SATURDAY, NOVEMBER 23

7:00–9:15 A.M.

SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, ALAN BREAKFAST BALLROOMS I & III

ALAN President: Steven Bickmore, University of Nevada at Las Vegas

ALAN Award Winner: John Green

Hipple Award Winner: Diane Tuccillo

Speaker: Meg Medina

Meg Medina is the Cuban American author of the 2019 Newbery Medal winner Merci Suárez Changes Gears, which was also a 2018 Kirkus Prize finalist and a Charlotte Huck Award Honor Book. She also writes picture books and young adult fiction. Her most recent young adult novel, Burn Baby Burn, has earned numerous distinctions, including being long- listed for the 2016 National Book Award and short-listed for the Kirkus Prize. She is the 2014 recipient of the Pura Belpré Author Award and a 2013 Cybils Award winner for her young adult novel Yaqui Delgado Wants to Kick Your Ass. Medina also received the 2012 Ezra Jack Keats New Writer Award for her picture book Tía Isa Wants a Car. Her other books are The Girl Who Could Silence the Wind, a 2013 Bank Street College Best Children’s Book of the Year; Mango, Abuela, and Me, a 2016 Pura Belpré Honor Book; and Milagros: Girl from Away.

184 20192018 NCTE ANNUAL CONVENTION PROGRAM 7:30–8:45 A.M. NCTE AWARDS PRESENTATION BALLROOM II

Join us as we celebrate recipients of NCTE’s highest honors as they receive their awards. Chair: Franki Sibberson, Dublin Public Schools, OH

Distinguished Service Award: Ernest Morrell, University of Notre Dame, IN

Early Career Educator of Color Leadership Awards 2019–2020 Recipients: Brianna Burnette, Mary H. Wright Elementary School, Spartanburg, SC Quanisha Charles, Jefferson Community & Technical College, Louisville, KY Alesha Gayle, University of Pennsylvania, Philadelphia

Daniel Christian Hoilett, Brushy Creek Elementary School, Taylors, SC SATURDAY Reuben Howard, Excel Academy, Chelsea, MA Erika Johnson, Utah Valley University, Orem

2018–2019 Recipients: Erin L. Berry-McCrea, University of Maryland, Baltimore County Andy Chen, John Burroughs School, St. Louis, MO Sarah Cole, Capital City Public Charter School, Washington, DC Janelle Jennings-Alexander, William Peace University, Raleigh, NC America Moreno Jimenez, Wake County Public Schools, Raleigh, NC Kia Turner, Harlem Academy, New York, NY

David H. Russell Award for Distinguished Research in the Teaching of English Recipient: Educating for Empathy: Literacy Learning and Civic Engagement (2018, Teachers College Press) by Nicole Mirra

Advancement of People of Color Leadership Award: David Kirkland, New York University, NY

Leadership Award for People with Disabilities: Stephanie Kerschbaum, University of Delaware, Newark

LGBTQ+ Advocacy and Leadership Award: Mollie Blackburn, The Ohio State University, Columbus

James R. Squire Award: Kathleen Blake Yancey, Florida State University, Tallahassee

George Orwell Award for Distinguished Contribution to Honesty and Clarity in Public Language: Know- It-All Society: Truth and Arrogance in Political Culture by Michael P. Lynch Honorable Mentions: Don’t Label Me by Irshad Manji; Brown, White, Black by Nishta Mehra; Nervous States: Democracy and the Decline of Reason by William Davies Announcement of the Public Doublespeak Award Donald Trump for coded language choices in his July phone call with Ukrainian President Volodymyr Zelensky

National Intellectual Freedom Award: Claudette Brassil, Brunswick, ME, nominated by the Maine Council for English Language Arts Honorable Mention: Martha Hickson, North Hunterdon High School, Annandale, NJ

Excelencia in Teaching Scholarship Recipients: Mario Rosado, YouthBuild Charter School of California, Los Angeles; Carmela Valdez, Austin, TX

2019 NCTE ANNUAL CONVENTION PROGRAM 185 BUILD YOUR STACK® LOCATED IN HALL E/F

2:00 P.M. Middle School Digital and Print Pairings Jennifer Vincent, Mundelein School District 75, IL ® 2:30 P.M. SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Celebrating Complexity in YA Literature Daria Bliss, Traverse City High School, Bellaire, MI Ebony Elizabeth Thomas, University of Pennsylvania, 11:00 A.M. Philadelphia Lessons from Home: Challenge Yourself to Speak 3:00 P.M. Out and Expand Your World with the Ahmed Resilience and Representation through Picture Books Sisters (Grades 2–8) Sara Ahmed, NIST International School; Bangkok, Gary Gray, Singapore American School Thailand & HMH/Heinemann Narin Ramani, Singapore American School Samira Ahmed, LBYR 3:30 P.M. 11:30 A.M. LGBTQIA #ownvoices (Middle Grades and YA) Honoring Our Family Stories Marshall George, Hunter College, CUNY David Bowles, Penguin Young Readers Jennifer Ochoa, The Patria Mirabel School, New York, NY Janet Wong, Pomelo Books 4:00 P.M. 12:00 P.M. Exploring Identity through Literature YA Authors as Editors and Readers Katie Kelly, Furman University, Greenville, SC Jennifer Buehler, Saint Louis University, St. Louis, MO Lester Laminack, Peachtree Publishers/Scholastic, Inc Andrew Karre, Penguin Ibi Zoboi, HarperCollins 4:30 P.M. 12:30 P.M. Reading to Create Inclusive Citizens Renee Rogers, Upstate Writing Project Titles to Teach and Love for Classroom Libraries, Heather Sox, Upstate Writing Project Curriculum, and Beyond JoEllen McCarthy, The Educator Collaborative 5:00 P.M. Julia Torres, Denver Public Schools, CO What’s YOUR Perspective?: Books That Invite Readers 1:00 P.M. to Find Their Own Voice and Viewpoint Kekla Magoon, Wendy Lamb Books/Random House Stacks Supporting Conversations Around Mental Health 5:30 P.M. Beth Honeycutt, Dublin Schools, OH Short Film Digital Stacks Cortney Ingram, Dublin Schools, OH Rachel Polacek, Dublin Schools, OH Lynsey Burkins, Dublin Schools, OH Stephanie Stinemetz, Dublin Schools, OH Katharine Hsu, Newsela, Inc. McKenzie Zimmerman, Dublin Schools, OH 1:30 P.M. Adding “Amazing Audiobooks” to Your Stack Sarah Ressler Wright, RB Hayes High School, Delaware, OH

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FEATURED SESSION

G Family, History, and Untold Stories 310

Monica Hesse, award-winning author of The Girl in the Blue Coat and columnist for The Washington Post, will be in conversation with her father, NCTE Past-President Douglas Hesse. Together, they will discuss such topics as the importance of spirited inquiry in research, the responsibility of telling untold histories, the practice of using historical fiction as companion text in

curricula, and more. They will also discuss Monica’s forthcoming SATURDAY novel, They Went Left, in which she explores underrepresented aspects of World War II history: the immediate aftermath of the Holocaust and the continued tragedies and remarkable hope that defined the post-war years. Speakers: Monica Hesse, award-winning and bestselling historical fiction author Douglas Hesse, Past-President of NCTE, University of Denver, CO A book signing will follow the session.

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J.01 Hot Reading Titles for Your Erica King, Metro Early College High School, Columbus, S Classroom OH BALLROOM IV Jennifer Kirchoff, East Syracuse Minoa Central High School, NY Carol Jago highlights this special secondary Meagan Kirchoff, Cortland Enlarged City School section. Participants will receive Carol’s District, NY famous bookmark with the hottest book titles. Kimberly Klett, Dobson High School, Mesa, AZ In addition, they will have an opportunity to Yasone Krakau, Bishop Kelly High School SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, visit roundtables regarding numerous literature Diana Liu, Brooklyn Technical High School topics and issues. Katie Owen, Westlake High School, Austin, TX Chair: Jennifer Howland, Salem Middle School, Jennifer McCarty Plucker, Hamline University, Sanford, NC Rosemount, MN Presenter: Carol Jago, Associate Director, California Helen Poole, Swan Christian College, Western Australia Reading and Literature Project Brittany Pope, Forsyth Central High School Roundtable Leaders: Antonia Alberga-Parisi, Forsyth Tiffany Rehbein, Laramie County School District #1, Central High School, Cumming, GA Cheyenne, WY Joline Armuth, Bishop Kelly High School, Boise, ID Tonya Rivera, Toms River Regional Schools, NJ Danielle Bainbridge, Bishop Kelly High School, Boise, ID Erik Rotacker, Metro Early College High School, Michele Benage, Westlake High School, Austin, TX Columbus, OH Lauren Berens, Butler Technology and Career Ashley Sander, Metro Early College High School, Development Schools, Hamilton, OH Columbus, OH Candice Chiavola, Manhattan Center for Science and Bobbie Shea, Bishop Kelly High School Mathematics, Hackensack, NJ Meredith Sinclair, Southern Connecticut State Maria Clinton, Denver Writing Project, Westminster, CO University, New Haven Dee-Anne Coghlan, Swan Christian College, Western Valerie Taylor, Westlake High School, Austin, TX Australia Trisha Van Wagner, Baltimore City Schools, MD Eric Comeras, Metro Early College High School, Christy Wibbelsman, Westlake High School, Austin, TX Columbus, OH William Wright, The University of Georgia, Athens Adam Davison, Elmont High School, Sea Cliff, NY Christy Downs, Toms River Regional Schools, NJ J.02 Designing Inspired Inquiry Units Jessica Eagle, North Carolina State University, Durham, M 301 NC S Andrew Eck, Demantha Catholic High School, This session focuses on how middle and high Hyattsville, MD C school teachers can design extended units Shimikqua Ellis, University of Mississippi, Oxford TE of inquiry that deeply engage learners and Deirdre Faughey, Oyster Bay High School, NY lead to personal transformation. Explore how Katie Frankey, Butler Technology and Career the teaching model of inquiry is THE model Development Schools, Hamilton, OH of instruction for developing motivation, JB Haglund, Lower Merion High School, Havertown, PA engagement and joy, real-world expertise, and Chinyere Harris, Teachers College, Columbia University, deep conceptual and strategic understandings New York, NY that lead to transfer and application of Abdul-Qadir Islam, Teachers College, Columbia learning in the real world. Experience how University, New York, NY THE EXPERT PROJECT guides learners to Davena Jackson, Michigan State University, East expertise over the course of a year, and how Lansing EMPOWER serves as a model for reframing, Namisha Joiner, Dr. Richard Izquierdo Health and developing, and implementing inquiry Science Charter School, New York, NY units and lessons that lead to more expert Becky Jones-Webb, Clarke Community High School, understanding. Osceola, IA Presenters: Jim Burke, Burlingame High School, San Christina Karahisarlidis, John Adams High School Francisco, CA, “Designing an Extended Inquiry James Keenan, Lower Merion High School, Ardmore, Project That Teaches the Academic Essentials” PA Jeffrey D. Wilhelm, Boise State University, ID

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J.03 Critical Community Literacies and or virtual spaces. Play is our first and most G Languages in Indigenous Contexts enduring form of inquiry. This session explores 302 the transformative power of gaming as playful inquiry in your classroom. Cornelius and Liv This panel explores community engaged will spend time sharing strategies on how to critical literacy practices undertaken with talk to kids about and through their passions, Native and Indigenous youth and communities. and how to use these passions to literally build Panelists will discuss case studies of engaging worlds of their dreams. with the languages and literacies of diverse Presenters: Cornelius Minor, Teachers College Reading tribal nations/communities, and strategies and Writing Project, New York, NY for how educators can leverage community Olivia Van Ledtje, student, Wonder Lead Student strength in the interest of learning and socio- Ambassador, Durham, NH political development. Presenters: Becky Beucher, Illinois State University, J.06 Reflection on and for Success: Normal E Using Reflective Narratives to Heather Jones, Fern Creek High School, Louisville, KY M Reawaken Teachers’ Inquiry Spirit Chloe Kannan, University of Pennsylvania, Philadelphia in Working with ELs David Low, California State University, Fresno TE

305 SATURDAY J.04 Why Can’t We Dream in Color? Sponsored by the NCTE Assembly on M Racism in Speculative Fiction Research (NCTEAR) S 303 This interactive panel brings together teachers and teacher educators from northern, middle, and C With the exception of recent films, like southern states in the U.S. and Canada to explore, TE SpiderMan: Into the SpiderVerse; characters, highlight, and value preservice and inservice teachers like Kamala Khan; and YA novels, like The and teacher educators’ reflective narratives in Marrow Thieves, the future and imagination working with ELs. Our panel explores the often- have been raced as White. Yet, ignoring discounted stories of our teachers. This interactive youth of color who read speculative fiction session will engage participants into discussion and erasing them from speculative stories around how fellow researchers and teachers is harmful because it implies that their effectively used “narrative” as reflective and effective imaginations are irrelevant. In this session, practice in their current and future work with English we highlight how racism affects aspects of learners, including ELs with disabilities. The findings speculative fiction. However, instead of solely have important implications for the improvement of discussing issues, we include our dreams for our own and peer institutions’ teacher preparation the future and how ELA teachers can help to programs. ensure that all students will be able to dream in color. Chair: Robert Blake, Towson University, MD Chair and Presenter: S. R. Toliver, The University of Presenters: Patricia Doran, Towson University, MD Georgia, Athens Huili Hong, Towson University, MD Presenters: Renee Dorrity, George Washington Karin Keith, East Tennessee State University, Johnson City University, Washington, DC Gregory Knollman, Towson University, MD Laura M. Jimenez, Boston University Wheelock, MA Guofang Li, University of British Columbia, Vancouver Francisco Torres, University of Colorado, Boulder Renee Moran, East Tennessee State University, Johnson City J.05 Gamers Gotta Play: Minecraft, Danielle Turner, Towson University, MD Natalia Ward, East Tennessee State University, Johnson E Roblox, Fortnite, Inquiry, Imagination, and Literacy City M Respondent: Brett Blake, St. John’s University, Queens, TE 304 NY For generations, we’ve known play is approximation. It’s practice for life. Before students can imagine, negotiate, solve, or overcome an obstacle, they must first practice in playrooms, classrooms, athletic fields,

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J.07 Liminal Spaces and Haunting Mollie Gross Noel, NYC DOE, Brooklyn, NY TE Memories: Re/membering as a Karyn Parsons, Little Brown, “How High the Moon” Process of Decolonizing Teacher Eliot Schrefer, HarperCollins Publishers/Scholastic, Inc. Education Ruta Sepetys, Penguin Random House, “The Fountains of Silence” 306 Amy Spalding, Abrams/Amulet In this panel, three teacher educators revisit Alicia D. Williams, Simon & Schuster, “Genesis Begins memories from their own experiences as Again” SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, students in public education. Working through the role of memory as a necessary process J.09 The Power of Poetry to Enhance of decolonization, the authors use critical G Inquiry in the ELA Classroom autoethnography to explore engagement with 308 “haunting” memories through artifact analysis as a critical practice in teacher education. Sponsored by the ELATE Commission on the Teaching of Poetry Presenters: Danielle Filipiak, University of Connecticut, In this roundtable session, presenters will Storrs demonstrate how to use the reading and Lauren Kelly, Rutgers University, New Brunswick, NJ writing of poetry to foster inquiry and inspire Maya Pindyck, Moore College of Art & Design, students and teachers to question, to notice, Brooklyn, NY to wonder, to reflect, to pause, to imagine, J.08 Inquiring Minds Need to Know: to discover, and to think about who they are, what they know, and what they want to know. 10 Middle Grade and YA Books M The focus will be on providing poetry reading S to Inspire Inquiry around and writing strategies that encourage and “Contentious” Issues nurture inquiry in the ELA classroom. 307 Chair and Roundtable Leader: Danny Wade, According to the Pew Research Center, the Washburn University, Topeka, KS divisions between Americans on topics like Roundtable Leaders: Jane Baber, Center University of race, immigration, LGBTQ rights, and the Oklahoma, Norman environment have reached record levels over Lawrence Baines, University of Oklahoma, Norman the last decade. English teachers have the Mindie Dieu, Pacific University, Eugene, OR ability to facilitate meaningful classroom Crag Hill, University of Oklahoma, Norman discussions and projects that inspire Julianna E. L. Kershen, University of Oklahoma, Norman student inquiry around issues often deemed Anthony Kunkel, University of Oklahoma, Norman controversial by adults. Ten middle grade Michael Moore, Georgia Southern University, Statesboro and young adult authors and two teachers Vicki Sherbert, Kansas State University, Manhattan will share ways in which all teachers can Bonner Slayton, Moore Norman Technology Center, transform students into empathetic, critical Norman, OK thinkers through literature-inspired inquiry that pushes students to wonder about things J.10 Unsettling Education: Searching for that matter, to learn more, and to share, M Ethical Footing in a Time of Reform connect, and act upon what they learn. S 309 Chair and Presenter: Sarah Gross, High Technology C How do we ensure significant opportunities High School, Lincroft, NJ TE for inquiry for ALL students? Presenters— Roundtable Leaders: Samira Ahmed, Little Brown, including English teachers and educators “Internment” from the middle grades through university Nancy Castaldo, National Geographic/Algonquin level—share how their inquiries into the Books/HMH Books for Young Readers purposes of schooling have led them to de- I.W. Gregorio, Little Brown Books for Young Readers, commodify educational spaces in favor of “This Is My Brain in Love” inquiry, to resist mandates to teach to the Angie Manfredi, Abrams Books, “The F Word” test in dehumanizing ways, to enact ethical Michelle Roehm McCann, Simon & Schuster, “Enough Is commitments to students and communities, Enough” and to theorize such practices. Presenters Nicole Melleby, Algonquin Young Readers share concrete ways in which teachers might

190 2019 NCTE ANNUAL CONVENTION PROGRAM J SESSIONS / 8:00–9:15 A.M.

challenge the structures of schooling to reveal Trevor Stewart, Virginia Tech, Blacksburg the full humanity and potential of students, Heather Turner, Virginia Tech, Blacksburg as well as their lingering questions about how Heather Wright, Virginia Tech, Blacksburg best to do so. Chairs: Brian Charest, University of Redlands, CA J.13 Inquiry before Application: Kate Sjostrom, University of Illinois, Chicago M First-Year Courses and Learning Roundtable Leaders: Deborah Bieler, University of Communities Allow Students S Delaware, Newark to Explore the Field of English Mikela Bjork, University of Redlands, CA C Education TE Kevin Carey, University of Waterloo, ON 312 Alex Corbitt, Boston College, Brighton, MA Sarah Donovan, Oklahoma State University, Stillwater Learning Communities can provide schools Noah Asher Golden, Chapman University, Orange, CA of education effective ways to collaborate Matthew Homrich-Knieling, Cesar Chavez Academy, with CLAS departments and recruit students Detroit, MI interested in education. First-Year Experience Glynis Kinnan, Oak Park and River Forest High School, IL courses can play a valuable part, helping Avi Lessing, Oak Park River Forest High School, IL students make informed decisions about their Russell Mayo, University of Illinois, Chicago majors and career paths, and helping them to

Samantha Young, Young Music, LLC be better prepared applicants. SATURDAY Respondent: Lauren DeJulio Bell, University of Illinois, Chair and Presenter: Jason Courtmanche, University Chicago of Connecticut, Storrs Presenters: Emma Czaplinski, Ellington Middle School, CT J.11 Shining the Light on Sankofa: A 50- Amanda Navarra, Manchester High School, CT G Year Legacy of the Black Caucus of Samantha Vanvalkenburg, University of Connecticut, NCTE Storrs 345 J.14 Teacher Training: Preservice, Sponsored by the Black Caucus S Concurrent Enrollment, and Writing The session will chronicle the history of the 313 Black Caucus of the National Council of C Teachers of English (NCTE) in celebration of TE Panelists share research and strategies for 50 years of existence and service to the field preparing English language educators. One of education. The panel session will provide an presentation shares research on preservice opportunity to review the history, talk about teacher identity development. Two other current initiatives, and imagine the future of presenters share strategies for preparing both the Black Caucus. high school and college teachers. The last focuses specifically on concurrent enrollment Presenters: Jamal Cooks, Chabot College, Oakland, educators. CA, “History of the Black Caucus of NCTE” James L. Hill, Albany State University, GA, “History of Chair: Shahn Franco, Gwynn Park High School, the Black Caucus of NCTE” Waldorf, MD Presenters: Michael Albright, Southwest Minnesota J.12 Raising Methods: Empowering State University, Marshall Lew Caccia, Kent State University, OH TE Preservice Teachers Jamie Collins, University of Arkansas, Fayetteville 311 Merida Lang, The University of Georgia, Athens Critical talk, inquiry stances, and autoethnography are some of the strategies these teacher educators use to raise preservice teachers to their highest potential. Chair: Kimberlee May, Colonial School District, Prospect Park, PA Presenters: Brandie Bohney, Bowling Green State University, OH Laura Snyder, Brown University, Providence, RI

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J.15 Asian Americans: Personal Inquiries English Leadership Quarterly Elaine Simos, Downers Grove North High School, IL M into Diverse Identities and Narratives S 314 The Journal of Children’s Literature Donna Sayers Adomat, Indiana University Bloomington, A panel of five critically acclaimed middle coeditor grade and young adult Asian American authors Karla J. Möller, University of Illinois at Urbana- will discuss how they navigate their identities Champaign, coeditor as Asian Americans and as writers, how

SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Angela Wiseman, North Carolina State University, they found their voices, and how a spirit of Raleigh, coeditor inquiry informs their work. The panel includes Language Arts authors of Korean, Taiwanese, Thai, Indian, and Wanda Brooks, Temple University, Philadelpha, PA, Japanese descent whose work spans genres coeditor from contemporary humor to myth-based Jonda C. McNair, Clemson University, SC, coeditor fantasy, and dystopian science fiction to LGBTQ Kelly Wissman, University at Albany, NY, coeditor romantic comedy. Join us as we discover how personal inquiry can help students find their ReadWriteThink.org voices, identities, and narratives as writers and Lisa Storm Fink, National Council of Teachers of lifelong “inquirers.” English, Urbana, IL Presenters: Sayantani DasGupta, Scholastic, Inc. Research in the Teaching of English Minh Lê, Disney/Hyperion Gerald Campano, University of Pennsylvania, Ellen Oh, HarperCollins Childrens/We Need Diverse Philadelphia, coeditor Books Amy Stornaiuolo, University of Pennsylvania, Cindy Pon, Simon Pulse Philadelphia, coeditor Misa Sugiura, HarperCollins Ebony Elizabeth Thomas, University of Pennsylvania, Booki Vivatnamongkon, HarperCollins Philadelphia, coeditor Talking Points J.16 Meet the NCTE Editors Patricia C. Paugh, University of Massachusetts, Boston, G 315 coeditor Sherry Sanden, Illinois State University, Normal, Participants will have the opportunity to meet coeditor journal and book editors, explore the publishing possibilities available with NCTE and with other Teachers, Profs, Parents: Writers Who Care publications, and discuss specific project ideas (writerswhocare.wordpress.com) with the editors. Submission guidelines will be Amy Vetter, University of North Carolina, Greensboro available. Teaching English in the Two-Year College Chair: Kurt Austin, NCTE, Urbana, IL Holly Hassel, North Dakota State University, Fargo Editors: Voices from the Middle The ALAN Review Sara Kajder, The University of Georgia, Athens, coeditor Susan Groenke, University of Tennessee, Knoxville, Shelbie Witte, Oklahoma State University, Stillwater, coeditor coeditor Arianna Banack, University of Tennessee, Knoxville, coeditor J.17 Using Inquiry Techniques in Caitlin Metheny, University of Tennessee, Knoxville, S Reading & Writing assistant editor 316 College English How do we use inquiry with our students so they, Melissa Ianetta, University of Delaware, Newark too, learn how to use it in everyday lives? This session English Education provides examples, strategies, and models to help. Melanie Shoffner, James Madison University, Harrisonburg, VA, incoming editor Chair: Leah Michaels, Richard Montgomery HIgh School, Rockville, MD English Journal Presenters: Kristina Doubet, James Madison University, Toby Emert, Agnes Scott College, Decatur, GA, coeditor Harrisonburg, VA R. Joseph Rodríguez, California State University, Fresno, Judith Hinds-Henry, Coral Springs High, FL, “Spirited coeditor Inquiry: Sparking Curiosity in the Secondary ELA Classroom”

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Carol J. Johnson-Coote, Coconut Creek High School, J.20 Inquiry as an Antidote to FL, “Spirited Inquiry: Sparking Curiosity in the M Adolescent Resistance and Secondary ELA Classroom” S Reluctance H. Michelle Kreamer, University of Louisiana, Lafayette 319 Yi’Sheika Lawrence, Central High School, Milledgeville, GA Sarah Orme, University of Virginia, Charlottesville In this panel presentation, four Central Lena Tashjian, Baltimore City College Writing Center, MD Texas Writing Project teachers detail their inquiry into strategies for engaging resistant J.18 Thinking Queerly about Literature learners. The resulting learner stories illustrate M and Life how various types of inquiry projects were an antidote to student reluctance. While S 317 examining the findings, participants will reflect C How can queer theory expand our notions on how inquiry, choice, and time impact their TE of what is possible in literature and in life? learners. Arrive ready to explore fresh avenues In this interactive presentation, participants for yourself and your learners. will practice applying a tool of queer Presenters: Jennifer Hutchinson, SMCISD theory—questioning categories—to their Katrina Jansky, Texas State University, San Marcos life, to literature, and to their teaching. Crystal Kelley, SMCISD

The presenters will briefly introduce this SATURDAY Heather Yzaguirre, SMCISD component of queer theory and share an assignment that has proved successful in J.21 Augmented English: Creating an getting preservice teachers and secondary English students to think queerly. Then, M Interactive Experience to Our ELA participants will work in small groups to S Reality practice queering a children’s picture book. C 320 Presenters: Amanda Gabriel, Grand Valley State Cite. Infer. Synthesize. Annotate. In ELA University, Allendale, MI classrooms, skills acquisition coated in Karen Pezzetti, Grand Valley State University, Allendale, empathy and respect is the goal. Teachers MI seek to improve reading comprehension Erica Ruffner, Fennville High School, MI and critical reader responses. Skill and drill practices (alone), though, lack relevance and J.19 Developing Inquiring Writers: A dilute the complex mental work of engaging M Skills-Based Approach with literary works. They can have a side effect of containing student curiosity. The question: S 318 How can the ELA curriculum create space for C Traditional grading scales, like percentages creative, higher-level, student-driven thought? TE or the A–F system, do not allow for spirited Our answer: Augmented English, using digital inquiry. What if we started to think of grades tools and student ownership models to foster as a pathway and process rather than a critical thinking and curiosity. Our presentation meaningless end? And how would this will focus on creating an interactive impact a student’s ability to engage in an experience. uninhibited inquiry into their own learning? Presenters: Aimee Hardy, Currituck County High Skills-Based Rubrics (SBRs) can be used to School, Barco, NC, “Augmented English: Creating an assess students’ foundational writing skills and Interactive Experience to Our ELA Reality” use skill ladders to identify what they have Catie Page, Currituck County High School, Barco, mastered in writing, and what they can explore NC, “Augmented English: Creating an Interactive next in order to become better writers. Experience to Our ELA Reality” Presenters: Barbara Hubert, New Visions for Public Valerie Person, Currituck County High School, Barco, NC Schools, New York, NY Nicole Santora, New Visions for Public Schools, New York, NY

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J.22 Reclaiming Voices, Sustaining Juana Medina, Candlewick M Passion: African American and Yuyi Morales, Holiday House Angie Zapata, University of Missouri, Columbia S Asian American Educators and Transformational Pedagogies C J.24 “To What End?”: Spirited Literacy TE 321 M Inquiry for Liberation and Racial Sponsored by the NCTE Early Career S Justice Educator of Color Leadership Award

SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, 323 Program TE This panel features year-long projects This panel hopes to spark spirited inquiry developed by our 2018 NCTE Early Career around (re)considering and (re)developing Educators of Color Leadership Award how literacy educators work to empower recipients. Our presenters have created and support social transformation among educational leadership projects at their home students of Color. Our presentation includes institutions that examine the formation of vignettes from our research and teaching racial identities within and without academic that illustrate how we have each taken up spaces and the effects of systemic racism on this charge to harness literacy instruction and the construction of national belonging—on practices as a means for liberation. Finally, we what it means to be American. Our panel invite educators in the audience to share their focuses on how critical literacy must be perspectives on how (re)envisioning literacy central to the creation of antiracist, social might work in their classrooms, and to think justice-based teaching/learning communities with us about recommendations for continued for students of color at various levels—from inquiry to support and sustain literacy preK to the university level. practices and pedagogies for a just society. Chair: Jeffrey Cabusao, Bryant University College of Presenters: Justin Grinage, University of Minnesota Arts and Sciences, Smithfield, RI Kira LeeKeenan, The University of Texas at Austin Presenters: Erin Berry-McCrea, Saint Augustine’s Arturo Nevárez, University of California, Riverside University, Raleigh, NC, “Cultivating Digital Tiffany Nyachae, SUNY Buffalo State Sociolinguistic Toolkits with Black Millennial Women” Andy Chen, John Burroughs School, St. Louis, MO, J.25 Promising Pedagogical Approaches “Reimagining Race and the American Experience E in Dual Language Bilingual through Asian American Literature” Education Programs TE Janelle Jennings-Alexander, William Peace University, 324 Raleigh, NC, “Tell My Story: Reparative Narrative This panel presentation puts together three Justice and Jim Crow Raleigh” research studies in three dual language Anna Roseboro, Grand Rapids, MI bilingual educational (DLBE) programs. J.23 De Artista a Artista: Craft Learning Empirical data collected from these studies indicate the significance of finding from Yuyi Morales, Maya Christina G translanguaging windows in both student and TE Gonzales, y Juana Martinez-Neal teacher practices. The presenters will walk 322 the audience through ways of recognizing Sponsored by the Latinx Caucus and leveraging bilingual students’ linguistic repertoires using translanguaging teaching Award-winning Latina illustrators Yuyi approaches. Morales and Juana Medinawill showcase their illustrative craft and process through Chair: Danling Fu, University of Florida, Gainesville their recent publications. Participants will Presenters: Xiaochen Du, University of Florida, experience how identity, culture, and language Gainesville all enter the illustration process and help us Zhongfeng Tian, Boston College, MA consider the role of Latinx picture books as Xiaodi Zhou, University of Texas Rio Grande Valley mentor texts for writing and illustration in all classrooms. Presenters: Tracey Flores, The University of Texas at Austin

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J.26 Inquiry and Intervention: How J.28 Real Revision: Award-Winning E Professional Curiosity Accelerates E Authors Share Favorite Strategies M Interventions and Student-Centered M to Get Student Writers Excited S Learning S about Revising, Too! 325 327 TE TE Presenters will show how inquiry leads to Do your students groan when it’s time to positive interventions in elementary, middle, revise a piece of writing? Do they try to run and high school. They will use photos and a spell check and call it a day? In this session, examples of students’ work and make visible six award-winning authors (who are also how questions, kid watching, and active educators and editors!) pull back the curtain listening lead them to exploring ways to on the revision process, sharing strategies, support students. All three will discuss the marked-up manuscripts, critique guidelines, importance of daily independent reading and tips for getting young writers excited of self-selected books and using the finest about re-writing, too! books for instruction as a path to building Presenters: Megan Frazer Blakemore, Bloomsbury equal access and equity among diverse Kate Messner, Chronicle Books cultural populations. Olugbemisola Rhuday-Perkovich, The Brown Bookshelf SATURDAY Presenters: Nancy Akhavan, Fresno State University, Traci Sorell, Charlesbridge CA, “In Query and Differentiated Facilitation Leads to Renée Watson, Bloomsbury Student Success Even with the Hardest of Texts” Mary Howard, McAuliffe Elementary School, Tulsa, OK, J.29 Dismantling the Patriarchy: Girl “Using Professional Curiosity and Inspired Wonder E Power in New MG Fiction to Ignite a Student-Centered Intervention Inquiry M 328 Spark” Laura Robb, Daniel Morgan Intermediate School, S A moderated children’s author panel Winchester, VA, “Asking the Questions That Support discussion about new and forthcoming middle Interventions” grade fiction featuring the theme of “girl power.” The panel of six authors will discuss J.27 Hands Down, Speak Out social and political implications of these books, and ideas for sparking discussions to promote E 326 empathy, inquiry, understanding, gender We know it is essential to provide equality, and empowerment of all voices in opportunities for students to talk across all the classroom and the world. Attendees will curricular areas. But too often the content, have an opportunity to ask questions at the flow, and outcome of the talk is owned by end of the session and make additional title the teacher, diminishing true student inquiry. suggestions for books that fit this similar This session will explore how we use “Hands- theme. Down Conversations” to shift ownership of Presenters: Becky Calzada, Leander ISD, TX classroom conversations from the teacher to Authors/Illustrators: Kimberly Brubaker Bradley, Dial the students. Participants will learn how to Barbara Dee, Aladdin, Simon & Schuster hone their listening and facilitating skills and Saadia Faruqi, Capstone Books/Clarion Books plan dialogue microlessons in response to Hena Khan, Simon & Schuster/Lee & Low what they notice. Laura Shovan, Clarion Books/Random House Children’s Presenters: Christina Hermann Thompson, Fairfax Books County Public Schools, VA Elly Swartz, FSG/Scholastic, Inc. Kassia Omohundro Wedekind, Stenhouse Publishers, Arlington, VA

2019 NCTE ANNUAL CONVENTION PROGRAM 195 J SESSIONS / 8:00–9:15 A.M.

J.30 Inquiries into Identity and J.33 Monsters, Museums, and Other Practice: Educator Growth through E Messes: A Spirited Inquiry with G Transformational Action Research M Community Partners TE 329 S 332 Are you interested in learning how engaging How does inquiry begin? With a mess of in action research can transform your ideas. Through slow and intentional guidance, professional identity and practice? Do you students are able to make magic from their SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, value inquiry and reflection and want to mess. Join a panel of middle school educators practice them more often? This panel brings and a museum educational specialist to a range of educators who will reflect on their discover how their simple question led to engagement with inquiry and action research a featured exhibit at a local Smithsonian throughout their careers. They will share about museum. Participants will learn the process how the process changed them and what they of inquiry in the middle school classroom, be have learned about themselves, their students, provided with artifacts from an example study, and educational systems. Action researchers and explore how to connect their inquiry with will discuss the benefits of engaging in institutions in their own communities. inquiry with other educators and how action Presenters: Rachel Harter, Clay Middle School, Carmel, research groups can act as “third spaces” for IN professional growth. Josh Lowe, Clay Middle School, Carmel, IN Presenters: Deborah Broderick, University of Steffy McCourt, Clay Middle School, Carmel, IN Pennsylvania, Philadelphia Nancy Stark, Conner Prairie Museum, Fishers, IN Andrew Danilchick, University of Pennsylvania, Elizabeth Wegner, Clay Middle School, Carmel, IN Philadelphia Katie Dickerson, Friends Central School J.34 The Mountains Aren’t Empty: Gerry Fitzpatrick Doria, Holy Family University, PA M Discovering the Complexity, Dan LaSalle, Olney Charter High School S Diversity, and Universality in Elaine Savoy, University of Pennsylvania, Philadelphia C Appalachian Literature Flynn Skidmore, Philadelphia School District, PA TE 335 J.32 Folger Library: Pathways for ALL Join four Appalachian writers and two M Students into Their Eyes Were Appalachian educators to explore the S Watching God complexity and diversity of Appalachian literature and its role in ELA classrooms. High C 331 school English teachers Jessica Salfia and TE Folger Library: Students begin Their Eyes Karla Hilliard will moderate a conversation with Were Watching God by connecting with award-winning Appalachian writers: Wiley Hurston’s language first and head on, in ways Cash, Robert Gipe, Crystal Wilkinson, and carefully scaffolded, almost entirely student Natalie Sypolt. driven, and effective with students of every Presenters: Karla Hilliard, Berkeley County Schools, ability level. Students’ own words first, then WV characters, and then ideas. Close reading! Jessica Salfia, Berkeley County Schools, WV Folger Method in a new neighborhood. Authors/Illustrators: Wiley Cash, University of North Chair: Peggy O’Brien, Folger Shakespeare Library, Carolina, Asheville Washington, DC Robert Gipe, Ohio University Press Presenters: Ashley Bessicks, Joseph C. Briscoe Natalie Sypolt, Pierpont Community Technical College, Academy, Baltimore, MD Kingwood, WV Melissa Springsteen-Haupt, Iowa Central Community Crystal Wilkinson, University of Kentucky, Lexington College, Clarion Corinne Viglietta, Folger Shakespeare Library, Washington, DC

196 2019 NCTE ANNUAL CONVENTION PROGRAM J SESSIONS / 8:00–9:15 A.M.

J.35 If You Structure It, They Will Learn! J.37 Critical Peer-led Conversations in M Literacy and Learning Centers E a Digital Age: Cultivating Curious S Cultivate Wonder as Students Learn M Literary & Civic Conversations in Reading, Vocabulary, Grammar, and S Digital Spaces Writing Skills 338 TE 336 Teens are constructing identities, building When student learning involves critical communities, and having conversations online. thinking and problem solving, students can However, we know how quickly conversations transfer their skills and knowledge to new online can dissolve into unproductive noise situations. In order to cultivate these skills, or escalate into personal attacks or hateful students need multiple opportunities to speech. This session aims to reconcile this practice with different options to develop dichotomy by offering practical lessons, digital academic skills. To these ends, we embrace platforms, and teaching ideas that cultivate the Literacy and Learning Center Model, which positive peer-led conversations to spark provides ways for students to take charge of curiosity in our students rather than shut their education through making choices about voices down. Drawing from their combined their reading and writing, developing their own range of work with upper elementary to

questions and responses, and practicing their middle school to high school students, the SATURDAY skills in a variety of ways. presenters aim to share work that joins this next generation in powerful digital spaces full Chair: Olivia Johnson, Kent State University, OH of inquiry, debate, and community. Presenters: Beverly Ann Chin, University of Montana, Missoula Chair and Presenter: Marilyn Pryle, Abington Heights Katherine McKnight, Engaging Learners, Antioch, IL, High School, Clarks Green, PA “Relevant Reading Rocks” Presenters: Maggie Beattie Roberts, K & M Literacy, LLC Sarah Ressler Wright, RB Hayes High School, Delaware, Kristen Robbins Warren, Buckeye Valley Local Schools, OH, “Victorious in Vocabulary through Literacy and OH Learning Centers” J.38 Harkness Method Discussion: J.36 Preserving the Past, Changing M Letting Students Lead Inquiry M the Future: A Cross-Curricular S through Collaborative Discussion S Approach to Teaching Emmett Till’s C and Research Story 339 337 The Harkness discussion is a method of low- Planning interdisciplinary units can seem risk, student-led conversation that engages daunting, but three teachers from across the all learners through empathy and reflection. country will describe how they did just that We seek to foster curiosity by encouraging and how you can, too! Presenters will discuss students to seek their own answers through ways to create units about Emmett Till and collaborative investigation. Harkness the Civil Rights Movement after attending discussions detach learning from grading by the National Endowment for the Humanities honoring reflection and inquiry. workshop “The Most Southern Place on Presenters: Kathryn LeBlanc, Sparta High School, NJ Earth” in Mississippi, including suggestions for Amber Mauriello, Sparta High School, NJ implementation, literacy strategies, and other Brent Rivers, Sparta High School, Sparta, NJ resources. Chris Crowe, author of Getting Away with Murder: The True Story of the Emmett Till Case, will provide an introduction and the traveling Emmett Till exhibit from Delta State University will be displayed. Chair and Presenter: Jackie Mercer, Youngstown State University, OH Presenters: Casey Gause, W.E. Boswell High School Kishma O’Reilly, James S. Rickards High School, Tallahassee, FL

2019 NCTE ANNUAL CONVENTION PROGRAM 197 J SESSIONS / 8:00–9:15 A.M.

J.39 STEM Literacies J.41 NCTE Author Strand: Bring on the E 340 M Bard: Using Basic Folio Technique with Shakespeare’s Diverse Readers Picture books, student curiosity, and reading S aloud around shared topics are all perfect for C 342 connecting STEM and literacy learning with Turn your students into text detectives an inquiry lens in early childhood classrooms. and verse nurses with activities that make Participants in this session will also be invited use of diction, pronoun, capitalization, and SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, to consider how students can harness their punctuation clues embedded in the First inquiry through a variety of tech tools, Folio and used by Shakespeare’s actors. including social media. We will share our “Fabulous Folio Five” text Chair: Jennifer Zwillenberg, Loyola University, annotation strategies and active approaches Baltimore, MD to get your novice, emerging, or accomplished Presenters: Stephanie Affinito, University at Albany, NY readers “Bard ready” and demonstrate how to Stephanie Buelow, University of Hawaii at Manoa use Folio excerpts along with your classroom Kris McGee, Frostburg State University, Hagerstown, edition. MD Chair/Presenter: Mary T. Christel, TimeLine Theatre, Jennifer Shettel, Millersville University of Pennsylvania Chicago, IL Diane Sugahara, Hokulani Elementary School Presenter: Kevin Long, Harper College, Palatine, IL Recorder/Reactor: Lulia Sarmiento Coronado, Illinois J.40 All Things Podcasting School District 100, Belvidere S 341 J.42 I Heard It, I Lived It, I Researched This engaging and interactive session will E It: How to Find a Story, Tell a Story, introduce participants to a number of ways to use podcasts. M and Inquire about a Story 343 Chair: Michele McConnell, University of San Diego, CA TE Presenters: Nicole Boyer, Jefferson High School, Ste. This session will highlight how diverse high- Genevieve, MO quality picture books with the themes of Natalie Fallert, Rockwood School District, Festus, MO immigration, identity, segregation, and Kerrigan Mahoney, University of Virginia, Charlottesville creativity may be used to create environments Jane Patrick, University of Virginia, Charlottesville of historical inquiry. Panelists include picture Carrie Perry, Prew Academy of Sarasota, FL book creators Lesléa Newman, Sharon Langley, and Amy Nathan, whose inquiries about the world were the sparks for their writing. Monica Edinger, a 4th-grade teacher and author, will highlight how she creates a classroom of inquiry with picture books. The role of research, writing, story development, and the power of story will be used to support building an environment of inquiry in the English language arts classroom. Chair: Susannah Richards, Eastern Connecticut State University, Willimantic Presenters: Monica Edinger, Dalton School Tradebook Authors: Sharon Langley, Abrams Amy Nathan, Abrams Lesléa Newman, Abrams

198 2019 NCTE ANNUAL CONVENTION PROGRAM J SESSIONS / 8:00–9:15 A.M.

