Day Two Sessions

Friday General Session Keynote

7:45am – 9:00am

“Storytelling as a Political Act”
Shanna Peeples, 2015 National Teacher of the Year

Joan Didion said that we tell ourselves stories in order to live. I would amend that to say that we tell our stories in order that our students and our work may live in the public imagination. People are uncomfortable with the term political, but the root means community. And for teachers, our community is our classroom. Every teacher should use stories as a tool for several important reasons: First, stories are tools of power–especially those that center on fear. Stories also shape how others see you–research shows that stories that others tell about you influence how they see you, what they think about you, and whether they trust you. Stories–from our classrooms, from our experiences–are a creative political tool

 

Friday Sessions Round B

9:15 am – 10:30 am

5. “Children’s Literature, Mentor Texts, and Standards”
Betty Porter Walls, Harris-Stowe State University
Grades Pre-K to 3

Using illustrative children’s literature as mentor texts, Betty will engage you in an interactive cross-disciplinary learning experience for effective writing instruction in arithmetic and mathematics for primary students. Using principles from the International Literacy Association (ILA), the National Council of Teachers of English (NCTE), and the National Council of Mathematics (NCTM), this standards-based session will feature strategies to implement reading and writing workshop using math-themed picture books to help young writers analyze, interpret, and communicate mathematics knowledge through their creative writing. Ideas to prioritize, focus, and individualize writing instruction will be featured. Come and receive a bibliography of selected children’s literature used as mentor texts for the writing traits. Come and have fun as we read and write in the math class!

7. “Living and Learning through Literacy: Integrating Literacy with Content Area Instruction”
Deborah MacPhee, Mary and Jean Borg Center for Reading and Literacy, Illinois State University
Grades 2-6

In this session, Deborah will share her experiences working with a classroom teacher and small group of pre-service teachers in a Professional Development School setting to develop and implement inquiry-based units of study. Using classroom video and student work samples, she will highlight how a fifth-grade teacher and her students structured their reading and writing workshops to facilitate content area learning.  Come and explore how to engage learners in reading, writing, listening, speaking, viewing, and visually representing for the purpose of developing content knowledge.

9. “Give Students a Bajillion Ways to Respond”
Barri Bumgarner, Westminster College
Grades 3-College

Do you give students an option of WHAT to read? Then, do you teach them HOW to interact with and deconstruct that text? When students read, they are often told what to read and how to read it. Or worse, they’re NOT told how to read it! Give students the choice of WHAT to read and then more importantly, give them a purpose and an option in HOW to read it and what to do with what they’ve read. Join Barri as she explores strategies to use with students in having a purpose when deconstructing texts and then allow them to choose how to respond.

11. “From the Page to the Stage: ELA Concepts through Musical Theater”
Jessica Todd, Ritenour School District
Grades 5-8

What would you say if someone told you that your most struggling readers and writers could turn a story into a fully-staged musical theater production in just 16 days? In this session, Jessica will share her district’s journey to create a summertime reading and writing program that proved both effective and engaging for traditionally under-engaged 6th-8th graders. Then, you’ll get hands-on with some of the many reading, writing, speaking, listening, and performance activities that helped her kids bring stories from the page to the stage! You’ll walk away with access to ready-to-use activities and materials designed to improve students’ understanding of narrative elements and the revision process. You’ll also get to try out some activities designed to heighten students’ creativity, willingness to perform, and inferencing skills. Whether you’re looking to revamp your middle school’s summer academic programming or you just want a handful of new activities to try with your readers and writers in the middle grades, this session is for you. Please come ready to be playful, try a tad bit of improv, and swoon over a short video of kids talking about how much they actually loved going to summer school!

13. “The Power of Student Voice in Today’s Classroom”
Shanna Peeples, 2015 National Teacher of the Year
Grades 6-12

When we make a space for students to ask and answer their own questions, we validate them as meaning-makers and honor the hardwired capacity for inquiry that is in each of us. For those who have grown up in homes filled with violence, poverty, and addiction, being respected by being listened to—truly listened to around their deepest thoughts and feelings—can change how they see themselves and how they view school. When you grow up in a home where dysfunction renders you invisible and silent, it can foster deep rage to come to school where dysfunction is perpetuated by adult after adult demanding that you sit down, be quiet, and listen to what we have to say. This session will give you a framework, strategies, and practical tools you can immediately use in your classroom to begin transforming the learning and listening in your school.

