Arkansas K-­6 Comprehensive Literacy Academy and Reading Recovery Conference

Changing Minds, Changing Schools

October 27-28, 2014
Marriott Hotel, Little Rock

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To meet the increasing demands of the 21st century, students must be able to solve complex problems and to acquire deeper knowledge of literacy and the world. With the emphasis of rigorous environments and complex texts in the Common Core State Standards, teachers must be experts at creating differentiated instruction and scaffolding students’ learning. The conference will focus on the advancement of teacher knowledge in five critical areas:

  1. Creating an integrated framework to promote the transfer of knowledge across changing contexts.
  2. Applying scaffolding techniques to support student proficiency in reading a broad range of texts that increase in complexity.
  3. Aligning curriculum and instruction across classrooms, Title 1, ELL, and special education programs.
  4. Matching interventions to student needs and collaborating with school teams to monitor student progress.
  5. Teaching with intentionality and precision, while promoting risk­‐taking behaviors and independence.

A wide variety of breakout
sessions for classroom teachers,
Reading Recovery teachers,
interventionists, and leaders!

Linda Dorn, Professor & Author Monday Keynote Apprenticeship in Literacy: Scaffolding for Independence on Complex Tasks
An apprenticeship approach to literacy emphasizes the role of the teacher in providing clear demonstrations, engaging students in active problem solving, monitoring their understanding, providing adjustable scaffolds, and ultimately withdrawing support as the learner gains independence. Linda Dorn will set the theme of the conference with her opening keynote, followed by breakout sessions that apply these concepts to a variety of educational settings.

Mary Rosser, University Trainer University of Maine Tuesday Keynote Teaching With Intention
Teachers use language as a tool for scaffolding student’s performance on literacy tasks. The teacher is responsible for observing the child for signs of understanding and adjusting her language to ensure the child gains meaning from the interaction. Through explicit and intentional teaching, the teacher creates scaffolds that enable the child to accomplish difficult tasks with assistance. Mary Rosser will apply the theme of cognitive apprenticeships to struggling readers during her Tuesday opening keynote.

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