J.45 Using Novels-in-Verse to J.47 Teaching for Inclusion to Inquire S Deconstruct and Eradicate Rape G into a Neurodiverse World C Culture 348 TE 346 This panel will focus on neurodiversity, with an In a culture where rape is spoken about in emphasis on designing instruction with autistic passive voice, it’s time to start talking about and dyslexic students in mind. The session is rape culture in active voice and actively designed to promote inclusive classrooms that go into the community to eradicate rape both accommodate neuro-atypical students culture. This presentation examines how and help neurotypical students understand using two novels-in-verse with a service- the strengths and assets of those on neuro- learning component can spark inquiry that atypical spectrums. deconstructs rape culture. Presenters: Christopher Bass, University of Illinois, Presenters: Rebecca Maldonado, University of Chicago Oklahoma, Noble Mary Guay, The University of Georgia, Athens Latasha McKinney, Emerson North Middle School, OK/ Peter Smagorinsky, The University of Georgia, Athens University of Central Oklahoma J.48 Research-based Approaches to J.46 Remedial Reading Reimagined: S Teaching Argument Writing in SATURDAY M A Collaborative Journey of Spirited Grades 6–12 S Inquiry 349 347 TE This session, sponsored by the IES WRITE Our multimedia and interactive presentation Center for Secondary Writing, will review will include a brief history of our unique several research-based approaches to mastery-and-project-based reading teaching argument writing, focusing on program followed by powerful student specific teaching strategies that have been video testimonials addressing the four core shown to enhance students’ source-based components of our courses—environment, argument writing. culture, learning, and agency. Additionally, Chair and Presenter: Carol Booth Olson, University we’ll embed classroom images, along with of California, Irvine/UCI Writing Project, “Resources student work samples, ranging from podcasts for Practitioners and Researchers from The WRITE to book trailers and short films to critical book Center for Secondary Students” reviews. Subsequent to the presentation of Presenters: Huy Chung, University of California, Irvine/ each core component, a panelist will engage UCI Writing Project, “From Knowledge Telling to the audience to reflect on the presented Knowledge Transformation: A Research-Based information using varying inquiry-based Strategy to Promote Higher Literacy during the teaching and learning strategies, including Revision Stage of Argument Writing” a Circle Question Activity, the Question Tom Fox, National Writing Project, “Connecting Formulation Technique™, and a Turn & Talk Student Outcomes and Social Justice through Activity. Argument Writing: How Students Actually, Really Presenters: David Griffith, Ridgefield High School, CT Change the World” Brendan Kiely, Simon & Schuster Lauren Godfrey, University of California, Irvine/ Adam Rapczynski, Ridgefield High School, CT UCI Writing Project, “From Knowledge Telling to Judy Silver, Ridgefield High School, CT Knowledge Transformation: A Research-based Strategy to Promote Higher Literacy during the Revision Stage of Argument Writing” George Newell, The Ohio State University, Columbus, “How Instructional Conversations Shape Argument Writing: Using the Toulmin Model to Shape Literary Arguments in an 11th-Grade International Baccalaureate Classroom”

2019 NCTE ANNUAL CONVENTION PROGRAM 199 J SESSIONS / 8:00–9:15 A.M.

J.49 Encouraging Inquiry and Meaningful J.52 Poster Session: Supporting English M Assessment in Secondary and Language Learners S Postsecondary Writing: Face-to- PRATT STREET LOBBY EAST-WEST, LEVEL 3OO Face Grading Conferences with C (CONVENTION CENTER) Student Writers 350 Poster 1: Family Storytime: Korean English Bilingual Family Literacy in a Community Setting Experienced middle school, high school, and SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, E The presenter will talk about one Korean- college instructors share how face-to-face English bilingual family literacy event that grading conferences demystify the grading occurred in a community setting. Picture process, develop the classroom community, books about Korea and Korean Americans engage student writers, minimize instructor that were read in the family storytime will be fatigue and frustration, and bring about introduced along with the book play activities. meaningful inquiry on writers’ own skills and Presenter: Jongsun Wee, Winona State University, MN practices—even with large classes. Attendees are invited to consider applications to their Poster 2: Assessing English Language Learners’ own teaching practices and discuss related Comprehension of Content through the Theatrical questions and experiences. Technique of Improvisation Through the theatrical technique of Chair and Presenter: Ann Burke, Michigan State E improvisation, teachers can assess English University, East Lansing M language learners (ELLs) in an informal and Presenters: Jeffrey Austin, Skyline High School, Ann S supportive environment. The art form provides Arbor, MI teachers with the opportunity to evaluate Ellen Folley, Western Michigan University, Kalamazoo ELLs’ content knowledge without heightening Tricia Kriese, Franklin Road Academy, Nashville, IN their affective filter. Furthermore, this Gretchen Rumohr-Voskuil, Aquinas College, Zeeland, MI collaborative and inquiry-based tool allows J.51 Exhibitor Session: Choice Reading students to push themselves to communicate due to the playful nature of improvisation. G Works for Students. Let’s Make it Work for Teachers Too Presenter: Margaret Piccoli, Louisiana State University, Baton Rouge CARROLL (HILTON) Poster 3: How Can Wordless Picture Books Be Used Sponsored by Loose Canon to Support English Learners in the Elementary You’ve seen the research. You also have a Classroom? Elementary Educators Reflect on gut-belief that the way to save reading in How Inquiry Question Will Inform Future Literacy our culture is to incorporate more book Instruction choices into secondary school classrooms. G This poster session examines how elementary But the logistics of reading choice can be so teachers and their professor designed an TE stressful! The answer is iteration. Set up your inquiry project around how wordless picture reading workshop to capture other students’ books can be used to support ELs. After enthusiasm (which is gold) and pump that engaging with presenters, participants will energy back into the classroom. Use student receive a handout with wordless picture book book reviews to guide subsequent choices and titles, recommendations for teaching ELs with create the momentum for the next round of lit wordless picture books, research that supports circles or independent reading. This workshop using wordless picture books to support ELs, shows you how to use analog methods and/or and ideas for future inquiry. our digital resources. (Grades 6–12). Presenters: Kathryn Caprino, Elizabethtown College, PA Presenter: Julia Franks, Veteran teacher and Founder Amy Lieberman, Elizabethtown College, PA of the Loose Canon Samantha Weigle, Elizabethtown College, PA

200 2019 NCTE ANNUAL CONVENTION PROGRAM J SESSIONS / 8:00–9:15 A.M.

Poster 4: Closer Than You Think! A Spirited Inquiry Poster 7: Using Pop Culture to Promote Use of on English-Spanish Cognate Vocabulary Textual Evidence G This presentation shares how Latinx ELLs and E This presentation will outline how to use the bilingual students can use cognates as cross- TE M opening song from Broadway’s Hamilton linguistic learning tools for acquiring English, to promote student interest in using textual enhancing their bilingualism/multilingualism, evidence in their writing. Middle school and developing their literacy skills in English students seek to explain how Alexander and Spanish. Cognates are academic words Hamilton, a boy of humble origins, became a present across the school curriculum and they great man. The presentation will discuss how help students become metalinguistically aware the teacher builds background knowledge that English-Spanish cognate vocabulary about the subject with a variety of texts. is closer that they think. The results of this Students learn to take margin notes on study show that explicit instruction of English- the song; then they complete a prewriting Spanish cognates and rules is more effective chart, and write a paragraph to discuss than their nonexplicit instruction. Examples of one character trait that helped Hamilton to classroom activities will be presented. overcome his disadvantaged background and Presenter: Johanna Esquivel, University of Texas Rio become a Founding Father of our country. Grande Valley, Edinburg Presenter: Kay O’Rourke-Kowalski, Connetquot SATURDAY Poster 5: Teach to the Culture Schools, South Setauket, NY TE Applying the cultural background knowledge Poster 8: A Tale of Two Teachers: Investigating of English language learners (ELL) in the Supports and Obstacles to Powerful Writing classroom will allow teachers to make Pedagogy at an Urban Middle School connections between the student and Powerful writing pedagogy blends evidence- where they come from. Although students M based practices, methods for increasing have a hard time learning a new language, authenticity, and tenets of critical composition requiring teachers to take courses on the pedagogy. Drawing on data from a cultural background will facilitate student longitudinal study of teachers at an urban understanding. middle school, two questions guided this Presenter: Arlet Aguiar, Florida International University, study: (1) To what extent are teachers enacting Pembroke Pines powerful writing pedagogy in urban, public Poster 6: Interactive Picture Book Read Alouds with schools? (2) What factors enable/impede Struggling EFL High School Learners teachers’ enactment of powerful writing S This study with mixed methods design aims pedagogy? Both teachers incorporated many to examine whether interactive picture book evidence-based practices and authentic C read alouds plus meaning-making activities writing features, yet rarely included critical TE with struggling EFL high school learners writing elements, such as addressing social could derive more learning pleasure, facilitate injustices or writing for social change. Findings abilities of word inference, and enhance highlight complex factors affecting instruction, reading comprehension. including student, teacher, school, and district- Presenter: Chia-Ho Sun, Kainan University, Taoyuan state-level characteristics. City, Taoyuan County Presenter: Nadia Behizadeh, Georgia State University, Atlanta

2019 NCTE ANNUAL CONVENTION PROGRAM 201 SATURDAY GENERAL SESSION

SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, 9:30–10:45 A.M.

TOMMY ORANGE HALL C/D

Tommy Orange is the author of There There, a multigenerational, relentlessly paced story about a side of America few of us have ever seen: the lives Photo: Elena Seibert Photo: of urban Native Americans. One of the New York Times’ top books of 2018, There There shows us violence and recovery, hope and loss, identity and power, dislocation and communion, and the beauty and despair woven into the history of a nation and its people. Orange talks about his craft, the writing process, and Native American history and culture, often with meticulously researched visual presentations.

Tommy Orange will sign a limited number of copies of There There that have been donated by the publisher.

202 20192018 NCTE ANNUAL CONVENTION PROGRAM THE SCREENING ROOM: FILMS AT NCTE

G 10:30 A.M.–6:30 P.M.

Now Screening at NCTE 2019 350 Now Screening at NCTE screens recent feature films and award-winning short films. We also include some student-made films, offering teachers creative ways to have their own students create films. All films featured at the screenings can become springboards for classroom study. Teaching tips and materials for films screened will be provided. For information, visit our website at http://convention.ncte.org/2019-convention/whats-happening/ncte-screening-room/.

Chairs and Presenters: Laura Brown, Adlai E. Stevenson High School, Lincolnshire, IL David Handelman, Adlai E. Stevenson High School, Lincolnshire, IL SATURDAY Facilitators: Christina Anker, Adlai E. Stevenson High School, Lincolnshire, IL Carly Lacombe, Adlai E. Stevenson High School, Lincolnshire, IL Lisa Lukens, Adlai E. Stevenson High School, Lincolnshire, IL Consultants: Frank Baker, Media Literacy Clearinghouse, Inc., Columbia, SC Mary Christel, Adlai E. Stevenson H.S. (retired), Wheeling, IL William Kist, Kent State University, OH Jane Nickerson, Gallaudet University, Olney, MD

Annotations for the films were compiled using information found on the webpage for each film.

10:30–11:55 A.M.

Edgar Allan Poe: Buried Alive American Masters—PBS About the film: After his death, writer Edgar Allan Poe (1809–1849) became a global icon of modern literature and a pop culture brand. Best known for his Gothic horror tales and narrative poem “The Raven,” Poe’s stories are the basis of countless films and TV episodes, and have inspired even more, as has his name and image. At least four American cities claim this literary legend as their own—Baltimore, Richmond, Philadelphia, and New York. An NFL football team is named after one of his poems, and his image appears on everything from the Beatles’ Sgt. Pepper’s Lonely Hearts Club Band album cover to lunchboxes, bobbleheads, and socks. . . . Written and directed by Eric Stange (The War That Made America, American Experience: Murder at Harvard), the new documentary American Masters—Edgar Allan Poe: Buried Alive draws on the rich palette of Poe’s evocative imagery and sharply drawn plots to tell the real story of the notorious author. . . . Starring Tony Award-winning and Emmy-nominated actor Denis O’Hare (This Is Us, American Horror Story, Take Me Out) and narrated by Oscar- and Tony-nominated, two-time Golden Globe-winner Kathleen Turner, American Masters—Edgar Allan Poe: Buried Alive explores the misrepresentations of Poe as a drug-addled madman akin to the narrators of his horror stories. . . . http://www.pbs.org/wnet/americanmasters/edgar-allan-poe-buried-alive- about-the-film/8923/

2019 NCTE ANNUAL CONVENTION PROGRAM 203 THE SCREENING ROOM: FILMS AT NCTE

12:00–12:08 P.M.

One Small Step Taiko Studios

“An ambitious young girl aspires to be an astronaut with the support of her humble father. SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, 91st Academy Award Nominee for Best Animated Short Film.” Excellent for elementary and middle school students. The film emphasizes the importance of adult support, having goals, and cultivating determination to overcome setbacks. http://www.taikostudios.com/

12:10–12:22 P.M.

Walt Whitman: Citizen Poet Poetry Foundation and Magazine

“In honor of Walt Whitman’s 200th birthday, the Poetry Foundation presents a short film on the American original whose poetry unites us in freedom and our compassionate, common humanity. Produced and directed by Haydn Reiss and Zinc Films.” https://www.poetryfoundation.org/video/149110/ walt-whitman-citizen-poet

12:25–12:34 P.M.

Joy Harjo’s Reality Show This short video was funded by Native American Public Communications and directed and produced by Native Hawaiian filmmaker Lurine Wailana McGregor. It is a video diary cut to the beat of her music. It provides a glimpse of the many activities that make up the life of this well known Mvskoke/Creek poet and musician and her thoughts behind it all. In June, she was the first Native American to be named Poet Laureate of the United States. http://joyharjo.com/videos/joy-harjos-reality- show/

204 2019 NCTE ANNUAL CONVENTION PROGRAM 12:35–12:55 P.M.

“Trailer Time!” Presenting trailers for the following films of interest:

Toni Morrison: The Pieces I Am The newest documentary about Toni Morrison from Magnolia Pictures

Toni Morrison: The Pieces I Am offers an artful and intimate meditation on the life and works of the acclaimed novelist. From her childhood in the steel town of Lorain, Ohio, to ’70s-era book tours with Muhammad Ali, from the front lines with Angela Davis to her own riverfront writing room, Toni Morrison leads an assembly of her peers, critics, and colleagues on an exploration of race, America, history, and the human condition as seen through the prism of her own literature. Inspired to write because no one took a “little black girl” seriously, Morrison reflects on her lifelong deconstruction SATURDAY of the master narrative. Woven together with a rich collection of art, history, literature, and personality, the film includes discussions about her many critically acclaimed works, including novels The Bluest Eye, Sula, and Song of Solomon, her role as an editor of iconic African American literature, and her time teaching at Princeton University. https://www.youtube.com/watch?v=A8sUwXTWb4M

America to Me Kartemquin Films

Academy Award®-nominated filmmaker Steve James (Hoop Dreams, Life Itself) examines racial, economic, and class issues in contemporary American education in the ten-part unscripted documentary series America to Me. Poignant and funny, epic and intimate, America to Me spends an academic year at Chicagoland’s elite Oak Park and River Forest High School (OPRF), allowing its students, families, faculty, and administration to tell stories of the pressures and challenges teens face today in their own words. https://kartemquin.com/films/america-to-me

The Fits Oscilloscope Laboratories

Toni trains as a boxer with her brother at a community center in Cincinnati’s West End, but becomes fascinated by the dance team that also practices there. Enamored by their strength and confidence, Toni eventually joins the group, eagerly absorbing routines, mastering drills, and even piercing her own ears to fit in. As she discovers the joys of dance and of female camaraderie, she grapples with her individual identity amid her newly defined social sphere. Shortly after Toni joins the team, the captain faints during practice. By the end of the week, most of the girls on the team suffer from episodes of fainting, swooning, moaning, and shaking in a seemingly uncontrollable catharsis. Soon, however, the girls on the team embrace these mysterious spasms, transforming them into a rite of passage. Toni fears “the fits” but is equally afraid of losing her place just as she’s found her footing. Caught between her need for control and her desire for acceptance, Toni must decide how far she will go to embody her new ideals. http://thefits.oscilloscope.net/

2019 NCTE ANNUAL CONVENTION PROGRAM 205 THE SCREENING ROOM: FILMS AT NCTE

12:35–12:55 P.M.

“Trailer Time!” continued

Step SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Fox Searchlight

Step is the true-life story of a girls’ high school step team set against the background of the heart of Baltimore. These young women learn to laugh, love, and thrive—on and off the stage—even when the world seems to work against them. Empowered by their teachers, teammates, counselors, coaches, and families, they chase their ultimate dreams: to win a step championship and to be accepted into college. This all-female school is reshaping the futures of its students’ lives by making it their goal to have every member of their senior class accepted to and graduate from college, many of whom will be the first in their family to do so. Deeply insightful and emotionally inspiring, Step embodies the true meaning of sisterhood through a story of courageous young women worth cheering for. Directed by Amanda Lipitz https://www.youtube.com/watch?v=uVN4aVYA2eA

The ’63 Boycott Kartemquin Films

In 1963, 250,000 students boycotted the Chicago Public Schools to protest racial segregation. The ’63 Boycott connects the forgotten story of one of the largest Northern civil rights demonstrations to contemporary issues around race, education, and youth activism. https://kartemquin.com/films/63-boycott

And a final bit of wisdom from Flossie Lewis on getting old: Flossie Lewis says she’s 91 years old and badly crippled. But just because her body is starting to go doesn’t mean her personality or character should. Taking walks, watching politics, and writing a little bit of light verse help keep Lewis as optimistic now as she was at 15. Lewis gives her brief but spectacular take on growing old with grace. https://www.pbs.org/newshour/brief/179900/flossie-lewis

206 2019 NCTE ANNUAL CONVENTION PROGRAM 1:00–1:55 P.M.

Shakespeare Uncovered: The Merchant of Venice PBS

Shakespeare probably never met a Jewish person. Three centuries before The Merchant of Venice was written, England became the first country in medieval Europe to expel its Jewish population. Abraham addresses the ubiquitous anti- Semitism that characterized Europe in Shakespeare’s time. Comparing Shylock to the stock Jewish villain of the day, the episode looks at the efforts over the years to interpret him as both villain and victim. https://www.pbs.org/wnet/shakespeare-uncovered/uncategorized/ shakespeare-uncovered-series-iii-the-merchant-of-venice-with-f-murray- abraham/

2:00–3:30 P.M. SATURDAY This Is Home Gidalya Pictures

This Is Home is an intimate portrait of four Syrian refugee families arriving in America and struggling to find their footing. Displaced from their homes and separated from loved ones, they are given eight months of assistance from the International Rescue Committee to become self-sufficient. As they learn to adapt to challenges, including the newly imposed travel ban, their strength and resilience are tested. It is a universal story, highlighted by humor and heartbreak, about what it’s like to start over, no matter the obstacles. After surviving the traumas of war, the families arrive in Baltimore, Maryland, and are met with a new set of trials. They attend cultural orientation classes and job training sessions where they must “learn America”—everything from how to take public transportation to negotiating new gender roles—all in an ever-changing and increasingly hostile political environment. Their goals are completely relatable: find a job, pay the bills, and make a better life for the next generation. We witness the families’ struggles and triumphs up close through the drama of everyday life. Through intimate access, this cinema vérité film takes a fresh look at the classic American immigration story and challenges us to see past differences to find common ground. This Is Home goes beyond the statistics, headlines, and political rhetoric to tell deeply personal stories, putting a human face on the global refugee crisis. http://gidalyapictures.com/portfolio/this-is-home/

3:35–5:35 P.M.

Julius Caesar from Dunmar Great Performances on PBS

Set in a women’s prison, Great Performances: Julius Caesar offers a powerful dramatization of the catastrophic consequences of a political leader’s extension of power beyond constitutional confinesthrough an all-female lens. https://video.wttw.com/video/julius-caesar-from-donmar-suw3sh/

2019 NCTE ANNUAL CONVENTION PROGRAM 207 K SESSIONS / 11:00 A.M.–12:15 P.M.

K.01 Linking Literacy and STEAM: How K.04 Jewish Caucus Open Forum E Children’s Literature Can Provide 321 TE Opportunities for Transdisciplinarity All educators are welcome to join the open 301 meeting to learn more about the history, Learning often gets divided into binary membership, and future directions of the processes—reading/writing versus math/ Caucus. science. Yet students thrive when disciplines Chair: Mara Lee Grayson, California State University, SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, are combined, promoting greater interest, Dominguez Hills concept reinforcement, and curricular connections. Reading about a discovery K.05 Asian/Asian American Caucus Open before replicating the experiment or engaging Forum in STEAM activities as part of an English 346 class assignment encourages students to make real-world connections. Considering We invite all educators to join this community ideas or problems through the lenses of of members who support one another on different disciplines prepares students to think scholarship by and/or about Asian and Asian critically and broadly as they look at multiple American language practices, rhetorics, and perspectives of a situation. In short, teaching literacy education. across disciplines can create student wonder, NCTE Co-Chairs: Betina Hsieh, California State a spirit of inquiry that allows for greater University Long Beach creativity, novelty, and innovation. Jung Kim, Lewis University, Romeoville, IL Presenters: Josh Funk, Penguin/Sterling/Two Lions Brenda Maier, Scholastic, Inc./Union Public Schools K.06 Technology as Inquiry: How Christina Soontornvat, Scholastic, Inc. M Preservice Teachers Learn Traci Sorell, Charlesbridge S Authentic Use of Digital Tools TE 306 K.02 Latinx Caucus Open Forum 302 How do teachers develop the knowledge and skills to use technology in authentic, We welcome educators to join the open meaningful ways? They play. They experiment. meeting to learn more about the history, And they continue learning. Presenters in this membership, and future directions of the session will share examples of authentic use Caucus. The meeting is a space for educators of digital tools—and how they learned to use committed to issues of equity and justice them. pertaining to the lives and ways of knowing of Chair and Presenter: Kristen Hawley Turner, Drew Latinx students, families, and communities to University, Madison, NJ, “Let Them Play: Developing network and share resources. Authentic Practice with Technology in Teacher Chair: Tracey Flores, The University of Texas at Austin Education” Presenters: Katrina Anan, Drew University, Madison, K.03 Black Caucus Open Forum NJ, “The Power of the Podcast” 303 Michelle Taliento, Cresskill Middle and High School, NJ, “#Newbie: Using Twitter to Connect and Reflect in This open meeting provides a space for NCTE Preservice and Year 1” members interested in issues of ELA relevant to Black students, communities, knowledges, K.07 Unconventional Student-Driven experience, and textual expressions. It S Inquiry explores issues of equity in ELA that sit at the intersection of policy, practice, and 307 research to highlight and interrupt systems of This session seeks to model and illustrate disparity that devalue Black bodies, lives, and to teachers how they, too, can use perspectives. unconventional instructional strategies and Co-Chairs: Jamal Cooks, San Francisco State activities that privilege student-driven inquiry. University, CA Chair: Deirdre Zongker, Olathe North High School, KS Ersula J. Ore, Arizona State University, Tempe

208 2019 NCTE ANNUAL CONVENTION PROGRAM K SESSIONS / 11:00 A.M.–12:15 P.M.

