Saturday - 109 10/23/13 10:37 AM

Saturday Morning/Afternoon Saturday NCTE’s 21st Century Literary Project Map NCTE’s 9:00 a.m.–5:00 p.m. Two Level C/D, Center/Halls Hynes Convention literary its affiliates to produce In 1957 NCTE encouraged then affiliates have Since and at that time 20 states did. maps alone and with partners literary to create continued maps, and library as- humanities councils, such as tourism boards, supplemental materi- affiliates also created Often sociations. postcards materials ranging from the maps, als to accompany to booklists to anthologies. feature has been a The NCTE affiliate literary display map of Hundreds since the 1990s. of the NCTE Convention scanning the fabric walls spent time have convention-goers perusing the enjoyed Others have 35+ maps. featuring now Affiliates Booth at the displayed materials supplemental map in the Exhibit Hall. the Library assembled a collection of of Congress In 1993, at the main library both and in librar literary displayed maps were NCTE affiliate maps Numerous the nation. ies around of the in Language included in this exhibit and then reprinted The Library Book of Literary of Congress Maps. Land: NCTE 21st was begun—the project map a new In 2007, Century Literacies and the 21st Century- Literary Proj Map this for created literaryThe 20 new and literacy maps, ect. computer ink, pencil, with various materials—paper, project work of collaborative the result and printer—are Internet, as educators. with students as well Name badges are required required Name badges are admission to all sessions. for Breakfast F Sessions Meetings of Committees Exhibits Open G Sessions GH Session Film Festival Roundtables Research Time Exhibits Touring H Sessions Luncheons I Sessions IJ Session J Sessions K Sessions Groups Special Interest

Registration and Information Registration and 7:30 a.m.–5:00 p.m. Two Level C/D, Center/Halls Hynes Convention and Instructional Exposition of Professional Materials 9:00 a.m.–5:00 p.m. Two Level C/D, Center/Halls Hynes Convention An Timetable: Overview Today’s 7:00 a.m.–9:15 a.m. 8:00 a.m.–9:15 a.m. 8:00 a.m.–5:30 p.m. 9:00 a.m.–5:00 p.m. 9:30 a.m.–10:45 a.m. 9:30 a.m.–12:15 p.m. 9:30 a.m.–5:30 p.m. 11:00 a.m.–12:15 p.m. 11:00 a.m.–12:15 p.m. 11:00 a.m.–12:15 p.m. p.m. 12:30 p.m.–2:30 p.m. 1:15 p.m.–2:30 p.m. 1:15 p.m.–4:00 p.m. 2:45 p.m.–4:00 p.m. 4:15 p.m.–5:30 p.m. 5:45 p.m.–7:00 Saturday Saturday 23 November g_109-196_2013.indd 109 Saturday Breakfast 7:00–9:15 a.m.

ALAN Breakfast Assembly on Literature for Adolescents of NCTE—ALAN (Session F.01) Hynes Convention Center/Room 311, Level Three

Chair: Jeffrey Kaplan, University of Central Florida, Orlando

Announcement of the ALAN Award recipient and installation of new officers will be followed at 8:00 a.m. by Concurrent Session F.01, a presentation by Walter Dean Myers, who is the critically acclaimed New York Times bestselling author of more than eighty books for children and young adults, including Sunrise Over Fallujah, Fallen Angels, Monster, Somewhere in the Darkness, Slam!, Jazz, and Harlem.

Walter Dean Myers

110 Saturday Breakfast

g_109-196_2013.indd 110 10/23/13 10:37 AM Saturday 111 10/23/13 10:37 AM Saturday Morning/Afternoon Saturday Columbus DC Washington, Education, Massachusetts University, Kansas Park, Overland College, Lesbian, Gay, Bisexual, and Transgendered Issues in in Issues Transgendered and Bisexual, Gay, Lesbian, Advisory Committee Studies Academic p.m. 2:45–4:00 Floor 3rd Room, Boston/Jefferson Sheraton El Paso Texas, of University The Rodriguez, Joseph R. Chair: Meeting Forum Black Caucus Open 11:00 a.m.–12:15 p.m. Two Level 210, Center/Room Hynes Convention The Ohio State University, Elaine Richardson, Co-chairs: Lansing East University, Michigan State Kirkland, E. David Meeting Forum Latino Caucus Open 11:00 a.m.–12:15 p.m. One Level 109, Center/Room Hynes Convention Department of U.S. Co-chairs: Bobbi Ciriza Houtchens, Northridge State University, California Renee Moreno, Corpus Christi A&M University, Texas Cristina Kirklighter, Meeting American Indian Caucus Open Forum 11:00 a.m.–12:15 p.m. Floor 3rd Room, Sheraton Boston/Gardner State Bridgewater Anderson, Rain Joyce Co-chairs: East Lansing State University, Michigan Malea Powell, Indiana of Pennsylvania, Indiana University Resa Cran Bizzao, Association Executive English College Two-Year Committee Meeting 8:00 a.m.–5:00 p.m. Floor 3rd Room, Sheraton Boston/Kent Community County Johnson Anderson, Chair: Andy Executive on English Leadership Conference Committee Meeting and 1:30–5:30 p.m. 8:00–10:00 a.m. Floor 3rd Room, Sheraton Boston/Exeter Hawaii Kalehi, Porter, Chair: Wanda

Virginia Bloomsburg Pennsylvania, Collins Collins Hampshire Meetings of Committees Meetings of of 8:00 a.m. the hours meeting between NCTE committees immedi- listed alphabetically are Saturday on and 5:30 p.m. Committees and meet at various times as noted. below ately after sessions as indicated open and/or working have may to attend invited individuals are Interested meeting times. as sessions open meetings as participants and working auditors. Awards Writing AdvisoryAchievement in Committee open 9:00–10:00 a.m., working; 8:00–9:00 a.m., Floor 3rd Room, Sheraton Boston/Jefferson Springfield High School, West Beach, Co-chairs: Jennifer Ohio Cleveland, Ignatius High School, St. Beach, Tom Children for Excellence in Poetry for Award NCTE Selection Committee closed a.m., 9:00–10:00 open; 8:00–9:00 a.m., Floor 3rd Sheraton Boston/Beacon C, Arlington Texas, of The University Nancy Hadaway, Chair: Concerns Standing Committee on International open 10:00 a.m.–Noon, Floor 3rd Sheraton Boston/Boardroom, Brownsville Texas, of The University Angelica Fuentes, Chair: Writers Advisory Young Promising Committee open 10:00 a.m.–Noon, Floor 3rd Room, Sheraton Boston/Conference of Bloomsburg University Chair: Michael Sherry, Forum Research open 10:00 a.m.–Noon, Floor 3rd Room, Sheraton Boston/Jefferson Fort State University, Colorado Garcia, Antero Co-chairs: Fort Colorado State University, Cindy O’Donnell-Allen, Children’s Literature Assembly Notable Books Books Notable Assembly Literature Children’s Meeting Committee 10:00 a.m.–Noon Floor 3rd Boston/Beacon C, Sheraton New State University, Plymouth Chair: James Stiles, and Reading SIG Meeting Literature Children’s 9:30–11:00 a.m. Floor 3rd Room, Sheraton Boston/Clarendon Richland State University, Washington Ward, Chair: Barbara g_109-196_2013.indd 111 F Sessions 8:00–9:15 a.m.

F.01 ALAN BREAKFAST (M–S) Hynes Convention Center/Room 311, Level F.03 Opening Session, day of early Three childhood: MULTICULTURAL Sponsored by the Assembly on Literature for TEACHING IN THE EARLY CHILD- Adolescents—NCTE/ALAN, open to all HOOD CLASSROOM: APPROACHES, Join speaker Walter Dean Myers for the Assembly on STRATEGIES, AND TOOLS Literature for Adolescents breakfast. Winners of the ALAN (PRESCHOOL–2ND GRADE) (E–TE) Award and the Hipple Award also will be honored. Sheraton Boston/Berkeley Room, 3rd Chair: Jeffrey Kaplan, University of Central Florida, Orlando Floor Presenters: Walter Dean Myers, author In this session, six teachers will provide approaches, Judy Blume, author, Random House, New York, New York strategies, and tools for teaching multiculturally in the early years. They will describe classrooms in which young F.02 CLOSE READING 2.0: GENIUS MEDIA children’s rich educational experiences empower them AND SOCIAL ANNOTATION IN THE to understand themselves in relation to others, and in CLASSROOM (G) which culturally responsive teaching fosters educational Hynes Convention Center/Room 203, Level equity while also meeting state and national standards. Tw o Chair: Mariana Souto-Manning, Teachers College, Colum- In the fall of 2012, a popular rap music website that enables bia University, New York, New York users to read and write line-by-line explanations of lyrics Presenters: Henry Padron, Rochester City School Dis- received a $15 million dollar investment from a venture trict, New York, “Storytelling and Story Acting: Creating capital firm founded by the inventor of the web browser, Spaces for Children to Negotiate Change” Marc Andreessen. One of their first hires was a high school Mariana Souto-Manning, Teachers College, Columbia Uni- English teacher, Dr. Jeremy Dean, who had been using the versity, New York, New York, “Multicultural Teaching in site in his classroom, assigning students to collaboratively the Early Childhood Classroom” annotate great works of literature. In this session, the Rap Dahlia Bouari, PS 89, New York City Department of Genius “Education Czar” will be joined by current English Education, New York, and Carol Felderman, American teachers to discuss their experiences using the “Genius” University, Washington, DC, “Technology: Media(ting) platform as a social network for close reading and their Multicultural Teaching” ideas about the future of both traditional and digital litera- Dana Frantz Bentley, Buckingham Browne and Nichols, cies. Note: this is a Common Core-inspired session that Cambridge, Massachusetts, “Culture Circles with Multi- will pay special attention to the use of Genius in the fulfill- cultural Literature: Addressing Issues of Fairness” ment of the English and language arts standards for both Mary Cowhey, Jackson Street School, Northampton, reading and writing. Massachusetts, “Interviews: Encouraging Children to Presenters: Jeremy Dean, Rap Genius, Brooklyn, New York Ask Questions” Amina Baaith, Wilmington Friends School, Wilmington, Janice Barnes, Carver-Lyon Elementary School, Colum- Delaware bia, South Carolina, “Community Resources and Home Matthew Briggs, Commonwealth Academy, Alexandria, Literacies: Developing Funds of Knowledge” Virginia Matthew Varnell, Berkmar High School, Lilburn, Georgia F.04 EMBRACING DISCOMFORT: USING RACE, CULTURE, AND ETHNICITY TO BECOME A BETTER TEACHER (E–C) Sheraton Boston/Gardner Room, 3rd Floor Come join our roundtable discussions as three doctoral candidates (two teacher educators and a principal) and a professor share strategies that expanded and deepened their understanding of culturally relevant practices, and created spaces for building more responsive cultures of learning while impacting the lives of the students with whom they work.

112 Saturday Morning, 8:00–9:15 a.m.

g_109-196_2013.indd 112 10/23/13 10:37 AM Saturday 113 10/23/13 10:37 AM

of Teachers of Language Arts, Saginaw, Saginaw, Arts, of Language Teachers of “Inquiry” “Dialogue” School Texas, District, Texas, Independent School District, “Modeling” “Authenticity” Texas, “Re-Visioning” Texas, Denton, Roundtable Leaders and Topics Roundtable Leaders and Council Texas Wilson-Youngblood, Audrey Grand Prairie Independent Mogk, Kelly Grapevine–Colleyville Heather Cato, High School, Turner Rasmussen, Amy High School, Guyer Amanda Goss, Saturday Morning, 8:00–9:15 a.m. Morning, Saturday PREPARING STUDENTS TO BE BE TO STUDENTS PREPARING THE IN COMMUNICATORS EFFECTIVE COMMON (WHILE MEETING FUTURE (E–M–S–TE) CORE STANDARDS) Level 306, Center/Room Hynes Convention Three WRITING TEACHER (RE)INVENTING BY INSTRUCTION LITERACY (G) STAR THE NORTH FOLLOWING 2nd Floor D, Sheraton Boston/Back Bay 1 2 3 4 5 - the writ and producing evaluating, analyzing, understanding, and technology and the visual skills needed for ten word, enhanc- will suggest techniques for They the 21st century. prepare skills of our students as they ing the visual literacy of language, and producers to become both consumers response, of literature forms alternative including creating - infograph with information synthesizing and disseminating to and teaching how using technology collaboration, for ics, classroom. an audience outside the reach it all” “do off-the-grid and go they how tants will share the help of the with classrooms, in their standards-based which transforms Writing Project, Texas North Star of and model- dialogue, inquiry, with authenticity, their work and writers. readers for classrooms ing into re-invented #Bringyournotebook. “Community” Texas, F.07 about know discuss what we in this session will Presenters Florida Saint Leo University, Presenters: Candace Roberts, Florida Saint Leo University, Atkins, Holly Florida Saint Leo University, Higdon, Kimberly F.08 consul- teacher conversation, and lively In this interactive School District, Coppell Independent Alaniz, Chair: Cynthia Number Table Carolina, Columbia Carolina, South Carolina Orangeburg, Columbia Carolina, Columbia Roundtable LeadersRoundtable of South University Donnelly, Amy Elementary Rivelon School, Michele Myers, of South University Alvarado, Priscilla of South Carolina, University Melanie Keel, THE LARAMIE PROJECT: ENCOURAGING ENCOURAGING THE LARAMIE PROJECT: ACTING AND FOR TEACHING, READING, SOCIAL THE THROUGH JUSTICE STORY (M–S) SHEPARD OF MATTHEW Level 206, Center/Room Hynes Convention Tw o Academic Studies the LGBT Issues in by Sponsored open to all Advisory Committee, BRINGING LGBTQ CHILDREN’S THE CLOSET IN OUT OF LITERATURE (E) CLASSROOM THE ELEMENTARY 2nd A, Sheraton Boston/Liberty Ballroom Floor 1 2 3 4 as well mother, Matthew’s Shepard, Judy Shepard. Matthew will the play, performed as teachers and students who have ability on the play’s discuss their experiences and reflect including homophobia and social justice issues to address in schools. bullying Colorado Denver, Carolina in the literature children’s incorporating LGBTQ-inclusive undergraduate students and Two elementary classroom. elementary advisor surveyed teachers who their university conservative in community and teach in a religiously live to learn what is possible in these complicated the Midwest situations. “Out of the Closet” Pleasant, “The Pleasant, Literature” Conflicts” “Classroom Number Table F.05 youth of gay murder about the is a play The Laramie Project Foundation, Shepard Matthew Shepard, Presenters: Judy North Greenville, University, East Carolina Caitlin Ryan, Georgia Atlanta, Agnes Scott College, Emert, Toby Wyoming Cheyenne, East High School, Rehbein, Tiffany Ohio Columbus, Academy, Eastmoor Seth Harms, Massachusetts Hudson High School, McLane, John Massachusetts School, Hudson High Caitlin Murphy, F.06 the difficulties and possibilities of This panel will explore Mount Central Michigan University, Presenters: Jaime Coon, Mount Central Michigan University, Amanda Shepard, Mount Pleasant, University, Central Michigan Ford, Amy “Into the Classroom” Michigan, Hamilton, Barbara Coon, g_109-196_2013.indd 113 F.09 TO BUILD A BRIDGE, INTELLECTUALLY Presenters: JoEllen McCarthy, Eastern Suffolk BOCES, New RIGOROUS BUT EMOTIONALLY TRUE York, “Inquiry and Explicit Instruction” ALSO: JAMES MOFFETT AWARD Erica Pecorale, Long Island University, Riverhead, New York, RESEARCH PRESENTATION ON THE “Literacy Snapshots: Research Options and Outcomes” PROCESS AND IMPACT OF AN INQUIRY AND ACTION CURRICULUM (S–C) F.12 IMPLEMENTING A YOUTH LENS Sheraton Boston/Beacon E, 3rd Floor TO MOVE BEYOND DOMINANT This presenter will describe a curricular framework which DISCOURSES OF ADOLESCENCE redesigns the senior term paper by engaging students in IN ENGLISH EDUCATION (M–S–TE) reading imaginative literature and nonfiction with a pur- Sheraton Boston/Back Bay B, 2nd Floor pose of studying, and even solving, the world’s problems. In this interactive session, presenters will discuss how using Students also go “beyond the term paper” by taking direct a “youth lens” helps them to challenge dominant, limiting action in the world and analyzing data on this action. The conceptions of adolescence which are prevalent in educa- presenter will also discuss her longitudinal study of the tional and public discourses. They will explain the lens and impact of this curriculum on high school graduates. provide strategies for using it in English teacher education Presenter: Dana Maloney, Tenafly High School, New Jersey and secondary classrooms. Chair: Mark A. Lewis, Loyola University Maryland, Baltimore F.10 INDIFFERENCE TO GENOCIDE: Presenters: Nicola Martin, Baystate Academy Charter COMMON CORE APPROACH, School, Springfield, Massachusetts, “Using a Youth Lens to MULTIGENRE RESPONSE (M–S) Teach Salinger and Chbosky in AP English” Hynes Convention Center/Room 108, Level Robert Petrone, Montana State University, Bozeman, “Estab- One lishing a Youth Lens for English Education” What are the consequences of indifference? The presenters Sophia Sarigianides, Westfield State University, Massachusetts, in this session will explore historical genocides through the “Utilizing a Youth Lens within English Teacher Education” lens of indifference, employing the framework of the Eight Mark A Lewis, Loyola University Maryland, Baltimore, “Re- Stages of Genocide. Connections to the Common Core, thinking Youth within English Education” general and specific resources, and assessments will be Discussant: Mollie Blackburn, The Ohio State University, provided and discussed. Columbus Presenters: Colleen Ruggieri, Ohio University, Athens, “Stalin’s Reign of Terror: Multigenre Responses to Sepetys’s F.13 WRITING REMIXED: MULTIMODAL Between Shades of Gray” COMPOSITIONS IN THE ELA Melissa Pollet-Swidorski, West Irondequoit Central School CLASSROOM (S–TE) District, New York, “Using Multimodal Informational Hynes Convention Center/Room 104, Level Sources to Explore the Holocaust through the Lens of One Indifference” What does it mean to be a writer in the 21st century? In Jeffrey Parker, Norman Howard School, Rochester, New this classroom demonstration, teacher educators and York, “Using Modern Music and Lyrics to Explore and practicing high school English teachers will engage partici- Create Connections to Genocide” pants in a variety of lessons that can be used to meaning- fully incorporate blogs, digital stories, and other multimodal F.11 IDEA NOTEBOOKS+INQUIRY+INVESTI- compositions into the classroom. GATION=(RE)EVALUATING (RE)SEARCH Presenters: Amy Taylor, The University of Georgia, Athens OPTIONS AND OUTCOMES (E) Lindy Johnson, The University of Georgia, Athens Hynes Convention Center/Room 103, Level Megan Lennox, The University of Georgia, Athens One Kenna Totty, The University of Georgia, Athens Mentor author Marissa Moss will share her process for Andrew Ginnard, University of Michigan, Ann Arbor developing authentic research writing projects, and Arianne Frink, University of Michigan, Ann Arbor co-presenters will provide examples of how such work Elizabeth Homan, University of Michigan, Ann Arbor influences student researchers and writers. Participants will explore student work and receive a list of minilessons and suggested mentor texts with which to engage, motivate, and inspire their own students. Chair: David Schultz, Long Island University, Riverhead, New York Tradebook Author: Marissa Moss, Source Books, New York, New York, “Idea Notebooks and Investigations”

114 Saturday Morning, 8:00–9:15 a.m.

g_109-196_2013.indd 114 10/23/13 10:37 AM Saturday -

115 10/23/13 10:37 AM

- Transmut College “Digital Alchemy: Park, Media Stories into Digital Traditional ing Justice” and Peace for Projects Etiquette, Literacy, “Digital College Park, - Mov the Divide, Navigating and the Law: and Digital Traditional ing in between School” in a BYOD Instructional Spaces English with iPads/ “Teaching Kalamazoo, Tablets” “Software Allendale, Michigan, versity, - Teach Our Systems Shape How Theory: and Identity” Learning, ing, “Teaching with Videogames: York, New and Pitfalls” Promises “Mobile Apps New Britain, University, English for and Online Resources Teachers” Thor Gibbins, University of Maryland, Maryland, of University Gibbins, Thor of Maryland, University Alcoser, Michelle Western Michigan University, Allen Webb, State Uni- Valley Grand Robert Rozema, University, John’s St. Abrams, Sandra State Central Connecticut Rae Schipke, Saturday Morning, 8:00–9:15 a.m. Morning, Saturday NOW I UNDERSTAND WHAT YOU MEAN: MEAN: YOU WHAT I UNDERSTAND NOW FOR A COMMON LANGUAGE CREATING THE SKILLS IN LITERACY TEACHING (M–S) 21ST CENTURY Level Center/Room 109, Hynes Convention One THE IGNORED GEM OF A GENRE: A GENRE: THE IGNORED GEM OF THE PLEASURE OF ACCESSING (S) ANALYSIS Floor 3rd B, Sheraton Boston/Fairfax 7 8 9 10 11 12 olina University, Cullowhee, “‘Start with the A’s’: Accessing A’s’: “‘Start with the Cullowhee, olina University, Student Poetry” through Analysis of the Pleasure system-wide vocabulary discussing critical literacy for creating why will show These presenters disciplines? across the development toward a common language and working leads to of argumentation skills of an explicit progression the by student independence and success as measured (CCSS) and other State Standards Common Core assessments. Illinois lytical, critical, creative, and reflective thinking and writing. thinking and writing. and reflective creative, critical, lytical, in this session will describe teaching strategies Presenters and students’ music, poetry art, through approaching for writing. own Car Western and Catherine CarterBoatright, and Michael F.16 a stable, the benefits and challenges of developing What are Illinois Chicago, ThinkCERCA, Presenters: Eileen Murphy, Chicago, National Louis University, Katherine McKnight, F.15 building students’ ana- for resource Poetry is an incredible California, High School, Piedmont Presenters: Kate McRae, - Hartford, Connecticut, “Critical Inquiry“Critical Connecticut, Hartford, to Teachers and Training Collaboration: the Blogosphere” Join Narrative “Developing Raleigh, University, Tools” Online Journaling through Voice “Video Games as Wilmington, Carolina, Analysis Archetypal and Other Texts: Critical Lenses” Can and Software “How York, New ville, English” Teach You Cannot Help Florida, Fort Lauderdale, ern University, Virtual Class- the in “Communicating Examining Discourse Strategies room: Discussion Board Blogging, Effective for ‘Cyber’ and Random Online Chats, Posts, Situations” “Collabora- Texas, Huntsville, University, Videogames and Writing through tive Literature” Roundtable Leaders and Topics Roundtable Leaders and West of Saint Joseph, University Arzt, Judy State North Carolina Clarice Moran, of North University Victor Malo-Juvera, Pleasant- Pace University, Liam Lynch, Tom Southeast- Nova McDermott, Maureen Sam Houston State Hannah Gerber, NEW TOOLS OR NEW PRACTICES? (RE) PRACTICES? OR NEW TOOLS NEW OF ENGLISH THE FUTURE INVENTING (G) SPACES CLASSROOM Level 107, Center/Room Hynes Convention One Literacies, on New the CEE Commission by Sponsored open to all 1 2 3 4 5 6 digital technologies by afforded the practices how address and literate and enhance literate connections can foster of perception one’s (re)inventing Through communities. technology literacy use in the English language new and new for classrooms new can invent we arts classroom, futures. Texas Huntsville, College Park Britain sity, Kalamazoo, “Our Role in the Era of For-Profit School “Our Role in the Era of For-Profit Kalamazoo, sity, Reform” Identity in Professional (Re)Inventing ELA Digital Footprint: the Digital Age” F.14 will English teacher educators session, In this roundtable Sam Houston State University, Chair: Hannah Gerber, of Maryland, University Thor Gibbins, Associate Chairs: New State University, Central Connecticut Rae Schipke, Western Michigan Univer Presenters: Allen Webb, Keynote Carl Young, North Carolina State University, Raleigh, “Our Raleigh, State University, North Carolina Young, Carl Number Table g_109-196_2013.indd 115 F.17 SPOKEN WORD POETRY IN BOSTON Nick Carbone, Bedford/St. Martins, New York, New York, (AND OTHER) CLASSROOMS AND “Accelerating Community through Online Writing” COMMUNITIES (M–S) Hynes Convention Center/Room 301, Level F.20 INFOGRAPHICS: A WORLD OF Three ARGUMENT (S) This presenter will introduce teachers to the philosophy Sheraton Boston/Beacon H, 3rd Floor and practices of youth spoken word poetry by taking In a Twitter, Facebook, and Instagram-based world, visual them through a writing workshop designed by MassLEAP arguments are ubiquitous. Using arguments or infograph- poet-educators for use with Boston-area students. After ics in the classroom is an exciting way to engage struggling modeling the workshop, the presenter will share resources readers and writers as well as upper-level AP and IB stu- for the teaching of youth spoken word. dents. These presenters will focus on how to develop and Presenter: Susan Weinstein, Louisiana State University, implement a genre-based unit for writing workshop where Baton Rouge infographics are used as mentor texts. They will share resources for finding mentor texts and tools for students F.18 RE(INVENTING) PERSUASION: to use when creating their own infographics. REIMAGINING THE TRADITIONAL Presenters: Tina Barber, Cherokee Trail High School, Aurora, ASSIGNMENT TO CREATE VISUAL Colorado ARGUMENTS (M–S–C) Molly Robbins, Cherokee Trail High School, Aurora, Colorado Hynes Convention Center/Room 210, Level Tw o F.21 (RE)INVENTING THE TEACHER-WRITER: The rigor of CCSS invites teachers to rethink traditional TENSION, VOICE, CULTURE, STORIES (G) writing assignments. These presenters evaluated their Hynes Convention Center/Room 201, Level teaching of argument and how best to improve it for Tw o today’s students, and then created opportunities for their This session is for those interested in supporting teacher- students to visually depict argument. writers. The presenters will discuss their work with four Chair: Jill Adams, Metropolitan State University of Denver, teacher-writers, including K–12 teachers, administrators, Colorado and college faculty in writing groups, workshops, and Presenters: Jessica Leifheit, Castle View High School, Castle retreats. Participants will have an opportunity to develop Rock, Colorado action steps to connect with their own work. Amy Gutierrez Baker, West Jefferson Middle School, Colorado Chair: Troy Hicks, Central Michigan University, Mount Kathy Deakin, Metropolitan State University of Denver, Pleasant Colorado Presenters: Leah Zuidema, Dordt College, Sioux Center, Gloria Eastman, Metropolitan State University of Denver, Iowa, “Growing a Culture of Teacher-Writers” Colorado Jim Fredricksen, Boise State University, Idaho, “Teacher- Writers and the Stories They Tell” F.19 REEVALUATING AND RE-INVENTING Anne Whitney, Pennsylvania State University, University Park, THE ROLE OF WRITING IN ONLINE “Speaking in Another Voice: When Administrators Write” COURSES (S–C) Respondents: Robert Yagelski, State University of New York, Hynes Convention Center/Room 205, Level Albany Tw o Leah Zuidema, Dordt College, Sioux Center, Iowa Writing teachers have long hoped that moving writing in- struction online would help emphasize writing’s collabora- F.22 THE FUTURE OF THE BOOK: tive nature and make the writing process more visible to CONNECTED, ADAPTABLE, students. This panel will assess the progress in this area and FLEXIBLE, AND CUSTOMIZED (G) examine how the online environment reshapes the writing Sheraton/Constitution Ballroom A, 2nd Floor process for teachers and students. The Book is sacred to the English teacher. But the future Chair: Elle Yarborough, Northern Essex Community offers myriad possibilities as print text migrates to more College, Haverhill, Massachusetts dynamic forms on laptops and mobile devices. These pre- Presenters: Christopher Weaver, William Paterson Univer- senters will consider how the book is reinvented as more sity, Wayne, New Jersey, “How the Web Reshapes Writing connected, adaptable, flexible, and customized electronic and Speech and Why This Is Useful to Teachers” text, and how that changes the teaching of literacy. Phoebe Jackson, William Paterson University, Wayne, New Chair: Mary T. Christel, Indian Trails Public Library, Wheeling, Jersey, “Making Meaning in the Online Literature Illinois Classroom”

116 Saturday Morning, 8:00–9:15 a.m.

g_109-196_2013.indd 116 10/23/13 10:37 AM Continued on following page Continued on following

Saturday 117 10/23/13 10:37 AM

Saturday Morning, 8:00–9:15 a.m. Morning, Saturday THE ROLE OF FEEDBACK IN FIRST-YEAR IN FIRST-YEAR OF FEEDBACK THE ROLE (C) CLASSES WRITING AND BASIC Level 303, Center/Room Hynes Convention Three WORLD OF WORDS: THE WONDROUS STIMULATING VOCABULARY EFFECTIVE THE THROUGH ACQUISITION USE OF (M) MEDIA LITERACY Level Center/Room 110, Hynes Convention One A CREATING PRACTICE: PLAYFUL THE ENGLISH IN OF INQUIRY CULTURE USING PROJECT-BASED CLASSROOM LEARNING (S) 2nd Sheraton Boston/Grand Ballroom, Floor provide writing instruction and feedback using online and using and feedback writing instruction provide other digital tools. the Grading Con- “(Re)Inventing Logan, State University, Writing Classes” and Dispersed Diverse tract for - Critical Feed Annotations to Reinvent Audio Digital and Writers” Adult Developmental back with Online New York, of New City University College, Community in the Multimodal Classroom” “Writer Feedback York, and film) in teach- (music incorporate media literacy tively ing literary in shared and vocabulary encountered devices Participants to discuss critical literacy be invited will texts. the needs of ESL learners. strategies that address Saratoga Springs College, State Empire the 21st cen- to make how Find out and inquire! ately, in you for work tury standards skills and Common Core student inquiry through and ways, and meaningful creative to how will show This presenter learning. project-based - learning to engage students in research use project-based ing and connecting the social context of texts such as experiences to our own Wrath of The Grapes Steinbeck’s Instructional materi- economic crisis. living in the current plans using other project additional student samples, als, will be provided. and bibliographies sample texts, York New High School, F.25 to how will show session in this interactive Presenters Utah Alan Blackstock, Exton and Virginia Norris Presenters: “Using Arizona, of Phoenix, University Wolff-Hilliard, Denese LaGuardia and Elizabeth McCormick, Vasileiou Lykourgos F.26 - will demonstrate minilessons that effec presenters Three York, of New State University Presenters: Donna Mahar, York New Guilderland, Lisa Michaels, York New Delmar, Sondra Berschwinger, F.27 passion- respond to think critically, students Motivate your Westhill and Syracuse University Presenter: Sarah Fleming, ONCE UPON A TIME: ADAPTING AND ADAPTING ONCE TIME: UPON A (E) TALES FAIRY WRITING ORIGINAL Floor 3rd G, Sheraton Boston/Beacon TRANSFOMING THE IWHAT? ENGLISH THE 21ST CENTURY FOR CLASSROOM LEARNER (S) B, Sheraton Boston/Constitution Ballroom 2nd Floor - Steven Initiative: “A SMART Illinois, Lincolnshire, School, Technology” Academic Real-Time Mobile son’s Text” the Reinvented for the Classroom “Reinventing linois, of the ePubs and the Future Text: “Reinventing Illinois, Book” Illinois Lincolnshire, High School, importancea spotlight onto the fairy and of folk tales in fairy popping new are tale adaptations education, children’s to the local bookstore. the big screen from up everywhere, teachers can design a writing unit how This panel will show and write original fairythat guides students to adapt tales, knowledge their improve students and demonstrate how and the act of storytelling, language, of story structure, and work, authentic student lesson ideas, with day-by-day teaching charts. effective York New York, New Writing Project, ing and York New York, New the on overcoming will focus These presenters program? the in program challenges of implementing a one-to-one lesson plans strategies and and provide English classroom, tools that will aug- and web-based that incorporate apps classroom. your lessons and transform current ment your the Flipped Learning through “Transforming Kentucky, ville, Classroom” “Building a One-to-One Program” Century the 21st “Apps for English Classroom” Mark Onuscheck, Adlai E. Stevenson High Stevenson E. Adlai Presenters: Mark Onuscheck, Il- Lincolnshire, High School, Stevenson Adlai E. Laura Brown, Grove, Buffalo CCSD 102, Aptakisic-Tripp Chausis, Charlene Stevenson Adlai E. Denise Foster, Reactor/Respondent: F.23 put Learning Standards do the Common Core Not only College Read- Teachers Presenters: Maggie Beattie Roberts, Writing Project, Reading and College Teachers Shana Frazin, F.24 of teaching in a one-to-one faced with the prospect you Are - Louis Academy, Heart Sacred Presenters: Deborah Hudson, Kentucky, Louisville, Academy, Heart Sacred Constance Ferch, Kentucky, Louisville, Academy, Heart Sacred Puntillo, Jaclyn g_109-196_2013.indd 117 F.28 BRIDGING TEXTS AND BRIDGING perspectives. Using Asian and Asian American examples of CULTURES: USING AFRO-LATINO fiction and nonfiction, the presenters in this session will in- TEXTS IN THE CLASSROOM (M–S) vite participants to learn about and practice global reading Sheraton Boston/Beacon F, 3rd Floor and thinking in alignment with Common Core standards Sponsored by the Standing Committee on International for literacy. Concerns, open to all Chair: Susan Zeiger, Primary Source, Watertown, Authors Yvette Modestin and Lyn Di Iorio both celebrate Massachusetts Afro-Latino cultures in their writing, advocacy work, and Presenters: Susan Zeiger, Primary Source, Watertown, teaching. In this session, Modestin will focus on building Massachusetts bridges of understanding between African American and Jennifer Hanson, Primary Source, Watertown, Massachusetts Latino cultures, and Di Iorio will focus on Afro-Caribbean Michele Leong, Newton North High School, Massachusetts cultures. After these presentations, a practitioner will share how she used their works in the classroom. F.31 FILM: A 21ST CENTURY COMMON CORE Chair: Angelica Fuentes, Texas Southmost College, LITERACY (G) Brownsville Sheraton Boston/Hampton Room, 2nd Floor Presenters: Lyn Di lorio, author, Arte Publico Press, Sponsored by the NCTE Media and Digital Literacies Houston, Texas Collaborative, open to all Yvette Modestin, author, Arte Publico Press, Houston, Texas These presenters will show that film literacy is a necessary, Robin Pelletier, Margarita Muniz Academy, Jamaica Plain, key component of 21st century literacy. They will discuss Massachusetts lesson ideas and examples that situate film literacy squarely Ester Shapiro, University of Massachusetts, Boston in the center of what it means to be an effective reader and writer within a screen-based society. F.29 NOT ALL BAD GIRLS ARE BULLIES: Presenters: William Kist, Kent State University, Ohio USING LITERATURE TO NURTURE Carl Casinghino, Suffield High School, Connecticut HEALTHY DEBATE AND TO INTRODUCE Frank Baker, Media Literacy Clearinghouse, Columbia, South MULTIPLE PERSPECTIVES ABOUT Carolina WOMEN’S ROLE IN HISTORY (M–S–TE) Hynes Convention Center/Room 202, Level F.32 PROMOTING A PROFESSIONAL Tw o CULTURE OF EQUITY: MENTORING “Well-behaved women seldom make history,” is the fre- EDUCATORS OF COLOR (TE) quently quoted statement by historian and feminist Laurel Hynes Convention Center/Room 204, Level Thatcher Ulrich. In this session, authors Jane Yolen, Heidi Tw o Stemple, and Burleigh Muten, and author/educator/literacy Join an interactive conversation about mentoring educators specialist Katie Monnin will discuss the roles of these types of color. Members of the Black and Latino Caucuses will of women—misbehaving girls, “bad” girls—in children’s and share their experiences mentoring and being mentored as young adult literature, both fiction and nonfiction. What classroom teachers and faculty of color. They will discuss makes them “bad”? What role do authors and educators how mentoring relationships have informed their work play in creating these characters for the children they with culturally and linguistically diverse students. Partici- serve? Presenters will also show how to engage children in pants will join the conversation, sharing their professional history in general, especially in the digital age. interests and concerns. This collaborative discussion will Chair: Katie Monnin, University of North Florida, provide opportunities for support, networking, and men- Jacksonville toring beyond the 2013 NCTE Convention. Tradebook Authors: Heidi Stemple, Charlesbridge Co-chairs: Christina Kirklighter, Texas A&M University, Col- Publishing, Watertown, Massachusetts lege Station Jane Yolen, Charlesbridge Publishing, Watertown, David E. Kirkland, Michigan State University, East Lansing Massachusetts Presenters: Tracey Flores, Challenger Middle School, Glen- Burleigh Muten, Candlewick Press, Somerville, Massachusetts dale, Arizona, “The Work Is Not Done: Being a Part of the Bigger Conversation” F.30 GLOBALIZING THE ELA CURRICULUM Bobbi Ciriza Houtchens, U.S. Department of Education, WITH ASIAN AND ASIAN AMERICAN Washington, DC, “Intra-Caucus and Cross-Caucus Net- TEXTS (S) working: Advocating for Students and Teachers” Hynes Convention Center/Room 111, Level Nichole Ashanti McFarlane, Fayettteville State University, One North Carolina, “Building the Bridge You Wish You Had: A globalized English curriculum helps students develop Empowering Black Scholars to Tread New Ground” skills and the desire to tackle unfamiliar texts from diverse Respondent: Paco Fiallos, Lincoln High School, Florida

118 Saturday Morning, 8:00–9:15 a.m.

g_109-196_2013.indd 118 10/23/13 10:37 AM Saturday 119 10/23/13 10:37 AM

Continued on following page Continued on following Saturday Morning, 8:00–9:15 a.m. Morning, Saturday CLASSROOM: THE NMSI MODEL (S) THE NMSI CLASSROOM: 2nd A, Ballroom Sheraton Boston/Republic Floor (RE)INVENTING MIDDLE LEVEL CITY ENGLISH IN CONTEMPORARY (M) SCHOOL CLASSROOMS Level A, Center/Ballroom Hynes Convention Three TEACHING READERS ONLINE (G) ONLINE READERS TEACHING Floor 3rd A, Boston/Beacon Sheraton REINVENTING THE ENGLISH English classroom are necessary for student success. The necessary are student success. for English classroom students prepares National Math and Science Initiative and science, AP classes in math, and to succeed in Pre-AP As a result, all. encouraging equity and access for English by that a successful program the organization has developed AP English and in Pre-AP of students the number grows of classroom program implementing a rigorous courses by structured will show In this session presenters studies. copies and provide strategies, tutorials and teacher-training of materials and resources. Texas Initiative, Dallas, Texas to do it! got but somebody’s a tough job, It’s classrooms? discussions and engage roundtable these interactive Join challenge they how as leaders share in the conversation and support urban the book, “bro”mance stereotypes, build literacy they Learn how in telling their stories. boys on readers the needs of below-level address programs, and writers, persuasive develop assessments, grade-level reading self-assess and discuss their guide students as they abilities. methods, strategies, and unique aspects of teaching online, of teaching online, and unique aspects strategies, methods, of the world that surround of the myths many and address to meet the needs how will show They virtual education. and learning environment of students in this nontraditional mortar outside the bricks and classroom. see them thrive engage in the technologySession participants will actively in an on- face and simultaneously while face to presented, effective experience first-hand how as they line classroom, virtual is facilitated. teaching Pennsylvania Harrisburg, Academy, Pennsylvania Harrisburg, Pennsylvania Harrisburg, Teacher education and resources that promote rigor in the rigor that promote education and resources Teacher National Math and Science Presenters: Ruben Rodriquez, Dallas, Initiative, National Math and Science Ludwig, Aubrey F.39 city in English instruction look like level What does effective F.36 will describe the online educators seasoned In this session, Connections Commonwealth Shelley, Presenters: Brock Academy, Connections Commonwealth Locklin, Ashly Academy, Connections Commonwealth Stephanie Clark, F.38

