9th Annual Language and Literacy Conference
“Matching Assessment with Instruction: Teaching All Learners in the Reading and Writing Classroom”
Friday, April 28, 2017 • 9 a.m.-3 p.m.
Georgian Room (2106), Student Union Building (901 S. Franklin St.), Truman State University, Kirksville, Mo.
Visiting Truman Info
Registration & Payment Deadline: April 14, 2017
Cost: $50 for professionals & $10 for students (includes conference materials; lunch on your own)
Register for Conference
Hannah E. Schneewind
Hannah E. Schneewind graduated from Vassar College in 1990, with a degree in psychology and elementary education. She has an M.A. from Teachers College, Columbia University, from the Department of Curriculum and Teaching, and she is a certified reading specialist in the state of Connecticut.
She began her teaching career at P.S. 321 in Brooklyn, N.Y. During that time, she worked closely with Lucy Calkins and the Teachers College Reading and Writing Project to develop reading curriculum. Her classroom served as a model classroom for the New Standards Project, based at the University of Pittsburgh. She was a staff developer for the Teachers College Reading and Writing Project for 10 years, working in schools throughout New York City. She then taught first grade in Westport, Conn., for five years.
She currently works as a literacy consultant in a wide variety of schools in New York and Connecticut. She has a special interest in the role of the interactive read aloud and in the role of conferring in the classroom. Most recently, she presented at the Connecticut Reading Association Conference, and she is presenting at the upcoming Literacy for All Conference at Lesley University on the topic of power of reading conferring.
Today’s most successful teachers and service providers are those who are knowledgeable, resilient, and collaborative. Swelling class sizes and increasing diversity of background and needs mean that those who serve children need to be experts at figuring out each student’s strengths and needs. In other words, they must be eager to regard any “problems” they see as opportunities. This means that valuable formative reading and writing assessments deserve a strong place at the table – and so does a teacher/service provider’s ability to act in response to students’ place on a continuum of development. In this session, Hannah will help teachers connect assessment to instruction, as she leads them to consider different literacy data assessment lenses, the tools that match these assessments lenses, and how to turn the information into goal-directed instruction. At the culmination of this session, participants will be able to:
- articulate different literacy assessment lenses
- create, scrape, and interpret the data from those lenses
- draft a long-term goal (learning plan) for students
Level of Instruction: This session is appropriate for all levels.
Content Applicable to Ages: School-age.
Presentation Applicable to the Following Content Areas: Education and Training. Evidence-Based Practice, Fluency, Literacy.
9:00 – 10:30 am Presentation
10:30 – 10:45 am Break
10:45 am – 12:00 pm Presentation
12:00 – 1:00 pm Lunch (on your own)
1:00 – 3:00 pm Presentation
Parking on Campus
On the day of the conference, attendees can park in the campus parking lot on the southwest corner of Franklin and Patterson Streets free of charge without a parking permit. Distance from the parking lot to conference site in the Student Union Building: 0.3 mile.
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Who Should Attend?
The conference is designed for general education teachers, special education teachers, speech-language pathologists, reading specialists, and all other professionals interested in improving children’s reading and writing achievement.
For more information, email email@example.com