Bright Futures - Setting Foundations for Literacy (Toronto)

Thursday, April 23 2020, 8:30 AM - 4:30 PM [EST]

99, Peelar Road, Vaughan, ON, L4K 1A3, Canada

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Event Information

Thursday, April 23 2020, 8:30 AM - 4:30 PM [EST]

About the Event

Bright Futures - Setting Foundations for Literacy  is a one-day conference hosted by the Canadian Institute of Reading Recovery in Toronto, ON on April 23, 2020

This learning event is for Primary Educators, Kindergarten and Early Years Educators, Reading Recovery Teachers, Administrators and anyone interested in the development of young readers and writers.  You will leave the day with many new ideas and tools that you can use right away.  

This research-based professional development opportunity for educators is respected and appreciated as the place for tools to enable the highest quality literacy instruction for all students. Workshops are led by local and national literacy experts.  These sessions focus on best instructional practices in the areas of: reading, writing, literacy coaching, oral language, comprehension, vocabulary, fluency, word study, phonemic awareness, differentiated instruction, strategies for struggling readers, assessment, diverse learners, and more.

Dr. Adria Klein, Professor Emertia of Reading Ediucation at California State University and Reading Recovery Trainer will be the keynote speaker and will also host a workshop. Her keynote is titled, Oral Language, Reading and Writing: Scaffolding Connections for All Learners by Teaching for Transfer. If we Harness the established power of children's oral language to literacy learning from the beginning, so that literacy knowledge and oral language processing power move forward together, linked and patterned from the start, that will surely be more powerful. 

We will also have 6 concurrent workshops to choose from, led by literacy experts who will leave you with useful tools that can be applied immediately to your classroom - workshops are being confirmed now.  Dr. Carl James, Professor, Jean Augustine Chair in Education, Community & Diaspora at York University will provide a dynamic closing keynote address to end our day.  A small exhibition of publishers and classroom materials will be available for you to review materials and make purchases for yourself or your classroom.  Already confimed are: Scholastic, Nelson, Pearson, Wintergreen and Saunders Books.

This event will take place at the Hazelton Manor Banquet and Conference Centre with plenty of free parking, wifi, lunch and refreshments.

This is a professional development experience you will not want to miss!  The Canadian Institute of Reading Recovery has been providing the best professional learning for primary educators for over 20 years.  Register early to catch the early bird registration rate and save $39

 

Cancellation policy

We know that things come up and your plans to attend this one-day workshop may change. 

You are welcome to transfer your registration to another person - please send an email to Donna Jean (donnajean@rrcanada.org) or call 416-908-7711.  This will ensure that we know who is attending so they have a nametag and any dietary needs. There is no charge to transfer your registration to someone else. 

To cancel your registration, you will receive a refund less a $50 admin fee.  Cancellations received less than one week prior to the event will not be refunded.  

Please note, in the event of harsh weather on the day of the conference we will make every attempt to go ahead with the conference.  If roads are closed and impassable such that you cannot get to the conference we will provide a credit to a future conference, less the $50 admin fee.

Event Location

About the Organizer

Canadian Institute of Reading Recovery (CIRR) is the convenor of Reading Recovery in Canada. CIRR is responsible for all aspects of the implementation of Reading Recovery in schools across Canada. We are an organization passionate about early literacy and the power of one-on-one intervention to help the children struggling the most to learn to read and write. We provide superior professional development to early years educators in the areas of reading, writing, oral language and instruction.

CONTACT ORGANIZER

Event Speakers

Dr. Carl James
Professor, Jean Augustine Chair in Education, Community & Diaspora

Carl E. James teaches in the Faculty of Education at York University where he also holds the Jean Augustine Chair in Education, Community & Diaspora, and currently serves as the university’s Affirmative Action, Equity & Inclusivity Officer. His scholarly interests include examination of accessible schooling with a focus on the issues and concerns of marginalized and racialized communities using a framework of equity, inclusivity, and social justice. In his work, he explores how race, ethnicity, gender, class and immigrant status/citizenship intersect and mediate schooling opportunities and educational outcomes for racialized students. James holds a PhD in Sociology; and is Fellow of the Royal Society of Canada. His forthcoming publications include: Colour Matters: Essays on the Experiences, Education and Pursuits of Black Youth.

https://edu.yorku.ca/edu-profiles/index.php?mid=2196
Briare Wynn
Literacy Specialist

Briare Wynn is a Reading Recovery teacher in York Region District School Board, Ontario, Canada. She has been teaching kindergarten and grade one for 20 years, with a focus on early literacy. Briare has presented twice at the Canadian Institute of Reading Recovery National Conference (Toronto) and once at the National Reading Recovery Conference (Columbus).

