Event Schedule - University of Florida...Kathleen Zaldivar, Special Education Teacher Comstock...

Event Schedule

Program

8:30-9:00am Registration Entryway

9:00-9:45am Opening Session Auditorium – Building 3

9:55-11:00am Work Session 1 Classrooms – Building 2

11:10am-12:15pm Work Session 2 Classrooms – Building 2

12:15-1:05pm Networking Lunch Cafeteria – Bullding 6

1:15-2:20pm Work Session 3 Classrooms – Building 2

2:30-3:00pm Closing Session Auditorium – Building 3

Vendors

8:30am-3:00pm Exhibits Breezeway

Opening Session 9:00-9:45am

WelcomeMarisel Elias-Miranda, Administrative DirectorOffice of Early Childhood ProgramsMiami-Dade County Public Schools

GreetingsDonald Pemberton, DirectorUniversity of Florida Lastinger Center for Learning

Milagros Fornell, Assoiciate SuperintendentMiami-Dade County Public Schools

Featured SpeakerKathleen Zaldivar, Special Education TeacherComstock Elementary

Student PresentationFirst Grade StudentsMiami-Dade County Public Schools Primary Learning Center

Overview of the ShowcasePhilip Poekert Magdi CastañedaRaquel DiazProfessors-in-ResidenceUniversity of Florida Lastinger Center for Learning

Closing Session 2:30-3:00pm

Auditorium – Building 3

Closing ThoughtsCyd Heyliger-Browne, District SupervisorOffice of Early Childhood ProgramsMiami-Dade County Public Schools

Essay Contest WinnersHow has your teacher made a difference in your life? If you had an opportunity to share how important your teacher is, what would you say?Josette Paris, Learning FacilitatorUniversity of Florida Lastinger Center for Learning

Door PrizesMagdi Castañeda, Professor-in-ResidenceUniversity of Florida Lastinger Center for Learning

Written ReflectionsRaquel Diaz, Professor-in-ResidenceUniversity of Florida Lastinger Center for Learning

session 19:55 - 11:00 am

3

Early Childhood Education

Hands-On Parents

Rhonda Morton: Pre-K Teacher, Greynolds Park Elementary School, [email protected] Cartwright: Assistant Principal, Greynolds Park Elementary School, [email protected]

Are you an Early Childhood Teacher wishing to increase parental involvement? Come learn some essential skills to promote parent involvement and have the opportunity to create fun manipulatives that will engage your students.

Will Parent Outreach Strategies Affect Targeted Students’ Behavior in My Classroom?

Gina Domond: Kindergarten Teacher, Ben Sheppard Elementary, [email protected]

My inquiry relates to parental involvement strategies to improve anti-social behavior of some students. I will share the different research-based strategies to get support from parents. Participants will engage in an interactive discussion of the strategies.

Arts Across the Curriculum to Promote Students’ Engagement and Parental Involvement

Suzelle Etienne: 2nd Grade Teacher, Lillie C. Evans, [email protected] Sale: Kindergarten Teacher, Lillie C. Evans, [email protected]

Early exposure to visual art promotes activity in the brain and helps children understand other subjects better. Therefore, it is essential to find ways to incorporate art into the everyday classroom. In this presentation, we will share how teachers at Lillie C. Evans experienced using art across the curriculum to promote students’ enthusiasm for learning and parental involvement.

Strategies to Increase Parent Involvement

Room: 2292Facilitator: Tracy Cartwright, Greynolds Park ElementaryAudience: Teachers, Principals, District leaders, Families and Community, School partners

session 19:55 - 11:00 am

4


How Reflective Teachers Help Meet the Needs of Their Students

Room: 2302Facilitator: Marie Caceres, Santa Clara ElementaryAudience: Teachers, Principals, District leaders, Families and Community, School partners

How to Meet Kindergarten Expectations Using Developmentally Appropriate Practices

Maria Claudia Cordoba: Curriculum Specialist, Early Learning Coalition of Miami Dade and Monroe, [email protected]

Educators will have an informative and interactive session addressing how active learning, an appropriate classroom learning environment, and reflective teaching help children get ready for kindergarten and beyond.

How Does Breakfast and a Snack After Lunch Impact a Child’s Behavior?

Anna Moreno: Kindergarten Teacher, Santa Clara Elementary, [email protected] Fernandez-Ortiz: 1st Grade Teacher, Santa Clara Elementary, [email protected] Caceres: Principal, Santa Clara Elementary, [email protected]

Our showcase will explain how using a well balanced diet improves poor behavior and academic performance. Findings will be presented through charts, surveys, and observations. By the end of the session, the audience will gain a better understanding of how breakfast and a snack after lunch impacts a child’s behavior and academic performance.

Student Power

Wendie Williams: Counselor, Santa Clara Elementary, [email protected] Chace: 4&5 Grade Gifted Teacher, Santa Clara Elementary, [email protected]

In this showcase, we will demonstrate how implementing a “Conflict Resolution” program for Gifted students can enhance their self-esteem, improve their problem solving and critical thinking skills and also decrease student referrals. By the end of the session, the audience will have gained new strategies and techniques that will improve classroom management and ultimately impact student achievement.

session 19:55 - 11:00 am

5


Meeting the Developmental Needs of ALL Students

Room: 2322Facilitator: Shonte Smith, Redondo ElementaryAudience: Teachers, Principals

Flexible Kindergartners

Carlos G. Mena: Kindergarten Teacher, Coral Park Elementary, [email protected]

Our classrooms are filled with students who are at different ability levels and developmental stages. That reality has led me to become a proponent of flexible grouping, which I incorporate in my classroom at least three times a week. This study will focus on how flexible grouping is applied in an ESOL, self-contained, kindergarten classroom.

Communication Malfunction: “I Think in Pictures, You Teach in Words”

Shonte Smith: Pre-K SPED, Redondo Elementary, [email protected] Rivera: Kindergarten SPED, Redondo Elementary, [email protected] Khan: First Grade SPED, Redondo Elementary, [email protected]

One of the main challenges educators face when teaching students with Autism Spectrum Disorder is that children cannot communicate their wants and needs, which places limitations on their social behaviors. These children exhibit unresponsiveness, babbling, abnormal use of language, and a lack of skills to initiate and sustain a conversation. We will demonstrate effective communication devices and strategies used to prevent communication malfunction.

session 19:55 - 11:00 am

6


Promoting Emergent Literacy through the Use of Interactive Strategies

Room: 2332Facilitator: Marina Walles, Palm Springs ElementaryAudience: Teachers, Families and Community, School partners

Sound It, Say It, Read It! Let’s Have Fun!

Yaquelin Ricardo: 2nd Grade Teacher, Palm Springs Elementary, [email protected] Salgueiro: 1st Grade Teacher, Palm Springs Elementary, [email protected]

Participants will learn about the effect of the use of manipulatives and interactive games on students’ reading fluency. During our PowerPoint presentation, we will share some data, pictures, and a variety of activities. We will also engage the participants in games that improve young children’s reading fluency.

1 – 2 – 3, ABC, Let’s Play to READ!

Marina Walles: Pre-K Teacher, Palm Springs Elementary, [email protected] Illa: Pre-K Teacher, Palm Springs Elementary, [email protected]

Participants will learn how to promote emergent literacy in young children through the implementation of an interactive classroom setting. Participants will learn strategies, which will help young children become aware of print as they naturally explore the environment around them.

Becoming Fluent Readers

Aissatou Clesca-Cajuste: 2nd grade Teacher, North Miami Elementary, [email protected]

Fluency is directly related to reading comprehension, thus practicing fluency has to become an integral part of the day. This inquiry will show how reading skills can improve by concentrating on fluency throughout the day.

session 19:55 - 11:00 am

7

School Culture and Student Engagement

Increasing Parent Involvement and Engagement

Room: 2342Facilitator: Catalina Gonzalez Marques, Public AlliesAudience: Teachers, Principals, Families and Community, School partners

Building Meaningful Parent Engagement

Ana Escalante: Commmunity Involvement Specialist, Coral Park Elementary, [email protected] Perez: Commmunity Involvement Specialist, Ethel K. Beckham Elementary, [email protected] Diaz: Commmunity Involvement Specialist, Dr. Carlos J. Finlay Elementary, [email protected] Padron: Commmunity Involvement Specialist, Dr. Carlos J. Finlay Elementary, [email protected] Gonzalez Marques: Public Ally, Region IV, [email protected]

Schools constantly mention the need for increased parent involvement. However, in order to create a true partnership with the families at our schools, we need to be engaging parents. Through the Ready Schools Miami CIS workshops, we have taken new ideas for engaging parents back to our schools. Evidence will be shared regarding best practices.

Parent Involvement Ideas That Work

Monique Sutherland-Cox: Public Ally, Region I, [email protected] Lobo: Commmunity Involvement Specialist, Ben Sheppard Elementary School, [email protected] Silva: Commmunity Involvement Specialist, Palm Springs Elementary School, [email protected] Johnson: Community Involvement Specialist, Van E. Blanton Elementary School, [email protected]

We will share a description of unique and new age ideas to engage parents and increase parental involvement in school and at home.

Parents as Teaching Partners

Silvana Crissien: 3rd Grade Teacher, Redondo Elementary, [email protected] Salinas: Community Liason Specialist, Redondo Elementary, [email protected] Whitaker: Public Ally, Region V, [email protected]

Research has shown that parent involvement plays an important role in education, contributing to student achievement. We will demonstrate how to instruct parents to become teaching partners and how it can help improve students’ reading success. A series of after-school workshops were given to show parents how to work with their children to improve their reading fluency and comprehension.

session 19:55 - 11:00 am

8


Improving Student Behavior through Culturally Responsive Strategies

Room: 2352Facilitator: Cathleen Burbank, Dr. Robert B. Ingram Elementary Audience: Teachers

Conduct: How Do You Establish a Fair Grade?

Cathy Hamilton-Green: 2nd Grade, Comstock Elementary, [email protected]

A “Conduct” grade is required every nine weeks. This grade should reflect an on-going evaluative process. The presentor will share a classroom model that provides an authentic evaluation tool that assists the student as he/she shows responsibility and ownership of his/her grade. In addition, this model assists with a realistic calculation of the “Conduct Grade.”

How to Get Parents Involved and to Take Responsibility for Their Child’s Education?

Maydelin Carriedo: SPED Teacher, Santa Clara Elementary, [email protected] P. Gomez: SPED Teacher, Santa Clara Elementary, [email protected] Jean Baptiste: SPED Teacher, Santa Clara Elementary, [email protected]

Three Special Education teachers will explain how to improve parental involvement and increase parents’ responsibility for their child’s academic and social/emotional development. Through parent workshops, student/parent/teacher surveys and a parent/teacher communication log, factors that are causing the lack of parental involvement were determined.