15. “Outside the Boundaries”
Josie Clark and Elisabeth Alkier, St. Joseph School District
Grades 7-12

In an increasingly diverse and media-driven society, students need to be more than just consumers of diverse texts–they need to use their unique voices to create texts, as well. With access to the right tools and mentor texts, students can learn to strengthen their writing in ways that explore outside the boundaries of pencil and paper. In this session, you’ll learn how to create non-traditional writing units in your classroom like TED Talks, blogs, mini-documentaries, magazines, and other multimedia compositions that put student choice at the forefront. Students can use their personal (and sometimes literal) voices to enhance their writing while also hitting the learning targets in your curriculum.

17. “Molding with Mentors: Utilizing Real-World Texts to Grow our Student Writers”
Emily Pagano, Ft. Zumwalt School District and Shannon Lesko, Parkway School District
Grades 9-12

Think about the writing you love to read. Maybe it’s the beautiful imagery of John Steinbeck, the tantalizing suspense of Gillian Flynn, or the down-to-earth sports analysis of Rick Reilly. As teachers of writing, isn’t it our ultimate goal to instill some of the traits of our beloved authors into our students’ own craft? In today’s ELA classrooms, we want students to move beyond formulaic and lifeless regurgitation of prompts into authentic experiences of writing like writers. To give them these opportunities, we must show them how writers write. In this workshop, we will show how immersing students in real-world texts that they find engaging and relevant inspires them to develop their own craft. We will demonstrate a variety of methods for utilizing mentor texts to not only develop writing skills, but also empower student voice.

6. “Using Poetry and Song to Promote Fluency and Understanding”
Sam Bommarito and Glenda Nugent, Missouri ILA
Grades 1-3

In this session, Sam and Glenda will include ideas about using poetry, especially poetry activities from Rasinkis and Cheesman’s The Megabook of Fluency.  Drawing on ideas from Eric Litwin about using songs for teaching reading, the presenters will explore how Pete the Cat and Groovy Joe books lend themselves to building fluency and comprehension through repeated “readings.” Dr. B (Sam) will do a live performance of selected literacy songs and talk about how songs can be incorporated into a literacy program.  Two of the songs he will perform are songs he has written. This should prove to be a lively and informative session. Remember, you don’t need to know how to sing or play yourself in order to use songs in literacy.  Thanks to the widespread use of mp3’s and videos, all the singing and playing can be provided for you if you want.

8. “The Power of Peer Critiques”
Stephanie Bearce, Children’s Author
Grades 3-8

How do real authors strengthen their writing and learn new techniques? They participate in peer group critiques. In this hands-on workshop, author Stephanie Bearce will lead you in an actual critique group (just like working authors!). You will learn strategies to encourage your students in providing positive feedback to increase writer productivity.You will also learn how to deal with critical comments and negative attitudes.You are encouraged to bring the first 500 words of your own writing project to share with Stephanie and the class.

10. Casey Daugherty, “Creating Compassionate Readers Who Reshape Their Thinking”
Casey Daugherty, Republic R-III School District
Grades 4-12

In Kylene Beers and Bob Probst’s book, Disrupting Thinking; Why How We Read Matters, they pose the question, “Are we building compassionate readers?” Are our students able to do more with reading than recall, decode, and summarize? How are we creating readers who think and challenge their own thinking? In this session, Casey will provide you with close reading strategies and talk-about-the-text conversation circles to assist in helping our readers think, reflect, and transact with the text through the book, head, and heart model Beers and Probst suggest.

12. “Analyzing the Visual Language of Comics and Graphic Novels to Develop Multimodal Literacy and Critical Thinking Skills”
Gareth Hinds, Author of Acclaimed Graphic Novels Based on Classic Literary Works
Grades 5-12

In this session, Gareth, the author of multiple award-winning graphic novels based on literary classics, will discuss some of his favorite graphic novels and ways to analyze any graphic novel in the classroom to help students discover meaning in the artist’s storytelling choices.

14. “Using Genres of Movies to Increase Reading Comprehension”
Cory Milles, Parkway School District
Grades 6-12

Understanding a story’s genre is an important aid for comprehension. Whether it’s reading a novel or writing a story, knowing what type of story you’re reading or writing can actually provide useful comprehension strategies. By using the 10 Story Types of the bestselling screenwriting book series Save the Cat!, you’ll learn new ways to examine a story’s genre. By understanding whether a story is a Monster in the House, Golden Fleece, Rites of Passage, Dude With a Problem, or Out of the Bottle tale, students will be able to home in on the crucial story elements and how they fit together. In addition, once they are able to grasp what genre a story falls into, they can better learn to track the theme throughout the story. In this session, you will learn the 10 Story Types of Save the Cat! as well as some practical applications outlined in the presenter’s upcoming book, Save the Cat! Goes to the Classroom.