EDUCATION PROGRAMS (TE) PROGRAMS EDUCATION 2nd B, Ballroom Sheraton Boston/Republic Floor STRATEGIC INTEGRATION OF CCSS OF CCSS INTEGRATION STRATEGIC KNOWLEDGE TEACHER INTO BUILDING COMMUNITY PARTNERSHIPS PARTNERSHIPS COMMUNITY BUILDING LITERACY THE SUPPORT THAT OF STRUGGLING DEVELOPMENT READERS AND THE CONSTRUCTION (C–TE) KNOWLEDGE TEACHER OF Level 102, Center/Room Hynes Convention One REINVENTING PLAY: POWER, DRAMA, AGE THE FACEBOOK IN ENGAGEMENT (G) 2nd Floor A, Sheraton Boston/Back Bay PREPARING FUTURE TEACHERS: - regard the decisions made will share education programs - integration of CCSS into their curri ing their programs’ initiatives to discuss Session attendees will be invited cula. sense of a broader at their institutions to create taken to the CCSS. response teacher education’s Tallahassee North Carolina education programs seeking to advance knowledge and seeking to advance knowledge education programs in this session will Presenters skills of teacher candidates. struggling infused high-need strategies for they how share using undergraduate program the throughout readers Time will be clinical experiences. on-campus and site-based participant for discussion. available of the initial a lesson can succeed or fail on the strength York New two In this session engagement of the students. successful engagement strategies City educators will share including drama- and vocabulary instruction, literature for instruction. based activities and multiple-modality York New City Department of Education, York York New In this panel, three teacher educators from different teacher different teacher educators from three In this panel, Florida State University, Witte, Presenters: Shelbie Fargo State University, North Dakota Sassi, Kelly Greenville, University, East Carolina Steadman, Sharilyn F.33 teacher for role critical schools is a PartneringPreK–12 with Ohio of Dayton, University Co-chairs: Mary-Kate Sableski, Ohio of Dayton, University Arnold, Jackie Ohio Dayton, of University Bogard, Treavor Presenters: Ohio of Dayton, University Connie Bowman, Ohio of Dayton, University Patricia Hart, F.34 or lost in the opening minutes, won games are as many Just and New University York New Taublieb, Presenters: Sasha Brooklyn, Public Service, High School for Jason Zanitsch, F.35 g_109-196_2013.indd 119 Chair: Connie Nagel, Iowa Council of Teachers of English, F.41 COMMON CORE AND WRITING Bettendorf WORKSHOP: A DYNAMIC DUO (E) Hynes Convention Center/Room 313, Level Table Number Roundtable Leaders and Topics Three How do you encourage teachers to sustain writing work- 1 Brian Edmiston, The Ohio State University, shop in the era of CCSS? This panel will describe a five- Columbus, Carmine Tabone, Educational year district–university professional development partner- Arts Team, Jersey City, New Jersey, and ship. The presenters, including a network team trainer, an Gus Weltself, Indiana University, Bloom- SED CCLS writing work group member, and a literacy ington, “Strategies for Persuasive Writing” professor, will share the methods and resources which they 2 Robin Bright, University of Lethbridge, used monthly with K–4 teachers and students. Alberta, Canada, “For the Love of Read- Presenters: Roberta Levitt, Long Island University Post, ing: A Middle School Literacy Program” New York 3 Joanne Falinski, Fahari Academy Charter Louisa Kramer-Vida, Long Island University, New York School, Brooklyn, New York, “Supporting Susan Kelly, Briarcliffe College, New York Boys as Readers and Writers: Urban Boys Tell Their Stories” F.42 WRITING TV NEWS (S) 4 Mary Beth Schaefer, St. John’s University, Sheraton Boston/Fairfax A, 3rd Floor New York, “Expert Readers: Middle School Students Assess and Discuss In this session presenters will discuss the PBS Student Re- Their Own Reading Abilities” porting Labs, a journalism initiative for high school students 5 Katreca Neale and Kevin Thompson, in which students who brainstorm, gather information, Oxon Hill Middle School, Maryland, conduct interviews, and compose short TV news stories “‘Bro’mancing the Book: Engaging about their community develop both critical analysis and African American Middle School Males civic engagement skills. in Novels” Chair: Renee Hobbs, University of Rhode Island, Kingston 6 Heather Marr, Boise High School/North Presenters: Renee Hobbs, University of Rhode Island, Junior High School, Idaho, “Exploring/ Kingston, “Why Writing the News Matters” Exploding Stereotypes” Mary Moen, Chariho Regional High School, Wood River Junction, Rhode Island, “Reporting Preliminary Results” F.40 GALLERY OF EARLY CHILDHOOD Katie Donnelly, University of Rhode Island, Kingston, EDUCATION ASSEMBLY POSTERS (E) “Approach to Coding the Data” Hynes Convention Center/Ballroom Foyer, Level Three F.43 ROOT TO BRANCH: FEEDING A TEACHING This year NCTE actively sought poster sessions as a confer- LIFE (G) ence format. Please browse through this area, examine Sheraton Boston/Beacon B, 3rd Floor the posters, and enjoy one-on-one discussions with the The truism “we teach as we were taught, not as we were creators. You will find everything from classroom ideas to taught to teach” encourages a shift in focus for teacher theory and research. education and professional development. What do teachers tell us about learning, from their teachers and from each Poster Number Presenters and Titles other, as they sustain a teaching life? Presenters: James Davis, Iowa Writing Project, Cedar Falls 1 Maryia LaBree, University of Maine, Orono, Katie Wheeler, Laramie County School District #1, Wyoming “The Significance of Play in a Multiliteracy Brenna Griffin, Cedar Falls Community Schools, Iowa World” Reactor/Respondents: Anne Weir, Waco Community 2 Tolga Kargin, Indiana University, Blooming- Schools, Wayland, Iowa ton, “Considering Multicultural Children’s Sheila Benson, University of Northern Iowa, Cedar Falls Literature in Digital Reading Applications: Content Analysis of Reading Rainbow F.44 INQUIRING MINDS WANT TO KNOW! iPad Application” TEACHER RESEARCH FOR TRANSFOR- MATIVE TEACHING IN GRADES K–12 (G) Hynes Convention Center/Room 200, Level Tw o Teachers reenvision the teaching of writing in urban schools by systematically and intentionally researching their teach-

120 Saturday Morning, 8:00–9:15 a.m.

g_109-196_2013.indd 120 10/23/13 10:37 AM Saturday 121 10/23/13 10:37 AM and

Saturday Morning, 8:00–9:15 a.m. Morning, Saturday FAKE READERS, DISTRACTED WRITERS, WRITERS, DISTRACTED READERS, FAKE (M–S–C) EXPECTATIONS HIGHER Level 308, Center/Room Hynes Convention Three AUTHORS THREE NOTED GRIT LIT: READERS ENGAGING ABOUT TALK EDGY MATERIALS TACKLING AND THEIR BOOKS (G) IN Level Center/Room 207, Hynes Convention Tw o RETHINKING PEDAGOGY TO SUPPORT SUPPORT TO RETHINKING PEDAGOGY CLOSE READING OF INFORMATIONAL TEXTS (G) Level Center/Room 310, Hynes Convention Three write at high levels of proficiency and students’ motiva- and students’ of proficiency levels write at high will presenters In this session, so. tion and ability to do in an age achievement real promoting suggestions for offer and machine-enhanced writing, distracted reading, of fake learning. Ellensburg California Oklahoma City author of Mexican White Matt de la Pena, Boy, book, Home Boyz, as these author of Home Boyz, Sitomer, Alan Lawrence tackle edgy they discuss how acclaimed writers intimately charged with highly readers materials and engage reluctant texts. Los Angeles Foundation, Grit Lit” YA Writer in “The Role of the York, New York, and the Author” that spark student interest strategies describe several of nonfiction and comprehension close reading and foster to help students differentiate how will show They texts. in ELA literary reading works, vs. information for reading classrooms. and content-area F.47 and read that students the mandate between A gulf exists University, Washington Central Presenters: Mindie Dieu, Norman of Oklahoma, University Baines, Lawrence View, Mountain Saint Francis High School, Kunkel, Anthony Department Oklahoma of Education, Stormer, Kimberly F.48 - author of The Silver Linings Play Quick, Come join Matthew Alan Lawrence Sitomer, California Teacher of the Year Year of the Teacher California Sitomer, Alan Lawrence Chair: New Random House, Authors: Matt de la Pena, Tradebook “Craft York, New York, New Little Brown, Quick, Matthew F.49 will presenters participatory session, engaging, In this highly Albany York, of New University Polsinelli, Presenters: Karen Albany York, of New University Shogan, Johanna READING THE VISUAL READING THE VISUAL VISUALIZING AND THE READING (E–M–S) Level Center/Room 209, Hynes Convention Tw o A DESIGNING FINISH: TO START FROM NONFICTION UNIT (M) LITERARY Level Center/Room 305, Hynes Convention Three ing, transforming their teaching practices, and sharing their sharing their and teaching practices, their transforming ing, and lessons stories, insights, share This panel will findings. urban centers—one in two groups teacher research from Northwest. one in the Pacific and in the Southwest to Improve Research Teacher “Using Phoenix, University, Writing in Urban Schools” Sustaining Research Researchers: Teacher “The League of Community” Writing through and Oregon, Portland, and Clark College, Lewis and Oregon “Learning Writers” Young from need to and utilizing visual modes of all sorts—and we ing, on those experiences in in which to draw seek out ways In our exploration of visual literacy and its our teaching. voice, of words, “text” becomes a web meanings, elusive come to understand a We expression. and creative images, in do- and, it, recreating changing it, with it, playing text by knowledge. new build and present ing so, Durham Durham a literary designed ing their coach and media specialist, both traditional which produced nonfiction CCSS unit, unit covered This 5-week and technology-based products. with Participantsleave will standard. Common Core every can implement it in their unit so they this for all resources classrooms. own Jessica Early, Arizona State University, Phoenix State University, Arizona Chair: Early, Jessica Arizona State Hays, Alice Presenters: Saidy and Christina Oregon, Portland, and Clark College, Lewis Ruth Shagoury, Portland, School, Russell Middle Ron Katie Czerwinski, F.45 - creat generation adept at understanding, teach a young We Hampshire, of New University Thomas Newkirk, Chair: Hampshire, of New University Carey, Tomasen Presenters: Durham Hampshire, of New University Wrobleski, Louise Durham Hampshire, of New University Moher, Terry F.46 includ- a 7th grade literacy team, how This panel will show Arkansas Benton Schools, Bond, Teresa Presenters: Arkansas Benton Schools, Cassie Howard, Arkansas Schools, Benton Herring, Jessica g_109-196_2013.indd 121 F.50 MEETING THE NEEDS OF INDIVIDUAL F.53 REDEFINING RESEARCH WITH READERS THROUGH SMALL GROUP ADOLESCENTS: ETHNOGRAPHY INSTRUCTION (E) AND PARTICIPATORY ACTION Sheraton Boston/Liberty Ballroom C, 2nd RESEARCH IN THE HIGH SCHOOL Floor CLASSROOM (M–S–TE) These presenters will use a careful description of reading Hynes Convention Center/Room 309, Level behaviors to show how to differentiate instruction for indi- Three vidual readers in both the primary and intermediate grades Presenters in this session will share perspectives as teachers, using different types of small group instruction, including school leaders, and youth who designed and implemented guided reading, strategy lessons, inquiry-based studies, a sustained qualitative research curriculum in their public student-directed lessons, and more. high school in New York City. In this interactive session, Presenters: Jen Reed, Northampton Public Schools, presenters will invite participants to explore the possi- Massachusetts bilities and tensions that emerged from youth who were Kerry Crosby, Literacy Consultant, Amherst, Massachusetts apprenticing as qualitative researchers. Jenny Bender, Northampton Public Schools, Massachusetts Presenters: Lisa Gioe, Millennium Brooklyn High School, New York F.51 (RE)INVENTING SHAKESPEARE Emily Mottahedeh, Millennium Brooklyn High School, New THROUGH PERFORMANCE-BASED York READING AND WRITING (G) Tiffany DeJaynes, Millennium Brooklyn High School, New Sheraton Boston/Back Bay C, 2nd Floor York Experience firsthand how Chicago Shakespeare Theater teams with English teachers in urban schools, using drama- F.54 FIRST DO NO HARM: EXAMINING infused strategies to help struggling readers and writers ASSESSMENT PRACTICES FOR ELLS engage with difficult texts. In this hands-on session aligned AND ENVISIONING A BETTER FUTURE to the Common Core, the presenters will show a variety (G) of dynamic methods for making meaning and generating Sheraton Boston/Liberty Ballroom B, 2nd interpretive texts. Floor Presenters: Timothy Duggan, Northeastern Illinois Sponsored by the NCTE Language Collaborative, University, Chicago open to all Marilyn Halperin, Chicago Shakespeare Theater, Illinois Research by Solórzano (2008) and others shows how high- stakes testing does harm to English learners, in part by F.52 RHETORICAL SITUATIONS: THE GAME constraining their teachers’ effectiveness. Presenters in this (S) session will integrate classroom perspectives with research Hynes Convention Center/Room 208, Level findings, and propose cautions and improvements for the Tw o uses of assessment with English learners in the context of In this session, the presenters will discuss the board game the implementation of the Common Core. Rhetorical Situations, which enables students to apply Chair: Carol Evans, University of Arizona, Tucson rhetorical concepts to various real-world-inspired circum- Presenters: Elisa Waingort, Academia Cotopaxi, Quito, Ecua- stances, and also gives them the power to shape the game dor, and Sultan Turkan, Educational Testing Service, Princ- itself, as they gradually move from being a player (who eton, New Jersey, “Assessing English Learners: Considering follows the rules) to a critic (who analyzes the rules) to a Validity and Reliability” game maker (who writes the rules). Xenia Hadijoannou, Pennsylvania State University–Lehigh Chair: Paul Feigenbaum, Florida International University, Campus, Center Valley, “How Is ELLs’ English Language and Miami Academic Attainment Assessed across the US? A Macro- Presenters: Lissy Torres, Michigan State University, East View of Current Practices” Lansing Catherine Compton-Lilly, University of Wisconsin, Madison, Andrew Barrocas, Clemson University, South Carolina “A Critique of the Common Core: Addressing Diversity Paul Feigenbaum, Florida International University, Miami and Valuing Students’ Knowledge” Sharon Klein, California State University, Northridge, “What Kinds of Englishes Will Be Assessed through Common Core-Inspired Assessments?” Discussant: Ana Christina DaSilva Iddings, University of Arizona, Tucson

122 Saturday Morning, 8:00–9:15 a.m.

g_109-196_2013.indd 122 10/23/13 10:37 AM Saturday - 123 10/23/13 10:37 AM

Continued on following page Continued on following Saturday Morning, 8:00–9:15 a.m. Morning, Saturday CHALLENGES IN OUR CLASSROOMS: CLASSROOMS: IN OUR CHALLENGES REAL-TIME FOR A CONVERSATION (S) SOLUTIONS AND STRATEGIES 3rd Room, Boston/Commonwealth Sheraton Floor EMPOWERING STUDENTS TO (RE)INVENT THEIR (RE)INVENT THEIR FUTURES THROUGH SELF-ASSESSMENT, SELF-ASSESSMENT, THROUGH REFLECTION, PORTFOLIO, AND REVISION (S) Floor 3rd Sheraton Boston/Beacon D, TO THE LITERACY ACROSS PATHWAYS AN CONTENT AREAS: INQUIRY INTO EXPERIENCES (TE) ONLINE EDUCATION Floor 3rd Sheraton Boston/Dalton Room, teachers who have great ideas, strategies, concerns, and concerns, strategies, ideas, great teachers who have via the convention, from away questions about moving email and SKYPE. Massachusetts tools for inviting students into a process of authentic as- students into a process inviting tools for the use of portfolios, will rediscover Teachers sessment. student diverse for empowering and reflection rubrics, CCSS and College populations to meet the rigorous Readiness standards. Test for Tools Reflection as and “Using Portfolios Illinois, Preparation” their in Literacy Adolescent Advancing for Pathways NCTE’s course at San Francisco Areas the Content Literacy across de professional teacher online an is Pathways University. State velopment program with content, communication, and course communication, with content, program velopment into the course introduced which they organization tools, education landscape, time in California’s during a tumultuous not feeling content challenges (graduates were to address: confident in their ability to teach literacy in their content increasing; were fees and (tuition challenges economic area), going textbook costs were enacted; being furloughs were looking began and technological challenges (everyone up), The access). and increased cost reduction at online tools for about acclimating students to the tool year was largely first allowed The next year on the content. focus without losing When the tool was thoroughly thoughtful design. more for about their surveyed students were integrated into the class, of and navigation interactivity, experience with the content, they and how will describe Pathways Presenters Pathways. and class Area the Content used it in their Literacy across F.56 with a conversation will have in this session Presenters Georgia Milton High School, Presenters: Katie Greene, Cambridge, Harvard University, Chadwick, Jocelyn F.57 In this interactive session, participants will discover multiple multiple participantswill discover session, In this interactive High School, Aurora East Presenters: Melanie Kleimola, Illinois Park, Machesney Harlem High School, Laura Pfau, F.58 developing and piloting been have presenters these 2010 Since -

New York, “Getting Started with Our York, New Writing—Publicizing a Project” “Getting Illinois, Urbana, ers of English, Your Writing—Framing Started with Our Message” “Getting Hampshire, New Conway, Writing—A Local Started with Our Perspective” “Getting Started with Our Evanston, Writing—Building One-to-One Connections” “Getting Started with Our East Lansing, Web” of the Writing—The Power Started“Getting with Illinois, Evanston, Writing—The Urban Scene” Our Started“Getting with Our Illinois, School, Writing—Blogs and Tweets” “Getting Athens, Started Georgia, with Op Ed Writing” Started“Getting with Writing Project, Our Writing—Newspaper Partnerships” sity, Ypsilanti, “Thinking Like a Community a Community “Thinking Like Ypsilanti, sity, Organizer” Roundtable Leaders and Topics Roundtable Leaders and York, of New City University Rubin, Lauren - Teach National Council of Millie Davis, North High School, Kennett Kittle, Penny Writing Project, Illinois Zemelman, Steven Michigan State University, Zellner, Andrea National-Louis University, Harry Ross, High Junior Northbrook Melinda Rench, of The University Smagorinsky, Peter Massachusetts Western Hodgson, Kevin Eastern Michigan Univer Fleischer, Cathy WRITING TO THE TO WRITING COMMUNITY: FUTURE TEACHING OUR SHAPING (G) STORIES TELLING OUR BY Ballroom Boston/Independence Sheraton 2nd Floor West, 1 2 3 4 5 6 7 8 9 10 Let’s tell the public and policy-makers what powerful 21st what powerful tell the public and policy-makers Let’s will start Smagorinsky Peter century look like. classrooms will start now, we then in roundtables and us thinking, groups, parent and to newspapers letters drafting blogs, and other media. Evanston Richmond Our for Advocates Writing as Public “Teachers Athens, Schools” F.55 work. our and not let others define speak up let’s Teachers, Project, Writing Illinois Zemelman, Co-chairs: Steven University, Virginia Commonwealth Leila Christenbury, of Georgia, The University Presenter: Smagorinsky, Peter Number Table g_109-196_2013.indd 123 show how it helped them to determine what online elements F.60 PICTURE BOOKS: CHARACTER enhance the study of literacy across the content areas in a DEVELOPMENT AND TEXT FEATURES teacher preparation course. They will also highlight what they (E–M) learned about their instructional practice and about their Hynes Convention Center/Room 304, Level students’ needs and interests. Three Chair: Dale Allender, Director, NCTE West and University Discover the ways in which character development occurs of California, Berkeley through the interplay between pictures and texts in picture Presenters: Patricia Irvine, San Francisco State University, books for both younger and older readers. These present- California ers will consider the often overlooked elements that hold Jamal Cooks, San Francisco State University, California treasures of meaning in picture books, such as character Dale Allender, Director, NCTE West and University of and plot development, mood, and setting, which authors, California, Berkeley illustrators, and book designers offer the perceptive reader. Co-chairs: Miriam Martinez, The University of Texas, San F.59 SHAKESPEARE SET FREE—ACT 1: Antonio HOW PRE-READING STRATEGIES Janis Harmon, The University of Texas, San Antonio AND ACTIVITIES THAT FOCUS ON Presenters: Lori Prior, University of the Incarnate Word, San LANGUAGE WILL EASE YOUR Antonio, Texas, “Exploring the Peritext of Picture Books: STUDENTS INTO SHAKESPEARE (S–TE) How Often Overlooked Elements May Enrich the Reading” Hynes Convention Center/Room 101, Level Miriam Martinez and Janis Harmon, The University of Texas, One San Antonio, “Exploring Character Development in Picture Sponsored by the Folger Shakespeare Library, Books” open to all This session will briefly introduce the teaching philosophy F.61 RE-IMAGINING CRITICAL LITERACIES: of the Folger Shakespeare Library and demonstrate a LANGUAGE PRACTICES FOR SOCIO- variety of dynamic pre-reading activities. Although this POLITICAL IMAGINATION AND panel is part of a five-session Teaching Shakespeare strand, PARTICIPATION (G) each session stands alone and will be led by different Hynes Convention Center/Room 300, Level members of the Folger staff and past participants of the Three Teaching Shakespeare Institute. Teachers are welcome to This panel will incorporate four papers in critical dialogue to attend one, some, or all five sessions. explore the counter-work in critical literacies (CL) within Chair: Michael LoMonico, Folger Shakespeare Library, school communities in Mexico, Canada, South Africa, and Washington, DC the United States. This session will complicate CL and push Presenters: Peggy O’Brien, Folger Shakespeare Library, against the boundaries of what is deemed critical and liter- Washington, DC ate within classrooms and communities. Lucretia Anderson, Folger Shakespeare Library, Washington, Chair: Maria Jose Botelho, University of Massachusetts, DC, “The Readiness Is All” Amherst Heather Lester, The International High School at LaGuardia Presenters: Hilary Janks, University of the Witwatersrand, Community College, New York, New York South Africa Sunny Man Chu Lau, Bishop’s University, Sherbrooke, Quebec, Canada Stephen Sadlier, University of Washington, Seattle Kathy McDonough, doctoral student, University of Massachusetts, Amherst

124 Saturday Morning, 8:00–9:15 a.m.

g_109-196_2013.indd 124 10/23/13 10:37 AM Saturday The 125 10/23/13 10:37 AM

Saturday Film Festival Saturday

sites.google.com/site/NCTEfilmfestival ) Midnight in Manhattan (41 minutes Gatsby: The Great BBC Home Entertainment School–College School–High Middle F. with its author, published in 1925, in popularity since it was initially increased has only Gatsby The Great The novel personal Fitzgerald’s ’20s, An emblem of the roaring fascination. of the public’s as much holding nearly Scott Fitzgerald, grand- the author’s contributions by Fitzgerald and featuring Tara from With narration story is as iconic as his writing. this program and more, McInerney, Jay George Plimpton, Thompson, plus writers Hunter S. daughter Eleanor Lanahan, in produced Midnight in Manhattan, Gatsby: The Great American icon. a fascinating portrait of an enduring presents the life explores acclaimed art series Omnibus, the BBC’s for Anniversary Gatsby of The Great celebration of the 75th his dif- at Princeton, college days It examines his disappointing Scott Fitzgerald. F. spirit of its writer, and dark creative It dispels the age-old in Hollywood. and his turbulent last days author Ernest Hemingway, fellow relationship with ficult which tends to glamorize the Jazz-Age and his alcoholism. himself, by created largely Fitzgerald, surrounding mythology . http://press.bbcdvd.com/dvd.jsp?id=110890 at this website: purchase for is available The DVD Sponsored by the NCTE Media and Digital Literacies Collaborative Collaborative Literacies the NCTE Media and Digital by Sponsored attendees. conference Open to all NCTE Illinois Wheeling, Public Library, Trails Indian Christel, T. Mary Co-chairs: DC Washington, Gallaudet University, Jane Nickerson, Tennessee Nashville, University, Vanderbilt Nathan Phillips, South Carolina Columbia, Inc., Media Literacy Clearinghouse, Baker, W. Consultants: Frank Illinois Lincolnshire, High School, Stevenson Adlai E. Elizabeth Kenney, M. South Carolina Columbia, Inc., Clearinghouse, Media Literacy Baker, W. Facilitators: Frank Illinois Lincolnshire, High School, Stevenson Adlai E. Laura Brown, Vermont Poultney, Mountain College, Green Powers, Jen North Carolina Durham, University, Duke Teasley, Alan room can become screening in the featured All films shortaward-winning films. films and feature recent NCTE screens Materials some of the films intersect with the various NCTE strands. As noted below, study. classroom for springboards also be supplied. for their classes will consider using educational films that teachers may about additional website: Festival please see the NCTE Film today, the films screened about information more For Description Level/Brief Time/Title/Length/Distributor/Audience with screenings film year’s this off kick to proud is Collaborative Digital Literacies and Media NCTE The 9:30 a.m.–5:30 p.m. 9:30 a.m.–5:30 Three Level Room 300, Center, Hynes Convention NCTE Film Festival: Festival: Film NCTE Room: Screening The (G) at NCTE Films , a documentary about F. Scott Fitzgerald. This screening is sponsored by by is sponsored This screening Scott Fitzgerald. a documentary about F. Midnight in Manhattan, Gatsby: Great 2013. 7, documentary this on May which premiered BBC Home Entertainment, 9:30–10:11 a.m. g_109-196_2013.indd 125 The second film is an exciting documentary about Langston Hughes and the Harlem Renaissance. Langston Hughes encouraged many poets, writers, and musicians throughout his life and as viewers watch this film they will learn about how he paved the way for many poets of today. This film intersects with the Rainbow Strand.

10:46–11:46 a.m. Hughes’s Dream Harlem (60 minutes) California Newsreel Elementary–Middle School–High School–College Langston Hughes was one of the most prominent figures of the Harlem Renaissance and is often referred to as Har- lem’s poet laureate. This film shows how Hughes successfully fused jazz, blues, and common speech to celebrate the beauty of Black life. Hughes’s Dream Harlem presents a vision of the esteemed poet in present-day Harlem and makes an important case for Hughes’s impact on hip-hop and the spoken-word community. This multilayered documentary includes roundtable discussions of his contributions and a tour of Hughes’s Harlem hangouts. The distinguished actor and activist Ossie Davis offers the narration in his soulful baritone, while his wife and collaborator, the renowned Ruby Dee, reflects on Hughes’s life with such notable personalities as poet Sonia Sanchez and music industry icon Damon Dash. The artists testify to Langston Hughes’s continuing impact on their work and his steadfast racial pride and artis- tic independence. Hughes’s Dream Harlem will inspire students of all ages to discover his work while encouraging them to pursue their own writing. For additional information about this film, check this website: http://newsreel.org/video/ HUGHES-DREAM-HARLEM.

NCTE Director Spotlight: We are proud to present an award-winning new film by a talented young director named Eli Sasich who will inspire creative writers and filmmakers who aspire to tell their stories. Henri is an emotionally powerful short film starring Keir Dullea (2001: A Space Odyssey) and Margot Kidder (Superman), which explores human existence at the most fundamental level—what it means to be a conscious individual. Director Sasich started making films at a young age, some of which were for his classes at Judge Memorial Catholic High School in Salt Lake City, Utah under the guidance of Ms. Linda Simpson. NCTE is proud that this talented young director received inspiration for making films in his English classes. This is a must-see film for all teachers who focus on creative writing and filmmaking.

11:51 a.m.–12:02 p.m. Henri (21 minutes) Blufire Studios Elementary–Middle School–High School–College Henri is a science-fiction film that takes viewers hundreds of years into the future, when a derelict spacecraft, con- trolled and powered by a human brain, floats aimlessly in the outer reaches of space. Henri, the name of the ship’s power system, is an acronym that stands for Hybrid Electronic/Neuron Responsive Intelligence. Trapped in the cold, mechanical prison of the vessel, Henri gradually begins to experience disjointed images of his former life—images he cannot understand. Carrying the remains of a crew long dead, and becoming increasingly self-aware, Henri devises a plan to build himself a mechanical body from parts of the ship. Maybe then he will understand the images he is see- ing—maybe then he will feel alive. Henri is a completely unique and visually stunning short film. Director Eli Sasich used puppets, animation, and live action as he created his film. For more information about this film, check this website: http://www.henrithefilm.com/.

We are proud to showcase Bill Plympton’s remastered edition of Winsor McCay’s 1921 classic animated film, The Flying House. English teachers at all levels will enjoy showing this film to students as it demonstrates a unique and creative way to tell a story. The film features the story of a woman’s dream about how to escape foreclosure by heading to the skies with her husband as they use their house as a vehicle.

12:17–12:26 p.m. The Flying House (9 minutes) Bill Plympton Studio Elementary–Middle School–High School–College Winsor McCay is considered by many to be the “father of animation.” He is probably best known for his newspaper comic strip, Little Nemo in Slumberland (1905–1914 and 1924–1927) and the animated short film, Gertie the Dino-

126 Saturday Film Festival

g_109-196_2013.indd 126 10/23/13 10:37 AM Saturday 127 10/23/13 10:37 AM

Saturday Film Festival Saturday capturing just the capturing their strategies for share They

Viewers will come in close with some of the world’s top AP top will come in close with some of the world’s Viewers

. Unfortunately for animation history, his boss history, animation Unfortunately for House. The Flying Viewers at today’s screening will see Plympton’s new creation of McCay’s delight- of McCay’s creation new will see Plympton’s screening at today’s Viewers

The Flying House a The Flying discovered Plympton Bill last film. House was McCay’s The Flying (1914). His work influenced countless generations of illustrators and animators including Walt Disney. In 1921, In 1921, Walt Disney. including and animators of illustrators generations countless influenced work His saur (1914). short films, one of his greatest created Winsor McCay William Randolph Hearst felt that the talented artist was neglecting his drawing duties at the paper, and demanded paper, duties at the the talented artist that Hearst felt William Randolph neglecting his drawing was sadly, So, making films. that he stop focusing on the news This film has 5 episodes with them at the center of the action. there right moment—and you’re and combat and pilgrims, presidents bicycling and basketball, and wildfires, earthquakes to extraordinary: routine from AP Photo. bear the credit if they especially images, look at news Deadline Every viewers Second will change how clashes. . www.deadlineeverysecond.com this film: about information additional provides website The following few years ago while watching a collection of McCay’s works on an old videocassette tape. He was amazed by the amazed by He was tape. an old videocassette on works of McCay’s watching a collection while ago years few intertitles, too many by all that was hindered But, draftsmanship. the superior and of course, storytelling, great humor, condition of the film was the terrible with The biggest problem and sound. music, of color, and the lack balloons, word for a and updated the film restored Plympton 90 years. nearly handled for been neglected and badly It had the print. Modine as voices Clarkson and Matthew actors Patricia recording each frame, cleaning and coloring generation by new - soundtrack to comple new a stirring to add and sound editor and hiring a musician leading characters, the two for picture. restored ment the beautifully . http://www.plymptoons.com/ this website: check information, more For ful story. in The Flying House Electric Signs (58 minutes) Icarus Films School–High School–College Middle the globe. domain in cities around into the public advertising TV-style putting sign systems are screen-based New by intensifying the of public space areas and redefining urban environments reshaping signs are These electronic activities. life daily spaces and in people’s in work also ubiquitous are Screens of the public sphere. commercialization frame our experiences. which we through the devices becoming surfaces are illuminated electronic These seamless, a city observer- mod narrator, The film’s global city. in the as it unfolds culture screen new this Electric Signs explores examining public of urban landscapes, a variety through on a journey viewers takes Benjamin, Walter eled on the critic society. consumer of attractions in today’s and the culture perception, light, spaces and making connections between Kong, footage in Hong features and films, spirit of city symphony in the as a documentaryThe film is structured essay lighting design- interviews with prominent are Also featured the world. and other cities around York, New Angeles, Los For activists. and community experts, sociologists and visual culture urban professionals, advertising and marketing ers, . http://icarusfilms.com/new2013/elecs.html website: film check this about this information more photojournalists (58 minutes) Associated Press Assignment with 12 On Deadline Every Second: Photography Kobre Ken School–College School–High Middle As- top photojournalists of the behind the scenes with twelve viewers take Hewitt and John Kobre Ken Filmmakers agency. picture largest news the world’s sociated Press, the AP photojournalists who record of the hundreds represent These photographers assignment. on photographers viewed a year million individual pictures Web—one and on the magazines, see in newspapers, you memorable pictures reporting the in interested for all teachers and students must-see This film is a outlets. than 15,000 news in more photojournalists on assignment describe In Deadline Every Second , of photographers. the perspective through news and political events. features, sports, of covering the intricate process We are pleased to present two films that focus on media literacy and journalism. The first film captures the captures The first film and journalism. focus on media literacy films that two pleased to present are We perspectives. many from as it looks at city life and their messages of electric signs beauty and excitement advertising and me- want to include more for teachers who terrific film is especially Arnold’s Alice Director film, The second provided. teachers will be for materials Accompanying in their classes. dia literacy lessons financial markets, political clashes, war, top photojournalists who cover on focuses Deadline Every Second, stories. and human-interest sports, natural disasters, 12:31–1:29 p.m. 12:34–1:32 p.m. g_109-196_2013.indd 127 The NCTE Media and Digital Literacies Collaborative is pleased to present Wonder Women! The Untold Story of American Superheroines, an award-winning film which traces the fascinating evolution and legacy of Won- der Woman. From the birth of the comic book superheroine in the 1940s to the blockbusters of today, Won- der Women! looks at how popular representations of powerful women often reflect society’s anxieties about women’s liberation.

1:37–2:32 p.m. Wonder Women! The Untold Story of American Superheroines (55 minutes) New Day Films Middle School–High School–College Wonder Women! goes behind the scenes with Lynda Carter, Lindsay Wagner, comic writers and artists, and real-life superheroines such as Gloria Steinem, Kathleen Hanna, and others, who offer an enlightening and entertaining counterpoint to the male-dominated superhero genre. For more information about this film, check this website: http://wonderwomendoc.com.

The next featured film was an Academy Award® nominee in 2011 (Best Documentary Short Subject) that focuses on the life of Robynn Murray, an all-American high school cheerleader who became the poster girl for women in combat. Since returning from Iraq, she has fought an insidious foe: post-traumatic stress disorder.

2:37–3:15 p.m. Poster Girl (38 minutes) Portrayal Films Middle School–High School–College Director Sara Nesson follows Robynn over the course of two years as she embarks on a journey of self-discovery and redemption through art and poetry. In 2006, PTSD was not a household term and yet it was a problem for thousands of young men and women sent to war with no plan for their care after their return. Fast-forward to 2012 and 18 vet- erans are committing suicide every single day. How is it that everyone supports our troops but not our veterans when they come home? This film is a response to the cultural disconnect between veterans and civilians. Director Nesson wanted to bridge that gap by showing the struggle and healing journey of one person. In this film, viewers get to know Robynn Murray, whose voice is so powerful as she becomes a voice for the thousands of veterans struggling alone with post-traumatic stress disorder (PTSD). For more information about this film, check this website: http://www .postergirlthemovie.com/.

The NCTE Media and Digital Literacies Collaborative is proud to showcase two films that share insights and information about areas near Boston. The first film, Poetry of Resilience, by Academy-award nominated direc- tor Katja Esson, focuses on how poetry has changed the lives of several survivors of political atrocities. The second film, We Still Live Here, by Anne Makepeace, features the Wampanoag Tribes of Cape Cod. This film has been broadcast on PBS on Independent Lens as it explains how Jessie Little Doe Baird, a linguist, has brought back the native language to Martha’s Vineyard as Jessie taught her young daughter Mae to become the first native speaker of Wampanoag in a century. These films intersect with the Rainbow Strand.

3:20–4:00 p.m. Poetry of Resilience (40 minutes) Women Make Movies Middle School–High School–College In a small gathering in a Massachusetts town, 27 poets have come together for the first time to share their experi- ences as survivors of political atrocities. The poets’ tales vary, but they are united by the drive to bear witness to their past, and to continue the process of healing. Academy-award nominated director Katja Esson’s exquisitely made film highlights six of the poets, journeying with them to memorial sites in Poland, Rwanda, and Hiroshima, and hearing their life stories in both poetry and prose. We witness the contrast between the voyages back to the poets’ home countries with their experiences of immigration and exile. As we follow these survivors into their past and present lives we learn that they write for different reasons: to remember, to take revenge, to curse, to forgive, to honor, to commemo- rate, to transcend. The film’s strength comes from its collective voice: different political conflicts, cultures, genders, ages, races, but one shared human experience. For all, poetry was the gift that restored. For more information about this film, check this website: http://www.poetryofresilience.com/.

128 Saturday Film Festival

g_109-196_2013.indd 128 10/23/13 10:37 AM Saturday 129 10/23/13 10:37 AM

Saturday Film Festival Saturday sites.google.com/site/NCTEfilmfestival (56 minutes) Here Live Still We Films Bullfrog Elementary–Middle School–College School–High forgotten, largely then were and starvation, the Pilgrims from who saved as the Indians Thanksgiving every Celebrated tongue, and in their Native clear, loud and saying now are Vineyard and Martha’s Cod of Cape Tribes Wampanoag the the survival as ancestors ensured known English settlers of the Wampanoag’s The Here. Still Live We Âs Nutayuneân, Little Jessie their celebrated linguist, on by Spurred is taking place. a cultural revival Now it. to regret lived and Pilgrims, Native many Like language home. bringing their are Wampanoag the of a MacArthur winner award, recent Doe Baird, people familiar-looking dreams: recurring began having Jessie ago, Years one begins with a vision. this American stories, uncover that would visions sent her on an odyssey These language. time speaking in an incomprehensible another from - in an unprec and result to a Masters in Linguistics at MIT, lead her Wampanoag, in of documents written hundreds Wampanoag in of speaker first Native daughter Mae is the Jessie’s her people. by of language reclamation edented feat http://www.makepeaceproductions.com/wampfilm. website: check this about this film, information more For a century. html. 4:04–5:00 p.m. 4:04–5:00 website: Festival see the NCTE Film please today, about the films screened information more For g_109-196_2013.indd 129 G Sessions 9:30–10:45 a.m.