Culturally Responsive Classroom Management

Denise Mesa: 3rd and 4th Grade Teacher, Dr. Robert B. Ingram Elementary School, [email protected] Burbank: School Counselor, Dr. Robert B. Ingram Elementary School, [email protected]

Teachers will receive an overview of what it means to be culturally responsive in order to establish a classroom in which students can succeed. Key management strategies will be provided and modeled by the facilitators to be implemented by the teachers. Teachers will be able to develop plans for implementing culturally responsive classroom management.

session 19:55 - 11:00 am

9

Science, Technology, and Math

Hands-On Math in School and at Home

Room: 2362Facilitator: Yendi Sotolongo, Maya Angelou ElementaryAudience: Teachers, Principals, Families and Community

Math Surrounds Us

Brandi Pascual: 4th Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] De la Torre: 4th Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Diaz: 4th Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected]

Participants will be involved in rotational centers focusing on geometry. We will introduce three engaging centers that will provide participants with hands-on skills they can take back to the classroom.

Exploring Geometrical Shapes

Mayleen Coston: 5th Grade Teacher, Maya Angelou Elementary, [email protected] Basulto: 4th Grade Teacher, Maya Angelou Elementary, [email protected] Sotolongo: 4th Grade Teacher, Maya Angelou Elementary, [email protected] Suarez: Pre-K SPED, Maya Angelou Elementary, [email protected]

Participants will create a 3-dimensional model of a cube that can be manipulated and utilized to explore the properties of various shapes as well as multiple geometrical concepts. Presenters will explain how this activity can be utilized across grade levels to help bring the abstract concept of geometry to life.

Working Together for Math Success!

Maria Pacheco: 5th Grade Teacher, Caribbean Elementary, [email protected]

Parents play an important part in their child’s learning. Numerous parents are known to have difficulty teaching math concepts to their children. My inquiry will show how teachers can unite with parents by inviting them into their classroom, teaching them math concepts that they, in turn, can reinforce to their children at home.

session 19:55 - 11:00 am

10


Science Strategies to Build Inquiring Minds

Room: 2372Facilitator: Kerlyn Prada, Ruth K Broad Bay Harbor K-8 CenterAudience: Teachers

Surviving the Science Fair

Kerlyn Prada: 7th Grade Science Teacher, Ruth K Broad Bay Harbor K-8 Center, [email protected] Mayorga: 6th Grade Science Teacher, Ruth K Broad Bay Harbor K-8 Center, [email protected]

Teachers will experience inquiry-based, hands-on investigations guiding them step by step through the formulation of age appropriate questions and answers using the nature of science. Teachers will learn how to properly interpret the steps in the scientific method using the Next Generation Sunshine State Standards for 3rd grade.

Healthy Choices

Jennifer Campbell: 2nd Grade Teacher, Coral Park Elementary, [email protected] Spence: 2nd Grade Teacher, Coral Park Elementary, [email protected] Reed: Kindergarten Teacher, Coral Park Elementary, [email protected]

Second grade students and kindergarten partners will plant, observe, measure growth, and harvest vegetables and herbs from the garden. Lessons will be presented on the food pyramid, reading food labels, and calculating sugars in foods. As students are taught concepts about healthy choices, personal responsibility, and positive or negative effects of foods. Concepts will be reinforced through activities and projects.

My Pal, Your Pal, the 5 Es’ Best Pal

Catherine E. Stewart: 3rd Grade Teacher, Miami Shores Elementary School, [email protected]

Integrating technology in the Science classroom can help invigorate your students and your instruction. ePals Global Community is a technology resource that complements our curriculum and offers collaborative technology projects that feature National Geographic digital content. These collaborative projects help ensure that the 5 Es of Science Instruction (Engage, Explore, Explain, Extend and Evaluate) are met effectively.

session 19:55 - 11:00 am

11


Using New Technologies to Enhance Instruction

Room: 2703Facilitator: Kathleen Zaldivar, Comstock ElementaryAudience: Teachers, Principals, District leaders, Families and Community

Distance Learning - The New Classroom

Christina Guerra: Principal, Caribbean Elementary School, [email protected] Krtausch: Principal, Florida City Elementary School, [email protected] Baldriche: 1st Grade Teacher, Caribbean Elementary School, [email protected]

At Caribbean Elementary, we are taking learning to another level. In preparing our students to be 21st Century Learners, the school has implemented a Distance Learning initiative. Through our Distance Learning Program, two classes in two different states become one as the teacher conducts a lesson with both classes simultaneously.

Are Computer-Based Assessments More or Less Effective Than Written Assessments?

Linda Juarez: 1st Grade Teacher, Leisure City K-8 Center, [email protected] Diaz: 4th Grade Teacher, Leisure City K-8 Center, [email protected] Reid: 4th Grade Teacher, Leisure City K-8 Center, [email protected]

In 2012-2013, FCAT 2.0 testing will be administered on computers to certain grade levels. With this in mind, it is important for teachers to know how this new method of testing will affect student scores. Many students are only exposed to computers at school so they may have a difficult time transitioning from traditional paper/pencil assessments to computer-based assessments.

Bloggin’ Our Way to Student Engagement

Waleska Cardona: 4th Grade Mathematics Teacher, Comstock Elementary School, [email protected] Paz: 4th Grade Reading, Language Arts Teacher, Comstock Elementary School, [email protected] Zaldivar: 5th Grade Sped Teacher, Comstock Elementary School, [email protected]

As educators in the 21st Century we realize that our students, being technology natives, have multiple mediums of learning. Utilizing a district website accessed through our school portal, both mathematics and reading teachers uploaded subject-related questions in a blogging format, aspiring to combine technology and learning to further engage students and motivate them to utilize technology for educational purposes.

session 19:55 - 11:00 am

12


Improving Retention of Math Concepts

Room: 2713Facilitator: Vanessa Rosario, Primary Learning CenterAudience: Teachers, Families and Community

Small Group, Big Gains: The Effects of Small Group Math Instruction

Kelly Duquette: 4th Grade Teacher, Van E. Blanton Elementary, [email protected]

Tracking student performance is essential to classroom success, and as teachers, we realize that the road to success looks different for each student. To best meet the learning needs of my lowest-performing math students, I utilized small-group instruction. Through weekly mini benchmark assessments, it was my goal to see the effects of small-group instruction on these students’ performance.

Sports Math: A Fun and Interactive Approach to Learning Math

Bonifacio Ramos: Physical Education Teacher, Coral Park Elementary, [email protected] Rubio: Fourth Grade Math, Science Teacher, Coral Park Elementary, [email protected]

Teachers seem caught up in the hustle and bustle of high stakes testing and falling into a trap of drilling and testing students. Every year, I hear complaints that students come in without truly grasping the concepts necessary for this year’s lessons. We contemplated that perhaps students would retain math concepts if they learned in a fun and interactive way.

How Will Student-Created Books Help to Improve the Retention of Math Concepts?

Vanessa Rosario: Kindergarten Teacher, Primary Learning Center, [email protected] C. Alcocer: Kindergarten Teacher, Lillie C. Evans Elementary, [email protected] Delgado: 2nd Grade Teacher, Lillie C. Evans Elementary, [email protected]

What can kindergarten teachers do to improve the retention of the math concepts necessary to build up knowledge? We will use a hand-made book, created at the end of each unit by the students. It will give them the opportunity to write and illustrate the concepts studied. We hope this practice will help them to retain the information better.

session 19:55 - 11:00 am

13

Leadership

Administrators as the Educational Leader Transforming Schools

Room: 2733Facilitator: René Baly, Redondo ElementaryAudience: Teachers, Principals, District leaders, Families and Community, School partners

All Hands on Deck! The Principal Takes an Active Role in Guiding Students to Develop a Substantive Concept of Education. Cecilia C. Sanchez: Principal, Dr. Carlos J. Finlay Elementary School, [email protected] E. Tavel-Visiedo: Principal, Ethel K. Beckham Elementary School, [email protected] F. Nunez: Principal, Coral Park Elementary School, [email protected] Abreu: Principal, Joe Hall Elementary School, [email protected]

Will principal-led, small group, and/or individual discussions assist students in attaining a substantive education? Through continued, small group and individual conversations utilizing the inquiry method, the students will gain personal insights into the benefit of their learning and continued education. The students will then make a positive, active contribution to their own advancement of learning and academic success.

Do You See What I See? René Baly: Principal, Redondo Elementary, [email protected] Gonzalez: Teacher, Redondo Elementary, [email protected] Melissa La Rosa: Reading Coach, Redondo Elementary, [email protected] Meeks: Media Specialist, Redondo Elementary, [email protected]

Researchers have long recognized principal leadership as an effective source capable of influencing change in schools, and as an indicator of quality schools having an impact on school achievement and improvement. Results from this inquiry will provide feedback that can be utilized for the continued improvement of leadership within the school.

session 19:55 - 11:00 am

14

Writing and Literacy

Exploring Reading & Writing Strategies at the Elementary Level

Room: 2743Facilitator: Carlos Huguet, Palm Springs ElementaryAudience: Teachers, Families and Community

Using BDA Strategies in the Library Media Center

Wayne Kirkland: Library Media Specialist, Benjamin Franklin Elementary School,[email protected]

I will demonstrate how the school library media specialist can use or model the Before, During, and After Reading Strategies. These strategies can be used when students are selecting books that they need for both independent reading and curriculum-related reading assignments. Will these efforts encourage and promote students’ use of the BDA Strategies?

Cooking Up Some Authenticity

Jennifer Gomez: 3rd Grade Teacher, Palm Springs Elementary, [email protected] Huguet: Kindergarten Teacher, Palm Springs Elementary, [email protected] Arencibia: Teacher of the Gifted, Palm Springs Elementary, [email protected]

When learners are engaged in reading and writing real-life texts for real-life reasons, they are highly motivated and engaged. Some aspects of using authentic activities remain unclear due to lack of planning and time. We have applied and managed more realistic activities effectively. You will see student work samples using different levels of complexity in order to challenge our students.