16. “The Danger of a Single Story”
Kim Blevins and Kate Kraybill, Blue Springs School District
Grades 9-12

Believing a single story about someone is prevalent in today’s society. This unit was inspired by Chimamanda Ngozi Adichie’s TED talk on stereotypes and how they hurt us as humans and as a society. Students listen, read, and consider stereotyping and their own judgements. The culminating project is an I-search paper where students choose a group they “judge” and try to find out the truth about that group.

18. “A Guide for Teaching Controversial Concepts in the English Language Arts”
Robert Petrone, University of Missouri-Columbia and Melissa Horner, English Teacher and Educational Consultant
Grades 9-12

This interactive and dialogic session demonstrates how English teachers can effectively integrate the teaching of controversial concepts (e.g. meritocracy, race as a social construct, gender variance, microaggressions) into their curricula to create a more thorough exploration of nonfiction texts, literature, media, society, and communication, as well as helping students learn to read the “word and world.” Specifically, a secondary English teacher (Melissa) and a university English Education professor (Rob) will share activities they have developed in their own teaching of high school English that have helped students develop enduring understandings of complex and often controversial concepts. Concretely, Rob and Melissa will explain concepts they have taught, the broader curricular (including which texts they used these concepts in conjunction with) and community contexts in which they taught the concepts, and engage you in the same hands on activities they did with their secondary students. In addition, you will discuss the value of teaching such concepts and learn a heuristic for how to go about developing activities and lessons for teaching other concepts that might be more applicable to your situation. You will leave the session with concrete strategies and activities to implement into your` teaching.

Friday After Lunch Keynote

11:45 am – 1:00 pm

“Revision Decisions: Talking Through Sentences and Beyond ”
Jeff Anderson, Author, Educational Consultant

Writing is not a mere journey to be right; it’s one of making beautiful meaning. Students have to have OPTIONS to tinker and experiment with writing to clarify and elevate it. Let’s engage writers in the muck of play and thought that is essential to making writing effective. Let’s develop twenty-first century writers with all the flexibility needed to face the myriad of choices in an ever-evolving world. We can effortlessly teach grammar through revision and revision through grammar. The essentials of mentor text, talk, and process will be the focus of this strategy-packed session.

Friday Sessions Round C

1:30 pm – 2:45 pm

19. “Patterns of Power: Inviting Young Writers into the Conventions of Language”
Jeff Anderson, Author and Educational Consultant
Grades 1-5

Meaning is made when reading and writing crash together the conventions of language. Where do concept formation and mentor texts fit in? Come discover brain-based, practical ways to use the reading and writing connection to teach grammar and editing in a way that enhances composition and comprehension.

21. “Unscripted! Create Voice and Choice in your Classroom with Improv”
Mary DeMichele, Educational Consultant
Grades 3-12

In this session, Mary will show you how to create a learning environment rich with voice and choice for both you and your students. Improv provides a unique and powerful frame for finding, developing, and expressing one’s authentic voice. Yes, improv—those spontaneous and sometimes hilarious 1-to-3-minute games seen on stage or on television—is a powerful classroom tool. Instead of asking students to sit and think before they speak or write, improv provides the frame for collaborative speech, an often-forgotten precursor to finding one’s voice. Whether you are looking to help your students find their voice for spoken or written expression, improv is an intrinsically motivating and integrable classroom tool. With the inherent ability to engage students of diverse educational needs, learning modalities, ages, generations and backgrounds, improv fits easily into the already content-packed classroom. Come and learn a fast, easy, no-fear approach to introducing improv into your classroom.

23. “Teaching the Cumulative Sentence as a Positive Feature for Improving Writing”
Sherry Swain, National Writing Project
Grades 4-12

Attend this session and learn from National Writing Project teacher and researcher Sherry Swain how young people (and adults) can experience growth in sentence variety, voice, coordination and subordination, diction, and rhythm while writing with evidence and passion. This interactive session focuses on the cumulative sentence and the ways in which the form can improve student writing, as evidenced by improved state assessment scores.

