August 5, 6, 7
Stoweflake Mountain Resort and Spa
Stowe, VT

All In: The Role of Engagement in Children’s Learning Lives
Keynote Address by Ellin Keene

August 5, 2019 8:30am

How do we fully engage students in their work? What is the difference between compliance, participation, motivation, and engagement? In this session we will explore new thinking about four key types of engagement every teacher can identify and model in the classroom. Our goal for all students is more frequent true engagement and resulting capacity to retain and reapply what they’ve learned. Based on Ellin Keene’s new title, Engaging Children: Igniting the Drive for Deeper Learning, K- 8, participants will recall and analyze their own engagement stories and discuss ways to use the stories as models for students.

Ellin Oliver Keene has been a classroom teacher, staff developer, non-profit director, and adjunct professor of reading and writing. For sixteen years she directed staff development initiatives at the Denver-based Public Education & Business Coalition. She served as Deputy Director and Director of Literacy and Staff Development for the Cornerstone Project at the University of Pennsylvania for four years. Ellin works with schools and districts throughout the country and abroad with an emphasis on long-term, school-based professional development and strategic planning for literacy learning. Ellin is author of Engaging Children: Igniting the Drive for Deeper Learning (2018), is co-editor and co-author of The Teacher You Want to Be: Essays about Children, Learning, and Teaching (Heinemann, 2015); co-editor of the Not This, but That series (Heinemann, 2013 – 2015); author of Talk About Understanding: Rethinking Classroom Talk to Enhance Understanding (Heinemann, 2012), To Understand: New Horizons in Reading Comprehension (Heinemann, 2008), co-author of Comprehension Going Forward (Heinemann, 2011), Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2^nd edition (Heinemann, 2007, 1^st edition, 1997) and author of Assessing Comprehension Thinking Strategies (Shell Educational Books, 2006) as well as numerous chapters for professional books and journals on the teaching of reading as well as education policy journals.

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MINI STRANDS – Monday Afternoon

Check Your Texts: Disrupting Bias on Our Shelves and in Ourselves
Alysia Backman and Christie Nold
In this workshop, participants will engage with relevant, contemporary literature designed to echo the work of Dr. Rudine Sims Bishop by providing “mirrors, windows, and sliding glass doors” in which our students can see themselves and others reflected in what they read. Together, we will audit our curriculum, shelves, and selves to check for unconscious bias and disrupt inequitable practice. Participants will leave with resource lists, ideas for implementation, and next steps for personal practice. Gr 4-12

Let’s make a Lit Kit for Responsive Teaching and Active Learning
Christina Fortin and June Golato
In this interactive strand, participants will discuss student profiles (including assessment data, classroom observations, learning behaviors, etc.) to develop quick and easy literacy tools such as informal check-ins, ways to monitor progress, hands-on activities, and games as well as suggestions for home/school supports. Participants will make a Lit Kit that can be used with individual children or small groups, and are encouraged to bring a clear file box to store your materials. Gr Pre K-2

Fluency: The Link Between Vocabulary and Comprehension
Ellen A. Thompson, Ed. D.
There is nothing sweeter to a teacher’s ear than hearing his/her students read text with a clear, articulate, and passionate voice!  It is this type of reading that lets us know how deeply our learners understand the text being read. Gone is the need to read FAST, FASTER, FASTEST!  Now is the time to read with the grace the text deserves. This workshop will consider multiple ways to foster and produce more fluent readers. Why?  Because it matters for their understanding of their reading! Gr 2-6

Engagement, Agency, and Independence in the Reader’s Workshop
Rebecca Cardone
Within the Reader’s Workshop framework, student agency and independence is paramount. Students need to be given the tools and strategies that empower them to make intentional choices which move them forward as readers. Independent Reading can be a daunting component to establish and manage in an authentic, intentional way. This strand will provide teachers with the tools and strategies they need to make Independent Reading a crucial time for building student agency, as well as a time to gather key assessment data which informs instruction and makes the workshop responsive to students’ needs. Gr 3-6

