 |
|||||||||
 |
|||||||||
Chapters International is pleased to offer a summer literacy institute to help teachers start the new school year inspired and invigorated. World-renowned educators Carl Anderson, Kathy Collins, Dan Feigelson, Matt Glover, and Jessica Martin will help us rethink:
|
|||||||||
| DAY 1 | |||||||||
| Panel Discussion 90 MINUTES Connecting with Students and Creating Communities Through Literacy One of the biggest challenges teachers are likely to face beginning the new school year is how to engage and support all students. Establishing an inclusive environment where learners can support one another in a virtual, live, or blended learning community will be critical after the uncertainty of the last several months. In this 60-minute panel presentation to open our institute, Carl, Kathy, Dan, Matt, and Jessica will discuss ideas for how we might use literacy as an entry point for providing social and emotional support while also engaging students in joyful learning experiences. |
|||||||||
| DAY 2 | |||||||||
| Morning Sessions 1 - 90 MINUTES, DAY 1 & 2 You need to choose one workshop which you attend for both days Carl Anderson Conferring with Student Writers (K-8) The most powerful way of helping students grow as writers is to have one-on-one writing conferences with them. Conferring, however, is the most challenging kind of teaching, for new and experienced writing teachers alike. What do all teachers need to learn to improve their conferences? In this course, Carl Anderson, author of How’s It Going? A Practical Guide to Conferring with Student Writers and A Teacher’s Guide to Writing Conferences, will share his latest thinking on how to confer with students in grades K-8, which will include a discussion of these topics:
By the end of the course, participants will learn many strategies that they can put into place immediately in their classrooms to improve their writing conferences. KATHY COLLINS Reading Skills and Strategies Are Not Enough: Well-Rounded Readers Need Well-Rounded Instruction (K-8) As we plan instruction, we mostly focus our teaching on the reading skills and strategies children need to navigate texts, specifically the skills to read the words, and to read them with fluency and comprehension. While this instruction is certainly essential to help children read well, children need additional supports and other kinds of teaching so that they are more likely to love to read, to identify as readers, and to engage with texts even when nobody is making them do so. This two-part session will be applicable to educators who support readers in workshop settings, content-area classrooms, and schools with integrated curricula. Kathy Collins will provide teachers with ideas for creating well-rounded instructional plans that teach the skills of reading while also enriching reading lives. She’ll show how to strike a balance between teaching reading and inspiring readers. Topics we’ll cover include how to:
Dan Feigelson Reading Conferences Reimagined: Student Driven Conferences to Deepen Critical Thinking (Gr. 2-8) Traditionally, comprehension instruction has largely consisted of students reading texts and answering comprehension questions. Though there is a time and place for such questions, it’s important to remember this is assessment, not instruction. Once children leave school they do not have adults following them around telling them what to think when they encounter a complex text! For students to become fully engaged, lifelong readers, they must become comprehension decision makers who can recognize, name and extend their own ideas about what they read – and back up their thinking with text evidence. This is best done through individual, project-based reading conferences. In this interactive workshop led by Dan Feigelson, author of Reading Projects, Reimagined: Student Driven Conferences to Deepen Critical Thinking (Heinemann 2015), participants will learn and come away with:
Matt Glover Projecting and Designing Responsive Units of Study One of the challenges teachers face is determining what to teach each day during a unit of study in writing workshop. Even when teachers have curricular plans and resources that give teaching possibilities, only teachers can determine what their students need each day since even the most carefully created unit will change and evolve as the unit unfolds. The classroom teacher is the only person who can decide what to teach tomorrow, because she/he is the person who knows what happened today. During this session teachers will learn and use a process for projecting units of study that meet curricular goals and respond to the individual needs of their students. As part of the process, teachers will:
