• Day 1 April 27, 2024
  • Day 2 April 28, 2024
  • #LitLearn2024
07:45 AM - 08:30 AMBreakfast

Breakfast for attendees

08:00 AM - 06:00 PMVisit the Exhibitors

Visit the Exhibitors

Saturday, April 27, 2024: 8:00 a.m. – 6:00 p.m.

Sunday, April 28, 2024: 8:00 a.m. – 5:00 p.m.

Meet The Exhibitors

08:30 AM - 09:00 AMGrand Opening & Welcome By IDA Ontario
09:00 AM - 10:30 AMOpening Keynote Session: Strive-For-Five Conversations: Building Language Comprehension In Young Children By Dr. Sonia Cabell

Classroom conversations are important for strengthening young children’s oral language development, which in turn leads to reading success. This session introduces the Strive-for-Five framework that can help early childhood teachers orchestrate conversations that are responsive to children and challenge their thinking. Focusing on the strands of Scarborough’s Rope, the session will provide illustrations of how teachers can have back-and-forth conversations to grow children’s language comprehension through building literacy knowledge, vocabulary, verbal reasoning, background knowledge, and language structures.

10:30 AM - 10:50 AMBreak
10:50 AM - 12:00 PMUnlocking Word Power: Practical Classroom Strategies for Explicit Vocabulary Instruction By Nellie Caruso, Leigh Fettes, Kate Winn

Join teachers Kate Winn, Nellie Caruso, and Leigh Fettes as they delve into the transformative power of effective vocabulary instruction across all grades. Discover evidence-based, “use it tomorrow” strategies in this session that will provide the tools and knowledge needed to teach this critical component of proficient reading and writing. Don’t miss this opportunity to maximize the power of vocabulary instruction to support equitable educational outcomes for all students.

10:50 AM - 12:00 PMDyslexia, Language Disability and ADHD – What’s The Connection? By Dr. Marc Joanisse

Although dyslexia is defined as a specific reading disorder, we also know that affected individuals can often show a host of other difficulties in language processing and attention. In this talk I will discuss recent work in my lab examining overlap in the incidence of dyslexia with developmental language disability (DLD) and ADHD. Of particular interest is how children with these comorbid disorders differ from so-called ‘pure’ cases, and whether this can tell us anything about their underlying causes.

10:50 AM - 12:00 PMDe la communication orale à la lecture efficace! Comment la conscience phonémique comble l’écart de la lecture. By Michelle Courville & Jessica Ortega

Appel à toutes les éducatrices et tous les éducateurs passionné(e)s! Imaginez une classe où les interactions orales quotidiennes transforment les élèves en lecteurs confiants et fluides. Rejoignez-nous pour découvrir comment la conscience phonémique, enracinée dans la communication orale, constitue les fondements des compétences en lecture efficace. Venez chercher votre trousse d’outils prête à être utilisée immédiatement dans votre classe. Sérieusement, nous simplifions la vie du personnel enseignant.

12:00 PM - 01:00 PMLunch
01:00 PM - 02:10 PMScaffolding Reading Comprehension: Applying What We Know to Informative Passages By Dr. Anita Archer

Reading comprehension is a complex subject with many factors influencing students’ comprehension. In this session, Dr. Archer will review the research on comprehension and present research-validated practices that can be used BEFORE reading a passage (e.g., teaching the pronunciation of the difficult words, teaching the meaning of unknown vocabulary, teaching or activating background knowledge, and previewing passages), DURING passage reading (e.g., asking questions, having students generate questions, teaching students comprehension strategies, utilizing graphic organizers) and AFTER reading a passage (e.g., leading students in a discussion of the passage, providing additional vocabulary practice, introducing strategies for responding to written questions, having students write a summary of the passage.) Dr. Archer will model these essential reading practices with informative passages reading.