G.01 SHAKESPEARE SET FREE-–ACT 2: HOW G.03 THE FUTURE OF WRITING TEACHER GETTING STUDENTS ON THEIR FEET EDUCATION (RE)EXAMINED AND AND WORKING WITH SHAKESPEARE’S (RE)IMAGINED: FROM RESEARCH TO LANGUAGE IS EASIER THAN IT SOUNDS PRACTICE (G) (E–M–S–TE) Sheraton Boston/Republic Ballroom B, Hynes Convention Center/Room 101, Level 2nd Floor One Sponsored by the CEE Commission on Writing Sponsored by the Folger Shakespeare Library, Teacher Education, open to all open to all In this session, graduate and undergraduate students and es- Getting students up and on their feet is essential for en- tablished scholars from across the nation will lead discus- gaging them with Shakespeare’s texts. These presenters sions on their research and teaching practices. Attendees will demonstrate activities for easing the transition from will engage in conversations that emphasize best practices seat-based learning to performance-based learning. They and plan for the future of writing teacher education. will also take a close look at so-called modern versions Co-chairs: Nicole Sieben, Adelphi University, Garden City, of Shakespeare’s plays. Although this presentation is part New York and Hofstra University, Hempstead, New York of a five-session Teaching Shakespeare strand, each ses- Kristin Sovis, Western Michigan University, Kalamazoo sion stands alone and will be led by different members Associate Chair: Kristen Turner, Fordham University, New of the Folger staff and past participants of the Teaching York, New York Shakespeare Institute. Teachers are welcome to attend one, some, or all five sessions. Table Number Roundtable Leaders and Topics Chair: Michael LoMonico, Folger Shakespeare Library, Washington, DC 1 Elsie Olan, University of Central Florida, Presenters: Julia Perlowski, Pompano Beach High School, Orlando, “(Re)Inventing the Future of Florida, “Shakespeare in Other Words: A Case for Reading English: Reflective Practices That Revisit Shakespeare” and Reshape Teachers’ Writing Instruction” Kevin Costa, McDonogh School, Owings Mills, Maryland, 2 Christina Ortmeier-Hooper, University “Plucking Out the Mystery of Shakespeare’s Language” of New Hampshire, Durham, “Preparing Holly Rodgers, Fairfax County Public Schools, Virginia, ELA Teachers to Work with ELL Writ- “Shakespeare for Everyone: Engaging All Students with ers: Strategies, Perspectives, and Current Performance-Based Learning” Research” 3 Christy Brockhausen, Fordham University, G.02 TAKING AN INQUIRY STANCE OF New York, New York, “Reinventing OPINION/ARGUMENT WRITING (E) Real Curriculum: Digital Literacies Truly Hynes Convention Center/Room 301, Level Integrated” Three 4 Melinda McBee Orzulak, Bradley Univer- In an era of standards, it is important to consider how we sity, Peoria, Illinois, “Academic Language focus our teaching. These presenters will explore what in Writing Teacher Education: Respond- good writing is and how an inquiry approach to teaching ing to National Assessments of Teacher enables teachers to interact with students as learners of Candidates” writing. 5 Michelle Walker, New Heights Academy Presenters: Ellen Campolieto, Chelsea Public Schools, Charter School, New York, New York, and Massachusetts Sheila Cooperman, Fordham University, Dianne Cirelli, Chelsea Public Schools, Massachusetts, New York, New York, “Reinventing Writing “Opinion/Argument Writing in Grade 3” Instruction for the 21st Century Teacher: Denise Sokolowski, Chelsea Public Schools, Massachusetts, Using Digital Formats to Engage Students” “Opinion/Argument Writing in Grade 1” 6 Nicole Olcese, Michelle Knotts, and Anne Michele Sodergren, Chelsea Public Schools, Massachusetts, Whitney, Pennsylvania State University, “What Does This Mean for Teaching?” University Park, “Teaching Together, Writ- ing Together: Collaborations in Writing Teacher Education”

130 Saturday Morning, 9:30–10:45 a.m.

g_109-196_2013.indd 130 10/23/13 10:37 AM Saturday 131 10/23/13 10:37 AM

Continued on following page Continued on following “Assessment Is Not a Spreadsheet” “Assessment Is Not Paltz New York, World” in a Mean “Mean Scores Norman, of Nevada, University Webber, and Jim See the to Want “‘Parents Just Reno, They?” Do Grade!’ Or, of Mandates the Crayfish Times “In City, Still Matter” Roundtable Leaders and Topics LeadersRoundtable and Canada, Alberta, Red Deer, Bower, Joe of New State University Gorlewski, Julie of Oklahoma, University Baines, Lawrence Orono, of Maine, University Wilson, Maja Iowa Iowa, of University Renita Schmidt, Saturday Morning, 9:30–10:45 a.m. Morning, Saturday CHALLENGING BULLYING (M–S–TE) CHALLENGING BULLYING 2nd A, Sheraton Boston/Liberty Ballroom Floor NCTE AUTHOR THIS TIME STRAND: IT’S PERSONAL (M–S–C) Level Center/Room 204, Hynes Convention Tw o TO APPROACHES MULTIPLE 1 2 3 4 5 proaches for helping middle school students to deal with helping middle for proaches and use drama to in their lives, and harassment bullying in LGBT bullying. involved unpack the complex problems of Grades-and-Tests” nonfiction is the the fact that although creative especially much at- received it has not literary field, fastest growing He will argue that personal writing tention in education. identities as well helps students to understand their own outside themselves. as the larger world Illinois Winnetka, Winnetka, Illinois School, - ap will describe multimodal presenters In this session, Alfie Kohn, Belmont, Massachusetts, “The Roots “The Roots Massachusetts, Belmont, Kohn, Alfie Presenter: Number Table G.05 will discuss personal writing in schools, This presenter High School, Trier New O’Connor, Presenter: S. John High Trier New Reactor/Respondent: Daniel Lawler, G.06 - McDowell, Western Michigan University, University, Michigan Western McDowell, Language Learn- “English Kalamazoo, Learn Best in Collaborative, ers (ELLs) Environments” Classroom Authentic Role “The Troubling Normal, of Teacher Candidate Assessments in Reinventing Writing Instruction” Conceptions of Girardeau, Cape souri State University, Classroom” “Flipping the Composition Cur Real “Reinventing York, New York, Integrated” Truly Digital Literacies riculum: New State University, Plymouth Bowler, the Personal” “(Re)Situating Hampshire, Waves the “Riding Massachusetts, versity, with Writing Teachers” Future “Help! Do I Have Tennessee, Clarksville, Area?” Writing in My Content Teach to “Re- North Carolina, Winston-Salem, Using Writing Classroom: Visioning the Thinking in Critical for Tool as a Revision the Age of Testing” Adelphi Nicole Sieben, York, New York, and York New City, Garden University, New Hempstead, Hofstra University, Michigan Western and Kristin Sovis, York, of “The Future Kalamazoo, University, Education (Re)Examined Teacher Writing to Research From and (Re)Imagined: Practice” Karen Vocke, Briana Barnett, and Christy and Christy Barnett, Briana Vocke, Karen Illinois State University, Sarah Hochstetler, Mis- Southeast Phegley, Nieveen Trishena New University, Fordham Cara Stepanian, Ashley and Meg Peterson Torra, Joseph State Uni- Westfield Ann Rothermel, Beth State University, Austin Peay Linda Davis, University, Forest Wake Mitchell, F. Joan New University, Fordham Turner, Kristen

CLAIMING THE FUTURE OF LITERACY: THE FUTURE OF LITERACY: CLAIMING AND DE-GRADING OUR DE-TESTING (G) CLASSROOMS 2nd Floor Sheraton Boston/Grand Ballroom, 7 8 9 10 11 12 13 14 15 eracy instruction has become in the 21st century, which is eracy instruction has become in the 21st century, and high-stakes national standards, an era of accountability, and authentic educa- students, tests that degrade teachers, the need to claim the fu- will explore This roundtable tion. de-grading and de-testing it. of literacy instruction by ture Carolina G.04 students and teachers detest the drudgeryMany that lit- South Greenville, Furman University, Thomas, Chair: Paul g_109-196_2013.indd 131 Additional books, videos, and multimodal resources for Chair: Todd DeStigter, University of Illinois, Chicago confronting bullying will be included. Presenters: Bridget O’Rourke, Elmhurst College, Illinois Presenters: Shannon Blady, Alamo Heights Independent Beth Steffen, Madison Metropolitan School District, Wiscon- School District, San Antonio, Texas, “Middle School Stu- sin, “Creating Space for Learners to Construct Meaning: dents Explore the Complexities of Bullying through Multi- ‘A Modern Lear’ and Students’ Innovative Thinking” modal Projects” David Schaafsma, University of Illinois, Chicago, “Teaching as Roxanne Henkin, The University of Texas, San Antonio, Listening: Jane Addams, Narrative, and Democracy” “Strategies, Books, and Multimodal Resources for Con- fronting Bullying” G.10 COLLABORATIVE AND CRITICAL LITERACY: FIRST GRADERS TALK G.07 VIGOROUS CLASSROOMS, VIGOROUS AND WRITE ABOUT BULLYING (E) SCHOOLS: BRINGING LIFE TO THE Sheraton Boston/Fairfax A, 3rd Floor RIGOROUS EXPECTATIONS OF THE In this interactive session, participants will learn about the COMMON CORE ENGLISH/LANGUAGE role of collaborative and critical literacy in one first grade ARTS STANDARDS (E) classroom. Specifically, the presenters will show how stu- Hynes Convention Center/Room 309, Level dents explore the topic of bullying through the discussion Three of literature, their writing, and performance of a play to In this session, an elementary teacher, a university professor, teach their peers about bullying. and a retired teacher/school administrator will present Presenters: Crystal Glover, University of North Carolina, their views of how vigor can be infused into the imple- Charlotte mentation of the Common Core State Standards for the Karen Wood, University of North Carolina, Charlotte English Language Arts. Katie Stover, Furman University, Greenville, South Carolina Presenters: Joanne Yatvin, Portland, Oregon, retired Brian T. Kissel, University of North Carolina, Charlotte Peter Thacker, University of Portland, Oregon Sharla Sanford, Reynolds School District, Portland, Oregon G.12 HOW TO LISTEN; HOW TO SPEAK; HOW TO ARGUE (S) G.08 USING HISTORIC MAPS TO TEACH Sheraton Boston/Beacon B, 3rd Floor CRITICAL READING: THINKING Sponsored by the National Forensic League, open to all AND ARGUMENTATIVE WRITING (S) With the advent of CCSS, all educators face the daunting Hynes Convention Center/Room 209, Level task of teaching listening, speaking, and argumentation, skills Tw o cultivated in the speech communication discipline. In this This presenter will describe an innovative approach to session, urban educators—each with 20+ years of experi- teaching critical thinking and argumentative writing in the ence–-will provide practical and accessible best practices high school English classroom using historic maps. She will for teaching these skills. demonstrate how historic maps can provide teachers and Presenters: Renee Motter, National Forensic League, students with multiple possibilities for engagement and Colorado Springs, Colorado inquiry. Pam McComas, National Forensic League, Topeka, Kansas Presenter: Debra Block, Matters of Education, Brookline, Massachusetts G.13 A TECHNOLOGICAL APPROACH Discussant: Annie Davis, National Archives, Waltham, TO GLOBAL LITERACY: DIGITALLY Massachusetts EXPLORING WORLD ENGLISHES AND CULTURAL CONTEXTS IN AMERICAN G.09 THE DYNAMIC POWER OF LITERACY AND INTERNATIONAL CLASSROOMS EDUCATION: JANE ADDAMS AND (S–TE) ENDURING COMMITMENTS FOR THE Sheraton Boston/Beacon A, 3rd Floor ENGLISH CLASSROOM (G) In this session, three teachers whose schools serve stu- Sheraton Boston/Liberty Ballroom B, 2nd dents from three different socioeconomic backgrounds Floor will explore how interactive digital and social media ap- Inspired by the progressive-era writings of Jane Addams, proaches can be implemented to not only enhance literacy, three 21st century urban educators will consider what but develop worldly global connections. According to the is essential for modern literacy learning, in an interac- “Partnership for 21st Century Skills,” students need “the tive session that asks participants to explore the socially/ ability to collaborate and make individual contributions on culturally-charged relationship between teachers teaching an unprecedented scale” (p21.org). These presenters will il- reading, writing, and thinking and students learning to read, lustrate this global learning approach by taking participants write, and think. on an intercultural journey from China, to Virginia, and

132 Saturday Morning, 9:30–10:45 a.m.

g_109-196_2013.indd 132 10/23/13 10:37 AM Saturday 133 10/23/13 10:37 AM

Saturday Morning, 9:30–10:45 a.m. Morning, Saturday PLATFORM FOR ACTION AND PLATFORM INQUIRY (G) 2nd Floor H, Boston/Beacon Sheraton (RE)INVENTIONIST AND (RE)ENVISIONIST STRATEGIES IN TEACHING WRITING THE PAST AND FUTURE SELF: SELF: AND FUTURE PAST THE WRITING AS USING APPLICATIONS DESIGN ELEMENTARY FROM PEDAGOGY (G) UNDERGRADUATE TO 2nd Floor D, Sheraton Boston/Back Bay COLLABORATION THE HOLOCAUST: USING INFORMATIVE AND COMPLICITY: (M–S) EFFECTIVELY TEXTS/MATERIALS Level Center/Room 306, Hynes Convention Three

and new challenges as they follow their questions. In this their questions. follow they challenges as and new and a teachers, two a department head, session, interactive together a 2nd that brought a project student will present school English/artsgrade class and a high class to create digital comics on heroism. Changing Writing for “Teaching Pennsylvania, Philadelphia, Technologies” Communication in a Exploring Heroism Machine: “Hero Pennsylvania, phia, 2nd Grade Classroom” teaching challenges conventional teaching practices in lit- teaching challenges conventional will identify different These presenters eracy development. contemporary in literacy education—from perspectives and to the hip-hop DJ—that (re)invent kid culture at teaching pedagogy with student voices (re)envision the heart of the educational conversation. York New York, of New City University inclusion of the century learners about the Holocaust, enhancing literary for resource a powerful offers testimony educators and panel of four a diverse In this session, study. the United members of the Regional Education Corps for lesson ma- States Holocaust Memorial Museum will share terials designed to enrich existing curriculum. DC Washington, Museum, Oregon City, Oregon School, Digital media offers student writers new opportunities new student writers offers Digital media Academy, Hill Springside Chestnut Presenters: Maxwell, Sally Philadel- Academy, Hill Springside Chestnut Allen, Geraldine G.17 G.16 strategies in and (re)envisionist The use of (re)inventionist The The College of Staten Island, Craig, Todd Presenters: York New Shore, Bay Bilal Polson, G.19 educators faced with the challenge of teaching 21st For United States Holocaust Memorial Tillotson, Tosha Chair: North Clackamas Christian Presenters: Robert Hadley, Nebraska High School, Lincoln Southwest Mark Gudgel,

TEACHING: BUILDING COMMUNITY BUILDING TEACHING: NCTE (G) AT Level Center/Room 307, Hynes Convention . Three BUILDING A BRIDGE: CONNECTING A BRIDGE: BUILDING SOCIAL STUDIES AND ENGLISH DIALOGUE, RESEARCH, THROUGH WRITING AND (E–M) DELIBERATION, Level 103, Center/Room Hynes Convention One FEARLESS WRITING, FEARLESS craft. In this writing workshop for teachers, the presenters the presenters teachers, for In this writing workshop craft. this brief time or from life will seek indelible images from in fixed bits of dialogue characters, unforgettable in Boston: Participants will and teaching. turning points in life memory, together. join them to write and share Tigers” “Finding Your Tinkering” Re-Seeing and Fearless through Voice Writing Daily in Craft: Buoyancy “Creating Hampshire, Invitations” finally to Kentucky, and demonstrate how technology how demonstrate and can Kentucky, to finally and global culture, local texts, of enhance comprehension societies. Virginia China School, with writing students who are use a variety of modes for will illustrate sample They learning social studies content. discourse of purposeful the power activities that increase composi- elaborated to write highly as students prepare is consistent tions with logic and clarity—a skill which and speaking, writing, for standards with Common Core researching. DeKalb Teachers who write model the thinking and tinkering of who write model the thinking and tinkering Teachers Orono of Maine, University Wilson, Presenters: Maja Jersey, New School, Princeton Day Michaels, Rowe Judy “Crafting a Ohio, Oxford, Miami University, Romano, Tom New North Conway, High School, Kennett Kittle, Penny Jennifer Bonafide, Langley High School, McLean, McLean, High School, Langley Chair: Bonafide, Jennifer International Shekou Young, Presenters: Cho Elizabeth Kentucky Louisville, Collins High School, Caitlin Murphy, G.14 will describe inquiry presenters activities in In this session, Orlando of Central Florida, University Chair: Elsie Olan, Northern Illinois University, McCann, Thomas M. Presenters: Illinois Elmhurst, Edison School, Mary Greska, Illinois Elmhurst, Edison School, Nancy Galas, Illinois Elmhurst, Edison School, Rebecca D’Angelo, G.15 g_109-196_2013.indd 133 G.20 REINVENTING THE WRITING relationships in real time and across cultural boundaries. CONFERENCE (S) These presenters will examine how the online communi- Hynes Convention Center/Room 202, Level ties in which students participate can provide lessons in Tw o collaborative research, feedback, and support. Student writers need meaningful mid-process feedback, Chair: Kia Jane Richmond, Northern Michigan University, but today’s classroom realities make this a challenge. Joe Marquette Brekke, Erin Miller, and Haley Moehlis will offer practical Presenters: Cristy Beemer, University of New Hampshire, suggestions for effective feedback as they “reinvent” the Durham, “The Online Community as Model for Collabora- writing conference. Brekke uses one-to-one conferences, tive Research” Miller uses collaborative technologies, and Moehlis uses Jennifer Cook, Rhode Island College, Providence, “Lo-Fi Re- digital audio feedback for student writers. search in a Wi-Fi World: Fostering Empathy through Inquiry Presenters: Joe Brekke, Ames High School, Iowa in College Writing” Erin M. Miller, Ames High School, Iowa Patty Wilde, University of New Hampshire, Durham, “Know- Haley Moehlis, Des Moines Schools, Iowa ing Our Audience: Recovering Addicts and the Composi- tion Classroom” G.21 THE WAY WE COMPOSE NOW (C) Hynes Convention Center/Room 207, Level G.24 BEFORE THE WORLD HAD COLOR: Tw o USING VISUAL LITERACY TO TEACH Although writers compose purposefully and materially, too THE READING, WRITING, AND often we focus on a single dimension of written language: RESEARCHING OF HISTORY (M) images, audience, or medium. In this session, the presenters Hynes Convention Center/Room 109, Level will highlight materially rich composing practices inside and One outside of school: how composers’ images describe com- “A picture is worth 1,000 words.” In a world which is posing, how writers enact the social, and how the compos- increasingly dominated by visual images, students benefit ing of student bloggers has changed. from being able to interpret the story behind a photo- Presenters: Kathleen Blake Yancey, Florida State University, graph or illustration. What is “really” being told? What can Tallahassee we infer from certain images? Why this picture, instead of Jennifer O’Malley, Florida State University, Tallahassee another? Matt Davis, University of Massachusetts, Boston Presenters: Patsi Trollinger, Centre College, Danville, Kentucky G.22 EMBRACING UNCERTAINTY, Tracy Barrett, Vanderbilt University, Nashville, Tennessee, DIFFERENCE, AND CONFLICT: retired (RE)INVENTING WRITING AS A Kristin Tubb, author, Arrington, Tennessee PRACTICAL AND PRODUCTIVE PART OF PUBLIC LIFE (M–S–TE) G.25 ADVANCING THE POWER OF Hynes Convention Center/Room 108, Level AUTHENTIC AMERICAN INDIAN One LITERARY VOICES (S) Focusing on two projects—a critical inquiry into youth Sheraton Boston/Liberty Ballroom C, 2nd language use in private and public spaces, and a photovoice Floor project exploring youth experiences of the ways others How can we provide students with authentic literary voices perceive and respond to markers of difference—this panel that resonate with their own lives? What are the chal- will show how to teach writing in a way that supports lenges? In this workshop, the presenters will discuss how intercultural inquiry and collaborative action. to overcome censorship issues, particularly with American Presenters: Jennifer Clifton, University of Missouri, Indian texts, and share online resources and strategies for Columbia engaging students that also address the CCSS. Stephen Scott, Missouri University and Lutheran Church– Chair: Beverly Ann Chin, University of Montana, Missoula Missouri Synod, Columbia Presenters: Molly Joyce, Hardin High School, Montana, Ashley Jones, University of Missouri, Columbia “Reading Authentic Literary Voices with American Indian Students” G.23 ADDICTION, RECOVERY, COLLABORA- Amy Collins, Billings Career Center, Montana, “Integrating TION, AND EMPATHY IN COLLEGE Authentic American Indian Literature and History in a WRITING CLASSROOMS (C) Rural Montana School” Hynes Convention Center/Room 205, Level Dorothea M. Susag, Montana Office of Public Instruction, Tw o Indian Ed, Fairfield, Montana, “Infusing Authentic American In this era of networks, students need not only to be rhe- Indian Literatures for All Students” torically flexible and digitally literate but also able to form

134 Saturday Morning, 9:30–10:45 a.m.

g_109-196_2013.indd 134 10/23/13 10:37 AM Saturday 135 10/23/13 10:37 AM

Continued on following page Continued on following Saturday Morning, 9:30–10:45 a.m. Morning, Saturday AND WHY OF ENGLISH METHODS (TE) AND Level Center/Room 104, Hynes Convention One INTIMATE ETHNOGRAPHIES: ETHNOGRAPHIES: INTIMATE LITERACY RACIAL (RE)EXAMINING AND TRANSFORMING SOCIALIZATION TEACHER IN PRACTICES EDUCATIONAL FOR 21ST PROGRAMS EDUCATION (G) TEACHERS ENGLISH CENTURY Floor 3rd E, Sheraton Boston/Beacon OF THE PREPARATION RE-INVENTING ARTS FUTURE ENGLISH LANGUAGE (M–S–C–TE) TEACHERS Level Center/Room 102, Hynes Convention One METHODS: MULTIMODAL WHAT, RECONSIDERING THE HOW, modality in secondary English methods courses. How can How modality in secondary English methods courses. practices to engage classroom teacher educators rework will draw on intimate ethnographies from their own lives, lives, their own from intimate ethnographies on will draw lives and the and grandchildren, of their children the lives of generation today’s illuminate how of their students to the racial socialized through adults are and young children century—bothliteracies of the 21st and distinct from of the past. similar to racial discourses Columbia Orangeburg means to preservice “preparedness” discussion of what and student ELA teachers during their field experiences ELA future preparing and what this implies for teaching, by will initiate the conversation Presenters teachers. and experience with ELA teacher sharing their research preparation. English Teach to Prepared Feel “What It Means to Raleigh, Language Arts” the Border?” Am I Ready to Cross Teacher: Student to a Theory to Practice “Connecting Baton Rouge, University, Serve Purpose?” the Tools Do the during Field Experiences: Baton Rouge University, - changing multi This panel will consider the continuously G.29 this panel on researchers teacher educators and Diverse of South Carolina, University Miller, T. Presenters: Erin State University, Carolina South George Johnson, Columbia of South Carolina, University Gloria Boutte, City Kansas of Missouri, University Turner-Nash, Kindel Columbia of South Carolina, University Lisa Reid, G.30 session will engage participants in a frank This interactive Raleigh State University, North Carolina Young, Chair: Carl State University, NorthCarolina Presenters: Naomi Kraut, a “From Baton Rouge, Louisiana State University, Reed, Kayla State Louisiana graduate student, Emiraliyeva-Pitre, Leylja Louisiana State Bickmore, Reactor/Respondent: Steven G.31

TRANSFORMATIVE READING—NEW READING—NEW TRANSFORMATIVE TO BOOKS TEENS ENGAGE AS THEY THEIR FUTURES LOOK TOWARD (M–S–C–TE) Level 110, Center/Room Hynes Convention One IN USING POETRY REMIXED: POETRY (S) WAYS 21ST CENTURY Floor 3rd Sheraton Boston/Beacon G, AWARD THE ORBIS PICTUS USING CHILDREN’S PROMOTE TO BOOKS NONFICTION READING (G) 2nd Floor A, Sheraton Boston/Back Bay Committee, Award Pictus the Orbis by Sponsored open to all recently published titles in a variety of genres that will published titles in a variety of genres recently school students school and high middle intrigue and engage changing in a rapidly their futures look toward as they will be provided. annotated bibliography An world. to poetry use in which they approaches demonstrate new to engage 21st centurytheir classrooms learners. literacy will be provided Lesson plans and instructional strategies resources. digital a list of relevant as as well Michigan Michigan Michigan Holland, College, engaging pleasure as provide as well and the content areas books the 2013 Orbis Pictus award In this session, reading. - them appeal that make and the features will be introduced books can use these award Teachers ing will be highlighted. standards. the new to address Ohio Arizona G.26 These presenters will examine more than two dozen than two more will examine These presenters Ohio Solon, editor, Chair: Donald Gallo, Ohio Solon, editor, Presenters: Donald Gallo, Ohio Cleveland, Library, Heights Maple Arnold, Mary Ohio Solon, 2012, ALAN President cj Bott, G.27 and preservice teachers will In this session classroom Holland, Public Schools, Ottawa West Cheney, Josie Chair: Holland, Hope College, Forlow, Presenters: Kayleigh Michigan Holland, Hope College, Sara Sanchez, Michigan Holland, Hope College, Ahlquist, Megan Michigan Holland, Hamilton Public Schools, Katie Kotowski, Hope Duinen, Van Vriend Reactor/Respondent: Deborah G.28 Orbis Pictus titles contribute to students’ learning in reading Ohio Cincinnati, Madeira City Schools, Wilson, Chair: Fran Cincinnati, Madeira City Schools, Wilson, Presenters: Fran Ewing Jersey, The College of New Thompson, Deborah Stillwater Oklahoma State University, Sue Parsons, Bozeman Montana State University, Herbeck, Joyce Vegas Las of Nevada, University Cyndi Giorgis, Grande Union High School, Casa Lisa Morris-Wilkey, g_109-196_2013.indd 135 preservice English teachers in authentic learning about G.35 RE-CONCEIVING THE FLIPPED LESSON (G) multimodality? How are teacher educators rethinking the Sheraton Boston/Republic Ballroom A, 2nd preparation of preservice English teachers to help them Floor address multimodality in their future classrooms? Educators are constantly seeking effective pedagogical Presenters: Melanie Shoffner, Purdue University, West approaches for engaging students in the study of ELA Lafayette, Indiana, “Methods and Modes: Leveraging in authentic contexts. Students crave instruction that is Multimodality for the Teaching of Literature” relevant and contextualized. This presenter will argue Benjamin Boche, Purdue University, West Lafayette, Indiana, that the “flipped lesson” is an excellent tool for engaging “Multimodal Literacy Forms and Texts: From Theory to students, making connections, providing authentic contexts, Practice” and encouraging perspective taking at various stages in the Allison Carey, Marshall University, Huntington, West Virginia, instructional process, and suggest that flipping the same “Multimodal Revision in the Writing Methods Classroom: lesson multiple times will provide specialized instruction Teaching Rhetorical Choice through Digital Media” for remediation or enrichment. Presenter: Melissa Awenowicz, Ohio Wesleyan University, G.32 IDENTIFYING GREAT GRAPHIC NOVELS Delaware FOR CLASSROOM USE (G) Hynes Convention Center/Room 313, Level G.36 TEACHER INQUIRY: PRAXIS AND Three PRACTICAL PROFESSIONAL Evaluating graphic novels can be a challenge for educators DEVELOPMENT (G) who lack familiarity with the genre’s visual and cultural Hynes Convention Center/Room 107, Level characteristics. Presenters in this session will explore a One range of evaluative strategies, including a tool to determine This panel will discuss the implementation of Teacher Inquiry literary excellence, the cultural issues of Japanese Manga, (TI) as professional development with teacher knowledge, and excellent nonfiction graphic texts. experience, and needs at the center. Teachers from the uni- Chair: Anne Pegram, Falls Church High School, Virginia versity, community college, and secondary level will attest Presenters: Aimee Rogers, University of Minnesota, Min- to TI’s efficacy and potential for encouraging meaningful neapolis, “(Re)Seeing the World through Panels: Integrating professional development. Nonfiction Graphic Novels into the Curriculum” Presenters: Pierre Laroche, Dona Ana Community College, Junko Sakoi, University of Arizona, Tucson, “Manga Explosion! Las Cruces, New Mexico, “Teacher Inquiry as Collaboration” What? Why? and Wow! Japanese Graphic Novels into the Barbara Pearlman, Hot Springs High School, Truth or Con- Classroom” sequences, New Mexico, and Patti Wojahn, New Mexico Michael Pagliaro, St. Mary’s College of Maryland, St. Mary’s State University, Las Cruces, “Teacher Inquiry Goes to High City, “1000 Words: What Makes a Good Graphic Novel?” School” Christopher Burnham, New Mexico State University, Las G.34 LITERATURE AND PEDAGOGIES THAT Cruces, “Teacher Inquiry: A Frame for the Classroom” CHALLENGE THE INEQUITIES OF Rebecca Powell, New Mexico State University, Las Cruces, SOCIAL CLASS (G) “Teacher Inquiry at Work: A Model” Hynes Convention Center/Room 305, Level Three G.37 DIFFERENTIATING INSTRUCTION Presenters in this session will show how to create FOR MIDDLE GRADES AND SECONDARY opportunities for exploring and challenging social class ENGLISH LANGUAGE ARTS TEACHERS inequities by creating new spaces within our classrooms (M–S) that encourage conversations around children’s YA Hynes Convention Center/Room 304, Level literature. Three Presenters: Jennifer (Jaye) Thiel, The University of Georgia, These presenters, who are professors at the University level Athens, “Where Are the Workers? Shifting, Reinventing, and with a combined 15 years of classroom teaching experience in Breaching Pedagogical Boundaries” K–12 classrooms, will describe a workshop-style professional Mark Vagle, University of Minnesota, Minneapolis, “Using development project for grades 4–12 English language arts Children’s and YA Literature as a Tool for Social Class- teachers on how to properly differentiate in their content Sensitive Pedagogy” area to achieve the Common Core standards. Presenters: Barry Bogan, Kennesaw State University, Georgia Joanne Simpson, Kennesaw State University, Georgia

136 Saturday Morning, 9:30–10:45 a.m.

g_109-196_2013.indd 136 10/23/13 10:37 AM Saturday 137 10/23/13 10:37 AM

Saturday Morning, 9:30–10:45 a.m. Morning, Saturday IN MIND: PREPARING STUDENTS PREPARING IN MIND: (G) FOR COMMON CORE SUCCESS Level Center/Room 310, Hynes Convention Three MULTILINGUAL CLASSROOMS CLASSROOMS MULTILINGUAL RESOURCES THE ON BUILDING CHILDREN (E) OF MULTILINGUAL Floor 3rd Room, Sheraton Boston/Berkeley BEGINNING WITH THE STUDENT dents for success with Common Core State Standards by by State Standards with Common Core success dents for will The conversation beginning with the student in mind. to engage how texts, appropriate to choose include how - to identify effec how complex text, students in reading to and how close reading, instructional practices for tive student vocabulary. develop Engaging Students in “Beginning with the Student in Mind: Close Reading” Strategic Planning for “Beginning with the Student in Mind: Student Success” bers, and explore the ways in which schools can develop develop can which schools in the ways explore and bers, and teachers, enable parents, that environments supportive partnerships. effective to create children Is What My Day Know Even You “‘Do York, New ester, the 21st Century Reflects on Home– A Six-Year-Old Like?’ School Literacy Divide” with Families in Support of Biliteracy” “Working Flushing, instruction within writing sibilities and potential of adapting will They to support English language learners. workshop class- K–2 multilingual describe writing strategies from implementing writing workshop teachers are where rooms teachers how and explore students, with their multilingual students’ linguistic might better understand and leverage teaching and learning. for as resources repertoires “Learning from Austin, Texas, of The University Martinez, Students’ Lessons on Leveraging Students: Trilingual Arts Language for as Resources Linguistic Repertoires Instruction” Writers at Multilingual Angry in My Story’: Birds Got Work” Join these presenters as they explore how to prepare all stu- to prepare how explore as they presenters these Join Florida, Duval County Schools, Presenters: Cheryle Ferlita, Tallahassee, Florida Department of Education, Pamela Craig, Andrew Blake, Delaware State University, Dover State University, Delaware Blake, Andrew Chair: Roch- 1 BOCES, Monroe Presenters: Olmstead, Kathleen York, of New City University Queens College, Bobbie Kabuto, G.41 a light on the pos- will shine In this session the presenters and Ramon Hikida, Michiko Presenters: Leah Duran, “‘I Columbia, of South Carolina, University Laman, Tasha G.42 - -

DISCIPLINARY LITERACY: SUPPORT LITERACY: DISCIPLINARY ING WITH THE TEACHERS CONTENT STANDARDS CORE LITERACY COMMON (M–S) 3rd Room, Boston/Commonwealth Sheraton Floor FROM TO ELA TEACHER LITERACY OUR ROLES REIMAGINING EXPERT: (M–S–TE) Floor 3rd Sheraton Boston/Beacon D, RE-INVENTING WITH OUR WORK FAMILIES (G) FAMILIES Level Center/Room 203, Hynes Convention Tw o every secondary teacher in your school or district! These These secondaryevery school or district! teacher in your which and materials will describe a framework presenters to non- the literacy standards can be used to introduce with and demonstrate their implementation ELA teachers, reading and writing strategies. specific Viewmont Brunt, Van Smith and Kristin and Michelle Utah, Reading” Area “Content Utah, Bountiful, High School, Writing” “Content Literacy” Literacy with the Common Core Teachers Area Content Standards” the state department of education funding from received in cross-content development professional to provide differ will discuss the presenters In this session, literacy. specific ideas and and provide to this work ent approaches building. own leading literacy effortsyour materials for in Missouri Joseph, St. Missouri between families and literacy and how schooling discourses families and literacy and how between mem- but also family children not only identities of shape G.38 Make the Common Core Literacy Standards meaningful for for meaningful Literacy Standards the Common Core Make Utah School District, Davis Chair: Kennett, Daron High School, Syracuse Junior Bowen, Presenters: Jessica Area “Content Utah, School District, Davis Kim Rathke, Utah, Layton, High School, Legacy Junior Chris Carter, “Supporting Utah, School District, Davis Kennett, Daron G.39 has Network Writing Project the Missouri years, two For Writing Project, Prairie Lands Presenters: Michele Irby, Joseph, St. Writing Project, Prairie Lands Tushaus, Lynn Missouri Joseph, St. Stokes, Valerie Columbia of Missouri, University Lannin, Amy Kansas Olathe, Fabiano, Ted Kansas City of Missouri, University Katie Kline, Louis St. of Missouri, University Diane Scollay, Louis St. of Missouri, University Nancy Singer, Springfield State University, Missouri Franklin, Keri Springfield Missouri State University, Knowles, Amy Springfield State University, Missouri Angela Kohnen, G.40 Presenters in this session will focus on the connections in this session will focus Presenters g_109-196_2013.indd 137 G.43 CLOSER READING: CLOSE READING urban education sites, and demonstrate the literacy prac- TEXTS, CLOSE READING LIVES (G) tices which they have developed at their schools. Hynes Convention Center/Room 303, Level Chair: Karen Gibson, Prince George’s County Public Three Schools, Maryland It is all too easy to read just for “the gist.” It is equally simple Presenters: Megan Kreaps, University of Cincinnati, Ohio to muddle through daily interactions, catching only the Chet Laine, University of Cincinnati, Ohio broadest points and missing important nuances. In this ses- Mark Kohan, University of Cincinnati, Ohio sion, presenters will offer practical methods for pain-free close reading that go beyond the page and into students’ G.47 NEGOTIATING TRANSLINGUALISM: daily lives. EXAMINING THE DYNAMIC LITERACIES Presenters: Kate Roberts, Teachers College, Columbia OF ENGLISH LANGUAGE LEARNERS University, New York, New York ACROSS THE EDUCATIONAL PIPELINE Christopher Lehman, Teachers College, Columbia University, (G) New York, New York Sheraton Boston/Beacon F, 3rd Floor These presenters will examine the ecological affordances G.45 INTERNATIONAL FORUMS: CHILDREN’S and constraints of literacy transfer for a Cuban newcomer BOOKS FROM AROUND THE WORLD: student, explore how the language and literacies of ELL mi- WORKING WITH BURMESE REFUGEES grant farmworkers migrate with them and are supported (E–M–S) by culturally sustaining pedagogy, and analyze the acquisi- Hynes Convention Center/Room 111, Level tion of academic literacy by international students. One Presenters: Cristen Vernon, Michigan State University, East These presenters will examine the complex relationship Lansing, “Discovering Academic Literacy in a Freshman among three teachers—an ESOL teacher, a classroom Preparatory Writing Course” teacher, and a reading specialist—as they constructed a Lorena Gutierrez, Michigan State University, East Lansing, community of practice within a fifth grade classroom in “‘Wachusay?’ Migrating through the Demands of Bilingual- order to improve the learning experiences of linguistically ism across Fields of Difference” diverse students, particularly a group of Burmese refugees Natasha Perez, Michigan State University, East Lansing, new to the community. They will also include strategies for “Exploring Literacies in Translation” using internationally published books with all students. Chair: Mark A. Lewis, Loyola University of Maryland, G.48 REINVENTING OPPORTUNITY: Baltimore THREE PERSPECTIVES ON BLACK Presenters: Katelyn Raby, Hardin Valley Academy, Knoxville, MALES AND LITERACY EDUCATION (G) Tennessee, and Deborah Wooten, University of Tennessee, Sheraton Boston/Back Bay B, 2nd Floor Knoxville, “Votes Are In: Students’ Responses to Outstand- Sponsored by the Black Caucus, open to all ing International Award-Winning Books” This panel will include three dynamic presentations on Black Deborah Ann Horan, Metropolitan State University of males and literacy and offer new perspectives on the issues Denver, Colorado, and Afra Ahmed Hersi and Mark A. of in-school versus out-of-school literacy learning, race Lewis, Loyola University of Maryland, Baltimore, and masculinity, and success and failure, to enhance our “Building a Community of Practice: Transforming English understanding of this desperately misunderstood group of Language Arts Instruction for English Language Learners” readers and writers. Presenters: David E. Kirkland, Michigan State University, G.46 FREEDOM WRITERS-INSPIRED East Lansing LITERACY PARTNERSHIPS: Latrise Johnson, The University of Alabama, Tuscaloosa ORGANIZING TO SUPPORT STUDENT Sakeena Everett, Michigan State University, East Lansing VOICE AND TEACHER LEARNING IN AN URBAN HIGH SCHOOL, URBAN G.49 ESSENTIAL PRACTICES FOR YOUTH ACADEMY, AND URBAN DEVELOPING ACADEMIC LITERACY TEACHER PREPARATION PROGRAM (S) WITH ENGLISH LEARNERS LIVING Hynes Convention Center/Room 201, Level BETWEEN WORLDS (E) Tw o Hynes Convention Center/Ballroom A, Level The presenters in this interactive session, including a teacher Three and students from an urban STEM high school, teacher The presenters in this session will explain how English educators, and a preservice teacher, will explore literacy learners live between the world of home and community initiatives inspired by Freedom Writers that organize and and the world of school. They will discuss the different support student voices and teacher preparation at three factors affecting the academic literacy achievement of ELs

138 Saturday Morning, 9:30–10:45 a.m.

g_109-196_2013.indd 138 10/23/13 10:37 AM Continued on following page Continued on following

Saturday 139 10/23/13 10:37 AM

Saturday Morning, 9:30–10:45 a.m. Morning, Saturday BUILDING PROFESSIONAL LEARNING LEARNING PROFESSIONAL BUILDING (G) COMMUNITIES Level 208, Center/Room Hynes Convention Tw o ENGLISH REINVENTING PRESERVICE THROUGH TEACHER EDUCATION DIGITAL AND DIGITAL CRITICAL TECHNOLOGI- (C) CAL LITERACIES Level Center/Room 210, Hynes Convention Tw o LGBT ADULT YOUNG ISSUES, AND CENSORSHIP: LITERATURE, FEAR (E–M–S) OVERCOMING Floor 3rd B, Sheraton Boston/Fairfax “Teachers’ Stories of Implementation of APPR Teacher Teacher APPR of Stories of Implementation “Teachers’ Evaluation” the dynamic or district aiming to embrace school, teacher, These the 21st century. of English education in nature implementing this the tools for will provide presenters - wire to bring invited Participants are PD model. powerful session. during the to share and resources less devices Jersey New District, Jersey Jersey preservice teachers employed technology to develop their technology to develop preservice teachers employed instructional implications for and explore abilities, own adolescent literacies. Preservice Reinventing for Tool “Digital Literacies as a Education” English Teacher Austin Texas, and integrate LGBTQA their fear teachers can overcome into their classrooms. adult literature and young children’s - safe will also discuss censorship and strategies for They against it in the classroom. guarding Igniting and Questions “Burning York, New York, New versity, of Silence in Schools” Censorship and the Politics Subjects: It’s Why in the Classroom: Adult Literature Young LGBTQ Important I Can Do It” and How LGBT Issues: “Addressing Virginia, Harrisonburg, University, Ask Questions” When Students Can Do Teachers What Debra Goodman, Hofstra University, Hempstead, New York, York, New Hempstead, Hofstra University, Goodman, Debra G.52 essential to any are Learning Communities Professional School Windsor Regional East Presenters: Katie McKenna, New Regional School District, Windsor East Ross, Carolyn New Windsor Regional School District, East Lizz Dunn, G.53 These presenters will describe curricular projects in which projects will describe curricular These presenters Austin, Texas, of The University Allison Skerrett, Presenters: of The University student, doctoral Warrington, Amber Austin Texas, of The University doctoral student, Alina Pruitt, G.54 in which in this session will discuss the ways The presenters Columbia Uni- College, Teachers Niccolini, Alyssa Presenters: “Integrating Morris, of Minnesota, University Michelle Page, James Madison Shin Ji Kang and Mary Beth Cancienne,