Using Literature to Motivate Learning

Phyllis Black: Kindergarten, Golden Glades Elementary, [email protected] Klasner: Media Specialist, Golden Glades Elementary, [email protected] Okpala: Art Teacher, Golden Glades Elementary, [email protected]

Children’s literature can be used to ignite sparks of learning in all subject areas. Books can be used to increase vocabulary, activate student’s imagination, and pique their curiosity to learn new ideas in many subject areas. The presenters will share ideas on the use of picture books and their correlation to the State Standards across the elementary curriculum.

session 19:55 - 11:00 am

15


Meeting Students’ Needs in Reading and Beyond

Room: 2753Facilitator: Andrea Johnson, Benjamin Franklin ElementaryAudience: Teachers, Principals, Families and Community

Fluency & Vocabulary Strategies in Elementary Education

Maria Casanova: 3rd Grade Teacher, Coral Park Elementary School, [email protected] Guidi: 3rd Grade Teacher, Coral Park Elementary School, [email protected] Moran: 3rd Grade Teacher, Coral Park Elementary School, [email protected]

Fluency methods, such as the FORI and WIDE, along with vocabulary strategies and techniques will be discussed and demonstrated. These methods are research-based, and they have been proven to increase student’s fluency, vocabulary, and ultimately their reading comprehension skills.

Individual Attention, Maximum Growth!

Rachel Faust: 5th Grade Teacher, Van E. Blanton Elementary, [email protected]

It is difficult to find time to give each student individual attention with the day-to-day hustle and bustle. My inquiry investigated the effect of increased one-on-one time on a student’s academic progress and behavior. Evidence will show that increased, individually tailored, student-based attention has a positive impact on the student – both in and out of the classroom.

Data-Driven Instruction

Dr. Crystal Archable: School Psychologist, Psychological Services, [email protected] Johnson: 3rd Grade Teacher, Benjamin Franklin Elementary School, [email protected]

The presenters will share how they used multiple sources of data such as FAIR, District Interims, and phonics surveys to determine students’ needs and instructional implications.

session 19:55 - 11:00 am

16


Innovative Strategies for Reading Comprehension and Vocabulary Instruction

Room: 2763Facilitator: Jeannile Ley, Dr. Manuel C. Barreiro ElementaryAudience: Teachers, Families and Community

Robust Reading Instruction

Alten Russell: 5th Grade Student, Benjamin Franklin Elementary School, [email protected] Johnson: EBD Teacher, Benjamin Franklin Elementary School, [email protected]

We will share strategies we used to infuse poetry into our reading instruction. Attendees will also learn strategies for vocabulary instruction that are interactive and engaging for all students.

Making It Stick With Sticky Notes

Rebecca Manzanas: 1st Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Gordon: SPED Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Ley: 2nd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected]

Did you know you can use sticky notes as a tool for active learning across grade levels and curriculums? We will show how sticky notes can be used to help students monitor their own thinking and leave tracks of comprehension for teacher observation and assessment.

Increasing 3rd Grade Scholars’ Vocabulary and Reading Comprehension With the Use of Hand Signals

Stacy Diaz: 4rd Grade Teacher, Van E. Blanton Elementary

Acquiring vocabulary is crucial for young students as they begin to embark on the exhilarating quest to gaining comprehension. I looked at students’ acquisition of new vocabulary words through the use of hand signals. Hand signals were an essential component of my students’ ability to master skills needed to move on to future grades.

session 19:55 - 11:00 am

17


Building Literacy by Building Background

Room: 2773Facilitator: Clementon Shipp, Benjamin Franklin ElementaryAudience: Teachers, Principals

Prior Knowledge...Future Success?

Clementon Shipp: 2nd Grade Teacher, Benjamin Franklin Elementary School, [email protected]

How can students’ use of prior knowledge improve reading comprehension? In my inquiry, I utilized various strategies to activate students’ prior knowledge. Did this improve reading comprehension scores?

Mind Freeze

Cherylise Washington: 3rd Grade Teacher, Leisure City K-8 Center, [email protected] McCray: 3rd Grade Teacher, Leisure City K-8 Center, [email protected] Boucaud: 6th-8th Grade Teacher, Leisure City K-8 Center, [email protected]

What strategies will impact reading comprehension? We will demonstrate how guided reading, teacher-led oral comprehension questions, read-alouds, and building background knowledge along with listening comprehension skills will elicit an increase in reading comprehension and promote learning gains.

HELP! What’s Another Word For...?

Muriel Reed: 2nd Grade Teacher, Palm Springs Elementary School, [email protected] Garcia: 2nd Grade Teacher, Palm Springs Elementary School, [email protected] Lane: 2nd Grade Teacher, Palm Springs Elementary School, [email protected]

With the high expectations of the FCAT Writing Test, we want to empower our students at the primary grade level with an array of experiences and vocabulary to prepare them to become superior writers. We have discovered that our students are not proficient descriptive writers. Our presentation will demonstrate how we developed descriptive vocabulary using fruits and vegetables.

session 19:55 - 11:00 am

18


Reading and Writing Strategies that Use Technology

Room: 2813Facilitator: Lazaro Valdes, Coral Park ElementaryAudience: Teachers

Media Literacy Makes the Final Cut

Mayte Fuentes: 4th Grade Teacher, Coral Park Elementary, [email protected] J. Valdes: 4th Grade Teacher, Coral Park Elementary, [email protected] M. Valdes: 4th Grade Teacher of the Gifted, [email protected]

This research-based session will share how to implement FCAT strategies, primarily through compare and contrast as well as informational text features. Through the use of media literacy, primarily film media, we have developed strategies to increase student comprehension and critical thinking skills. The students demonstrate their comprehension by explaining the relationship between illustrations in both whole group and small group instruction.

In this Age of “Accountability,” Is Your Data Reliable?

Juan L. Dennis: 3rd Grade Teacher, Miami Shores Elementary School, [email protected]

Reading teachers have various assessments available to them to assess student performance and guide instruction as needed. I’ve heard many say they believe one assessment is better than another, so I decided to compare the information gathered and determine if they tell the same story or not. The assessments used will be STAR, Baseline, and Success Maker PMP.

session 211:10 am -12:15 pm

19


Comunidades de Aprendizaje

Room: 2292Facilitator: Karla Moreno, United Way Center For ExcellenceAudience: Maestros, Directores

Fortalezas Escondidas Luz D. Marquez: Curriculum Coordinator, ARC Project Thrive Kendall, [email protected]

Una Comunidad de Aprendizaje fuerte es escencial en el desarrollo en nuestros niños. En los entrenamientos de Comunidades de Aprendizaje he adquirido nuevas herramientas para ampliar y fortalecer el significado de una comunidad educativo. El uso de protocolos ha facilitado el adquirir nuevos conocimientos que han contribuido a nuestra comunidad. Compartiré el uso positivo de estos protocolos.

Desarrollando Protocolos para Analizar Documentaciones Teresa Correa: Master Teacher, United Way Center For Excellence, [email protected] Moreno: Master Teacher, United Way Center for Excellence, [email protected]

Introducción en el desarrollo de protocolos con el fin de analizar documentaciones, proyectos, y experiencias diarias en el aula. Se presentará a la audiencia un protocolo de ejemplo creado en la CFE de United Way. Igualmente podrán ver un video de este proceso.

session 211:10 am - 12:15 pm

20


Collaborating to Enhance Writing and Literacy

Room: 2302Facilitator: Lori Kaplan, Aventura Waterways K-8 CenterAudience: Teachers

Writing With Friends Lori M. Kaplan: 1st Grade Teacher, Aventura Waterways K-8 Center, [email protected] Melenciano: 3rd Grade Teacher, Greynolds Park Elementary School, [email protected] Rogoff: 4th Grade Teacher, Greynolds Park Elementary School, [email protected]

Be an involved audience as you are exposed to a variety of writing strategies that can be easily incorporated within your classroom. Learning to share your thoughts and feelings with a buddy as you write will help you enhance your students’ writing abilities. Come join our writing experience.

Literature Circles Lene Sam: 3rd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Misas: 3rd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Mejia: 3rd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected]

Literature circles provide a way for students to engage in critical thinking as they respond to books. Students reshape and add onto their understanding as they construct meaning with other readers. We look forward to showing data that supports how literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response.

To Pair or Not to Pair Olga Pozo: 3rd Grade Teacher, Lake Stevens Elementary School, [email protected] Rozier: 2nd Grade Teacher, Lake Stevens Elementary School, [email protected] Sellers: 3rd Grade Teacher, Lake Stevens Elementary School, [email protected]

According to research, many schools are looking at different ways to improve students’ reading comprehension. The development of reading comprehension skills is a primary educational goal for elementary children. Partner/Paired reading is a classroom strategy that will be implemented. Evidence will be shared about the positive impact of Partner/Shared Reading and the effect that it had on reading comprehension.


21


Differentiated Instruction to Reach Various Levels & Modalities

Room: 2322Facilitator: Christina Gonzalez, Lakeview ElementaryAudience: Teachers, Principals, Families and Community

Successful Student Centers Ingrid Louis: 5th Grade Teacher, Benjamin Franklin Elementary School, [email protected] Baucicaut-Hercule: 2nd Grade Teacher, Benjamin Franklin Elementary School, [email protected] Rigby: 1st Grade Teacher, Benjamin Franklin Elementary School, [email protected]

The presenters will share strategies they used to improve their independent student centers in an effort to have a more productive teacher-led group.

Reading Intervention: Building a Solid Foundation Mary Ambrose: 3rd Grade Teacher, Golden Glades Elementary, [email protected] Lattery: 3rd Grade Teacher, Golden Glades Elementary, [email protected] Anderson: 3rd Grade Teacher, Golden Glades Elementary, [email protected]

With the wave of differentiated-instruction practices, we will implement a schedule of intense, direct instruction with students that are struggling in the areas of phonics, fluency and reading comprehension. Creating skill/need-based groups will allow to identify students with similar weaknesses; then establish a learning environment that is conducive to meeting the needs of various learning levels and modalities.

Teacher Inquiry on Reading Intervention Christina M. Gonzalez: 3rd Grade Teacher, Lakeview Elementary, [email protected]

Empirical research concludes that data-driven decision making, differentiated instruction, and intervention strategies are the catalysts in achieving student learning gains. The purpose of my inquiry is to find out how putting these theories into practice will impact my third grade students’ reading comprehension.

session 211:10 am - 12:15 pm

22


Getting Young Learners to Read

Room: 2332Facilitator: Carmen Smith, Miami Gardens ElementaryAudience: Teachers

“I Spy… Environmental Print” Robyn Gold: 1st Grade Teacher, Crestview Elementary School, [email protected] Hernandez: 1st Grade Teacher, Crestview Elementary School, [email protected]

While on a field trip, students shouted names of businesses, stores, and signs. We decided to teach Environmental Print to determine if there is a connection between promoting literacy in our classrooms and word recognition. Will students be able to recognize these signs and symbols while reading text? Would you like to know how?

What is the Substance? “Reading Aloud vs. Storytelling” Carmen Smith: Media Specialist, Miami Gardens Elementary, [email protected]

Students like stories, but do Kindergarten/Grade 1 students prefer having a story read to them or told to them? This inquiry focuses on how one media specialist presented stories to groups of Kindergarten and Grade 1 students and along the journey discovered what mattered most to her students.