Reframing Reading and Response in a Proficiency Based Classroom
Audrey Richardson
We all love our novels, but how can we approach literature both fiction and non fiction in a critical and equitable way that not only promotes exposure to important topics but also empathy and social justice. This strand would provide a reading and writing based scope and sequence as well as tips and trick for assessing reading in a proficiency setting. Participants will construct an assessment plan for reading texts and responding to literature that they can use in the upcoming school year. Gr 7-12

Odysseus, Meet Katniss: Turning “Non-Reader” Teens into Skilled, Stamina-Driven with a Blend of Class Novels and Choice Reading
Berit I. Gordon
This workshop will provide engaging structures that get students reading at higher volumes and end SparkNote reliance. We’ll look at approaches that set students up for the high volume of reading they’ll be expected to navigate independently in college and that support students who have lost (or never found) a love for reading. Through samples of student work, lesson plans, texts, and other practical resources, participants will see the following: how to strengthen comprehension at all levels, structure book clubs, encourage the habit of reading outside of class, blend the classics with contemporary texts, and address complex reading skills as well as reading for pleasure. The pace will be fairly swift, user-friendly, and engaging. Participants will leave with resources they can implement right away to help every student to succeed as a reader. Gr 6-12

Teaching Whole Class Novels Effectively
Jennifer Childress
In the era of reading workshop one may wonder, “Is it always bad practice to read a whole class novel?” Not according to Kate Roberts and her book, A Novel Approach. In this half-day strand, we’ll look at Roberts’ strategies for teaching a whole class novel in a meaningful way. Participants will think about which skills their favorite novel best addresses and which mini-lessons would support students in learning those skills. Participants will create a calendar that keeps the reading at a steady pace and prevents students from growing bored with a book. Roberts’ approach holds true to many of the philosophies of reading workshop including reading aloud, independent reading, note taking, discussions, and writing about reading. A whole class shared experience of a book is a worthwhile endeavor, and this strand will show you how to keep instruction relevant in a proficiency-based system. Gr 6-12

Engagement and Understanding: A deeper exploration of the intersection between engagement and understanding
Ellin Keene
Participants will build on the concepts introduced in the keynote to explore new thinking about intellectual engagement and the relationship between engagement and understanding. We will discuss a range of ways in which teachers and students can share responsibility for engagement through the use of comprehension strategies. Through their own reading and writing, discussion with colleagues, and the opportunity to observe a demonstration lesson with students, participants will learn a range of practical strategies to deepen understanding and engagement in learning. Participants will discuss up to date tactics for teaching reading comprehension, explore ways to help students deepen and extend comprehension of text and content area material, and earn to help students engage more completely in reading and learning Gr K-8

FULL STRANDS – Tuesday & Wednesday

Critical Project Based Research for World Readiness
Audrey Richardson
This full strand is dedicated to conducting and constructing research projects in the secondary classroom. Participants will be emersed in project-based learning practices through a proficiency-based assessment lens in order to create opportunities for student-driven social research projects in the classroom. Participants engage with the tenants project-based learning and how, when conducted with a student driven research focus, teachers can create units that empower students to interact and understand the world around them. This session will focus on the CCSS of reading, writing, language, and speaking and how they can be aligned with a student driven, community inspired research project. Participants will experiment with recording equipment,  digital design and other technology that can help them create and curate meaningful projects. Participants will have ample opportunity to create a critical framing for their own projects that promote social justice and empathy in their classrooms. Gr 7-12

The Reading Workshop in the Elementary Classroom
Gayle Moskowitz
Reading Workshop is an ideal framework for literacy instruction that provides opportunities for meeting the Common Core State Standards. 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. Grades 2-6

Exploring Our World Through Nonfiction
Melinda Robinson
In this full strand, we will investigate the value of helping our students explore their world through nonfiction reading. We will examine how powerful questions can drive powerful research. We will also discover how to maximize nonfiction reading in our curriculum. The ultimate goal of the strand is to develop a year-long plan for implementing a nonfiction readers workshop into our classrooms. Gr 2-8