RE-INVENTING ENGLISH LANGUAGE ENGLISH LANGUAGE RE-INVENTING TEACHER THROUGH INSTRUCTION RESEARCH (G) Level 308, Center/Room Hynes Convention Three OF TALES TEACH: JUST LET ME INSANITY AND WITHIN RESISTANCE A CULTURE OF “GROWTH MODELS” “GROWTH OF A CULTURE AND OF TEACHER EVALUATION ATTACKS ON n ATTACKS CORPORATE–DRIVE PUBLIC SCHOOLS (G) Floor 3rd Sheraton Boston/Dalton Room, and describe practices that are essential for helping them them helping for essential are that practices and describe the presenters practice, each For academically. to succeed diverse stories from and teachers’ student work will share classrooms. York New York, New Brownsville language English it has been used to transform and how teams of uni- Two classrooms. learning in heterogeneous will present and teacher researchers researchers versity English Learners with classrooms mainstream findings from for practitioners prepare teacher research, Through (ELs). of English language instruction. the future Massachusetts Massachusetts face of language arts teaching. In this session teachers will face of language arts teaching. APPR constrains teachers’ York’s New stories of how share constricts language learning and peda- roles, professional districts burdens documentation, unwieldy requires gogy, equitable public educa- threatens and ultimately financially, stories too. their Participants to share will be invited tion. York Superintendent” a from “Tales York, Perspective” A Principal’s Evaluation: Stands” Teacher One Where a Beacon: “Only York, New Sandra Wilde, Hunter College, City University of City University Hunter College, Wilde, Chair: Sandra Texas, of The University Freeman, E. Presenters: David Brownsville Texas, of The University Freeman, S. Yvonne G.50 of teacher research forms different This panel will discuss Boston Public Schools, Presenters: Deborah Smith-Arnous, Illinois College, Elmhurst Troiano, Beverly Boston, Ottis Elementary School, Gary Bechtold, Boston of Massachusetts, University Denise Patmon, Chicago of Illinois, University Lillian Degand, Illinois Public Schools, Chicago Allebach, Beverly Chicago of Illinois, University Rumenapp, Joesph Chicago of Illinois, University Aria Razfar, G.51 Test driven, “value added” teacher evaluation is changing the is changing teacher evaluation “value added” driven, Test New Hempstead, Hofstra University, Alan Flurkey, Chair: New Islip Unified School District, Presenters: Ellen Semel, “Teacher York, New Park School, Waverly Lucille McAssey, School District, Union Free Brentwood Elizabeth Lynch, g_109-196_2013.indd 139 G.55 EXPANDING THE DISCOURSES OF Janet Fagal, Skaneateles School District, New York, “Help IDENTITY IN CLASSROOMS (G) Literacy Thrive through the Power of Poetry: Nurture and Hynes Convention Center/Room 302, Level Build Vocabulary and Language Easily through a Poetry Three Approach Kids Love” These presenters will argue that the discourses of identity Detra Price-Dennis, The University of Texas, Austin, “Envi- in our classrooms should reflect the gender and sexual sioning Possibilities: Reading and Writing to Make a Differ- identities of all students and the synergy between language, ence in the World” identity, and power. Presenters: Daniel Greif, Teacher’s College Columbia G.58 CONNECTING LITERATURE TO University, New York, New York, “The LGBTQIA Genera- PHOTOGRAPHY AND SCIENCE (E) tion: Representing All Students through Gender and Sexual Sheraton Boston/Back Bay C, 2nd Floor Politics” These presenters will show how to integrate reading, writ- Philomena Marinaccio, Florida Atlantic University, Boca ing, and math literacies with science, technology, engineer- Raton, “School and Community Literacy Practices: ing, and math (STEM) literacies to build confidence and Compatibility, Conflict, and Critique” understanding about using reading, writing, and math as tools for understanding STEM literacies. This understand- G.56 THE LARAMIE PROJECT IN THE ing is crucial for the future development of awareness of SECONDARY CLASSROOM: USING national and global issues. TEXT AND PERFORMANCE TO INVITE Presenters: Karin Keith, East Tennessee State University, DISCUSSIONS OF SOCIAL JUSTICE Johnson City, “No Time for Science: Integrating STEM ISSUES (S) Hands-On Activities with English Language Arts” Hynes Convention Center/Room 206, Level Jennifer Dolan, University of Connecticut, Storrs, “A Picture Tw o Is Worth More than a Thousand Words: Using Visual Images Sponsored by the LGBT Issues in Academic Studies to Spark Writing” Advisory Committee, open to all In this session, six ELA teachers will perform selected G.59 ADDRESSING MULTIPLE DIVERSITIES IN scenes from the award-winning documentary-style play, LITERACY TEACHING (E) The Laramie Project, which addresses the 1998 murder Hynes Convention Center/Room 200, Level of gay college student Matthew Shepard. They will also Tw o discuss their participation in a production of the show and How do teachers create a language arts curriculum that is share ideas for using the play in classrooms to promote a relevant for culturally and linguistically diverse students? discussion of social justice, equality, and human rights. These presenters will show how culture and gender are Chair: Toby Emert, Agnes Scott College, Atlanta, Georgia portrayed in fiction, and how they used the incorporation Presenters: Ashley DeGracia, Gwinnett County Schools, of children’s literature, inquiry-based learning, and family in- Lawrenceville, Georgia volvement to engage multilingual and multicultural students Ryan Beddinfield, Tucker High School, Georgia in the telling of stories. Shelby Jones, Cambridge High School, Milton, Georgia Presenters: Lori Prior, University of the Incarnate Word, San Nikki Smith, Duluth High School, Georgia Antonio, Texas, and Angeli Willson, The University of Texas, Jerry Rigdon, Heritage High School, Conyers, Georgia San Antonio, “The Stories They Tell: Deconstructing Gender Representation in Picture Books” G.57 EXPLORATIONS IN POETRY AND Sary Silvhiany, Sriwijaya University, Palembang, South Sumatra, CULTURALLY DIVERSE LITERATURE (E) Indonesia, “Telling Stories: Students as Inquirers of Culture Sheraton Boston/Constitution Ballroom A, and Family Histories” 2nd Floor Jonda McNair, Clemson University, South Carolina, “Exam- In this session the presenters will show how teachers can ining Representations of African American Girlhood in work with elementary students to explore the concept Transitional Chapter Books” of social justice and community, and examine the use of literature to help students navigate social issues in their G.60 MIDDLE LEVEL GALLERY OF POSTERS community. (M) Chair: Detra Price-Dennis, Teachers College, Columbia Hynes Convention Center/Ballroom Foyer, University, New York, New York Level Three Presenters: Jennifer McCreight, Hiram College, Ohio, “The This year NCTE actively sought poster sessions as a confer- Fox Sounds like Barack Obama When He Speakin’: A First ence format. Please browse through this area, examine Grade Learning Community Uses Literature to Move from the posters, and enjoy one-on-one discussions with the Personal to Abstract Language Study”

140 Saturday Morning, 9:30–10:45 a.m.

g_109-196_2013.indd 140 10/23/13 10:37 AM Saturday 141 10/23/13 10:37 AM

Continued on following page Continued on following Literature’s Role in Our 21st Century Role in Our 21st Literature’s World” Wells, and Deborah Athens, Georgia, Pennsylvania, Slippery University, Rock Labor Teaching “‘Dangerous’ Ideas: History Core within the Common Standards” Motivating “Igniting the Fire: Providence, Middle Grade Writers” “Empowering York, New Bronx, versity, Inquiry” Language Writers through Mexico 59 Ellison, Stacey and Missouri, in the Poe “Teaching Missouri, Schools, 21st Century” “Beyond Virginia, ton Public Schools, Easy to Use Drama Strategies Tableau: the ELA Classroom” for within the Presence “Disability’s in Our Classrooms: Adult Genre Young Recommendations, Considerations, and the Selection Process” “Using Literacy Cookeville, University, Adolescents’ Learning Stations to Meet Needs” than “More Massachusetts, School, ‘Where’ ‘When’”and Dallas, Leadership School, Women’s Content across “Using Narrative Texas, Areas” North Carolina, Hill, Chapel School, Service“Literacy through Learning” of University Caiti Quatmann, District, Park- Angela Riley, and Louis, St. Missouri, Manches- School, Middle Southwest way of Thread the “Following Missouri, ter, Strategies and Protocols Writers: Tangled and Supporting Understanding for Middle School Writers” in School?” Garden “Why Oregon, Portland, “The Common Connecticut, Education, Classroom” and the Paperless Core Lisbeth Wells-Pratt, The The University Lisbeth Wells-Pratt, of Island College, Rhode Obel-Omia, Carolyn Vincent Uni- Mount Saint Kristin Domm, Schools, Mexico Public Duncan, Julie Arling- Stewart and Caitlin Chapuis, John Ohio, Athens, Stephanie Snyder, Technological Tennessee Nancy Kolodziej, Sherborn Middle Dover Laura Mullen, Young Irma Rangel Addington, Samantha Charter Endeavor Thornton, Meghan Missouri School Clayton Kathryn Pierce, Catlin Gabel School, Carter Latendresse, of Board Cromwell Shannon Baldino, Saturday Morning, 9:30–10:45 a.m. Morning, Saturday

12 13 14 15 16 17 18 19 20 21 22 23 24

Tampa, “Using Art to Teach Reading for Reading for Teach Art to “Using Tampa, School to Middle Comprehension Struggling Readers” Hill, Chapel of North Carolina, University - Un Teachers’ Preservice “(Re)Inventing in a Children’s/Young Text derstanding of Class” Adolescent Literature Chester Coun- Roberts School District, J. “Meeting Common Core Pennsylvania, ty, Using Digital-Age Learning Standards Assessments” Performance Bucks County, Pennsbury School District, Building Bridges “Beliefs: Pennsylvania, to the the Past and Gateways from Future” Con- “Class and Class Virginia, Norfolk, Winners” Award flict in Newbery the Book Report and “Beyond York, Assign- Expository Tech-Oriented Essay: English Language for ments and Projects Arts Classrooms” Loudon County Public White, Allyson and “Respond- Virginia, Schools, Purcellville, A Local Reinvention ing to a Community: School Middle of the Heterogeneous English Classroom” Canada, Oshawa, Technology, Institute of St. University, Memorial Anne Burke, and Teaching: “Transformative Canada, John’s, to Circles Apps with Literature Using School” in Middle Engage Social Justice “Content Kentucky, College, Midway See It—Use It—Own It” Vocabulary: “Rock York, New York, New World, Your World” Your Australia, New Victoria, South Wales, Will “‘The World Be as Translated One’: Presenters and Titles Presenters and of South Florida, University Robert Jordan, Glazier, Kathryn and Jocelyn Caprino Owen Guilder and Linda Nitsche, Van Erin Poletick, Vicki Meigs-Kahlenberg and Sally Old Dominion University, Danielle Forest, New School, Middle Rye Michele Haiken, Brion Bell, Walker, Virginia Eric Kursman, of Ontario University Janette Hughes, Alison Critchfield, Lori Henderson and Somers Schools and Rock Patricia Baldes, Charles Stuart University, Garrison, Kasey 1 2 3 4 5 6 7 8 9 10 11 creators. You will find everything from classroom ideas to ideas to classroom everything from will find You creators. theoryand research. Virginia Purcellville, Allyson White, Loudoun County Public Schools, Schools, County Public Loudoun White, Allyson Chair: Poster Number g_109-196_2013.indd 141 25 Adrianne Billingham-Bock and Fran 29 Laura Sabella, University of South Florida, Colletti, Facing History and Ourselves, Tampa, “When Autism Spectrum Disor- Brookline, Massachusetts, “Introduction ders Meet the Secondary Language Arts to Facing History and Ourselves: Litera- Classroom: Supporting Increasing Popula- ture Guides, Common Core Strategies, tions of ASD Students” and Professional Development” 30 Nadia Behizadeh, Georgia State Univer- 26 Michael DiCicco, University of South sity, Atlanta, “Why Am I Writing about Florida, Tampa, “Using Art to Teach Outer Space? Rebalancing Dysfunctional Reading Comprehension to Middle Dichotomies to Promote Culturally School Struggling Readers” Relevant and Authentic Writing 27 Kendra China, University of Virginia, Instruction” Charlottesville, “A Case for Poor 31 Donna Wake, University of Central Comprehenders” Arkansas, Conway, “Digital Writing 28 Michelle Bahtic, Tampa Preparatory School, in the Early Grades” Florida, “Student Led Learning”

142 Saturday Morning, 9:30–10:45 a.m.

g_109-196_2013.indd 142 10/23/13 10:37 AM Saturday 143 10/23/13 10:37 AM

Saturday Morning, 9:30 a.m.–12:15 p.m. Morning, Saturday

-

SKILL AND WILL: STRATEGIES THAT SKILL THAT AND WILL: STRATEGIES ABILITY CRITICAL READING IMPROVE (G) OF READING A LOVE AND NURTURE Ballroom Sheraton Boston/Independence Floor 2nd West, also fostering a love of reading potentially creates alliter creates potentially of reading a love also fostering but choose not to do who can read ates—those students skill? improve build motivation and also do we So how so. the skills do that when the text is tough, do we And how us as we Join low? is to read or the motivation limited, are both skill and and methods that develop strategies share motivation. Texas WILL Want “Books They to Read” Texas, Huntsville, Is Text When the What to Do Mortis: Not Rigor Rigor, “It’s Tough” Michigan Reluctant Turning the Books: All about “It Is Texas, Worth, Readers into Readers” The Questions: Questions” Best Text-Dependent 9:30 a.m.–12:15 p.m. a.m.–12:15 9:30 GH Session GH We know that focusing on improving reading skills without reading on improving that focusing know We Woodlands, The educational consultant, Beers, Chair: Kylene Sam Houston State University, Lesesne, Teri Presenters: Texas, Kylene Beers, educational The Woodlands, consultant, Battle Creek, Elementary Brook Minges School, Sharp, Colby Fort Elementary Peterson School, O.A. Miller, Donalyn Ask the “When Students Florida, Marathon, Probst, Robert E. York New York, New Penguin, author, Sciezska, Jon GH.01 g_109-196_2013.indd 143 H Sessions 11:00 a.m.–12:15 p.m.

H.01 MEET THE EDITORS ROUNDTABLE (G) Laura May, Georgia State University, Atlanta, coeditor, Hynes Convention Center/Room 209, Level Language Arts Tw o Teri Holbrook, Georgia State University, Atlanta, coeditor, In this session, participants will meet the journal editors, Language Arts explore the publishing possibilities available with the NCTE Lisa Storm Fink, National Council of Teachers of English, journals program, and discuss specific article prospects Urbana, Illinois, readwritethink.org with the editors. Submission guidelines will be available for Ellen Cushman, Michigan State University, East Lansing, all NCTE journals. coeditor, Research in the Teaching of English Chair: Kurt Austin, National Council of Teachers of English, Mary Juzwik, Michigan State University, East Lansing, coeditor, Urbana, Illinois Research in the Teaching of English Editors: Jacqueline Bach, Louisiana State University, Baton Kati Macaluso, Michigan State University, East Lansing, Rouge, The ALAN Review assistant editor, Research in the Teaching of English Steven Bickmore, Louisiana State University, Baton Rouge, Maria Novotny, Michigan State University, East Lansing, The ALAN Review assistant editor, Research in the Teaching of English Melanie Hundley, Vanderbilt University, Nashville, Tennessee, Doug Fisher, San Diego State University, California, coeditor, The ALAN Review Voices from the Middle Kathleen Blake Yancey, Florida State University, Tallahassee, Nancy Frey, San Diego State University, California, coeditor, College Composition and Communication Voices from the Middle Kelly Ritter, University of Illinois, Urbana-Champaign, College Diane Lapp, San Diego State University, California, coeditor, English Voices from the Middle Leslie S. Rush, University of Wyoming, Laramie, coeditor, English Education H.02 CELEBRATING JOYCE SIDMAN: Lisa Scherff, Estero High School, Florida, coeditor, English WINNER OF THE 2013 NCTE AWARD Education FOR EXCELLENCE IN POETRY FOR David Gorlewski, D’Youville College, Buffalo, New York, CHILDREN (G) coeditor, English Journal Hynes Convention Center/Room 104, Level Julie Gorlewski, State University of New York, New Paltz, One coeditor, English Journal Sponsored by the NCTE Award for Excellence in Courtney Green, State University of New York, New Paltz, Poetry for Children Committee, open to all editorial associate, English Journal This session will celebrate the NCTE Award for Excellence Nichole Saldana, State University of New York, New Paltz, in Poetry for Children, and the 2013 winner of this award, editorial associate, English Journal Joyce Sidman. Members of this award committee will in- Oona Marie Abrams, Chatham High School, New Jersey, troduce the author and her work, and then Ms. Sidman will English Leadership Quarterly share her insights about her poetry and her writing. Miriam Martinez, The University of Texas, San Antonio, Tradebook Author: Joyce Sidman, Houghton Mifflin, Boston, coeditor, The Journal of Children’s Literature Massachusetts, “Voice, Heart, Memory: Tapping the Power Jonda C. McNair, Clemson University, South Carolina, of Poetry” coeditor, The Journal of Children’s Literature Presenters: Kathryn Button, Texas Tech University, Lubbock Sharon O’Neal, Texas State University, San Marcos, Terrell Young, Brigham Young University, Provo, Utah coeditor, The Journal of Children’s Literature Mary Lee Hahn, Dublin City Schools, Ohio Peggy Albers, Georgia State University, Atlanta, coeditor, Lesley Colabucci, Millersville University of Pennsylvania, Language Arts Millersville Amy Seely Flint, Georgia State University, Atlanta, coeditor, Darcy Bradley, Eastern Washington University, Cheney Language Arts Nancy Hadaway, The University of Texas, Arlington

144 Saturday Morning, 11:00 a.m.–12:15 p.m.

g_109-196_2013.indd 144 10/23/13 10:37 AM Saturday - 145 10/23/13 10:37 AM

Continued on following page Continued on following College Park, “Teacher Narratives” “Teacher College Park, Byeong- York, New York, of New versity Iowa Woodward, Cho and Lindsay Young Kibler and Keisha Ames, State University, Virginia Univer West Audra Slocum, and Ed” “Teacher Morgantown sity, Phila- University, Temple Philip Imbrenda, Graham, and Holly Pennsylvania, delphia, Amherst, of Massachusetts, University “Writing” Vassar Erin McCloskey, Greensboro, lina, Roundtable Leaders and Topics Roundtable Leaders and of Maryland, University Moira Dougherty, City Uni- Hunter College, Laura Baecher, Jon- California, Big Bear Lake, Waner, Lisa - of North Caro University Melody Zoch, Saturday Morning, 11:00 a.m.–12:15 p.m. Morning, Saturday PLAY, PRIVILEGED SYMBOLIC PLAY, CHILDREN’S LITERATURE YOUNG AND (E) Floor 3rd Room, Sheraton Boston/Berkeley (G) RESEARCH ROUNDTABLES Level A, Center/Ballroom Hynes Convention Three 1 2 3 4

- “Reinvent Tennessee, Memphis, of University Burrow, ren Instructional Writing with Multimodal Childhood ing Early Strategies” of Fluency Using Analysis Retrospective “English Learners’ E-Readers” is a compan- a precursor—it is not only But play literacy. in this session will Presenters ion to purposeful literacies. of language and literacy practices consider the sanctioning and participants will in elementary classrooms, during play litera- privileged in children’s the types of play reexamine all types of spaces where contemplate pedagogical cies, and discuss suggestions for experience can occur, playful classed assumptions and teaching practices. open breaking The Risky Business of Language in “Privileged Play: Athens, the Primary and Elementary Classroom” and Children’s Symbolic Play Literacies: “(Re)Inventing Learning” with the topics conversant researchers by of blind review under study. Shaunna Smith, Texas State University, San Marcos, and Lau- and Marcos, San State University, Texas Shaunna Smith, Statesboro, Georgia Southern University, Brown, Sally H.06 to is a precursor long claimed that play have Researchers of Georgia, The University Thiel, (Jaye) Presenters: Jennifer Urbana-Champaign, of Illinois, University Dyson, Anne H. H.07 a process selected through were strand proposals Research Number Table REINVENTING YESTERDAY’S YESTERDAY’S REINVENTING STUDENT - A PARTNER EXPERIENCE: TEACHING (E–TE) POSSIBILITY TOWARD SHIP Level 102, Center/Room Hynes Convention One EDUCATIONAL KENNETH GOODMAN: COURAGEOUS SCHOLAR, LEADER, (G) ACTIVIST Level Center/Room 103, Hynes Convention One of Language the Expansion for Center the by Sponsored open to all Thinking, and TECHNOLOGY USES OF INNOVATIVE WITH YOUNG READERS AND WRITERS (E) Floor 3rd A, Sheraton Boston/Fairfax Zaharis Elementary School to reinvent the preservice Zaharis Elementary to reinvent School will describe how These presenters teaching experience. peda- as curricular, eyes with new both institutions saw raised and answers were and mentoring questions gogical, so participants envision at both institutions could sought, literacy instruction in and future present possibilities for elementary education. and teacher the Inside and Outside of Development “Teacher Idaho, Classroom” Idaho University, act to a psycholinguistic mechanistic word by a word from and publications 1960s his research Since the early process. about a holistic the world educators around informed have leadership, scholarship, his highlight we as us Join curriculum. and social action. and Democratic Students, Teachers, for Advocate “Ken: Education” Tucson Arizona, Participants explore will writers. and readers with young for techniques hands-on examples of classroom-tested using multimodal children the writing of young improving strategies. “Goodnight Moon, Virginia, Harrisonburg, son University, Goodnight iPad” H.03 Arizona’s with partnered University–Idaho Young Brigham Idaho University, Young Brigham Stanger, Chair: Kevin University, Young Brigham Presenters: Diann Christensen, Young Brigham Reactor/Respondent: Dean Cloward, H.04 Goodman changed our understanding of reading Kenneth City Iowa of Iowa, University Chair: Renita Schmidt, Maryland, University, Towson Altwerger, Presenter: Bess of University Goodman, Reactor/Respondent: Kenneth H.05 to use technology how in this session will show Presenters Illinois Morton College, Chair: Parsa Choudhury, - Madi James Presenters:Baker, and Marianne Sullivan Pamela g_109-196_2013.indd 145 College, New York, New York, Pamela 15 Jon Wargo, Kristin McIlhagga, Michigan Jewett, University of South Carolina, State University, East Lansing, and Laura Columbia, and Deborah MacPhee, Jimenez, Boston University, Massachu- Illinois State University, Normal, “Literacy setts, “‘I Just Can’t Go There’: Examining Coaches and Tutors” Preservice Teacher Responses to LGBTQ 5 Brooke Harris Garad and Donja Bridges, Literature” The Ohio State University, Columbus, 16 Joan Fingon and Sharon Ulanoff, California “African American Communities of State University, Los Angeles, “Teacher Practice” Narratives” 6 Erik Skogsberg, Michigan State University, 17 Eyatta Fischer, The Ohio State University, East Lansing, and Erin Stutelberg, Univer- Columbus, “African American sity of Minnesota, Minneapolis, “Teacher Communities of Practice” Education, English Education” 7 Amanda Thein, Renita Schmidt, University H.08 EIGHT GREAT [CENSORED] AMERICAN of Iowa, Iowa City, and Anthony Johnston, NOVELS (M–S–C–TE) University of California Berkeley, Hynes Convention Center/Room 302, Level “Adolescent Readers” Three 8 Cheri Williams and Jessica Wertz, Univer- Sponsored by the Standing Committee Against sity of Cincinnati, Ohio, “(Re)Inventing Censorship, open to all the Future of English and Research In this conversation, prominent young adult authors will on the English Language Arts: Insights consider the impact of censorship on adolescents. Table from Research in the Teaching of English, leaders will follow by engaging attendees in discussions 2009–2012” related to teaching commonly censored American novels. 9 Denny Taylor and Josefa Pace, Hofstra Uni- Respondents will close by providing suggestions for versity, Hempstead, New York, Stephanie continuing this conversation in local schools and Schneider, State University of New York, communities. Old Westbury, and Elizabeth Bishop, Uni- Co-chairs: Alan Brown, Wake Forest University, versity of Pittsburgh, Pennsylvania, “Policy, Winston-Salem, North Carolina Politics, and Social” Joan Kaywell, University of South Florida, Tampa 10 Florence Kabba, LaGuardia Community Keynote Presenters: Chris Crutcher, author, College, The City University of New York, HarperCollins/Greenwillow, New York, New York New York, and Amy Pelissero, Georgia Nancy Garden, author, Macmillan Children’s Publishing, State University, Atlanta, “Literature, New York, New York Adult Book Clubs” Bette Greene, author, Penguin and Open Road, New York, 11 Nikki Wright, Birmingham-Southern Col- New York lege, Alabama, “iRead, You Read, but Does Lauren Myracle, author, Abrams Books, New York, New York It Matter How We Read? A Comparative Ellen Hopkins, author, Simon and Schuster, New York, New Analysis of Student Responses to Tradi- York tional and Electronic Books” 12 Lindsey Moses, Arizona State University, Table Number Roundtable Leaders and Topics Phoenix, “The Power of Anchor Texts to Create Transactional Space” 1 Joan Kaywell, University of South Florida, 13 Gwyn Senokossoff, Florida International Tampa, “The Chocolate War by Robert University, Miami, “Reevaluating the Way Cormier” Reading Comprehension Is Taught: How 2 Wendy Glenn, University of Connecticut, Do We Support Children with Asperger’s Storrs, and Kate Youngblood, Wake For- Syndrome and High-Functioning Autism est University, Winston-Salem, North in Inclusive Classrooms?” Carolina, “The Perks of Being a Wallflower 14 Annamary Consalvo, Fitchburg State Uni- by Stephen Chbosky” versity, Massachusetts, “Writing Confer- 3 Joseph Milner, Wake Forest University, ences as Space for Talk” Winston-Salem, North Carolina, “The Adventures of Huckleberry Finn by Mark Twain”

146 Saturday Morning, 11:00 a.m.–12:15 p.m.

g_109-196_2013.indd 146 10/23/13 10:37 AM Saturday - - - 147 10/23/13 10:37 AM

Continued on following page Continued on following Connecticut, “Mentors Matter: CEL’s CEL’s “Mentors Matter: Connecticut, Emerging Leader Fellowship” “Using Social Media for Jersey, New Development” Professional “Leading Assess- Wyoming, District #1, CCSS” ments around “Helping Canada, Ontario, Toronto, tion, Explor Their Potential: Realize Teachers in Behaviors ing Individual and Group Departments and Schools” and Connecticut, Britain, District of New Eastern Michigan Univer Rebecca Sipe, sity, Ypsilanti, “Creating Meaningful Cur “Creating Ypsilanti, sity, ricular Change in the Wake of Standards: of Standards: Wake ricular Change in the Drawing on Strategies That Work” “What to Do Michigan, Interlochen, the Censor Comes” before In Small “Leadership Matters: Illinois, and Rural Communities” Towns Roundtable Leaders and Topics Roundtable Leaders and High School, Brookfield Elizabeth Spencer, Chatham High School, Heather Rocco, Laramie County School Delbridge, Karen Educa- Pearson consultant, Rick Chambers, Consolidated School Bombart, Maydie Patrick Monahan, education consultant, education consultant, Patrick Monahan, Robinson High School, Janelle Oxford, Saturday Morning, 11:00 a.m.–12:15 p.m. Morning, Saturday LEARNING TO LEAD, TO LEARNING TO LEADING LEAD, TRANSFORMING LEARN: LEADERSHIP A DIVERSE SOCIETY: IN AND LITERACIES CHAIRS, FOR DEPARTMENT A SESSION AND LEAD TEACHERS, LITERACY COORDINATORS (G) COORDINATORS 3rd Room, Sheraton Boston/Commonwealth Floor on English Leadership, the Conference by Sponsored open to all 1 2 3 4 5 6 7 honor the voices can we How leader in schools today? within the work and teachers as we parents, of students, do How State Standards? of the Common Core structure - and teacher evalu student assessment leaders approach and speaker a keynote This session will feature ations? on topics of importance discussions to school roundtable highly topic and these informative, Choose your leaders. in will engage you and practical conversations interactive of teachers and school leaders. work the real Iowa School, H.10 an effective to becoming some of the keys What are High Johnston Wessling, Speaker: Sarah Brown Keynote Number Table

------sity of North Carolina, Chapel Hill, “The Hill, Chapel sity of North Carolina, Diary of a Part-Time Indian True Absolutely by Sherman Alexie” by“Catcher the Rye in Baton Rouge, sity, Salinger” D. J. by Nancy Garden” Nancy Mind by “Annie on My Chris by “Running Loose Utah, Provo, Crutcher” Univer Anderson, Tara and Raleigh, sity, “The Color Purple Alice Columbus, by sity, Walker” Ellen Hopkins” by “Crank da, Orlando, Lois Lowry” “The Giver by Raleigh, sity, Lauren “Shine by Florida, Sarasota, School, Myracle” Kill “To School Alabama, System, Prattville, Harper Lee” by a Mockingbird “Summer of My German Soldier Missouri, Bette Greene” by Valerie Kinloch, The Ohio State Univer Kinloch, Valerie State Univer North Carolina Young, Carl Lisa Scherff, Estero High School, Florida, Florida, High School, Estero Lisa Scherff, University, Young Brigham Chris Crowe, Univer State North Carolina Pope, Carol of Central Flori- University Kaplan, Jeffrey State Univer Louisiana Bickmore, Steven High Riverview Taylor-Greathouse, Paula Autauga County Whitfield, Victoria M. Saint Louis University, Buehler, Jennifer PBS’S SHAKESPEARE UNCOVERED IN PBS’S SHAKESPEARE UNCOVERED (S) THE CLASSROOM Level Center/Room 101, Hynes Convention One 7 4 5 6 8 9 10 11 12 13 Publishers, Atlanta, Atlanta, Georgia Publishers, Illinois the PBS series for created online educational resources and the world which explores Uncovered, Shakespeare an over She will provide William Shakespeare. of works view of the series, discuss related activities and the use of activities and the discuss related of the series, view integrating the content into strategies for and offer video, the classroom. in the Classroom” Uncovered “Shakespeare York, New

Peachtree consultant, Respondents: ReLeah Cossett Lent, Urbana, of English, Teachers National Council of Millie Davis, H.09 free will describe the presenter In this hands-on workshop, Sandy Goldberg, WNET/New York Public Media, Public Media, York WNET/New Presenter: Sandy Goldberg, g_109-196_2013.indd 147 8 Scott Eggerding, Lyons Township High H.11 AUTHOR STRAND: THE AUTISTIC BRAIN: School, La Grange, Illinois, “Leading TEACHING ACROSS THE SPECTRUM (G) through Listening: Learning from Hynes Convention Center/Room 304, Level Complaints” Three 9 Edie Weinthal, Pascack Valley Regional High Temple Grandin is an expert on autism, a best-selling author, School District, Montvale, New Jersey, and a scientist who has inspired millions of readers and “Teacher Evaluation” fans worldwide. Her life and work have given voice to the 10 Tom Scott, University of Wisconsin, experience of autism, changing perceptions and challenging Milwaukee, “Having Difficult assumptions. In this talk she will bring her singular perspec- Conversations” tive to a thrilling journey through the autism revolution. 11 Anna J. Small Roseboro, consultant, Grand Presenter: Temple Grandin, Colorado State University, Fort Rapids, Michigan, “Maximizing Meetings Collins and Maintaining Morale” 12 Janice Schwarze, Downers Grove South High School, Illinois, “Content Area Lit- eracy Coaching: An Integrated Approach to Common Core”

NCTE Spokespersons Training 11:00 a.m.–12:15 p.m. Hynes Convention Center/Room 107, Level One

Join Millie Davis, NCTE Senior Developer, Affiliated Groups and Public Outreach, for an interactive session on tips for getting NCTE’s message out to the media and policymakers.

148 Saturday Morning, 11:00 a.m.–12:15 p.m.

g_109-196_2013.indd 148 10/23/13 10:37 AM Saturday 149 10/23/13 10:37 AM

Saturday, 11:00 a.m.–12:45 p.m. Saturday, Vice President (from the Middle Section) the Middle (from Vice President Secondary Representative-at-Large Research Trustees Foundation Nominating Committee Nominating Committees Section Steering and and Nominating Committees CEE Executive TYCASecretary NCTE Nominating Committee Bozeman Montana State University, Robert Petrone, Chair: NCTE Elementary Section Nominating Committee Jersey New Paramus, Lane Elementary Stony School, Chair: Thomas Marshall, Nominating Committee Section Level NCTE Middle Maine Elementary Rowe School, Chair: Stygles, Justin NCTE Secondary Section Nominating Committee Pennsylvania Philadelphia, High School, Overbrook Chair: Bonnee Breeze, Committee Section Nominating NCTE College Flushing York, of New City University Queens College, Wan, Chair: J. Amy Education) Nominating Committee on English CEE (Conference Knoxville Tennessee, of University Groenke, Chair: Susan L. Association) Nominating Committee English College TYCA (Two-Year Washington College, Community Valley Yakima Calhoon-Dillahunt, Carolyn Chair: 11:00 a.m.–Noon, Closed Session; Noon–12:45 p.m., Open Session Open p.m., Noon–12:45 Session; Closed 11:00 a.m.–Noon, 2nd Floor D, Boston/Back Bay Sheraton as a candidate in the 2014 elections. consideration for or a colleague nominating yourself by future in NCTE’s a role Play during the Open questions accept nominations and answer will committees listed below Members of the nominating Session times. offices: the following needed for Nominations are Meetings of the Nominating Committees the Nominating of Meetings g_109-196_2013.indd 149 Open Forum Meetings

Black Caucus Open Forum Meeting 11:00 a.m.–12:15 p.m. Hynes Convention Center/Room 210, Level Two

Latino Caucus Open Forum Meeting 11:00 a.m.–12:15 p.m. Hynes Convention Center/Room 109, Level One

American Indian Caucus Open Forum Meeting 11:00 a.m.–12:15 p.m. Sheraton Boston/Gardner Room, 3rd Floor

Film Festival 11:51 a.m.–5:30 p.m. Hynes Convention Center/Room 300, Level Three

150 Saturday, 11:00 a.m.–5:30 p.m.

g_109-196_2013.indd 150 10/23/13 10:37 AM Saturday - 151 10/23/13 10:37 AM

Saturday Luncheons Saturday Secondary Section Luncheon Center/ Hynes Convention Three Level C, Ballroom Massachusetts Cambridge, Normal University, A Times bestselling author of York is the New Africa, West Memoirs Soldier and the forthcom- of a Boy Gone: Way Long Radiance . A ing novel Gone has been of Tomorrow Long Way thirty and was nominated for languages published in over Time magazine named the book as in 2007. Award a Quill ranking it as 2007, one of the top ten nonfiction books of in The has appeared work Beah’s York New three. number and numer , , LIT, Parabola Press Times Magazine, Vespertine Ambassador and He is a UNICEF ous academic journals. a member of the War, by Affected Children for Advocate Advisory Com- Rights Children’s Watch Human Rights an advisory the member at the Center for board mittee, of Violence at the University and Political Youth Study of Center for a visiting scholar at the Knoxville, Tennessee, a International Conflict Resolution at Columbia University, the Study at the Center for Fellow visiting Senior Research and Human Rights at Conflict Resolution, of Genocide, Young of of the Network a co-founder Rutgers University, of the and president (NYPAW), War by Affected People the United before He has spoken Ishmael Beah Foundation. panels and many Relations, the Council on Foreign Nations, He is a graduate of on children. of war on the effects Science and resides in Political Oberlin College with a B.A. City. York in New Ishmael Beah Jocelyn Chadwick, Harvard University, Harvard University, Chadwick, Jocelyn Presiding: State Illinois Magnafichi-Lucas, Speaker:Introducing Amy Leone, born in 1980 in Sierra Speaking: Ishmael Beah,

Hynes Convention Center/ Hynes Convention Three Level Room 312, Books for Children Children for Books Luncheon Saturday Luncheons Saturday p.m. 12:30–2:30 School, San Antonio, Texas, and Elisa Waingort, Academia Waingort, and Elisa Texas, Antonio, San School, Ecuador Quito, Cotopaxi, Ohio Cincinnati, Madeira City Schools, Wilson, Roaring DuBois, Gerard illustrator, Leda Schubert, by ” out Words Press Brook The Arlington University of Texas, Hadaway, Massachusetts Boston, Mifflin, Flushing York, of New The City University including the 2003 Calde- books, children’s award-winning This? Like Tail With a Do You What Do cott Honor recipient, in the the first day explores My First Day, His latest book, His books combine science and the natural of animals. lives He is collage illustrations. with stunning paper world than thirty and author of more illustrator, designer, graphic books with his wife, and has collaborated on several books, and his father. Robin Page, Steve Jenkins Steve Nora Gonzalez, Fort Sam Houston Elementary Nora Gonzalez, Presiding: Fran Award: Orbis Pictus and Presenting Introducing Actor with- Orbis Winner:Pictus “Monsieur Marceau: Award Nancy Award: Poetry and Presenting Introducing Houghton author, Poetry Winner: Sidman, Joyce Award Queens College, Speaker: Kesler, Introducing Theodore has written and illustrated many Jenkins Speaking: Steve g_109-196_2013.indd 151 College Section/Conference on College Composition and Communication Luncheon Hynes Convention Center/Room 311, Level Three

Presiding: Patricia Dunn, Stony Brook University, New York Introducing Speaker: Chris Anson, North Carolina State University, Raleigh Speaking: Steven Pinker is an experimental psychologist and one of the world’s foremost writers on language, mind, and human nature. Currently Harvard College Professor and Johnstone Family Profes- sor of Psychology at Harvard University, Pinker has also taught at Stanford and MIT. His research on visual cognition and the psychology of language has won prizes from the National Academy of Sciences, the Royal Institution of Great Britain, the Cognitive Neuroscience Society, and the American Psychological Association. He has also received seven honorary doctorates, several teaching awards at MIT and Harvard, and numerous prizes for his books The Language Instinct, How the Mind Works, and Steven Pinker The Blank Slate. He is Chair of the Usage Panel of the American Heritage Dictionary, and often writes for The New York Times, Time, and The New Republic. He has been named Humanist of the Year, Prospect magazine’s “The World’s Top 100 Public Intellectuals,” Foreign Policy’s “100 Global Thinkers,” and Time magazine’s “The 100 Most Influential People in the World Today.”

Those without meal tickets who wish to hear the luncheon speakers will find limited seating at the rear of the room. Speak- ers are likely to begin their remarks 40–60 minutes after the beginning of the meal, so auditors need not be present at the beginning of the function.

