Day Three Sessions
“Building Collaboration, Writing Fluency, and Content Knowledge with Written Conversations”
Harvey “Smokey” Daniels, Author and Education Expert
Anything that students can discuss out loud, they can also discuss in writing—deepening engagement, inviting in the shy or reticent kids, and creating a tangible record of their thinking. In this hands-on keynote, Harvey “Smokey” Daniels will show how kids K-12 can think more deeply around challenging nonfiction texts and images, and how they can engage in written conversations with peers as a tool for learning in all subjects. We will try out these strategies together, and then explicitly adapt them to an upcoming unit in your classroom.
47. “Increase the Power of Guided Reading with Guided Word Study”
Jan Richardson, Author, Reading Expert
Make your guided reading lessons more powerful by including word-study activities that develop level-appropriate foundational skills such as phonemic awareness, phonics, and spelling. Learn how to select engaging, hands-on activities that are based upon student assessments and linked to the guided reading text. In this presentation, Jan includes video clips of guided word study activities with emergent, early, and transitional readers.
49. “A Closer Look: Effective Conferring Practices”
Lynne Dorfman, Author and Educational Consultant
How do we help our primary, intermediate, and middle school students become confident peer conferrers? Together with Lynne, you will explore kinds of conferences including the following: roving conference (clipboard cruising), small-group conferences, whole-group conferences, peer conferences, and the self-conference. Techniques for management and record keeping will be discussed. Through short video clips, you will get an “inside” view of a peer conference in action and a whole group conference using mentor texts and an anchor chart. A bibliography of suggested readings will be provided.
51. “It’s Time to Change the World!”
Nicole Eberenz, Ritenour School District
We all know that purpose matters. What impact can our student writers make when they are motivated to change the world and have an authentic audience to help them do so? Last spring, Nicole’s students did just that and saved 68 lives! In this session, you will focus on service learning projects and the impact they have on student learning and engagement. You will take an inquiry based learning approach to choose a meaningful topic, research to gain a better understanding, and write to take action. After learning about our project on malaria, you will think about and begin planning your own classroom project. Handouts will be provided, and you will also brainstorm additional opportunities and activities that could be implemented. Through this work, your students will gain a sense of pride in and ownership of their learning, and they will make a lasting impact on their community!
53. “Wabi-Sabi Writing: Finding Joy in Imperfection”
Justine Rogers, Southern Boone R-1 School District
Our students struggle with anxiety in writing and life. They are bombarded with constant media messages that they are not good enough, which can spill over into their writing and take the joy from the process. Wabi-Sabi is a Japanese philosophy that embraces the beauty in imperfection. Explore this philosophy as it applies to our learners and our classrooms, and see how the intersection of art and writing can help students to find their inner strength and self-confidence as members of society and as writers!
55. “Reading and Science and Writing Really DO Go Together!”
Barri Bumgarner, Westminster College and Marsha Tyson, Columbia Public Schools
Want to defy the odds and engage today’s student with technical writing? Have you ever thought about how to infuse the maker mentality into your ELA (or any content area) classroom? This cross-content session will get you involved in what it means to experience technical writing—and reading—in a way that will excite your students and allow them to interact and collaborate with peers. ELA and science have more in common than many teachers realize, so join Barri and Marsha as they navigate the connection between language arts and physics.
57. “Going Gradeless in a Graded School: Empowering Student Voice in Assessment”
Bryan Gaskill, Marshall Public Schools
Are you ready for meaningful teacher and student conversations? In this session, Bryan will demonstrate how to remove the roadblocks of grading and empower students in the evaluation of their learning and growth. Over the past two years, Bryan has facilitated a classroom that gives complete power to student voice in determining grades. Stop grading and start having meaningful conversations!
59. “If My Life Was a Playlist: A Multi-Genre Research and Writing Unit for ELLs and SIFE (Students with Interrupted Formal Education)”
Diane Mora, Kansas City Public Schools
Come observe, ask questions, and play with some of the lesson materials, videos, and student artifacts straight from Diane’s first quarter 2017-2018 classroom! This session offers you an opportunity to experience how a 5-song playlist becomes a highly engaging vehicle for empowering ELLs and SIFE to learn the nuances of research, brainstorm an original idea, and craft their writing to a polished final draft. You will leave with ideas and resources for your own classroom.
