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LITERATE BEGINNINGS, LITERATE LIVES
 
CIRR NATIONAL READING RECOVERY & EARLY LITERACY LEARNING CONFERENCE
 
FEBRUARY 13-14, 2014
 
 
 
 
CIRR NATIONAL EARLY LITERACY LEARNING CONFERENCE 2014
 
LITERATE BEGINNINGS, LITERATE LIVES
FEBRUARY 13 & 14, 2014
The CIRR National Conference offers an outstanding professional development experience for teachers, principals and senior administrators interested in expanding common understandings and effective practices to maximize student learning and prevent failure.
 
This year’s theme: LITERATE BEGINNINGS, LITERATE LIVES captures the focus of the conference. The Keynote Speakers, Featured Presenters and Breakout sessions truly offer something for everyone involved in early literacy teaching – Reading Recovery teachers, Reading Specialists – Literacy Coaches and Coordinators, Kindergarten teachers, ECEs, Grade1-3 classroom teachers, Resource, ELL and Special Education teachers.
KEYNOTE SPEAKERS
Stuart Shanker    Distinguished Research Professor of Philosophy & Psychology, York University
 
Dr Shanker served as Director of the Council of Human Development for ten years; Director of the Canada-Cuba Research Alliance for six years; and he was President of the Council of Early Child Development in Canada for two years. Over the past decade he has served as an advisor on early child development to government organizations across Canada and the US and countries around the world, among them Australia, Bosnia, Colombia, England, Hungary, Ireland, Mexico, New Zealand, Northern Ireland, Peru, Romania, and Serbia. Most recently he served as the 2012 Thinker in Residence for Western Australia.  He is currently rolling out a self-regulation classroom initiative with several Superintendants under the auspices of the Ministry of Education in British Columbia. Friday
PLEASE NOTE: Due to unforseen personal circumstances , Dr Shanker will be unable to be at the conference. We are very pleased to announce that two members of his team-  Jeremy Burman, Associate Director of the MEHRIT self-regulation project and Professor of Psychology,York University and Amanda Binns, from Dr Shanker's Clinical team, will present on the theory and practice of self-regulation.
Mary Rosser        Reading Recovery Trainer, University of Maine
 
Intentional Teaching: The Heartbeat of Instruction
Intentional teaching is inextricably linked to, and a product of, teacher knowledge.
It is enacted through teacher dialogue and the specific language choices teachers use to promote powerful, self regulated literacy learning.  This presentation explores the power of teacher language in promoting accelerated literacy learning for students who struggle with reading and writing. Thursday
 
Itah Sadu     Storyteller, Author of Children's Books
 
Storytelling is Married to Reading Recovery
Itah Sadu is an award winning storyteller and best-selling children’s author. She has published How the Coconut Got its Face, Name Calling, Touch of the Zebras,Christopher Please Clean Up Your Room, and Christopher Changes His Name (available in French),and Mathieu DaCosta First to Arrive. She is co-owner of popular Toronto bookstore, A Different Booklist (Bathurst & Bloor). Itah is sure to delight both young and old with her stories and her enthusiasm. Friday
 

FEATURED SPEAKERS
Allyson Matczuk         Reading Recovery Trainer, Western Region, Canada
 
Reading Recovery: A Model for Empowering Professionals
Teachers make the greatest difference to student learning everywhere in the education field.  In this session we will explore how teacher and teacher leader training fulfill the criteria for excellence in professional development. Friday
Janice Van Dyke         Reading Recovery Trainer, Central Region, Canada
 
Attempting a New Book with Help
What does it mean to be a helpful teacher during the first reading of a book? In this interactive session we will work within Literacy Lessons Designed for Individuals Part Two Section Nine and examine Reading Recovery procedures that relate to the first reading of the book with help. We will look at examples of teacher and child interactions that bring these procedures to life.  Finally, we will explore options for teaching after the first reading, which help to tie up the whole reading experience for our students. Thursday
 
Yvette Heffernan   Reading Recovery & IPLE Trainer, Mountain Pacific & Atlantic Regions, Canada
 