152 Saturday Luncheons

g_109-196_2013.indd 152 10/23/13 10:37 AM Saturday 153 10/23/13 10:37 AM

Continued on following page Continued on following School, School, “Using Visual Connecticut, from Constructs to Facilitate Movement Concrete to Abstract Thinking” “Arts-Based Indianapolis, University, Intentional Beginnings Lead to More Learning” and Donna Britain, New University, Elementary Avenue Roanoke Verbeck, “Igniting Student York, New School, Wonder through Art A Third and Writing: Exploration” Grade Teacher’s “(Re)Imagining Atlanta, State University, and Social Networking Spaces for Learning” India- University, University–Purdue Freedom? Draw You Do “How napolis, to Represent Symbols Create Children Concepts” Topics Roundtable Leaders and Windsor High South Barbara Laurain, Indiana University–Purdue Beth Berghoff, Central Connecticut State Louise Shaw, Georgia Michelle Zoss and Sarah Klein, Indiana Anne Ociepka, Chris Leland and Saturday Afternoon, 1:15–2:30 p.m. 1:15–2:30 Afternoon, Saturday (RE)IMAGINING LITERACY (G) LITERACY (RE)IMAGINING Level A, Center/Ballroom Hynes Convention Three Arts and the CEE Commission on by Sponsored open to all (COAL), Literacies 1 2 3 4 5 ers in this interactive session will describe an approach to an approach session will describe ers in this interactive writing activities design that places engaging curriculum and tasks high- and low-stakes at the center and balances and poetic modes in a planning transactional, expressive, Core the Common goes beyond fulfills and that process standards. Amherst and practical applications theoretical pants will explore to infuse the including how of literacy, of expanded views classrooms. arts into literacy instruction in K–University - the present theory, ideas in composition on core Drawing of Massachusetts, University Presenters: Jane Baer-Leighton, Amherst of Massachusetts, University Bruce Penniman, I.04 commission members and partici- At these roundtables, Indiana Muncie, Ball State University, Co-chairs: Rice, Peggy Pennsylvania Chester University, West Pauline Schmidt, Number Table

STUDENTS’ METACOGNITIVE METACOGNITIVE STUDENTS’ AND THE REGULATION COMMON CORE (S) 2nd Floor C, Bay Sheraton Boston/Back OF COLLEGE— AGE THE IN DEMOCRACY DUSTING AND CAREER—READINESS: CONFER- THE ENGLISH COALITION OFF YEARS (TE) AFTER 25 ENCE Level Center/Room 104, Hynes Convention One NCTE AUTHOR STRAND: A DESIGNING WRITING CLASSROOM WITH PROGRAM AND CHANGING STAKES VARYING THAN PLANNING FOR MORE MODES: THE COMMON CORE (M–S) Level Center/Room 204, Hynes Convention Tw o ing metacognitive regulation when helping students to when helping students regulation ing metacognitive will describe They of the Common Core. rise to the rigor as they experiences learning and their classroom their own taught the skills necessary and complex texts reading for thinking. higher-order tasks that require performing Nebraska Omaha, English, Nebraska divisive in light of today’s the English Coalition Conference accountability. of culture Brook Stony Bronx In this session, the presenters will discuss the value of teach- the presenters In this session, of Teachers of Council Iowa Presenters: Charles Gould, Carson of English, Teachers Council of Iowa Erica Schnepel, Omaha, of English, Teachers Council of Iowa Charissa Haney, Minden of English, Teachers Council of Iowa Sandra Leaders, I.02 the ideals of attention to renewed This panel will argue for York, of New State University Presenters: Nicole Galante, York, of New City University Lehman College, Hyman, David York New University, Brook Stony Khost, Peter I.03 I.01 I Sessions I p.m. 1:15–2:30 g_109-196_2013.indd 153 6 Katherine Macro, University at Buffalo, I.06 DIGITAL STORYTELLING AS A MEDIATOR New York, “Teaching ‘the drama’: Percep- FOR ALL STUDENTS’ EXPRESSION (G) tions of Student Learning and Teacher Hynes Convention Center/Room 203, Level Growth” Tw o 7 Joanna Anglin, The University of Georgia, These presenters will describe digital storytelling using Athens, “Character Analysis through several effective examples for different age groups. They Music” will review projects developed by university students and 8 Sara Brock, Schreiber High School, Port middle grade students and discuss the ways in which edu- Washington, New York, “Sharpening the cators can use students’ individual responses to literature Daggers: Cutting Out Macbeth” in the creation of digital stories. 9 Maggie Chase, Boise State University, Presenters: Bette Kirschstein, Pace University, Pleasant- Idaho, “Drafting Art and Artful Drafting” ville, New York, “Multidisciplinary Perspectives for Digital 10 Sarah Zimmerman and Jennifer Lindsey, Storytelling” Ball State University, Muncie, Indiana, Francine Falk-Ross, Pace University, Pleasantville, New York, Jessica Carnes, Eastern Elementary “Sharing and Teaching Literature Themes” School, Muncie, Indiana, and Emily McNiff, Cowan Elementary School, Muncie, Indi- I.07 FROM FICTION TO REALITY: USING 21ST ana, “Using Transmediation to (Re)Vision CENTURY TECHNOLOGY TO ACHIEVE the Past” COMMON CORE GOALS, EQUITY, AND 11 Kay Cowan, University of Tennessee, ACCESS IN THE STUDY OF PRE-20TH Chattanooga, “The Arts and Compre- CENTURY LITERATURE (G) hension of Text” Hynes Convention Center/Room 207, Level 12 Peggy Rice, Ball State University, Tw o Muncie, Indiana, and Pauline Schmidt, Presenters in this session will show how students in De- West Chester University, Pennsylvania, catur, Arkansas and Greenville, South Carolina created “(Re)Imagining Literacy” an Internet Learning Community using Edmodo to study 13 Kim Beal and Diane Bottomley, Ball State Common Core texts, and developed their own intra- University, Muncie, Indiana, “Show Me the school activities and inter-school exchanges using blogs, Money: Visual Literacy in an Integrated small- and large-group discussions, and assignment submis- Economics Unit” sion, to prepare for academic writing. Chair: Rachel Stokes, Greenville Senior High School, South I.05 CRITICAL PERSPECTIVES ON EARLY Carolina CHILDHOOD LITERACY TEACHING Presenters: Rachel Stokes, Greenville Senior High School, AND TEACHERS (E) South Carolina Sheraton Boston/Berkeley Room, 3rd Floor James Garner, Decatur High School, Arkansas Using children’s knowledge as a foundation, these presenters will explore and problematize complex historical events. I.08 REWIRING DYSTOPIAN TEXTS FOR They will show how children and teachers can develop FUTURE LEARNERS (S) their curriculum and engage diverse literacies, using story- Hynes Convention Center/Room 302, Level telling, toys, performance, technology, and peer-experts to Three co-construct meaning. Using Common Core standards, these presenters will offer Presenters: Dana Frantz Bentley, Buckingham Browne and strategies for vertically aligning classic and modern dysto- Nichols, Cambridge, Massachusetts, “The Pilgrims Weren’t pian works by incorporating the rigor of critical research Fair ... : Reconstructing Histories in the Early Childhood in a technologically engaging reading and writing classroom. Classroom” Participants will leave with ideas for use in their own Ranita Cheruvu, Teachers College, Columbia University, New classrooms. York, New York Presenters: Shelley Moran, Blue Valley North High School, Marisa Chin-Calubaquib, The Hollingworth Preschool, New Overland Park, Kansas York, New York Terri Snethen, Blue Valley North High School, Overland Park, Mariana Souto-Manning, Teachers College, Columbia Kansas University, New York, New York Shelly Weir, Blue Valley North High School, Overland Park, Tara Lencl, The Red Balloon, New York, New York Kansas Candace Kuby, University of Missouri, Columbia, “Moments Rebecca Dalton, Blue Valley North High School, Overland of Consciousness-Raising: Personal Narratives That Park, Kansas Influence Critical Literacy Teaching”

154 Saturday Afternoon, 1:15–2:30 p.m.

g_109-196_2013.indd 154 10/23/13 10:37 AM Saturday 155 10/23/13 10:37 AM

Saturday Afternoon, 1:15–2:30 p.m. 1:15–2:30 Afternoon, Saturday CONNECTING CONNECTING AND COMPREHENSION AND ADAPT EXTEND TECHNOLOGY: (E–M) PRACTICES TOOLKIT Level 309, Center/Room Hynes Convention Three (RE)INVENTING THE INTEGRATION USING GENRES AND HISTORY: OF ELA WRITING IN AND READING TEACH TO THE MIDDLE SCHOOL INTEGRATED COURSE (M) Level Center/Room 307, Hynes Convention Three prehension instruction with 21st century instruction with 21st prehension tools in order and communication, reading, in active to engage students to enhance lit- how will show presenters These learning. thought- while offering technology, eracy instruction using enriching learning experiences. and creative, ful, Colorado Denver, Coalition, Colorado Years” in the Early Tech and “Toolkit Grades” Thinking in the Middle “Transforming Practices” Toolkit Upon “Building Colorado, Denver, Technology” and “Connecting Comprehending Colorado, Johnny Tremain reading example by for is based on content, these However, American Revolution. while studying the of con- instead on genre will argue that a focus presenters this integration of history a better basis for tent provides and writing. with the teaching of reading Illinois Massachusetts Quincy, Massachusetts Massachusetts Massachusetts Eau Claire Wisconsin, I.12 com- to combine rich seeks literacy classroom The modern Public Education and Business Anne Goudvis, Co-chairs: Denver, Consulting, Stephanie Harvey Stephanie Harvey, Illinois, Public Schools, Chicago Presenters: Kristin Ziemke, Illinois, Chicago, Elementary Burley School, Katie Muhtaris, Public Education and Business Coalition, Anne Goudvis, Denver, Consulting, Stephanie Harvey Stephanie Harvey, I.13 integrating historyThe most common model for and ELA Bloomington, Lutheran School, Trinity Wirsing, Chair: Janice Quincy Upper School, Josiah Willis, Presenters: Sarah Quincy, Quincy Upper School, Josiah Melanie Smith, Wenham, College, Gordon Janis Flint-Ferguson, Quincy, Quincy Upper School, Josiah Jim Meyer, of University Applegate, Reactor/Respondent: Carey

NARRATIVE AND AND ARE NONFICTION: NARRATIVE DIFFERENT? (E–M) THAT THEY REALLY Level 103, Center/Room Hynes Convention One THE OF BLURRING BOUNDARIES COLLEGE ENGLISH CLASSROOM: AFFIRMING LEARNING THROUGH (S–C–TE) PRACTICE INTERCULTURAL Level Center/Room 313, Hynes Convention Three IDENTITY: (RE)INVENTING CULTURAL AUTHENTIC LITERACY CREATING AN URBAN MIDDLE SCHOOL IN SPACES (E–M–TE) Floor 3rd Sheraton Boston/Beacon E, gies for developing inquiry-based projects social studies developing gies for and the Common social studies standards that address writing, reading, informational for State Standards Core grades 1–8 for examples Classroom listening. and speaking, and participants to join the will be invited will be provided conversation. Carolina interacted in and out of the class- the world of regions and online to connect their learning of language and room cultural interests. social and their own to culture Tunisia Human Science of Sbeïtla, Georgia Georgia diverse and linguistically culturally for shop framework They school in the Southwest. students in an urban middle beginning language learn- students, refugee how will show used artwork writing groups family and after-school ers, to write their stories and reinvent and personal narrative their world. Phoenix Arizona State University, Phoenix Arizona State University, and I.09 strate- practical will demonstrate presenters In this session, North Durham, School, Duke Murray, Presenters: Jenny North Carolina Durham, School, Duke Bartelmay, Kathy I.10 several students from how will show These presenters Applied St in Higher Institute of Abid, Presenters: Nadia Marietta, State University, Southern Polytechnic Iraj Omidvar, Marietta, State University, Southern Polytechnic Orr, Jeff I.11 - will describe a writing work In this session the presenters and University Grand Canyon Chair: DeCosta, Meredith University Grand Canyon DeCosta, Presenters: Meredith Arizona Glendale, School, Challenger Middle Flores, Tracey Arizona Glendale, School, Challenger Middle Opatz, Margaret g_109-196_2013.indd 155 I.14 HAVE YOU WONDERED TODAY? Presenters: Kelly Gallagher, Anaheim Union High School USING WONDEROPOLIS IN THE District, California, “Moving Students beyond One and K–12 CLASSROOM (M) Done via Modeling” Hynes Convention Center/Room 109, Level Cris Tovani, Cherry Creek Schools, Greenwood Village, One Colorado, “Moving Students from One and Done—Easier Sponsored by The National Center for Family Literacy, Said than Done” open to all Penny Kittle, Kennett High School, North Conway, New Presenters in this session will describe the WONDERO- Hampshire, “Increasing the Strength of the Writer and the POLIS website of the National Center for Family Literacy, Text” and show how this CCSS-ready, friendly, and valuable 21st century approach to literacy encouraged their students to I.18 REINVENTING THE PERSONAL engage in deeper reading and writing practices using web- NARRATIVE: MODEL IT, CRAFT IT, based and multimedia enhanced nonfiction text. PUBLISH IT (E–M–S) Co-chairs: Gretchen Taylor, Sells Middle School, Dublin, Hynes Convention Center/Room 107, Level Ohio One Maria Caplin, Bailey Elementary School, Dublin, Ohio The future of English calls for transformative projects that Consultant: Emily Kirkpatrick, National Center for Family impact the community beyond the classroom. Members of Literacy, Louisville, Kentucky this panel will suggest that personal narrative of student- Presenter: Paul Hankins, Floyds Knobs, Indiana written and –edited memoirs published for the community should be infused with relevance in order to accomplish I.15 BEYOND THE NOVELTY: CONSIDERING this goal. They will provide techniques for modeling writing THE “LITERARY EXPERIENCE” IN with mentor texts, revising with rigor, and publishing using DIGITAL AND MULTIMODAL CHILDREN’S print-on-demand tools. AND YOUNG ADULT LITERATURE Presenters: Alexa Garvoille, Durham Public Schools, North (M–S–TE) Carolina Sheraton Boston/Commonwealth Room, 3rd Annie Rehm, Grafton High School, Williamsburg, Virginia Floor Aaron McQuillan, Grafton High School, Williamsburg, Virginia These presenters will focus on books for children and adolescents that include digital media in their storytell- I.19 STORIES FROM THE FIELD: ON ing—video, games, apps—and consider whether criteria TALKING, LISTENING, AND LOOKING should be developed for such works in order to evaluate AT THE WORK OF WRITERS (E) the quality of the literary experiences they provide. Hynes Convention Center/Room 108, Level Chair: Melanie Hundley, Vanderbilt University, Nashville, One Tennessee The presenters in this session will consider three com- Presenters: Teri Holbrook, Georgia State University, Atlanta, ponents of teaching writing to young children that have and Melanie Hundley and Blaine Smith, Vanderbilt Univer- remained essential over time: talking, listening, and looking sity, Nashville, Tennessee, “Beyond the Novelty: Considering at student work. They will use mini case studies to show the ‘Literary Experience’ in Digital and Multimodal Chil- how these components are central to teaching writing, dren’s and Young Adult Literature” influenced by the classroom environment, and at the heart Discussant: Laura May, Georgia State University, Atlanta of meaningful professional development. Chair: Martha Horn, Rhode Island College, Providence I.17 MOVING STUDENTS FROM ONE AND Presenters: Martha Horn, Rhode Island College, Providence, DONE—REVISING WRITING, REVISING “The Nature of Talking, Listening, and Looking at Student TEACHING (M–S) Work in Kindergarten and First Grade” Hynes Convention Center/Room 208, Level Natasha White, Charles Fortes School, Providence, Rhode Tw o Island, “The Impact of the Classroom Environment on the All great writing—from poetry to research—passes through Quality of Talking, Listening, and Student Work” a process of rereading and revision. These presenters will Julie Slater, Charles Fortes Elementary School, Providence, argue that although the tools are changing (composing on Rhode Island, “What Is Possible When Professional Devel- phones, tablets, and with pencils), the goal is still to lead opment in Writing Keeps the Child at the Focus” students to analytical reading and flexibility with composi- tion by modeling and scaffolding the craft of revision. Chair: Suzanne Skipper, Seminole County Public Schools, Florida

156 Saturday Afternoon, 1:15–2:30 p.m.

g_109-196_2013.indd 156 10/23/13 10:37 AM Saturday 157

10/23/13 10:37 AM

Saturday Afternoon, 1:15–2:30 p.m. 1:15–2:30 Afternoon, Saturday TEACHERS NEGOTIATE THE TENSION TEACHERS NEGOTIATE AND MANDATE BETWEEN IDENTITY (S–C–TE) Level Center/Room 102, Hynes Convention One RETHINKING THE RETHINKING FIVE-PARAGRAPH ESSAYS FOR LITERARY FORMULA (M–S–TE) Level 310, Center/Room Hynes Convention Three (G) CYBERSPACE FROM REPORTS Floor 3rd A, Sheraton Boston/Fairfax (RE)INVENTING TEACHER IDENTITY HOW OF COMMON CORE: AGE THE IN AND PRESERVICE PRACTICING explore the ways in which practicing and preservice teach- the ways explore identities their professional and (re)construct ers develop Particular implementation. in the age of Common Core colleagues by played attention will be paid to the role and administration in either facilitating or impeding this process. Arlington Texas, formula, this approach to literary essays persists. In this In persists. to literary essays this approach formula, will educator and a high school teacher a teacher session, supporting strategies for and provide the research present that demonstrate thinking not essays students in writing formula. Oregon Portland, that haven’t doing things in the classroom who are roes” what is possible and Find out yet! been invented even technologies—including wikis, when the newest promising used to and social networks—are digital stories, podcasts, literacies. newest the develop Pleasant Pennsylvania Washington In this conversation, teacher education faculty members will In this conversation, of The University Presenters: Hungerford-Kresser, Holly Greensboro of North Carolina, University Reynolds, Jeanie Greensboro of North Carolina, University Vetter, Amy Georgia State University, Kennesaw Robert Montgomery, I.23 of a five-paragraph challenging the use research Despite the Oregon High School, Tigard Presenters: Kristi Latimer, Graduate School, and Clark Lewis Campbell, Kimberly I.24 “cyberspace superhe- of our profession’s three are Here Mount Central Michigan University, Hicks, Troy Presenters: Chapel, Fox Academy, School Shady Side Middle Sara Kajder, Seattle, teacher/author/consultant, Golub, N. Jeffrey I.25 -

TO TARGETED WRITING TARGETED (M–S) TO Level 206, Center/Room Hynes Convention Tw o COLLEGE WRITERS: FIRST-YEAR AND IDENTITIES PRACTICES LITERATE IN TRANSITION (C) Level 303, Center/Room Hynes Convention Three CREATIVE AND CREATIVE WRITING: CAREER (RE)INVENTING OUR APPROACH HIGH SCHOOL WRITING CENTERS: WRITING CENTERS: HIGH SCHOOL THAN EVER (S) NOW MORE IMPORTANT Level Center/Room 306, Hynes Convention Three and instructional strategies for teaching creative and career and career teaching creative for and instructional strategies writing. Writing: High School College “(Re)Inventing York, New Bound” the Non-College Targeting nonacademic including the use of technology from class, writer in of an identity as a the development settings, the through transfer the teaching for at-risk students, and of a general disposition about writing, development metacognition. rhetorical stances constructed through sity of Pennsylvania, Indiana, “Basic Writers’ Literate Lives: Writers’ Literate Lives: “Basic Indiana, sity of Pennsylvania, Academy” Writers in the Becoming Connecting with Students’ in Classrooms: “Technology Writing Lives” I Learned in ENGL101” What Transfer: for “Teaching logistics of opening a high school writing center in a public will describe the blueprints necessaryThey to high school. its successful manage- general guidelines for implement it, helping and its benefits (intervention programs, ment, and assisting English teachers in managing at-risk students, exploding class sizes). California Village, In this session the presenters will provide insight, resources, resources, insight, will provide the presenters In this session Alive” “Poetry Maine, Falmouth, Presenters: Bruce Spang, Dix Hills, School District, Hills Half Hollow Lindell, Sharon I.21 college writing will discuss the first-year These presenters Indiana Univer Presenters: Helen Sitler and Gloria Park, I.20 Susan Welsh, Indiana University of Pennsylvania, Indiana of Pennsylvania, Indiana University Welsh, Susan Indiana, of Pennsylvania, Indiana University Amicucci, Ann Indiana, of Pennsylvania, Indiana University Kerr, Jo-Anne I.22 and frustrations, Members of this panel will discuss the joys, Westlake High School, Westlake Presenters: Lora Novak, Pennsylvania University, Villanova Mary Beth Simmons, g_109-196_2013.indd 157 I.26 WHO’S IN CHARGE?! NEGOTIATING Presenters: Joellen Maples, St. John Fisher College, Roches- SPACES FOR COLLABORATION DURING ter, New York, “(Re)Inventing English Education: Teaching STUDENT TEACHING EXPERIENCES Preservice Literacy Teachers How to Move from Critical (TE) Literacy Theory to Critical Literacy Practice” Hynes Convention Center/Room 201, Level Leslie Rush and Tammy Mielke, University of Wyoming, Lara- Tw o mie, “(Re)Inventing Young Adult Literature for Preservice These presenters will provide written and video scenarios Teachers: Literary Theory Meets Pedagogy” of dilemmas that have occurred in student teaching place- Nelson Graff, San Francisco State University, California, ments and discuss principles of practice that promote “Student Teachers Teaching Literature: How and for What?” deliberate negotiations and collaborations which honor all stakeholders’ perspectives while nurturing productive I.29 MYTHOLOGY ILLUMINATED IN student teaching environments. GOTHAM’S LIGHT: WHEN CLASSIC Presenters: Rebecca Fabricant, Teachers College, Columbia MYTHOLOGY, SUPERHEROES, University, New York, New York, “Just Who Is In Charge? AND PUPPETRY UNITE (E–M–S) Rethinking Collaboration” Hynes Convention Center/Room 110, Level Kathleen McGowan, Teachers College, Columbia University, One New York, New York, “From Student Teacher to Teacher” Whether friend or fiend, mythology is part of the present Nicole Cusick, Hunter High School, New York, New York, literary compendium. In reimagining the role of mythology “Imagining and (RE)Seeing Roles Differently” as it applies to the depth of Common Core rigor, these Ruth Vinz, Teachers College, Columbia University, New York, presenters will connect mythological characters with the New York, “Negotiating Spaces for Collaboration” characteristics of global superheroes, and provide exam- ples of dramatic student-created interpretations. I.27 TEACHING QUEER YOUNG ADULT Presenters: Yvonne Maisel, Watauga Public Schools, North LITERATURE IN THE ENGLISH CLASS- Carolina ROOM: CASE STUDIES FOR DISCUSSION Paula Barnes Cardinale, Wake County Public School System, (TE) North Carolina Hynes Convention Center/Room 202, Level Tw o I.30 SHAKESPEARE SET FREE—-ACT 3: HOW In this session English teacher educators will offer rationales TABLETS, SMARTBOARDS, AND WEB for including queer YA literature in preservice courses 2.0 TOOLS CAN GET YOUR STUDENTS and in workshops, graduate classes, and PD sessions for CLOSER TO SHAKESPEARE’S TEXTS (S) inservice teachers. They will use case studies of teaching Hynes Convention Center/Room 101, Level practice and invite the audience to discuss their experi- One ences and concerns about teaching queer texts. Sponsored by the Folger Shakespeare Library, Chair: Toby Emert, Agnes Scott College, Atlanta, Georgia open to all Presenters: Katherine Mason, Wichita State University, These presenters will show how tablets, interactive (smart) Kansas boards, and Web 2.0 technology can seamlessly integrate Laraine Wallowitz, Adelphi University, Garden City, New York performance with audio and video technology in a pro- Respondent: R. Joseph Rodriguez, The University of Texas, duction-based approach to teaching Shakespeare. Although El Paso this session is part of a five-session Teaching Shakespeare strand, each session stands alone and will be led by differ- I.28 TEACHING PRESERVICE TEACHERS ent members of the Folger staff and past participants of TO TEACH LITERATURE: CRITICAL the Teaching Shakespeare Institute. Teachers are welcome LITERACY, INQUIRY-ORIENTED to attend one, some, or all five sessions. PEDAGOGY, AND YOUNG ADULT Chair: Michael LoMonico, Folger Shakespeare Library, LITERATURE (C) Washington, DC Sheraton Boston/Back Bay B, 2nd Floor Presenters: Cicily Coney, Dr. Philips High School, Florida, In this session English teacher educators will share their “Tweeting in the Renaissance” diverse experiences preparing preservice teachers to teach William Parsons, North Broward Preparatory School, literature to adolescents. They will describe critical literacy Florida, “Mash Up the Shakespeare!” units using both young adult and canonical literature, Deborah Gascon, Dutch Fork High School, South Carolina, projects that employ an inquiry-oriented pedagogy, and “Bringing the Past to the Present: Using Technology for a co-teaching model in which two seemingly antagonistic Close Reading” pedagogical approaches to literature instruction are successfully combined.

158 Saturday Afternoon, 1:15–2:30 p.m.

g_109-196_2013.indd 158 10/23/13 10:37 AM Saturday 159 10/23/13 10:37 AM

Continued on following page Continued on following McLean, Virginia, and Caitlin Murphy, Caitlin Murphy, and Virginia, McLean, Kentucky, Louisville, Collins High School, Couplet” The Perfect “Sports and Poetry: Topics: Roundtable Leaders and High School, Langley Bonafide, Jennifer Saturday Afternoon, 1:15–2:30 p.m. 1:15–2:30 Afternoon, Saturday TRANSFORMATIVE TEACHING TEACHING OF TRANSFORMATIVE TEXTS INFORMATIONAL IN THE COMMON THE HOW GRADES: PRIMARY SUPPORT STANDARDS CORE STATE AUTHENTIC WRITING, READING, (E) AND LEARNING A, Ballroom Sheraton Boston/Constitution 2nd Floor THE INTERSECTION OF LITERACY, SOCIETY (M–S) AND CULTURE, SPORT, Level Center/Room 111, Hynes Convention One 1 - Teach teaching practices. portunity and reshape to evaluate and thoughtful urges intentional not mandates, ing students, and ascertaining including and active student needs planning, presenters These coverage. surface beyond teaching strategic supportand assist practices these that argue will in students meeting learning objectives. successfully of Maine, University Little, Wellman and Jane Maine, Dover, - Learning Integrating High Quality Informa “Lively Orono, tional Books into the Common Core” to Text Standards “Unpacking Informational Maine, Enfield, with Intention” Teach in an Era of Standards” Teaching for Texts Informational the possibili- explore and session respondents leaders, adolescent literacy and using sportsties for to promote of English the future while (re)inventing cultural awareness curricular the connection of students’ education through interests. and extra-curricular North Carolina Salem, York New York, New York New York, New McElderry Books, I.33 op- an provide (CCSS) Standards State Core Common The SeDoMoCha Elementary School, Dunton, Presenters: Jessica West Adams Elementary School, Asa Kim Oldenburgh, “High Quality Orono, of Maine, University Janice Kristo, I.34 roundtable speakers, as keynote conversation us in this Join Winston- University, Forest Wake Alan Brown, Co-chairs: Florida High School, Estero Lisa Scherff, Penguin/Dutton, Cohen, Authors: C. Joshua Tradebook K. Simon and Schuster and Margaret Lisa Luedeke, York New York, New Random House, Wallace, Rich York New York, New Inc., Scholastic, Bill Konigsberg, Number Table STANDING UP FOR POETRY: POETRY: UP FOR STANDING (S) THE CLASSROOM IN RECITATION Level 205, Center/Room Hynes Convention Tw o A IGNITING THE MIDDLE: IN MAGIC LIFETIME OF READING ENGAGEMENT— READ TO LEARNING FROM ADVANCING READING ENGAGED PROFICIENT, TO (E–M–TE) 2nd C, Sheraton Boston/Liberty Ballroom Floor method of teaching poetry? These presenters will show show will These presenters teaching poetry?method of go confidence to and skills, to gain the knowledge, how poetry into introduce and recitation that routine beyond recita- benefits of the powerful Discover classroom. your in which to incorporate it into your the ways explore tion, State Standards, while meeting Common Core curriculum to assess student presentations. and learn how York New York, Assessment of Poetry Recitation” “Student Illinois, Poetry“Benefits of Recitation” York, New and visuals use language in which they discuss the ways will They readers. level middle to craft engaging books for and visual techniques, writing, styles, discuss their research, background developing valuable insights for and share readers lifelong proficient, engaged, and creating knowledge and learners. Kansas Mission, Shawnee Them Laughing—Keep “Keep York, New York, New Books, Readers” Young Using Humor to Engage Them Reading: and Identifying with Characters, “Book Series: York, New the Engagement” Continuing and Retold Fairy Tales Fairy How “Casting a Spell: York, Readers” Young a Magical Hold on Can Have Tales Characters and Emotional Resonance to Impact of Strong Habit of Reading” a Lifetime Readers for Young Inspire I.31 an essay write analyze, limited to the read, still you Are New The English-Speaking Union, Chair: Katharine Moran, Chicago, Poetry Foundation, Young, Presenters: Stephen York, New English-Speaking Union, The Katharine Moran, I.32 authors and illustrators will award-winning In this session, educational consultant/author, Chair: Donna Knoell, Bloomsbury Children’s Authors: Erin Soderberg, Tradebook York, New Books, Macmillan Children’s Greenwald, Tommy New York, New Books, Bloomsbury Children’s Baker, E.D. “The York, New York, New Inc., Scholastic, Larson, Kirby g_109-196_2013.indd 159 2 Hannah Gerber, Sam Houston State Uni- I.35 TEACHING ABOUT FOOD IN ENGLISH versity, Huntsville, Texas, “Girls, Technol- LANGUAGE ARTS (M–S) ogy, and Sports: New Intersections in Sheraton Boston/Beacon A, 3rd Floor Adolescents’ Literacy Practices” Eating healthy, balanced diets, avoiding anorexia and obesity, 3 Jennifer Fountain, Tegeler Career Center, and working in the fast food industry are crucial issues Pasadena, Texas, and Sarah Anderson, for teens. These presenters will talk about using literature, Fenton High School, Michigan, “Bullying informational text, and writing to address the topic of food and Sports: How Students Can Leverage and food justice—and meet Common Core Standards. against Bullying” Presenters: Allen Webb, Western Michigan University, 4 Carmen Bartley, Annandale High School, Kalamazoo, “Literature and Food: A Global, Social Justice Virginia, Greg Bartley, Fairfax County Approach” Public Schools, Falls Church, Virginia, and Gretchen Voskuil, Aquinas College, Grand Rapids, Michigan, Sandra Neil Wallace, Random House, “Hungering for Change: Reducing Food Waste with the New York, New York, “Newsflash: Sports, Secondary English Classroom” Culture, and Journalism in Schools and Becky deOliviera, Andrews University, Berrien Springs, Michi- Communities” gan, “A Writing Course on Food and the Food Movement” 5 Nicole Sieben, Adelphi University, Garden City, New York and Hofstra University, I.37 MEMOIR: A YOUNG WRITER’S BASIC Hempstead, New York, “Openly Straight: MATERIAL (M) Fitting In and Standing Out in School and Hynes Convention Center/Room 105, Level Sports” One 6 Luke Rodesiler, University of South Florida, These presenters will make a case for memoir as the genre Tampa, “A Media Literacy Approach to that helps middle schoolers consider identity, distill experi- Examining Sport and Society in the ELA ence, and learn from it. They will also describe a genre Classroom” study that helps young writers focus, structure, craft, and 7 David Pegram, Paradise Valley Community assess stories about their lives. College, Phoenix, Arizona, “Graphic Nov- Chair: Mary Ellen Giacobbe, Atkinson, New Hampshire els and the Visual Literacy of Baseball” Presenters: Nancie Atwell, Center for Teaching and Learning, 8 Jordan Daniels and Joan F. Mitchell, Wake Edgecomb, Maine, “Memoirs: How To” Forest University, Winston-Salem, North Anne Atwell-McLeod, Friends Community School, College Carolina, “Write Like This: Sports as a Park, Maryland, “Why Memoirs?” Vehicle for Real World Writing” Reactor/Respondent: Ted DeMille, Center for Teaching and 9 Katrina Gonzales, Eldorado Middle School, Learning, Edgecomb, Maine Concord, California, “No Lines Drawn: Exploring Multicultural YA Sports I.38 INCORPORATING INFORMATIONAL Literature” TEXT INTO THE TEACHING OF TO KILL A 10 Christina J. L. Hill, Prosser Public Library, MOCKINGBIRD (M–S–TE) Bloomfield, Connecticut, “D.R.A.F.T. Hynes Convention Center/Room 301, Level Discover Reading among Fellow Teens: Three Promoting Libraries and Literacy through The new Common Core Standards mean substantial Sports” changes for language arts teachers, particularly in terms of 11 Deborah Vriend Van Duinen, Hope Col- the increased emphasis on informational text. Using To Kill lege, Holland, Michigan, “Sports Fans and a Mockingbird as their model, these presenters will show the Common Core: Honoring Teen Boys’ how serious and substantial attention to informational text Sports-Related Literacy Practices in the can enhance students’ work with literature. Classroom” Presenters: Susan Chenelle, University Academy Charter 12 Melinda McBee Orzulak, Bradley Uni- High School, Newark, New Jersey versity, Peoria, Illinois, “Addiction and Audrey Fisch, New Jersey City University, Jersey City Redemption in Smashed: Extending the Discussion of Teen Women and Sports”

Respondents: Chris Crowe, Brigham Young University, Provo, Utah Pat Griffin, University of Massachusetts, Amherst

160 Saturday Afternoon, 1:15–2:30 p.m.

g_109-196_2013.indd 160 10/23/13 10:37 AM Saturday 161 10/23/13 10:37 AM

Colorado, Greeley, “Fitting Vocabulary Vocabulary “Fitting Colorado, Greeley, Exercises” Michael Opitz, University of Northern of University Michael Opitz, Saturday Afternoon, 1:15–2:30 p.m. 1:15–2:30 Afternoon, Saturday ADOLESCENT ADOLESCENT AND THE LITERATURE TEXT EXPLORING CORE: COMMON TEACHABLE HIGHLY COMPLEXITY OF (M–S) LIT YA Level 304, Center/Room Hynes Convention Three LEARNING FOR SOCIAL JUS- SERVICE (S–TE) TICE IN ENGLISH EDUCATION Level Center/Room 209, Hynes Convention Tw o the CEE Commission on Social Justice, by Sponsored open to all 6 literature—including graphic novels—can be used to meet be novels—can graphic literature—including He will explain standards. Core text complexity Common why the reasons and give of text complexity the measures be included in the curriculum. should literature YA York New critical in a variety of contexts and explore research elements of service-learning which feature projects faculty, among students, relationships collaborative school and members across and community teachers, spaces. community “Exploring Critical Service Learning in a Ninth Columbus, and Curricula Collaborative Grade English Classroom: Theories of Learning” Why What It Is and Service Learning in English Education: It Matters” “Using Service Critical Spaces in Learning to Create Illinois, Education” Teacher I.41 adult young how will show the presenter In this session, York, New University, Fordham Presenter: Brian Kelley, I.42 service-learning will discuss the presenters In this session, California San Francisco State University, Chair: Jamal Cooks, The Ohio State University, Presenters: Nemeth, Emily Indiana Lafayette, West University, Purdue Johnson, Tara “Critical Newark, of Delaware, University Deborah Bieler, Kankakee, University, Nazarene Olivet Beth Schurman, Indiana Lafayette, West University, Purdue Star Johnson, Tara -

sity, Columbus, “Alternative Student “Alternative Columbus, sity, and Enriching Deepening Responses for Knowledge” Vocabulary of Web a “Weaving Columbus, University, to Using Multimedia Programs Words: Word Connections” Discover A “Found Poetry: Creative Columbus, for Words” Tool Unearthing Wondrous Telling Whisperer: “The Word Columbus, Histories” Word about Secrets Columbus, “Awash in Words: Developing Developing Words: in “Awash Columbus, Read- Consciousness through Word Aloud” bp (Bettie Parsons) Barger, The Ohio State bp (Bettie Parsons) Barger, The Ohio State University, Lisa Patrick, The Ohio State University, Mary Fresch, Jo Roundtable Leaders and Topics Roundtable Leaders and The Ohio State University, Linda Parsons, The Ohio State Univer Robert Drewry, VOCABULARY INSTRUCTION (E–M–TE) INSTRUCTION VOCABULARY 2nd Floor D, Sheraton Boston/Back Bay (RE)IMAGINING THE FUTURE FOR THE FUTURE (RE)IMAGINING NO MORE IN POVERTY: CHILDREN (E) EXCUSES! 2nd A, Boston/LibertySheraton Ballroom Floor RAIN DOWN”: WORDS THE “LET TO APPROACHES INNOVATIVE 3 4 5 1 2 adopt research-based, classroom-ready approaches. These approaches. classroom-ready adopt research-based, hands-on activities that engage will provide roundtables to Learn how grades K–8 learners. reluctant the most even this interactive Join gap! close the vocabulary achievement to ignite how and shows grade levels session that crosses words. in learning new student interest Language” “Poetic Missouri, Springfield, es in literature, children living in poverty can (re)imagine can (re)imagine in poverty living children es in literature, and a class- coach, an instructional A principal, their future. into the resilience tap they how will share teacher room staff leadership, in crisis through of children and creativity and imagina- structures, practical classroom development, units of study. tive Oregon Oregon

Break away from traditional vocabulary instruction and from away Break Columbus The Ohio State University, Chair: Mary Fresch, Jo Drury University, Author: Harrison, David Tradebook Number Table I.39 rich experienc - by surrounded compassion and by Embraced Portland, School District, Evergreen Presenters: Bobbi Hite, Oregon Portland, District, School Evergreen Melanie Quinn, Portland, School District, Evergreen Elizabeth Lawson, I.40 g_109-196_2013.indd 161 I.43 NO ONE CARES WHAT YOU THINK OR Presenter: Teresa Filbert, St. Mary’s College of Maryland, St. FEEL: TALKING BACK TO THE COMMON Mary’s City, “Inventing a Better Future with Conflict Reso- CORE STANDARDS (G) lution Education and Children’s Literature” Sheraton Boston/Independence Ballroom East, 2nd Floor I.46 MAKING MEANING VS. TAKING The unchallenged assertion that “no one cares what you MEANING: TEACHING STUDENTS TO think or feel” in real-world literacy underscores both the DO COMPLEX THINKING IN COMPLEX standards’ key message and the method of their devel- TEXTS “INDEPENDENTLY AND opment/dissemination. This conversation will encourage PROFICIENTLY” (E–M) participants to “talk back” to the CCSS. All attendees will Hynes Convention Center/Room 305, Level have an opportunity to write, draw, or film their personal Three responses. Can we teach students how to do complex thinking about Chair: Kim McCollum-Clark, Millersville University of complex texts without falling back on old teacher-centered Pennsylvania, Millersville practices? The presenters in this session will provide Presenters: A. S. King, author, Little Brown Young Readers, examples from a variety of classrooms which show how to New York, New York put students back in the center of our classrooms and still Mark Letcher, Purdue University–Calumet, Hammond, meet the Common Core reading standards. Indiana Chair: Dorothy Barnhouse, literacy consultant, Brooklyn, Kim McCollum-Clark, Millersville University of Pennsylvania, New York Millersville, “Does the World Care?” Presenters: Jamie Silberstein, PS 261, Brooklyn, New York, Cindy Minnich, Upper Dauphin Area High School, Elizabeth- “Making Complex Thinking Visible in Whole Class Reading” ville, Pennsylvania Sevgi Unay, Brooklyn School of Inquiry, New York, “Teaching Paul Hankins, Floyds Knobs, Indiana Reading as Inquiry” Teri Lesesne, Sam Houston State University, Huntsville, Texas Dorothy Barnhouse, literacy consultant, Brooklyn, New York, “Situating Students to Be Problem-Solvers in Independent I.44 THE POWER OF THE SPEAKER: READING Texts” POETRY ACROSS ENGLISH AND SOCIAL STUDIES TO CONSIDER THE CRAFT AND I.47 RE-INVENTION, NOT RETRENCHMENT: COMPLEXITY OF PERSPECTIVE (M) MODELS OF STUDENT-CENTERED Sheraton Boston/Beacon F, 3rd Floor CLOSE READING THAT MEET THE In this interactive session, panel members will describe COMMON CORE (M–S–TE) protocols for close reading of poetry with an emphasis on Hynes Convention Center/Room 308, Level perspective, and discuss strategies for incorporating poetry Three in social studies as a way to complicate perspectives about How do teachers continue to value personal response while historical time periods. Participants will see student work simultaneously teaching “close reading” as it is articulated and receive handouts, including links to specific poems. in the Common Core? In this session, the presenters will Presenters: Christina DiZebba, Hudson River Middle School, show how to do both using methods applicable to a vari- New York, New York ety of textual genres, including poetry, literary nonfiction, Audra Robb, Teachers College Reading and Writing Project, and historical documents. New York, New York Chair: Allison Greer, Ridge High School, Basking Ridge, New Elisabeth Hamilton, East Side Middle School, Manhattan, Jersey New York Presenters: Emily Meixner, The College of New Jersey, Ewing, “Getting Close to Nonfiction” I.45 INNOVATIVE APPROACHES TO LITERACY Wilbur Sowder, The College of New Jersey, Ewing, “Poetry at TEACHING (E) the Core” Sheraton Boston/Constitution Ballroom B, 2nd Floor This presenter will share innovative approaches to using nonfiction texts in teaching young children how to improve reading and social skills.

