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Teaching for Tomorrow: Promoting Lifelong Learners Through Challenging and Strategic Work with Linda Dorn
August 5-6, 2013, 9:00 am – 3:00 pm
Wells Conference Center, University of Maine
Audience: PreK-8 School Teams
Dr. Linda J. Dorn is a Professor of Reading Education and Director of the Center for Literacy at the University of Arkansas at Little Rock. Her 30 years of experience in education include teaching, professional development, and support at all levels of the system from primary through tertiary. Her work also includes the development and implementation of the Partnerships in Comprehensive Literacy Model and the Comprehensive Intervention Model, which are widely implemented in states across the nation including Arkansas, California, Georgia, Iowa, Illinois, Indiana, Kentucky, Maine, Michigan, Missouri, Tennessee, Washington, Wisconsin and Wyoming. These initiatives are recognized as exemplary models for continuous school improvement in education.
Dr. Dorn is the co-author of Apprenticeship in Literacy (2nd ed., 2012), Scaffolding Young Writers (2001), Shaping Literate Minds (2001), Teaching for Deep Comprehension: A Reading Workshop Approach (2005), and Literacy Task Cards (2001), as well as the video staff development series Organizing for Literacy (1999), Results that Last (2003), Developing Independent Learners (2003), Collaborative Conferences (2007), Interventions that Work: Guided Reading Plus Group (2009), Interventions that Work: Comprehension Focus Group (2009), Small Group Intervention: Linking Word Study to Reading and Writing (2009), and Interventions that Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3 (2011).
Workshop description:
To meet the increasing demands of the 21st century, students must be able to use advanced literacy skills to solve complex problems and to acquire deeper knowledge of literacy and the world. With the emphasis on rigorous environments and complex texts in the Common Core State Standards, teachers must be experts at creating differentiated instruction and scaffolding students’ learning. This summer’s institute will focus on Uive learning goals:
- Advancing teachers’ understanding of organizational techniques for creating rigorous real world experiences for all students, plus speciUic techniques for scaffolding struggling readers.
- Advancing teachers’ understanding of text complexity and the types of sophisticated literacy strategies that students must acquire in order to comprehend complex texts.
- Advancing teachers’ understanding of writing instruction and the types of crafting techniques that students must acquire in order to produce high-quality compositions.
- Advancing teachers’ understanding of the importance of aligned and congruent interventions for struggling readers and writers across classroom, Title I, and special education programs; and
- Assisting school teams to collaborate on the literacy improvement process to achieve maximum results for all children.
Click to download registration flyer
Oral Language Development: Theory into Practice
October 25, 2013, 9:00 am – 3:00 pm
Hilton Garden Inn, Auburn, Maine
Audience: Reading Recovery, Oral Language Development
Dr. Adria Klein is a professor emerita of reading education at CSU San Bernardino. She is a Reading Recovery trainer, visiting professor, and program director at Saint Mary’s College of California; this Reading Recovery international certification in early literacy and language is held by fewer than 50 professors worldwide. A former president of the California Reading Association, she also served on the International Reading Association Board of Directors. She is the author of many professional books and articles including Research in Reading Recovery, Interactive Writing, Guided Reading and Shared Reading and many children’s books. As a senior consultant for the nonprofit New Teacher Center, she has been the principal investigator for a Hewlett Foundation funded grant on oral language development for PreK – Grade 3. She also is a principal investigator for the federal i3 grant (Innovation in Instruction) for five years at Saint Mary’s College; this grant was awarded to 19 universities under the direction of The Ohio State University to provide early intervention for young children in Reading Recovery.
Workshop description:
Vygotsky discussed the concept that language reKlects thought. This session will provide an overview of the research on the foundational and instructional importance of oral language, identify participation structures that foster oral language development and equity, and support teachers in understanding the reciprocity between oral language, reading and writing.
Supporting teachers in using best practices for oral language development in the classroom promotes equity and access to instruction for all students including English Learners in the classroom community. Though there has been minimal links to practice from the oral language development research, there is tremendous potential to support teachers in a key area of instruction across the grade levels and content areas. The Kindings and research from an Oral Language Development Grant from the Hewlett Foundation to the New Teacher Center will be shared in this presentation. The focus will be on best classroom and intervention practices including sharing the open source website on oral language development with videos of classroom practice, new Language Readers to scaffold ELs, and an observational assessment tool.