Le Sondage d’Observation en lecture-écriture
Cet atelier interactif vise à approfondir votre compréhension du "Sondage d'observation en lecture-écriture".  Ensemble, explorons la mise en application pratique des résultats en salle de classe. Vendredi
 
This is an interactive workshop that will enhance your understanding of Le Sondage d'Observation en lecture-écriture and the practical use of the results in the classroom. Friday
* This workshop will be presented in French
Mary Rosser        Reading Recovery Trainer, University of Maine
 
What’s Different About Introducing Books at Higher Text Levels?
In this presentation participants will explore a range of texts at higher levels and analyze the textual features that impact book introductions and the ways in which teachers support students in orientating themselves to new texts. Thursday
Allyson Matczuk     Reading Recovery Trainer, Western Region, Canada
 
There is no wishing and hoping in Reading Recovery:  Arranging for Cycles of Success
Building on children’s strengths and helping them to use what they know are hallmarks of Reading Recovery instruction.  This presentation will examine the ways in which teachers can accomplish a successful experience for all students. Thursday

READING RECOVERY TEACHER LEADERS
 
Shirley DeSouza & Liz Lightbound
Reading Recovery Teacher Leaders
Dufferin Peel Catholic District School Board
 
Fifty Shades of CLAY...Unlocking the secrets to writing instruction
We will explore five essential elements that are 'key' to effective instruction in writing. We will demonstrate how these five keys- Conversation, Composition, Construction, Conventions & Complexity-work together to create independent, successful writers. 
 
Amanda McCabe
Reading Recovery Teacher Leader
Huron Superior Catholic District School Board
 
Learning to Look At Print: I can take words apart 
Marie Clay tells us to assist the children we work with to 'become constructive' and to expose them to opportunities to be able to handle words 'flexibly in continuous text'. Video clips will be used to explore aspects of Section 5 with ties to Section 13 within Literacy Lessons Designed for Individuals, Part Two.
Shari Worsfold
Reading Recovery Teacher Leader
Yukon Department of Education
 
 
 
 
 
Shari Worsfold
Reading Recovery Teacher Leader
Yukon Department of Education
Supporting Acceleration Through Conversation
In this session we will examine how conversation can contribute to refining and developing the language of 6 year olds to express their ideas.  A child’s first utterance usually resembles a topic sentence.  With conversation we can dig deeper to extract the details.  This is where we find the interesting ideas and expressions that they may be experimenting with or contemplating but are not yet communicating.  With complex ideas comes more complex language and vocabulary.  There are treasures in these new words that help children understand more about how words work. Thursday
 
 
 
Taking the Bugs Out - Designing the Perfect Book Introduction 
All children come to text with their own unique understanding of the world.  These individual differences are precisely what Reading Recovery trains us to be aware of.  The same book can be easy for one child and difficult for another and, as Reading Recovery teachers, we have to know how to develop a book introduction that enables proficient processing and understanding for the reader.  “Taking the bugs out” refers to the seemingly innocuous twists and turns of language and story that we must help the reader notice and become proficient with.  This session will make visible some of the challenges that lay hidden in text that could inadvertently confuse readers and teachers alike. Friday
 
 
Lori Kelly
Reading Recovery Teacher Leader
Jerome Beauchamp
Director of Instruction- Education
School District #27 Cariboo-Chilcotin
 
Maximizing Reading Recovery's Potential
Reading Recovery has been imbedded in the culture of our School District since 1996. Our implementation has grown to be more than just our work with the lowest achieving grade one students. We use our Reading Recovery professional development to build capacity in schools and provide each school with a literacy leader. Although the enrolment in our district has declined from 8700 students to 4688, we have managed to expand the power of this exemplary professional development beyond Reading Recovery. Learn how a small rural school district in British Columbia has maximized the impact of Reading Recovery training and embedded it into the district's instructional culture. Friday
 
 
Linda Hirsch &
Laurie Vaillancourt
Reading Recovery Teacher Leaders York Region District School Board
Bibbity Bobbity Boo—The Magic of Writing
Marie Clay describes writing as “the Cinderella of the literacy world” and indicates in Literacy Lessons 2 that Reading Recovery teachers expect too little progress in writing.  This session offers an opportunity to explore Marie’s challenge and examine how writing can be a catalyst for transformative change. Together, we will investigate how to help children gain fluent control of the practical aspects of writing production so that they will be ready to blossom into producing messages of greater length and quality back in their classrooms—no fairy godmother required. 
 