162 Saturday Afternoon, 1:15–2:30 p.m.

g_109-196_2013.indd 162 10/23/13 10:37 AM Saturday 163 10/23/13 10:37 AM

Saturday Afternoon, 1:15–2:30 p.m. 1:15–2:30 Afternoon, Saturday (RE)INVENTING INSTRUCTIONAL INSTRUCTIONAL (RE)INVENTING CHANGE, ACT, FOR ELL: STRATEGIES (M–S) EMPOWER 2nd B, Boston/LibertySheraton Ballroom Floor DIGITAL AN UNCOMMON CORE: WORKAROUNDS LITERACY FOR BLACK STUDENTS AND TEACHERS (G) TEACHERS AND STUDENTS BLACK Floor 3rd Room, Sheraton Boston/Clarendon the NCTE/CCCC Black by Caucus, Sponsored open to all gies that engage English language learners in secondarygies that engage English standards. based on the Common Core English classrooms designed to these activities are will examine how They in and vocabulary development grammar, writing, improve connect educators can and how speakers, ELLs and native the learning that occurs in and experiences to ELLs’ lives English classrooms. mainstream Language Learners English Caesar: “A Close Read of Julius Engage Complex Text” “The Georgia, State University, Kennesaw Vasquez, Anete to the Teaching Learners: English Language for Future Standards” Common Core Pennsylvania, School District, Area Carlisle and Eliza Park, Secondary English (Re)Inventing Empower. Change. “Act. a Lessons from Lens: Instruction Using a Social Justice Youth” Migrant for Writers Enrichment Program Young ELL Beginners Meet on First: “Newcomers Pennsylvania, Abbot and Costello” to in relation standards implementation of Common Core upper grades of secondarydigital literacies across language writing. college-level arts through The Digital Divide and and uPads: “On iPads Carolina, English” High School Classroom the Crossing Acts: Wire High “Teacher North Carolina, Digital Divide on a Shoestring” Teaching a Job! “Will Google Bomb for North Carolina, Writing in HBCU Business for Literacy Information Contexts” I.51 strate- will explore the presenters session, In this interactive Tucson, Arizona, of University Presenters: Lisa Richardson, and Flagstaff, Arizona University, Northern Angela Hansen, Pennsylvania, Carlisle, Dickinson College, Lewis, Elizabeth C. Philadelphia, University, Temple Michael RobbGrieco, I.52 on the Black teacher perspectives This panel will explore South Clemson University, Carson, A.D. Presenters: McLeansville, High School, Northeast Guilford Moody, Tasha State University, Fayetteville Ashanti McFarlane, Nicole POETRY AS POWERFUL LANGUAGE: LANGUAGE: POWERFUL AS POETRY IT, SPEAKING WRITING IT, IT, READING IT (G) LIVING Floor 3rd G, Boston/Beacon Sheraton STUDENT ASSESSMENT PERFORMANCE COMMUNICATION EVIDENCE-BASED FOR (M–S) THE 21st CENTURY IN Floor 3rd Sheraton Boston/Beacon D, TO WRITER A ARTISTA, DE ARTISTA THE LEARNING FROM WRITER: AND MULTILINGUAL MULTIMODAL LATINO YOUNG COMPOSITIONS OF PICTURE BOOK MAKERS (E–C–TE) Floor 3rd Sheraton Boston/Beacon B,

an add-on but as a vehicle for powerful language learning language powerful for but as a vehicle an add-on stu- can help we how curriculum; packed in an increasingly of poetry—asdents find the seeds and writers— readers and communication their interpretive while improving and speaking out loud writing, the reading, and how skills; of poetry succeed in school and beyond. can help students Reading It” Poetry: “Powerful Bellingham, Speaking It” Writing It” Poetry: “Powerful Pennsylvania, that students are evidence lum and instruction provides them to new mastering complex skills and can transfer presenters these protocols, Using collaborative situations. that sup- in a way to assess performance how will show evidence-based ports the teaching and learning of effective, formats. and multimedia spoken, in written, communication Massachusetts Boston, Massachusetts Boston, Education, Hampshire Massachusetts gaging students in a study of the images and print in Latino to support their literacies and identi- literature children’s will include instructional They ties as bilingual/bicultural. and fourth graders bilingual third diverse, techniques for compositions. students’ and show Texas District, I.48 not as poetry, is essential about what will explore This panel University, Washington Western Presenters: Nancy Johnson, Poetry: “Powerful Ohio, Mentor, author, Michael Salinger, Honesdale, Mills Press, Boyds author, Sara Holbrook, I.49 - curricu to rigorous assessment that is linked Performance Education, Collaborative Center for Christina Brown, Chair: Collaborative Center for Presenters: Christina Brown, New Amherst, Souhegan High School, Sturges, Jeanne Boston, Education, Collaborative Center for Laurie Gagnon, I.50 - en strategies for will offer presenters In this conversation, Austin Independent School Valdez-Gainer, Presenters: Nancy Columbia of Missouri, University Angie Zapata, g_109-196_2013.indd 163 I.53 NEGOTIATING RACE TALK DILEMMAS I.55 WLU ROUNDTABLE (G) IN ENGLISH CLASSROOMS: TOWARD Sheraton Boston/Gardner Room, 3rd Floor CULTURALLY RESPONSIVE AND Holistic literary practices are varied and unique for teach- COURAGEOUS CONVERSATIONS (S) ers who reflect on their students’ needs and interests. In Sheraton Boston/Dalton Room, 3rd Floor this roundtable session, participants will be able to attend Whether English teachers are prepared for it or not, race two different roundtables during the first hour and select a is a frequent topic in many English classrooms. Facilitating topic for the 15-minute wrap-up discussion at the end. responsible, productive conversations about race is notori- ously difficult, but these presenters will describe types of Table Number Roundtable Leaders and Topics race talk dilemmas that can—and often do—arise in Eng- lish classrooms and explore strategies and techniques for 1 Sue Waters, Susan Dillingham, Kristi Nou- engaging in culturally responsive and courageous conversa- rie, and Barbara Summerson, St. Thomas tions about race. Aquinas High School, Overland Park, Chair: Kelly Sassi, North Dakota State University, Fargo Kansas, “Inciting Incidents: Using Charac- Presenters: Carlin Borsheim-Black, Central Michigan ters to Build Character” University, Mount Pleasant 2 Delaney Holloway and Melissa Faetz, South Maureen Benson, Pacific Educational Group, San Francisco, Macon Elementary School, Franklin, California, “Facilitating Courageous Conversations about North Carolina, “Awesome! Is That a Race in English Classrooms” Mommy Shark? Young Students’ Experi- Amy Ford, Central Michigan University, Mount Pleasant, ences with Informational Texts” “Race Talk Dilemmas in Teaching Language: (E)Race-ing 3 Alan Flurkey, Hofstra University, Hemp- Talk about Code-Switching in Cross-Racial Classroom stead, New York, “Comprehending Slow Interaction” Reading: Using Miscue Analysis to Investi- Discussant: Ebony Elizabeth Thomas, University of gate Comprehension and Strategy Use in Pennsylvania, Philadelphia Slow and Inefficient Reading” 4 Kari Hammond, Melinda Breed, and Jacob I.54 PERSONAL VOICE IN THE FIRST-YEAR Hess, Fayetteville–Manlius High School, COMPOSITION CLASS (C) Manlius, New York, “Fiction of the Future: Sheraton Boston/Republic Ballroom A, 2nd Deconstructing Dystopia” Floor 5 Michelle Fowler-Amato, The University Presenters on this panel will share strategies for helping of Texas, Austin, “Re-Thinking Language students negotiate experiences outside the classroom to Instruction” cultivate the literacy skills necessary for success in the 6 Yang Wang, University of Missouri, St. academy. By exploring the significance of identity, a per- Louis, “Reading in Mandarin and English: A formance-driven society, and music in students’ lives, the Case Study of RMI and RMA of College panel will examine how students look within to obtain the ELL Students” cultural capital needed for success. 7 Cheryl Lederle-Ensign and Danna Bell- Chair: Marie Eckstrom, Rio Hondo Community College, Russel, Library of Congress, Washington, Whittier, California DC, “Primary Sources as Informational Presenters: Melissa Lutz, Salisbury University, Maryland, Text: Building Common Core Skills in “What Place do Colloquial Languages Have in the Compo- Language Arts and Social Studies” sition Classroom?” 8 Katie Schrodt, Middle Tennessee State Uni- Angela Shaw-Thornburg, Valerie Goodwin, and Carlana versity, Murfreesboro,”(Re)Inventing the Kohn-Davis, South Carolina State University, Orangeburg, Research Paper with Multigenre Writing” “From Experience to Academic Success: Reinventing Cul- 9 Cliff Mayotte, Voice of Witness, San Fran- tural Capital in the 21st Century” cisco, California, “Don’t Judge a Book Steven Lessner, Michigan State University, East Lansing, “‘Into by Its Cover: Exploring Identity through the Paper/Like I Was Ink’: Learning from African American First-Person Narrative” Males’ Invention and Arrangement Writing Strategies in 10 Michelle Falter, The University of Georgia, First-Year Writing” Athens, “(Re)Inventing the Way We Pam Hollander, Worcester State University, Massachusetts, Dialogue with Students through “Hybrid Hip-Hop–Scholarly Texts: Literacy Tools for High Improvisation” School through College”

164 Saturday Afternoon, 1:15–2:30 p.m.

g_109-196_2013.indd 164 10/23/13 10:37 AM Saturday - 165

10/23/13 10:37 AM

School, New York, “Mind-Mapping for for “Mind-Mapping York, New School, and Superb Students” Teachers Terrific Kansas State Goodson, Todd and Kansas, Our “Saving Manhattan, University, Veteran Histories of Oral Stories: Teachers” “Judging Alabama, Auburn University, “Disability in Children’s Illinois, Lisle, sity, An Internet Database” Literature: YA and Works! “Culture School– Massachusetts, Museum Collaborations” Identity Thyself: “Know College Park, as an Essential Ingredient Development Writing” in Teaching Morning Madness” “Saturday Virginia, Using Blogs and Playlist: Your to “Word Language in to Explore Tools Google Songs” Popular “Story York, New School, herst Middle the 21st Assessment for ‘Live’ Tours: Century Classroom” the Evidence: Developing Criteria for Criteria for Developing the Evidence: Argumentation” Effective Tampa, of South Florida, University Using Photography Write: “Shooting to Writing” to Teach Geneseo, York, of New University Teacher-Researchers “Learning to Be Inquiry-Centered Projects: through Co-Constructing Identities as Critical Educators” the 21st Century Multi- “Toward ville, mode Literacy Education” Daniel Weinstein, Great Neck South High South High Neck Great Weinstein, Daniel School, High Wamego Lori Goodson, Jones, and Kimberly Warner Latasha Public Schools, Lawrence Gorham, Richard of Maryland, University Megan Callow, Schools, Arlington Public Stewart, John Illinois, School, Deerfield High Neil Rigler, Am- Wilhelm and Sarah Barnes-Ryan, Lisa Robert Jordan and Michael DiCicco, DiCicco, and Michael Robert Jordan State Liwanag, Socorro Maria Perpetua Gaines- of Florida, University Soim Shin, National Louis Univer Wakefield, Donna Saturday Afternoon, 1:15–2:30 p.m. 1:15–2:30 Afternoon, Saturday 7 8 9 14 15 16 17 18 10 11 12 13

- - - New Mexico, and Kaiya Ahrens, New New Ahrens, and Kaiya Mexico, New New Albuquerque, America School, Awful’ “Debunking the ‘Terrible Mexico, Inquiry and Units with Teaching Team of Help’”‘The Help from “A Genre-Based York, New Purchase, Reading and Composing to Approach Texts” Informational Inter “Reading Carolina, South District, Programs Teaching or We Are vention: Children?” and Novice “The iPad Study Group: nia, Writing Project Expert South Coast Connect” (SCWriP) Fellows ELA than Haiku: “More Massachusetts, K–12” Asian Literature East Lessons for Texts, Historical ‘Shook’: “My Discourses Youth Critical Discourses and Urban Culture” “Hair and Children’s Columbus, versity, in the United States” Literature Iowa, Cedar Falls, “Student Reflective “Student Reflective Falls, Cedar Iowa, through Building Empathy Practice: Literacy” “Engaging Preservice Illinois, Lebanon, in Multicultural Literature Teachers Book Clubs” South Coast and Nicole Schon, York, Califor Santa Barbara, Writing Project, Kathleen Gardner, Las Cruces High School, School, Cruces High Las Gardner, Kathleen College, Manhattanville Ross Collin, County School Charleston Laura Saunders, Watertown, Primary Source, Susan Zeiger, Bloomington, Indiana University, Hall, Ted The Ohio State Uni- Anggraini, Theresia Presenters and Titles Presenters and of Northern University Bruecken, Alyssa University, McKendree Darryn Diuguid, New Ithaca College, Mary Silva, Lourdes GENERAL GALLERY OF POSTERS (G) GENERAL GALLERY Foyer, Center/Ballroom Hynes Convention Three Level 4 5 6 1 2 3 11 12 13 ence format. Please browse through this area, examine this area, through Please browse ence format. one-on-one discussions with the and enjoy the posters, ideas to classroom everything from will find You creators. theory and research. I.56 as a confer sought poster sessions actively NCTE This year Poster Number g_109-196_2013.indd 165 I.57 TELLING A STORY: FROM ANECDOTE TO I.58 REEL LITERACY: TEACHING FILM-AS- ACTION (G) TEXT IN THE ENGLISH CLASSROOM (S) Sheraton Boston/Back Bay A, 2nd Floor Sheraton Boston/Beacon H, 3rd Floor Teacher voices are a vital—but too often missing—com- These presenters will lead a discussion and interpretation ponent in the ongoing conversation about school reform. of three ten-minute scenes from “Stranger than Fiction” These presenters will invite participants to become part (Marc Forster, 2006), “The Bicycle Thieves” (Vittorio of that conversation as they learn how to develop their DeSica, 1948), and the documentary film “The Interrupt- personal stories into a more public narrative, starting from ers” (Steve James, 2011). They will focus on the teaching anecdotes and building toward an action plan. of visual literacy and the methods for pairing film with Chair: Patricia Lambert Stock, Michigan State University, literature. East Lansing Presenters: John S. O’Connor, New Trier High School, Presenters: Lisa Tremain, University of California, Santa Winnetka, Illinois Barbara Daniel Lawler, New Trier High School, Winnetka, Illinois Linda Adler-Kassner, University of California, Santa Barbara Cathy Fleischer, Eastern Michigan University, Ypsilanti

166 Saturday Afternoon, 1:15–2:30 p.m.

g_109-196_2013.indd 166 10/23/13 10:37 AM Saturday

167 10/23/13 10:37 AM

District, Nevada, and Keith Roberts and and Keith Nevada, District, Reno, High School, Hug Wells, Lindsey an English “Re(Inventing) Nevada, the Outside In” Department from Connections “STEM and Literature: Disparate Disci- Seemingly between plines” Deaf? “Tone Illinois, High School, the beyond World the Navigating Classroom” American Arts Washington, Institute, DC, “21st Century Literacy: Using “21st Century Literacy: DC, Curriculum” the Art across American a for “A Framework Illinois, Education, - to Profes Approach Capacity-Building sional Learning” - Pro (T-BAR) Reform Teacher-Based Chico, State University, California gram, Social Studies Writing: “Argumentation in Support the Litera- Effectively Teachers cies in the Common Core” Kimberly Cuevas, Washoe County School County School Washoe Cuevas, Kimberly Maryland, Baltimore, Stephanie Marks, Township Evanston Georgantas, Clare Smithsonian Elizabeth Dale-Deines, Lara Hebert, National Center for Literacy National Center for Lara Hebert, and Debra Schneider, Riley Maureen Saturday Afternoon, 1:15–5:00 p.m. 1:15–5:00 Afternoon, Saturday 4 5 6 7 8 9

Iowa

High School, Johnston Wessling, Respondent: Sarah Brown Iowa, and Petra Lange, Des Moines Public Des Lange, and Petra Iowa, Writ- “ExChange through Iowa, Schools, High Writers through Strengthening ing: School and College Collaboration” - “(Re)Invent Iowa, Moines Public Schools, In the Development: ing Professional Teachers” Hands of the Hockaday The Deborah Moreland, Texas, Colley, and Jared Texas, Dallas, School, Texas, Arlington, The Oakridge School, Collaboration in the 21st “Reinventing Think, to Read, Why and How Century: Each Other” Write for and Roundtable Leaders and Topics Roundtable Leaders and Des Moines, University, Drake Swilky, Jody Des Bollinger and Melissa Bird, Emily Addison, School, The Greenhill Garza, Joel NCLE ROUNDTABLE (G) NCLE ROUNDTABLE Level 210, Center/Room Hynes Convention Tw o 1 2 3 support literacy teams through the National Center for the National Center for support teams through literacy In this session participants will (NCLE). Literacy Education - conversa the opportunity to engage in small group have to improve collaborating who are tions with educators for to get suggestions and resources and literacy education, teams’ learning forward. their own moving Jersey New School, CCCC Officers Meeting 2:30–5:00 p.m. Floor 3rd Sheraton Boston/Beacon C, Raleigh State University, North Carolina Anson, Chris Chair: Meeting NCTE is working with leading educational organizations to with leading NCTE is working High Central Regional Hunterdon Chair: Stutzman, Cathy Number Table IJ.01 IJ Session IJ p.m. 1:15–4:00 g_109-196_2013.indd 167 J Sessions 2:45–4:00 p.m.

J.01 BUTTERFLIES IN BROOKLYN: A SCHOOL 3 sj Miller, University of Missouri, Kansas TRANSFORMS THROUGH COMMUNITY City, “Preventing Bullying against READING OF JULIA ALVAREZ’S IN THE LGBTQGV Students: Tools for the TIME OF BUTTERFLIES (M–S) Classroom” Sheraton Boston/Beacon G, 3rd Floor 4 Joseph Morgan, University of Nevada, Las What happens when an entire school—all grades, all faculty, Vegas, “The Impact of Bullying on Stu- all staff—read the same book at the same time? What dents with Disabilities: Being the Victim happens when every academic department in the school and the Bully” joins in on an ambitious interdisciplinary curriculum? 5 Charlotte Pass, State University of New Brooklyn’s High School for Public Service did just that, and York, Cortland, “Creating Safe Spaces for the presenters in this session will tell you what happened. Discussions about Bullying in the Elemen- Chair: Garth Wolkoff, High School for Public Service, tary School Classroom: ‘My Princess Brooklyn, New York Boy’” Presenters: Kristen Rush, High School for Public Service, 6 Briana Barnett, doctoral student, Western Brooklyn, New York Michigan University, Kalamazoo, “Bullying Megan Tomlinson, High School for Public Service, Brooklyn, in the Multilingual Classroom: Specific New York Needs and Concerns” Jason Zanitsch, High School for Public Service, Brooklyn, 7 Donald McCarthy, Adelphi University, New York Garden City, New York, “Weighing In on Bullying: Body Image Issues and Obesity” J.02 STOP BULLYING NOW: SHARING 8 Tiffany Newsome, Rolesville High School, STRATEGIES FOR CHANGE (G) Wake Forest, North Carolina, and Sheraton Boston/Back Bay D, 2nd Floor Nicole Sieben, Adelphi University, Garden Sponsored by the LGBT Issues in Academic Studies City, New York and Hofstra University, Advisory Committee, open to all Hempstead, New York, “Deconstructing These presenters will provide strategies for preventing bul- Gendered Bullying: Situations and lying and creating positive changes in educational systems. Solutions” Roundtable leaders from K–college classrooms will share 9 Kia Jane Richmond, Northern Michigan diverse literacy practices, engage participants in conversa- University, Marquette, “Using Young tions about bullying education, and suggest effective conflict Adult Literature to Help Students Break resolution strategies which can also be used for building Stereotypes and Confront the Stigma of problem-solving skills. Mental Illness” Chair: Nicole Sieben, Adelphi University, Garden City, New York and Hofstra University, Hempstead, New York Respondent: Charlotte Pass, State University of New York, Cortland Table Number Roundtable Leaders and Topics

1 Alan Brown, Wake Forest University, Winston-Salem, North Carolina, Kelli Sowerbrower, Georgia State University, Atlanta, and Joshua C. Cohen, author, Penguin/Dutton, New York, New York, “Confronting Bullying and Hazing in the Sports Culture of School” 2 Kristin Sovis, Western Michigan University, Kalamazoo, “Addressing Hate Language in the Secondary ELA Classroom: Activities That Engage Students in Critical Thought, Writing, and Dialogue”

168 Saturday Afternoon, 2:45–4:00 p.m.

g_109-196_2013.indd 168 10/23/13 10:37 AM Saturday

10/23/13 10:37 AM 169

Saturday Afternoon, 2:45–4:00 p.m. 2:45–4:00 Afternoon, Saturday THOUGHTS ON ICE: INTRODUCING INTRODUCING ICE: THOUGHTS ON STUDENTS TO OF DEBATE THE HEAT (S) Level 302, Center/Room Hynes Convention Three UNPACKING SOMETHING REAL: WITH CRITICAL THEORY STUDENTS (M–S–C–TE) Level Center/Room 110, Hynes Convention One University, New York, York New York, New University, York New York, New University, Storytelling Oral Memory: “Speak, York, New York, New in the English Classroom” Literacies and Self- “Multimodal York, New York, New English” Reflection in Developmental ad- critical thinking skills, strategy developing for classroom citizens active and becoming vancing social understanding, benefits all academic The debate process in the community. and supports and backgrounds, cultures and diverse levels authentic student communication. Illinois Estates, - integrating criti from authentic assessments that resulted cal theory into the traditional language arts at curriculum with a range Teachers an urban school and a private school. - curricu their student-centered of experiences will share and a study of community in anti-bias work lum—rooted culture. Theory in an Urban Setting” Critical “Teaching Michigan, Theory with Special Populations” Critical “Teaching Theory with Privileged Students” Critical “Teaching Ernest Morrell, Teachers College, Columbia Columbia College, Teachers Ernest Morrell, Discussant: Columbia College, Teachers Presenters: Danielle Filipiak, Columbia University, College, Teachers Gentry, Christine University, Columbia College, Teachers Thompson, Tara J.08 will argue that debate is an effective presenters Three Hoffman Conant High School, Harbeck, Presenters: Josh Illinois Rockford, Auburn High School, Barb Chidley, Illlinois East High School, Rockford Sara Okey, J.09 and curriculum will describe the presenters In this session, Kalamazoo Central High School, Moon, Alyssa Presenters: Michigan, Kalamazoo Central High School, Erika Hinga-Smith, Michigan, Kalamazoo, Kazoo School, The Heymoss, Jennifer

AN ARGUMENT THE ADDITION FOR ART (G) OF ANOTHER LANGUAGE Level Center/Room 202, Hynes Convention Tw o CENTERING I NEVER SAID: WORDS THE MODELS, LITERACY POWERFUL ASSETS, IN URBAN ENGLISH VOICE YOUTH AND (G) EDUCATION Level Center/Room 207, Hynes Convention Tw o ENGINEERING SYSTEMS OF LEARNING OF LEARNING SYSTEMS ENGINEERING LOW- THE FIRST-GENERATION, FOR AND UNDERREPRESENTED INCOME, (C) IN URBAN SCHOOLS STUDENTS Floor 3rd F, Boston/Beacon Sheraton the Black by Latino Caucuses, and Sponsored open to all WE ARE MISSING A ART? LANGUAGE five language arts skills (reading, writing, listening, speak- listening, writing, arts language skills (reading, five and suggest the need for incomplete, are and viewing) ing, language art—visualan additional composition—to better Sugges- visual world. the increasingly students for prepare incorporating visual composition will be included. tions for Tampa and multimodal/ oral storytelling, (including hip-hop debate, lit- as examples of powerful view critical media) which they and theoretical will describe the pedagogical They eracies. observa and discuss their behind the projects - frameworks to aid a variety of experiences, across tions of urban youth literacy education. teachers in reimagining Danbury University, will consider They in urban schools. sociated with teaching suggest behind literacy and frameworks the theoretical teachers can encourage students to define in which ways agendas. research their own Perspective” Our from “Social Justice Northridge, Textual the the Definition of Reading from Expanding 123: Approach” Centered When Engineering Systems “Maximizing Certainty sylvania, of Learning” The presenters in this session will argue that the current in this session will argue that the current The presenters of South Florida, University Presenters: Robert Jordan, Tampa of South Florida, University Michael DiCicco, J.07 ideas and projects will share In this session the presenters Connecticut State Western Chair: Escoffery, Devonte J.03 will discuss the challenges as- the presenters In this session, State University, California Presenters: Renee Moreno, “Reading Maryland, State University, Bowie Glover, Hoke - Penn Meadville, College, Allegheny Prince, Sweeney Valerie J.06 g_109-196_2013.indd 169 J.10 PLAGIARISM, COPYRIGHT AND J.14 VOICES IN THE CLOUD: SOCIAL CREATIVITY: MAINTAINING ETHICAL NETWORKING AND WRITING STANDARDS IN THE AGE OF COPY DOCUMENTARY POETRY INSPIRED AND PASTE (M–S–C–TE) BY U.S. POET LAUREATE NATASHA Hynes Convention Center/Room 306, Level TRETHEWEY (M–S–TE) Three Hynes Convention Center/Room 205, Level Sponsored by the Media and Digital Literacies Tw o Collaborative, open to all Natasha Trethewey, the 19th United States Poet Laureate, With the Internet providing access to vast amounts of digital recognized that both the language of poetry and the power information, plagiarism among students is reported to be of history shape her writing world. In this session, the pre- rampant. These presenters will define plagiarism, review senters will demonstrate how students used SoundCloud, plagiarism scenarios, and discuss how plagiarism compares an audio-based social network, to find voice and audi- to copyright and how it can be detected and handled when ence—to shape and share their personal stories. it occurs. Presenters: Sue Ringler Pet, Iona College, New Rochelle, Presenters: Ewa McGrail, Georgia State University, Atlanta New York J. Patrick McGrail, Jacksonville State University, Alabama Ian O’Byrne, University of New Haven, Connecticut Leanne Drapeau, Hartford Public Schools, Connecticut J.12 WHO AM I? A NARRATIVE OF THE 21ST Greg McVerry, Southern Connecticut State University, New CENTURY (M) Haven Hynes Convention Center/Room 111, Level One J.16 HELPING OUR STUDENTS WRITE FOR One of the quests of the middle school student is the search TODAY AND THE FUTURE (M–S) for self. These presenters will demonstrate a unit in which Hynes Convention Center/Room 107, Level students reflect on their past, their present, and their fu- One ture, and use writing, literature, technology, and multimedia How can we engage students as writers and readers today? to determine what makes them unique, and then create a How can we help them to embrace literacy as a lifelong narrative film to answer the question: “Who Am I?” value? In this workshop, the presenters will model effec- Presenters: Jennifer Hurley-Coughlin, Northwestern Middle tive strategies that address both questions, and also discuss School, Winsted, Connecticut how these strategies address CCSS, content area literacy, Lesley Sullivan, Northwestern Middle School, Winsted, and authentic performance tasks. Connecticut Chair: Shelly Shaffer, Arizona State University, Tempe Presenters: Beverly Ann Chin, University of Montana, Mis- J.13 MOVING BEYOND WORDS: A PINCHING, soula, “Helping Our Students Discover Their Voices in SWIPING, AND SCROLLING APPRECIA- Writing” TION OF LITERATURE AND THE ARTS IN James Blasingame, Arizona State University, Tempe, “Learn- THE 21ST CENTURY (E–M) ing How to Write from Young Adult Nonfiction: Linking Hynes Convention Center/Room 310, Level Informational Text Reading and Writing” Three Laura Robb, Powhatan School, Boyce, Virginia, “Accelerating Given the innovative tools and media of the 21st century, it Reading Achievement” is a challenge to inspire students to connect deeply with Reactor/Respondent: Hilve Firek, Virginia Wesleyan traditional literacies. In this interactive session, award- College, Chesapeake winning children’s authors/educators will “move beyond words” to demonstrate how new technologies when com- J.17 MEANINGFUL LITERACY LEARNING bined with traditional literacies can inspire new apprecia- WITH SHORT TEXTS: AN INCH WIDE tion of literature and the arts. AND A MILE DEEP (G) Presenters: Debra Harwood, Brock University, St. Catherines, Hynes Convention Center/Room 108, Level Ontario, Canada One Kari-Lynn Winters, Brock University, St. Catherines, Ontario, In this session, presenters will discuss strategies for using Canada short texts to support meaningful literacy learning, includ- Lori Sherritt-Fleming, Henderson Annex Elementary School, ing oral first drafts, picture books beyond the primary Vancouver, British Columbia, Canada grades, three-minute drafts, and passages from longer texts. Participants will be invited to create short texts them- selves to share with their students using these strategies.

170 Saturday Afternoon, 2:45–4:00 p.m.

g_109-196_2013.indd 170 10/23/13 10:37 AM Saturday 10/23/13 10:37 AM 171

Saturday Afternoon, 2:45–4:00 p.m. 2:45–4:00 Afternoon, Saturday RIGOR WITHOUT THE RED INK: INK: RED THE WITHOUT RIGOR SAVING OUR TIME AND THEIR (S) SELF-ESTEEM Level 304, Center/Room Hynes Convention Three COMPOSITION AND TECHNOLOGY IN WRITING (S–C–TE) FIRST-YEAR Level Center/Room 204, Hynes Convention Tw o TYPES TO NEW OF APPROACHES (RE)INVENTING OUR WRITING: (M–S) STRATEGIES INSTRUCTIONAL Level Center/Room 309, Hynes Convention Three but the vast content remains the same. In this session, In this session, the same. remains but the vast content to condense how English teachers will show new two teachers and students without for the workload the and avoid demands, Common Core compromising accustomed writers who are attitude of novice defeatist of discouragement. papers “bleeding” to Tennessee Texas - These pre set of challenges and rewards. with its own and writing increasing strategies for senters will provide technology of literacy skills within the larger context development. Bayside, York New types of writing. different introducing gies for Florida Lakeland, Writing “Summary Justice: Illinois, Laboratory Schools, Instruction and Summarizing” Journalists?” Learn from Teachers English J.20 changed, the students have changed and have The standards High School, Hendersonville Presenters: Coyle, Kimberly Antonio, San Academy, Kolitz Eleanor Bernabel, Gretchen J.21 Inserting writing course comes technology into a first-year College, Community Queensborough Titcha Ho, Presenters: Pennsylvania Erie, University, Mercyhurst Janelle Newman, J.22 instructional strate- in this session will provide Presenters High School, George Jenkins Chair: Diane Bondurant, of Chicago University Presenters: Colin Rennert-May, “What Can York, New College, Brooklyn Siegel, Jessica

COMMUNITY: INSTRUCTIONAL INSTRUCTIONAL COMMUNITY: FOR USING MENTOR STRATEGIES TEXTS (S) Level 208, Center/Room Hynes Convention Tw o THE WRITING (RE)DISCOVERING TECHNOLOGY: THROUGH PROCESS AND WORKSHOPS CREATING DYNAMIC WRITERS USING NEW MEDIA LIFELONG (G) THE CLASSROOM IN (AND BEYOND) Level Center/Room 203, Hynes Convention Tw o TRANSFORMING THE TRANSFORMING WRITING and writing shares to build student agency, and provide and provide to build student agency, and writing shares intentional risks students to take motivating strategies for sophisticated writing more in their writing and develop identities. Washington Media into the secondaryof New language arts classroom and the ways the writing process it can transform and how and consume storyin which students create and text. Flagstaff My! Oh and Forums, Tweets, “Wikis, Arizona, Flagstaff, lege, Prewriting” Collaborative Media for Using New of the Composition Classroom” tion and the Reinvention in the 21st Century: Writing Process the “(Re)Discovering Virtual Writing Workshops Creating and Writers Lifelong Media” New through “Quick! Write! Three-Minute Three-Minute “Quick! Write! First Drafts” Oral Revision” Oral First Drafts, Write It: in Intermediate Structures Text Learning Books for “Picture Writing” for Texts Choosing Short Mentor These presenters will discuss the use of mentor texts These presenters Seattle, Highline School District, Presenters: Michael Kamin, Washington Seattle, Alissa Heikkila, J.19 the incorporation will discuss the presenters In this session, Arizona University, Northern Chair: Sandra Raymond, Col- Coconino Community Presenters: Colleen Carscallen, “Gamifica- Atlanta, State University, Georgia Robin, Valerie Flagstaff, Arizona University, Northern Sandra Raymond, Emilie Paille, Mercer University, Macon, Georgia, Georgia, Macon, University, Mercer Presenters: Emilie Paille, It, “Say York, New York, New Inc., Scholastic, Wiles, Deborah Georgia, Schools, County Public Gwinnett Guy, Kara LeFevre Grades” “Little Gems: Georgia, Macon, University, Mercer West, Jane J.18 g_109-196_2013.indd 171 J.23 SHAKESPEARE SET FREE—ACT 4: HOW J.25 (RE)INVENTING SOCIAL JUSTICE TO USE FILM AND VIDEO IN AN ACTIVE RESEARCH IN ENGLISH EDUCATION WAY TO CONNECT YOUR STUDENTS (M–S–TE) AND SHAKESPEARE’S PLAYS (G) Hynes Convention Center/Ballroom A, Level Hynes Convention Center/Room 101, Level Three One These roundtables will offer various topics regarding contem- Sponsored by the Folger Shakespeare Library, porary issues that combine English education and teaching open to all for social justice: YA lit, work-life balance, LGBTQ teachers, We all use film when we teach Shakespeare. Presenters in dispositions, bullying, and graffiti as literacy. Session time will this session will demonstrate how using YouTube, viewing be divided in half so audience members will have the oppor- multiple versions of the same scene, and creating video tunity to participate in at least two conversations. trailers with iPads can make film an active rather than a Chair: Tara Johnson, Purdue University, West Lafayette, passive experience. Although this presentation is part of Indiana a five-session Teaching Shakespeare strand, each session stands alone and will be led by different members of the Table Number Roundtable Leaders and Topics Folger staff and past participants of the Teaching Shake- speare Institute. Teachers are welcome to attend one, 1 sj Miller, University of Missouri, Kansas some, or all five sessions. City, “English Is ‘Not Just about Teaching Chair: Michael LoMonico, Folger Shakespeare Library, Semi-Colons and Steinbeck’: Instantiating Washington, DC Dispositions for Socio-Spatial Justice in Presenters: Chris Lavold, Mauston High School, Wisconsin, English Education” “Cinema Shakespeare: Creating Engaging Analysis and Student 2 James Gilligan, Purdue University, West Projects” Lafayette, Indiana, “The Impact of Out Rick Vanderwall, University of Northern Iowa, Cedar Falls, Teachers on LGBTQ Youth” “Shakespeare, Performance, Technology, and the Literature 3 Tara Johnson, Purdue University, West Classroom” Lafayette, Indiana, “Typing and Wiping: An Josh Cabat, Roslyn High School, New York, “Uplift Us to the Autoethnography of Work-Life Balance” View: Student-Created Film Projects in the Shakespeare 4 Amy Vetter, University of North Carolina, Classroom (and Beyond)” Greensboro, “Developing a Social Justice Perspective with Middle School Students” J.24 WRITING ACROSS THE FIVE-MINUTE 5 Sean Barry, Delphi Community High UNIVERSE: IDENTITY AND PLACE-BASED School, Indiana, “Writing Out Loud: Un- GEOMETRY (S–C) derstanding the Self through the Art of Hynes Convention Center/Room 109, Level Graffiti” One 6 Charlotte Pass, State University of New These presenters will describe a six-year writing project York, Cortland, “It’s the Law: Teachers’ that crossed many boundaries: disciplinary (Math and Perceptions and Definitions of Bullying in English), institutional (high school and college), cultural/ a Time of Legal Ramifications” geographic (urban Massachusetts, rural Iowa), technological (high and low tech), and curriculum core (core and local). J.26 LITERACIES WITHIN AND ACROSS When is such an effort “research”? When is it professional DISCIPLINES: PREPARING TEACHER development? How can teachers document such efforts? CANDIDATES TO (RE)INVENT Chair: Bonnie Sunstein, University of Iowa, Iowa City SECONDARY CLASSROOMS (S–C–TE) Presenters: Bonnie Sunstein, University of Iowa, Iowa City, Hynes Convention Center/Room 102, Level “An Identity Roadmap: Drawing Partnerships in Writing One and Math” For new teachers who grew up in the NCLB era, literacy Deidra F. Baker, Keota High School, Iowa, “Geometry Por- was often defined by single answers to multiple-choice traits: In and Out of the Five-Minute Universe” questions. Join an English teacher educator, a history teacher educator, and two of their graduates, to explore the ways in which they prepare teacher candidates to (re) invent understandings of literacy within and across disciplines. Presenters: Katy Smith, Northeastern Illinois University, Chicago René Luis Alvarez, Northeastern Illinois University, Chicago

172 Saturday Afternoon, 2:45–4:00 p.m.

g_109-196_2013.indd 172 10/23/13 10:37 AM Saturday 10/23/13 10:37 AM 173

Continued on following page Continued on following Saturday Afternoon, 2:45–4:00 p.m. 2:45–4:00 Afternoon, Saturday ENACTING POWERFUL ENGLISH POWERFUL ENACTING ERA OF THE IN TEACHING (S–TE) STANDARDIZATION Level 206, Center/Room Hynes Convention Tw o IT MATTERS! STUDENTS: ENGAGING (M–S–C) Level Center/Room 303, Hynes Convention Three TEEN ANGST AND HUMOR, CANDOR, NOVELS: ROMANCE ADULT YOUNG IN READ TO TEENS WHY IT’S OK FOR (S) ROMANCE Level Center/Room 305, Hynes Convention Three enacting powerful English teaching in the current climate of English teaching in the current enacting powerful and ethni- linguistically and increasingly national standards will discuss policy, The presenters schools. diverse cally teaching approaches for and student perspectives practice, the youth in experiences of the identities and that reflect U.S. Columbus Pennsylvania with particular “pedagogy of engagement,” a explore a range of will share They attention to drama strategies. school through with middle practical strategies that work tableaux with 7th graders creating from college students, writing. activities that foster The Outsiders to on-your-feet Fredonia Fredonia sexuality in their budding about to explore teens read popular teen In this panel, situation. controlled a safe, Elizabeth Eulberg, authors Susanne Colasanti, romance their expe- will share Leavitt and Lindsay Stephanie Perkins, teens. stories for writing love for riences and reasons “Misunderstandings and Romantic York, New York, New Young in the Insecurity and Communication Near Misses: Adult Romance Novel” J.29 for tensions and possibilities the will explore This panel State University, The Ohio San Pedro, Timothy Chair: Tempe University, Arizona State Durand, Sybil Presenters: E. Chicago of Illinois, University Martinez, C. Danny Pittsburgh, Duquesne University, Sandra Quinones, J.30 in this session will Presenters Engaged students learn. York, of New State University Ann Siegle Drege, Chair: York, of New State University Presenters: Kristen Niemi, York New School, Middle Gowanda Perry, Cathy Fredonia York, of New State University Ann Siegle Drege, J.31 topics that many relationships are and first loves, Romance, DeKalb Northern Illinois University, Chair: Melanie Koss, Simon and Schuster, Authors: Stephanie Perkins, Tradebook

SUPPORTING SUPPORTING COURAGE IN AN AGE OF ACCOUNTABILITY: STUDENT OF ACCOUNTABILITY: TEACHERS’ TEACHERS’ AS DISPOSITIONS TRANSFORMATIVE INTELLECTUALS INTELLECTUALS TRANSFORMATIVE (TE) Level 201, Center/Room Hynes Convention Tw o CRITICAL LITERACIES TOWARD CRITICAL MINDEDNESS: WORLD AND OF LOCAL ANALYSIS MULTICULTURAL SOCIAL AND INTERNATIONAL THEMES IN CHILDREN’S ACTIVISM (E–M–C–TE) LITERATURE Level Center/Room 103, Hynes Convention One Study assignment in a university-based seminar for full-time seminar for a university-based Study assignment in inculcating was designed as a tool for student teachers that Co-instructors will inquiry. dispositions of the professional their participant and observation data from share research their student teacher participants former share will two seminar. experiences with the Followed Confidence “Extreme Teacher: “Becoming a Paltz, Rampant Doubt” by My Colleagues’”Annoy I Sometimes Think ‘I Teacher: ing a Learning from Victories: Small and Mistakes, “Vulnerabilities, the Instructional Study” Process” Design and esis of the Instructional Study: and frameworks of theoretical in an overview tural analysis - to local bilingual and international social-activ applications Participants will analyze literature. ism-themed children’s K–8 for in text collections appropriate and images words practice. and discuss classroom children and Literature Bilingual Children’s “Exploring Amherst, Analysis” Critical Multicultural Activism through Local Mindedness and Critical Multicultural World cal Literacies, Literature” of Children’s Analysis Interna- Critical Literacies: and Developing Worldviews ing Literature” Activism in Children’s tional Social J.27 These presenters will describe and analyze the Instructional the Instructional and analyze will describe These presenters New York, of New University State Presenters: Ryan Cleary, “Becom- Paltz, New York, of New State University Jacob Brill, Paltz, New York, of New State University Pamela Hickey, “Gen- Paltz, New York, of New State University Mary Sawyer, J.28 - critical literacies and critical multicul This panel will explore Massachusetts State University, Worcester Young, Chair: Sara of Massachusetts, University Botelho, Presenters: Maria Jose “Criti- Massachusetts, University, State Worcester Young, Sara “Expand- Amherst, of Massachusetts, University Nappi, Tara g_109-196_2013.indd 173 Lindsey Leavitt, Bloomsbury Publishing, New York, New Ernie Bond, Salisbury University, Maryland York, “Snark, Humor, and Sarcasm: Voice in the Young Adult Catherine Kurkjian, Central Connecticut State University, Romance Novel” New Britain Susane Colasanti, Penguin Young Readers Group, New York, New York, “The Soul Mate Sage: The Concept of Fate in the J.35 TAKING A LEARNER’S STANCE: Young Adult Romance Novel” PRACTITIONERS ENGAGING WITH Elizabeth Eulberg, Scholastic, Inc., New York, New York, “The DIVERSE FAMILIES IN HOMES AND Importance of Being Yourself: Identity in the Young Adult COMMUNITIES (E) Romance Novel” Sheraton Boston/Berkeley Room, 3rd Floor Reconceptualized “home visits” are important tools for J.32 “RE-INVENTING” THE LITERATURE learning about children’s literacy lives in homes and com- CLASSROOM: LITERARY THEORY AS munities. An administrator, teachers, and teacher educa- CURRICULUM REFORM (S–C) tors working with diverse families in public school early Hynes Convention Center/Room 308, Level childhood settings will describe how they work with and Three learn from families and create innovative, more equitable In this session, presenters will demonstrate how literary teaching and institutional practices. theory can help create meaningful curricular change for Chair: Dinah Volk, Cleveland State University, Ohio an entire high school language arts program. Teachers in Presenters: Julia Lopez-Robertson, University of South grades 9–12 worked together to design a new approach to Carolina, Columbia, “Que quieren visitarme en casa?/They teaching literature that retained the content of their own Want to Visit Me at Home?: Visitas as a Way of Learning classes and also provided students with a coherent and from Our Families” challenging literary experience. Mary Jade Haney, Horrell Hill Elementary School, Hopkins, Chair: Deborah Appleman Carleton College, Northfield, South Carolina, “Literacies Alive: Fotos y Familias” Minnesota Tammy Frierson, Richland Two, South Carolina, and Sabina Presenters: Amy Zuber Meehan, Singapore American School, Mosso-Taylor, Spears Creek Road Child Development, Japan Elgin, South Carolina, “Home and Community Visits: An Michael Clark, Singapore American School, Japan Administrator and a Teacher Share Perspectives” Terry Leipold, Singapore American School, Japan Discussant: Susi Long, University of South Carolina, Ann Marie Russell, Singapore American School, Japan Columbia Reactor/Respondent: Deborah Appleman, Carleton College, Northfield, Minnesota J.36 RE-ENVISIONING RURAL TEACHER PREPARATION AND PROFESSIONAL J.34 SEEDS OF UNIVERSALITY: PAUL DEVELOPMENT (TE) FLEISCHMAN’S LASTING Hynes Convention Center/Room 104, Level CONTRIBUTION TO CHILDREN’S One LITERATURE (G) These presenters will discuss rurality as an issue of social Hynes Convention Center/Room 313, Level justice and offer an alternate vision for supporting the Three pedagogical growth and professional development of rural Sponsored by the United States Board on Books for teachers. This vision is based on a close examination of Young People, open to all preservice teacher conceptions of rural teaching, rural USBBY nominates candidates for the Hans Christian Ander- English teacher narratives, and current research in profes- sen Award (HCAA) in keeping with its mission to promote sional development. understanding through children’s and young adult litera- Presenters: Hali Kirby, Gardiner High School, Montana ture. In this cosponsored session, author Paul Fleischman, Janet Alsup, Purdue University, West Lafayette, Indiana shortlisted for the “The Little Nobel Prize” in 2012, will Lisa Eckert, Northern Michigan University, Marquette reflect on his oeuvre, a body of work rooted in the univer- sality of music and in the joy and playfulness of language. J.37 RETURNING TO THE PAST TO (RE)IN- Ernest Bond, a member of the jury of HCAA, will provide VENT THE FUTURE: FOLK AND FAIRY an introduction. The session will open with a presentation TALES IN THE MIDDLE/SECONDARY of the 2013 Outstanding International Books for Children CLASSROOM (G) and Young Adults. Sheraton Boston/Liberty Ballroom B, 2nd Presenters: Deborah Wooten, University of Tennessee, Floor Knoxville Using “Red Riding Hood,” “Snow White,” and “Cinderella” as Paul Fleischman, author, Candlewick Press, Somerville, models, these presenters will provide background knowl- Massachusetts edge and resources for incorporating folk and fairy tales