Jessica Martin Strategically Design Learning Spaces To Cultivate A Love of Literacy, Numeracy, and Inquiry As you plan and prepare academic and social learning opportunities for students, the attention given to the design of your teaching space should not be an after-thought. In this session, Jessica Martin, author of Strategic Classroom Design, will share how making a few small changes to the physical layout of your environment and incorporating some elements of design could make a significant impact on the well-being and productivity of your students. Together we’ll explore ways to ensure learning spaces promote a child’s curiosity for stories, numbers, and the natural world. We’ll discuss how to establish clear routines and rituals that nurture group discussion, raise the level of partnership work, and deepen critical thinking skills. We’ll also study photographs and videos of learning spaces that were co-designed by educators and their students to meet the unique challenges posed by each learning community. By the end of the course, participants will learn:
|
|||||||||
| DAY 2 - SESSION 2 - ONE HOUR CHOOSE ANY ONE MODULE | |||||||||
| Use an Inquiry-Based Approach To Spark Meaningful Talk and Authentic Reading and Writing (PreK-8) BY JESSICA MARTIN This session begins with a mini provocation intended to generate thoughts, ideas, and questions that guide sense-making. Jessica will then lead a discussion to unpack the opening shared experience, highlight the key principles of an inquiry-based approach to teaching and learning, and share practical suggestions on how to begin using an inquiry process with learners. She’ll also highlight the essential role literacy plays inside of inquiry teaching and how it can be used to cultivate student talk, understanding, comprehension, and deepen critical thinking skills. Use Mentor Texts to Teach the Craft of Writing (K-2) BY CARL ANDERSON In this course, Carl Anderson will explain how to use mentor texts to teach your students the craft of writing. He’ll explain a step-by-step process you can use to integrate mentor texts into your teaching that includes a discussion of how to find just-right mentor texts to use in your teaching, analyze mentor texts for multiple teaching points, and teach with mentor texts in mini-lessons, small group lessons, and writing conferences. Increasing Engagement Through Choice of Genre (PreK-2) BY MATT GLOVER Choice, in any area of learning, increases energy and engagement. In writing teachers often grapple with choice of topic, but less frequently consider choice of genre. Yet, Choice of genre significantly impacts engagement, especially for reluctant writers. In this session we will make the case for including some writing workshop units of study that allow for choice of genre in your year. We will also troubleshoot common challenges of craft and process studies, including considering possible units, balancing them with genre specific studies, pulling stacks of texts, and conferring. Practical Punctuation: Teaching Mechanics In The Reading and Writing Workshop BY DAN FEIGELSON Even the most successful writing workshops can be inconsistent in their teaching of punctuation. When we approach the teaching of mechanics as a craft tool rather than as a set of rules, students become thoughtful punctuation decision makers who consider mood, pacing and rhythm in their writing - and learn conventions in such a way that they retain and apply them consistently. In this workshop, Dan Feigelson, author of Practical Punctuation: Lessons On Rule Making And Rule Breaking In Elementary Writing (Heinemann 2008), explores exciting ways to naturally integrate the teaching of mechanics into our writing instruction. This presentation will give participants practical ideas to use right away – and a new perspective on teaching what is too often thought of as the “boring” part of writing instruction. Deepen Comprehension, Increase Engagement, and Expand Children’s Expressive and Receptive Language Skills Through Shared Reading BY KATHY COLLINS Kathy Collins will help to expand our vision of shared reading so that it is inclusive of both older students and our youngest learners. She’ll show how brief sessions of shared reading each day can support reading skill development, language growth, and overall engagement with text. Kathy will share examples from classrooms and provide many practical and easy-to-implement ideas for launching comprehensive and engaging shared reading time in any classroom. |