 
DeeDee Verlinde 
Reading Recovery Teacher Leader 
York Region District School Board
 
 
Straining at the leash when Roaming Around the Known 
Clay advises that, “Confidence, ease, flexibility and with luck, discovery are the keynotes of this period...” Explore why Roaming Around the Known is a ‘good starting point for the child’s early literacy learning” through student samples, video examples and group discussions. Gain a renewed understanding of these ten impactful days and return to your schools excited to begin a series of lessons with a new student.
(This session was first presented in 2012 and is back by popular demand
DeeDee Verlinde &
Fiona Weller
Reading Recovery Teacher Leaders 
York Region District School Board
Beyond the Numbers: Looking for evidence that supports the decision to discontinue a student’s series of lessons 
Dr Marie Clay writes, “The essence of success with discontinuing judgements is whether the teacher can be confident that this child does discover things for himself, works out some possibilities, and extends his own processing skills in both reading and writing.” By examining writing samples, videos, and Running Records this workshop will help you to answer the frequently asked question, "Is my student ready to discontinue lessons?"
(This session was extremely popular last year and is back by request)
 
Penny Watt
Reading Recovery Teacher Leader Kawartha Pine Ridge District School Board
Advocacy: Sharing Information About Reading Recovery & Early Literacy Learning
Often Reading Recovery teachers are asked to make presentations for events such as Parent Night or for community service organizations.  This session will provide you with ideas you can use to explain why reading is so much more than merely sounding out words and ways to identify “the fingerprints of learning” on the partially correct responses children make. 
 
Barb Cassar &
Paul Cousineau
Reading Recovery Teacher Leaders Toronto District School Board
The Basic Food Groups of Roaming Around the Known:
Oral Language, Writing, and Reading - Are Your Students Getting a Balanced Diet?
Teachers often find it challenging to plan effective and engaging lessons for Roaming Around the Known.  In this session we will explore options for creating a balanced literacy diet that will engage students in authentic conversations and provide opportunities to compose and read meaningful and complex stories. This session will encourage teachers to think outside the box in order to create balanced literacy activities beginning with the child’s interests.
Jennifer Gillingham & Liana Melnyk
Reading Recovery Teacher Leaders Toronto District School Board
Keep Calm and Listen Closely
Writing requires the child to pay close attention to the words he has chosen to write, to hear the sounds in those words and to write down some letters that will represent those sounds. (Clay 2005, p. 70)
It is critical that we teach Hearing Sounds in Words, to all children, right from the start.
In this session, participants will take a closer 'listen' to the work of Elkonin, Clay and others in order to explore how children's abilities to analyze spoken words into sounds and search for visual ways to represent them is fundamental learning for both writing and reading.

EARLY LITERACY LEARNING SPECIALISTS
Tara Stadius
Services Specialist at the Toronto Public Library
 
Let's Get Ready for Reading - Toronto Public Library's early literacy resource guide
The Let's Get Ready for Reading guide is a new research-based early literacy guide developed by Toronto Public Library to provide Ontario parents, caregivers and educators with a broad understanding of the importance of the pre-literacy skills that help develop reading readiness.
The guide brings to life the early literacy principles in a fun and easy to use 'toolkit' that parents and caregivers can have at their fingertips at all times. It is welcoming, cheerful and packed with research-based, librararian-curated tips and suggestions.
The guide illustrates that reading success – and later success in school – is achievable through fun and easy everyday activities. This guide has far-reaching impact as it has been distributed to all Ontario public libraries, Toronto child care providers and to tens of thousands of Toronto families with children birth to five 
Darlene Avis-Pottinger & Margaret Da Silva
Instructional Leads Early Years
Toronto District School Board
Invitations to talk: Enhancing Oral Language in the Early Years
 