Presenters: Summer Boismier, Piedmont Public Jon Scieszka, Chronicle Books Schools Colby Sharp, Parma Elementary School, Jackson, MI, Kari Caulder, Salem-Keizer School District, OR “Reading as Exploration: Elementary School” Selena Hughes, Cristo Rey Kansas City, Kansas City Jennifer Vincent, Mundelein School District 75, IL, Leah Panther, Mercer University, Atlanta, GA “Inquiry with Mentor Texts, the Intersection of Maggie Raymond, Bishop Lynch High School, Dallas, TX Consuming and Creating” Michael Simental, North Salem High School, OR Steven Weinberg, Chronicle Books Jason Stephenson, Oklahoma State Department of Education, Edmond K.09 Inquiries in English Teacher G Research K.08 Nerdy Book Club: Reading Feeds 309 G Lifelong Inquiry This roundtable session focuses on inquiries in TE 308 English Teacher Research. Attendees will have The Nerdy Book Club, a community literacy an opportunity to rotate between three 20–25 blog and educational resource, promotes minute roundtable discussions. the importance of reading engagement and Chair: Elham Zndvakili, University of Massachusetts, reading’s role in lifelong, self-directed learning. Amherst

In this interactive roundtable session, share Presenters: Elissa Frazier, Loyola University, Chicago, IL SATURDAY your experiences and explore instructional Carmela Gustafson, Teachers College, Columbia moves, reading testimonials, and resources University, New York, NY that launch and sustain reading communities Ali Kushki, Loyola University, Chicago, IL and support young people’s curiosity about Suzanne Porath, Kansas State University, Manhattan the world and themselves. Roundtable leaders Claire Schweiker, University of Alabama, Tuscaloosa include administrators, university professors, classroom teachers, literacy coaches, staff K.10 Shared Inquiry on Critical Theory developers, high school students, and M in the Literature Classroom: A children’s and young adult authors and S Symposium on the Role and Value illustrators, who will share their ideas and of Teaching Critical Theory to experiences for sparking inquiry through C Adolescents reading, writing, research, and discussion. TE 310 Chair: Donalyn Miller, The Book Whisperer, Inc. Presenters: Amy (A.S.) King, Scholastic, Inc. Leading scholars in the teaching of literature Jennifer Nielsen, Scholastic, Inc. will offer opposing views of the proper Kevin Noble Maillard, Macmillan Children’s Publishing role and value of literary theory in teaching Group literature to adolescent readers. Two additional Sharon Robinson, Scholastic, Inc. leading scholars will respond briefly to their Gail Villanueva, Scholastic, Inc. presentations. The session will also include an Roundtable Leaders: Jason Augustowski, Riverside experiment in literary interpretation and an High School, Leesburg, VA open discussion on the place of theory in the Jonathan Auxier, Abrams Books teaching of literature. Rebecca Balcarcel, Chronicle Books Presenters: Deborah Appleman, Carleton College, Matthew Cordell, Feiwel and Friends Northfield, MN, “Granting Readers Literary Power: Kari Anne Holt, Chronicle Books Teaching Critical Theory to Adolescents” Lynda Mullaly Hunt, Nancy Paulsen Books/Penguin Sheridan Blau, Teachers College, Columbia University, Valinda Kimmel, Valinda Kimmel Consulting, “Multi- New York, NY, “Critical Theory and the Colonization Genre Units as a Gateway to Inquiry” of Student Readers” Teri Lesesne, Sam Houston State University, Huntsville, Carol Booth Olson, University of California Irvine/UCI TX, “Reading as Exploration: Graduate Students” Writing Project Jodi-Beth Moreno, Agape Education, “Coaching from Respondents: Carol Jago, Associate Director, California an Inquiry Stance” Reading and Literature Project John Parra, Chronicle Books Michael Smith, Temple University, Philadelphia, PA Katie Russell, Murphysboro Middle School, Pinckneyville, IL, “Reading as Exploration: Special Needs Students”

2019 NCTE ANNUAL CONVENTION PROGRAM 209 K SESSIONS / 11:00 A.M.–12:15 P.M.

K.11 Autoethnography as Inquiry toward K.14 Writing: Argument, Discourse, S Critical Praxis M Memoir & Research C 311 S 314 TE A first-year teacher, a veteran teacher, TE Writing through various frames forms inquiry- and a teacher educator come together to driven processes to engage student interests, discuss and discover with participants how experiences, and agency. autoethnography can be used as a form of Chair: Elizabeth Gonsalves, Abington High School, MA SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, inquiry. Presenters: Paula M. Carbone, University of Southern Presenters: Rebecca Maldonado, University of California, Los Angeles Oklahoma, Norman Tessla Donovan, Ellington High School Jerica Olson, Ansonia Middle School, CT, “Inquiry using Charlie McGeehan,The U School, Philadelphia, PA Autoethnography” Sarah Morris, West Virginia University, Morgantown Meredith Sinclair, Southern Connecticut State Sharon Murchie, Bath High School, Haslett, MI University, New Haven, “Inquiry using T. Philip Nichols, Baylor University, Waco, TX Autoethnography” Samuel Reed III, The U School, Philadelphia, PA Elizabeth Simison, University of Connecticut, K.12 Public Teaching and Learning Farmington TE 312 Audra Slocum, West Virginia University, Morgantown Teacher educators apply problem-solving K.15 Drawing on Racial, Cultural, and strategies to classroom and community issues. S Historical Identities in Teacher Kisha Porcher, Rutgers, The State Chair and Presenter: TE Education University of New Jersey, New Brunswick 315 Presenters: Meghan Barnes, University of North Carolina at Charlotte Presenters will explore how teachers and Shelby Boehm, PK Yonge Developmental Research preservice teachers negotiate diverse School, Gainesville, FL identities and contexts in order to interrogate Gage Jeter, University of Florida, Gainesville, FL and disrupt colonial and racist forces. Cody Miller, P.K. Yonge Developmental Research School, Chair and Presenter: Jenell Igeleke Penn, The Ohio Gainesville, FL State University, Columbus Rachel Kaminski Sanders, University of Texas at San Presenters: Nichole Barrett, University at Buffalo, NY Antonio Jonathan Bartels, University of Alaska Anchorage Charles Gonzalez, Alabama A+M University, Huntsville K.13 Reciprocity in the Advanced Jennifer Stone, University of Alaska Anchorage S Composition Classroom: High C School–College Digital Mentorships K.16 Black, Queer, and Here: TE Promote Learning for Preservice M Intersectionality and Invisibility in Teachers and High School Students S Black Queer YA 313 C 316 A virtual collaboration among two classes of TE This panel of authors will delve into preservice undergraduates and four classes the invisibility and experiences of the of high school sophomores provides the intersectional Black and queer identities within college students with the practical experience YA and provide a spotlight for the Black of teaching writing to high school students and queer novels that do exist, as well as and provides the high school students with upcoming titles. mentorship in reading literature and writing Presenters: Kacen Callender, Scholastic, Inc./ essays and in making college salient. HarperCollins Publishers Presenters: Makenzie Aitchison, EO Smith High School Jay Coles, Hachette Jason Courtmanche, University of Connecticut, Storrs Camryn Garrett, Penguin Random House Chris Iverson, University of Connecticut, Storrs Nic Stone, Random House Children’s Books Julian Winters, Duet/Interlude Press

210 2019 NCTE ANNUAL CONVENTION PROGRAM K SESSIONS / 11:00 A.M.–12:15 P.M.

K.17 Using Talk to Support Student of place can generate student agency and E Learning Across the Curriculum encourage a deeper inquiry into local contexts. TE 317 Presenters: Josh Green, Northwest Mississippi Community College Talk is one of the primary ways that students Jennifer Ringo, University of Mississippi, Oxford make and share meaning in classrooms. Ellen Shelton, University of Mississippi, Oxford Teachers are interested in strategies for supporting student thinking, and for making K.20 Online Writing Instructions: sense of what students are learning through M Assignments, Assessments, and talk. Douglas Barnes tells us that if we want S Stakeholder Perceptions to know what students are learning, we need only to listen in on their small-group talk with C 320 one another. Join us to “listen in” to students One panelist shares using hip-hop ed in online engaged in “exploratory talk” (Barnes, classes. The other panelists report on research 1976/1992) across the disciplines (ELA, Social data of online course quality and action- Studies, and STEM), and to develop strategies research data on stakeholder perceptions. for developing insights into student learning Presenters: Mark Burlingame, Purdue University manifested in their talk. Global, Ellicott City, MD Presenters: Carol Gilles, University of Missouri Polina Chemishanova, University of North Carolina, SATURDAY (Emerita), Columbia Pembroke Kathryn Mitchell Pierce, Saint Louis University, MO Lisa Litterio, Bridgewater State University, MA Patricia Paugh, University of Massachusetts, Boston Charles Tita, University of North Carolina, Pembroke Kevin Roach, Saint Louis University, MO K.21 Igniting and Fueling Teacher Inquiry K.18 Empowering Teachers to Empower G in Urban Schools G Students TE 304 318 Research shows impactful teacher learning This presentation will detail the process includes context-specific problem solving, taken to develop a relationship between as well as feedback from coaches and the Capital Area Writing Project (located colleagues. This panel of teachers and coaches at Penn State Harrisburg) and Steelton- will showcase four lines of teacher inquiry Highspire Elementary (a high-needs, urban conducted within the context of trusting Pennsylvania K–6 school). This partnership partnerships between university-based literacy was established as part of an inquiry process coaches and K–2 teachers from an urban to determine how to empower teachers to school district. Participants will learn inquiry elevate their teaching practices, and in turn processes in close reading, literacy through strengthen their students’ writing identities. the arts, balancing the balanced literacy The effects of creating a teacher community instruction, and accountable talk, as well as as well as sessions on best practices and teacher insights gleaned from the inquiry opportunities to “teach outside the box” will processes. In addition, participants will take be shared. Shaping students as writers begins away a replicable inquiry design that can with shaping teachers as writers. enhance and enliven their own inquiry in early Presenters: Melissa Jones, Penn State Harrisburg literacy instruction. Kevin Scharlau, Penn State Harrisburg Chair: Yang Hu, Hunter College, CUNY Presenters: Alyssa Cohen, District 4, New York City, NY K.19 The Power of Place: Writing to Anita Ferreri, Hunter College, CUNY/READ East M Explore Local Context and Identity Harlem, New York, NY S 319 Rosanne Kurstedt, Hunter College, CUNY C Maria McAndrew, Public School 38, New York City In this session, we will discuss instructional Department of Education strategies that help students explore the Rose Pinello, Public School 38, New York City power of the local landscape as it frames Department of Education a student’s identity. Creative exploration

2019 NCTE ANNUAL CONVENTION PROGRAM 211 K SESSIONS / 11:00 A.M.–12:15 P.M.

K.22 Stories Walking: Utilizing Narrative could intentionally and purposely shift their E for Spirited Inquiry and Identity practices toward humanizing pedagogy. M 322 Chair and Presenter: Rossina Zamora Liu, University of Maryland, College Park, “The Onto-Epistemologies of S Sponsored by the Bread Loaf Teacher White Supremacy in Teacher Inquiry” C Network Presenters: April Baker-Bell, Michigan State University, Stories Walking: Utilizing Narrative for Spirited East Lansing, “’The Master’s Tools Ain’t Gone Inquiry and Identity explores the ways in which Dismantle the Master’s House’: Toward an Antiracist SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, our stories provide us with the opportunity to Black Language Pedagogy “ reclaim our selves through story. Stephanie P. Jones, Grinnell College, IA,”Towards Presenters: Rex Lee Jim, Dine College/Bread Loaf a Critical Hustle Literacy in Preservice Teacher School of English, Tsaile, AZ Education” Ceci Lewis, Bread Loaf School of English Respondent: Carmen Kynard, Texas Christian University, Fort Worth K.23 We Were Here: Youth Leaving Their S Mark through Art, Activism, and K.25 Access, Equity, and Inquiry: The M impact of Reading, Writing, and C Adolescent Literature 323 S Discussing on Students’ Lives TE 325 Drawing upon culturally sustaining approaches including Critical Race English Education In this session a middle school principal, a (Baker-Bell, Butler, & Johnson, 2017), critical seventh-grade teacher, a YA author, and an youth-centered literature (Ginsburg & expert on reading aloud provide insight into Glenn, 2019), real-world audiences (Garcia & using inquiry to drive reading and learning. O’Donnell-Allen, 2015), and artivism (Sandoval, In addition, the four will emphasize the 2008), we explore how teachers can utilize YA importance of having books available to literature and arts-based multimodal activities students that are relevant to their lives and to engage in discussions of activism. We represent a diversity of cultures. Access to analyze how art is used in YA literature such books, time to read and discuss self-selected as Piecing Me Together (Watson, 2017) and books daily, and skilled and empathetic All American Boys (Reynolds & Kiely, 2014), teachers can level the achievement gap, build offering examples of activities that can extend equity, and offer students the time needed to these discussions. We conclude by talking explore their reading identities. through examples of images/artists and Chair: Laura Robb, Daniel Morgan Intermediate School, generating ideas for classroom practice. Winchester, VA Presenters: Karly Grice, Millikin University, Decatur, IL Author/Illustrator: Aida Salazar, Las Musas, Oakland, Caitlin Murphy, Bellarmine University, Louisville, KY CA Rachel Rickard Rebellino, The Ohio State University, Presenters: Travis Crowder, East Alexander Middle Columbus School, Hiddenite, NC, “Read, Respond, Reflect: Using Self-Inquiry to Develop Authentic Reading K.24 Dismantling White Supremacy in Habits” G Critical Teacher Inquiry: Humanizing Lester Laminack, Peachtree Publishers/ Scholastic, Inc. Evan Robb, Johnson Williams Middle School, Berryville, TE Black and Brown Youths in English Education VA, “How the Principal Can Develop Access and Equity in a School” 324 In this session, the presenters problematize colorblind “critical” teacher inquiry and ask English educators/teachers to self-examine how they are complicit in preserving and reproducing White supremacy. Panelists discuss their research on antiracist English education and suggest ways in which teachers

212 2019 NCTE ANNUAL CONVENTION PROGRAM K SESSIONS / 11:00 A.M.–12:15 P.M.

K.26 Where Are the Books for Eighth- K.29 Local Strand: Creating Community M Grade Readers? G Partnerships in the Literacy 326 Classroom in Rural Districts: Tips and Strategies from Primary Grade “This one’s too old. This one’s too young. This Teachers one is JUST RIGHT.” Join us in a discussion of the 7th- and 8th-grade reader and how the 329 categories of Middle Grade and Young Adult Sponsored by the Maryland Council of can complicate getting the right books into the Teachers of English Language Arts hands of 12–14 year olds. We will talk about how Are you looking for ways to create community to find titles that speak directly to this dynamic partnerships to support your literacy and seemingly skipped-over age group. classroom? Join this showcase Maryland Presenters: Rebecca KS Ansari, Walden Pond Press/ session to learn ways to invite community HarperCollins partnerships and resources into your primary Paula Chase, Green Willow/HarperCollins literacy classroom. These resources, such Jerry Craft, HarperCollins as grants, are used to provide literacy Laurel Snyder, Walden Pond Press/HarperCollins opportunities and experiences in rural primary Alicia D. Williams, Simon & Schuster classrooms. Audience members will be provided with these resources and brainstorm SATURDAY K.27 MythBusters: Uncovering Truths ways to invite them into their classroom. M About Data Using Inquiry-Focused Presenters: Maya Batson S Curricula Niya Browne, Worcester County Public Schools C 327 K.30 Shaping Our Nation: Stories of TE Presenters will serve as data mythbusters as they demonstrate how ELA instructors can E First-and Second-Generation implement best practices regarding data to M Americans support student learning. The presentation 330 will address effective and manageable data As schools expand and embrace more practices to inform literature instruction, writing experiences, we must create opportunities for instruction, and professional development, while those who share the immigrant experience simultaneously promoting student curiosity and to become part of our community. A panel of creativity. first- and second-generation American author/ Presenters: H. Michelle Kreamer, University of Louisiana, educators offers strategies for supporting Lafayette these students, combating discrimination, Sarah Orme, University of Virginia, Charlottesville and celebrating the accomplishments of Jane Patrick, University of Virginia, Charlottesville newcomers to this country. Authors/Illustrators: Saadia Faruqi, Capstone Books/ K.28 When Theory and Pedagogy Don’t Clarion Books G Match: Reconsidering (In)Equitable Nalini Krishnankutty, State College, PA Classroom Practices Minh Lê, Disney/Hyperion 328 Sandra Neil Wallace, Simon & Schuster/Paula Wiseman Books/Little Brown Books for Young Readers This panel explores what Freire has referred Laura Shovan, Clarion Books/Random House Children’s to as the malefic generosity of certain Books critical pedagogies related to trauma and Rich Wallace, Boyds Mills Press/Little Brown multiculturalism. It also offers participants a Respondent: Emma Otheguy, Knopf Books for Young set of tools geared toward helping educators Readers/Lee & Low Publishers/Las Musas, New York, inquire about and respond to potential (in) NY equities within their own well-intentioned critical classroom practices. Chair and Presenter: Mara Lee Grayson, California State University, Dominguez Hills Presenter: Adam Wolfsdorf, New York University, Brooklyn, NY

2019 NCTE ANNUAL CONVENTION PROGRAM 213 K SESSIONS / 11:00 A.M.–12:15 P.M.

K.31 Breaking Out: Why Wild Literacy K.33 Unearthing Intersectionality in S Adventures Benefit Students G School Systems: Finding and 332 TE Fostering Connections That Take Place between Systems and To increase engagement and success in Individuals to Create Inclusive, our district’s English classes, we developed a “Literacies in the Wild” PD experience in Brave Spaces within the Institution New York City. English teachers were able of School SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, to meet with world-class journalists, artists, 336 peace builders (the UN), and scholars in their This presentation will unearth the workplaces. Attendees will hear from teachers intersectionality between groups and who will outline ways this unique experience individuals from multiracial, multigender, has left an indelible mark of wonder in how we and multisexual perspectives as well as approach inquiry-based learning and provide multipositionalities within school systems. real-world examples of ways to infuse wonder, When we think about the types of delight, and awe into the way we build learning collaboration, inquiry, commitment, and experiences for students. care that must occur to foster safe, brave, Chair and Presenter: Sara Schumacher, Glenbard District and inclusive spaces—spaces that cultivate #87, Glen Ellyn, IL curious kids inspired and supported to show Presenters: Sheila Dugan, Glenbard District #87, Glen their authentic selves in schools—we have to Ellyn, IL develop and maintain connections with one James Hultgren, Glenbard District #87, Glen Ellyn, IL another to maintain brevity and sustainable Cindy McManus, Glenbard District #87, Glen Ellyn, IL practice. Through our experiences in the roles Brian Melton, Glenbard District #87, Glen Ellyn, IL we occupy, our goal is to show participants Michael Roethler, Glenbard District #87, Glen Ellyn, IL how our work intersects to create learner- Nessa Slowinski, Glenbard District #87, Glen Ellyn, IL centered spaces. Candace Vickers, Glenbard District #87, Glen Ellyn, IL Chair: Cornelius Minor, Teachers College Reading and Beth Wiersum, Glenbard District #87, Glen Ellyn, IL Writing Project, New York, NY Presenters: Arlène Casimir-Siar, Teachers College K.32 Using Picture Books to Inspire Self- Reading and Writing Project, New York, NY E Advocacy and Student-Led Learning Marcus Harden, Academy for Creating Excellence 335 (ACE), Atlanta, GA Kassandra Minor, Inclusive Education Program, Students learn more effectively when they take Teachers College, Columbia University, The Minor ownership of their education by setting and Collective, Brooklyn, NY pursuing goals that reflect their individuality. Melissa Onstad, New York City Department of Join us as we discuss using picture books to Education, MS 442, Brooklyn, NY empower students to embrace their strengths, interests, and learning styles; set personal learning objectives; and work to overcome K.34 Inquiry for All: Strategies for challenges. Through the use of these texts, E Implementation educators will foster students’ self-confidence M 337 and create an environment of self-advocacy and S Inquiry-based teaching is centered on the student-led learning in their classrooms. TE premise of becoming lifelong learners. This Presenters: Bea Birdsong, Roaring Brook Press session helps teacher-participants experience (Macmillan Children’s) what inquiry learning feels like while using Nidhi Chanani, Roaring Brook Press (Macmillan small groups to examine and explore best Children’s) practices around inquiry. The session will Monique Fields, Imprint (Macmillan Children’s) cover teaching methods/strategies to support Vivian Kirkfield, Creston Books inquiry in the classroom, a brief overview of Lindsay Leslie, Page Street Kids a unit that supports inquiry as an example, Ishta Mercurio-Wentworth, Abrams Books for Young suggestions for professional texts to use as Readers references around inquiry, and academic

214 2019 NCTE ANNUAL CONVENTION PROGRAM K SESSIONS / 11:00 A.M.–12:15 P.M.

articles that explore inquiry in the classroom. K.37 Writing for Advocacy and Change Come prepared to listen, share, examine, M 340 teach, and learn. Bring a laptop if you can, but don’t stay away if you cannot. S Panelists agree nothing motivates learning like C the chance to make change. Presenters ask Presenters: Ann Hall, Miami Valley Career Technology Center, OH TE students to focus on voting rights, global, local Kristy Ulrich Papczun, University of Illinois at Chicago issues and activist genres to motivate literacy learning. K.35 Why Middle Matters: Inquiry as a Chair: Jeff Spanke, Ball State University, Fishers, IN M Journey—From Ally to Accomplice Presenters: Rongrong Dong, Southern University of 338 Science and Technology, Shenzhen, China Caroline Fitzpatrick, Alvernia University, Branchdale, PA Sponsored by the Middle Level Section Amber Kelly, Howard College, Big Spring, TX In order to “pursue justice and equity for all Bridget Pool, Northern Virginia Community College, students and the educators who serve them” Sterling, VA as our NCTE Vision Statement asserts, we must inquire into the obstacles to equity. This K.38 Investigating Rural Places with special Roundtable Session, cosponsored S Rural Students by the NCTE Caucuses, the Genders and C 341 SATURDAY Sexualities Equality Alliance, and the Middle Level Section, brings educators together to Teachers from three different rural schools move from “ally to accomplice.” share the student-centered projects that they have developed to foster student inquiry into Kate Roberts, K&M Literacy, West Chair and Presenter: their sense of place, identity, and possibility. Hartford, CT Margo Batha, Los Alamos High School, NM Presenters: Shanetia Clark, Salisbury University, MD Chair: Presenters: Nick Kleese, University of Minnesota, St. K.36 Folger Library: WOMEN REVEALED! Paul Angie Miller, Gladbrook-Reinbeck High School, M The Sonnet from Renaissance Waterloo, IA S to Women Poets of the Harlem C Renaissance K.39 Curiosity at the Intersection of 339 TE M Music and Language Arts Sponsored by the Folger Shakespeare S 342 Library The goal of this workshop is to provide a Teaching the Harlem Renaissance means not vision of socially engaged practices through only Cullen, Hughes, McKay. Follow the sonnet a framework that underscores pedagogical from Shakespeare to the women of the Harlem dispositions that help to uncover bias, Renaissance. What did using the sonnet say misinformation, and misunderstandings that about Harlem Renaissance writers? What were stand in the way of embracing difference. This men writing and saying about women, and workshop is a blueprint for helping all of us to how did that change when women picked up interrogate the world around us. With the help the pen? of John Lennon, a postmodern re-envisioning Chair: Peggy O’Brien, Folger Shakespeare Library, of Peter and the Wolf, and the US National Washington, DC Anthem to prompt these discussions, middle Presenters: Teri Cross Davis, Folger Shakespeare and high school teachers can easily embrace Library, Washington, DC NCTE’s support of multimodal literacies. (No Hayes Davis, Sidwell Friends School, Washington, DC musical skills needed to participate) Corinne Viglietta, Folger Shakespeare Library, Presenters: Cathy Benedict, University of Western Washington, DC Ontario, London