Audience: Educators serving students in 3rd through 8th grades

01:00 PM - 02:10 PMThe Culture View of Reading: Science of Reading Models & Culturally Responsive Pedagogy By Cheryl Urbanczyk

The Science of Reading (SoR) has been an important movement in ensuring the ‘Right to Read’ for all students. An essential equity aspect in achieving this ‘Right’ is understanding and inclusion of student identity in the literacy learning process. Foundational SoR models will be critically examined through the lens of student identity. The ‘Culture View of Reading’ will be proposed and explained as a framework for incorporating student heritage and identity in the literacy process and how that then informs intentional instruction. Implications for teaching will be considered through Structured Literacy and Culturally Responsive Pedagogy.

01:00 PM - 02:10 PMExplicit Literacy Instruction for Older Students By Melinda Cameron

This professional workshop focuses on maximizing the effectiveness of explicit literacy skill instruction for older students, including those with exceptionalities. The case study of SpellRead program implementation in a Nova Scotia Regional Centre for Education context will be used to provide real actionable takeaways for classroom set-up and routines. Additionally, the often-overlooked topic of behavior management will be addressed.

02:20 PM - 03:30 PMThe Science of Reading: How to Distinguish Science from Snake Oil By Dr. Holly Lane

As more boards, schools, teachers, and parents are demanding that reading materials and practices are based on research, the term “science of reading” has become an industry catchphrase. It can be daunting to sift through the claims to find what is really based in science and what is simply a repackaging of old, ineffective methods. This session will address simple measures that practitioners can take to ensure that what they use is truly effective.

02:20 PM - 03:30 PMIntegrated and Accelerated Language and Literacy Instruction for English Learners By Nicole Ormandy & Dr. Megan Gierka

Students who are learning to read must become aware of the smallest segmented parts of spoken words (phonemes) that are represented by graphemes (letters and combinations of letters) in written words,” (IDA, 2022) and as such, teachers have the responsibility to deliver evidence-based instruction that facilitates students’ acquisition of these early literacy skills. Now consider the additional layer of educating a rapidly rising English learner population. To support the acquisition of both language and literacy, specialized teacher knowledge is required. This session explores research from two seminal literacy reports to support an integrated approach to phonemic awareness, phonics, and handwriting instruction, and the importance of capitalizing on two key adjustments—oral language proficiency and cross-language transfers – to advance second language and literacy acquisition among ELs.

02:20 PM - 03:30 PMFLS et le Droit de lire By Angeline Humber & Jordan Sloan

Les élèves de l’Ontario méritent des approches cohérentes et normalisées et un accès universel au même niveau et à la même qualité de services et de soutien, quel que soit l’école ou le conseil scolaire qu’ils fréquentent et que la langue d’enseignement soit l’anglais ou le français. (adapté: Le droit de lire, Sommaire, CODP, 2022) Une approche de littératie structurée est importante pour tous les élèves, y compris ceux des programmes d’immersion française. Rejoignez Angeline et Jordan pour explorer la littératie structurée dans le contexte de l’immersion française de l’évaluation à l’enseignement et pour apprendre à soutenir chaque apprenant dans son parcours de lecture.

03:30 PM - 03:50 PMBreak
03:50 PM - 05:00 PMUsing Word Lists/Chains, Phrases, and Sentences to Build Literacy Skills By Lee-Ann Lear, Shari Kudsia, Helen Maclean, Mara Hockenhull
03:50 PM - 05:00 PMDefining, Identifying and Diagnosing Dyslexia By Dr. Jamie Metsala
03:50 PM - 05:00 PMUnlocking Learning Magic: Tools, Tips & Tricks to Energize your Teaching! By Martha Kovack

Are you looking for a treasure trove of fresh ideas and practical strategies to invigorate your teaching? Join Martha to learn how to create toolboxes filled with anchor charts & props that reinforce key concepts. Learn how to streamline explanations for more impact. Experience the power of play by turning mundane activities into games that make learning irresistible. Learn how simple tweaks in our teaching can make decoding, spelling, writing and comprehension more effective.