25. “Analyzing the Visual Language of Comics and Graphic Novels to Develop Multimodal Literacy and Critical Thinking Skills” (Repeat of Session #12)
Gareth Hinds, Author of Acclaimed Graphic Novels Based on Classic Literary Works
Grades 5-12

In this session, Gareth, the author of multiple award-winning graphic novels based on literary classics, will discuss some of his favorite graphic novels and ways to analyze any graphic novel in the classroom to help students discover meaning in the artist’s storytelling choices.

27. “Horror Literature and the At-Risk Population”
Woods Prael, Warrensburg R-6 School District
Grades 6-12

With the at-risk population frequently finding school to be less than appealing, mostly due to their own literacy issues, this session focuses on providing high-interest content while sneaking in the skills they so desperately need. Designed with all skill levels in mind, this interactive exploration into the highlights of the dark side will provide a plethora of tools to be immediately implemented back in the classroom. Rooted in the Reading Next program, the materials are research based and classroom tested with some of the toughest audiences.

29. “For Argument’s Sake: Using Literature for Argumentative Writing”
Amanda Bramley and Bianca Ray, Ft. Zumwalt School District
Grades 9-12

So much current education talk encourages teachers to layer instruction—at the same time classes are reading Romeo and Juliet and analyzing the literary qualities of the text, they may also be working on any number of writing skills. In this session, Amanda and Bianca will discuss ways to incorporate low stakes writing before and during the development of researching full-length writing and revising. They will show you how to incorporate critical reading strategies of Romeo and Juliet (as an example) in order for you to use the play not only to analyze an argument, but also to use the lens as a model for writing.

31. “The Eyes, the Brain, and the Reading Process: Supporting Readers in Workshop Settings”
Deborah MacPhee, Mary and Jean Borg Center for Reading and Literacy, Illinois State University
Grades K-12

Reading is a complex process of problem solving and meaning making. Eye Movement and Miscue Analysis (EMMA) research embraces this understanding by examining the relationship between perception and comprehension during reading. Using eye-tracking technology with miscue analysis to understand the knowledge and strategies proficient and novice readers use as they engage with meaningful texts has important implications for assessing and instructing readers in schools. In this session, Deborah will share findings from EMMA research and engage you in a lively discussion about the implications of such research on reading assessment and instruction practices in workshop settings.

20. “Bonafide Jabberwalkers”
Dawnavyn James, The Children’s School at Stephens College
Grades 2-4

“Shhhh¦ Listen! Do you hear that? Do you see that? Do you smell that? Do you feel that? A Jabber Walker does!” Come explore the world of Jabberwalking: a “puffy, blue-cheesy, questionable, Jabber burble poetry writing method” inspired by the book, Jabber Walking by Juan Felipe Herrera. In this session, you’ll experience the journey a group of second, third, and fourth graders took in order to become Bonafide Jabberwalkers who learned to write and speak for themselves. In this hands-on session, Dawnavyn will teach you the art of Jabberwalking and show you how poetry can spark the imagination and inspire young writers to write. Come find out what it means to be a Jabber Walker with your very own Jabber Notebook filled with scribbling, burbling, and writing!

22. “Empowering Your Students: A Teacher’s Journey of Learning to Let Go!”
Rebecca Groves, Clayton School District
Grades 4-8

Would you like your students to feel more empowered in your classroom? Are you looking for ways to incorporate inquiry while still teaching the required skills? Come hear about one teacher’s journey to a more self-advocating, empowered classroom! Based largely on the work of John Spencer and A.J. Juliani, you’ll hear about embarking on a journey of Wonder Weeks and self-discovery within the context of a literacy classroom—from both a student and teacher perspective. Prepare to hear about Rebecca’s rookie blunders and joys. Learn how to incorporate this approach as a first step into Design Thinking. You’ll walk away with the nuts and bolts, along with a fresh perspective on empowering students in their learning.

24. “Don’t You Forget About Me: Finding a Place for Poetry within Missouri’s Learning Standards”
Danielle Johnson, Columbia Public Schools and the University of Missouri-Columbia
Grades 5-10

With the current focus on argumentative, informative, and narrative writing in the Missouri Learning Standards, some people feel like there isn’t room for poetry. What if we looked at poems as fitting into those three genres? When students analyze and write poetry as an attempt to tell a story, convince someone of an opinion, or to teach about expertise, students can be more thoughtful about author’s purpose and craft. Providing these familiar lenses offer an access point to what can often feel like a mysterious genre. Join Danielle as she walks you through a series of lessons she teaches as part of National Poetry Month to help students appreciate poetry while revisiting the major writing genres and close reading skills—just in time for Missouri testing. We can have voice and choice AND POETRY while still helping students master the standards!