2019 NCTE ANNUAL CONVENTION PROGRAM 215 K SESSIONS / 11:00 A.M.–12:15 P.M.

K.40 Ignite! Awakening Instruction in K.42 Inquiry through Poetry: The 2019 M the Classroom E Notable Poetry Books and Verse S 343 M Novels 345 C Sponsored by the Colorado Language Arts TE Society Sponsored by the NCTE Award for Excellence Kindle classroom opportunities with Ignite! in Children’s Poetry Selection Committee presentations on instructional strategies. The 2019 list of Notable Poetry Books and Novels SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Topics include teaching nonfiction with in Verse will be presented through an interactive intentionality, creating engaging and format. Audience members will learn about accountable formative assessments, teaching the Notable Books and be invited to learn how through scenarios, breaking down writing to poetry can be used to spark conversation and build it up, making technology work for you, inquiry in the classroom. writing toward synthesis, teaching poetry in Presenters: Trish Bandre, USD 305, Salina Public Schools, “lune” form, and extending options for class KS closure. Lesley Colabucci, Millersville University, PA Chair: Jill Adams, Metropolitan State University of Donna Friend, Hebron High School, Carrolltown, TX Denver, CO David Harrison, Drury University, Springfield, MO Presenters: Pam Coke, Colorado State University, Lisa Pinkerton, The Ohio State University, Columbus Fort Collins Judy Rowe Michaels, Princeton Day School, Emerita, Gloria Eastman, Metropolitan State University of Hillsborough, NJ Denver, CO Yoo Kyung Sung, University of New Mexico, Albuquerque Amy Gutierrez Baker, West Jefferson Middle School, Conifer, CO K.43 Inquiry Matters: Growing Beliefs and Tim Hillmer, Boulder Valley Schools/Colorado Writing E Practices That Nurture Children’s Project Hearts, Minds, and Actions Michael Hoffman, Vista Ridge High School, Colorado TE 305 Springs, CO Cass Tafoya-Chavez, Lincoln High School, Denver, CO We believe inquiry is a stance that promotes Alex Thieme, Littleton High School, CO authentic, intentional, and systematic learning Julia Torres, Denver Public Schools, CO within democratic classrooms. Our students learn how to read, write, and think mathematically K.41 Continuing the Journey 3: while learning how to use reading, writing, M Listening Up and Speaking Out and mathematics as tools to understand and S 344 critique as young researchers in the sciences and social sciences. By positioning students as TE Two former English Journal editors present inquirers, as creators of knowledge, not simply the third topic in NCTE’s professional consumers, they learn to collect data, analyze development series, Continuing the findings, develop critical consciousness, and take Journey. Ken and Leila focus on advanced action in their world. In this session, we explore, approaches to teaching language and demonstrate, and experience the symbiotic listening, emphasizing controversial issues nature of literacy, mathematics, and advocacy and innovative methods. Teachers in years within genuine cultures of inquiry. 5–15 are especially encouraged to attend. Chair: Lyn Mueller, Center for Inquiry, “Inquiry “ Chair: Ebony Elizabeth Thomas, University of Presenters: Susan Adamson, Butler University, Pennsylvania, Philadelphia Indianapolis, IN, “Literacy, Mathematics, and Inquiry” Presenters: Leila Christenbury, Virginia Ryan Flessner, Butler University, Indianapolis, IN, “Inquiry Commonwealth University, Richmond, “When Does in Mathematics” the Bully Pulpit Become Bullying?” Heidi Mills, University of South Carolina, Lexington, Kenneth Lindblom, Stony Brook University, NY, “Do “Literacy, Inquiry, and Advocacy” You Hear What I Hear? Reclaiming the Lost Art of Tim O’Keefe, Center for Inquiry, “Literacy, Inquiry, and Listening” Advocacy”

216 2019 NCTE ANNUAL CONVENTION PROGRAM K SESSIONS / 11:00 A.M.–12:15 P.M.

K.45 Teaching Memoir: Using Mentor Texts K.47 Exhibitor Session: Assessment M to Foster Reflection and Authentic G for Student Progress, Not an S Voice Evaluative End 348 CARROLL (HILTON) We believe everyone is a memoirist, as our Sponsored by Amplify experiences shape our understanding of the There is pressure, now more than ever, for world. In this presentation, we will facilitate the students to perform at a certain level when teaching of memoir in both middle and high it comes to standardized tests. Just as a school, specifically providing strategies for well-rounded middle school curriculum developing a memoir unit. We will provide lists of empowers students, it should also empower mentor texts that are not only age appropriate, teachers. In this session, we will go beyond but also expose students to a variety of author the diagnostic to share key strategies that backgrounds, experiences, and styles; we will inform teachers and administrators of suggest culminating activities that hone students’ student progress. We will share how Amplify skills, encourage them to develop authentic ELA incorporates formative assessment voices in their writing, and provide a platform for opportunities at every learning moment, personal reflection; and we will discuss student creating a more complete and accurate view samples, successful and unsuccessful. of student performance. SATURDAY Presenters: Bobbie Jean Shepard, Spartanburg Day Presenter: Deb Sabin, Chief Academic Officer at School, SC, “Memoir” Amplify ELA Teresa Strait, Spartanburg Day School, SC K.48 Poster Session-Writing Outside K.46 Teachers as Assessment Leaders in the Box G Literacy: Roundtable Discussions on PRATT STREET LOBBY EAST-WEST, LEVEL Current Trends in Assessment 3OO (CONVENTION CENTER) 349 Poster 1: Self-Sponsored and Academic Practices: Sponsored by the Standing Committee on Harmony and Tensions for the Student Writer Literacy Assessment S This poster presentation highlights the Assessment mandates and standardized tests ways a student writer repurposes their command teachers’ time and energy while also self-sponsored and disciplinary practices. using valuable classroom time. Teachers and It builds from Roozen’s research of students often experience assessment as a self-sponsored practices to examine a burden that takes away from learning, but that secondary student writer and in what ways doesn’t have to be the case. The goal of the self-sponsored practices and disciplinary roundtables, led by experienced teachers and practices engage and connect to each researchers, is to help classroom teachers rethink other’s space and forms. the role of assessment to improve teaching and Presenter: Sam Evalt, Michigan State University, East learning and identify productive ways to respond Lansing to assessment mandates. Presenters offer strategies for reading and writing assessments Poster 2: Using Inquiry to Explore Place-Based and information about the pros and cons of Writing various approaches. G Critical literacy and place-based writing offer English teachers exciting possibilities for Peggy O’Neill, Loyola University, MD Chair: encouraging student inquiry. Participants in Josh Flores, Hoover, AL, Roundtable Presenters: this session will begin to envision the ways “Assessment Consensus” that students can become explorers of the Valente Gibson, Richland Two School District, Columbia, world and create valuable and engaging SC, “Do It for the Culture: Using Culturally Relevant place-based inquiry projects. Assessments in the Classroom” Melissa McMullan, Hofstra University/Comsewogue School Presenters: Jessica Gallo, University of Nevada, Reno District, Wading River, NY, “Engaging Diverse Families Bailey Herrmann, University of Wisconsin, Oshkosh and Communities to Effect Change in Assessment Practices” Elisa Waingort, W.O. Mitchell School, Calgary, AB, “Alternatives to Rubrics”

2019 NCTE ANNUAL CONVENTION PROGRAM 217 K SESSIONS / 11:00 A.M.–12:15 P.M.

Poster 3: A Memo among Ages: Crossing the “lab approach” to test out strategies, gather Generational Divide in the Composition Classroom evidence, and adjust curricular materials C This presentation will explore the challenges of to address a systemic problem of practice. teaching several generations of adult learners Participants will engage with artifacts, gather in an online composition classroom, with a ideas for writing instruction best practices, and focus on how a workplace writing assignment walk away with tools to help address their own enabled intergenerational communication and problems in literacy instruction. learning. Lauren Arvon, Spring Hill Elementary,

SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Presenters: Presenter: David Healey, Purdue University Global Huntington, WV Mandy Flora, Teaching Lab, Lesage, WV Poster 4: When Writers Move: Where the Page Meets the Stage Collaborative Writing and Dance Poster 7: Game-Based Curricula for a 100-level, Project Community College Technical Writing Course: An G This session describes a continued Action Research Study collaborative project between a teacher C This presentation outlines a Participatory educator, a nonprofit dance company, and a Action Research (PAR) project, grounded group of K–12 children. The facilitator and one in a concurrent embedded, mixed-methods participant will share information about design research design, and founded on a and implementation of the project. postmodern, reflective paradigm, which seeks Presenters: Haley Sigler, Washington and Lee to describe the development, piloting, and University, Lexington, VA implementation of redesigned, game-based Claire Sigler, Lylburn Downing Middle School, Lexington, curricula for a 100-level, technical writing VA course. Students in our technical writing classes show poor engagement, poor effort, Poster 5: Speak Your Truth: ELA Teachers Writing and low competency in the classroom, and the Op-Eds for Positive Change purpose of this study is to examine the process S This poster examines the design and of a game-based curriculum redesign, pilot, implementation of a teacher-led professional TE and implementation and to study the factors development workshop for English language that contribute to student learning in that arts teachers on writing op-eds about issues context. of advocacy, equity, and access. The presenter Liz Medendorp, Pueblo Community conducted a qualitative case study examining Presenters: College, CO how three teacher-leaders designed and Matthew Sterner-Neely, Pueblo Community College, implemented the professional development CO; University of South Carolina (student) workshop utilizing their National Writing Project (NWP) training and a Culturally Poster 8: In the Spirit of Inquiry: Cultivating Critical Sustaining Pedagogy framework. The Dispositions through Undisciplined Writing workshop was designed to support teachers In this era of high-stakes standardized in writing, talking, and reflecting on issues accountability, literacy practices such as of equity and access within their diverse writing are often subordinated to goals that classroom settings along with intersecting do not support spirited inquiry. For writing identities they were experiencing as ELA to result in discovery, an “undisciplined” teachers. approach is promising. Undisciplined writing Presenters: Monica Baldonado-Ruiz, Arizona State is rooted in disciplinary knowledge, but University, Chandler intentionally cultivates critical dispositions through projects and assessments that are Poster 6: Inquiry Does Not Have to Be So Messy: authentic and relevant to the lives of learners. How Writing Focused Inquiry Processes Changed This presentation will provide examples of why My Instruction Forever undisciplined writing is effective and how it E Solving one problem in literacy instruction . . . can be used in today’s classrooms. leads to another. Teaching reading, writing, David Gorlewski, University at Buffalo, NY TE listening, and speaking to struggling students Presenters: Julie Gorlewski, University of Buffalo, NY can sometimes make the teacher feel like the mouse in If You Give a Mouse a Cookie. Third-grade teacher and Teaching Lab fellow showcase inquiry processes that guided their

218 2019 NCTE ANNUAL CONVENTION PROGRAM COLLEGE SECTION EVENT

11:00 A.M.–1:45 P.M. C KL.01 Teaching Empathy through Virtual Reality 331 Sponsored by the College Section Steering Committee

This is an immersive learning experience for college teachers. The event will feature an awards presentation and a hands-on workshop with Amanda Licastro. Refreshments will be available. Amanda Licastro

Presiding: Shelley Rodrigo, University of Arizona, Tucson Speaker: Amanda Licastro, assistant professor of Digital Rhetoric and Faculty Director of Service-Learning at Stevenson University in Maryland Amanda’s research explores the intersection of technology and writing, including book history, dystopian literature, and digital humanities. Amanda’s publications include articles in Kairos, Digital Pedagogy in the SATURDAY Humanities, Hybrid Pedagogy, and Communication Design Quarterly, as well as a chapter in Digital Reading and Writing in Composition Studies. Her current grant-funded project on Virtual Reality has been featured in the Baltimore Sun and Baltimore Magazine. In this session, Amanda will talk about English courses engaged in project-based, collaborative learning by creating educational VR applications. Amanda describes the project: Throughout the semester students read fictional and theoretical texts focused on the impact of technology on education, and the development of virtual identities more broadly. Texts include Ready Player One, Do Androids Dream of Electric Sheep, R.U.R, and The Nether, which correspond to the theoretical works of Katherine Hayles, Donna Haraway, Lennard Davis, and Cathy Davidson. Using their personal interests and expertise, students pitch their ideas for socially relevant VR experience intended to both teach their audience a specific set of learning objectives as well as evoke empathy in the viewer. The class selects the top pitches to develop into full proposals, including a storyboard and short prototype. Students consult with experts in the field at all stages of the process, including VR developers, faculty across disciplines, and librarians. Final projects are presented to the class as well as representatives from a local VR production company who choose a winning project to make into a full-scale VR application. Students are rewarded with a monetary prize and attribution. As part of this initiative, students in each course were given pre and post-surveys in order to gauge the impact of the VR content on their learning. Preliminary survey results will be shared, in addition to a discussion of how and why surveys were written and distributed. This presentation demonstrates the impact of real-world, client-based pedagogy, as well as the future of VR technology in higher education. Note: Participants will need a smart phone to use the Google Cardboards (an iPad or laptop will not work). Attendees are invited to bring chargers and headphones, and are encouraged to download the NYTVR (New York Times Virtual Reality) app and the Lincoln in the Bardo video on that app in advance. Award Recognition: Richard Ohmann Award Recipient: “Fear of Persuasion in the English Language Arts” (July 2019 College English) by David Fleming, University of Massachusetts, Amherst Committee Members: Steven Alvarez, St. John’s University, Jamaica, NY April Baker-Bell, Michigan State University, East Lansing Bradley Bleck, Spokane Falls Community College, WA Traci Gardner, Virginia Tech, Blacksburg Holly Hassel, Editor, Teaching English in the Two-Year College, University of Wisconsin-Marathon County Melissa Ianetta, Editor, College English, University of Delaware, Newark Rhea Lathan, Florida State University, Tallahassee Laurie A. Pinkert, University of Central Florida, Orlando Shelley Rodrigo, University of Arizona, Tucson, Chair Reva Sias, California State University, Fresno

2019 NCTE ANNUAL CONVENTION PROGRAM 219 L SESSIONS / 12:30–1:45 P.M.

L.01 Pushing Forward: Methods for L.04 Languages of the Heart: Biliteracy E TE Advocacy of Teachers and Students E and Culturally Sustaining Teaching S 301 M Practices S 304 Teachers share methods for supporting readers, writers, and teachers at various levels TE Sponsored By: of ability and experience. At the heart of this session are efforts to Chair and Presenter: Katie Nagrotsky, Teachers support the language development of young SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, College, Columbia University, New York, NY bilingual, multilingual, and nonstandard English Presenters: Laurie Rabinowitz, Teachers College, learners, whether through implementing Columbia University, New York, NY culturally sustaining pedagogy, supporting Kristine Schutz, University of Illinois at Chicago linguistic plurality, or using read-alouds to Amy Tondreau, Austin Peay State University, Nashville, promote translanguaging. TN Chair: Melissa Antinoff, Ashbrook Elementary, Rebecca Woodard, University of Illinois at Chicago Lumberton, NJ Presenters: BernNadette Best-Green, University of L.02 Researching, Teaching & Engaging California, Davis G TE Linguistic Diversity Yesenia Kelly, Cook County School District 104, IL 302 Judith Landeros, The University of Texas at Austin Sandra Lucia Osorio, Illinois State University, Normal Two presenters will share methods and pedagogies to explore and teach linguistic L.05 Kids Can! Using Student Interests diversity. One presenter will share research on and Choice to Drive Inquiry in the adult English language learning. E Primary Classroom Joseph Anson, Bellevue University, NE Chair: 305 Presenters: Tamar Bernfeld, University of Iowa, Iowa City As educators, we increasingly need to Emily Schwab, University of Pennsylvania, Philadelphia offer students a variety of opportunities to take ownership of their learning through L.03 Inquiries into Preservice Teachers’ investigation. In this panel presentation, TE Writer Identities participants will have the opportunity 303 to explore the ways in which productive struggle through reading and writing process Developing a strong writer identity is one can maximize learning in the classroom. way preservice teachers can foster growth in Participants will explore ways to empower themselves and for the secondary students students by using student curiosity and they will teach. This session features three inquiry-based strategies alongside multimodal research studies aimed to support the writer texts and play-based learning. Participants identity of preservice ELA teachers. will leave ready to implement inquiry-based Chair: Janet Alsup, Purdue University, West Lafayette, strategies for increasing student ownership IN and engagement with classroom environment Presenters: Katie Alford, McKendree University, Tempe, and curricular application across literacy AZ and the content areas in the early childhood Amber Jensen, Brigham Young University, Provo, UT classroom. David Premont, Purdue University, West Lafayette, IN Presenters: Sara Berg, Teachers College Reading and Writing Project, New York, NY Crystal Brinn, Teachers College Reading and Writing Project, New York, NY Brittany Nocito, Teachers College Reading and Writing Project, New York, NY Molly Picardi, Teachers College Reading and Writing Project, New York, NY Noelle Thiering, Teachers College Reading and Writing Project, New York, NY

220 2019 NCTE ANNUAL CONVENTION PROGRAM L SESSIONS / 12:30–1:45 P.M.

L.06 Inspiring Teacher-Writers Early L.08 Medium Matters: Connecting Research TE On: A Rhetorical Approach to G and Practice In Print and Digital Teaching Writing in Education Reading 306 308 This presentation discusses how teacher Reading in today’s world does not live in an educators can use strategies from the either/or divide between print and digital. authors’ book titled A Student’s Guide How can teachers help students become more to Academic and Professional Writing in proficient as readers of all kinds of texts? This Education to help foster teacher-writers session offers cutting-edge research and practical in their preservice teachers by explaining applications from the fields of psychology, how to navigate the complex rhetorical linguistics, reading, and literacy education. situations they may face as educators. Chair and Roundtable Leader: Kristen Hawley Turner, Presenters: Katie Arosteguy, University of Drew University, Madison, NJ California, Davis Roundtable Topics & Leaders: Alison Bright, University of California, Davis Roundtable 1: “Print or Digital: What Research Tells Us” Brenda Rinard, University of California, Davis Naomi Baron, American University, Washington, DC Anne Mangen, Norwegian Reading Center, Stavanger, NA L.07 Creating Creativity SATURDAY Roundtable 2: “Strategies for Emergent Readers: M 307 Setting the Foundation for Literacy Online and Off” S At this roundtable session, choose from Lisa Guernsey, Teaching, Learning, and Tech @ New C discussions that explore innovative ways to America, Washington, DC foster student creativity and inquiry. Roundtable 3: “Preferences for Print Reading/Learning Chair: Nicole Ryan, University of Maryland, College among Adult/Higher Education Learners” Park Rachel Mann, Fordham University, New York, NY Presenters: Brandie Bohney, Bowling Green State Roundtable 4: “Factors That Influence the Reading University, OH Format Preferences of Tertiary Learners” Molly Buckley-Marudas, Cleveland State University, A. M. Salaz, Carnegie Mellon University, Pittsburgh, PA OH Roundtable 5: “The Reading Brain in a Digital Culture” Jewel Davis, Belk Library/Appalachian State Maryanne Wolf, University of California, Los Angeles University, Boone, NC Roundtable 6: “Adolescents’ Preferences for Digital or Lauren Deal, First Flight High School, Kill Devil Hills, Print Annotation” NC Lauren Zucker, Northern Highlands Regional High School, Timothy Duggan, Northeastern Illinois University, Allendale, NJ Evanston, IL Respondent: Ian O’Byrne, College of Charleston, SC Robert Ford, North Branford Public Schools, CT Vanessa Miller, Louisville Central High School, KY L.09 Middle Level Matters: Adolescent Beatrice Newman, The University of Texas Rio M Readers on Journeys of Inquiry Grande Valley, Edinburg 309 Rebecca Robbins, Garnet Valley School District, C Glen Mills, PA TE Sponsored by the Middle Level Section Josie Snow, independent researcher Steering Committee Deanna Stephan, Garnet Valley School District, Fiction reading can pique young readers’ Glen Mills, PA intellectual curiosity and affect emotional growth Lauryn Weigold, independent researcher, North Las in powerful ways. The best novels take readers on Vegas, NV journeys, leaving their hearts and heads forever changed. Listen in on roundtable discussions led by middle level students as they discuss books and the journeys of inquiry they provide. Presenters: James Blasingame, Arizona State University, Tempe Kristina ByBee, Arizona State University, Tempe Anthony Celaya, Arizona State University, Phoenix Darby Simpson, Arizona State University, Mesa

2019 NCTE ANNUAL CONVENTION PROGRAM 221 L SESSIONS / 12:30–1:45 P.M.

L.10 Teachers as Writers: Nurturing the L.12 Making, Adapting, Supporting, and G Wanderings and the Wonderings G Questioning: Moves in the Teaching TE 310 TE of Literature It’s a basic tenet that teachers who teach 312 writing need to write. But how might Innovative approaches to teaching literature we create space for the wonderings and are discussed in this multilevel panel wanderings essential to writing? In this hands- discussion. SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, on workshop, participants will explore what it Chair and Presenter: Matthew McConn, Binghamton means for educators to “just” write. Presenters University, NY will share research from a graduate course Presenters: Glen Bull, University of Virginia, for preservice teachers and a biannual writing Charlottesville retreat for practicing teachers, asking: what Natasha Heny, University of Virginia, Charlottesville might happen if we decide that nurturing Suzanne Knezek, University of Michigan, Flint creativity and joy for teacher-writers isn’t optional? Through multimodal stations, L.13 Accessing Culturally Responsive participants will experience elements of both G Practice through Onsite National the writing course and retreat as they take up TE Writing Project Institutes critical questions and issues of teacher-writers. 313 Presenters: Eve Becker, The School at Columbia/Leaf and Pen, New York, NY The audience will engage in an interactive Adele Bruni Ashley, Teachers College, Columbia presentation of the successes and challenges University, New York, NY of studying and implementing culturally Randi Dickson, Teachers College, Columbia University, responsive (CR) teaching methods in New York, NY writing, explore the participants’ barriers Zachary Kronstat, Teachers College, Columbia and successes in fostering CR pedagogies University, New York, NY in writing, examine the research implications of the findings on the field, and share L.11 Everyone’s a Critic: Creating Space successful strategies and student achievement for Student Knowledge in Critical development over time. Reading and Analysis Chair and Presenter: Donna Pasternak, University of M 311 Wisconsin, Milwaukee S Presenters: Loribeth Chenault, Alexander Hamilton In this interactive session a district literacy TE High School, Milwaukee, WI leader, veteran teacher, and first-year teacher Leanne Evans, University of Wisconsin, Milwaukee share their journeys to move away from Tiffany Hagey, Alexander Hamilton High School, teaching formulaic responses to canonical Milwaukee, WI literature and instead engage students in Jennifer Hussa, University of Wisconsin, Milwaukee/ the work of real writers through discussion, Greendale High School, WI mentor texts, and a focus on students’ assets. Alanna Malloy, University of Wisconsin, Milwaukee Presenters: Rachel Davidson, Chicago Public Schools, Nakeysha Roberts, University of Wisconsin, Milwaukee IL, “Authentic Writing” Kelly Saunders, University of Wisconsin, Milwaukee Katherine Dube, Chicago Public Schools, IL Nancy Smith, South Division High School, Milwaukee, WI Mary Rizzo, Chicago Public Schools, IL, “Authentic Molly A. Wolk, University of Wisconsin, Milwaukee Writing”

222 2019 NCTE ANNUAL CONVENTION PROGRAM L SESSIONS / 12:30–1:45 P.M.