Do You Hear What I Hear? Patricia Castillo: Kindergarten Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Avila: Kindergarten Teacher, Dr. Manuel C. Barreiro Elementary, [email protected]

We will reveal the effectiveness of specific strategies that target the development of phonemic awareness with students who showed deficits in phonics on the Florida Assessment for Instruction in Reading (FAIR). Participants will learn about the Sound-Scene Setting Game and the Say-It-and-Move-It learning activities. As a result, students will develop the phonics skills necessary to succeed in reading.


23

Leadership

Collaborative School Culture Cultivated through PLCs

Room: 2342Facilitator: Roxana Herrera, Palm Springs ElementaryAudience: Teachers, Principals

Delivering Meaningful and Effective Professional Development to Increase Rigor Mary A. Gil-Alonso: Principal, Benjamin Franklin Elementary, [email protected] Garcia Morales: Principal, Dr. Manuel C. Barreiro Elementary, [email protected] Herrera: Principal, Palm Springs Elementary, [email protected]

How can principals deliver meaningful and effective professional development that will motivate teachers to increase rigor in their instruction? Ready Schools Miami Partner Principals will provide insight on the strategies they implemented in order to provide professional development to teachers that is meaningful, engaging, and motivates teachers to increase rigor in their classrooms.

Implementing PLCs Tangela Goa: Principal, Van E. Blanton, [email protected] Wells: Assistant Principal, Van E. Blanton, [email protected]

This session goes over how Professional Learning Communities (PLCs) were implemented and started at Van E. Blanton. It includes selecting various personnel to facilitate the PLCs and how to hopefully get the buy-in from staff so that the PLCs are effective and beneficial to the majority of staff.

How Do You Get the Buy-In? Tricia M. Fernandez: Principal, Miami Shores Elementary School, [email protected] Goree: Principal, Lake Stevens Elementary School, [email protected] Montilla: Principal, Crestview Elementary School, [email protected] Tagle: Principal, Ben Sheppard Elementary School, [email protected]

Through the development and implementation of Professional Learning Communities and leadership teams, an administrative team can build a positive culture at the school site with all stakeholders.

session 211:10 am - 12:15 pm

24


Supporting Struggling Students in Math

Room: 2352Facilitator: Barbara Soler, Sylvania HeightsAudience: Teachers, Principals, District leaders

How Will Placing Low Achieving Math Students in an After School Math Club Affect Their Progress? Barbara Soler: SPED Teacher, Sylvania Heights Elementary, [email protected] Gonzalez: Fifth grade Teacher, Sylvania Heights Elementary, [email protected]

We wanted to see if low performing students would show progress through participation in an afterschool math club. Some of our students were continuously struggling in math and having very few experiences of success. The math club helped students feel part of a group that learned through the use of manipulatives how to become better math students.

Math Focus Walls

Alessandra Arias: 3rd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Aparicio: 3rd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Diaz: 3rd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Hernandez: 3rd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected]

How can teachers make instruction in math more effective? Many classrooms today have incorporated a Reading Focus Wall into their instruction as a successful, educational tool. We will be “blasting off” the same idea and applying it to Math. Evidence and data will be shared to show how a Math Focus Wall can enhance the curriculum.

Keeping It Real! Vicki M. James: 3rd Grade Teacher, Riverside Elementary, [email protected] J. Smith: 3rd Grade Teacher, Riverside Elementary, [email protected]

We were told to expect a “drastic drop” in students’ math performances due to their need for adjustment to the new math series. Teachers don’t want to witness a drop in scores of any kind, anticipated or not! We will be sharing strategies we utilized in an attempt to minimize the magnitude of the DROP in academic scores.


25


Using Manipulatives to Enhance Math Instruction

Room: 2362Facilitator: Elinor Milian, Ben Sheppard ElementaryAudience: Teachers

Fun with Manipulatives: Adding and Subtracting Double-Digit Numbers With Regrouping Lucinda Wright: 1st and 2nd Grade Teacher, Golden Glades Elementary, [email protected]

Teaching double-digit adding and subtracting with regrouping to first and second graders can be challenging. My inquiry will provide insight on my plan to use county-issued and teacher-made manipulatives to make math fun for students as well as impact their learning and applying the concept successfully.

K-1 Fun Math: Making Math More Enjoyable Linh Ly: 1st Grade Teacher, Ben Sheppard Elementary School, [email protected] Milian: 5th Grade Teacher, Ben Sheppard Elementary School, [email protected] Bernet Souffrant: 1st Grade Teacher, Fulford Elementary School, [email protected] Belvilus, Reading Coach, Toussaint L’ouverture Elementary School, [email protected]

We will use different strategies, manipulatives, and real-life activities to enhance student learning in math. Students’ interests in math will be explored in a fun way in order to avoid boredom in the classroom. These activities will increase learning gains and will be enjoyable for both teachers and students.

Reviewing Beyond the Textbook Juanitha Murat: 4th Grade Teacher, North Miami Elementary, [email protected] Aloba: 3rd Grade Teacher, North Miami Elementary, [email protected]

Students were repeatedly failing the Math Mid-Chapter and Chapter Test, so we researched to see if implementing different strategies will improve test scores. We infused different strategies, such as hands-on manipulatives, vocabulary, small group instruction, and last but not least, having the students work on the GO MATH intensive intervention program.

session 211:10 am - 12:15 pm

26


Powerful Learning and Effective Teacher Qualities

Room: 2372Facilitator: Amary Rivera, Riverside ElementaryAudience: Teachers, Principals

Strategies to Promote Powerful Learning Sarah Robertson Chatel: Fifth Grade Teacher, Greynolds Park Elementary, [email protected] Goldberg: Second Grade Teacher, Greynolds Park Elementary, [email protected] Toral: Pre-K Teacher, Lillie C. Evans Elementary, [email protected]

Teachers must maximize opportunities for students to concretely connect the work they do to key concepts in order to create meaningful learning. This presentation, based on the book Powerful Learning by Linda Darling-Hammond, will focus on specific strategies that promote meaningful learning and their effects in the classroom.

Qualities of Effective Teachers as Described by Students Ofelia Lopez: 1st Grade Teacher,Riverside Elementary, [email protected] Rivera: 4th & 5th Grade Teacher, Riverside Elementary, [email protected] Lopez: 2nd Grade Teacher, Riverside Elementary, [email protected] Sanchez: 5th Grade Teacher, Riverside Elementary, [email protected]

Students in grades first through fifth were surveyed to discover what qualities effective teachers posses. Throughout the presentation, the audience will discover characteristics identified by students that distinguish ordinary teachers from those that make a lasting impression on the lives of students. The audience will leave with a deeper understanding of what students really desire in an effective classroom teacher.

Survival Camp for Novice Teachers Erica E. Jones: 2nd Grade Teacher, Dr. Rolando Espinosa K-8 Center, [email protected] McLeroy: 3rd Grade Teacher, Aventura Waterways K-8 Center, [email protected]

Novice teachers need to be provided with a toolbox of strategies to enhance and assist them. The benefits of having a mentor alleviate experiencing the various phases from anticipation to disillusionment. We agree that it is necessary for a new teacher to have that support in their first three years of teaching.


27


Fluency Takes the Stage

Room: 2402Facilitator: Tracey MacDonald, Caribbean ElementaryAudience: Teachers, Principals, District leaders, Families and Community, School partners

Calling All Actors and Actresses! Improving Reading Fluency Using Reader’s Theater Norma Gonzalez: Media Specialist, Comstock Elementary, [email protected] Casola: 2nd Grade Teacher, Comstock Elementary, [email protected] Gabbidon: Reading Coach, Comstock Elementary, [email protected] Alvarez: Kindergarten Teacher, Comstock Elementary, [email protected]

Teachers are faced with non-fluent readers on a daily basis. We will share our experiences on how using Reader’s Theater with struggling readers improved reading fluency. We will also discuss additional benefits found by incorporating this strategy.

Fluency Through Poetry Maria Goyen: 3rd Grade Teacher, Crestview Elementary, [email protected] Taveras: 3rd Grade Teacher, Crestview Elementary, [email protected] Hawkins: 3rd Grade Teacher, Crestview Elementary, [email protected] Sharperson: 3rd Grade Teacher, Crestview Elementary, [email protected]

We noticed a deficiency in Oral Reading Fluency. Students were given a weekly poem to be memorized and recited. Their progress was monitored through monthly time fluency passages. Would recitation of poems increase these students’ Oral Fluency Rate? Come to our session and find out!

Reading Buddies Tracey MacDonald: Reading Coach, Caribbean Elementary School, [email protected] Ramirez: 4th Grade Teacher, Caribbean Elementary, [email protected]

Our reading buddies initiative paired primary and intermediate grade students. In our presentation, we will share activities students engaged in to enrich fluency and benchmark comprehension.

session 211:10 am - 12:15 pm

28


The Role of Parents in Impacting Student Behavior & Achievement

Room: 2703Facilitator: Shaneka Darby, Avocado ElementaryAudience: Teachers, Families and Community

The Power of a Parent Laura Diaz: 3rd Grade Teacher, Avocado Elementary School, [email protected] Darby: 3rd Grade Teacher, Avocado Elementary School, [email protected]

The amount of parental support in a student’s education can vary from student to student. Through our presentation, the audience will understand the significant role parents play in their child’s behavior and achievement and the impact they can have on their child’s success in the classroom.

Home...School...Connect...Success Blanca Mejia: School Counselor, Lake Stevens Elementary School, [email protected] Howell: 1st Grade Teacher, Lake Stevens Elementary School, [email protected] Vega: SPED 3rd and 5th Grade Teacher, Lake Stevens Elementary School, [email protected]

Educators often have students who posses the ability to do very well in class, but the lack of good study habits affects their academic success. We developed a plan to implement strategies that will help students improve organizational skills and become more responsible by completing homework and classwork on a regular basis. Our findings will be shared.


29


Keeping Students Engaged in a “Testing” Environment

Room: 2713Facilitator: Kristy Jones, Leisure City K-8 CenterAudience: Teachers, Principals

Rigor: True or False Kristy Jones: 5th Grade Teacher, Leisure City K-8 Center, [email protected] King: 3rd Grade Teacher, Leisure City K-8 Center, [email protected] Borges: 5th Grade Teacher, Leisure City K-8 Center, [email protected]

Rigor is the new buzz word in schools. As teachers, we are asked to increase rigor in our classrooms. Rigorous activities are needed in every subject and in all aspects of teaching. We need to move away from isolating facts to applying knowledge. We will present a rigorous way to access our students’ prior knowledge before teaching a new topic.