174 Saturday Afternoon, 2:45–4:00 p.m.

g_109-196_2013.indd 174 10/23/13 10:37 AM Saturday 10/23/13 10:37 AM 175

Saturday Afternoon, 2:45–4:00 p.m. 2:45–4:00 Afternoon, Saturday (RE)INVENTING THE FUTURE OF FUTURE THE (RE)INVENTING TO RESPONSES COMPOSING ENGLISH: EXTREME AND EVERYDAY CONFRONT VIOLENCE (S–TE) OF SCHOOL ACTS A, Ballroom Boston/Constitution Sheraton 2nd Floor ARGUMENTS REDEFINING LITERACY: VIEW (G) A MORE EXPANSIVE FOR Floor 3rd A, Sheraton Boston/Beacon THE FUTURE OF ENGLISH REINVENTING (M–S) INTEGRATION ARTS THROUGH Floor 3rd Sheraton Boston/Beacon E, educational psychology, and literature—will examine the and literature—will educational psychology, writing and dialogue students to engage in urgent need for incidents and more everyday about school violence—both versions. extreme on the Newtown Remarks Obama’s and Mr. LaPierre School Shooting” “Educational Psychology of and the Discourses chusetts, School Violence” Violence” “A Critical Reading of School setts, on School Studies Perspective “A Rhetorical Genre Violence” students, understanding literacy, for approaches new offer in an childhood education, use in early and our future—for and in a college-in-prison program. urban high school, Durham Act of Caring” Assessment as an “Literacy Reggio Learning from the Literacy Block: “Beyond York, Emilia” Us about Literacy?” Teach Prison De- the teachers from samples, video and student work will a public arts school, magnet high Arts, School of troit arts examples of how and academics teachers have share partnered to integrate arts within tradi- and academics curriculum. tional and innovative J.40 fields of study—composition, three from Presenters Wayne of Analysis “A Cluster Feinblatt, Presenters: Danny Massa- Hardwick, Eagle Hill School, Rebecca Foley-Miller, Massachu- Hardwick, Eagle Hill School, Marshall Robinson, Massachusetts, Hardwick, Eagle Hill School, Kim, Matthew J.41 Members of this panel will define literacy? do you How Hampshire, of New University Carey, Tomasen Chair: Illinois, Champaign Unit 4 Schools, Presenters: Scott Filkins, New Brooklyn, independent consultant, Renee Dinnerstein, “What Can the York, New Syracuse University, Patrick Berry, J.42 that include presentations In a series of short interactive Michigan Arts, School of Detroit Gore, Presenters: Kyria Michigan Arts, School of Detroit Wood, John Michigan Arts, School of Detroit William McLin,

BUILDING (AND REBUILDING) A A (AND REBUILDING) BUILDING LEARNING ABOUT COMMUNITY THE ONGOING THE HOLOCAUST: INTEGRATING CHALLENGE OF PERSPECTIVES (C) DISCIPLINARY Level 307, Center/Room Hynes Convention Three (RE)INVENTING PROFESSIONAL DEVELOPMENT FOR PRESERVICE OF THE IMPORTANCE TEACHERS: THEIR AND STUDENT AFFILIATES RELATIONSHIP TO STATE AFFILIATES AFFILIATES TO STATE RELATIONSHIP (TE) THE NCTE AS WELL AS Level Center/Room 105, Hynes Convention One Affiliates, Committee on the Standing by Sponsored open to all into classrooms. They will describe the history of tales, history the will describe They of tales, into classrooms. modern adaptations, tools of inquiry studying tales, for connections to the and assignments, activities and Core. Common Maine improvement”: “continuous or experience in Kaizen, own taught and continuously have the last decade they for seminar on the Ho- interdisciplinary an honor’s refined of knowing ways seeking to integrate the diverse locaust, and rhetoric. literary criticism, history, by represented student former These faculty members will join with a and examine the struggle and of the course to narrate such integration. of attempting rewards Massachusetts River, Massachusetts Fall River, Massachusetts essential student affiliates provided successful university Faculty to preservice teachers. development professional these partnerships own on their developed who have them benefited from campuses and students who have to the successes and challenges of this approach will share development. professional Flagstaff Pennsylvania Margaret Nerney, Kingfield Elementary School, Kingfield Elementary School, Nerney, Presenters: Margaret Maine Rumford, High School, Valley Mountain Meg Doughty, Farmington of Maine, University Nash, Marcia J.38 their will offer presenters these Ernest Morrell, by Inspired Fall College, Bristol Community Weisberger, Chair: Ronald College, Bristol Community Weisberger, Presenters: Ronald Fall River, College, Bristol Community Tinberg, Howard J.39 in this session will discuss partnerships in which Presenters Arizona University, Northern Boreen, Presenters: Jean Washington, Fort Academy, Germantown Glenda Daulerio, Pennsylvania Shippensburg University, Crochunis, Thomas C. g_109-196_2013.indd 175 J.43 (RE)INVENTING THE TEACHER AS J.45 CLOSE READING OF COMPLEX TEXTS CURRICULUM MAKER: AUTHORIZING (G) TEACHERS TO CREATE MEANINGFUL Hynes Convention Center/Room 301, Level CURRICULUM AROUND THE COMMON Three CORE STATE STANDARDS (M–S) These presenters will discuss the teaching of close reading, Sheraton Boston/Liberty Ballroom C, 2nd an instructional approach that teaches students to engage Floor in several behaviors at once in order to achieve a deep These presenters will show how they collaborate within a understanding of complex texts: attending to the informa- professional learning community to create coherent, inqui- tion presented in the text while recognizing assumptions, ry-based unit sequences, develop and implement critical background knowledge, and biases held by the reader. To thinking activities for students, and use performance-based achieve this deep understanding, students must sometimes assessments that measure student literacy learning over read the text several times, often for different purposes time and help teachers make meaningful improvements in and based on different questions each time. curriculum, instruction, and assessment. Examples will be Presenters: Diane Lapp, San Diego State University, Califor- provided. nia, “Annotating Texts in Close Reading” Chair: Joe Flanagan, Adlai E. Stevenson High School, Lincoln- Douglas Fisher, San Diego State University, California, “Text shire, Illinois Complexity and Close Reading” Presenters: Tim Foley, Adlai E. Stevenson High School, Nancy Frey, Health Sciences High School, San Diego, Califor- Lincolnshire, Illinois, “The Power of Teacher Leadership: nia, “Text-Dependent Questions” Integrating the CCSS within a PLC” Dawn Forde, Adlai E. Stevenson High School, Lincolnshire, J.46 TEACHING TO THE FUTURE: PREPARING Illinois, “Aligning Authentic Assessments with the CCSS” TODAY’S STUDENTS FOR TOMORROW’S Reactor/Respondent: Thomas M. McCann, Northern Illinois WORLD (M–S–TE) University, DeKalb Sheraton Boston/Back Bay B, 2nd Floor The members of the panel, all published authors, have made J.44 RE-INVENTING THE PAST? WHY a commitment to learn about and help teachers prepare HOLOCAUST NOVELS ARE WRITTEN their students for the demands of both college and careers (M–S) in ways that are consistent with their own ideas and prin- Sheraton Boston/Back Bay A, 2nd Floor ciples of instruction. They will show that it is very possible In this panel, three authors of YA Holocaust literature— to be an effective, engaging teacher whose class not only Bette Greene (1973) Summer of My German Soldier, Jerry teaches the essential skills and knowledge but does so in Spinelli (2003) Milkweed, and Jane Yolen (1988) The Devil’s the context of big questions framed to engage all students. Arithmetic—will discuss pedagogical considerations for the Chair: James Burke, Burlingame High School, California use of Holocaust novels in the classroom. They will address Presenters: James Burke, Burlingame High School, California, questions about their rationale for writing Holocaust “Creating Conversations through Texts: Reading, Writing, novels, how they envision their novels to be used in the and Speaking about Real Ideas” secondary ELA classroom, and whether the Holocaust can Alan Lawrence Sitomer, California Teacher of the Year be properly taught through historical fiction. Time will be Foundation, Los Angeles available for attendees to ask questions and share experi- Michael Smith, Temple University, Philadelphia, Pennsylvania ences with teaching Holocaust literature themselves. Jeff Wilhelm, Boise State University, Idaho Chair: Joan Kaywell, University of South Florida, Tampa Presenters: Tara Payor, University of South Florida, Tampa, J.47 FROM THE MIDDLE: WORKING WITH “Re-Inventing the Past? Why Holocaust Novels Are WRITERS WORKSHOP (M) Written” Sheraton Boston/Back Bay C, 2nd Floor Brooke Eisenbach, University of South Florida, Tampa Writers workshop is at the core of our practice as middle Tradebook Authors: Jane Yolen, Charlesbridge Publishing, level English teachers. The presenters in this session will Watertown, Massachusetts help us to examine our practice, embrace opportunities, Jerry Spinelli, Simon and Schuster, New York, New York and (re)imagine the ways in which we can use workshop Bette Greene, Penguin and Open Road, New York, New York with our students. Presenters: Sara Kajder, Shady Side Middle School Academy, Fox Chapel, Pennsylvania Linda Rief, University of New Hampshire, Durham and Oyster River Middle School, Durham, New Hampshire Nancie Atwell, Center for Teaching and Learning, Edgecomb, Maine

176 Saturday Afternoon, 2:45–4:00 p.m.

g_109-196_2013.indd 176 10/23/13 10:37 AM Saturday 177 10/23/13 10:37 AM

Saturday Afternoon, 2:45–4:00 p.m. 2:45–4:00 Afternoon, Saturday WRITING WORKSHOP IS FOR ALL IS FOR WORKSHOP WRITING ORAL VISUALS, USING STUDENTS: TO AND TOOLS LANGUAGE, DIGITAL AND INDEPEN- MAXIMIZE SUCCESS LANGUAGE DENCE FOR ENGLISH LEARNERS (E) Floor 3rd A, Sheraton Boston/Fairfax IMPLEMENTING WRITING PATHWAYS: LEARNING AND ASSESS- PROGRESSIONS STUDENT IMPROVE TO MENT SYSTEMS (E) EFFICACY Floor 3rd Room, Sheraton Boston/Clarendon Hampshire York New York New to principles and practices in the writing workshop adapt maximize the participation English language learn- of their concrete approaches, informed theoretically Through ers. participants will and examples of student work, strategies, that writ- ELL supports and ensure to re-invent learn how benefits all students. ing workshop and Rhyme, “Rhythm, York, New York, New bia University, Language and Learning” Repetition Reinforce and with Community “Writing from York, New York, New First Grade Emergent Bilinguals’ Engagements Knowledge: Curricula” with Technology-Integrated with and “Writing from York, New York, New University, Grade Emergent Bilinguals” First Knowledge: Community Teach” Visuals to of Language Universal that students and teachers imperative it’s els and beyond, students’ abilities to self–as- increasing tools for develop The crystalsess and teachers’ ability to give clear feedback. will share Writing Project College Reading and Teachers writing progressions. and systems for theories, latest tools, York New York, New College, Teachers York New York, New College, Teachers York New York, New York New College, York, New Kathy Collins, consultant/author, Durham, New New Durham, consultant/author, Collins, Presenters: Kathy Lagrangeville, consultant/author, independent Lockwood, Ginny City Department of Education, York New Parsons, Stephanie York New City Public Schools, York New Cory Gillette, J.51 educators can how will show in this session The presenters Colum- College, Teachers Presenters: Marjorie Martinelli, Columbia University, College, Teachers Maria Paula Ghiso, Columbia College, Teachers Patricia Martinez-Alvarez, “Using the York, New York, New 59, PS. Kristine Mraz, J.52 - lev student writing to Common Core to raise strive As we Writing Project, Reading and Chair: Mary Ehrenworth, Writing Project, Reading and Boland, Presenters: Kelly College, Teachers Writing Project, Reading and Lucy Calkins, Teachers Writing Project, Reading and Mary Ehrenworth, - SYNTHESIZING NONFICTION BOOKS NONFICTION SYNTHESIZING CREATE TO AND DOCUMENTARIES (S) QUESTIONS RESEARCH AUTHENTIC 3rd Room, Boston/Commonwealth Sheraton Floor TRANSFORMING TEACHING TRANSFORMING TEACHING AND AND ACTIVE THROUGH LEARNING APPROACHES ENGAGING DRAMATIC THE ACROSS STUDENTS IN READING CURRICULUM (G) 2nd A, Ballroom Sheraton Boston/Republic Floor MOVING THE FROM THE INVISIBLE TO VISIBLE IN READING COMPREHENSION: FOR CRITICAL MENTORS PROVIDING CAN MOVE AND FEEDBACK THINKING TEXT THE LEVELS OF STUDENTS UP COMPLEXITY (E) Floor 3rd B, Sheraton Boston/Fairfax researching, and writing skills are developed through the through developed writing skills are and researching, nonfiction books and comple- exploration of different By synthesizing contemporary mentary documentaries. in teams can develop students working print and media, contemporary to address controver authentic questions sies related to food, higher education, poverty, and human and human poverty, higher education, to food, sies related trafficking. Illinois Lincolnshire, Illinois Lincolnshire, Illinois Illinois be accessible to all the curriculum across dents in reading (who has professor a university teachers? In this session, an elemen- co-taught and published with P–12 teachers), key and a secondary teacher will provide tary teacher, that can principles and core sequenced tasks, strategies, learning and teaching. transform Tallahassee complex texts when explicit navigate students as they how will show They strategy instruction is not sufficient. along students with mentors of complex thinking, providing - an invis makes on metacognition and feedback, with work visible and replicable. ible process J.48 viewing, reading, students’ how show will These presenters Martha Keller, Adlai E. Stevenson High School, High School, Stevenson Adlai E. Chair: Martha Keller, High School, Stevenson Adlai E. Presenters: Stephen Heller, Lincolnshire, High School, Stevenson Adlai E. Melissa Mack, Lincolnshire, High School, Stevenson Adlai E. Denise Foster, J.49 that engage stu- and dramatic pedagogies can active How Florida State University, Annamaria Deidesheimer, Chair: Ohio Columbus City Schools, Presenters: Megan Ballinger, Ohio City Schools, Reynoldsburg Gaughenbaugh, Lorraine Columbus The Ohio State University, Brian Edmiston, J.50 to support how will show the presenters In this session, g_109-196_2013.indd 177 J.53 INVITING YOUNG DIVERSE LANGUAGE Mark Schoenfield, Vanderbilt University, Nashville, Tennessee, LEARNERS TO INVENT THEIR FUTURES “Recapturing Materiality through the Digital: Dickens and VIA ENFOLDiNG MULTICULTURAL the Worst of Times” LITERATURE (E) Karen D’Agostino and Bettejane Bolan-Kenney, Brookdale Sheraton Boston/Beacon D, 3rd Floor Community College, Lincroft, New Jersey, “Teaching Com- In this hands-on, fast-paced, and evidence-based session, the position in the Technology Studio” presenters will show how to help young literacy learners invent and re-invent as they make multicultural connec- J.56 PEER INFLUENCES AND THEIR tions and build multilinguistic abilities in natural ways. They COMPLICATIONS (C) will describe visual-kinesthetic approaches, Foldables, and Sheraton Boston/Beacon B, 3rd Floor high-quality new multicultural, bilingual literature. Partici- Does social media help or hinder writing? Online groups pants will depart with classroom-tested, developmentally can be a complementary classroom location that blurs the appropriate Foldable constructions, and strategies which socio-academic boundaries by meeting students where they can use immediately. they are so we can lead them to where we want them to Presenters: Judith Youngers, Dinah Zike Academy, Comfort, be. Presenters in this session will share research and strat- Texas, “Multicultural, Multilingual Foundations for Inventing egies for incorporating social media into the classroom. and Re-Inventing” Presenters: Kathrynn DiTommaso, Bronx Community Col- Doriel Larrier, independent trainer/consultant, Brooklyn, lege, City University of New York, New York, and Melissa New York Scholes Young and Caron Martinez, American University, Washington, DC, “What the Tech? Meeting Our Students J.54 DIGITAL PATHWAYS TO COMMON CORE Where They Are so We Can Lead Them Where We Want IMPLEMENTATION (S) Them to Be” Sheraton Boston/Republic Ballroom B, 2nd Sheryl Rinkol, Nebraska Wesleyan University, Lincoln, “Be- Floor yond Cross-Disciplinary Literacies: What SI Can Teach Us In this session, the presenters will examine the role of digital about Teacher Ed” and media literacy in meeting the demands of Common Patricia Portanova, University of New Hampshire, Durham, Core. “Write. Check Texts. Write. Check Facebook: The Effects of Presenters: Kay Scheidler, Hope High School, Providence, Media Multitasking on the Process and Product of Student Rhode Island, “Tailoring the English Research Paper to 21st Writers” Century Skills, Common Core English Standards, and Ignit- ing Student Interest” J.57 PUTTING IT TOGETHER: A MODULAR Elaine Simos, Downers Grove North High School, Illinois, APPROACH TO THE COMMON CORE “When Worlds Collide: ELA Digital and Media Literacy and (E–M) the CCSS” Sheraton Boston/Dalton Room, 3rd Floor Kristen Nielsen, Eastern Technical High School, Essex, Mary- Too little time to cover too much curriculum leads to land, “Invigorating and Innovating Insight and 21st Century fragmentation and frustration. Join these presenters for a Learning” reinvention of a balanced literacy curriculum that inte- grates social studies and features a learning steps approach J.55 TECHNOLOGY IN THE 21ST CENTURY to meeting the Common Core State Standards through a COLLEGE CLASSROOM (C) series of modules that provide richness and rigor. Sheraton Boston/Constitution Ballroom B, Presenters: Stacy Slater, Glen Ellyn School District 41, 2nd Floor Illinois Envisioning the 21st century classroom requires more than Stacey Stout, Glen Ellyn School District 41, Illinois an addition of technological tools—it requires a pedagogi- Kimberly Barrett, Abraham Lincoln School, Aurora, Illinois cal shift to maximize instructional opportunities. Present- Kayla Wheeler, Glen Ellyn School District 41, Illinois ers in this session will provide an overview and demon- Janis Pfister, Glen Ellyn School District 41, Illinois stration of the technologies used in composition classes, a description of the pedagogy essential to a studio approach, J.58 (RE)INVENTING ENGLISH: MULTIPLE and research that supports the use of technology in the APPROACHES TO USING YOUNG ADULT composition classroom. LITERATURE (M–S) Presenters: Sheri Vasinda and Faryl Kander, Oklahoma State Hynes Convention Center/Room 200, Level University, Stillwater, “Integrating iPads into Preservice and Tw o Inservice Teacher Learning: Teachers’ Shifting Perceptions The presenters in this session will explore the use of young of Pedagogical, Content, and Technology Knowledge in the adult fiction to empower students and provide engaging, 21st Century Classroom” relevant instruction.

178 Saturday Afternoon, 2:45–4:00 p.m.

g_109-196_2013.indd 178 10/23/13 10:37 AM Saturday - 179 10/23/13 10:37 AM

rence, New Jersey, and Mari Ann Blem- and Mari Jersey, New rence, Easton, High School, Dame Notre ings, “Somewhere between Pennsylvania, Preservice Touchy-Feely: Snarky and to Respond Learn How Teachers English Writers” to 9th Grade “Using Lit- Missouri, Parkville, University, The to Connect to Community: erature Role of Service in Developing Learning Teacher Candidates” Reflective Holding Our “Unhinged: Indiana, napolis, Inquiry through (Barely) Together selves Process” and the Documentation Lemonade “Making Maryland, University, to Grow Using a Heuristic Lemons: from Directions” in New Writing Project the Mis- Charles, St. University, Lindenwood - as Research Teachers “Preservice souri, Course” Literature ers in a Children’s York, New York, New lumbia University, as Basic The Parent Roles: “Negotiating Writer” Florida, Fort Lauderdale, University, of the Future Where “On the Move: Composition Should Go” - Law Rider University, Pierce, Kathleen Park Shannon Cuff, Kim Kasperbauer and India- Butler University, Adamson, Susan Towson Wood, Bracha Laster and Diane and Beth Kania-Gosche, Yearian Stephanie Co- College, Teachers DeSalvo, Margot Southeastern Nova Lutkewitte, Claire Saturday Afternoon, 2:45–4:00 p.m. 2:45–4:00 Afternoon, Saturday 2 3 4 5 6 7 8

-

Costello, State University of New York, York, of New State University Costello, Education “Re-Imagining Teacher Albany, What Can the University Coursework: Project?” Writing the National Learn from Presenters and Titles Presenters and and Sean Phillips, Brittany Nicole Kern, GALLERY OF CONFERENCE ON GALLERY ENGLISH AND THE EDUCATION POSTERS (C) COLLEGE SECTION Foyer, Center/Ballroom Hynes Convention Three Level 1 “Choice: A Critical Component in Reinventing Attitudes Component in Reinventing A Critical “Choice: about Reading” YA and Blending the Canon “Engaging Readers: Carolina, Access to Equitable Readers and Facilitate Lit to Engage Complex Texts” YA in Recent Text and Integrating Image Hybrids: “Graphic Literature” Component in Reinventing A Critical “Choice: Alabama, Attitudes about Reading” ence format. Please browse through this area, examine this area, through Please browse ence format. one-on-one discussions with the and enjoy the posters, ideas to classroom everything from will find You creators. theory and research. Beck McDowell, author, Huntsville, Alabama, Alabama, Huntsville, author, Presenters: Beck McDowell, North Boone, State University, Appalachian Stewart, Trevor Canada, Edmonton, Alberta, of University Bright, Amy Birmingham, High School, Christian Briarwood Liz Shults, J.59 as a confer sought poster sessions actively NCTE This year Poster Number g_109-196_2013.indd 179 K Sessions 4:15–5:30 p.m.

K.01 (RE)ENVISIONING POPULAR CULTURE Presenters: Tamara Butler, The Ohio State University, Co- AND LITERACY IN THE ENGLISH CLASS- lumbus, “Beyond the Protocol: The Criticality of Storytell- ROOM: CRITICAL CONVERSATIONS FOR ing with Youth” 21ST CENTURY EDUCATORS (G) Haeny Yoon, University of Arizona, Tucson, “Going Back to Sheraton Boston/Clarendon Room, 3rd Floor My Roots: Representing Teachers and Students” Popular culture and participatory spaces can provide power- Vaughn W. M. Watson, Teachers College, Columbia University, ful inroads to student engagement and transformative New York, New York, “Remixing Interviews across Social- teaching. Presenters in this session will invite participants Participatory Youth Co-Researcher Methodologies” to engage in conversations, answer their questions, and Ranita Cheruvu, Teachers College, Columbia University, New address concerns about popular culture, pedagogy, and York, New York, “Representing Counternarratives/Knowl- practice—to (re)consider innovative learning opportunities edges with/of Preservice Teachers of Color” for all students. Chair: Sandra Abrams, St. John’s University, New York K.03 (RE)INVENTING YOUR AFFILIATE (G) Presenters: Hannah Gerber, Sam Houston State University, Sheraton Boston/Gardner Room, 3rd Floor Huntsville, Texas Sponsored by the Standing Committee on Affiliates, Sandra Abrams, St. John’s University, New York open to all Jason YunJoon Lee, Pennsylvania State University, University These roundtable leaders will share their successes and ask Park participants to join them in (re)inventing and (re)invigorat- Alan Brown, Wake Forest University, Winston-Salem, North ing NCTE affiliates. Carolina Chair: Barbara Wahlberg, SCOA Representative for Region Thor Gibbons, University of Maryland, College Park, “(Re) 1, Cumberland, Rhode Island Designing Textual Lineages and Literacy Resiliency through Game-Design Pedagogy” Table Number Roundtable Leaders

K.02 EMERGING PERSPECTIVES ON 1 Liz Spalding, University of Nevada Las CRITICALLY CONSCIOUS RESEARCH: Vegas (RE)CONSIDERING QUALITATIVE 2 Kay Shurtleff, Texas Council of Teachers of RESEARCH METHODOLOGIES TOWARD English Language Arts, Richardson SOCIAL JUSTICE AND TRANSFORMA- 3 Bob Dandoy, Pennsylvania Council of TION (S–C–TE) Teachers of English Language Arts, Butler Sheraton Boston/Beacon F, 3rd Floor Education researchers from three institutions will examine qualitative research methods for social justice and trans- formation, including reframing researcher/participant roles in data collection, analysis, and interpretation, to illustrate teachers’ and youth’s cultural assets, knowledge(s), and lived experiences. Attendees will be invited to extend the session via an online participatory listserv.

180 Saturday Afternoon, 4:15–5:30 p.m.

g_109-196_2013.indd 180 10/23/13 10:37 AM Saturday 181 10/23/13 10:37 AM

Saturday Afternoon, 4:15–5:30 p.m. 4:15–5:30 Afternoon, Saturday MEDIA LITERACIES AND KNOWLEDGE(S) KNOWLEDGE(S) AND LITERACIES MEDIA THE COMMON OF THE RIGOR MEET TO THE QUESTION ENGAGE AND CORE (S) LITERATURE? TEACH WHY Level 313, Center/Room Hynes Convention Three OLD LITERATURE, NEW STANDARDS, STANDARDS, NEW OLD LITERATURE, TAPPING NEWER TECHNOLOGIES: STUDENTS’ AND TEACHERS’ NEW “why teach literature?” and consider the relationship relationship and consider the teach literature?” “why new and their uses of knowledge(s) youth’s between artifacts, classroom will present They media literacies. - and strate learning questions, Common Core-oriented cultural knowledge(s), students’ multiple revealing gies for and expertise. assets, Rehearse, “Revise, York, New Brooklyn, Arts, School of the to Explore Texts Using Documentaries as and Celebrate: Tasks” Performance Common Core Looking ’ Literature: “’Great York, New the Arts, Brooklyn, Lenses” Future through Texts at Past Visions New Producing Action: 1 2, “3, York, New York, New of Nonfiction” Co-Con- Walls: “Multimodal Graffiti York, New York, New and New-Media Knowledge(s) Teacher/Student structing Literacies” Classroom “Common Core York, New Brooklyn, Arts, the and Interaction, Choice, Active Creating Websites: Accountability 24/7” Chicago, “Literacy Development and Nineteenth Century and Nineteenth Development “Literacy Chicago, LiteraryBlack Male Societies” Youth” Male and Black Literature Black Males” for Pathway A Poetic Writings: In this session, five presenters will complicate the question presenters five In this session, Secondary McKinney Susan S. Dr. Best, Presenters: Karen Secondary McKinney of School Susan S. Dr. Patricia Edwards, Columbia University, College, Teachers Marciano, E. Joanne University, Columbia College, Teachers Watson, M. W. Vaughn Secondary Susan McKinney School of Dr. Alphonso Dance, Gholnecsar Muhammad, University of Illinois, Illinois, of University Presenters: Muhammad, Gholnecsar “Children’s Chicago, of Illinois, University Wilkins, Joy Ebony “Rhythmic Chicago, of Illinois, University Angela Fortune, Chicago of Illinois, University Tatum, Alfred Discussant: K.06 Romeo Garcia Minimizing The Literacy Gap: Gap: Literacy The Minimizing the To Childhood Early From (G) Level University - DE THE LITERACY OF THE FORMATION LINKING MALES: VELOPMENT OF BLACK THE FUTURE OF ENGLISH TO HISTORY (G) EDUCATION Level Center/Room 308, Hynes Convention Three port examining personal teaching academic literacy by strategies that effective experiences and addressing childhood early with students in diverse worked have on will focus They settings. and university classrooms ability, language, the inclusion of students in everyday the curriculum. in the construction of and background Arizona District, York New tion, York, New - the literacy develop historical contexts that inform several including nineteenth century literary ment of Black males, will also They and poetry. literature, children’s societies, English for research discuss the implications of archival classrooms. Eileen Blanco opportunities to sup- will explore These presenters Unified School Tucson Chair: MaryCarmen Cruz, childhood special educa- early Presenters: Eileen Blanco, Corpus Christi A&M University, Texas Romeo Garcia, Featured Session Featured K.04 Eileen Blanco and Romeo Garcia Eileen Blanco Center/Room Hynes Convention 208, Two Level K.05 of on this panel will lead a critical discussion Presenters g_109-196_2013.indd 181 K.07 MY STUDENTS’ TABLETS CAN DO THAT? Chair: Katie Intoccia, Chenery Middle School, Belmont, READING 2.0: USING TECHNOLOGY TO Massachusetts TEACH CLOSE READING, RESEARCH, Presenters: Katie Intoccia, Chenery Middle School, Bel- AND WRITING SKILLS (S) mont, Massachusetts, “Integrating Reading, Writing, Digi- Hynes Convention Center/Room 200, Level tal Publishing, and Social Media Skills in the Fifth Grade Tw o Classroom” These presenters will offer strategies for using tablet ap- Karen Duff, Chenery Middle School, Belmont, Massachusetts, plications to strengthen students’ analytical thinking skills. “Teaching Digital Publishing and Social Media Skills” They will discuss how different platforms and applications Tradebook Author: Julie Berry, Julie Berry Books, Stow, can build important college readiness skills—by providing Massachusetts, “Building an Author Community in the textual evidence to support inferences, promoting research Classroom: Reading, Blogging, Writing, and Revising as skills, and improving student writing. Authors Do” Chair: Michelle Stie-Buckles, National Math and Science Initiative, Dallas, Texas K.10 LITERATURE IS LIFE, AND LIFE IS Presenters: Michelle Stie-Buckles, National Math and NONFICTION: (RE)INVIGORATING TRA- Science Initiative, Dallas, Texas DITIONAL LITERATURE WITH Bobette Ray, National Math and Science Initiative, Dallas, RELEVANT NONFICTION TO MEET Texas THE COMMON CORE (S) Sheila Curlin, National Math and Science Initiative, Dallas, Sheraton Boston/Beacon H, 3rd Floor Texas Practical application for classrooms through traditional/ nonfiction pairings include: To Kill a Mockingbird, Animal K.08 LEND ME YOUR (H)EAR: ENVISIONING Farm, Frankenstein, Inherit the Wind, etc., partnered with LISTENING IN 21ST CENTURY multimedia nonfiction. This presenter will discuss credible CLASSROOMS (S) resources, reading for fact and purpose rather than just Sheraton Boston/Beacon G, 3rd Floor effect, and developing individual perspective based on a Listening involves more than hearing sounds and words. variety of sources. How can teachers engage students in learning communi- Presenter: Angie Stooksbury, Big Walnut Local Schools, ties, teach them to listen to one another, and show them Sunbury, Ohio that we are listening to them? Presenters in this session will offer practical solutions and activities for reinventing K.11 IT’S FlIPPING FANTASTIC: FORMATIVE English through active listening. They will also show how INSTRUCTIONAL PRACTICES+COMMON to break down the roadblocks to effective listening and CORE+TECHNOLOGY=STUDENT discuss the ways in which teachers can make teaching OWNERSHIP (M–S) listening a part of the curriculum. Hynes Convention Center/Room 306, Level Presenters: Cherylann Schmidt, JP Case Middle School, Three Flemington, New Jersey Teachers strive to engage their students every day. In this Debbie Greco, Highland High School, Pocatello, Idaho session, the presenters will demonstrate how they use Ami Szerencse, Schurr High School, Montebello, California a combination of formative instructional practices and Glenda Funk, Highland High School, Pocatello, Idaho technology to increase student ownership of learning. Par- ticipants will evaluate student work samples and consider K.09 BOOK BLOGGING AND CREATIVE the ways in which these ideas can be incorporated in their WRITING IN AN AUTHOR COMMUNITY: own classrooms. INTEGRATING READING, WRITING, Presenters: Kendra Prindle, Thomas Worthington High DIGITAL PUBLISHING, AND SOCIAL School, Ohio, and Shannon Phillips, Worthington City MEDIA SKILLS IN THE FIFTH GRADE Schools, Ohio, “#TeachingTheSociallyNetworkedGenera- CLASSROOM (E–M) tion” Sheraton Boston/Republic Ballroom B, 2nd Brooke Incarnato, Worthington City Schools, Ohio, “Flip Your Floor FIP: Using Technology to Support Formative Instructional In 2012–13, Chenery Middle School piloted an initiative Practices” among 12 fifth grade classes. Using innovative instruction, Kelly Wegley, Worthington City Schools, Ohio guest faculty, blogging, and library media, students read, wrote, discussed, published, and critiqued literature within author communities. Members of this panel will share tech- niques for integrating active reading, creative writing, social media, and digital publishing.

182 Saturday Afternoon, 4:15–5:30 p.m.

g_109-196_2013.indd 182 10/23/13 10:37 AM Saturday 183 10/23/13 10:37 AM

Saturday Afternoon, 4:15–5:30 p.m. 4:15–5:30 Afternoon, Saturday CLOSING SESSION, DAY OF EARLY OF EARLY DAY SESSION, CLOSING LITERACIES: CRITICAL CHILDHOOD: WHERE WE’VE BEEN AND WHERE WE’RE HEADED (E) WE’RE HEADED 3rd Room, Sheraton Boston/Berkeley Floor FRESH IDEAS FROM THE ELEMENTARY THE ELEMENTARY FRESH IDEAS FROM (E) SECTION STEERING COMMITTEE Room, Sheraton Boston/Commonwealth Floor 3rd from the conditions in communities, cannot be tradi- in communities, the conditions from work different and should accomplish taught, tionally - the present In this session, depending on the context. methods of teaching critical ers will discuss current their and share classroom, years’ literacies in the early the teaching for be considered thoughts on what should of critical literacies in the future. - idea or re new one interesting Committee will each share books of the picture favorite It could be their five source. some following, a couple of teacher blogs worth last year, or thoughts on the current of teaching ideas, sources good This will also be a chance to get to know testing climate. - elected representa the who are the Steering Committee, and what they Elementary of the tives Section in NCTE, discussion and will be time for There you. to offer have mingling. of York New York, New Alabama Texas Antonio, Flushing York, New York New York, New K.15 A critical literacy curriculum needs to be lived. It arises It arises needs to be lived. A critical literacy curriculum Ohio State University, Cleveland Volk, Chair: Dinah Louis St. of Missouri, University Presenters: Laura Darolia, DC Washington, American University, Felderman, Carol DC Washington, American University, Vasquez, Vivian Alan Teasley, Duke University, Durham, North Carolina Durham, University, Duke Teasley, Alan K.16 of the Elementary members Section Steering The seven the City University Hunter College, Wilde, Presenters: Sandra Equador Quito, Academia Cotopaxi, Waingort, Elisa Birmingham, City Schools, Trussville Ann Marie Corgill, San Fort Sam Houston Elementary School, Nora Gonzalez, of City University Queens College, Kesler, (Ted) Theodore Columbia University, College, Teachers Detra Price-Dennis, Indiana Indianapolis, Academy, Heritage Latosha Rowley,

GOING GRAPHICA: DIVERSE CONTEXTS, CONTEXTS, DIVERSE GRAPHICA: GOING PURPOSES (G) SHARED Level 309, Center/Room Hynes Convention Three INVENTING AND TRANSFORMING AND SPECIAL THE ALTERNATIVE SELF: AND STUDENTS EXPLORE EDUCATION TEXTS (M–S) MULTIMODAL NEGOTIATE Level Center/Room 110, Hynes Convention One MOVIES: TEACH WE (RE)THINKING HOW AS FILM (M–S) FILM Level Center/Room 108, Hynes Convention One are exploring how to incorporate it into their classrooms. their classrooms. to incorporate it into exploring how are will describe the use for the presenters In this session, with the dual in a variety of teaching contexts graphica engagement and expanding student purpose of increasing students’ literacy skills. Heart, Sacred and Robin Danzak, Michigan, Holland, Connecticut Fairfield, Massachusetts Boston University, and Laura Jimenez, Knoxville - These pre identity and literacy. between ing the interplay participantssenters will invite into the classrooms to step secondaryof three spe- teachers who engaged at-risk and understand- cial students in constructing and negotiating with text. interactions multimodal through ings of self, Rather than Silencing Tensions, “Stepping into the Michigan, Them” Art” through “Constructing an Understanding of Self the Literal” beyond “Moving an opportunity students to zone out for English classroom, it is often taught without Also, viewers. and become passive how in this session will explore Presenters substance. develop and teaching film as film can spark student interest literacy skills. active York New North Carolina Carolina K.12 all levels educators at popular, becomes more As graphica Maryland Salisbury University, Chair: Shanetia Clark, Hope College, Duinen, Van Vriend Presenters: Deborah East Lansing, State University, Michigan Erica Hamilton, Tennessee, of University Stergios Botzakis, Discussant: K.13 - recogniz of English education involves the future Envisioning School, Middle Woods Warren Presenters: Kattie Hogan, Montana, Falls, of Great University Candice Moench, Michigan, Detroit, Renaissance High School, Matt Ittig, K.14 high school in the film is used as a doggie treat often, Too Buffalo State University, Ackerman, Presenters: Madison L. Winston-Salem, University, Forest Wake Michael Short, North Winston-Salem, University, Forest Wake Beau Burns, g_109-196_2013.indd 183 K.18 SHAKESPEARE SET FREE—ACT 5: literacy and prepare students for the 21st Century? These USING THE COMMON CORE STATE presenters will show how media “texts” such as music vid- STANDARDS TO CREATE MEANINGFUL eos, advertisements, and video games can be used to “(re) AND AUTHENTIC ASSESSMENTS FOR invent” the nature of literacy in today’s ELA classrooms. YOUR SHAKESPEARE UNIT (G) Chair: Timothy Shea, Millersville University of Pennsylvania, Hynes Convention Center/Room 101, Level Millersville One Presenters: Robert Early, Millersville University of Pennsyl- Sponsored by the Folger Shakespeare Library, vania, Millersville, “Reinventing English through Film open to all Production” The Common Core State Standards support the teaching Wynter Bledsoe, graduate student, Millersville University philosophy of the Folger. Presenters in this session will of Pennsylvania, Millersville, “Reinventing English through look at higher-level thinking assessment strategies that Music” focus on pre-reading, in-class performance, technology, and Lochan Fallon, Millersville University of Pennsylvania, Millers- film, and demonstrate culminating activities that go beyond ville, “Reinventing English through Video Games” making Globe Theater models out of Popsicle sticks. Matthew Schade, Ephrata High School, Lancaster, Pennsyl- Although this presentation is part of a five-session Teach- vania, “Reinventing English through Rhetorical Analysis of ing Shakespeare strand, each session stands alone and will Advertisements and Film” be led by different members of the Folger staff and past participants of the Teaching Shakespeare Institute. Teachers K.22 REINVENTING WRITING ON DEMAND: are welcome to attend one, some, or all five sessions. FOR COMMON CORE ASSESSMENTS (S) Chair: Carol Kelly, Folger Shakespeare Library, Washington, Hynes Convention Center/Room 310, Level DC Three Presenters: Geoff Stanbury, St. Mark’s School of Texas, Dal- These presenters will analyze the new Common Core State las, “Action Is Eloquence: Your Students Make It Happen” Standards for assessment and explain how they differ Susan Biondo-Hench, Carlisle High School, Pennsylvania, “All from past writing-on-demand scenarios. Using samples the School’s a Stage!” of student writing, they will invite participants to identify Greta Brasgalla, Mission Early College High School, El Paso, the particular challenges that these assessments present Texas, “Epilogue: Knowing I Loved My Books: Using the and try out an activity which may help students overcome Techniques Developed at the Folger with Novels and Short these challenges. Stories” Presenters: Kelly Sassi, North Dakota State University, Fargo, “What Students Tell Us about CCSS Assessments” K.19 POETRY OUTREACH AND THE FUTURE Leila Christenbury, Virginia Commonwealth University, Rich- OF POETRY IN THE ELA CLASSROOM (G) mond, “Experimenting with the Rhetoric of Prompts” Hynes Convention Center/Room 307, Level Anne Ruggles Gere, University of Michigan, Ann Arbor, “New Three Assessments and Modified Assumptions” In this session, public school teachers and a student will ex- plore how the work of CCNY’s Poetry Outreach Center K.23 FROM THE MIDDLE: THE BAD BOYS OF has helped teachers engage students with complex texts YA LITERATURE (G) and strengthen students’ literacy skills. Poetry Outreach Hynes Convention Center/Room 105, Level consultants will then model their work in K–12 schools by One engaging the audience in poetry-writing activities. Come join Walter Dean Myers, Jon Scieszka, and Alan Law- Chair: Elizabeth Rorschach, City College of New York rence Sitomer as they share their views on the timeless School of Education, New York value of reading and writing, as books and student interac- Presenters: Mildred Vil, City College, New York, New York, tions with text are being both invented and reinvented on “Writing and Learning Poetry” our march toward a quickly changing future. Alyssa Yankwitt and Mardi Jaskot, Poetry Outreach Center, Tradebook Authors: Alan Lawrence Sitomer, California New York, New York, and Ross Mandel, City College, New Teacher of the Year Foundation, Los Angeles, “Authentically York, New York, “Helping Students Compose Poetry” Reaching Readers” Jon Sciezska, Penguin, New York, New York, “The Value of K.21 REINVENTING ENGLISH THROUGH Books to Young Minds” MEDIA AND ALTERNATIVE TEXTS Walter Dean Myers, Library of Congress, Washington, DC, (M–S–C) “Literature for Young People Today” Hynes Convention Center/Room 206, Level Tw o What happens to our English classrooms when teachers discover how unconventional “texts” can be used to teach

