3rd Annual Duke Energy Power of Reading Summit
November 20, 2017
8:15—8:45 a.m.
Welcome
8:45—9:45
Keynote
Dr. Nell Duke
Powerful Practices: What Should We See in Literacy K-3?
Some literacy instructional practices have enough support in research that we should see them in every K-3 classroom. In this presentation, Dr. Duke will identify ten such practices and provide access to a document with further detail.
Session Choices (Choose 1 only per time block.)
BREAKOUT ONE
10:00 a.m.—10:55 a.m.
Dr. Anita Archer
Reading Foundations: Preparing Students to be Accurate, Fluent Readers
In order to succeed in the intermediate grades, students must leave second grade as accurate, fluent readers. As a result, teachers must optimize instruction on print concepts, phonological awareness, decoding, sight vocabulary, and fluency. In this session, Dr. Archer will model instructional procedures that are both effective and efficient for use in the primary grades.
Dr. Nell Duke
The Power of Teachers to Improve Comprehension
Teachers can have a substantial impact on children’s comprehension development, even in early schooling. In this presentation, Dr. Duke will share specific research-supported instructional practices you can use to help foster young children’s comprehension development, with particular attention to what to do for children who are doing well with phonics but struggling with comprehension. She will also introduce you to a free online resource for learning more.
Dr. Elfrieda (Freddy) Hiebert
Why Reading Matters
In this presentation, Dr. Hiebert will describe the relationship between knowledge, vocabulary, and text, and the manner in which proficiency in 21st century tasks depends on high levels of literacy. In particular, the presentation will focus on the manner in which schools can implement the new insights about English Vocabulary that have resulted from digitization.
Dr. Maryanne Wolf
The Reading Brain: How it teaches us to read, think, and teach. Part 1. (Must register for both part 1 and part 2)
In the first part of this two-part presentation, research from cognitive neuroscience and child development will be used to describe how the brain learned to read 6000 years ago and what this knowledge base has to teach us about how we teach our young to read and to think with all their intelligence and feeling, particularly in a digital culture.
BREAKOUT TWO
11:05 a.m.—12:00 p.m.
Dr. Anita Archer
The Magic is in the Instruction
The magic is in the quality of instruction. Not in the newest fad. Rather in the strength of bell-to-bell instruction, clear lesson purposes, structured lessons with an introduction, body and closure, embedded formative assessment, active participation, effective feedback, and judicious practice. When these elements are consistently and effectively used, learning results.
Dr. Nell Duke
The Power of Project-Based Pedagogy: Integrated Reading-Writing Projects with Informational Text
We all recognize that reading and writing are powerfully and reciprocally related, but so often they are separated in instruction. In this session, Dr. Duke will share highly engaging project-based units that integrate informational reading and writing. You will leave with specific ideas for units you can enact in your classroom to foster both reading and writing development.
Dr. Elfrieda (Freddy) Hiebert
Understanding the Role of Knowledge and Vocabulary in Text Complexity
This presentation addresses how knowledge and vocabulary influence the complexity of texts for students. The ways in which knowledge and vocabulary are presented in current ways of measuring text complexity (e.g., Lexiles, guided reading levels) will be discussed, as well as will ways in which teachers and students can use knowledge and vocabulary in selecting appropriate texts.
Dr. Maryanne Wolf)
The Reading Brain: How it teaches us to read, think, and teach. Part 2. (Must register for both part 1 and part 2)
In the second part of this two-part presentation, research from cognitive neuroscience and child development will be used to describe how the brain learned to read 6000 years ago and what this knowledge base has to teach us about how we teach our young to read and to think with all their intelligence and feeling, particularly in a digital culture.
Lunch 12:00 p.m.—1:00 p.m. (Provided by Duke Energy)
BREAKOUT THREE
1:00—1:55 p.m.
Dr. Anita Archer
Reading Foundations: Preparing Students to be Accurate, Fluent Readers
In order to succeed in the intermediate grades, students must leave second grade as accurate, fluent readers. As a result, teachers must optimize instruction on print concepts, phonological awareness, decoding, sight vocabulary, and fluency. In this session, Dr. Archer will model instructional procedures that are both effective and efficient for use in the primary grades.
Dr. Elfrieda (Freddy) Hiebert
Why Reading Matters
In this presentation, Dr. Hiebert will describe the relationship between knowledge, vocabulary, and text, and the manner in which proficiency in 21st century tasks depends on high levels of literacy. In particular, the presentation will focus on the manner in which schools can implement the new insights about English Vocabulary that have resulted from digitization.
Mr. John Wolf
Metacognition in the Primary Classroom
What are the impact of metacognitive strategies on reading and the teaching of reading? This session will identify what metacognitive strategies looks like in the classroom setting. Participants will leave with classroom-ready tools to meet the rigor of the Indiana Academic Standards.
Dr. Maryanne Wolf
The Reading Brain: How it teaches us to read, think, and teach. Part 1. (Must register for both part 1 and part 2)
In the first part of this two-part presentation, research from cognitive neuroscience and child development will be used to describe how the brain learned to read 6000 years ago and what this knowledge base has to teach us about how we teach our young to read and to think with all their intelligence and feeling, particularly in a digital culture.
BREAKOUT FOUR
2:05—3:00 p.m.
Dr. Anita Archer
The Magic is in the Instruction
The magic is in the quality of instruction. Not in the newest fad. Rather in the strength of bell-to-bell instruction, clear lesson purposes, structured lessons with an introduction, body and closure, embedded formative assessment, active participation, effective feedback, and judicious practice. When these elements are consistently and effectively used, learning results.
Dr. Elfrieda (Freddy) Hiebert
Understanding the Role of Knowledge and Vocabulary in Text Complexity
This presentation addresses how knowledge and vocabulary influence the complexity of texts for students. The ways in which knowledge and vocabulary are presented in current ways of measuring text complexity (e.g., Lexiles, guided reading levels) will be discussed, as well as will ways in which teachers and students can use knowledge and vocabulary in selecting appropriate texts.
Mr. John Wolf
Developing Writing Skills from Sentence to Paragraphs
This breakout session will describe systematic instructional strategies for helping K-2 student develop their writing skills along a developmental progression to meet the expectations of the Indiana Academic Standards. Resources for writing support will be provided.
Dr. Maryanne Wolf
The Reading Brain: How it teaches us to read, think, and teach. Part 2. (Must register for both part 1 and part 2)
In the second part of this two-part presentation, research from cognitive neuroscience and child development will be used to describe how the brain learned to read 6000 years ago and what this knowledge base has to teach us about how we teach our young to read and to think with all their intelligence and feeling, particularly in a digital culture.
3:10—3:30
Wrap-up and Give-aways