Does Teaching to the Test Improve Student Performance as Opposed to Teaching Overall Areas of Knowledge? Melinda Ryan-Manganelly: General Education Teacher, Cutler Ridge Elementary, [email protected] Natalie Kyzer: General Education Teacher, Cutler Ridge Elementary, [email protected] Michelle Rolon: Special Education Teacher, Cutler Ridge Elementary, [email protected]

Due to the time restraints teachers experience as a result of intense test preparation, how can teachers find the time to teach high-interest activities in order to engage students in the learning process? Evidence will be shared on how teachers can make learning relevant and motivating in a context where testing seems to dominate the curriculum and scheduling.

session 211:10 am - 12:15 pm

30


Reading Strategies for 3rd-5th Grade Students

Room: 2733Facilitator: Karen Cleare, Comstock ElementaryAudience: Teachers, Principals, Families and Community, School partners

Using Read Alouds and Various Strategies Will Help Improve Listening and Comprehension Skills

Karen Cleare: 5th Grade Teacher, Comstock Elementary School, [email protected] Bass: 4th Grade Teacher, Comstock Elementary School, [email protected]

We have observed that students lack the desire to read on their own. Students who listen and comprehend what is being read will want to read on their own. With the use of read aloud and various strategies to help strengthen comprehension skills, we will inspire children to read and pass on the love and passion for books.

What Does This Say? Cursive Handwriting Can Open a Whole New World for Your Students

Eloina Powers: 3rd Grade Teacher, Crestview Elementary, [email protected] Arias: 3rd Grade Teacher, Crestview Elementary, [email protected] Perez: 4th Grade Teacher, Crestview Elementary, [email protected] Velez: 3rd Grade Teacher, Crestview Elementary, [email protected]

We wanted to inquire if spending a few minutes practicing cursive handwriting would improve students’ handwriting. Deficiencies were noted in students’ ability to read and write the cursive alphabet. The assignments were given once a week, starting with lower case letters, their names, and upper case letters. Will helping students improve legible cursive handwriting help with letter recognition and reading development?

Enhancing Reading Comprehension Through Vocabulary

Verle Baksh: ESE Educator Grades 3-5, Golden Glades Elementary, [email protected] M. Longley: Mathematics Coach, Golden Glades Elementary, [email protected] A. Saunders: Reading Coach, Golden Glades Elementary, [email protected]

Reading comprehension scores indicated that the majority of our students were reading below grade level. One of the factors responsible for poor reading comprehension is vocabulary. Our team decided to combine instructional strategies and the National Reading Vocabulary words to increase reading comprehension. After implementing various strategies with students, we will compare and share results showing improvement in reading comprehension.


31

Leadership

Data-Driven Improvement

Room: 2743Facilitator: Linda Brent, Dr. Robert B. Ingram ElementaryAudience: Teachers, Principals, District leaders

Lost in Transition Patricia Horta: Assistant Principal, Palm Springs Elementary, [email protected]

Schools with many interruptions throughout the day cause teachers to “stop and go” several times during a lesson. If announcements are minimized to the bare essential will student achievement improve? In this presentation, you will be able to create a seamless schedule using excel and in turn be able to better control the amount of transition in your school building.

Transform Your School Collaboratively Using Data! Linda Brent: Project RISE Coordinator/Music Teacher, Dr. Robert B. Ingram Elementary, [email protected]

What are the results when everyone in the school focuses on Continuous School Improvement through the examination and utilization of the various types of school data? This inquiry focuses on the results of developing elementary grade level collaborative Professional Learning Communities (PLCs) to discover how different types of school data can be effectively used to promote student achievement.

Winning the Future! Kim Washington: Reading Coach, Van E. Blanton Elementary, [email protected] Tiffany Kinchens: Math & Science Coach, Van E. Blanton Elementary, [email protected]

Education is a continuum of reciprocal learning where the lines of teacher and student often intersect. When school-site data is analyzed, the teacher often becomes the student in seeking knowledge to address instructional deficiencies. When professional development is planned according to teacher needs, it will have a positive impact on teacher attitude, learning environment, and overall student achievement.

session 211:10 am - 12:15 pm

32


Improving Vocabulary Through Hands-On Activities

Room: 2753Facilitator: Beatriz Zarraluqui, Ethel K. Beckham ElementaryAudience: Teachers, Principals, District leaders, Families and Community, School partners

Creating Pre-K Vocab”WOW”ary Stars Jasmine Jackson: Pre-K Teacher, Crestview Elementary, [email protected]

Words are easy to say– they just need to be decoded to be pronounced. Knowing words requires comprehension. Using a variety of activities, Pre-K students can be taught understanding of most upper grade vocabulary words so they are able to use them in daily conversations. WOW, can they use big words?

Creative Ways to Learn Vocabulary Beatriz Zarraluqui: 2nd Grade Teacher, Ethel K. Beckham Elementary, [email protected] Odalis Allen: 1st Grade Teacher, Ethel K. Beckham Elementary, [email protected] Santos: 1st Grade Teacher, Ethel K. Beckham Elementary, [email protected] Covas: 1st Grade Teacher, Ethel K. Beckham Elementary, [email protected]

We will focus on the importance of vocabulary words in Math, Science, Social Studies and Reading. We’ll be exhibiting hands-on learning games that engage students in fun, enriching vocabulary activities. We will present four different vocabulary games that will target students’ different learning styles. These learning games will allow students to improve their understanding of vocabulary.


33


Stepping Stones: From Letters to Words

Room: 2763Facilitator: Michelle Baldriche, Caribbean ElementaryAudience: Teachers, Families and Community

Phonics Strategies for Reading Silvia Silva: Kindergarten Teacher, Comstock Elementary School, [email protected]

Every year, there are students who are in constant struggle: From writing their name, learning letters and sounds, and reading comprehension. Based on a literature review, I implemented a blending strategy for 20 minutes daily with two students who are ESOL Level 1. I intend to demonstrate student progress because of the strategies implemented.

Stepping Stones: From Letters to Words!!! Michelle Baldriche: First Grade Teacher, Caribbean Elementary, [email protected] Barbon: First Grade Teacher, Caribbean Elementary, [email protected]

We will present the Word Builder Folder and demonstrate how to manipulate the letters. The Word Builder Folder is an active, hands-on manipulative activity in which children discover sound-letter relationships and learn how to look for patterns in words. They also learn that changing just one letter or even the sequence of the letters changes the whole word.

session 211:10 am - 12:15 pm

34


Music in Early Childhood

Room: 2773Facilitator: Navia Gomez, Caribbean ElementaryIntended Audience: Teachers, Principals, Families and Community

Am I Really Singing? Anthony Parris: Music Instructor 3rd Grade, Leisure City K-8 Center, [email protected]

Music teachers teach the students about the importance of pitch, tempo, rhythm, and harmonizing. Students should then take that knowledge and create songs that evoke emotions, and feelings into its listeners. My intentions are to find out if comprehension of a song affects how well the song is performed.

The Sound of Science Elaine Perez: Music Teacher, Caribbean Elementary, [email protected] Gonzalez: Music Teacher, Caribbean Elementary, [email protected] Gomez: 5th Grade Teacher, Caribbean Elementary, [email protected]

Music can be an influence in children’s learning. Teachers can use melodies from songs that students are already familiar with to incorporate the science concepts and vocabulary, thereby encouraging science learning. We will share created songs using words from the science series, connecting them to the benchmarks in science geared toward 1st grade.

Incorporating Singing and Instrumental Performance in Social Studies David Broadhead: Music Teacher, North Miami Elementary School, [email protected]

As a music teacher, I provide support with instruction in content areas. Music can be a wonderful tool for enhancing memory and understanding of other subject matter. For this inquiry, I will compare lessons in Social Studies taught with and without music. I will examine data on how music enhances second grade student interest and understanding in Social Studies.


35


Strategies to Improve Reading Comprehension

Room: 2813Facilitator: Yamile Castillo, Ethel K. BeckhamAudience: Teachers, Principals, District leaders

Improving Implicit Listening Comprehension Skills Annette Littlejohn: Kindergarten Teacher, Leisure City K-8 Center, [email protected] Brown: Kindergarten Teacher, Leisure City K-8 Center, [email protected]

The ultimate goal of reading is comprehension. Most kindergarten students are nonreaders; therefore comprehension for them comes in the form of listening to read alouds. We are interested in discovering ways of improving implicit listening comprehension skills in kindergartners. Teachers will use books, computers, tapes, and CD’s to help kindergarten students improve their implicit listening comprehension skills.

Creating an Effective Literacy Based Learning Center Curriculum for Differentiated Small Groups? Yamile Castillo: Kindergarten Teacher, Ethel K. Beckham Elementary, [email protected] Quiles: Kindergarten Teacher, Ethel K. Beckham Elementary, [email protected] Hernandez: Kindergarten Teacher, Ethel K. Beckham Elementary, [email protected]

It’s no secret that teachers are busy, busy, busy! Effective reading centers require careful planning, and many teachers feel overwhelmed at the thought of taking on this huge task. We are here to help. Using the Florida Center for Reading Research student center activities, we have created a learning center curriculum for the differentiated learners in your classroom.

Motivating Students to Reach Academic Goals Iris Sheckman: Speech Pathologist, Cutler Ridge Elementary, [email protected] Forrest: Kindergarten Teacher, Cutler Ridge Elementary, sforrest@ dadeschools.netMargaret Winders: Kindergaten Teacher, Cutler Ridge Elementary, [email protected] Montealto: Pre-K Teacher, Cutler Ridge Elementary, [email protected]

By using a reward system, the students will master benchmarks indicating a mastery of the ultimate goal. The goal will vary based upon the teacher’s objectives. Students will receive stickers weekly based on three levels of mastery. At the end of a five-week period, students who have reached 80% mastery will be rewarded for their achievement.

session 31:15 - 2:20 pm

36


Developing Critical Thinking through Student Engagement

Room: 2292Facilitator: Patricia Davis, Golden Glades ElementaryAudience: Teachers, Principals

Encouraging Inquiry and Higher Order Thinking with Kindergarten and Pre-K Learners Nierda Gil-Jimenez: Pre-K Teacher, Benjamin Franklin Elementary School, [email protected] Hardy-Logan: Kindergarten Teacher, Benjamin Franklin Elementary School, [email protected]

The presenters will share strategies they used to infuse science into the reading curriculum. Audience members will also learn how the presenters used repeated interactive read-alouds to engage students in higher order thinking.