48. “Kids Are Teachers Too! Engaging and Empowering Readers Through Independent Reading Projects”
Emily Callahan and Nicole Johnson, Crossroads Charter Schools
Do you find yourself sometimes getting overwhelmed with so many reading strategies to teach? Do you wonder what it might be like to have students be part of the teaching process and how this could impact and engage other readers? As classroom teachers, we know the critical importance of building a sense of agency and empowering our student readers. To this end, Emily and Nicole have embraced the idea of Independent Reading Projects that allow for students to learn how to think for themselves, to become critical thinkers, and to own the learning. When students discover processes and strategies on their own, they become the teachers. How we teach matters every bit as much as what we teach when it comes to fostering readers who are not only engaged, but who also feel empowered to share their learning with others. You will no doubt be inspired to see the instructional decision making as the supreme act of nurturing creativity on behalf of student readers.
52. “The Trumans are a Triple Threat!”
Missy Henke and Emily Evans, Wentzville School District
Engagement, empathy, and empowerment are all here with the 2018-2019 Trumans! Come, listen, and get ideas on how you can use the Truman books in your middle school classroom. Emily and Missy will book talk all 24 books from the preliminary list and identify which 12 books made the final cut for the ’18-’19 school year. The Truman Award Nominee Books are sponsored by the Missouri Association of School Librarians.
54. “How to Help Reluctant Learner Boys”
Pam Withers, Author
Everyone knows that boys are falling behind in education. But why do bright, eager boys hit an invisible wall somewhere near fourth grade, after which they often become disengaged, discouraged, and disaffected? In this presentation, author Pam Withers will empower you with positive stories, insightful statistics, and take-action suggestions. You will learn why boys struggle more than girls, 7 things educators and mentors can do to help, how to connect boys with reading, and easy ways to instantly increase boys’ confidence and performance.
56. “Blending our Learning through Blending our Words and Ideas”
Amy Lannin, University of Missouri-Columbia and Katie O’Daniels, University of Missouri-St. Louis
As we grow in familiarity with the Missouri Learning Standards and rubrics, we may wonder what blended writing looks like. We need to look no further than great works of literature and writing to find examples. Blended writing often happens naturally when a writer is paying attention to audience and purpose. Martin Luther King, Jr. blended his writing in “Letter from a Birmingham Jail.” His letter includes narration, exposition, and argumentation. King, like the ancient rhetoricians, understood argument. In this session, teachers from the Missouri Writing Projects Network will share ideas for teaching blended writing and how such an approach to text deepens understanding of a topic, as well as creates a more effective and enjoyable piece of text. You will try out writing in and blending different modes, then step back and connect to the Missouri Learning Standards and assessments.
58. “Welcome to the Reading Revival: Close Reading and Cooperative Strategies to Enliven the ELA Classroom”
Terri Fisher-Reed and Tracy Bouslog, Parkway School District
In Notice and Note: Strategies for Close Reading, Kylene Beers and Robert Probst write, “Rigor is not an attribute of a text but rather a characteristic of our behavior with that text . . . rigor resides in the energy and attention given to the text, not the text itself.” Terri and Tracy’s session blends close, active reading strategies with structured cooperative learning to increase student engagement. In this session, you will engage in rigorous reading and will work collaboratively to interact with and explore texts. The carefully selected texts from diverse authors promote active reading, dialogue, and a more empathetic approach to understanding diverse experiences. These rigorous engagement activities help students feel excited about—and thus empowered by—the words and ideas in poetry, fiction, and nonfiction. Enlivening the mind, heart, and community of student readers, this session inspirits a “reading revival.”
60. “Stories Teach!”
Carmen Agra Deedy, Author and Storyteller
Join award-winning author Carmen Agra Deedy in a basic storytelling skills workshop. In this participatory session, you will explore the fundamental components that comprise a solid oral story. Those who wish to tell a story and receive coaching help will be welcome to do so. Carmen believes storytelling is a natural pedagogical tool and an essential element in every great teacher’s tool box; come learn how to do it well!
61. “Guided Writing: A Bridge to Independence”
Jan Richardson, Author, Reading Expert
Guided writing is a powerful tool for fostering proficient readers and writers. Come and learn how writing can be used as part of a guided reading lesson to strengthen comprehension, improve writing skills, and extend word-solving strategies. Jan will use videos and student examples to give you a deeper understanding of how to provide the right levels of support and challenge for emergent, early, and transitional readers.
63. “KC Kids Unite: A City-Wide Literacy Led Social Justice Collaboration”
Melanie Fuemmeler and Rachel Evans, Park Hill School District
Do you want your students to write with real purpose? Do you want them connected to classrooms outside your own school’s demographics? Do you want your students to understand their roles as activists within their community and world? Come partake in an authentic learning experience focused on issues related to social justice, literacy, and honoring individuality and place. In this session, Melanie and Rachel will share their experiences in implementing an established three-week social justice curriculum connected to English Language Arts and Social Studies content to create classroom spaces allowing for student self-discovery, acceptance, and exposure to their city’s dynamic racial history. You will also learn how to connect your students to diverse classrooms across their city through Skype and Google, as well as create tangible products of student collaboration around the common themes of beauty and unity.