“Oral language is the basis for literacy, thinking, and relating in any language.”
(Pg. 18 Full Day Early Learning Kindergarten Program)
 
Young children learn to do amazing things in oral language; all they need are opportunities to produce language in situations that are meaningful to them, to be understood, to be part of conversations, and to have a model of language to learn from.”      Marie Clay
 
As these quotes suggest, oral language lays the foundation for developing literacy skills in the Early Years classroom. In this workshop, Educators will look at strategies that foster oral language development in an inclusive, content rich and play based learning environment. Educators will focus on ways to support, extend, document and assess oral language development at learning centres, during whole group and one on one interactions. 
Sue Jackson 
 
 
 
 
 
 
 
 
 
Sue Jackson 
Promoting Oral Language in K-3
Oral language is foundational for students’ success in reading and writing. Carefully planned oral language experiences can enrich and expand young learners’ skills. Attend this interactive workshop where Sue will highlight powerful strategies and playful materials that: promote oral participation, conversations, and discussions; enhance vocabulary acquisition, and expand students’ communication skills. Explore questioning techniques to extend critical thinking and connect reading and writing to areas of inquiry. Receive practical suggestions and tips for home-school connections.
 
 
 
Strategies for Daily Writing, K-3
Are you looking for ways to improve your students’ writing skills? This dynamic workshop will focus on methods to support young writers with both fiction and non-fiction forms of writing. The development of writing strategies through the use of a balanced writing approach will be demonstrated. Participants will examine how to link reading and writing experiences using Text-type Studies and mentor text. Learn about practical techniques such as Quick Writes, Writer’s Notebooks, text innovation, and writer’s craft.
Cathy Miyata 
Instructor Brock University Faculty of Teacher Education
The Power of Story
Please, tell me a story.
Many of my mid-term evaluations from my pre-service university students read, “please tell more stories”.  It made me laugh, but it made a point.  We all love stories, no matter what our age: family stories; folktales from other cultures; scary stories… it doesn’t matter.  But there is an art to selecting the right stories at the right time.  In this highly participatory workshop we will explore what to tell, when to tell it and how it will benefit both listener and teller. Thursday
Lenora F Butler
Volunteer Reading Programme
In its fifth year, VRP has the mandate to assist grade one students who are struggling with reading to attain grade level and develop a love of reading.  Currently, the VRProgramme is in 12 Toronto schools and one after-school community program with over 130 volunteers. Our readers comprise retirees, moms working at home, university students, school parents and even parents of the teachers.  Each VRP child, selected by the school, is read to and reads one-to-one for ½ hour twice weekly.
Presentation focus is on expanding VRP to all schools where there is a need, utilizing self-directed organizing and training materials and scheduling protocols, with guidance from VRP. The Programme can be managed with 12 volunteers and one organizer.
Kim Mastromartino 
Ministry of Education Literacy & Numeracy Secretariat
Learning and Teaching Literacy from an Inquiry Stance 
How do we observe student thinking and use this information to plan for powerful literacy experiences throughout the day? Children everywhere are naturally curious and constantly engaged in trying to make sense of the world around them. In this session we will investigate, through video and running records, literacy behaviours that support and enrich student curiosity and meaning making. We will look at teacher/student interactions to observe literacy behaviours with texts and the classroom environment. This session will also explore pedagogical documentation to support precision in planning next steps for instruction.  Thursday
Stephen Dow
Instructional Leader English/Literacy
Toronto District
School Board
Struggling to Share the Pen: Working With Reluctant Writers in the Early Years 
Do you have students in your classroom who are reluctant to put pen to paper? Come and join this interactive workshop where teachers will explore different ways to motivate and support their students in writing. A variety of organizational structuresfor teaching writing will be explored. Strategies for supporting and differentiating instruction for individual and small groups of children will be discussed. Teachers will consider the social purposes for writing and how to engage students in authentic writing. Resources and materials to support writing in the classroom will also be explored. Friday
Christine Ignas
ELL/Resource Teacher
Simcoe Muskoka Catholic District School Board
Supporting Young English Language Learners
How do I get started with a student who is currently learning English?  This session is designed to provide teachers with practical strategies to support English language learners. Learn which students are surprisingly ELLs in Ontario schools.  The necessity of book walks and developing background knowledge and vocabulary will be explored.  This presentation will also explain the types of language that support ELLs to succeed while developing literacy skills.  The importance of making mistakes, developing oral language and fostering powerful relations that support resiliency in children will also be addressed in this session.
Paula Markus
Program Coordinator ESL/ELD 
Toronto District School Board
Home Language Strategies for the Early Years Classroom
Research shows that children who have a strong foundation in their home language achieve greater success at school. In this session, we will examine a range of strategies and resources to infuse your early years classroom program with opportunities to include young students home languages. We will also look at ways to encourage parents to continue to use their home language with their children in rich contexts for literacy development.
Barbara-Ann Felschow &
Tanya Senk
Aboriginal Education
Aboriginal Education for All: Culturally Responsive and Relevant Pedagogy in Early Years Literacy
Storytelling and the oral tradition are integral to Aboriginal ways of knowing and being. In this session, an Indigenous approach to culturally responsive and relevant pedagogy in the development of early years literacy will be examined. Participants will have the opportunity to deepen and increase their knowledge of Aboriginal perspectives, histories and cultures, as it pertains to practice and experiences of schooling. Best practices in Aboriginal education for All will be highlighted. Aboriginal education is not just for Aboriginal students, but for all students. When non-Aboriginal students learn about the rich histories, cultures, and contemporary contexts of diverse Aboriginal peoples, cross-cultural coalitions and alliances are more likely to occur. Non-Aboriginal students learn about themselves in relationship to the experiences and lives of Aboriginal peoples.
   