26. “The Most Dangerous Game: Engaging All Learners”
Amanda Robertson, Marshfield R-1 School District
Grades 6-12

Have you ever struggled with students staying focused? Do you have students who can’t seem to sit still? Are you tired of reading student work that lacks vivid details? If any of these apply to you, come play The Most Dangerous Game, which connects literature with movement and writing. While playing, you will see how to engage your students while building classroom community, developing student ownership, and producing quality work. This game began as a way to engage reluctant learners, but can work with all students. Please bring pencil, paper, and be ready to move!

28. “Real-World Approaches to Blended Writing”
Linda Brock, Educational Consultant
Grades 8-12

Rather than seamlessly blending different modes of writing, students often end up with narrative segments stuck on to their informational or argumentative texts. So what can teachers do to overcome the “stuck on” approach? In this session, Linda will lead you through a mentor text to analyze the craft moves Jesmyn Ward makes in her piece. Together, you will create an annotated anchor chart and apply these craft moves in your own quickwrites. Finally, you will determine which moves are most effective and appropriate for use with students. With Linda’s guidance, you’ll work together to get rid of the “stuck on” approach to blended writing!

30. “Searching for America: Fresh Ideas for Teaching American Literature and Sustaining the American Dream”
Zach and Rachel Hamby, Ava R-1 School District
Grades 10-12

The United States of America began as a grand experiment. At many points in our nation’s history, that experiment seemed doomed to failure, yet America adapted to new challenges and further developed its identity. Key fiction and nonfiction works acted as catalysts and chronicles of our nation’s growing pains. Looking back and using American Literature as a map, students can understand our country’s development on a deeper level. Also, by charting the formation of the American Dream and searching for its reflection in major works of literature, students can tap into a tradition that could also determine their future. In this session, you will hear some fresh ideas for connecting students to our country’s past through key works from American Literature. Utilizing everything from Reader’s Theater script-stories to classroom games to classic rock to Rocky, Zach and Rachel strive to ignite the American Dream in the lives of their students, the men and women who will lead our country into the future. Come and learn how they go about achieving this goal.

32. “MoCTE Connecting with Beginning and Pre-Service Teachers”
Lisa Inniss, Columbia Public Schools and Wycla Bratton, Kauffman School
Grades K-12

As pre-service teachers or beginning teachers, you probably have many questions, including how to foster engagement, empathy, and empowerment in your students. Join Lisa and Wycla as they discuss these issues and others surrounding the experiences of beginning teachers. They will share some strategies to help you succeed this school year and beyond. Then, you will have the opportunity to share different strategies that have worked for you. The session will end with some Q&A time. All pre-service and early career teachers are encouraged to attend.

Friday Sessions Round D

3:15 pm – 4:30 pm

33. “Revisiting Writers Workshop”
Sarah Johnson, Mehlville School District
Grades K-2

When you think about the writing you want your students to do in your classroom, what gets in the way? During this session, Sarah will share practical solutions to help your students get the most out of writing workshop time. The role of read alouds, quality literature, small group writing lessons, conferring, and sharing time will be emphasized. Whether you are an experienced workshop teacher or are new to the process, this session will help you make the most of writer’s workshop.

35. “What’s the Question? Using Thoughtful Questions to Support Comprehension in Close Reading”
Dawn Bessee, Crowley’s Ridge Education Cooperative, AR
Grades 3-6

While close reading may have many definitions and manifestations, one constant is the use of questions to guide the reader. Such questions should be engaging and relevant, and they should help a student think critically in order to deepen his or her understanding of the text. So how do we create these questions when the students are not creating them for themselves? In this session, Dawn presents a process for planning and developing such purposeful questions for students to consider and answer while closely reading a text. The information presented is based on the various works of Doug Fisher, Nancy Frey, Nancy Boyles, Kylene Beers, and Robert Probst. Participants will participate in a close reading lesson and answer questions from the perspective of the student, as well as work collaboratively with colleagues to practice the process and develop their own questions. Grade-level exemplars, question stems, and a planning template will be provided for all attendees.