The Writer’s Workshop in the Elementary Classroom
Rebecca Cardone
The Writer’s Workshop provides an ideal framework for providing students with a predictable and structured time for writing and writing instruction. Participants will learn how to establish and manage a Writer’s Workshop in their classroom. Topics such as launching a Writer’s Workshop, writer’s notebooks, components of a workshop, and using assessment to drive instruction will be covered. Ongoing discussion, reflection, and planning will allow participants to leave with a toolbox full of strategies and ideas for establishing a Writer’s Workshop in their own classrooms. Gr K-6

Social Issues Reading Workshop
Jenn Childress
Social issues take center stage in our politically charged world, and our students witness the push and pull of these issues first hand in many parts of their lives.There is no better way to develop respectful and productive discourse about social issues than in a reading workshop. Through small group conversations, students will develop a foundation for productive discourse including knowing and applying vocabulary and important concepts. In this strand, teachers will develop vocabulary lists and explore strategies for instructing these words in ways that will transfer to discussions and writing about chosen topics. Participants will explore ways to incorporate multimodal texts into instruction to build important background knowledge as well as use the Lucy Calkins’ Units of Study to plan read alouds, mini-lessons and formative assessments. Throughout the two day strand, numerous books will be highlighted to help teachers choose text sets that will reach all readers. Participants will create a unit plan that has elements of proficiency based learning at its core. Gr 6-12

Guided Reading Grows Up…Using Small Groups to Teach and Inspire Your Readers!
Ellen A. Thompson, Ed. D.
Are you trying to “stay true” to guided reading?  Has it become a bit stale? Is it something you and your students have to do?  This course will investigate the many reasons to group students for instruction during your literacy block.  How do we know when to group and what to teach the group when we have one. The book, What are you grouping for? How to guide small groups based on readers – not the book, written by Julie Wright and Barry Hoonan will guide our thinking as we uncover five teaching moves for generating great groups and eager readers! Gr 2-8

Teaching Students to Talk About Author’s Craft
Hilary Kissel
Participants will learn about the specific elements of author’s craft, ways to help students think and talk about them, how these elements build from grade 3 to grade 5, and various resources, both print and digital, for finding text to investigate author’s craft.   Both fiction and nonfiction will be discussed. Planning time for implementation of ideas in the classroom will be included. Gr 3-5

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Registration Information

• Monday only: $250 per person*
• Monday, Tuesday & Wednesday: $715 per person by April 15, $730 per person afterwards*
• One Graduate Credit option available from Northern Vermont University: $280
• A Team of 5 Registrants from the same school or district will be given a team rate of $715/person (no early bird discounts apply). 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.
  Use PROMO code TEAM.
• A separate registration form is required for each individual and must be accompanied by a check or purchase order.
• Return registration forms by July 31, 2019.

Registrations and checks or purchase orders can be mailed to:

Partnerships for Literacy and Learning
250 Main Street, Ste 202
Montpelier, VT 05602

*Includes continental breakfast, lunch, and all materials.

Confirmations and Cancellations: A $30 cancellation fee will apply to all registrants who cannot attend. Notice of cancellation must be given by July 19. 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. If paying with a purchase order, please be sure to obtain permission from the school district to register. If the school district does not come through with the purchase order, the conference attendee will be responsible for the conference fees. No-shows will be invoiced and subject to collection for the full amount. A substitution of a registrant may be made at any time. Returned checks will be charged $35. You will receive a confirmation by e-mail. If you do not receive a confirmation, please contact the PLL office to ensure that you are registered at [email protected]

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: $190-220/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 PLL conference to get the discounted room rate. There is a one night non-refundable deposit. Any cancellations within 30 days of the reservation will be charged that deposit. For further accommodation options and information, visit www.gostowe.com

Schedule of Events

Monday
7:30-8:45    Registration & Continental Breakfast
9:00-12:00 Welcome and Keynote by Ellin Keene
12:00-1:00  Lunch
1:00-3:00    Mini-strands
3:15-3:30     Course registration (Mandatory for those receiving graduate credit)

Tuesday & Wednesday
7:30-8:30   Registration & Continental Breakfast
8:30-12:00 Full Strands
12:00-1:00  Lunch
1:00-3:00    Full Strands