65. “Teaching Literacy Through Graphic Novels: A Visual Engagement”
Chelsea Brown and Chelsie Floyd, Ozark School District
In our fast-paced world, visual literacy is becoming increasingly important, and student engagement is decreasing rapidly. Our kids have technology constantly at their fingertips, and much of their learning comes from what they see. So, is there a way to improve student engagement and teach literacy through the use of visual elements? The answer is a resounding yes! Learn how to use graphic novels to teach struggling readers as well as high fliers to visualize text and write more creatively. In this interactive session, Chelsea and Chelsie will give you the tools you need to use graphic novels in your classroom in a rigorous and relevant way.
67. “Empowering Secondary Student Independence with Response Writing”
Declan FitzPatrick, Fox C-6 School District
If you want to capture students’ thinking, they have to write about their reading. How do you keep student response writing engaging and empowering? How do you keep them from being empty summaries or rambling “I liked the part when…” journals? How can you provide useful feedback that identifies successes and provides goals for growth, even when students are reading independently? Using leveled response writing, students have an open framework for selecting an important moment or passage and writing about why it is significant to their understanding of the text. Whether students are engaged in a whole class read, lit circles, or independent reading, leveled response writing provides a way for students to evaluate the complexity of their own writing and to provide each other feedback about how to add significance.
69. “Drawing Information-Lovers into Fiction and Vice Versa”
Pam Withers, Author
There are kids who love fiction, kids who love information books—and kids who fail to see the connection between the two. In this workshop, Pam will give you new tools to lower the fence between these categories. From opening young readers’ eyes to the real-life research that fiction writers do, to inspiring young writers to take a fiction ride on a snippet of information, this workshop offers important insights. Known for fast-action adventure novels particularly popular with boys, Pam does dedicated research to ensure realism and information-accuracy in her fiction. She has also written several nonfiction books, and has a special interest in converting reluctant readers into eager readers.
71. “Where is the Love (of Poetry)? Using Sensible Sequencing, Social Media, and Engaging Texts to Encourage a Love of Poetry”
Blake Thorne, Savannah R-III School District
Most students do not love poetry. They groan that it is hard to understand and nearly impossible to write. In this presentation, Blake will share strategies he uses in his poetry unit that encourage students to get excited about poetry. He will outline the importance of sequencing lessons beginning with texts that feel familiar to students and gradually expose them to new types of poetry. He will also talk about how lessons can be sequenced to ease students into writing poetry through assignments like the Social Media Found Poem and blackout poetry. Finally, he will share some texts that have gotten students excited about reading and writing poetry.
73. “Rethinking Close Reading: Enhancing Comprehension through the Deep Study of Nonfiction Images”
Harvey “Smokey” Daniels, Author and Educational Consultant
What are you teaching next week/year? Whatever the topic, there is a universe of fantastic images you can use to begin, drive, expand, and conclude your unit—while keeping kids in the driver’s seat. But the close reading of images requires much more than occasionally throwing cool pictures or artworks up on your classroom screen. There’s a subtle art to selecting, preparing, and presenting curricular images that genuinely amplify your content—and planning for student interaction around them. Come and try out six key strategies.
62. “Grammar Matters! Embedding Daily Grammar Instruction into Daily Instruction”
Lynne Dorfman, Author and Educational Consultant
Do you struggle to provide appropriate grammar instruction to your students within the context of writing workshop? Lynne will demonstrate strategies for teaching grammatical concepts in writing classrooms K-6 that champion correctness. A clear rationale for embedding grammar within units of study will be presented throughout the session. You will discover ways to introduce, practice, and reinforce the teaching of conventions. Lynne will include some practical lessons for immediate classroom application. In addition, she will share multiple mentor text samples useful for teaching parts of speech and will highlight lessons using those texts. A bibliography will be provided.
64. “They Won’t Stop Talking? So Don’t Ask Them To: Building Empathy through Dialogue”
Danielle Johnson, Columbia Public Schools and University of Missouri-Columbia
As a mentor of new teachers, the most common complaint Danielle hears is that students will not stop talking. Adolescents have an overwhelming need to be social. Language Arts class offers the perfect environment for fostering dialogue to deepen comprehension, plan for writing, and to engage in listening skills that build empathy and perspective taking. In this session, you will be taken through a variety of talking to learn strategies, including effective ways to actually implement book clubs in the classroom alongside more innovative strategies like Philosophical Chairs and Co-Pilot Socratic Seminars. You will participate in a variety of conversations around short shared texts while learning new discussion structures you can take right back to your own classroom and learn to implement the Missouri Learning Standards around speaking and listening while growing more compassionate citizens.