L.14 Preservice Teachers Who Empower L.16 Dismantling the Pillars of White M and Affirm: Inquiry and Action in M Supremacy in and through English S School-Based Residencies S Education C 314 C 316 TE In this multimedia panel discussion, attendees Join a discussion about how secondary will see and hear how a diverse team of English teachers develop and implement English education interns acted to counter curricula to dismantle white supremacy in/ deficit-focused mindsets and to promote through the English language arts and schools. opportunities for engaged learning among Presenters will discuss specific activities culturally and linguistically diverse secondary and units of study they have developed and students in urban classrooms. student responses, and audience members will Presenters: Kristina Diminich, New Jersey City leave with practical ideas to implement. University, Jersey City, NJ Chair: Robert Petrone, University of Missouri, Columbia Andrea Fonseca, New Jersey City University, Jersey Presenters: Matthew Homrich-Knieling, Cesar Chavez City, NJ Academy, Detroit, MI Mary McGriff, New Jersey City University, Flemington, NJ Melissa Horner, University of Missouri, Columbia Tatiana Reyes, New Jersey City University, Jersey City, NJ Nicholas Rink, Buffalo Hide Academy, Browning, MT Michelle Rosen, New Jersey City University, Jersey City, NJ Respondent: Carlin Borsheim-Black, Central Michigan SATURDAY University, Mount Pleasant L.15 Local Strand: Supporting an G Inclusive Neurodiverse Classroom L.17 Taking an Inquiry Stance: Disrupting 315 E Normative Practices in Reading and Writing Sponsored by the Virginia Association of M Teachers of English 317 Are you looking for strategies on how to teach How do we help students view reading and students with neurological disabilities such writing not as skills necessary for performance as ADHD, Autism, Anxiety etc. in the general on standardized tests or assignments? We education classroom? This interactive session disrupt standardized practices and instead will explore how to include and support place student agency and empowerment a-typical neurodiverse students. Teachers at the core. In this multimedia, interactive will also be able to ask questions from a session, the presenters will demonstrate neurodiverse panel of students. how inquiry helps students develop different perspectives and beliefs about literacy that Presenters: Hugh Davis, Hertford County Public Schools, NC extend far beyond performance on evaluative Cheryl Golden, Harford County Public Schools, MD measures to authentic applications that make Lauren Jewett, NOLA Public Schools/KIPP, New a difference in their lives. Orleans Schools, LA Presenters: Sonja Cherry-Paul, Teachers College, Nathan Morrill, Brady High School, TX Columbia University, New York, NY Stephanie Stinemetz, Dublin Schools, OH Colleen Cruz, Teachers College Reading & Writing Project, Columbia University, New York, NY Dana Johansen, Teachers College/Heinemann Jennifer Serravallo, Heinemann Tiana Silvas, PS 59 NYC Department of Education, New York, NY

2019 NCTE ANNUAL CONVENTION PROGRAM 223 L SESSIONS / 12:30–1:45 P.M.

L.18 How Can We Engage Students L.20 Engaging Activities and Pedagogies S in Challenging Conversations? S in First-Year Composition Investigating Privilege and C 320 Changing Perspectives through Panelists share creative and engaging Cross-City Student Collaboration on activities in first-year composition classes. The Other Wes Moore Specifically, they discuss poster sessions, 318 the Clothesline Project, and other student- SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Using The Other Wes Moore, two Kansas City centered activities. area teachers guide dual credit students in Chair: Terynce Butts, Atlanta Area School for the Deaf, demographically different districts to examine Clarkston, GA the intersection of privilege and personal Presenters: Amanda Bitz, Montana State University, responsibility. This session explores studying Bozeman social justice texts to develop students’ ability Kelsie Endicott, Salisbury University, MD to have challenging conversations, reflect on Lauren Fletcher, Tallahassee Community College, FL personal bias, and expand perspectives. Shauna Stephens, Montana State University, Bozeman Kelly Thayer, Tallahassee Community College, FL Presenters: Jennifer Hauck, Lee’s Summit West High School, MO Mary Beth Rich, Lee’s Summit West High School, MO L.21 Decolonizing Our Classrooms: M Disrupting Dominant and Normative L.19 The Case for Curious Feedback S Practices of Language, Literacies, E 319 C and Culture 321 M How integral is inquiry in your cycle of TE S writing feedback? This session looks at how This panel will share research that inquiry, which is rarely spoken of in regards to operationalizes how one sustains, perpetuates, feedback, may just be the answer to providing and fosters the cultural, linguistic, and efficient, effective, meaningful, and joyful literacies of youth of color in dominant feedback that can help both teachers and educational spaces. While each panelist will student-writers find their groove. If you are share different pedagogical approaches in looking for higher student engagement with a variety of contexts, our studies explicitly your feedback and writing in general, join forefront the rich cultural backgrounds and us for a look at four key practices that pair practices of youth of color and the potential inquiry and feedback to achieve remarkable to develop a liberatory education. We will results! discuss the use of the following: a community- centered pedagogical approach; Critical Race Chair: Patty McGee, Corwin Literacy/Benchmark Education English Education (CREE) as a theoretical and pedagogical tool; languaging practices Presenters: Kayisha Edwards, City Neighbors Charter School, Baltimore, MD of Black and Latinx youth; and a critical Shannon Webster, Randolph Township Schools, NJ multiliteracies approach to teaching and learning. Respondents: Matthew Johnson, Ann Arbor Public Schools, MI Chair and Presenter: Clifford Lee, Mills College, Dave Stuart Jr., Cedar Springs Public Schools, MI Oakland, CA Presenters: Lamar Johnson, Michigan State University, East Lansing Danny C. Martinez, University of California, Davis G Reyes, California State University, East Bay

224 2019 NCTE ANNUAL CONVENTION PROGRAM L SESSIONS / 12:30–1:45 P.M.

L.22 How Can Stories Build a Better the work of the unit; 3. The development G World? Young People Investigate and implementation of an inservice to train How to Make Change in Their teachers about sexual violence that was Communities through Writing with developed in partnership with student co- researchers. These three lines of inquiry will be the 826 National Network presented individually and then contextualized 322 within the framework of systemic action 826 National network staff will share the research. contexts, questions, processes, and challenges Presenters: Victoria Dickman-Burnett, Department of of community writing projects, and facilitate Educational Studies, University of Cincinnati, OH a space for imaginative thinking to consider Maribeth Geaman, Findlay High School, OH how student writing can be responsive to, and build relationships within, local L.25 Herstory, #MeToo, and Femininity: communities. Participants and presenters will M Reading [the] Lives of Women and share resources and facilitate time for future S Girls planning. 325 Presenters: Catherine Calabro Cavin, 826michigan, Ann Arbor, MI When reading and discussing shared texts Megan Gilson, 826michigan, Ann Arbor, MI across generational lines, women and girls SATURDAY Kyley Pulphus, 826 New Orleans, LA have opportunities to dialogue with one Kelsey Reynolds, 826 New Orleans, LA another as readers, thinkers, females, and global citizens. Exploring the reading lives of L.23 The Journey of Learning: Teaching female educators, mothers, and secondary Children and Communities of Color students, roundtables in this session focus on G how middle grade and young adult literature 323 intersects with the #MeToo movement, As former teachers, we have found many feminism and race, herstory and history, what ways to connect with students’ out-of-school it means to be a “strong” female, and global literacy practices, interests, and preferences to issues surrounding women and girls. in-school learning, particularly connecting with Chair and Roundtable Leader: Erica Hamilton, Grand African American students. We will discuss Valley State University, Grand Rapids, MI techniques to engage African American Roundtable Leaders: Olivia Hamilton, Zeeland West students in the classroom to ultimately build High School, MI their overall literacy (reading, writing, oral Lily Johnson, Zeeland Christian Schools, MI communication skills) across content areas. Gretchen Rumohr-Voskuil, Aquinas College, Zeeland, MI Presenters: Jamal Cooks, Chabot College, Oakland, CA Lydia Steeby, Holland High School, MI Tonya Perry, University of Alabama at Birmingham, Carrie Traver, Zeeland Christian Schools, MI Detra Price-Dennis, Teachers College, Columbia Greta Traver, Zeeland Christian Schools, MI University, New York, NY Amelia Traver, Zeeland Christian Schools, MI Deborah Van Duinen, Hope College, Holland, MI L.24 Participatory Partnerships to Claire Van Duinen, Holland Christian Schools, MI Amy VanZetten, Zeeland Public Schools, MI S Address Sexual Violence: Spirited Greta VanZetten, Holland High School, MI C Classroom Co-Inquiry in the Era of #MeToo Sara Vizithum, Brooks Pierce Nola Voskuil, Zeeland East High School, MI 324 Marcie Voskuil, Cityside Middle School, Zeeland, MI This panel session focuses on classroom- Joy Zomer, Hamilton Community Schools, MI and school-based efforts to address sexual Ellie Zomer, Holland High School, MI violence among youth. The panel focuses on three lines of inquiry: 1. A curriculum- embedded sexual violence prevention unit using young adult literature and action research; 2. A Youth Participatory Action Research group that developed to continue

2019 NCTE ANNUAL CONVENTION PROGRAM 225 L SESSIONS / 12:30–1:45 P.M.

L.26 Bodies, Power, Prejudice: Educating L.28 Spirited Explorations: Theatrical M Youth on Autonomy and Activism M Inquiry for Reading, Writing, and S through Literature S Speaking in the ELA Classroom C 326 328 TE Teaching antiracism and social justice in In this interactive session, join us for theater educational settings can aid students in games and strategies to spark creativity and not only understanding how peers are utilize theater in expanding the speaking, SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, discriminated against, for any number reading, and writing competencies of our of reasons, but also how they can resist students beyond canonical dramatic texts. those power structures that normalize We will share methods of incorporating such discrimination. Educators have the the performing arts in English language opportunity to hear from authors whose works arts lessons to bolster student literacy and encourage young people to resist injustice communication skills. Between presentations, and become activists and advocates for social we will share theater games we use in justice. rehearsals with our middle and high school Chair: Robert Bittner, University of British Columbia, casts that can be used in the classroom. We Langley invite both English and theater teachers to Author/Illustrator: NoNieqa Ramos, Lerner Books come engage and inquire with us as we share Tradebook Authors: e.E. Charlton-Trujillo, and explore the performing arts. Candlewick Chair and Presenter: Nicholas Emmanuele, Millcreek Brandy Colbert, Little, Brown Books for Young Township School District, Erie, PA Readers/Penguin Presenters: Glenda Funk, Highland High School, Susan Kuklin, Candlewick Pocatello, ID Robin Stevenson, Quirk Books Mary Luckritz, Rolling Meadows High School, IL Estella Owoimaha-Church, ITS Troupe Director, CA L.27 Empowering Readers: Conferring Anthony Stirpe, New Rochelle High School, NY E with a Spirit of Inquiry Gretchen Teague, Central High School, Springfield, MO 327 L.29 Spark Inquiry with Researcher’s Conferring empowers readers! In this E Workshop in the Print and Digital interactive session, we’ll explore how Age authentic reading conferences allow students to think deeply about reading experiences 329 and ownership. We’ll focus on kid-watching, To infuse energy and excitement into language language shifts, and teacher moves that arts, science, and social studies, an inquiry responsive teaching. We’ll unpack conferences approach can transform humdrum curricular through writing, discussion, stories, and video topics into compelling and meaningful clips—with kids leading the way. experiences for kids. Come learn about Chair: Patrick Allen, Frontier Valley Elementary/ classroom inquiries and multimedia resources Stenhouse Publishers, Parker, CO, “Lifting the Spirit that inspire kids to stand up, speak out, and of Conferring through Authentic Reading Behaviors” take action to make a difference. Presenters: Christina Nosek, Lucille Nixon School, Chair: Stephanie Harvey, Stephanie Harvey Consulting Mountain View, CA, “Focused Student Inquiry to Presenters: Anne Goudvis, Heinemann Build More Vibrant Reading Lives” Karen Halverson, Boulder Valley Schools, CO Kari Yates, Moorhead Area Public Schools, Moorhead, Katie Muhtaris, Barrington CUSD 220, Lake Zurich, IL MN, “Intentional Language Shifts to Heighten the Spirit of Inquiry and Partnership”

226 2019 NCTE ANNUAL CONVENTION PROGRAM L SESSIONS / 12:30–1:45 P.M.

L.31 Folger Library: Empathy in L.33 Changemakers: Inspiring Action M Literature and in the English S through Inquiry S Classroom: Practical Strategies 336 C 332 Teaching through inquiry opens the mind TE Sponsored by the Folger Shakespeare to opportunities for student engagement, Library differentiated instruction, confidence and Lucille Clifton’s call to empathy—telling us community building. And while a little messy that every pair of eyes facing us has probably and a little frightening, it can be A LOT experienced something we could not endure— rewarding! Join us as we highlight three propels teachers, but how to foster this in successful inquiry-based projects: a beginner- class? Two Baltimore teachers engage their level approach that incorporates inquiry into students and us in Clifton, Poe, Trevor Noah, existing ELA curriculum; a student-selected, and Shakespeare to help students come to multigenre portfolio; and a more ambitious terms with their place between their worlds. community outreach project modeled after the Genius Hour. Engage in research-based Chair: Corinne Viglietta, Folger Shakespeare Library inquiry activities, take home supporting Presenters: Mark Miazga, Baltimore City College High materials from our work, and consider how our School, MD

work might spark inquiry in your classroom. SATURDAY Amber Phelps, Baltimore City College High School, MD Presenters: Ann Neary, Staples High School, Westport, L.32 Telling Our Stories in Pictures and CT Holly Sulzycki, Staples High School, Westport, CT, E Words: Creating Identity Texts in the Multilingual Classroom Westport, CT M Marc Sulzycki, Notre Dame Catholic High School, S 335 Fairfield, CT Pictures provide a universal language for English learners and others who struggle L.34 Embracing Book Clubs to with writing. Multimodal “identity texts” can E Ignite Deep and Honest Inquiry help shape our identities while serving as M of Ourselves and Our Peers: powerful reminders of who we are. Witness an S Leveraging Deeper Thinking about evidence-based approach to literacy learning TE Privilege, Cultural Literacy, and that uses collage made from hand-painted Fascinating Text Complexity papers to construct meaning prior to writing. 337 Experience the power of working in pictures and words. Learn how reconstructing and In this interactive workshop, presenters will sharing family immigration stories deepens explore inquiry techniques that inspire deeper students’ identities and fosters critical levels of comprehending complex literature by empathy while advancing students’ writing. acknowledging hidden identities, sorting and Chair: Linda Rief, Oyster River Middle School/ prioritizing student questions, and by entering University of New Hampshire, Durham into enticing, healthy debate in book clubs. Presenters: Susan O’Byrne, Center for the Chair and Presenter: Heather Burns, Teachers College, Advancement of Art-Based Literacy, Pinellas Park, FL Columbia University, New York, NY Beth Olshansky, Center for the Advancement of Art- Presenters: Laurie Burke, Teachers College, Columbia Based Literacy, Durham, NH University, New York, NY Meghann Burr, Enfield Public Schools, CT Chelsea Fuller, Unity Preparatory Charter School of Brooklyn, NY Kathleen Schechter, Teachers College, Columbia University, New York, NY Andria Williams, Unity Preparatory Charter School of Brooklyn, NY

2019 NCTE ANNUAL CONVENTION PROGRAM 227 L SESSIONS / 12:30–1:45 P.M.

L.35 #Selfie: Interpreting research in project-based learning. Another M Representations of Self in a High describes service-learning projects with local School English Classroom children. And the third explores network S tracing to understand rhetorical situations. 338 Chair: Amanda Rigell, University of Tennessee, In this session, students from an 11th-grade Knoxville English class will describe their experiences in Presenters: Mary Caulfield, Massachusetts Institute of a unit studying “selfies.” In this unit, students Technology, Cambridge SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, analyzed their own selfies, pop cultural Dylan Craig, Chesapeake High School, Pasadena, MD selfies, and self portraiture to explore the William Kerns, University of Arkansas at Little Rock way in which authors and artists use specific Betty Porter Walls, Harris-Stowe State University, St. compositional techniques to construct stories Louis, MO and selves. Students will share findings and resources from the unit and will model L.38 Exploring Who We Are through activities for educators interested in unpacking E Poets & Poetry these everyday digital images as literary texts M 341 in their own classrooms. S Presenters: Elizabeth Krone, The Ohio State University, This session shares four innovative approaches Columbus to poetry study and poetry writing. Antonia Mulvihill, Beechcroft High School, Columbus, Presenters: Jevon Hunter, SUNY Buffalo State OH Elizabeth Jorgensen, Arrowhead Union High School, Hartland, WI L.36 Teach Grammar and Conventions Lisa Kraiza, Bloomfield Hills High School, MI E through Spirited Inquiry: Building a Scot Slaby, Shanghai American School, Shanghai TE Culture of Curiosity and Possibility L.39 Effective Inquiry Requires 339 E Effective Speaking: Teaching Oral Create a classroom culture of curiosity using M Communication Skills to Improve grammar moves that purposefully activate Inquiry-Based Instruction meaning in both reading and writing. Recast S the instructional conversation about language TE 342 conventions from one of “right and wrong” to Speaking skills are an afterthought in most “meaning and effect.” Educator-authors will English classrooms. While every class at every share engaging, authentic texts paired with grade level has student-speaking activities, effective inquiry techniques. Teachers can put very few teachers give specific instruction these strategies to work immediately, inviting about how to be successful with those young writers into higher levels of grammar activities. Inquiry-based instruction requires usage, with understanding and purpose. us to stop shortchanging oral communication. Presenters: Jeff Anderson, Stenhouse Publishers How do students question? Often verbally. Whitney La Rocca, Bryant Elementary School, Katy, TX How do they discuss? Verbally. How do they interview? Verbally. How do they present their L.37 Community, Service, and Project- findings? Overwhelmingly, verbally. Learn G Based Learning Pedagogies how to improve the speaking skills of every TE 340 student to make them confident, competent communicators. Experience activities Presenters share activities that ask students and work with digital tools that develop to engage with local communities to facilitate and showcase oral communication while literacy learning. One panelist focuses on using enhancing inquiry-based instruction. Presenters: Erika DeShay, Cherry Creek Schools, CO Sandy Otto, Osseo Schools, MN Erik Palmer, Cherry Creek Schools, CO

228 2019 NCTE ANNUAL CONVENTION PROGRAM L SESSIONS / 12:30–1:45 P.M.

