Breakout Session 3 Schedule
10:35 – 11:35
3.1 One Size Does Not Fit All: Differentiation Strategies for ELL Learners (S. Pavilion 3)
Learn how to use
ACCESS scores to differentiate to the various levels of English language
proficiency. Additionally,
graphic organizers and strategies to foster comprehension across content
areas will be discussed and modeled.
Paula Neri Hennessey,
ELL teacher, Stratford Middle School, Bloomingdale,
IL, adjunct professor, Benedictine University
3.2
An Instructional Coaching Model to
Increase Implementation District and/or School Initiatives with Fidelity
(S.
Pavilion 5)
This session will demonstrate the development of an instructional coaching rubric. Learn the process of development, the use of the tool as a self-assessment and coaching tool for teachers. Data on implementation will be presented.
Dr. Geneva A. Walters, superintendent, SPEED, Special Education Joint Agreement, school district #802, Chicago Hts., IL and Laura Fisher, director of teaching/learning, SPEED, Special Education Joint Agreement, school district #802, Chicago Hts., IL
3.3 Navigating Informational Texts Before, During, and After Readings: Strategies That Make a Difference! (Pebble Beach)
Adolescent readers need more time navigating informational texts, and more
time practicing strategies and skills that help them construct meaning while
reading. This session will take
participants through active reading strategies that engage students and
promote learning using Howard Zinn’s,
A Young People’s History of the United States.
Susan A. Garr,
professional development specialist,
Northeastern IL University, Chicago Teachers Center, Chicago, IL
3.4 Literary Non-Fiction, The Common Core, and Teaching of Academic Terms (S. Pavilion 6)
In this hands-on,
interactive, session, participants will explore the use of the nature of
literary non-narratives as described in the Common Core standards in content
area classrooms. Focus will be
on academic vocabulary taught through visual and “on your feet” methods.
Dr. Karen Boran,
assistant principal, John Hancock High School, Chicago, IL
3.5 How to Read Like a Scientist: Yes, Literacy Can Be Taught in Chemistry and Physics! (St. Andrew)
Chemistry, physics,
and special education teachers will share their journey with implementing
literacy strategies in their classroom.
Activating background knowledge, previewing, text marking,
visualizing, and predicting changed the way these teachers approached
scientific word problems. Data
and templates will be shared.
Beth Gucwa, reading
specialist/science teacher, Downers Grove North High School, Downers Grove,
IL and
Meghan Elwood, special services teacher,
Downers Grove North High School, Downers Grove, IL
3.6 Using Contemporary Young Adult Literature to Support Higher Level Thinking (S. Pavilion 1 & 2)
This session will
introduce contemporary, thought provoking YA literature and methods that
support comprehension, inquiry, and learning.
Using YA literature excerpts, strategies in literacy and discussion
will be modeled with a focus on higher-level thinking and response.
This session, offered last year, will present new YA titles and
strategies.
Dr. Janice Strop,
associate professor, literacy
and
language, Cardinal Stritch University, Milwaukee, WI and
Dr. Jennifer
Carlson, assistant professor, teacher
education, Hamline University, St. Paul, MN
3.7
Fresh Takes on the Literary Elements
Ticket
required
(S.
Pavilion 4)
This interactive
session will explore how insights from cognitive science and school
psychology can help English teachers to consider the contexts in which
teaching character, point of view/perspective, setting and theme are most
useful, and how to teach them most powerfully in such contexts.
This session will involve a variety of composing, think alouds,
visual and dramatic activity sequences.
Dr. Jeffrey D. Wilhelm,
Boise State University, Boise,
ID
Conference Registration information available here