37. “The Power of Mentor Texts”
Dana Humphrey, Education Plus and Candy Holloway, Ft. Zumwalt School District
Grades 5-8

What happens when we place authentic writing in the hands of students? Doors open and students discover new entry points into ideas. Creativity is awakened as they begin to take risks in their writing and try new techniques. Mentor texts show students how to transform their writing throughout the writing process. Join Dana and Candy as they model strategies for using mentor texts to spark creativity, transform craft, and elicit voice in student writing.

39. “Organize, Understand, and Remember: Making Sense of Informational Texts”
Declan Fitzpatrick, Fox C-6 School District
Grades 6-12

How do we help students make sense of informational texts? How do we assess the depth and complexity of their comprehension without providing text-dependent questions? With our goal of deep comprehension of complex text, we are teaching students to capture their thinking when they read short, content-rich, informational texts. Come and experience a set of note-taking strategies for a wide variety of learners that focus mostly on comprehension. You’ll try out some ways to capture your thinking that will help you to organize, understand, and remember information. You’ll also examine work samples for complexity and comprehension and learn how to provide descriptive feedback about where they are successful and what to work on next.

41. “Language, Power, and Prejudice: Learning Grammar through a Critical Lens”
Mike Metz, University of Missouri-Columbia
Grades 6-12

Teaching students to adjust their language depending on audience, context, and purpose is powerful teaching. However, a discussion of power is often left out. Students who are otherwise uninterested in issues of grammar and usage come to life when these discussions include inquiry into social power and prejudice. In this session, you will examine lessons that engage students in learning grammar while discussing social and linguistic discrimination. What kind of people use the word “whom,” and why? Everybody understands the word “ain’t”; is it just prejudice that makes it wrong? If singular “they” helps counter gender inequality, why do people resist it so strongly? By tying discussions of usage to questions of power and prejudice, students have a stake in the conversations. They are then prepared to make purposeful choices in their own language use, including challenging norms based on historical social prejudice.

43. “Spooklights, Baldknobbers, and Buried Treasure: Connecting Students to their Local Region through Place-Based Research”
Zach and Rachel Hamby, Ava R-1 Schools
Grades 9-12

For the last seven years, Zachary and Rachel Hamby have been challenging their students to connect to the region around them through something they call the Ozarks Research Project. With this project, students can choose their own place-based research topic from local history, folklore, or culture. Since students have a say in what topic they choose, their levels of motivation and interest are much higher than with a typical research project. Over the years, students have investigated mysterious spooklights, remote monasteries, lost Jesse James treasure, caves, sinkholes, cemeteries, haunted hotels, local murders, town hangings, and even the Missouri Momo. Since the research topics cover such a broad spectrum, students conduct their research through a variety of traditional and non-traditional methods. After conducting their research, the students then create a presentation that shares their information with their fellow students. By attending this session, you will have all the materials you need to implement a similar project at your own school. Note: this session builds on some of the information shared in Session #30, but also stands on its own.

45. Sherry Swain, “Prominent Feature Analysis: Writing Teachers Learning Together”
Sherry Swain, National Writing Project
Grades K-12

In this session, Sherry will lead you as you engage in Prominent Feature Analysis, a process of extending our expertise of student writing, of digging deeply into the strengths and needs of student writers, ultimately leading to more sophistication and depth in student writing. This interactive session focuses on Prominent Feature Analysis using student writing for discoveries. Feel free to bring along one or two student papers to analyze!

34. “The WRITE Way to Achieve the A’s”
Julie Bryant and Colleen Shuler, Southwest Baptist University
Grade 2-6

In this presentation, Julie and Colleen will show you the WRITE way to bring voice and choice into your classroom using the 3 A’s. These ladies will offer examples for each letter of WRITE: W-word choice/written format, R-research/responsible planning, I-interest, T-types of publications (online/offline), and E-every child, every day. Additionally, throughout the presentation, they will point out how each of these meets the ultimate goal of achieving the 3 A’s: Authentic, Across the curriculum, and Assessment. Grab your laptop or pencil and get ready to WRITE your way to all A’s!

36. “Bias in Teaching and Learning…Keeping it REAL”
ClauDean Kizart, St. Louis RPDC at Education Plus
Grades 3-8

There are many elements that impact the teaching and learning environment. Our explicit and implicit biases often co-exist, at times unbeknownst to us. In this engaging workshop, ClauDean will facilitate activities and discussions to help you further your understanding of how unconscious biases take root in our brains, affect both teachers and students, and are often embedded in literacy. This workshop will be beneficial for all personnel within your professional learning community.