L.41 Developing Digital Composers: L.43 Stories of Possibilities and M Preparing Students to Create Digital G Humanity: Distinguished Educators S and Multimodal Compositions Working for Change 344 346 TE This interactive session focuses on both ELA Sponsored by the National Council of teachers and students composing in digital Research on Language and Literacy media offering strategies for and examples of This panel presentation will feature two compositions including digital poems, videos, established scholars who have recently been infographics, kinetic poetry, and multimodal awarded the NCRLL Distinguished Scholar memoirs. Panelists will share how both teachers Award: Denny Taylor and Arnetha Ball. These and students learn to compose effectively in esteemed colleagues have been nominated new digital and multimodal environments and and recognized by their peers as leaders in the learning opportunities this creates. language and literacy. They will be joined Presenters: Melanie Hundley, Vanderbilt University, by three emerging voices in the literacy Nashville, TN field who have been selected by the award Robin Jocius, The Citadel, Charleston, SC, “Digital winners. Time will be available for questions Composition” and conversation following the presentations. Emily Pendergrass, Vanderbilt University, Nashville, TN Chairs: Gerald Campano, University of Pennsylvania, SATURDAY Philadelphia L.42 Critical Issues in English Education: Catherine Compton-Lilly, University of South Carolina, M Research by ELATE Research Columbia S Initiative Award Winners Presenters: Dahlia Hamza Constantine, Teachers 345 College, Columbia University, New York, NY, TE “The Kids of the Pike: Constructing Our Personal Sponsored by English Language Arts Teacher Geographies One Block at a Time” Educators (ELATE) Katrina Liu, University of Nevada, Las Vegas, “Using In this roundtable session, the recipients of the Critical Counter-Narrative to Prepare Prospective annual Research Initiative Grants and Graduate Teachers of Color” Student Research Award, sponsored by English Teaira McMurtry, Milwaukee Public Schools, WI, Language Arts Teacher Educators (ELATE), “Pluralistic Pedagogical Possibilities through present their award-winning research on current Generative Thinking and Practice” issues in the fields of literacy and English Denny Taylor, professor emerita, Founder of Garn teacher education. Press, “Family Literacy and the Future of Humanity” Chair: Christian Z. Goering, University of Arkansas, Fayetteville Roundtable Topics & Leaders: Roundtable 1: Supporting Marginalized Students’ (re) positioning: Investigating the Role of Instruction in Adolescent Learners’ Identity Work Noah Asher Golden, Chapman University, Orange, CA Roundtable 2: Understanding Youth Literacy Identity: Working with Appreciative Assessments in Middle School Kira LeeKeenan, The University of Texas at Austin Roundtable 3: Meet Me at the Crossroads: Crafting Community Collaborations Rae L. Oviatt, Michigan State University, East Lansing Roundtable 4: The Writing Identities of Teens Amy Vetter, University of North Carolina, Greensboro Roundtable 5: Understanding Youth Literacy Identity: Working with Appreciative Assessments in Middle School Thea Williamson, Salisbury University, MD

2019 NCTE ANNUAL CONVENTION PROGRAM 229 L SESSIONS / 12:30–1:45 P.M.

L.44 #TeachLivingPoets: Creating a L.46 Words from a Bear: The Importance M Culture of Inquiry through Poetry S of Native American Literature S 347 C and Documentary Filmmaking as Inquiry-Based Storytelling C Traditionally in education, teachers and students work toward finding the answer, 349 yet poetry posits teachers in a vulnerable In addition to exploring the critical importance position by putting us in front of a class as of including Native American literature in the SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, “the expert” when the reality is that poems, classroom, this panel will also explore how if “taught” correctly, raise far more questions to engage students in a study of the process than answers. The #TeachLivingPoets panel of documentary filmmaking. How does one will offer classroom-tested strategies which approach telling the story of someone’s life? build environments that foster questioning, How does the journey of a filmmaker depend discovery, and insight without relying on a on exploration and inquiry? Join award- teacher to walk students through poems. winning Kiowa filmmaker Jeffrey Palmer Panel members will demonstrate how to build and other educators in a discussion focused curriculum units around themes, incorporate on Indigenous storytelling, filmmaking, and creative instructional methods, and create discovery. assessments focusing specifically on modern Presenters: Kristina Kirtley, WNET New York Public poetry. Media, New York, NY Presenters: Susan Barber, Grady High School, Atlanta, Jeffrey Palmer, Syracuse University, Baldwinsville, NY GA Matt Brisbin, McMinnville High School, OR L.47 Exhibitor Session: Improving Karla Hilliard, Berkeley County Schools, WV G Reading and Writing with Microsoft Jori Krulder, Paradise High School, CA Learning Tools Adrian Nester, Tunstall HIgh School, Dry Fork, VA Kristin Runyon, Charleston High School, IL CARROLL (HILTON) Sponsored by Microsoft L.45 The Spirit of Student-Directed Did you know Microsoft has created free, G Inquiry: Curiosity, Collaboration, accessible AT to support students who and Socially Responsible (-ive) struggle with reading and writing? This Teaching session will showcase how these free Learning 348 Tools can be used to support classroom engagement of reading and writing for While we celebrate the current resurgence of users with learning differences such as inquiry-style teaching, not all of today’s units dyslexia, dysgraphia, ELL, ADHD, emerging and projects are genuinely student centered. readers or a combination of any of the broad This interactive session will define and range of unique student abilities. Details, demonstrate Student-Directed Inquiry. This demonstrations and student examples will be model prizes students’ own questions at all shared about several new and improved sets stages of inquiry, inviting them to more freely of features across Microsoft products. explore and teach the world. Presenter: Rachel Berger, Learning Disabilities AT Presenters: Sara Ahmed, NIST International School; Specialist Microsoft EDU Bangkok, Thailand & HMH/Heinemann, “Diving into Our Own Teacher Inquiries” Harvey Daniels, Heinemann/Corwin Literacy, “Curiosity, Inquiry, and Equity” Aeriale Johnson, Washington Elementary School, San Jose, CA, “Brilliant Inquiries in a Multilingual, Multicultural School” Kari Ridolfi, Hartland North Elementary, WI, “Students Investigate Tornados and Native Peoples”

230 2019 NCTE ANNUAL CONVENTION PROGRAM L SESSIONS / 12:30–1:45 P.M.

L.48 Poster Session: Writing Revision, Poster 4: Writing Assessment Gets Personal: Editing, and Assessment Implementation of a Revised Writing Inventory PRATT STREET LOBBY EAST-WEST, LEVEL 300 in a Reading Diagnosis Course The purpose of this study was to explore (CONVENTION CENTER) E the ways in which teacher candidate TE tutors implemented the use of a Poster 1: Approaching Revision through the Spirit of revised informal writing inventory in an Inquiry: Empowering Student Writers by Fostering undergraduate reading diagnosis course. Inquiry through Revision We obtained information on how eight Ever written the paper you wanted to read in M tutors administered the writing inventory the margin while you were supposed to provide S by recording the conversations with feedback? We invite you to attend this poster their students prior to and during the C session to learn and share how to empower assessment and inviting them to complete TE students and foster inquiry through revision. a written interview about their experience. Lighten your workload and increase your impact Major findings related to tutors’ perceptions on students. Strategy packets will be available for of their tutees’ writing abilities and all attendees. tutors’ attitudes toward administering the Presenters: Andrew Giorgi, Solebury High School, New inventory will be shared. Hope, PA Bethanie Pletcher, Texas A&M University, SATURDAY Tara Sanders, Solebury High School, New Hope, PA Presenter: Corpus Christi Poster 2: Be a Part of Your Students’ Digital World: Poster 5: R.A.C.E.C.A.R.S.—Rules of the Road for Sparking Inquiry with Video Grading Using video feedback instead of written feedback Revision and Editing S This session will share a concept I can change your relationship with your students E C developed called R.A.C.E.C.A.R.S. — Rules and their relationship with their writing. By getting M of the Road for Revision and Editing. onto the platform they’re on (YouTube) you may This acronym houses tips and techniques see how quickly they respond to your directed writers use on their way to becoming feedback. And, over time, your grading time may expert editors and stronger authors. be reduced and student’s requests for feedback Through an engaging practice of keeping will likely increase. This poster session will be a an eye out for RACECARS, writers learn to workshop for professors and teachers who want read with caution, spot potential “wrecks,” to begin video grading through private YouTube make “repairs,” and ultimately communicate videos. Technical details, step-by-step instructions more effectively through written works. and the opportunity to practice creating a video will be available. Presenter: Christina Hammons, SnuggleBug Books, Inc. Presenter: Jen Whiting, Mercer County Community College, Princeton, NJ Poster 6: Three English Learners’ Multimodal Composition: Voices, Identities, and Emotions Poster 3: Challenging Comfort in the Classroom with Reflective Writings This study explores how three middle S Composition courses promote fundamental skills school English learners employed multimodal semiotic resources to express C that enable students to succeed. However, the skill of writing transcends grammar correctness. and reflect on their learning, and also The recursive process encourages the student to to articulate aspects of their identities. revisit their writing and revise, making changes Drawing from Unsworth (2001) and that come from suggestions and comments Serafini’s (2010) principles for analyzing provided by either peers or instructors. While multimodal texts, the study shows how this practice is comfortable to both the student digital composition can help English and the instructor, it does not promote growth learners find their voices, evoke emotions in a foundational understanding of composition. and advance their understanding of the Introducing reflective writing as a component of subject matter. the recursive writing process encourages students Presenters: Zhongyu Cheng, Boston College, MA to critically think about why revision is occurring. Deoksoon Kim, Boston College, MA This challenges the comfort zone and stimulates So Lim Kim, Boston College, MA growth in composition skills. Alisha Nguyen, Boston College, MA Presenter: Jo Cougill, Southeast Missouri State University, Drina Kei Yatsu, Boston College, MA Jackson 2019 NCTE ANNUAL CONVENTION PROGRAM 231 SATURDAY LUNCHEONS

12:30–2:30 P.M. CHILDREN’S BOOK AWARDS LUNCHEON SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, HALL C/D The winners of the 2019 Charlotte Huck Award for Outstanding Fiction for Children and the Orbis Pictus Award for Outstanding Nonfiction for Children will speak at this luncheon. The 2019 Award for Poetry for Children will also be presented posthumously to Paul Janeczko. Presiding: Roberta Price Gardner, Kennesaw State University, GA Desiree W. Cueto, Western Washington University, Bellingham Denise Davila, The University of Texas at Austin Trish Bandre, USD 305, Salina, KS

Speakers: Jonathan Auxier is the New York Times bestselling author of The Night Gardener, Sophie Quire and the Last Storyguard, and Peter Nimble and His Fantastic Eyes, which the Wall Street Journal called “as delightful a magical story as readers . . . will hope to find.” He lives in Pittsburgh with his family. Visit him online at thescop.com. Jonathan Auxier

Bryan Collier is a beloved illustrator known for his unique style combining watercolor and detailed collage. He is a four-time Caldecott Honor recipient for Trombone Shorty, Dave the Potter, Martin’s Big Words, and Rosa. His books have won many other awards as well, including six Coretta Scott King Illustrator Awards. His recent books include By and By, Thurgood, The Five O’Clock Band, and the 2019 Orbis Pictus Book Award winner Between the Lines. He lives in New York with his family.

Sandra Neil Wallace hopes that her stories inspire readers as much as they inspire her. She’s the author of the 2019 Orbis Pictus Book Award winner and ALA-ALSC Notable Children’s Book Between the Lines. Her book Blood Brother: Jonathan Bryan Collier Daniels and His Sacrifice for Civil Rights was an ALA Notable Book and a Chicago Public Library “Best of the Best.” Her novel, Muckers, was named a Booklist Top 10 Sports Book for Youth. Formerly, Sandra was an ESPN reporter and was the first woman to host an NHL broadcast. She lives in New Hampshire with her family. You can visit her at SandraNeilWallace.com.

2019 AWARD RECOGNITION

Charlotte Huck Award for Outstanding Fiction for Children Presenter: Desiree W. Cueto, Western Washington University, Bellingham Recipient: Sweep: The Story of a Girl and Her Monster, written by Jonathan Auxier, Sandra Neil Wallace published by Amulet

Orbis Pictus Award for Outstanding Nonfiction for Children Presenter: Denise Davila, The University of Texas at Austin Recipient: Between the Lines: How Ernie Barnes Went from the Football Field to the Art Gallery, written by Sandra Neil Wallace; illustrated by Bryan Collier, published by Simon & Schuster

Award for Excellence in Poetry for Children Presenter: Trish Bandre, USD 305, Salina, KS Paul B. Janeczko Recipient: Paul B. Janeczko, posthumously July 27, 1945–Feb. 19, 2019

232 2019 NCTE ANNUAL CONVENTION PROGRAM 12:30–2:30 P.M.

SECONDARY SECTION LUNCHEON BALLROOM IV

Presiding: Tiffany Rehbein, Laramie County School District #1, Cheyenne, WY

Speakers: Laurie Halse Anderson is a New York Times-bestselling author whose writing spans young readers, teens, and new adults. Combined, her books have sold SATURDAY more than eight million copies. She has been twice nominated for the Astrid Lindgren Memorial Award. Two of her books, Speak and Chains, were National Book Award finalists, and Chains was short-listed for the prestigious Carnegie Medal. Anderson was selected by the American Library Association for the 2009 Margaret A. Edwards Award and has been honored for her battles for intellectual freedom by the National Coalition Against Censorship and NCTE. In addition to combating censorship, she regularly speaks about the need for diversity in publishing and is a member of RAINN’s National Leadership Council. She lives in Philadelphia, where she enjoys cheesesteaks while she writes. Laurie Halse Anderson Renée Watson is the New York Times-bestselling, Newbery Honor-winning, and Coretta Scott King Award-winning author of Piecing Me Together, This Side of Home, What Momma Left Me, and Betty before X, co-written with Ilyasah Shabazz, as well as two acclaimed picture books: A Place Where Hurricanes Happen and Harlem’s Little Blackbird, which was nominated for an NAACP Image Award. Her most recent books include Watch Us Rise, coauthored with Ellen Hagan, and the forthcoming Some Places More Than Others (September 2019). She is the founder of I, Too, Arts Collective, a nonprofit committed to Photo: NAACP Photo: nurturing underrepresented voices in the creative arts, and currently lives in New York City.

AWARD RECOGNITION Renée Watson High School Teachers of Excellence Award

Paul and Kate Farmer English Journal Writing Award

Recipients: Mario Worlds, University of Florida, Gainesville, and Henry “Cody” Miller, P.K. Yonge Developmental Research School, Gainesville, FL, “Miles Morales: Spider-Man and Reimagining the Canon for Racial Justice” (March 2019)

Honorable Mention: Amy (Amanda) Cavanaugh, Lincoln-Way East High School, Frankfort, IL, “Cultivating Critical Thought in Gen-Z Culture of Sharing” (July 2019)

English Journal Edwin M. Hopkins Award

Recipient: Tom Romano, “The Poet and Me, the Writer and You” (March 2019)

A book signing will follow the luncheon.

2019 NCTE ANNUAL CONVENTION PROGRAM 233 M SESSIONS / 2:45 –4:00 P.M.

FEATURED SESSION

S TE

SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Beyond Spirited Inquiry: Making Commitments to Linguistic and Racial Justice Actionable 310

Three critical language scholars of color will discuss and illustrate how linguistic racism get perpetuated and normalized in our research methodologies, disciplinary discourses, curricular Marcelle Haddix choices, and pedagogical practices. The separate but interconnected presentations offer new insights for working toward racial and linguistic at the intersections of theory, research, and practice.

Chair: Marcelle Haddix, Syracuse University, NY Presenters: April Baker-Bell, Michigan State University, East Lansing Kisha Bryan, Tennessee State University, Nashville April Baker-Bell Kisha Bryan Carmen Kynard, Texas Christian University, Fort Worth Teaira McMurtry, Milwaukee Public Schools, WI

Carmen Kynard Teaira McMurty

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M.01 Reading and Inquiry: What’s the M.03 Capturing the Electric Moment: G Hidden Connection? G Ordinary People, Extraordinary Legacies TE 301 This session will explore how students can 303 develop spirited inquiry through reading. The In a single image, much can be divined author panel will discuss what their books that can change us and our world. In this offer to develop inquiry in readers. We will interactive session, four authors of picture explore how books can be the essential tool book biographies use compelling, sometimes that can spark curiosity and the desire to ask contrasting, images to lead participants in questions. We will hear the life stories of this hands-on writing and discussion activities that diverse panel of authors and learn what the can be used to spark recognition, curiosity, catalysts were that unleashed their own thirst and action in students at all grade levels. for knowledge. In this session we are looking Teachers will leave with templates and other to empower teachers to be the phenomenal takeaways to support their students’ capturing spark that creates spirited inquiry in their of an electric moment in their own words. students. Presenters: Kim Chaffee, New in 19 Debut Authors, Presenters: Tonya Bolden, Bloomsbury Londonderry, NH e.E. Charlton-Trujillo, Candlewick Debbie Gonzales, New in 19 Debut Authors, Saline, MI SATURDAY Barb Langridge, Howard County Central Library Lisa Rogers, Wellesley Public Schools, Wellesley, MA (retired), Ellicott City, MD Adrienne Wright, New in Nineteen Debut Authors & Kekla Magoon, Macmillan Children’s Publishing Group Illustrators, Gulph Mills, PA Kwame Mbalia, Disney Publishing Worldwide Matt Mendez, Simon & Schuster M.04 Launching Inquiry with Place-Based Lynda Mullaly Hunt, Nancy Paulsen Books/Penguin E Culturally Relevant Instruction Jen Wang, Macmillan Children’s Publishing Group 304 M.02 The Power of Professional Journals: This session focuses on place-based culturally M An English Journal and Voices from relevant instruction. One presentation exhibits S the Middle Event how teachers in Hawai’i used texts aligned to science and literature inquiry. The second C 302 presentation draws from play and design In this session, the journal editors for English theories to demonstrate the ways in which Journal and Voices from the Middle, two NCTE creating literary landscapes allow students to publications, offer approaches, strategies, develop a deeper understanding of Africa. and advice for writing about the teaching Chair: Antonia Adams, University of Houston, TX and learning that happens in our classrooms Presenters: Jocelyn Amevuvor, Pennsylvania State and sharing that writing with an audience of University, University Park interested colleagues. They present a snapshot Miki Maeshiro, Kamehameha Schools, Kaneohe, HI of the journal publication process, discussing Christopher McAdoo, Kamehameha Schools, Honolulu, HI idea generation, embedding research, Amy Wallo, Great Expectations Early Learning and submission, review, and how to respond to Child Care Center, Blairsville, PA editors’ decisions. Vivian Yenika-Agbaw, Pennsylvania State University, Presenters: Toby Emert, Agnes Scott College, Decatur, University Park GA Sara Kajder, The University of Georgia, Athens R. Joseph Rodríguez, California State University, Fresno Shelbie Witte, Oklahoma State University, Stillwater

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M.05 Writing Our Multilingual Worlds: M.07 Inquiry into Refugee and Immigrant E Translanguaging and Young M Experiences TE Multilingual Students S 307 305 C At this roundtable session, choose from short This session will be invaluable to teachers who TE presentations and discussions that center on want to engage students in content learning student and educator inquiry into refugee and through creative work while supporting both immigrant experiences SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, English and the students’ home languages. Chair: Elizabeth Thackeray Nelson, University of Utah, Exploring both a content-based poetry unit Salt Lake City and a family story project, presenters will also Presenters: Christa Agiro, Wright State University, ask participants to consider the ways in which Dayton, OH assessment of multilingual students’ writing Michael Anderson, Triangle Math and Science needs can reflect the multi-modal literacies Academy/North Carolina State University, Raleigh and strengths that students bring to the Bev Faircloth, University of North Carolina, Greensboro literacy classroom. Michelle Falter, North Carolina State University, Raleigh Chair: Alefiya Master, Atlanta, GA Mary Gilliland, Texas Woman’s University, Denton Presenters: Alex Allmond, Georgia Southern University, Christy Marhatta, University of North Carolina, Statesboro Greensboro Sally Brown, Georgia Southern University, Pooler Dominique McDaniel, University of North Carolina, Meral Kaya, Brooklyn College, NY Greensboro Jen McCreight, Hiram College, OH Nina Schoonover, North Carolina State University Mandy Stewart, Texas Woman’s University, Denton M.06 A Spirited Inquiry into Social Amy Vetter, University of North Carolina, Greensboro S Justice Issues through the Katrina Webber, Dublin City Schools, Columbus, OH Melody Zoch, University of North Carolina, Greensboro TE Detournement Video Project 306 M.08 Off Campus but in the How can the creation of critical digital S Conversation: Acknowledging texts engage students in a spirited inquiry TE Complexity in High School-College into contemporary issues of social justice? Partnerships This session explores how a digital video 308 project enabled two teachers to lead their students in a spirited inquiry of social justice This presentation explores the variability issues through a critical media literacy lens. of sites within a dual credit/concurrent Presenters will share samples of student work enrollment program as a constituting strength. and discuss practical considerations for how The teachers gathered here seek to foster other educators can effectively implement the thinking about how their sometimes presumed project and others like it. marginal role within the university (as off- Presenters: Sarah Benish, Bentonville High School, AR, campus, adjunct, unpaid faculty) might be “The Detournement Video Project as Argumentative recouped or better understood as part of Essay: Helping Students Make the Connections” an informing and significant contribution to Seth French, University of Arkansas, Fayetteville, the university itself—if, that is, the university “Practically Implementing the Detournement Video makes room for this possible dialogue. Our Project: A Guide toward Spirited Inquiry” panel features heterogeneous, sometimes Ace Horton, Bentonville High School, AR, “Embracing competing voices that put pressure on the the Unfamiliar: A Non-Tech-Savvy Teacher’s Guide to assumption that college composition can be Implementing Digital Video Projects” defined without hearing from the high school teachers who also teach these courses.

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Chair and Presenter: Scott Campbell, University of M.11 We Are All Literacy Teachers Connecticut, Hartford M Now: Teacher Educators Speak in Presenters: Michelle Amann-Wojenski, Wilcox S Disciplinary Literacies Technical High School 311 Lalitha Kasturirangan, Eli Whitney Technical High TE School How do disciplinary literacies speak? In this Emily Kilbourn, Ridgefield High School session, three teacher educators describe the Kristen Mucinskas, Wethersfield High School impact their collaborative work with content Jeffrey Roets, Wethersfield High School area texts, disciplinary literacy instruction, and Lauren Shafer, Granby Memorial High School inquiry-based learning had on middle grade Marc Zimmerman, Bristol Eastern High School teacher candidates in the southern United States. Participants will receive materials M.09 Middle Level Mosaic to enhance literacy instruction in middle, M 309 secondary, and teacher education classrooms. Presenters: Betsy Barrow, Georgia Southern University, Sponsored by the Middle Level Section Statesboro Steering Committee Taylor Norman, Georgia Southern University, Middle level educators, don’t miss the Statesboro

capstone to our #whymiddlematters session! SATURDAY Amanda Wall, Georgia Southern University, Statesboro This year’s Mosaic will feature conversations with middle grade authors, teachers, and M.12 Young Adult Literature and Teacher teacher educators. Share questions; play with S Education ideas; and discuss books, craft, and middle grade students’ journeys through literature at C 312 TE over ten roundtables! How do teacher educators invite preservice Presenters: Sarah Bonner, Heyworth Community Unit teachers to engage with young adult literature School District #4, IL fully and critically? Presenters will explore how Carol Boston Weathersford, Little Bee Books YAL can be used to invite educators to shape Pablo Cartaya, Penguin Random House critical and nurturing philosophies for teaching Nidhi Chanani, Roaring Brook Press (Macmillan adolescents. Children’s) Chair and Presenter: Jon Wargo, Boston College, Dulce-Marie Flecha, Cayuga Centers Watertown, MA Tracey Flores, The University of Texas at Austin Presenters: Paige Horst, Radford University, VA Antero Garcia, Stanford University, CA Summer Pennell, Truman State University, Kirksville, MO Luz Herrera, California State University, Fresno Celeste Trimble, St. Martin’s University, Lacey, WA KaaVonia Hinton, Old Dominion University, Norfolk, VA Rita Kamani-Renedo, New York City Public Schools M.13 National Writing Project: What, Lynda Mullaly Hunt, Nancy Paulsen Books/Penguin E How, and Why Emma Otheguy, Knopf Books for Young Readers/Lee M 313 and Low Publishers/Las Musas S Celia Perez, Penguin Books for Young Readers Presenters share detailed methods and Scott Reintgen, Random House TE materials for various implementations of NWP R. Joseph Rodríguez, California State University, Institutes and events. Fresno Chair: Kristin McIlhagga, Oakland University, Rochester, Aida Salazar, Las Musas MI Robyn Seglem, Illinois State University, Normal Presenters: Michelle Honeyford, University of Amía Soto-Carrión, NYC Teaching Fellows Manitoba, Winnipeg Nic Stone, Penguin Random House Rebecca Rivard, Meadow Brook Writing Project, Sara Vigrass, New York City Public Schools Oakland University, Rochester, MI Jeff Zentner, Penguin Random House Trixie Smith, Michigan State University, East Lansing Jennifer Watt, University of Manitoba, Winnipeg

