FOR-PD Chat Transcripts

FOR-PD offers monthly chats on topics ranging from using the technology in the course to timely reading issues that impact teachers. Each chat is transcribed and posted to this web site for public viewing.

Note: Beginning with the 2008 chats, the chat transcripts are provided in PDF format. In order to view these files, you will need Adobe Reader. This software can be downloaded for free from http://www.adobe.com/products/acrobat/readstep2.html.

Chat Schedule & Protocol

• 2008 chat schedule
• Please review the Chat Protocol [PDF: 1 page / 27k], as FOR-PD uses a moderated discussion format.

Tech/Course Chats

The tech/course chats offered by FOR-PD cover technology and course content questions about the FOR-PD course. These are held by our Help Desk Manager and/or Technology Specialist as well as our Reading Specialist. The first 30-minutes are dedicated specifically to technology help/questions and the final 30-minutes include time for specific questions about the course in general or the content of the course.

• July 10, 2008 - Technology/Content Questions about the FOR-PD Course [PDF: 11 pages / 112k]
• June 18, 2008 - Technology/Content Questions about the FOR-PD Course [PDF: 8 pages / 91k]
• May 22, 2008 - Technology/Content Questions about the FOR-PD Course [PDF: 14 pages / 125k]
• May 20, 2008 - Technology/Content Questions about the FOR-PD Course [PDF: 20 pages / 146k]
• April 24, 2008 - End-of-course Wrap-up Chat for the FOR-PD Course [PDF: 9 pages / 143k]
• February 12, 2008 - Technology/Content Questions about the FOR-PD Course [PDF: 10 pages / 94k]
• January 31, 2008 - Technology/Content Questions about the FOR-PD Course [PDF: 13 pages / 99k]
• January 29, 2008 - Technology/Content Questions about the FOR-PD Course [PDF: 18 pages / 90k]
• December 6, 2007 - End-of-course Wrap-up Chat for the FOR-PD Course
• October 4, 2007 - Technology/Content Questions about the FOR-PD Course
• October 2, 2007 - Technology/Content Questions about the FOR-PD Course
• September 6, 2007 - End-of-course Wrap-up Chat for the FOR-PD Course
• August 7, 2007 - Technology/Content Questions about the FOR-PD Course
• July 10, 2007 - Technology/Content Questions about the FOR-PD Course
• June 14, 2007 - Technology/Content Questions about the FOR-PD Course
• June 12, 2007 - Technology/Content Questions about the FOR-PD Course
• May 22, 2007 - Technical Support for the FOR-PD Course
• April 10, 2007 - Technical Support for the FOR-PD Course
• March 20, 2007 - Technical Support for the FOR-PD Course
• February 1, 2007 - Technical Support for the FOR-PD Course
• September 14, 2006 - Technical Support for the FOR-PD Course
• September 12, 2006 - Technical Support for the FOR-PD Course
• August 17, 2006 - Technical Support for the FOR-PD Course

Content Chats

Our one-hour content area chats are offered twice a semester as a way to provide current participants additional information and insight on a variety of literacy topics. We often have literacy experts and researchers from across the state and country to participate and lead our chat. We offer a transcript of the event once the chat has completed for those not able to attend.

