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Speaking Topics

  • Best practices in reading and writing programs: What we can learn from exemplary teachers
  • Don't forget the "FUN"damentals of reading and writing (keynote, sectional)
  • From daunting to Do-able Differentiation: Classroom models to reach all readers
  • Opening small packages: What is really important in teaching children
  • Reaching readers: Expanding the vision of Guided Reading
  • Success for all readers: Differentiating instruction through flexible grouping
  • Turning up the heat: Intensifying classroom routines
  • What do I do with the rest of the kids? Creating powerful independent learning opportunities
  • What if they don't want to: Exploring issues of motivation in reading programs

Speaker Profile

Michael Ford is a professor of reading in the College of Education and Human Services at the University of Wisconsin Oshkosh. He has been involved with literacy education for more than 30 years as a first-grade and Title I teacher as well as a researcher and teacher-educator. His work with the international school associations has taken him to Africa, Europe, Central America, South America, and the Middle East.

Teacher Professional Books with Heinemann

Mike is the author of more than 40 articles in peer-reviewed journals such as:

  • The Reading Teacher
  • Childhood Education
  • Language Arts
  • Reading Research and Instruction

Leadership Roles

  • Chair of the International Reading Association’s Children’s and Young Adult Book Awards Committee
  • Former President of the Wisconsin State Reading Association (WSRA)
  • Current WSRA Advocacy Chair
  • Current President of the Wisconsin Professors of Reading
  • Host of the series Behind the Lesson—a teacher PD companion to the award-winning Wisconsin Public Television children’s series Into the Book

Awards and Honors

  • The McGraw Hill Seeing the Learner in Every Child Award
  • WSRA’s Celebrate Literacy Award
  • WSRA’s Outstanding Service Award

Grades: K–6

2020-21 Heinemann PD Catalog-Journal
Professional Development Catalog-Journal

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