|||||||||
| DAY 2 - SESSION 3 - ONE HOUR CHOOSE ANY ONE MODULE | |||||||||
| Fostering A Love of Literacy, Numeracy, and Inquiry With Parents and Caregivers (PreK-8) BY JESSICA MARTIN Every caregiver wants to be supportive of a child’s learning process, and research confirms that family involvement has a positive impact on student learning. How might we broaden our vision of what family support looks like? How might educators improve communication with families and celebrate all of the ways learning is nourished at home? In this session, Jessica Martin offers educators ideas on how to help parents and caregivers continue to nurture curiosity, critical thinking, and problem solving skills through play, asking questions that elicit student thinking, and storytelling. Use Mentor Texts to Teach the Craft of Writing (3-8) BY CARL ANDERSON In this course, Carl Anderson will explain how to use mentor texts to teach your students the craft of writing. He’ll explain a step-by-step process you can use to integrate mentor texts into your teaching that includes a discussion of how to find just-right mentor texts to use in your teaching, analyze mentor texts for multiple teaching points, and teach with mentor texts in mini-lessons, small group lessons, and writing conferences. Increasing Engagement Through Choice of Genre (3-8) BY MATT GLOVER Choice, in any area of learning, increases energy and engagement. In writing teachers often grapple with choice of topic, but less frequently consider choice of genre. Yet, Choice of genre significantly impacts engagement, especially for reluctant writers. In this session we will make the case for including some writing workshop units of study that allow for choice of genre in your year. We will also troubleshoot common challenges of craft and process studies, including considering possible units, balancing them with genre specific studies, pulling stacks of texts, and conferring. Help Young Readers Generate Lots of Language and Big Ideas When They Read the Littlest Books BY KATHY COLLINS (K-2) When young children are reading at the earliest levels, they often spend time reading books characterized by highly patterned text and not many words. Consequently, we view these texts as opportunities for decoding practice only, thereby overlooking the potential for how they can increase children’s engagement, comprehension, fluency, and expressive language skills. In this session, Kathy Collins will share ways to ‘see’ these books with fresh eyes in order to value all they can offer to our young readers. Comprehension and Conversation: Book Partners, Book Clubs, and Other Opportunities (Gr. 2-8) BY DAN FEIGELSON Nothing encourages deep, joyful comprehension more than having someone to talk to about what you read. This is as true for children as it is for adults. Through experiencing other perspectives, students learn new entry points for understanding text; and by participating in ongoing partnerships and book clubs, they have valuable opportunities to direct their own learning. In this session, Dan Feigelson will:
|
|||||||||
| DAY 3 | |||||||||
| Morning Session 1 - 90 MINUTES DAY 1 & 2 You need to choose one workshop which you attend for both days |
|||||||||
| DAY 3 - SESSION 2 - ONE HOUR CHOOSE ANY ONE MODULE | |||||||||
| Reading And Writing Conferences: What’s the Same and What’s Different? (Gr. 2-8) – CARL ANDERSON AND DAN FEIGELSON Reading and writing conferences are at the heart of literacy instruction. Certainly there are differences between the two. For one thing, a writing conference typically involves something visible, a piece of student work a teacher can look at to gauge understanding; reading comprehension happens inside a student’s head, and is invisible. However, there are many similarities in the ways we confer with readers and writers. Carl and Dan will highlight the similarities and differences, so teachers can help teachers confer more effectively in both. Nurturing Language Composition in Young Learners (PreK-1) BY MATT GLOVER Writing consists of composing language and getting that language on the page. Students also compose language when they are reading unfamiliar books by using the pictures, rather than the words. When teachers are able to notice and