38. “Blackout Poetry Workshop”
Colette Love Hilliard, Ritenour School District
Grades 6-12

The blackout poetry workshop is all about creating an original piece of visual poetry from an existing text. This workshop will cover the various methods for redacting a printed page (sharpie marker, paint, etc.). The session will begin with a presentation that introduces blackout poetry (definition and examples) and will segue into a workshop wherein you will get the chance to make your own blackout poems. There will be a discussion about how the activity could be used to introduce a new book to students as well as a way for them to examine theme. Required materials include: copies of book pages, pencils, markers, and paint.

40. “Responsive Literacy Intervention Across the Curriculum”
Tracy Cooper, Kansas City Kansas Public Schools
Grades 6-12

Reading and writing instruction for secondary students in grades 4-8 (and beyond if students are below grade level) should focus on literacy skill development needed at the secondary level, specifically reading for learning across the disciplines. ‘Disciplinary literacy, the goal of middle and high school literacy development, “…is most neglected in our instruction (Buehl, 2017).” Often considered the “orphaned responsibility,” disciplinary literacy is the responsibility of disciplinary teachers in all middle and high school courses, but responsive instruction is complex and understandably intimidating. Students who find themselves struggling with literacy in their content courses need content teachers and interventionists, special education teachers, or reading specialists to collaborate to build scaffolds that meet students’ individual challenges specific to reading and writing in the discipline. In this session, Tracy will focus on the purpose of literacy within each core discipline and how to responsively use literacy as a vehicle to monitor individual student learning of the content.

42. “Short Pieces that Pack a Punch: Micro-Memoirs to Teach Craft and Voice”
Christy Goldsmith, University of Missouri-Columbia
Grades 9-12

Annie Dillard wrote, “You have to take pains in a memoir not to hang on the reader’s arms, like a drunk, and say, ‘And then I did this and it was so interesting.’” In this session, you’ll consider micro-memoirs as a way to avoid what Dillard cautions against, and, in the process of crafting micro-memoirs on a focused topic, you’ll forefront voice as integral to meaning. This session will be interactive. Christy will cover the theory and practice of micro-memoirs, and you’ll produce a micro-memoir of your own. Through reading two model texts and writing a micro-memoir, you will leave this session with practical ways to incorporate micro-memoirs into your own classroom.

44. “Argument Culture: The Power and Importance of Student Voices in Academic Conflict”
Jeff Dierking, Raytown C-2 School District
Grades 9-12

The National Writing Project’s Community, Career, and Community Ready Writers Program is a remarkable tool for argumentative writing instruction. In this presentation, Jeff will work with teachers in a version of two of the foundational parts of that program—Creating a Culture of Argument and Informal Arguments—in order to help you recognize the fundamental challenge that strong academic argumentation brings to the typical high school classroom. Students often aren’t ready for the open-ended uncertainty of the kind of true academic argumentation that will help them to excel at the college level. By establishing the culture of argument and helping students see argument as a part of the fabric of their everyday reality, you can open students up to the deeper complexities of argumentative writing and its component parts.

46. “Providing Students Voice in their Choice of Reading through MSTA Reading Circle”
Jennifer Baldwin, Jasper R-5 School District and Lysha Thompson, Miller County R-III School District
Grades K-12

Are you familiar with MSTA’s Reading Circle and its goal of creating life-long independent readers? Attend this session and learn about the Reading Circle website, which includes free resources for our student recognition program, Missouri Read-In Day, and a database of the best books published each year. The committee members will booktalk the best K-12 fiction and non-fiction books from 2018 and 2019, as well.

Winners’ Ceremony for 2018-2019 Scholastic Writing Awards Contest

4:45 pm – 5:45 pm

Each year, the Missouri Writing Projects Network scores student entries in the Scholastic Writing Awards Contest, then hosts the winners and their parents and/or teachers at a reception in their honor here at Write to Learn.  Everyone is welcome to stop by and applaud these exceptional young writers. img_0041

Friday Evening Keynote (Optional Fee)

7 pm – 8 pm

“The Heartsong Our Children Desperately Need to Hear”
Laurie Halse Anderson, Author 

In her evening keynote, Laurie will explore the ways teachers and students can bond through literature and explain how the ancient techniques of storytelling can help us all heal and grow.