66. “Responsive Secondary Literacy Intervention”
Tracy Cooper, Kansas City, Kansas School District
Many students spend years in interventions that lack intentionality. Students who have struggled with literacy throughout their school lives are, more often than not, actually suffering a lack of experiences that address their needs for motivation and improved self-perception. Responsive teaching, specifically culturally responsive teaching that connects the values, beliefs, backgrounds, and experiences that students bring to the classroom with relevant, rigorous, responsive instruction is necessary for all students. Join Tracy in a session that explores an intervention model currently in practice that embraces students’ trifold need for improved skills, motivation, and heightened self-efficacy that comes through instruction that is attentive to each of these essential aspects of growth.
68. “Living the Writerly Life”
Katie Kraushaar and Liz Majino, Webster Groves School District
The Gateway Writing Project believes in empowering teachers as writers. In keeping with those core values, please join two GWP teacher consultants and take some much needed time to focus on your own writer’s craft. Those of us who teach young writers understand the importance of writing next to our students, and this session will offer time to do just that. This session is not designed as a “sit and get.” Rather, you will engage in idea generating activities to use with students, as well as spend time writing and reflecting on your own writing process. You will explore different entry points for writing, including thought-provoking pictures, activities, location-based journaling, videos, and more. You will leave this fast-paced session with renewed energy in your own writing life as well as a greater sense of empathy that will help you connect with the writers in your classroom. Attend this session to nurture your inner writer and leave with practical strategies for using your own experiences to help grow the writers in your classroom.
70. “20 Time: How Fridays Can Engage and Empower Your Students”
Morgan Menefee, USD 479 School District, Kansas
Empower your students by giving them back 20% of their week to investigate issues they care about using workplace strategies borrowed from the likes of Google, LinkedIn, Apple, and Microsoft. One day per week is all it takes to get them engaged in their communities, in inquiry, and perhaps most surprisingly, in your classroom. By empowering our students to research and work to solve problems they are passionate about, we give them back the keys to their own education and remind ourselves what education is really about. In this session, you’ll experience 20 Time for yourself by beginning to identify and research something you’re passionate about. You’ll leave with an immediately actionable plan for implementing 20 Time in your classroom, your way.
72. “’Help! Our Students Have Learned to Play School!’ What’s a Secondary ELA Teacher to Do?”
Harlow Sanders, Dusty Bacon, and Josh Franklin, University of Missouri-Columbia
This session will offer research-based, practical strategies for engaging students who never considered that school might offer something of real value to them. These students play school: they know they’ll pass if they show up often and do a minimum number of assignments. They have been playing school for so long, they’ve become convinced it’s the best they can do. They aren’t engaged because they’ve lost sight of the way in. Through role-play and small-group and whole-group discussion, this session will formulate concrete techniques for engaging these students. You will learn common sense means to ease disaffected students out of their playschool bonds and empower them to find their way back “into the loop.” Formerly errant teenagers will discover a capacity to empathize not just with the other students in their building, but with the world at large.
74. “The Power of Story”
Kassidy Chuning and Rebecca Greenstreet, Independence School District
In an effort to give students skills important for “today, tomorrow, and forever,” Kassidy and Becky’s unit, The Power of Story, focuses on how story can unite and strengthen us. Using StoryCorps, a non-profit organization, and their initiative titled #WhoWeAre as a starting point, students work together to create stories that encourage a culture of love, tolerance, and strength. Using Life of Pi as a mentor text, students explore the structure of narrative. They use close reading strategies and participate in Socratic seminars to make meaning of the text. Then, students are presented with the driving question: “How can we use StoryCorps’ #WhoWeAre and the power of story to unite our school, community, and nation?” In a combination of small and large committees, they work together to create a website that addresses the driving question. Throughout this unit, students are interviewing, writing individual narratives, working in their committees, and discussing and studying the power of story. This session will provide the structure and resources necessary for you to replicate the unit.
“The Curious Classroom: Building Knowledge with Student- Directed Inquiry”
Harvey “Smokey” Daniels, Author and Education Expert
In America’s classrooms, curiosity, passion, and student choice are making a welcome comeback. Inquiry circles and other project teaching approaches are spreading at all grade levels. But teachers wonder: How do I find time for this? What are some manageable pathways toward a more student-centered classroom? bIn this practical, hands-on session, Smokey will demonstrate ten specific inquiry structures that engage kids, honor their curricular and personal questions, and support them to put their thinking to work in and beyond school. We will look at videos of kids doing inquiry work, and try out some inquiries of our own. Bring your devices!