Comprehension Through the Development of Higher-Order Thinking Skills Shirley Watkins: Pre-K Teacher, Golden Glades Elementary, [email protected] Davis: 1st Grade Teacher, Golden Glades Elementary, [email protected] Carey: 2nd Grade Teacher, Golden Glades Elementary, [email protected] Quiones: 2nd Grade Teacher, Golden Glades Elementary, [email protected]

We as teachers often discuss the difficulties demonstrated by students when given tasks to perform, especially when those tasks require higher-order thinking skills. The purpose of our inquiry is to seek and utilize strategies that can increase primary grade students’ comprehension through the development of higher-order skills.

Creating a World of Wonder Maria Zalamea: Kindergarten Teacher, Dr. Carlos J. Finlay Elementary, [email protected] Cano: Kindergarten Teacher, Dr. Carlos J. Finlay Elementary, [email protected] Martin: Kindergarten Teacher, Dr. Carlos J. Finlay Elementary, [email protected]

After attending a See/Think/Wonder in-service training, we decided to implement this routine with 5-year olds. Through careful observations and thoughtful interpretations, we want to know why students think “why” when something looks the way it does, or when it “is” the way it is. This process will enhance student vocabulary and promote critical thinking.

session 31:15 - 2:20 pm

37


Meeting a Child’s Socio-Emotional Needs

Room: 2302Facilitator: Lisa Arellano, Miami Gardens ElementaryAudience: Teachers, Principals, District leaders, Families and Community, School partners

Building Self-Esteem Maria Hernandez: Kindergarten Teacher, Comstock Elementary, [email protected]

Self-esteem is an important component in the life of a child. Self-esteem positively or negatively affects the learning process. It balances the cognitive and emotional aspects of the child. Will group activities, such as games, influence the self-esteem of students lacking it? Could making the student a leader build up the student’s self-esteem? A literature review was done and results are shared.

The Art of Including an Alienated Child into the Mainstream Lisa Arellano: Kindergarten Teacher, Miami Gardens Elementary, [email protected]

In kindergarten, it is not uncommon to hear “I’m not your friend.” However, it is of concern when a student is ostracized and alienated by his/her peers. This inquiry focuses on an individual student who was having difficulties socializing and the role a teacher can play in assisting him/her in the process of gaining acceptance and status amongst his/her peers.

African Americans Students: Trying to Make the Grade Sherif Watson: 3-4th Grade ESE Instructor, Santa Clara Elementary, [email protected]. Rameisha Ferguson: Assistant Principal, Santa Clara Elementary, [email protected] St. Fleur: Media Specialist, Santa Clara Elementary, [email protected]

We will explain the dilemma facing African American students and their propensity to fail on assessments. Strategies looked into include: esteem-building classes and establishing culturally sensitive and contextual assessments. By the end of the session, the audience will have gained an in-depth understanding of why African Americans perform poorly on assessments along with some ways to help to avert this.

session 31:15 - 2:20 pm

38


Engaging and Supporting Parents

Room: 2322Facilitator: Cintra Coolman, Greynolds Park ElementaryAudience: Teachers, Principals, District leaders, Families and Community, School partners

Parent Workshops In My Classroom! Cintra Coolman: 1st Grade Gifted, Greynolds Park Elementary, [email protected]

This school year, my goal was to share some “teacher knowledge” with the parents of my students so that they would be better equipped to assist their children. I did so by hosting monthly parent workshops in my classroom. Together, we examined Reading Strategies, Math Problems, and Test-Taking Skills in order to improve student engagement and learning!

Homelearning CPR Jennifer Dibble: 2nd Grade Teacher, North Miami Elementary School, [email protected] Obas: 2nd Grade Teacher, North Miami Elementary School, [email protected] Noel: French Teacher, North Miami Elementary School, [email protected]

Our team looked at the home-learning trends of our students. In response to our data, we reached out to community members, parents, and students. We informed them of the importance of home learning, the available resources that provide assistance, and the ways to make home learning a positive experience. We will explain how we connected to our community and improved home learning.

Engaging Parents! Diana Keaton: Community Involvement Specialist, Santa Clara Elementary, [email protected] Rosa Lawrence: Community Involvement Specialist, Santa Clara Elementary, [email protected] Virginia Garcia: Community Involvement Specialist, Riverside Elementary, [email protected] Liriano: Community Involvement Specialist, Comstock Elementary,[email protected] Figuereo: Community Involvement Specialist, Maya Anjelou, [email protected] Hayes: Community Involvement Specialist, Lillie C. Evans, [email protected] Beras: Public Ally, Region III, [email protected]

As faculty and staff, we must provide necessary information to our parents on how to become a part of their child’s education. We will feature faculty and staff engaging with parents in a motivational activity– a Parent Luncheon/Workshop. We will emphasize the importance of parent engagement and participation.

session 31:15 - 2:20 pm

39


Thinking about Thinking: Visible Thinking Strategies

Room: 2332Facilitator: Suzanne Fernandez, Dr. Carlos J. Finlay ElementaryAudience: Teachers, Principals

What Would Be the Effect of the “I Used to Think..., But Now I Think...” Routine on Students’ Literature Comprehension? Sandra Lindner: Teacher of the Gifted, Dr. Carlos J. Finlay Elementary, [email protected] Rendon: 2nd Grade Teacher, Dr. Carlos J. Finlay Elementary, [email protected] Varela: 2nd Grade Teacher, Dr. Carlos J. Finlay Elementary, [email protected] Suarez: 2nd Grade Teacher, Dr. Carlos J. Finlay Elementary, [email protected]

Many times teachers aim to measure students’ learning gains through units of study. After taking part in a professional learning community (PLC) on visible thinking, we applied the “I used to think..., But now I think...” routine to measure the effects that it would have on their thinking. Thus, we were able to correlate their thinking with their learning gains.

Will Writing Details Increase When Using Visible Thinking Techniques? Alina Diaz: Teacher of the Gifted, Dr. Carlos J. Finlay Elementary, [email protected] Concepcion: 1st Grade Teacher, Dr. Carlos J. Finlay Elementary, [email protected] Flores: 1st Grade Teacher, Dr. Carlos J. Finlay Elementary, [email protected] Martin: ESOL Teacher, Dr. Carlos J. Finlay Elementary, [email protected] Fernandez: 5th Grade Teacher, Dr. Carlos J. Finlay Elementary, [email protected]

We have become aware that most of the students lack detail in their writing. After attending the Visible Thinking workshop, we formed a professional learning community to improve students’ writing skills. We used the “What makes you say that?” routine to guide students’ thinking. Evidence will be shared about the positive impact it has had on improving students’ writing skills.

session 31:15 - 2:20 pm

40


Strategies to Enhance Math & Science Instruction for English Learners

Room: 2342Facilitator: Patrice Jenkins, Maya AngelouAudience: Teachers, Principals

Meeting the Needs of English Language Learners Claudia Bojorquez: 4th Grade Teacher, Van E. Blanton Elementary, [email protected]

The fast-paced nature of standardized tests impose an unfair burden on students for whom English is not their first language. These students tend to score significantly lower on tests. When it comes to word problems, these students may know the computation skill needed to solve the problem, but lack the vocabulary to understand what they are required to do.

Effectively Building Science Vocabulary Patrice Jenkins: Math Coach, Maya Angelou Elementary, [email protected] Ardao: Kindergarten Teacher, Maya Angelou Elementary, [email protected] Rivera: 3th Grade Teacher, Maya Angelou Elementary, [email protected]

We wondered if explicit vocabulary instruction would improve students’ vocabulary understanding in Science. English as a Second Language Learners have a difficult time mastering science vocabulary. Our goal was to engage them to learn their science vocabulary through the use of graphic organizers and pictures. We will share strategies and activities implemented in our classrooms to strengthen their vocabulary understanding.

session 31:15 - 2:20 pm

41


Positive Student Relationships Can Deter Bullying and Build Community

Room: 2352Facilitator: SanJuanita Campuzano, Florida City ElementaryAudience: Teachers, Principals, Families and Community

How Can We Build Positive Interrelations Among Students? SanJuanita Campuzano: 4th Grade Teacher, Florida City Elementary, [email protected] Sequeira: 4th Grade Teacher, Florida City Elementary, [email protected] Zamudio: 4th Grade Teacher, Florida City Elementary, [email protected] Callaway: 4th Grade Teacher, Florida City Elementary, [email protected]

Are you tired of redirecting your students’ behavior when they are being less than kind to each other? In our inquiry we will use read alouds, mini-lessons, and the implementation of a compliment club to improve the interpersonal relationships among students in an effort to teach empathy.

Can the Use of Daily Affirmations Help Decrease the Amount of Bullying Incidents? Alexandra Naelon: Art Teacher, Cutler Ridge Elementary School, [email protected] Kimberly Simmons: Reading Coach, Coral Terrace Elementary, [email protected]

“Trying out alternate solutions to both cognitive and social problems” in an effort to help students achieve long term success is an important part of the learning process (Tileson & Darling, 2008). When used appropriately, affirmations can help build classroom community and eliminate many of the behavioral problems that often impede student learning.

Can Bullying in a Gifted Classroom Be Eradicated or Controlled? Jennifer Morrow: Teacher, Cutler Ridge Elementary, [email protected] Cortada: Teacher, Cutler Ridge Elementary, [email protected] Montes: Teacher, Cutler Ridge Elementary, [email protected] High: Teacher, Cutler Ridge Elementary, [email protected]

Gifted and high achieving students are very competitive and put very high demands on themselves. Though the common stereotypes of gifted students may not include individuals who are bullies, as teachers, we have noted that the gifted are not immune to bullying behavior. Observations and discussions were made to deter the bullying behavior in the classrooms.

session 31:15 - 2:20 pm

42


Morning Meetings

Room: 2362Facilitator: Jocelyn Nerey, Coral Park ElementaryAudience: Teachers, Principals, District leaders

The Power of Morning Meeting Mirta Madonia: 1st Grade Teacher, Redondo Elementary, [email protected] Rey: Kindergarten Teacher, Redondo Elementary, [email protected] Duenes: 2nd Grade Teacher, Redondo Elementary, [email protected]

A sense of community is an essential component of a culturally responsive classroom, and Morning Meetings contribute to just that. They promote self-discipline, judgment, social interest, the ability to make good choices, and a sense of responsibility. Most importantly, they help set the classroom tone for the rest of the day.

How Does Morning Meeting Contribute to the Development of Social and Cognitive Skills? Leslie Cabrera: PreK Teacher, Coral Park Elementary, [email protected] Rodriguez: PreK Teacher, Coral Park Elementary, [email protected] Nerey: PreK SPED Teacher, Coral Park Elementary, [email protected] C. Diaz: 3rd Grade Teacher, Coral Park Elementary, [email protected]

The teachers will present ways in which morning meetings can be utilized in both early childhood and primary settings. Various strategies and methodologies will be shared. The influence and rationale for morning meetings will guide the search for the answer to the following wondering: How does morning meeting contribute to the development of social and cognitive skills?