• March 12, 2008 - Content Chat with Nance Wilson - Using QAR (or Question-Answer-Relationships) to Enhance Comprehension and Metacognition [PDF: 11 pages / 153k]
  Dr. Nance Wilson shares thoughts and ideas on how to use the QAR strategy in the classroom in order to increase comprehension and metacognition skills. Read more about the QAR strategy by visiting the RSM from 2005. http://forpd.ucf.edu/strategies/stratQAR.html
• November 8, 2007 - Content Chat with Mary Adler and Eija Rougle - Building Literacy Through Classroom Discussion
  Mary Adler and Eija Rougle, authors of Building Literacy Through Classroom Discussion: Research-Based Strategies for Developing Critical Readers and Thoughtful Writers in Middle School, share thoughts and ideas on how to develop discussion in the classroom while encouraging and building literacy skills.
• October 9, 2007 - Content Chat with Professor Arthur Hyde - Comprehending Math in a K-12 Setting
  Arthur Hyde is a professor of mathematics education at National–Louis University. While a high school mathematics teacher in Philadelphia, he obtained doctorate in curriculum and instruction from the University of Pennsylvania. He has conducted extensive professional development programs in Chicago and surrounding school districts.
• July 25, 2007 - Content Chat with Professor Susan Landt - Multicultural Literature: Choosing and Using Quality Text
  Students are in schools with a great deal. They need to have an understanding of the multiplicity of people and perspectives and they can gain great insight by reading multicultural literacy. Professor Susan Landt discusses ways to use multicultural literature in the K-12 classroom.
• June 20, 2007 - Content Chat with Susan Kelly - Building Text Sets
  Susan Kelly offers suggestions and ideas on how to motivate striving readers with text sets. Ms. Kelly discusses how to choose texts and build a resource for any teacher's classroom.
• March 8, 2007 - Content Chat with Dr. Bruce Murray - Phonics and Phonemic Awareness Instruction for the K-12 Educator
  Dr. Bruce Murray, associate professor of Reading Education at Auburn University, discusses the importance of phonemic awareness instruction for all teachers. Dr. Murray also maintains The Reading Genie website.
• February 7, 2007 - Content Chat with Dr. Jeffrey Kaplan- Reading Writing Connections
  Professor Kaplan describes the Reading Writing Connection, a program designed by the National Writing Project, that brings all the elements of teaching - reading, writing, comprehension, - together in classroom instruction. He shares thoughts on the importance of writing in every classroom.
• November 14, 2006 - Making Literacy Count with Parents and Families of Striving Readers
  The FOR-PD Reading Specialist discusses the importance of Family Literacy. Shared are ideas on how teachers can help support and strengthen family involvement with literacy skills for students of all ages.
• September 15, 2005 - Reading Next: A Vision for Action and Research in Middle and High Schools
  Adolescent literacy has received much attention in the past year both at the national level and at the state level. It is estimated that more than eight million students in grades 4-12 are struggling readers. It is evident that American youth need strong literacy skills to succeed in school and in life. Students who do not acquire these skills find themselves at a serious disadvantage. To address the issue of adolescent literacy the Carnegie Corporation of New York and the Alliance for Excellent Education commissioned the document Reading Next: A Vision for Action and Research in Middle and High Schools.
• August 9, 2005 - Motivating Students to Read
  What can teachers do to motivate students to read? This question has long persisted as an important goal in reading instruction. The teachers of struggling readers tangle with unmotivated readers daily. Join us for this chat as we explore ways teachers can increase reading motivation of their struggling readers.
• November 30, 2004 - Visual Literacy
  Students spend a great deal of time looking at images on the television, at the movies, and on the Internet. Catherine Glass discusses the skills needed to enhance visual literacy abilities in K-12 students.
• July 27, 2004 - Young Adult Literature
  Margie Johnson and Diane Keyes offer insights on getting young adults interested in reading. The speakers discuss the use of booktalks, book passes, and leadership in the classroom and throughout the school.
• May 18, 2004 - Leni Donlan from the Library of Congress
  Leni Donlan offers good information on the topic of primary sources and how to help students learn to use and read primary sources.
• March 24, 2004 - The Role of School Library Media Programs on Student Achievement
  Dr. Donna Baumbach describes the importance of having a library media specialist in every elementary, middle, and high school. Emphasis is on how collaboration between media specialist and teachers can increase student achievement.
• February 24, 2004 - How Does On-going Assessment Drive Instruction?
  With the approach of FCAT, right around the corner - this topic is crucial for our understanding of why we need to analyze assessment for results to "individualize" our instruction.