The Impact of Poverty on Education – How Educators Can Be the Difference
October 18, 2013, 8:00 am – 12:00 pm
Minsky Recital Hall, Orono, Maine
Audience: open to the public/free of charge
Dr. Donna M. Beegle is an authentic voice who speaks, writes and trains across the nation to break the iron cage of poverty. She is the author of See Poverty, Be The Difference and An Action Approach to Educating Students Who Live in the Crisis of Poverty. Donna’s inspiring story and work have been featured in newspapers around the nation, on local TV and on national programs such as PBS. For 23 years, Donna has worked with educators, justice professionals, health care providers, social service agencies, and other organizations who want to make a difference for those living in the crisis of poverty. She was selected 2008 National Speaker of the Year by the New Mexico State Bar Foundation. In 2010, Portland State University’s School of Social Work dedicated the Donna M. Beegle Community Classrooms in her honor. In 2011, she won the Oregon Ethics in Business award.
October 24, 2013, 9:00 am – 3:00 pm
Wells Conference Center, Orono, Maine
Audience: Middle/Secondary Teachers and Literacy Coaches
Gay Ivey is Professor and the Tashia F. Morgridge Chair in Reading at the University of Wisconsin-Madison. Her work centers on the instructional contexts that support engaged reading for adolescents, and in particular, for older students who remain inexperienced as readers and writers. She is the co-author of several books, including Creating Literacy Rich Schools for Adolescents (with Douglas Fisher), and she has published a range of empirical research and practitioner-related articles in journals such as Reading Research Quarterly, The Reading Teacher, Journal of Adolescent & Adult Literacy, Language Arts, and Phi Delta Kappan.
This workshop will focus on arranging for students to become strategic, resilient readers and to participate in productive conversations about complex texts. We will begin the day by examining recent research on the outcomes of engaged fiction reading for adolescents (Ivey & Johnston, 2013) that emphasizes not only growth in strategy use and literary analysis skills, but also social, emotional, moral, and intellectual development, even for the least experienced of readers. We will then examine the literature that engages students and its relationship both to the Common Core State Standard’s criteria for text complexity and to complex adult-level fiction. We will explore the nature of student conversation about text and how to arrange for student-led talk, which is a critical context for addressing/meeting/exceeding the CCSS.
This workshop will also center on processes that are effective in helping students develop both engagement and skill with non-fiction texts. Instead of separating fiction from non-fiction reading instruction, we will explore a model wherein high-interest fiction serves as the fuel for developing deep interest in real-world topics, and thus, in the complex non-fiction texts that expand thinking on these topics. This will include possibilities for student development of fiction/non-fiction text sets. We will explore the uses of a wide range of nonfiction texts and strategies for mentoring students’ uses of them within personally meaningful inquiry.
When students read compelling texts that have relevance for their lives, they will stretch themselves to their limits and beyond when the text gets difficult, and they will continue to think about what they read long after those close the book. They develop sophisticated strategies for making sense of text. They recruit others to talk through and about complex texts, and they seek other perspectives. When books are conceptually tricky, but interesting to them, students will approach texts as problems they are eager to solve. In other words, with engaged reading in the right texts, so much of what we might attempt to “teach” becomes eminently more possible for students to learn.
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.
Vygotsky discussed the concept that language reflects 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 findings 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.
March 27, 2014, 9:00 am – 3:00 pm
Wells Conference Center, Orono, Maine
Audience: Grades 1-5
Pat Johnson has supported both students and teachers as an elementary school reading teacher for 25 years. Most of her career has been in schools with diverse populations in Fairfax County, Virginia. She is a Reading Recovery trained teacher and was also an adjunct faculty member for George Mason University. Presently, as a literacy consultant, Pat provides staff development for various school districts nationwide and has presented at state and national conferences. She is the author of One Child at a Time: Making the Most of Your Time with Struggling Readers, K-6 and co-author of Catching Readers Before They Fall, K-4, both books from Stenhouse.
How can we support readers who are still struggling in grades 3-5? What have we learned from our early intervention efforts that apply to this group of students? Pat will focus on modeled, shared, and guided reading lessons that help students build a reading processing system. Included in this presentation will be lessons that spotlight questioning, visualizing, inferring, and so on, without teaching the strategy for strategy sake.
What does the teaching of poetry entail BEYOND ‘poetry month’ and ‘formula poems’? No matter the grade level, we can use poetry to advance students’ comprehension and writing abilities. Pat Johnson will share many ideas for using poetry within the context of a reading/writing workshop.
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