name the similarities and differences in language composition in each reading and writing, they can use language in one area to lift the level of language in another. During this session we will examine how we can support children in composing more rich, sophisticated language that will impact their communication in all areas. Differentiating Instruction to Ensure All Readers and Writers Are Safe, Seen, and Heard In Our Classrooms (PreK-8) BY JESSICA MARTIN Research tells us that readers and writers that need additional time and support to learn new concepts benefit tremendously from teaching that is replicable, predictable, flexible, and that builds on previous learning. In this session, Jessica Martin will demystify what it means to authentically differentiate instruction so that all students, including language learners and students with disabilities, experience more equitable outcomes. New Year, New You: Reading Logs and Reading Notebooks That Are Authentic, Child-Centered, and Meaningful BY KATHY COLLINS (1-8) In this session, Kathy Collins will share a refreshed position about reading logs, notebooks and homework. She’ll help us think about how they may (or may not) align with our intentions, ways we can increase student engagement, and ideas for providing children with more choices and customization. This workshop will help you start the year with some clear intentions and concrete plans for how to use logs and notebooks and homework in ways that truly benefit the readers in your classroom. |
|||||||||
| DAY 3 - SESSION 3 - ONE HOUR CHOOSE ANY ONE MODULE. | |||||||||
| Practical Advice for Improving Your Writing Conferences (K-8) BY CARL ANDERSON In this session, Carl Anderson will identify the most common issues that he sees when he coaches teachers as they confer with students in their classrooms. And he’ll discuss conferring strategies teachers can use to address these issues, and thus improve their conferences and how students respond to these very powerful 1:1 conversations with their teachers. Unpack Skills So You Can Teach Them to Learners In One-to-One Conferences, Small Groups and Whole Class Lessons (PreK-8) BY KATHY COLLINS In this session, Kathy Collins will share a helpful method for unpacking target skills so that they can be taught to any learner. In this interactive hour Kathy will share several examples from a variety of disciplines, and she’ll suggest how colleagues can use this method to plan instruction collaboratively while also tailoring plans to the children in each of their classes. What Matters Most When Strategically Designing Teaching and Learning Spaces (PreK-8) BY JESSICA MARTIN Delve into the research that connects classroom spaces, elements of design, and academic growth. In this session, Jessica Martin, author of Strategic Classroom Design, will share the design elements that have a positive impact on learning environments for children. We’ll study images from K-8 classrooms in Southern California and close with a discussion on the implications of this research on our own teaching and learning spaces. Making Reading and Writing Connections Through Conferring (Gr. 2-8) BY DAN FEIGELSON There have been books and workshops about individual writing conferences, and there have been books and workshops about individual reading conferences. In the day-to-day life of a classroom however, a teacher is doing both. Individual conferences are perhaps the best place to help children understand these connections. In this session, Dan Feigelson will suggest realistic, concrete ways to use individual conferences as a bridge to help students make rich reading-writing connections and learn to “read like writers and write like readers” through conferring. Being Your Own Mentor: Generating Teaching Points by Studying Our Own Process (PreK-8) BY MATT GLOVER In many process studies, teachers can’t find teaching points by studying a stack of texts because process can’t be seen on the page. We know authors used a process, and we can see the results of their process, but we can’t study the actual move in real time. Instead, we can find process teaching points for any unit of study (genre, craft, or process) by studying out own process as writers. In this practical session teachers will use their own process as writers to generate teaching points they can use in their classrooms. |
|||||||||
| KATHY COLLINS | |||||||||