Addressing Social and Emotional Issues to Improve Classroom Behavior Georgina Kelly: Teacher of the Gifted, Joe Hall Elementary, [email protected] Rogers: 3rd Grade Reading, Language Arts Teacher, Joe Hall Elementary,[email protected]

We would like to share a variety of methods and strategies that we have used with our students to improve class participation, classroom behavior, and student morale. We have used methods such as classroom morning meetings, bibliotherapy activities, cooperative learning activities, conflict/resolution lessons, and peer mentoring.

session 31:15 - 2:20 pm

43


Protocols that Promote Collaboration among Faculty and Staff

Room: 2372Facilitator: Ximena Sperling, Redondo Elementary Audience: Teachers, Principals, District leaders, Families and Community

Compass Points: Working Styles and Personalities Valerie Pierre-Canel: Public Ally, Region II, [email protected] Pierre: Community Involvement Specialist, North Miami Elementary, [email protected]

Understanding our individual working styles and personalities is crucial for effective collaboration. It is particularly important within our schools because we interact with many people throughout the day. By identifying our own styles and learning how it can affect group dynamics, we can build stronger and healthier relationships with teachers, administrators, staff, parents, and students.

Click With Colleagues Ximena Sperling: 2nd Grade Teacher, Redondo Elementary, [email protected] Avila: Pre-K SPED Teacher, Caribbean Elementary, [email protected] Matias: 3rd Grade Teacher, Gateway Environmental K-8 Center, [email protected] Murias: 3rd Grade Teacher, Redondo Elementary, [email protected]

Our goal is to help build school culture. Collaboration is best when bonds are created. Why not click with colleagues by conducting icebreakers before faculty meetings? Activities can be meaningful to the work in the school and classroom. The more we enjoy ourselves, the more we will be willing to work cohesively instead of in isolation throughout the day.

session 31:15 - 2:20 pm

44


Strategies for Special Education Students with Social and Emotional Behavior Issues

Room: 2402Facilitator: Jessica Portell, Santa Clara ElementaryAudience: Teachers, Principals, District leaders

S.W.D (Students with Disabilities) Making Gains Successfully! Akim Glass: 3rd Grade EBD Teacher, SPED Chair, Golden Glades Elementary, [email protected] Dinkins: 3rd Grade EDB Teacher, Golden Glades Elementary, [email protected]

Our inquiry examined factors that contribute to the success or failure of students with Emotional Behavior Disorders. We will provide evidence that effective accommodations contribute to academic achievement, which entails creating wholesome environments, consistent motivation, classroom management, and an array of other strategies during preoperational periods and administration of mandated assessments.

Addressing Students’ Social and Emotional Issues to Improve Class Participation and Behavior Carla Loguzzo: Kindergarten Teacher, Joe Hall Elementary, [email protected] Montoto: Kindergarten Teacher, Joe Hall Elementary, [email protected] Perez: Kindergarten Teacher, Joe Hall Elementary, [email protected] Perez: Kindergarten Teacher, Joe Hall Elementary, [email protected]

The goal of our inquiry was to have students with emotional and social issues improve their classroom participation and behavior. A positive attitude towards school was shown after observing certain students with issues who participated in classroom morning meetings, bibliotherapy activities, cooperative groups, student mentoring, and conflict resolution. These students improved their conduct grade, as well as their academic grades.

Show Me the Money: Positive Bvehavior Interventions and Academic and Behavioral Growth Jessica Portell: 5th Grade ESE Teacher, Santa Clara Elementary, [email protected]

This presentation focuses on how employing positive behavior interventions with students classified as having a Specific Learning Disability (SLD) can lead to improvements in academics, behavior, and motivation. Explicitly teaching (and re-teaching) expectations and behaviors, having incentives (tied to monetary gain), as well as meaningful consequences, can all improve the students’ feelings of self-worth, school behavior, and thus academic progress.

session 31:15 - 2:20 pm

45


Culturally Responsive Classroom Management

Room: 2703Facilitator: Dorothy Wawa, Oak Grove ElementaryAudience: Teachers, Principals

Culturally Responsive Classroom Management for Special Area Teachers Dorothy Wawa: Art Teacher, Oak Grove Elementary, [email protected]

This workshop is designed to share culturally responsive classroom management principles and strategies with special area teachers. Two major components will make this beneficial to the specific needs of special area teachers. First, during the course of facilitation, a culturally sensitive approach will be emphasized. Second, the content is structured to fit the unique situation of special area teachers.

Classroom Management Robert Rocha: Music Teacher, Cutler Ridge Elementary, [email protected] Baichoo: P.E Teacher, Cutler Ridge Elementary, [email protected] Lordius: P.E. Teacher, Cutler Ridge Elementary, [email protected]

By using a classroom room management plan specified for Special Area teachers, the teacher will be able to effectively manage the diverse student class/population (e.g., ESE, Gifted, ESOL, RTI). The goal is for the teacher to recognize and utilize the different classroom management styles needed to be an effective Special Area teacher.

Internal Values vs. External Motivation Tami H. Idun-Ogde: Science Coach, Science Teacher - 5th Grade, Golden Glades Elementary School, [email protected] A. Holston: 4th, 5th grade EBD Reading, Language Arts Teacher, Golden Glades Elementary School, [email protected]

An on-going dilemma for educators is student’s lack of motivation to academically perform with consistency. We wonder if a lack of achievement is due to poor teaching methodologies, learning disabilities, disruptive behavior, low self-esteem, lack of understanding, or a need to be motivated on other levels. Increasing students’ intrinsic value is the goal of this collaboration.

session 31:15 - 2:20 pm

46


Hands-On Science

Room: 2713Facilitator: Teresa Hernandez, Redondo ElementaryAudience: Teachers, Principals, District leaders, Families and Community, School partners

How Does Hands-On Learning Impact Students’ Achievement in Science? Elcy Mathurin: ESOL Teacher, Florida City Elementary, [email protected] Rossman: Art teacher, Florida City Elementary, [email protected]

According to current research, students retain only 10% of what they hear, but up to 80% of what they do. Our goal is to demonstrate the importance of “Hands-On” activities in Science. During our discussions, students will engage in investigations which help to develop their curiosity about the Earth’s structure.

Catching the Wave of Science! Teresa Hernandez: 2nd Grade Teacher, Redondo Elementary, [email protected] Frias: 1st Grade Teacher, Redondo Elementary, [email protected] Batres: 2nd Grade Teacher, Redondo Elementary, [email protected] Caves: 2nd Grade Teacher, Redondo Elementary, [email protected]

Teachers will share students’ artifacts using technology, science notebooks, and hands-on experiences to increase content knowledge in the area of science. Educational, interactive websites will be used to increase comprehension of science skills. Notebooks will be used for self-reflection on concepts taught during instruction. Hands-on experiences will involve classifying oceanic related artifacts to enhance comprehension.

The Five E Instructional Model and the Land SHARC Marc-Antoine Léveillé: Science & Math Educator, North Miami Elementary, [email protected]

The Land SHARC (science hands-on and related careers) has been implemented by the MAST Academy for a few years. Using the five E instructional model (MDCPS’ Guide for science coaches/elementary science leaders), this inquiry will investigate the impact of the Land SHARC approach on the science-learning abilities of fifth graders in a quasi-experimental setting.

session 31:15 - 2:20 pm

47


Differentiating Math Instruction

Room: 2733Facilitator: Gracelynne Rosario, Ethel K. Beckham ElementaryAudience: Teachers

How Can We Differentiate Math Instruction Using Technology? Gracelynne Rosario: 4th Grade Teacher, Ethel K. Beckham Elementary, [email protected] Luci: 4th Grade Teacher, Ethel K. Beckham Elementary, [email protected] Roura: 3rd Grade Teacher, Ethel K. Beckham Elementary, [email protected] Leiva: 3rd Grade Teacher, Ethel K. Beckham Elementary, ileiva@dadeschools

It is often time-consuming to look for technology that will truly impact student learning and growth in mathematics. We will be sharing with you simple strategies to differentiate instruction in mathematics using the technology resources that are already available to our students.

Incorporating Classroom Resources and Differentiated Instruction during Elementary Mathematics Instruction Rosangela Amaro: 3rd Grade Mathematics Teacher, Maya Angelou Elementary, [email protected] Martinez: 3rd Grade Teacher, Maya Angelou Elementary, [email protected]

There are so many classroom resources available to address different student learning styles and academic levels, that in addition to differentiated instruction, it is difficult to incorporate them all, in one hour. We presented this dilemma to our Professional Learning Community using the Charrette Protocol. The following is the feedback we received from the members and the results of implementation.

Differentiated Instruction Through Tiered Math Lessons Made Easy Andrea Hernandez: Math Coach, Lake Stevens Elementary School, [email protected] Arca: 5th Grade Teacher, Lake Stevens Elementary School, [email protected] Arroyave: ESOL & 5th Grade Teacher, Lake Stevens Elementary School,[email protected]

Differentiated instruction has become the “Must Do” for teachers in order meet the individual needs of students. With the increased demands on teachers, they feel that differentiated instruction only adds more strain to an already overwhelming curriculum. Through a paradigm shift, evidence will be shared on how differentiated instruction can be facilitated without necessarily creating more work for the teachers.

session 31:15 - 2:20 pm

48


Strategies to Improve Multiplication Retention

Room: 2743Facilitator: Donald Mills, Florida City ElementaryAudience: Teachers, Principals, Families and Community

On Your Mark, Get Set, MULTIPLY! Margarita Isern: ESE K-3 Resource Teacher, Comstock Elementary, [email protected]

My 3rd Grade ESE Pull-out Resource classroom students are having difficulties learning their multiplication tables. Will administering a 1-digit multiplication timed test on a weekly basis help improve speed and accuracy? I will present and discuss the strategies used to increase knowledge of multiplication skills.

Will a Musical Multiplication CD Help Students Master Multiplication Tables? Donald Mills: Music Teacher, Florida City Elementary, [email protected] Novoa Menendez: 2nd Grade Teacher, Florida City Elementary, [email protected]

The challenge is how to motivate students to learn their multiplication tables. In this presentation, we will share the outcomes of a dilemma that was brought about when a math coach raised a concern to her colleagues pertaining to her students inability to learn their multiplication tables.

