3-day Writing Intervention Workshop

Tuesday, Wednesday, Thursday
July 10,11,12 - 2012 

Are you looking for a better way to support your students who

struggle with writing?

This 3-day course overviews the evidence-validated writing model: Self Regulated Strategy Development (SRSD) developed by Karen Harris and Steve Graham at Vanderbilt University.  Learn to use methods that have been extensively validated as effective in teaching struggling writers, such as formative assessment, rubrics, modeling, and graphic organizers. You will also learn to cultivate the necessary self-regulation in students that expert writers possess.  Leave equipped with full unit plans for addressing major writing genres, and experience with delivering these. 

Sponsored by:   Everyone Reading & HILL for Literacy, Inc.

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Presenters:

Shira M. Cohen Goldberg, Ed.M. is currently a lead facilitator at the HILL for Literacy, Inc. She received a BA from Barnard College, Columbia University in English and Education, a certificate in Program Planning, Management, Monitoring and Evaluation from Boston University and an EdM in Language and Literacy from Harvard Graduate School of Education. While at Harvard, she studied reading comprehension, language development, and reading difficulties with Drs. Catherine Snow and Connie Juel, and served as a research assistant to Rebecca Silverman, collecting data on effective methods of vocabulary instruction with Kindergarten students. Prior to working at the HILL, she was a Literacy Coach in a large urban school system where she supported a school-wide, multi-year vocabulary initiative. She also served as a Reading First Implementation Facilitator for the Massachusetts Department of Education, and a classroom teacher in New York City and California. Ms. Cohen’s research interests include facilitating vocabulary development, working with English Language Learners, and the whole-school change process.

Pooja Patel, M.A., is a learning specialist who is currently working as a middle school English and Humanities teacher at the United Nations International School where she uses various literacy-based interventions in both whole group and small group settings. In the after-school hours, she works one-on-one with students of all ages to build their foundational skills in reading and writing using research-based strategies. She has taught a class focusing on writing interventions for the classroom at Bank Street College, has presented at national conferences and will be teaching graduate students in the reading specialist program at Teachers College, Columbia University starting Spring 2013. She has also authored a book series on formative assessment, including “Using Formative Assessment to Inform Literacy Instruction” (Spring, 2012)  Additionally, she has published articles on reading and writing interventions in peer-reviewed journals such as Preventing School Failure and Teaching Exceptional Children. Pooja is the director of Teachers 4 Student Success (t4ss.org), a non-profit organization dedicated to providing research validated literacy instruction to all students regardless of age, ability, and socio-economic status. She received a master’s degree from the reading specialist program from Teachers College, Columbia University.