07:00 PM - 10:00 PMSound Bites: Podcast Party & Mixer (additional cost to attend)

Including the Literacy Leaders Award Presentation & Live taping of Reading Road Trip podcast featuring Dr. Anita Archer, Sonia Cabell and Kate Winn.

Passed canapes & one drink ticket

  • #LitLearn2024
08:00 AM - 09:00 AMBreakfast
08:00 AM - 05:00 PMVisit The Exhibitors

Visit the Exhibitors

Saturday, April 27, 2024: 8:00 a.m. – 6:00 p.m.

Sunday, April 28, 2024: 8:00 a.m. – 5:00 p.m.

Meet The Exhibitors

09:00 AM - 10:10 AMData-Informed Systems: Screeners and Diagnostics and Progress Monitoring… Oh My! By Dr. Andrea Fraser

The effective use of assessment data should inform instructional decisions at the classroom level and provide insight into the health of a system. Prompted by recommendations from the OHRC’s Right to Read Inquiry Report, Ontario schools are beginning to implement universal screening measures. For this data to be useful, teachers and leaders need an understanding of how the various assessments fit into an outcomes-based model to inform evidence-based reading instruction.  This session will answer questions about which assessments to use, when, and with whom to guide instructional and system-level decision-making.

Dr. Andrea Fraser is an assistant professor in the Faculty of Education at Mount Saint Vincent University in Halifax, NS. Her research interests include reading acquisition and development, reader identity, pre-service and in-service teacher knowledge and beliefs, and literacy pedagogy. These interests stem from over 20 years of experience in K-12 education as a classroom teacher and reading interventionist and from her support of system changes as a literacy consultant and coordinator. Andrea holds both a PhD and MEd in Curriculum and Instruction, a post-degree certificate in Special Education, and a Bachelor of Education. She has completed her classroom educator Orton-Gillingham training and is a certified Structured Literacy Classroom Teacher through the International Dyslexia Association’s Center for Effective Reading Instruction.

09:00 AM - 10:10 AMDevelopmental Language Disorder & Dyslexia By Stacey Rickman

DLD is a neurodevelopmental disorder that often co-occurs with dyslexia. On average, it affects two children in each classroom. Students with DLD experience challenges with all aspects of oral and written language – speaking, listening, reading, and writing – that can make it difficult for them to access curriculum and express their knowledge and learning. The purpose of this presentation is to define and describe DLD through a research-to-practice framework that will help educators plan and provide appropriate instruction for these students. Specific reference will be made to the recently updated Ontario Language curriculum.

09:00 AM - 10:10 AML’enseignement explicite et systématique de la morphologie aux cycles primaire et moyen : le quoi, le pourquoi et le comment By Joanne Bertrand

Dans la mise en œuvre du nouveau programme-cadre de français, la morphologie occupe une place importante. Votre participation à cet atelier vous offrira :

·       La définition de la morphologie et son importance dans l’acquisition de la lecture, de l’orthographe et de la compréhension·       Les bases grecques et latines, ainsi que les affixes les plus communs en français et leurs significations·       Quelques recherches qui révèlent l’impact de l’enseignement de la morphologie sur la lecture et l’orthographeL’enseignement de la morphologie :·       Échantillons de planification·       Exemples d’enseignement explicite de notions morphologiques (cycles primaire et moyen)

10:20 AM - 11:30 AMSpelling: Visible Language to Inform Instruction and Intervention By Dr. Pam Kastner

This session highlights the importance of spelling to literacy development and how student spelling can be analyzed to inform instruction and intervention. The language lenses of phonology, orthography, and morphology will be used to analyze student spelling inventory results. Participants will evaluate students’ spelling, determine the types of errors made, and engage with a tool that school teams can use to drive analysis and target instruction and intervention. Classroom and individual results from a spelling inventory will guide participants in drawing conclusions for core, and tiered instruction and intervention to accelerate learning

10:20 AM - 11:30 AMFueling the Flame: Leading Within Your Sphere of Influence By Ayesatta Conteh & Melissa Monette-Smith

Join ONlit team members Melissa Monette-Smith and Ayesatta Conteh as they uncover ways educators can be changemakers in their buildings. During this practical and relevant session, they will share their experiences and insights as they unpack a literacy toolkit designed to help educators in all roles lead the change.