Dr. Joe Stouffer
Assistant Professor, Brandon University

Dr. Joe Stouffer is an assistant professor in the Department of Curriculum and Pedagogy at Brandon University, Manitoba. His research interests focus on teacher preparation and professional learning in literacy instruction. A former Reading Recovery Teacher Leader, Joe draws on the work Marie Clay throughout his career as a researcher, university instructor, literacy coach and consultant.

http://www.joestoufferliteracy.com/index.html
Dr. Adria Klain
Director of Reading Recovery Centre

Adria Klein, Ph.D., is a professor emerita of reading education at CSU San Bernardino where she was the Chair of the Department of Elementary and Bilingual Education. Currently, she is the Director of the Reading Recovery Center and Reading Recovery Trainer at Saint Mary's College of California. A former president of the California Reading Association, she also served on the International Reading Association Board of Directors. She has her Ph.D. from the University of New Mexico in Reading and ESL. Dr. Klein is the author of numerous professional books and articles including Research in Reading Recovery, Whole-Group Reading Instruction, Small–Group Reading Instruction, Meaningful Reading Assessment, and many children's books.

http://teacher.scholastic.com/products/edge/about-adria.htm
Dr. Janice Van Dyke
Reading Recovery Trainer

Janice Van Dyke is a Reading Recovery trainer who also worked as a Reading Recovery teacher and teacher leader. She is grateful to have taught children in four countries and worked with educators in countries where Reading Recovery is implemented. Janice's research interests are children's writing development and the intersection of language and literacy development.

Yvonne Messenger
Instructional Program Leader

Yvonne Messenger is currently working as an Instructional Program Leader with the Halton District School Board and completing doctoral studies at Brock University. Yvonne has taught in both Nova Scotia and Ontario, teaching Kindergarten to Grade 6, supporting 'hard to teach' students, coaching educators as a literacy coach, and teaching the 'Reading, Part 1' Additional Qualifications course. Yvonne is a trained Reading Recovery teacher who embeds Marie Clay's approaches and theories as she facilitates professional learning with early intervention teachers and classroom educators. She is a passionate advocate for responsive teaching and supports educators as they work to become more expert observers of student learning and more precise in their teaching moves.

Melissa Wilde
Reading Recovery Teacher Leader

Melissa Wilde is a Reading Recovery Teacher Leader in York Region District School Board, Ontario, Canada. Before training as a Teacher Leader, Melissa worked for two decades in elementary schools as a teacher of Reading Recovery, Special Education, English as a Second Language, The Arts and Primary/Junior Classrooms. Her work is motivated by the brilliant potential of each child, the ingenuity of her Reading Recovery colleagues and the continual quest to strengthen her understanding of Clay’s Literacy Processing Theory. Melissa is on a personal learning journey to deepen her understanding of Equity issues that impact literacy achievement.

Penny Watt
Reading Recovery Teacher Leader, KPRDSB

Penny is a Reading Recovery Teacher Leader with the Kawartha Pine Reidge District School Board. She is also an Additional Qualification Instructor for Queen's University and Kawartha Pine Ridge. She is passionate about young children learning to read and write.

Event Schedule

  • April 23, 2020
08:30 AM
to
10:15 AM

Conference Opening and Keynote Address - Oral Language, Reading and Writing: Scaffolding Connections for All Learners by Teaching for Transfer

Centre Ballroom

$0.00

Keynote Address by Dr. Adria Klein, Professor of Reading Education at California State University and Reading Recovery Trainer. The keynote is titled, Oral Language, Reading and Writing: Scaffolding Connections for All Learners by Teaching for Transfer. If we harness the established power of children’s oral language to literacy learning from the beginning, so that literacy knowledge and oral language processing power move forward together, linked and patterned from the start, that will surely be more powerful.