Musical Multiplication-Rapping, Rhyming, and Memorizing Ilany D. Centeno: Media Specialist & General Ed Teacher, Miami Shores Elementary School, [email protected] Howell-Bryant: Music Teacher, Miami Shores Elementary School, [email protected]

In third grade, learning the multiplication facts is the foundation for math success. Division, fractions, and other math concepts that follow are dependent on how well a student understands and has memorized the multiplication facts. My inquiry introduces age-appropriate and academically appropriate rap songs about multiplication. The inquiry focuses on improving our student’s multiplication skills by integrating music.

session 31:15 - 2:20 pm

49


Reading & Writing Strategies for ESOL & Bilingual Students

Room: 2753Facilitator: Leslie Diaz, Maya Angelou ElementaryAudience: Teachers, Families and Community

Making Grammar Rock! Susan Anthony: Teacher of the Gifted, Comstock Elementary, [email protected]

Problem, problems! Just where can I start? Teaching grammar to bilingual students in a multi-grade gifted classroom has problems, especially when the learning time is short. Still, problems can be solved. In looking for an effective way to teach vocabulary and content for grammar, I discovered ways to use songs, verses, and games.

From ESOL to Gifted: Addressing Rigor in Vocabulary Instruction Leslie Diaz: 4th Grade Reading Teacher, Maya Angelou Elementary, [email protected] Fernandez: ESOL Teacher, Maya Angelou Elementary, [email protected] C. Guerra: Gifted Teacher, Maya Angelou Elementary, [email protected]

Do you want your students to acquire and utilize vivid vocabulary, colorful words, and exhibit mature command of word knowledge? We will share some of the inquiry strategies implemented in our classrooms that have helped our students strengthen their vocabulary acquisition. Through the use of data and activities that address rigorous instruction, you too will have effective vocabulary tools.

ELL Writing: The Greatest Challenge Ever Aymee Aguiar: Teacher, Palm Springs Elementary, [email protected]

Writing has always been one of our greatest passions and one of our toughest challenges. Lack of vocabulary influences poor writing skills. Can differentiated instruction in vocabulary help ELL students improve their writing? During our presentation, we will share writing techniques applied with ELL students at different levels of language acquisition that we found to be effective in our investigation.

session 31:15 - 2:20 pm

50


Working with Words Really Works!

Room: 2763Facilitator: Alina Lacouture, Maya Angelou ElementaryAudience: Teachers, Principals, District leaders

Why Aren’t They Reading? Vanessa Aguilar: 2nd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Garcia: 2nd Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Suarez: 2nd Grade Teacher, Dr. Manuel C. Barriero Elementary, [email protected]

We will demonstrate how engaged students become when given the opportunity to take “ownership” of their learning. Using a portion of the Daily 5’s “Working with Words” can help students accomplish this goal. Through technology, manipulatives, and dry erase boards, students practiced how to read, spell, and apply spelling, high frequency, and vocabulary words.

Fun with Fluency Johanna Suriel: Second Grade Teacher, Coral Park Elementary, [email protected] Diaz: Second Grade Teacher, Coral Park Elementary, [email protected] Torres: First Grade Teacher of Gifted, Coral Park Elementary, [email protected]

Teachers will share fluency practice tips along with vocabulary strategies to increase comprehension of non-fiction content reading. The use of computer-based websites will contribute to motivating learning. Teachers will use leveled non-fiction passages and research based strategies with motivational computer games to increase content learning. A variety of assessments will be used to determine growth in content area reading.

A Closer Look at Vocabulary Instruction Yamile Heguy: 1st Grade Teacher, Maya Angelou Elementary, [email protected] Heguy: 2nd Grade Teacher, Maya Angelou Elementary, [email protected] Lacouture: 3rd Grade Teacher, Maya Angelou Elementary, [email protected]

Vocabulary scores on the FCAT Reading Test have been one of our school’s greatest weaknesses. This led teachers to look deeper into vocabulary instruction. Our presentation will include the results of our inquiry into the impact of rigorous vocabulary instruction across three grade levels. We will share strategies, literature, and data as well as describe how it was used to help guide instruction.

session 31:15 - 2:20 pm

51


Educational Technology for Reading`Room: 2773Facilitator: Priscilla Mendez, Dr. Manuel C. Barreiro ElementaryAudience: Teachers

Raising the Bar With Gifted Readers Rachel Yedo: Second Grade Teacher of Gifted, Coral Park Elementary, [email protected] Organvidez: Second Grade Teacher of Gifted, Coral Park Elementary, [email protected] Stout: First Grade Teacher, Coral Park Elementary, [email protected]

We identified concerns regarding the higher-level readers in our classrooms. We noticed that their initial reading levels were above grade level but that they showed little growth thereafter. Evidence will show that by encouraging students to read non-fiction books, increasing their vocabulary skills, and also quizzing through the AR program. Their independent reading level will increase as shown on the STAR test.

Amazing Readers: Does Self-Evaluation of Accelerated Reader Tests Increase Reading Results? Alejandra Castillo: 1st Grade Teacher, Riverside Elementary, [email protected] Martinez: 1st Grade Teacher, Riverside Elementary School, [email protected]

How will lessons on reading test strategies impact students’ reading tests results? We will share students performance results on Accelerated Reader (AR) before and after lessons on reading test strategies. The lessons consisted of teaching students how to review their answers on a quiz and how to re-read the questions and answers before submitting the response on future tests.

Discover the Plus in “Reading Plus” Jennifer Caram: 1st Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected] Mendez: 1st Grade Teacher, Dr. Manuel C. Barreiro Elementary, [email protected]

We will demonstrate how Reading Plus can have positive effects on comprehenion and fluency. Reading Plus is a web-based reading intervention that uses technology to provide individualized reading pratice for students. We will show the impact this program had on our students’ reading skills.

session 31:15 - 2:20 pm

52


Effective Strategies to Improve ELL Students’ Reading Comprehension

Room: 2813Facilitator: Zoila Esteve, Redondo ElementaryAudience: Teachers, Families and Community

Yes to Bilingual Education! Marilin Molina: Spanish Teacher, Palm Springs Elementary, [email protected] M. Rentas: Kindergarten Teacher, Palm Springs Elementary, [email protected] M. Sanjose: First Grade Teacher, Palm Springs Elementary, [email protected]

There are numerous studies that document the effectiveness of bilingual education. In our bilingual school program students receive a daily hour of reading and comprehension in Spanish. This collaborative work has not only helped students become truly bilingual, but has also contributed to maintaining our school grade of an “A” for over a decade.

Increasing Higher-Order Thinking and Improving Reading Comprehension Maria Guillen: 3rd Grade Teacher, Palm Springs Elementary, [email protected] Del Rio: Kindergarten Teacher, Palm Springs Elementary, [email protected]

When they are answering questions from an article or a story, reading comprehension is very difficult for many students who need help on how to use higher-order thinking. During our presentation, we will share some activities that we use with the students to improve their higher-order thinking. These strategies lead to improve reading comprehension in higher-order thinking skills.

Increasing Oral Reading Fluency through Repeated Readings of Reader’s Theater Scripts Mercedes G. Ehrman: ESOL Resource Teacher, Caribbean Elementary School,[email protected] Esteve: 1st Grade Teacher, Redondo Elementary, [email protected]

At-risk ELL students in our ESOL Resource class were exposed to repeated readings of Reader’s Theater scripts to help increase their Oral Reading Fluency. Project components included 4th Grade Reading Buddies, the Smart Board, and parents’ help at home. Pre and Post Assessment scores, research findings, and materials used with the students will be shared in the presentation.

Room

Num

ber

Session I

Session II

Session III

2292

Strategies to

Increase Parent Involvement

Comunidades de Ap

rendiza

je

Developing Critical Thinking through Stud

ent

Engagement

2302

How Reflective Teachers Help Meet the Needs of

Their Students

Collabo

ratin

g to Enh

ance W

riting and Literacy

Meetin

g a Ch

ild's Socio-‐Em

otional N

eeds

2322

Meetin

g the De

velopm

ental N

eeds of A

LL Students

Diffe

rentiated Instruction to Reach Various Levels &

Mod

alities

Engaging and

Sup

porting Parents

2332

Prom

oting Em

ergent Lite

racy th

rough the Use of

Interactive Strategies

Getting Young Learners to

Read

Thinking abo

ut Thinking: Visible Thinking Strategies

2342

Increasin

g Parent Involvem

ent and Engagem

ent

Collabo

rative Scho

ol Culture Cultivated th

rough PLCs

Strategies to

Enhance M

ath & Science Instruction for

English

Learners

2352

Improving Student B

ehavior throu

gh Culturally

Respon

sive Strategies

Supportin

g Struggling Students in M

ath

Positive Student R

elationships Can Deter Bullying and

Build Com

mun

ity23

62Ha

nds-‐On Math in Schoo

l and at H

ome

Usin

g Manipulatives to

Enhance M

ath Instruction

Morning M

eetin

gs

2372

Science Strategies to

Build Inquiring M

inds

Powerful Learning and Effective Teacher Q

ualities

Protocols that P

romote Co

llabo

ratio

n am

ong Faculty

and Staff

2703

Usin

g New

Technologies to Enhance Instruction

The Ro

le of Parents in Im

pacting Stud

ent B

ehavior &

Achievem

ent

Cultu

rally Respo

nsive Classroo

m M

anagem

ent

2713

Improving Retention of M

ath Co

ncepts

Keeping Students Engaged in a "T

estin

g"

Environm

ent

Hand

s-‐On Science

2733

Administrators as the Educatio

nal Leader

Transforming Scho

ols

Reading Strategies fo

r 3rd-‐5th Grade Students

Diffe

rentiatin

g Math Instruction

2743

Exploring Reading & W

riting Strategies at the

Elem

entary Level

Data-‐Driven Im

provem

ent

Strategies to

Improve Multip

lication Retention

2753

Meetin

g Students' N

eeds in Reading and

Beyon

d Im

proving Vo

cabulary Throu

gh Hands-‐On Activities

Reading & W

riting Strategies fo

r ESO

L & Bilingual

Students

2763

Inno

vative Strategies fo

r Reading Com

prehensio

n and Vo

cabulary Instruction

Stepping Stones: From Letters to

Words

Working with

Words Really W

orks!

2773

Building Literacy by Bu

ilding Backgrou

ndMusic in Early Childho

odEducational Technology for R

eading

2813

Reading and Writing Strategies th

at Use Technology

Strategies to

Improve Reading Co

mprehensio

n Effective Strategies to

Improve ELL Students' Reading

Comprehensio

n

2402

Fluency Takes the Stage

Strategies fo

r Special Educatio

n Stud

ents with

Social

and Em

otional Behavior Issues

At a Glance

Event Schedule - University of Florida...Kathleen Zaldivar, Special Education Teacher Comstock...

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Transcript of Event Schedule - University of Florida...Kathleen Zaldivar, Special Education Teacher Comstock...