leadership: Nurturing Development through Sustainable Learning and Creative Change is a qualitative conversation and inquiry into what it means to be a literacy leader when “need” is reconsidered and defined as sustainable learning, creative change, and renewal.

What types of literacy professionals is the Institute designed for?

This institute is designed for anyone who identifies as a stakeholder in advancing literacy leadership. All voices are welcome.

How will attendance at this Institute help those literacy professionals “make a difference” in their work?

Best Practices in Literacy Leadership: Nurturing Development through Sustainable Learning and Creative Change celebrates educators as literacy leaders, adult learners, and agents of social change. This institute will change how literacy leaders conceptualize, approach, and engage literacy leadership as participants fold new tools and strategies into their developing repertoire. This institute offers a variety of practical leadership strategies to create responsive, respectful, and sustainable learning communities nurturing growth, development, and transformation.

Registration Information: This preconference institute will be held at the Henry B. Gonzalez Convention Center in San Antonio, Texas from 9:00 a.m. to 5:00 p.m. on Friday, April 19 before the 58th International Reading Association Annual Convention begins on Saturday, April 20. Register online for this or another institute and/or to register for the annual convention. Call 888-294-9167 or 415-979-2278 to find out how to register by phone, fax, or mail. To learn more about convention events in San Antonio, visit the annual convention website and the online itinerary planner (iPlanner), or read more Reading Today annual convention articles.

Sold Out!

Institute 14: Listening to the Voices of Struggling Readers and Writers: What They Want Educators to Know

Joan Williams

Reading Today Online asked all of the Institute Chairpersons for IRA San Antonio to respond to three questions designed to give our readers and all of the prospective attendees a better understanding of the insights and benefits they will gain from attending these day-long programs. Below are responses from Institute 14 Chair Joan Williams from Sam Houston State University. 

What is the professional urgency that this Institute is designed to address?

In almost every classroom in the United States, there are students who struggle with reading and writing. This fact is well documented.  Do we look at the challenges of these students as a glass half empty or do we consider their incredible strengths in problem solving, critical thinking, and comprehension? This institute will concentrate on the voices of these students and ways to honor their contributions as we support their challenges with literacy.

What types of literacy professionals is this Institute designed for?

Institute 14 will be beneficial to many levels of educators, including elementary and secondary teachers, administrators, language arts coordinators, reading specialists, dyslexia specialists, Title I teachers, and university educators.

How will attendance at this Institute help those literacy professionals “make a difference” in their work?

Institute 14 will assist literacy professionals in making a difference in their work in several ways.

Three keynote addresses will be given throughout the day from well-known and respected scholars in the field of literacy education:

• Keynote I will be given by Donalyn Miller, the author of The Book Whisperer;
• Keynote II will be given by Dr. Richard Allington, well known scholar in the field of  struggling readers;
• Keynote III will be given by Dr. Hannah Gerber from SHSU, who will talk about understanding learning spaces available in our digital culture.

There are also ten breakout sessions throughout the day that will examine from multiple perspectives the issues and strengths of students who are challenged by literacy:

• Listening to the Voices of Struggling Students
• The Case for Sensible Fluency Development
• Dyslexia and Retention
• The Power of Performing Text as a Motivational Tool
• Giving Voice to Second Language Writers
• What Struggling Writers Want Educators to Know
• Tools for Independent Reading
• What Struggling Readers and Writers Want Principals to Know
• Language Learning in Virtual Communities
• What Educators Need to Know about Informational Writing and Struggling Students

Registration Information: Yes, the institutes do sell out! If you are interested in this institute, you may also like Institute 13: Making a Difference through Writing: The Other "R" in Literacy or many of the other institutes offered. Preconference institutes will be held at the Henry B. Gonzalez Convention Center in San Antonio, Texas from 9:00 a.m. to 5:00 p.m. on Friday, April 19 before the 58th International Reading Association Annual Convention begins on Saturday, April 20. Register online for an institute and/or to register for the annual convention. Call 888-294-9167 or 415-979-2278 to find out how to register by phone, fax, or mail. To learn more about convention events in San Antonio, visit the annual convention website and the online itinerary planner (iPlanner), or read more Reading Today annual convention articles.