Dr. Adria Klain

10:45 AM
to
12:15 PM
Track : Centre Ballroom

English Language Learners: Breaking Barriers by Building Bridges

Centre Ballroom

Marie Clay states that “children who come to school speaking any language or dialect will have preparation for literacy learning that is to be valued, whatever that prior language is. Research has shown that most children can add a second language at this age with relative ease in quite a short time”. At this session, student work samples and video clips will be used to investigate the barriers facing English language learners and teaching strategies to promote and support accelerated learning.

Briare Wynn

Track : South

Teaching Beyond MSV: Empowered Analysis of Running Records

South Ballroom

I've taken and scored a Running Record - what now? This session will support teachers to look beyond the numbers and give practical suggestions for Reading Recovery and classroom teachers to design instruction using information gleaned about readers. A great session for teachers who are experienced and new to Running Records.

Dr. Joe Stouffer

Track : Centre Lobby

They Can ALL Read! Supporting Students at the Emergent Stage of Literacy in Kindergarten and Grade 1

Centre Lobby

Do you have students in your school who seem to be "stuck" at the Emergent Stage of Literacy? Come and hear how the Halton District School Board has engaged Kindergarten and Grade 1 educators in a research project designed to develop a variety of instructional strategies and approaches that meet each student where they are and moves them forward. Educators explored ways to help students understand that "What I say, I can write" and "What I write, I can read" (Clay). School teams included both OCTs and DECEs, from Kindergarten and Grade 1 classrooms. They focused on students of concern and developed learner profiles, explored ways to support oral language development, small group shared reading, interactive and guided writing, phonological awareness, along with a sample way to "jumpstart" a reader's processing system if they seem to have lots of item knowledge but are unsure what to do in non-patterned texts. Educators tracked learner progress over the course of a year and observed some amazing growth in student achievement, seeing many meet and exceed end of year grade level targets. The inquiry was grounded in the work of Marie Clay, Irene Fountas and Gay Sue Pinnell, Miriam Trehearne, First Steps Literacy and supported by our board speech and language pathologists.

Yvonne Messenger

01:00 PM
to
02:30 PM
Track : Centre Ballroom

Connecting Language and Literacy: A Second Look at Running Records to Focus and Target Instruction for English Learners

Centre Ballroom

Oral language is the first self-extending system (Clay, 1991). In this session, we will explore ways to scaffold English Learners to access increasingly complex language structures in reading and writing by analyzing patterns in running records.

Dr. Adria Klain

Track : South

"Movin’ On Up” – How To Support Students to Read Level 3 And Beyond!

South Ballroom

In this session, we will examine how to help children who seem ‘stuck’ at Levels 0-2 move into reading Level 3 and beyond using tips and tricks from Reading Recovery! We’ll deepen our awareness of foundational learning necessary to help children look at print and consider what might make this learning challenging for some students. The opportunities and limitations of Level 1-2 patterned texts will be explored and we’ll learn practical ways to design small group instruction to support children to access Level 3 texts. Text choice, book introductions and how to scaffold teaching for successful problem solving while reading will be a focus of this session. We’ll reflect upon ways to personalize our teaching interactions based on our knowledge of the child’s strengths, interests and experiences. We will also consider additional factors that can help us best respond to the diversity of learners in our classrooms.

Melissa Wilde

Track : Centre Lobby

Case Studies: Two Children with Low Proficiency in Spoken English

Centre Lobby

A series of Reading Recovery lessons that takes into account the child's very basic English competencies will need to be designed. The journey of two students, an English Language Learner and a child on the autism spectrum, will be examined.

Penny Watt

03:00 PM
to
04:15 PM

Closing Keynote Address - What does race have to do with it? Creating the foundation for the engaged literacy learner

Centre Ballroom

$0.00

In this talk, notwithstanding, that race is a social construct, Dr. James will explore the significance of giving consideration to the racial identity of literacy leaners in terms of learning materials, curriculum, pedagogy, and program with the understanding that learning can best be attained when children feel engaged and affirmed. Hence, a teaching-learning environment in which racial identities and related social and cultural capital of students and families are acknowledged as critical components of learning.

Dr. Carl James

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