   
   
In addition to keynote, featured and breakout sessions, delegates will have access to products and publications for purchase or order with representation from major publishers and those offering unique literacy-related products.

APPROVAL FORMS
If you need to print out a registration form to obtain approval for funding from your school district, please click here .
When you have received approval, please return to this site and complete the online registration form.
CONFERENCE SCHEDULE
 
Thursday February 13,  2014
 
  7:30 am   Registration/Continental Breakfast
                  Publisher’s Display
  8:45 am   Conference Opening
  9:00 am   Keynote Speaker: Mary Rosser
10:15 am   Break and Publishers Display
10:45 am   Breakout Sessions
                  Featured Speaker: Janice Van Dyke
12:00 pm   Buffet Lunch and Publishers Display
 1:15 pm    Breakout Sessions
                  Featured Speaker: Mary Rosser
  2:30 pm   Break and Publishers Display
  2:45 pm   Breakout Sessions
  4:00 pm   Adjournment
 
Friday February 14, 2014
 
  7:30 am   Registration/Continental Breakfast
                  Publisher’s Display
  8:45 am   Conference Opening
  9:00 am   Keynote Speaker: Stuart Shanker
10:15 am   Break and Publishers Display
10:45 am   Breakout Sessions
     French Immersion/Early Literacy
     Breakout Sessions
                  Administrator Strand 
12:00 pm   Buffet Lunch and Publishers Display
  1:15 pm   Breakout sessions
                  Featured Speaker: Allyson Matczuk
      French Immersion/Early Literacy
      Breakout Sessions
                  Administrator Strand
  2:30 pm   Break and Publishers Display
  2:45 pm   Keynote Speaker: Itah Sadu
  4:00 pm   Conference Closure
 
 
REGISTRATION DESK WILL BE OPEN WEDNESDAY, FEBRUARY 12, FROM 6:00-8:00 pm
 
 

YOUR PRINCIPAL COULD RECEIVE A FREE ONE DAY REGISTRATION FOR THE ADMINISTRATORS' STRAND FRIDAY, FEBRUARY 14th
It’s Easy!  To claim a FREE REGISTRATION FOR FRIDAY, FEBRUARY 14th, all you need are 4 or more
paid full registrations from the same school building.
Payment of the 4 full conference fees must be received before the complimentary registration is issued.
Send your request to CIRR@rrcanada.org.
This offer is valid for Principals only.
 
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