| Kathy Collins works in schools and presents in conferences all over the world to support teachers in developing high-quality, effective literacy instruction in early childhood settings through middle school grades. She is the co-author, along with Janine Bempechat of Not This But That: No More Mindless Homework (Heinemann, 2017). She co-authored, with Matt Glover, I Am Reading: Nurture Meaning - Making and Joyful Engagement with Texts (Heinemann, 2015). Kathy's other books include Reading for Real: Teach Children to Read With Power, Intention, and Joy in K-3 Classrooms (Stenhouse, 2008) and Growing Readers: Units of Study in Primary Classrooms (Stenhouse, 2004). Kathy has worked closely with the Teachers College Reading and Writing Project at Columbia University, and she taught in Brooklyn, New York. Kathy and her family live in Durham, New Hampshire. Follow Kathy on Twitter @kathycollins15 | |||||||||
| JESSICA MARTIN | |||||||||
| Jessica Martin is a former classroom teacher, Resident Advisor at University of California at Los Angeles Teacher Education Program, staff developer at Teachers College Reading and Writing Project, Columbia University, and CEO of the education consulting organizationat Growing Educators. Jessica now partners with K-12 learning communities as a thinking partner in English Language Arts, Cognitively Guided Instruction (CGI) math, and inquiry-based instruction. Her first book, Strategic Classroom Design (Heinemann, 2019), was inspired by equity-minded educators committed to co-creating incredible spaces that engage and uplift all learners. When she is not collaborating with educators, you can usually find her with her family on a basketball court in Los Angeles, California. Follow Jessica on Twitter @growingjessica | |||||||||
| MATT GLOVER | |||||||||
| Matt Glover has been an educator for over 30 years, as a teacher, a principal, author and consultant. He is the author and co-author of several books on teaching writing and reading including Projecting Possibilities for Writers: The How, What, and Why of Designing Units of Study, K-5, Engaging Young Writers, Already Ready, Sit Down and Teach Up, and I Am Reading: Nurturing Young Children’s Meaning Making and Joyful Engagement With Any Book. Along with Ellin Keene, Matt is the editor of a collection of essays titled The Teacher You Want to Be: Essays on Children, Learning and Teaching. Follow Matt on Twitter @Mattglover12 | |||||||||
| CARL ANDERSON | |||||||||
| Carl Anderson is an internationally recognized expert in writing instruction for Grades K-8, working as a consultant in schools and districts around the world. A long-time Staff Developer for the Teachers College Reading and Writing Project, Carl is the author of numerous books on teaching writing, including the bestselling How’s It Going? A Practical Guide to Conferring with Student Writers, Assessing Writers and A Teacher’s Guide to Writing Conferences. Follow Carl on Twitter at @ConferringCarl | |||||||||
| DAN FEIGELSON | |||||||||
| Dan Feigelson has worked extensively in New York City schools as a principal, teacher, literacy coach, curriculum writer, and superintendent. An early member of the Teachers College Reading and Writing Project, he leads institutes, workshops and lab-sites around the world on the teaching of reading and writing. A regular presenter at national and international conferences, Dan is the author of Reading Projects Reimagined: Student-Driven Conferences to Deepen Critical Thinking, and Practical Punctuation: Lessons in Rule Making and Rule Breaking in Elementary Writing. He lives in New York City and Columbia County, New York. Follow Dan on Twitter @danfeigelson | |||||||||
| DATES AND TIMINGS: 7th, 8th, 9th AUGUST 2020 7th AUGUST 2020 PANEL DISCUSSION - 90 Minutes London 11:00 am | Dubai 2:00 pm | IST 3:30 pm | Hong Kong 6:00 pm | Melbourne 8:00 pm 8th AUGUST 2020 SESSION 1 – 90 MINUTES London 8:00 am | Dubai 11:00 am | IST 12:30 pm | Hong Kong 3:00 pm | Melbourne 5:00 pm SESSION 2 - ONE HOUR London 10:30 am | Dubai 1:30 pm | IST 3:00 pm | Hong Kong 5:30 pm | Melbourne 7:30 pm SESSION 3 - ONE HOUR London 12:00 pm | Dubai 3:00 pm | IST 4:30 pm | Hong Kong 7:00 pm | Melbourne 9:00 pm 9th AUGUST 2020 SESSION 1 - 90 MINUTES London 8:00 am | Dubai 11:00 am | IST 12:30 pm | Hong Kong 3:00 pm | Melbourne 5:00 pm SESSION 2 - ONE HOUR London 10:30 am | Dubai 1:30 pm| IST 3:00 pm | Hong Kong 5:30 pm | Melbourne 7:30 pm SESSION 3 - ONE HOUR London 12:00 pm | Dubai 3:00 pm | IST 4:30 pm | Hong Kong 7:00 pm | Melbourne 9:00 pm |
|||||||||
|
|||||||||
 |
|||||||||
|
|||||||||
|
