Not Available For Tutors and Teacher Leaders
Judy Aitken
Trainer, The University of Auckland, New Zealand
Guided Reading: A Resurvey of a Familiar Landscape
When we think we know the road like the back of our hand! A recent review of Guided Reading for the Ministry of Education has led to clarifications for how teachers can use this powerful instructional approach most effectively for facilitating children’s development of processing in reading. In this seminar the Ministry of Education’s clarifications will be explored alongside a recent study that illuminates aspects of Guided Reading practice that influence children’s early reading development.
Dr Sue Duncan
Trainer, Georgia State University, United States of America
Lesson Too Long – Something’s Gone Wrong
We will explore the history of why we have a 30 minute lesson and explore and examine some of the aspects that teachers have suggested make lessons too long.
Jann Farmer-Hailey
Literacy Consultant, Trainer, Australia
Powerful Professional Learning That Drives Student Growth In Literacy
Valued collaborative teacher inquiry supports the conditions within schools for teachers to plan together, teach together and assess the impact of their teaching together, to improve student outcomes. Within this session, we will also consider how teachers observing and being observed by colleagues, receiving quality feedback, is enhancing student learning in early years classrooms.
Dr Kay Hancock
Literacy Consultant, Series Consultant Ready to Read, New Zealand
The Ready to Read Series: Building a Foundation in Literacy
The Ministry of Education provides the Ready to Read instructional reading series free to New Zealand schools. These highly engaging books for shared reading and guided reading, along with their teacher support materials, help students build a strong foundation in literacy. Kay will demonstrate how teachers can use these books to engage children as readers and support them in developing their own self-extending processing systems, progressing along a carefully constructed gradient of difficulty.
Dr Allyson Matczuk
Trainer, Canadian Institute of Reading Recovery, Western Division, Canada
Lesson Records and Charts Can Alert Teachers to Potential Challenges for Teaching Individuals.
What are the signs in children’s oral language, writing, and reading? What are the areas of teaching to reflect upon? Why are they important ? How and when to take action.
Dr Barbara Watson
Literacy Educator, Trainer, New Zealand
Talking About Teaching
We will be exploring how an increasing knowledge of the many competencies involved in developing an effective processing system for reading can guide and strengthen teaching.
Click here for details