10:20 AM - 11:30 AMLa lecture à voix haute : une pratique gagnante! By Chantal Lafontaine

Dois-je arrêter d’utiliser des livres imagés dans un modèle d’enseignement explicite et structuré des connaissances et habiletés fondamentales en lecture? Quelle est la place de l’album jeunesse dans un bloc de littératie structuré? Comment insuffler l’amour de la lecture tout en guidant les élèves vers l’apprentissage systématique du code? La lecture aux élèves est-elle aussi gagnante chez les plus vieux? Cet atelier se penchera sur ces questions en présentant ce qui peut être mis en place pour nourrir les lecteurs, jeunes et moins jeunes, à développer des habiletés qui alimentent la compréhension du langage, et, par conséquent, la fluidité et la compréhension en lecture. À quoi sert la lecture aux élèves? Quelles habiletés y sont travaillées? Comment faire? Comment recueillir des preuves d’apprentissage? Voici les thèmes de cet atelier qui vous proposera à la fois des idées concrètes d’activités ainsi que de nombreuses ressources!

11:30 AM - 12:30 PMLunch
12:30 PM - 01:40 PMMaximizing the Effectiveness of UFLI Foundations Lessons By Dr. Valentina Contesse

For maximum results, foundational reading skills instruction should be explicit and systematic. It should also incorporate key high leverage practices, such as ample opportunities to respond and targeted feedback. This session will examine these principles of effective instruction and provide examples of how to incorporate these practices to maximize the effectiveness of UFLI Foundations lessons.

Session: More Than Words: Sentence Structure Instruction in the Classroom Sentence structure knowledge consists of knowing syntax, the rules that govern sentence building. Spoken and written language are enhanced when students acquire the skills of sentence structure and learn to manipulate, change, and elaborate sentences to make them more complex. In addition to allowing students more opportunities to participate in complex classroom discussion, explicit syntax instruction plays a vital role in reading comprehension and written language. Attendees will learn what explicit syntactic instruction looks like in kindergarten, the Syntax Project Grades 1 through 6, and implications for writing using The Writing Revolution, a writing program created by Judith Hoffman and Natalie Wexler.
12:30 PM - 01:40 PMMore Than Words: Sentence Structure Instruction in the Classroom By Melinda Hinch & Tara Fuerth

Sentence structure knowledge consists of knowing syntax, the rules that govern sentence building. Spoken and written language are enhanced when students acquire the skills of sentence structure and learn to manipulate, change, and elaborate sentences to make them more complex. In addition to allowing students more opportunities to participate in complex classroom discussion, explicit syntax instruction plays a vital role in reading comprehension and written language.

Attendees will learn what explicit syntactic instruction looks like in kindergarten, the Syntax Project Grades 1 through 6, and implications for writing using The Writing Revolution, a writing program created by Judith Hoffman and Natalie Wexler.

01:40 PM - 02:00 PMBreak
02:00 PM - 02:30 PMIDA Closing Comments
02:30 PM - 04:00 PMClosing Keynote Session: The Science of Reading and the Science of Instruction: Both Are Imperative By Dr. Anita Archer

The Science of Reading, 50 years of research on the critical elements of reading, directs us to provide systematic instruction on phonemic awareness, decoding, encoding, fluency, vocabulary, background knowledge, and comprehension. However, to optimize learning, we must draw from the Science of Instruction, providing engaging, explicit instruction lessons that are highly structured, utilizing the steps of “I do, we do, you do,” eliciting frequent student responses, monitoring student performance, and providing immediate feedback including praise and corrections. Both are Imperative!

Check back soon for speaker details, exhibitors, sponsors and full schedule updates. Follow us on social media and subscribe to our newsletter!

We recommend selecting a total of six breakout sessions, leaving time to visit our Exhibitors.

*Speaker lineup and schedule subject to change

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