184 Saturday Afternoon, 4:15–5:30 p.m.

g_109-196_2013.indd 184 10/23/13 10:37 AM Saturday - 185 10/23/13 10:37 AM

Continued on following page Continued on following Saturday Afternoon, 4:15–5:30 p.m. 4:15–5:30 Afternoon, Saturday EXEMPLARY EXEMPLARY RESEARCH AND CREATING WITH LESS: DOING MORE WITH PRIMARY UNITS LITERATURE SOURCES (S) B, Sheraton Boston/Constitution Ballroom 2nd Floor SCHOLARSHIP IN ENGLISH SCHOLARSHIP EMIG, CEE BRITTON, EDUCATION: (TE) AWARDS AND MEADE Floor 3rd Sheraton Boston/Beacon E, However, as written communication becomes more public, public, becomes more as written communication However, of consent. issues arise regarding ethical questions Private Public vs. The Real’: For “‘Nobody Cares. Ohio, Environment” in a Digital When Researching Dichotomy and the Hardware” The Homework Composition: Using Multimodal to the Mean Streets: Tower the Ivory Service-Learning to Engage Students in First-Year Projects Writing Courses” Counter-Narrative Teachers’ Preservice standings of Race: Adult Young of Color in (Re)Constructions of People Literature” templates based two created these presenters the CCSS, - close read strategies for Frameworks, on the PARCC and incorporating the inclusion of essential questions, ing, describe will They Primary Sources. Library of Congress’s utilized units. and currently their lesson planning process awards in honor of James N. Britton, Janet Emig, and Janet Emig, Britton, N. in honor of James awards the In this session the winners will present Meade. Richard tribute. earned them this year’s that work and Personal, Professional, Inquiry: Teacher Assessment as Reflections” Political Shenanigans, Soft-Spoken Staircase: “Falling Up the Down - Path to Peda Awkward and the Exceptionally Sleep Eating, gogy” Identities There?’ to Put Out Want Much of Myself Do I Teaching” and Literacy Practices in Social Justice 2012 article in English Education titled “Developing Under Jennifer Cunningham, Stark State College, Kent, Kent, State College, Stark Cunningham, Presenters: Jennifer “Mobile Ohio, Kent, Stark State College, Edgehouse, Steve “From Ohio, Akron, of University Garcia-DuPlain, Lauren K.27 K.28 to of lesson plans in response out years Instead of throwing Charleston Eastern Illinois University, Chair: Cindy Rich, The Conference on English Education gave four prestigious prestigious four Education gave on English The Conference Ames State University, Iowa Tremmel, Chair: Robert Britton Award Recipients: “Reading Illinois, Champaign Unit 4 Schools, Scott Filkins, Athens, of Georgia, The University Ryan Lund Neumann, Emig Award Recipient: “‘How Providence, Rhode Island College, Janet Johnson, Meade Award Recipient: her for Storrs, of Connecticut, University Glenn, Wendy -

WE WRITE AND TEACH WRITING: WRITING: WE WRITE TEACH AND CENTERS IN K–12 WRITING CREATING SETTINGS AND COLLEGE/UNIVERSITY (G) A, Ballroom Boston/Constitution Sheraton 2nd Floor Writing Centers the International by Sponsored open to all Assembly, NCTE an Association, (RE)INVENTING INSTRUCTIONAL WRITING: TO CREATIVE, APPROACHES SKILL BUILDING LITERACY RACIAL WRITER (M–S) THE RELUCTANT AND Level Center/Room 303, Hynes Convention Three OF MOVING AND REWARDS THE RISKS AND WRITING, RESEARCH TEACHING, FROM ACADEMIC WIDE TO PLACES (S–C–TE) SPACES OPEN (DIGITAL) Level Center/Room 210, Hynes Convention Tw o (RE)INVENTING THE (RE)INVENTING WHERE SPACES participantscenter leaders will engage in conversations institu- within different writing centers about developing be limited to, but not will include, Topics tional contexts. - develop program assessment, training, tutor education and writers, multilingual budgets, space, administration, ment, and research. technology, outreach, Florida Lauderdale, Florida Fort Lauderdale, Southeastern University, student audiences. diverse for approaches “Changing the Paradigm in Secondary Angeles, Los fornia, ‘Novices’” Write’ to ‘Kids Can’t From Writing Instruction: Using Creative Way: This Whole Book the Wrote “If I ginia, Narration” Teach to Rewrites Writing as Racial Literacy Skill “Letter York, New York, New Black and Latino Building with Over-Age/Under-Credited Male Students” private writing and public ideologies be- media, with new service- Multimodal composing for come interconnected. a sense of civic engagement and fosters learning projects students technologies, using digital Similarly, community. with them via mobile composition. the classroom can take experienced secondary writing and university In this session, Fort Southeastern University, Nova Dvorak, Chair: Kevin School of Nova University Presenters: Jaimie Crawford, Illinois Skokie, High School, West Niles Jeter, Andrew K.25 pedagogical new in this session will explore Presenters Florida Bartow School, Middle Chair: Katie Jane Shytle, of Southern Cali- University Carbone, Presenters: Paula M. Vir West Huntington, Marshall University, Hilary Brewster, Columbia University, College, Teachers Sealey-Ruiz, Yolanda K.26 compose will argue that when students These presenters K.24 g_109-196_2013.indd 185 Presenters: Kristin Runyon, Charleston, Illinois, “Research- K.32 CALDECOTT AT 75: (RE)INVENTING THE Based Strategies” MAGIC FOR READERS (E–M–S–TE) Cindy Rich, Eastern Illinois University, Charleston, “Accessing Hynes Convention Center/Room 304, Level Primary Sources through the Library of Congress” Three Kerri Taylor, Charleston High School, Illinois, “Sophomore The Caldecott Medal celebrates its 75th anniversary this and Junior English Unit Plans” year amidst a flurry of interest in the illustrators who Kelly Rice, Charleston High School, Illinois, “Freshmen have made “The Caldecott” a household name. The artists English Unit Plan” on this panel will discuss their award-winning books and respond to audience questions. K.29 CLOSE READING, CRITICAL READING, Chair: Linda M. Pavonetti, Oakland University, Rochester, MISREADING, AND MYTHS OF READING Michigan (G) Tradebook Authors: Jerry Pinkney, Little Brown Books for Hynes Convention Center/Room 102, Level Young Readers, New York, New York, “The Lion Roars: One Winning the Gold after 50 Years of Work” Sponsored by the National Literature Project, open to all David Wiesner, Houghton Mifflin Harcourt Children’s Book These presenters will use experiments in reading, interpret- Group, Boston, Massachusetts, “The Caldecott Medal and ing, and criticizing complex literary and non-literary texts Wordless Books” in an interrogation and critical reading of “close reading.” Presenters: Sheridan Blau, Teachers College, Columbia K.33 BOOKS IN BLOOM: INTEGRATING University, New York, New York CHILDREN’S LITERATURE AND PLANT Michael W. Smith, Temple University, Philadelphia, Pennsylvania BIOLOGY (E–TE) Hynes Convention Center/Room 305, Level K.30 AUTHOR STRAND: MARVIN TERBAN— Three WILL TODAY’S ENGLISH SURVIVE THE Imagine Miss Rumphius without lupines, or Winnie-the- 21ST CENTURY? NO. AND DOES IT Pooh without thistles for Eeyore. Explore the relationship MATTER? (G) between children’s literature, botany, and gardens. These Hynes Convention Center/Room 203, Level presenters will invite participants to choose a book from Tw o their collection and construct a literary desktop garden, In this humorous, informative, and interactive presentation, and then provide guidelines for creating similar projects in Marvin Terban, teacher and author, will ask: How will Eng- their own learning and gardening communities. lish change with all the forces attacking it? How much of it Presenters: Valerie Bang-Jensen, Saint Michael’s College, should we cling to, fight against, give up on, embrace? How Colchester, Vermont, “Books in Bloom: Integrating Children” can we help our students adapt? And he will give answers. Mark Lubkowitz, Saint Michael’s College, Colchester, Presenter: Marvin Terban, Columbia Grammar and Prep Vermont School, New York, New York K.34 REINVENTING LITERARY ANALYSIS: K.31 (RE)THINKING AESTHETICS IN ENGLISH DIGITAL AND MULTIMODAL LANGUAGE ARTS: A FREIREAN COMPOSITIONS IN ENGLISH DIALOGUE ON UNCERTAINTY IN CLASSROOMS (S–C–TE) ELA CURRICULA (G) Hynes Convention Center/Room 103, Level Hynes Convention Center/Room 209, Level One Tw o This interactive session will focus on English/language arts In response to top-down mandates for certain data- and teacher candidates’ composing in digital media. The panel test-centered instruction, members of this panel will give will offer a variety of examples of teacher candidates’ mul- classroom examples of creative-, aesthetic-, and dialogue- timodal compositions, including hypertext poems, digital based language arts curricula. In addition, they will explain videos, and multimodal memoirs. Along with strategies for the educative necessity of uncertainty in ELA instruction. scaffolding multimodal composition, presenters will show Presenters: Gail Russell, Teachers College, Columbia Univer- how teacher candidates are able to overcome their print- sity, New York, New York centric “habits of mind” in order to compose effectively in Carmela Gustafson, Teachers College, Columbia University, new digital and multimodal environments, and also discuss New York, New York the learning opportunities that this type of writing creates for English teachers. Presenters: Teri Holbrook, Georgia State University, Atlanta Blaine Smith, Vanderbilt University, Nashville, Tennessee Melanie Hundley, Vanderbilt University, Nashville, Tennessee

186 Saturday Afternoon, 4:15–5:30 p.m.

g_109-196_2013.indd 186 10/23/13 10:37 AM Saturday 187 10/23/13 10:37 AM

Saturday Afternoon, 4:15–5:30 p.m. 4:15–5:30 Afternoon, Saturday LITERACY AND THE COMMON CORE: CORE: THE COMMON AND LITERACY MEETING CURRICULAR GOALS UNIT DESIGN INNOVATIVE THROUGH (G) Level Center/Room 207, Hynes Convention Tw o THE READERS AMONG AN US: (G) SESSION FOR READERS INTERACTIVE Floor 3rd Sheraton Boston/Dalton Room, proached from multiple perspectives. These presenters will presenters These perspectives. multiple from proached and critical reading close between the difference address and a tool for literacy criticism, for a framework literacy, assessing visual media. critically with Nine “Evaluating Literature Michigan, Rapids, Yardsticks of Value” Here Theory, Suture Television: “(Re)Examining Reality and Critical Media Literacy” Boo Boo, Comes Honey World the (Re)Reading (Re)Invention: “Critical Literacy as Classroom” in the ELA Word and the to essential ques- and response discussion, inquiry, drive the will chronicle tions? In this session the presenters partner of one K–8 district and their university journey Design (UbD) planning to used Understanding by as they and engagement comprehension reading higher-level foster varied text sets. with complex, Hampshire Hampshire talking about what you are We in the last year? professionally classes. your in using are you what necessarily not reading, are to come habit, the reading into back get to want you if Or, reading. colleagues are this session to see what your Pennsylvania Coraopolis, - be ap can culture and popular of literature Critical readings Grand consultant, Roseboro, Small Anna J. Presenters: Athens, of Georgia, University The Stephanie Shelton, Oswego, York, of New State University Anne Fairbrother, K.38 text sets to multigenre can teachers craft innovative, How New State University, Plymouth Co-chairs: James Stiles, Hampshire New University, State Plymouth Gerry Buteau, New District, Laconia School Presenters: Kirk Beitler, Hampshire New Laconia, School, Elm Street Gail Bourn, Hampshire New Laconia, School, Elm Street Barbara Fisher, Hampshire New Laconia, School, Elm Street Morin, Andrea K.39 or you personally influenced profoundly What book(s) have Robert University, Morris Presenters: Connie Ruzich, Angeles Los of California, University Jago, Carol Statesboro Georgia Southern University, Michael Moore, Georgia State University, Kennesaw Latta Kirby, Dawn

REINVENTING TEACHER EDUCATION: TEACHER REINVENTING EDUCATION: CONCEPTUAL INCORPORATING FRAMEWORKS FOR VIDEO EVALUATION, POLICY NAVIGATION, POLICY NAVIGATION, EVALUATION, (TE) PEDAGOGY AND ETHNODRAMA Level 104, Center/Room Hynes Convention One NEW IN MENTORING INNOVATIONS THE FUTURE OF FOR TEACHERS ENGLISH (G) Level Center/Room 107, Hynes Convention One MULTIPLE CRITICAL LITERACY: TEXT AND TO APPROACHES MEDIA (G) Level Center/Room 111, Hynes Convention One evaluate videotaped lessons, navigate policy in field place- navigate lessons, videotaped evaluate with ethno- published writing and analyze ment schools, conceptual frameworks will describe They drama pedagogy. with preservice and show teachers based on their work video clips and preservice interviews. teacher Britain New Instructional “Improving Florida, Fort Lauderdale, versity, of Reflections through Teachers Strategies of Preservice Lessons” Videotaped Writing to Preservice of Teaching “Reconceptualizing the Ethnodrama” through Teachers Policy the Relationship between Navigating Teachers dent Writing Classroom” and Practice in the themed issue mentoring concepts discussed in the recent of English should ensure The future of the English Journal. - on re Drawing supported. well teachers are that new in which mentoring can ways will discuss the they search, collaborative, equitable, so it is educative, be (re)invented and based on inquiry. Co-Mentoring” “Collaborative Baton Rouge, Their Friends” “With a Little Help from “Distributed Mentoring” Ann Arbor, ing and Inquiry” K.35 In this session, three teacher educators will show how to how educators will show teacher three In this session, Central Connecticut State University, Chair: Rae Schipke, Uni- Southeastern Nova McDermott, Presenters: Maureen Cortland, York, of New State University Sarah Hobson, - “Stu Carolina, South Clemson University, Anne Marie Garth, K.36 will build on the the presenters session, In this interactive Louisiana State University, Bickmore, Presenters: Steven Fredonia, York, of New State University Susan Spangler, of Michigan, University Reischl and Debi Khasnabis, Cathy “Question- Davis, of California, University Athanases, Steven K.37 g_109-196_2013.indd 187 K.40 MANAGING FAILURE IN EDUCATION (G) K.43 CONTEMPORARY POETRY IN GRADES Sheraton Boston/Back Bay B, 2nd Floor 6–12: DEVELOPING INDEPENDENT In this session, NYT bestselling author Paul Tough, How VOICES, DIALOGIC COMMUNITIES, Children Succeed, and winning chess coach Elizabeth Spiegel AND CRITICAL LITERACIES (M–S) (subject of the documentary film “Brooklyn Castle”) will Sheraton Boston/Republic Ballroom A, 2nd explain how to help students look honestly and straightfor- Floor wardly at their own failures and mistakes. They will argue Contemporary poetry, including spoken word, provides a that teaching kids to manage academic and life failure will powerful tool for grades 6–12 classroom teachers to use help them to best prepare for a successful future. for engaging students, promoting democracy, and fostering Presenters: Elizabeth Spiegel, IS 318, Boston, Massachusetts literacy skills. Presenters with a diverse range of teaching Paul Tough, author, Houghton Mifflin Harcourt, Boston, experiences will offer classroom stories and practical strat- Massachusetts egies as well as theoretical foundations for their work. Chair: David Schaafsma, University of Illinois, Chicago K.41 GOING ROGUE: (RE)INVENTING THE Presenters: Kate Sjostrom, University of Illinois, Chicago, FUTURE OF ASSESSMENT (S) “Lessons from the Creative Writing Classroom” Sheraton Boston/Beacon D, 3rd Floor Brenna Barlow, University of Illinois, Chicago, “The Intersec- In this session teachers from grades 9–12 classrooms will tion of Poetry and Democracy in the Classroom” describe a framework for authentic assessment that ushers Abigail Kindelsperger, University of Illinois, Chicago, “Creat- teachers away from teaching to the test while assessing ing Critical Literacy through the Exploration of Fresh, Local the Common Core strands of reading, writing, speaking, Voices” and listening. They will show how “going rogue” utilizes technology to implement strategies that engage students K.44 FAN-INSPIRED TRANSMEDIA STORY- and empower teachers. TELLING AS RESPONSE TO LITERATURE: Chair: Brigitte Knudson, Lakeland High School, White Lake, PRODUCING EXCEPTIONAL READINGS Michigan and Wayne State University, Detroit, Michigan IN THE ENGLISH CLASSROOM (G) Presenters: Brigid Piagentini, Lakeland High School, White Sheraton Boston/Back Bay A, 2nd Floor Lake, Michigan Presenters in this session will describe transmedia story- Kathleen Miska, Lakeland High School, White Lake, Michigan telling projects for use in middle school, high school, and college classrooms. The projects were designed to provide K.42 SURREALISM . . . USING ART, LITERATURE, students who had read an assigned novel the opportu- AND ABSURDITY TO DEVELOP nity to engage in transmedia storytelling by producing fan CREATIVE THINKING AND WRITING fiction, videos, and other media, as critical responses to (E–M–S) literature. Hynes Convention Center/Room 202, Level Co-chairs: Jeanne Henry, Hofstra University, Hempstead, Tw o New York Through the lens of Surrealism—an artistic movement that Rose Tirotta-Esposito, Hofstra University, Hempstead, New encompasses art, literature, music, and drama—these pre- York senters will examine how teachers from multiple content Presenters: Jaimie Kanter, Hofstra University, Hempstead, areas in grades 5–8 lead their students and stage their own New York, “Filling the Gaps and Finding the Potential: Fan Happening! Learn how to motivate students to engage and Fiction as Response to Literature” explore using visual art, music, and poetry. Suzanne Smith Carlucci, Amityville Union Free School Dis- Chair: Tom Callinan, Rio Hondo College, Whittier, California trict, New York, “Inspiring Not-Yet-Avid Readers to Take Presenters: Linda Reynolds, Sterling School, Greenville, the Lead through Transmedia Responses to Literature” South Carolina Liz Hynes-Musnisky, Nassau Community College, Garden Sara Newell, Sterling School, Greenville, South Carolina City, New York, “Transmedia Storytelling in the College Reading Classroom” Lorraine Radice, Long Beach Middle School, New York, “Un- derstanding Story through Transmedia Storytelling”

K.45 ARE WE KILLING OR CULTIVATING THE LOVE OF READING IN THE ENGLISH COLLEGE CLASSROOM? (C–TE) Sheraton Boston/Fairfax A, 3rd Floor Two English professors will grapple with Kelly Gallagher’s term “readicide”—”the systematic killing of the love of

188 Saturday Afternoon, 4:15–5:30 p.m.

g_109-196_2013.indd 188 10/23/13 10:37 AM Saturday 189 - 10/23/13 10:37 AM

Saturday Afternoon, 4:15–5:30 p.m. 4:15–5:30 Afternoon, Saturday READING READING AND WRITING LEARNERS ENGAGING STAGE: DIGITAL BY MERGING CRITICAL READINGS OF WITH SOCIAL MEDIA TEXTS CLASSICAL PERFORMANCES (S) 2nd Floor C, Sheraton Boston/Back Bay INFORMATIONAL TEXTS TEXTS INFORMATIONAL (E) Level 205, Center/Room Hynes Convention Tw o BRIDGING THE ADDRESSING THE GAP: CHALLENGES OF READING COMPLEX TEXTS IN DIVERSE HIGH SCHOOL (S–TE) CLASSROOMS Level Center/Room 109, Hynes Convention One THE FROM THE PRINTED TO PAGE Massachusetts of the Common Core State Standards (CCSS). In this (CCSS). State Standards of the Common Core activities for hands-on provide will presenters session, and features, text and writing nonfiction teaching reading which helps students to ana- project describe a research Question texts and create informational and evaluate lyze and Answer books. Florida Longwood, Florida students where school teachers in classrooms high many Using levels. a wide range of reading access texts from the same teacher in a classes taught by a study of two lessons learned will share they urban high school, tracked tracked “regular” helping for and strategies employed and learning texts, students access the same standards, class. “honors” tracked an for provided Washington Washington Seattle, tional Consulting, riculum that values a “dead-white-male” Western cannon Western “dead-white-male” riculum that values a Helping their lives. for little relevance has and seemingly classical texts and produce and rewrite students to read them to question their taken-for- empowers counter-texts and gender. class, granted assumptions about race, Kalamazoo Linda Mulready, Bristol Community College, Fall River, Fall River, College, Community Bristol Linda Mulready, K.48 in a cur teachers struggle to engage their students Many Reading and writing informational texts is a key component component key texts is a informational Reading and writing Elementary Sabal Point School, Grace, Presenters: Jeffrey Oviedo, Carillon Elementary School, Nicki Clausen-Grace, Orlando Florida, of Central University Michelle Kelley, K.49 the challenges facing in this session will explore Presenters Seattle, Highline School District, Presenters: Michael Kamin, Educa- VanDerPloeg Laura Schneider VanDerPloeg, Laura K.50 James Muchmore, Western Michigan University, Michigan University, Western Presenters: James Muchmore, Michigan Kalamazoo Central High School, Elaine Sayre, TOWARD DEEPER UNDERSTANDING: DEEPER UNDERSTANDING: TOWARD - AND STRATE STRUCTURES, MODELS, CONVERSATION GIES FOR STUDENT (M–S–C) Level 301, Center/Room Hynes Convention Three DEVELOPMENTAL (RE)IMAGINING READING AND WRITING DELIVERY ONE COMMUNITY COLLEGE’S MODELS: (C) AND RESULTS PROCESS Level Center/Room 204, Hynes Convention Tw o reading.” After hearing too often from English majors who majors English often from hearing too After reading.” instructors col- these “readicide,” victimized by had been majors to English with a class of upper-division laborated or regain, maintain, helping students for strategies devise of reading. their love Haven New University, Haven in enhancing com- plays that student conversation the role will they Then and achievement. engagement, prehension, lesson that invites a multi-step lead participants through and collaborate discuss, reread, think, write, them to read, translations and Take-home a short-shortaround story. will be provided. applications Illinois Park, Tinley the Social Skills of Collaborative “Teaching Mexico, New Conversation” and Discuss Deeper to Develop “Modeling How Illinois, Questions” Conversation” the Social Skills of Collaborative “Teaching Motivating and Extending It.’ Like Good. ‘It’s “Beyond gan, Writing” about Student Conversation in which to ways new and created which investigated and persistence in developmental student success improve and will describe the process They and writing. reading - questions to assist col and answer of their work results wish to use a similar model. leagues who may Massachusetts Fall River, Massachusetts Massachusetts Cindy Stretch, Southern Connecticut State Southern Connecticut Presenters: Cindy Stretch, New Connecticut State University, Southern Talhelm, Melissa K.46 about research current Members of this panel will present High School, Andrew J. Victor Co-chairs: Nancy Steineke, Albuquerque Mexico, of New University Daniels, Harvey College, Community Santa Fe Presenters: Elaine Daniels, Park, Tinley High School, Andrew J. Victor Nancy Steineke, Albuquerque, Mexico, of New University Daniels, Harvey Michi- Oaks, Three Writing Project, Milwaukee Vopat, James K.47 project a semester-long Members of this panel will review College, Bristol Community Anderson, Debra Presenters: River, Fall College, Bristol Community Denise DiMarzio, Fall River, College, Bristol Community Farah Habib, g_109-196_2013.indd 189 K.51 BEST PRACTICES FOR ENGLISH Presenters: Laura Renzi, West Chester University, Penn- LEARNERS: EXPLORING STANDARDS- sylvania, “Connection of Theory and Practice: The Role of BASED INSTRUCTION (G) Field Experiences in English Teacher Preparation” Sheraton Boston/Beacon B, 3rd Floor Heidi Hallman, University of Kansas, Lawrence, “Understand- Sponsored by the Center for Applied Linguistics, ing the Role of Diversity in English Teacher Preparation” open to all Donna Pasternak, University of Wisconsin, Milwaukee, Presenters on this panel will explore standards-based “Technology’s Presence in English Teacher Preparation: instruction for English learners (ELs). They will include: What Does the Integration of Technology Mean to English implications of Common Core State Standards (CCSS) for Educators?” ELs, the SIOP Model for meeting the CCSS for ELs, and Leslie Rush, University of Wyoming, Laramie, “Reading and developing academic language and literacy for ELs. Writing and the Teaching of English: A Move to Disciplinary Chair: Jennifer Gisi Himmel, Center for Applied Linguistics, Literacies?” Washington, DC Presenters: Lindsey Massoud, Center for Applied Linguistics, K.54 TEACHING LITERATURE: CONNECTING Washington, DC, “Common Questions about the Com- WITH STUDENTS TODAY (S) mon Core and English Learners: Addressing Teachers’ Hynes Convention Center/Room 302, Level Concerns” Three Annie Duguay, Center for Applied Linguistics, Washington, We know that discovering meaning through literature mat- DC, “Academic Languages and Literacy for English Learn- ters as much as it ever has, but what classroom approaches ers in Secondary English Class” will engage students actively? What makes literature pow- Jennifer Gisi Himmel, Center for Applied Linguistics, Wash- erful in their lives? Presenters in this session will discuss ington, DC, “Supporting the Academic Language Demands useful, powerful approaches to projects that incorporate of Common Core with SIOP” cross-disciplinary texts while preparing students to meet CCSS standards, and explore the ways in which we can K.52 THE GAY AND LESBIAN CANON: TEXT engage students with a range of texts and genres—while SELECTION AND CLOSETED CLASSICS pushing the boundaries of traditional definitions of the (M–S–C) English curriculum. Sheraton Boston/Fairfax B, 3rd Floor Presenters: Tommy Jolly, Georgia State University, Atlanta This panel will discuss the expansion of the LGBTQA liter- Valerie Hancock and Toni Collie, Locust Grove High School, ary canon and selection, and the ways in which we can Georgia “Literary Archaeology: Digging Deep to Make affirm our students’ identities in and out of our classrooms. Connections” Chair: John Pruitt, University of Wisconsin–Rock County, Gina Fried, Weston High School, Massachusetts, “Is It English?” Janesville Presenters: Stefani Rubino, Florida International University, K.55 ARTS INTEGRATION FROM THE Miami PERSPECTIVE OF FIRST-TIME David Noskin, New Trier High School, Winnetka, Illinois PRACTITIONERS (M–S) William Fritz, Adlai E. Stevenson High School, Lincolnshire, Sheraton Boston/Beacon A, 3rd Floor Illinois The term “arts integration” often elicits both curiosity and Patrick Finnessy, University of Toronto, Ontario, Canada apprehension from teachers. Never fear! In this session, five members of the ARTeacher Fellows program will share K.53 A NEW ERA: HOW ENGLISH TEACHER experiences and offer strategies to teachers who are inter- PREPARATION IS CHANGING IN THE ested in using arts-integrated approaches to meet a wide 21ST CENTURY (S–C–TE) range of learning objectives, including the Common Core. Hynes Convention Center/Room 201, Level Chair: Christian Goering, University of Arkansas, Fayetteville Tw o Presenters: Katy Moore, Har-Ber High School, Fayetteville, Sponsored by the CEE Methods Commission, open to all Arkansas What is the consensus of the field regarding what English Wayne Levering, Heritage High School, West Fork, Arkansas teacher education looks like now? What is valued in English Katy Buehrer, Hackett High School, Arkansas teacher preparation in an age of accountability? Learn the Hung Pham, University of Arkansas, Fayetteville results of a nationwide study conducted by the CEE Meth- ods Commission and join the conversation. Chair: Yun Choi, Michigan State University, East Lansing

190 Saturday Afternoon, 4:15–5:30 p.m.

g_109-196_2013.indd 190 10/23/13 10:37 AM Saturday - 191 10/23/13 10:37 AM

Saturday Afternoon, 4:15–5:30 p.m. 4:15–5:30 Afternoon, Saturday sity, New York, York New York, New sity, Meeting (G) Roundtable Collaboratives 2nd Floor D, Boston/Back Bay Sheraton members established by groups are NCTE Collaboratives a particular for a passion topic or field within our who have Collabora- give will This roundtable community. professional a Col- in joining an interest members and those with tive and learn about new network, a chance to meet, laborative and studies. initiatives Columbia Univer College, Teachers Ernest Morrell, Chair:

Lea Schubert, Roaring Brook Press, Press, Roaring Brook Lea Schubert, PROCESS: ORBIS PICTUS AUTHORS AUTHORS ORBIS PICTUS PROCESS: (G) JOURNEYS THEIR SHARE Level A, Center/Ballroom Hynes Convention Three Committee, Award the Orbis Pictus by Sponsored open to all REFLECTING REFLECTING ON THE WRITING New York, York New York, New Massachusetts Boston, Massachusetts Boston, ers, that led to about the writing journey 2013 will each talk the works—the craft, of their nonfiction the creation writing process. and the research, Ohio Gerard DuBois, Roaring Brook Press, New York, New York New York, New Press, Roaring Brook DuBois, Gerard Young Readers, for Houghton Mifflin Books Elizabeth Rusch, - Young Read for Houghton Mifflin Books Burns, Griffin Loree York New York, New Inc., Scholastic, Barbara Kerley, Georgia Atlanta, Publishers, Peachtree Cynthia Levinson, and honor books for Pictus award Authors of the Orbis Cincinnati, Madeira City Schools, Wilson, Co-chairs: Fran Ewing Jersey, The College of New Thompson, Deborah Authors: Tradebook K.56 g_109-196_2013.indd 191 Special Interest Groups 5:45–7:00 p.m.

SIG.02 GAY/STRAIGHT EDUCATORS ALLIANCE BUSINESS MEETING (G) Closing Session/ Sheraton Boston/Dalton Room, 3rd Floor Sponsored by the Gay/Straight Educators Alliance, Day of Research open to all This assembly provides a forum for ongoing and sustained discussion among all individuals who share a professional commitment to lesbian, gay, bisexual, and transgendered (LGBT) students, teachers, issues, and academic materials SIG.01 Alan C. Purves, David H. as they pertain to the teaching of English at all levels of instruction. Russell, and Assembly on Chair: John Pruitt, University of Wisconsin–Rock County, Research (G) Janesville Sheraton Boston/Hampton SIG.03 ZEN AND THE ART OF ENGLISH Room, 3rd Floor TEACHER MAINTENANCE (G) Sheraton Boston/Clarendon Room, 3rd Floor Sponsored by the Standing Committee on Sponsored by the Assembly for Expanded Perspectives Research and the Assembly on Research on Learning, open to all Participants will return home with new energy and hope The Alan C. Purves Award is presented annually to for the human things that can be done in the language arts the author(s) of the Research in the Teaching of English classroom, and an understanding of why what really counts article from the previous year’s volume judged as likely in our classrooms is the humanity we manifest in them. to have the greatest impact on educational practice. Presenters: Sharon Marshall, St. John’s University, New York, Alan C. Purves Award Recipients: New York Maureen Kendrick and Margaret Early, University Bruce Novak, Indiana University of Pennsylvania, Indiana of British Columbia, Canada, and Walter Chemjor, Irene Papoulis, Trinity College, Hartford, Connecticut Kabarak University, Kenya, “New Literacies in a Rural Kenyan Girls’ Secondary School Journalism Club” SIG.04 SIFTING THROUGH TECHNOLOGY: David H. Russell Award Recipient: CHOOSING THE BEST TOOLS (G) Peter Smagorinsky, The University of Georgia, Athens, Sheraton Boston/Beacon A, 3rd Floor “Vygotsky in the 21st Century” Sponsored by the Assembly on Literature and Culture Promising Researcher Award Recipient: of Appalachia, open to all Amy Stornaivolo, University of Pennsylvania, Philadelphia, Technology is vital in today’s classrooms, and teachers must “Like Two Different Worlds: Teachers’ Perspectives on enter this arena to keep their curriculum relevant to to- Social Networking and Schooling” day’s students. However, they must wisely choose the best tools available. This presenter will show how to do this, specifically with choices available with Web 2.0. Attendees are invited to bring their expertise and enter the discus- sion. Chair: Judy Byers, Fairmount State University, West Virginia Presenter: Angela Schwer, Fairmont State University, West Virginia

192 Saturday, 5:45–7:00 p.m.

g_109-196_2013.indd 192 10/23/13 10:37 AM Saturday 193 10/23/13 10:37 AM

Saturday, 5:45–7:00 p.m. 5:45–7:00 p.m. Saturday, BUSINESS MEETING (E) BUSINESS Floor 3rd G, Sheraton Boston/Beacon Assembly, the Early Childhood Education by Sponsored open to all THE WRITING USING CENTER AS A WAY WRITING INSTRUCTION (RE)INVENT TO (G) ALL LEVELS OF EDUCATION AT Floor 3rd Sheraton Boston/Beacon E, Writing Centers the International by Sponsored open to all Assembly, an NCTE Association, EARLY CHILDHOOD ASSEMBLY ASSEMBLY CHILDHOOD EARLY In this session the children. with young all who work for will hold its business meeting and engage in Assembly seek to supportdialogue with attendees as they teachers thoughtful practices that who promote children of young within children enhance the teaching and learning of young communities. diverse and across York New York, New University, Ohio Columbus and facilitating writ- in developing interested who are elementary from schools ing centers at their institutions, members of Discussions will be led by to universities. Association who have Writing Centers the International experience administering writing centers in a variety of educational contexts. Florida Lauderdale, Virginia Alexandria, Florida York, “I Was Loud on the Inside Too: Utilizing Feminist Feminist Utilizing Too: on the Inside Loud Was “I York, Theory Research in an Educational Students to Inspire Course” on the Down That Oppression “’It’s York, New School, for to Spaces Inclusion Classrooms Transforming Low’: Critical Literacy Learning” a home at NCTE provides Assembly Childhood The Early Columbia College, Teachers Chair: Mariana Souto-Manning, State University, Cleveland Volk, Associate Chair: Dinah The Ohio State University, Discussants: Laurie Katz, Athens of Georgia, The University Allen, JoBeth SIG.09 educators for a forum provides group This special interest Fort Southeastern University, Nova Dvorak, Chair: Kevin Edison High School, Amber Jensen, Discussion Leaders: Fort Lauderdale, Southeastern University, Nova Shanti Bruce, Illinois Skokie, High School, West Niles Jeter, Andrew Candice Moench, University of Great Falls, Montana Falls, Great of University Chair: Candice Moench, New Buffalo State College, Adrienne Costello, Presenters: Central High Cheektowaga Kristen Pastore-Capuana, SIG.08 -

The English classroom space can be one of The English classroom ADVISING A YEARBOOK, NEWSPAPER, ADVISING A YEARBOOK, NEWSPAPER, I NEED HELP! WEBSITE: OR MAGAZINE, (M–S) Floor 3rd Sheraton Boston/Beacon D, Advisers of Student Assembly for the by Sponsored Association, Publications/Journalism Education open to all AND LIFE IN LITERATURE WOMEN (G) ASSEMBLY Floor 3rd Sheraton Boston/Beacon F, in Literacy and Life Women the by Sponsored open to all Assembly, ENGAGEMENT WITH IPODS, IPADS, IPADS, WITH IPODS, ENGAGEMENT - INTERCON AND OTHER AND IPHONES, TECHNOLOGIES NECTING (M–S–C–TE) Floor 3rd B, Boston/Beacon Sheraton on ComputersAssembly English, in the by Sponsored open to all MAPPING THE PATHS TO TO THE MAPPING CRITICAL PATHS ation among individuals who have an interest in technology an interest who have ation among individuals language artsinfusion into English and literacy instruction. and questions at the SIG resources, ideas, us to share Join - NCTE Connected Commu us in the look for and meeting, nity at http://ncte.connectedcommunity.org/ace Alabama been thrust has a newspaper/yearbook/website/broadcast thinking actually are you maybe, just Or maybe, upon you? We will! free own about starting up a publication of your teacher to publication transition from your can help make adviser as smooth as possible. Pennsylvania Erie, Michigan Holly, Association, Education Journalism - and empow conversations into scholarly can be welcomed dia- to professional voices to contribute their own ered The theory and what feminist to this. can contribute logue, research, a significant piece of will revisit second presenter of English Teaching 2006 Research in the Pamela Hartman’s Gender, Class Girls, Working “Loud on the Inside: article, and Literacy.” invigorating dialogue, composition, inquiry, and meaning inquiry, composition, dialogue, invigorating more are but often inclusion English classrooms making, student a space where “back-to-basics” or structured, collabora- will look at This presenter inquiry is sidelined. an English teacher and a Special Education tion between teacher which aimed to cultivate inquiry in an English 11 authentic learning opportunities. and provide classroom

J. Patrick McGrail, Jacksonville State University, State University, Jacksonville McGrail, Patrick Presenters: J. Atlanta Georgia State University, Ewa McGrail, SIG.06 to advise a student publication? Or been asked you Have Association, Education Journalism Presenters: Jane Blystone, Publications/ Advisers of Student for Assembly Wilson, Brian SIG.07 teachers how in this session will show The first presenter cooper promotes on Computers in English (ACE) Assembly SIG.05 g_109-196_2013.indd 193 SIG.10 CLA MASTER CLASS: TEACHING Table Number Roundtable Leaders and Topics CHILDREN’S LITERATURE IN THE 21ST CENTURY (C–TE) 1 Mabel Khawaja, Hampton University, Sheraton Boston/Fairfax A, 3rd Floor Virginia, “American Storytellers: Flannery Sponsored by the Children’s Literature Assembly, O’Conner and Sandra Cisneros” open to all 2 Jan Sidebotham, Brimmer and May School, Teaching children’s literature can be approached from mul- Chestnut Hill, Massachusetts, “Zora tiple perspectives and can be taught in different programs Neale Hurston, Their Eyes Were Watching in various formats. Presenters will describe different chil- God” dren’s literature courses from across the United States and 3 Julia Cohen and Martha Cohen-Tomlinson, how they are organized and taught. Activities for student The Field School, Washington, DC, “F. engagement will be included. Scott Fitzgerald, The Great Gatsby” Presenters: Jennifer Graff, The University of Georgia, Athens 4 Jamie Cordes, Noble Street College Prep, Seemi Aziz, Oklahoma State University, Stillwater Chicago, Illinois, “John Steinbeck, The Thomas Crisp, Georgia State University, Atlanta Grapes of Wrath” Laura Purdie Salas, poet, Houghton Mifflin, Boston, Massa- 5 Anne Wessel Dwyer, Madison High School, chusetts New Jersey, “J.D. Salinger, The Catcher in Ted Kesler, Queens College, City University of New York, the Rye” Flushing Lori Wilfong, Kent State University–Stark Campus, Ohio SIG.12 BUSINESS MEETING OF THE ncte Diane Sekeres, The University of Alabama, Tuscaloosa LANGUAGE COLLABORATIVE Peggy Rice, Ball State University, Muncie, Indiana Sheraton Boston/Berkley Room, 3rd Floor Lauren Aimonette Liang, University of Utah, Salt Lake City The mission of NCTE’s Language Collaborative is to exam- ine policies and pedagogical practices related to language SIG.11 RE-SETTING CLASSIC AMERICAN TEXTS variation and students’ right to their own language, and (S) explore and raise awareness about how people learn Sheraton Boston/Gardner Room, 3rd Floor language, learn about language, and learn through language. Sponsored by the Assembly on American Literature, During the business meeting, we will discuss the activi- open to all ties of the collaborative during the past year, set goals for These roundtables will explore the ways in which teachers 2013–2014, select a Director-Elect, and outline session can both foster a rich and nuanced understanding of the proposals for 2013. historical context and setting of classic American texts, and Chair: Xenia Hadjioannou, Pennsylvania State University– “reset” these texts so that students can envision how they Lehigh Campus, Center Valley speak to our current time, place, and culture. Co-chairs: Joseph Milner, Wake Forest University, Winston- SIG.13 REORGANIZATIONAL MEETING OF THE Salem, North Carolina EMERITUS ASSEMBLY (G) Tracey Hughes, Maret School, Washington, DC Sheraton Boston/Boardroom, 3rd Floor Co-chairs: Robin Luby, San Diego, California, retired Anna Small Roseboro, consultant, Grand Rapids, Michigan

Meetings

AA Meeting 6:30–7:30 p.m. Sheraton Boston/Jefferson Room, 3rd Floor

Alanon Meeting 6:30–7:30 p.m. Sheraton Boston/Kent Room, 3rd Floor

194 Saturday, 5:45–7:30 p.m.

g_109-196_2013.indd 194 10/23/13 10:37 AM Saturday 195 10/23/13 10:37 AM

Notes g_109-196_2013.indd 195 Notes

196

g_109-196_2013.indd 196 10/23/13 10:37 AM