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M.14 Rethinking Race, Reimagining the M.16 Dangers of a Single Story: C Classroom: Perspectives from Asian M Diversifying Classroom Bookshelves TE American English Teachers S and Curriculums 314 C 316 Sponsored by the NCTE Asian/Asian In this moderated panel, four YA authors American Caucus discuss what “a single story” is for their This panel comprises members of the NCTE communities and how to dismantle it as SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Asian/Asian American Caucus, which values educators, and how to guide students through research, pedagogy, and mentorship and dismantling it. We will explain how to diversify aims to bring visibility to Asian, American classroom and library collections, and how experiences within the profession. Our doing so can foster tolerance and provide safe panelists share their perspectives on the joys discussion spaces for students. and challenges of teaching English at the Presenters: Katherine Locke, YA Pride college level as faculty members of color. Mark Oshiro, Tor Teen Shedding light on the unique experiences of Emily X. R. Pan, Little, Brown Books for Young Readers Asian American faculty in English, this panel Ricci Yuhico, New York Public Library, NY not only challenges (and broadens) how we think and talk about race in America but also M.17 Literacy for Our Collective encourages us to imagine new interdisciplinary G Liberation: Removing Institutional possibilities for the English classroom at this Barriers for Readers and Leaders historical moment. TE 317 Chair and Presenter: Jeffrey Cabusao, Bryant University College of Arts and Sciences, Smithfield, RI Sponsored by the Conference on English Presenters: Betina Hsieh, California State University, Leadership Long Beach, “Inquiry and Identity: Exploring Who In this session, Julia Torres will address We Are as Asian American English Teachers” the so-called “opportunity gap” and invite Jung Kim, Lewis University, Oak Park, IL, “Inquiry and participants to reflect on the literacy Identity: Exploring Who We Are as Asian American education systems and structures that English Teachers” empower or imprison students. Roundtable Byung-In Seo, Chicago State University, IL, “’You’re leaders will lead conversations about the Not a Real Asian’ and Other Ways Stereotyping Is a work that needs to be done in order to lead a Waste of Time and Energies” classroom or institution that is truly inclusive. Chair: Janice Schwarze, Downers Grove North High M.15 Challenging the Epidemic of School, Downers Grove, IL E Dependent Learners: Inviting Presenter: Julia Torres, Denver Public Schools, CO M Reluctant Students and ELLs to do Roundtable Leaders: Kate Baker, Southern Regional S Authentic Reading Work High School, Manahawkin, NJ 315 Christopher Bronke, Downers Grove North High TE School, IL The language and methodology of reading Robin Bynum, Troy University, AL instruction can invite or dis-invite students Helena Hitzeman, Naperville North High School, IL into the world of learning. This has particular Jacqueline Hurley, Pinellas County Schools, Largo, FL implications for language learners and Janetta Jayman, Baltimore County Public Schools, MD reluctant readers. We describe a collaborative Zackory Kirk, Atlanta, GA effort to empower teachers to research these Jeff Krapels, Northern Valley Regional High School, Old students, to better understand what they Tappan, NJ know and what they need. Shari Krapels, Cresskill High School, Park Ridge, NJ Chair: Dorothy Barnhouse, Stenhouse Lisa Lenihan, Notre Dame High School, Lawrenceville, NJ Presenters: Jennifer Chubak, New York City Public Emily Meixner, The College of New Jersey, Ewing Schools, NY Elsie Lindy Olan, University of Central Florida, Orlando Jeanette Echeverri, New York City Public Schools, NY Elizabeth V. Primas, National Newspaper Publishers Eujin Tang, New York City Department of Education, NY Association Tony Tong, New York City Department of Education, NY Karen Raino, Lyons Township High School, IL Lindsey Yang, Sunset Park School, PS 169, Brooklyn, NY Susan Ritter, Cranford Public Schools, NJ

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Heather Rocco, School District of the Chathams, M.20 Creating a Culture of Argument Chatham, NJ E with Inquiry in the Elementary Anna J. Small Roseboro, Grand Rapids, MI Classroom Rachel Scupp, Thomas Grover Middle School, West 320 Windsor,Plainsboro, NJ Elaine Simos, Downers Grove North High School, IL Using resources and instructional strategies Rebecca Sipe, Eastern Michigan University, Dexter from the National Writing Project’s College, Kellie Thompson, YES Prep Public Schools Career, and Community Writers Program, participants will explore possibilities for M.18 What If Workshops Were More engaging elementary students in conversation, E Than One Way? Meeting Students’ arguments, and writing. This session includes an examination of student writing M Needs by Rethinking Common and a discussion of the effectiveness of S Reading and Writing Structures 318 the instruction that generated the writings. Participants will leave the session having The elements of a workshop-based started their own plan for inquiry into approach—responsive instruction, daily argument writing instruction. reading and writing, student choice—are Chairs: Robin Atwood, South Mississippi Writing all key to student growth. How we weave Project, Hattiesburg SATURDAY these elements into our practice, however, Mark Dziedzic, University of Wisconsin, Madison should reflect students’ needs. This session Presenters: Dawn Hawkins, Upstate Writing Project/ will engage participants in inquiry into the South Carolina Department of Education common (dare say, orthodox) methods Lynette Herring-Harris, National Writing Project, associated with workshop and offer Morton, MS alternatives that support a wider range of Lucas Shortt, Appalachian Writing Project, VA learners. Sandra Taylor-Marshall, University of Wisconsin, Chair: Christopher Lehman, The Educator Madison Collaborative, Astoria, NY Presenters: Amira Abdel-Aal, New Horizon School, M.21 Spirits Supporting Inquiry: Irvine, CA C Indigenous Video Games in the Shawna Coppola, The Educator Collaborative, Astoria, NY TE Composition Classroom Pia Persampieri, Trinity Elementary School 321 M.19 Beyond Writing Projects: Inspiring In Kisima Inņitchuņa, a video game mediation M Inquiry by Storying Ourselves of Iñupiaq traditional stories, spirits support S 319 inquiry. In this session, participants will play the game and consider how to de-center C Narrative is a powerful tool that can engage colonial perceptions of inquiry within their young people in deep and spirited inquiry. classrooms. However, traditional projects have a history Presenter: Chelsea Murdock, Clemson University, SC of privileging “the kinds of stories” students believe they are allowed to tell in school. In this interactive session, we explore iterations of a cultural narrative project implemented across multiple contexts, designed to move students toward critical inquiry of themselves and their communities. In using this project to spark inquiry for our students, we realized that we, as teachers, were also sparking inquiry for ourselves. Presenters: Jennifer Mitchell, Severance High School, CO Kristina Stamatis, University of Colorado, Boulder Sarah Woodard, Denver Public Schools, CO

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M.22 The “White Gaze” in Multiple This critical work will transform deficit-based G Perspectives: Using Counter-Inquiry discussions into ones in which readers identify assets. This will allow us to teach students how TE and Counter–Fairy Tales to Center Black and Brown Youths’ Voices literature can be a tool for self-inquiry and growth. 322 Chairs and Presenters: Edith Campbell, Cunningham Using critical race perspectives, presenters Memorial Library/Indiana State University, Terre examine the ubiquity of Whiteness in English Haute SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, language arts and suggest “counter-inquiry” Cornelius Minor, Teachers College Reading and Writing and counter-storytelling as approaches to Project, New York, NY further inform multiple perspectives in the Presenter: Laura Jiménez, Boston University, MA reading and composing of stories. From Latinx Tradebook Authors: Laurie Halse Anderson, Penguin youths composing racial and sociopolitical Random House self-portraits to Black and Brown youths Ellen Oh, HarperCollins Childrens/We Need Diverse exploring career possibilities to Black girls Books reading, responding, and revising dominant Pheobe Yeh, Penguin Random House fairy-tales, presenters share counter-self- portraiture and counter–fairy tales that M.24 Learning from Writers: Three center Black and Brown youths’ perspectives S Studies of the High School to and offer attendees resources for antiracist C College Writing Transition teaching. 324 Chair and Presenter: Jennifer D. Turner, University of Maryland, College Park, “Counter-Inquiry and the This panel presents three qualitative studies Racialized Career Images of Black and Brown Youth” of the critical transition from high school to Presenters: Dorothy E. Hines, University of Kansas, college writing. Session participants will have “And That’s All She Wrote: Using Counter–Fairy Tales the opportunity to discuss the relevance of the (CFT) to Engage Black Girls in Literacy” findings for their own teaching context and Rossina Zamora Liu, University of Maryland, College begin developing teaching strategies based on Park, “‘Maybe they’re just satirical portrayals of the research presented. American adolescence’: Latinx Youths Counter Presenters: Brad Jacobson, University of Texas El Paso, the Casualness of White Gazing and ‘Multiple’ “Performing College: Negotiating Identity across Perspectives” Context” Jemimah L. Young, The University of Iowa, Iowa City, Cara Morgenson, University of Nebraska, Lincoln, “And That’s All She Wrote: Using Counter–Fairy Tales “Participatory Evaluation: An Intervention in (CFT) to Engage Black Girls in Literacy” Secondary-University Knowledge Politics” Respondent: Lamar L. Johnson, Michigan State Christina Saidy, Arizona State University, Tempe, “The University, East Lansing Transition In: Research to Support Writers in the Transition to College Writing” M.23 Of Monsters and Men: Walter Dean S Myers TE 323 Monster by Walter Dean Myers has been adopted by numerous school districts not only because of its outstanding literary quality but because of the visibility in provides to black men coming of age in the United States. This panel explores how the dual narrative style and the ambiguous ending require readers to do more than become empathetic, but to work to explore their own interpretation of Steve.

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M.25 Sparking Thought without Starting M.27 Inquiry and the Undergraduate E an Inferno: Daring to Explore C Researcher: Lessons from the M Potentially Explosive Questions TE UC Berkeley-Library of Congress S of Faith, Spirituality, Religious “Teaching Primary Sources” Pilot Tradition, and Philosophical Project Diversity in Books for Young People 328 326 This panel describes a pilot project between This panel will offer an inquiry into sensitive the Library of Congress’ (LOC) “Teaching with and thoughtful ways to discuss books that Primary Resources” program and faculty at UC touch on spirituality and differing religious Berkeley that aims to foster inquiry in college beliefs. The writers will discuss how religion writing and language courses by asking sparks their work, and will suggest ways students to engage with primary sources. We to discuss spiritual themes in stories with review core concepts of LOC tools, show how young people in an atmosphere of mutual they can be applied to a wide range of media, respect. They will also speak about avoiding and provide the audience with an activity to didacticism and touch on challenges they have practice them. overcome in writing about religiously charged Chair: Benjamin Spanbock, University of California, characters. Attendees will leave equipped Berkeley SATURDAY with a list of titles that seamlessly incorporate Presenters: Carmen Acevedo Butcher, University of spirituality into the story line. California, Berkeley Presenters: Sarah Aronson, Beach Lane Books/ Kimberly Freeman, University of California, Berkeley Scholastic, Inc. Peggy O’Neill-Jones, Metropolitan State University of Megan Atwood, Rowan University, Collingswood, NJ Denver, CO Christine Heppermann, Greenwillow/HarperCollins Aisha Saeed, Penguin M.28 What Should Teachers Know about Padma Venkatraman, Penguin/Random House S the History of English Language Aliza Werner, Glendale-River Hills School District, WI Arts? TE 329 M.26 Notable Children’s Books in the G Language Arts 2019 Awards In this session we will explore how events from the history of English language arts 327 TE education can inform our teaching today. Sponsored by the Children’s Literature How can knowing the beginnings of the high Assembly school literary canon help us analyze and Notable Children’s Books in the Language Arts understand current debates about which (NCBLA) Committee members will share brief texts to teach? What role has independent/ reviews of the 30 K–8 titles selected for the free reading played in ELA classrooms over 2019 list. Then a group of authors/illustrators the past hundred years and how can the of these NCBLA titles will entertain participant ebb and flow of this practice explain why it questions at roundtables. Finally, lucky remains controversial in some schools? What attendees may win one of the 30 NCBLA titles are the historical roots of textbook censorship to be given away. and how can knowing this history guide our response to present-day book challenges? Committee Chair: Cynthia Alaniz, Cottonwood Creek Elementary Presenters: Judith Franzak, Salisbury University, MD Presenters: Jane Bean-Folkes, Marist College, South Annmarie Sheahan, Western Washington University, Orange, NJ Bellingham Elizabeth Bemiss, University of West Florida, Pensacola Don Zancanella, University of New Mexico, Sue Corbin, Notre Dame College, South Euclid, OH Albuquerque Jeanne Gilliam Fain, Lipscomb University, Nashville, TN S. Rebecca Leigh, Oakland University, Rochester, MI Jennifer Summerlin, University of Alabama at Birmingham

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M.29 Tribute to Paul B. Janeczko: Poet, M.31 YA Literature and Teaching Poverty E Teacher, and Anthologist S 332 M 330 Without ever saying a word, a line is drawn in S Sponsored by the NCTE Award for the sand: the poor kids are friends with the TE Excellence in Children’s Poetry Selection poor kids­—the wealthy kids are friends with Committee the wealthy kids. How can we, as teachers, The entire NCTE community was saddened take down these walls that prevent learning? SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, to hear the news of the passing of longtime The purpose of this session is to shed light teacher and lauded poet and anthologist Paul on that unspoken barrier and share with B. Janeczko on February 19, 2019. This session the listeners our attempt to break down will pay tribute to Paul’s enduring legacy. our students’ preconceived notions or naive Members of the NCTE Award for Excellence in ignorance about the poverty occurring around Children’s Poetry selection committee; poets them. and writers Georgia Heard, Ralph Fletcher, Presenters: Ann Reddy, Tiffin Columbian High School, and Rebecca Kai Dotlich; and Liz Bicknell, OH executive vice-president and editorial director Devan Toncler, Tiffin Columbian High School, OH at Candlewick Press, with whom Paul published numerous books, will lead the tribute and M.32 The Literacy-Music Connection speak about the influence Paul had on the E 335 literary and educational world. The panel will share rationale based on Chair: Maria Menjivar, Prince William County Public background research and practical lesson Schools, VA plans for extending children’s trade books Presenters: Trish Bandre, USD 305, Salina Public about jazz and rock n’ roll. Susan Verde, Schools, KS author of Rock n’ Roll Soul, will share her Liz Bicknell, Candlewick Press insights and intentions of her writing. Rebecca Kai Dotlich, Boyds Mills Press Ralph Fletcher, Heinemann/Stenhouse Presenters: Richard Ammon, The Pennsylvania State Georgia Heard, Boyds Mill Press/Scholastic, Inc. University, Middletown, PA Jennifer Solomon, Lower Dauphin School District, PA, M.30 Fostering Inclusive Inquiry in “Literacy and Music Connection” M the ELA Classroom: Asset-Based Author/Illustrator: Susan Verde, Abrams, “Author Perspective “ S Approaches That Break Inclusion Barriers TE M.33 Teaching Racial Literacy through 331 M Literature This panels flips the script of typical S 336 conversations about inclusion classrooms. C We value inclusion as a process of teaching This panel is framed by the research and that recognizes the abilities of all students TE teaching of two white teacher educators and promotes spirited inquiry. Attendees will discussing methods used to build students’ engage with differing divergent teaching racial literacy toward antiracist goals in English methods and leave with a wealth of resources teaching. The three presenters include two that may foster more inclusive teaching in their white inservice teachers who address racism home community. via literature study with their high school and middle school students in racially diverse Christopher Bass, University of Illinois, Presenters: schools, and one white preservice teacher Chicago who discusses the strategies practiced in her Amanda Biviano, Virginia Tech, Blacksburg Methods course that developed her own racial Alisha White, Western Illinois University, Macomb literacy motivated by antiracist goals. Respondent: Patricia Dunn, Stony Brook University, NY Chair: Carlin Borsheim-Black, Central Michigan University, Mount Pleasant

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Presenters: Jennifer Cupp, Impact Prep at meet these challenges. In this panel, YA authors Chestnut Accelerated Middle School discuss how YA fantasy novels can be used to Nicole Godard, Hampden Charter School of study character arcs in complex characters. Science Presenters: Rosalyn Eves, Southern Utah University/ Christine Luongo, Westfield State University, MA Random House Respondent: Sophia Tatiana Sarigianides, Rahul Kanakia, Disney/HarperTeen Westfield State University, MA Kristina Perez, Macmillan/Tor Teen

M.34 Creative Ways to Develop M.36 Playing with Fiction: Exploring How E Language Skills through M Gaming Can Spark Inquiry in Fiction M Fiction: How the Right Book 339 Can Build Students’ Inquiry for Learning Everything from Creating a classroom inquiry project in which Grammar to Advanced Writing students simultaneously read a novel and play Techniques a video game with a similar setting or theme adds the potential of transmediation to a literacy 337 experience. This session explores a class project Middle grade authors Samantha M. Clark, that provided grade 6 students with a vivid

Victoria Piontek, and Mae Respicio will multimodal story experience by pairing reading SATURDAY discuss the types of writing techniques with gaming in order to inspire self-guided inquiry they use in their books and why they and to simultaneously integrate digital and chose to use them, and offer tips on how traditional literacy practices. Students’ observations teachers can use fiction to explain both about the experience and examples of their inquiry basic and advanced English language projects will be shared. The session also discusses skills in exciting ways. The authors also obstacles to introducing video gaming in schools will provide a handout filled with creative and suggests ways to overcome them. writing exercises. Presenters: Jeanne Henry, Hofstra University, Hempstead, Presenters: Samantha Clark, Simon & Schuster/ NY Paula Wiseman Books Lorraine Radice, Long Beach School District, NY Patti Kim, Simon & Schuster Victoria Piontek, Scholastic, Inc. M.37 Digital Researching, Writing, and Mae Respicio, Random House/Wendy Lamb M Storytelling S 340 M.35 YA Fantasy as a Gateway to C Panelists share both digital and mobile S Analyzing Complex Characters TE technologies as well as activities and assignments 338 that help facilitate students’ researching, writing for While the English language arts Common the web, and telling place-based narratives. Core Standards at the high school level Chair: Alexander Ross, Torrance Unified School District, CA offer rigorous standards for teachers Presenters: Megan Kane, Elizabethtown College, PA and students, they also present several Tara Moore, Elizabethtown College, PA challenges: finding engaging texts Jordan Schugar, West Chester University, PA for students, helping students move Heather Schugar, West Chester University, PA from simply understanding content Mari-jo Ulbricht, University of Maryland Eastern Shore, to analyzing content, and preparing Princess Anne, “Digital Researching” students to grapple with complex texts Gabriela Vlahovici-Jones, University of Maryland Eastern at a college level. Young adult genre Shore, Princess Anne, “Digital Researching” fiction, particularly fantasy and science fiction, can provide a useful resource to

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M.38 Shakespeare, the Body, and nonfiction texts, into K–12 literacy classrooms. Finally, we will discuss how to implement and M Performance 341 share Teaching Tolerance’s “Best Practices for S Serving LGBTQ Students” guide in classrooms, C Focusing on performance as inquiry, this campuses, and communities. session offers new ways to embody and Presenters: Stef Bernal-Martinez, Teaching Tolerance, understand Shakespeare’s play. Montgomery, AL Presenter: James Mascia, Great Mills High School, MD Cody Miller, P. K. Yonge Developmental Research SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, School, Gainesville, FL M.39 Choose Carefully: First Literature S Choices in High School English M.41 Hacking Texts in a #Woke Classes M Classroom: Humanizing African 342 S American Males through Critical and Dramatic Inquiry What they say about first impressions is true. TE Utilizing the perspectives of teachers, teacher 344 educators, and a renowned young adult In this interactive session, participants will author, this interactive session explores the learn how to use dramatic inquiry as a tool ways that teachers choose their first texts of to “hack” literary texts within the context of the year—including classic novels, young adult a critically conscious classroom in order to selections, representations of diversity, and disrupt stereotypes about African American digital media texts. Considering the reasons males and to humanize them. for such selections—and the inquiry climate Presenters: Patricia Enciso, The Ohio State University, established from the beginning—determines Columbus the stage for successful learning. Possible Cheryl Logan, The Ohio State University, Columbus texts: Blade, Holes, Parrot in the Oven, East of Nithya Sivashankar, The Ohio State University, the Rockies, Things Fall Apart, All American Columbus Boys, Tradition, Animal Farm, Romeo and Juliet, American Street, The Poet X, Children of M.42 Not Your Mother’s Informational Blood. E Text: How Nonfiction with Presenters: Steven Bickmore, University of Nevada, M Innovative Structures and Voice Las Vegas, “Choosing the First Novel in a Secondary S Can Spark Inquiry, Engage Readers, ELA Classroom” and Inspire Writers Fawn Canady, Sonoma State University, CA Renee Dorrity, George Washington University, 345 Washington, DC, “Choosing the First Novel in a We’re living in a golden age of nonfiction—a Secondary ELA Classroom” world where curious readers can reach beyond Gretchen Rumohr-Voskuil, Aquinas College, Zeeland, dry textbook writing to explore engaging MI, “Choosing the First Novel in a Secondary ELA topics through everything from graphic and Classroom” interactive nonfiction to photojournalism to Rene Saldana, Texas Tech University, Lubbock memoir. In this session, five award-winning S. R. Toliver, The University of Georgia, Athens authors will share their latest works of high- interest nonfiction and science-based fiction M.40 Creating Queer-Affirming Literacy along with secrets and strategies that student E Classrooms with Teaching writers can use too in crafting informational S Tolerance writing that sparkles with voice, unique 343 structures, and style. Chair and Presenter: Kate Messner, Chronicle Books Join Teaching Tolerance as we introduce Tradebook Authors: Tracey Baptiste, Algonquin Young various curricular materials aimed at creating Readers/The Brown Bookshelf affirming literacy classrooms and practices for Nikki Grimes, Boyds Mills LGBTQ students, families, and educators. We Erica Perl, Penguin/Random House will discuss incorporating Teaching Tolerance’s, Christina Soontornvat, Scholastic, Inc. text library, which is composed of literary and

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M.43 Nurturing an Inquisitive Spirit and M.46 Workshop and Don’t Drop: G Fostering Our Public Selves through S Strategies for Building a Secondary Social Media Writing Workshop 346 349 Teaching necessitates attending to the learning Like the Butterball Turkey Hotline next week, and growth of other people, but how, as we are here to answer your burning questions teachers, can we nurture our own creative and ... intellectual development? In this interactive about high school writing workshop! Curious- session, attendees will dialogue with educators but-skeptical about how writing workshop who, through blogging, podcasting, and could work in your classroom? Does workshop tweeting, are using social media to foster their feel like too much for your secondary public selves. students? Or maybe not enough? In this Presenters: Sean Connors, University of Arkansas, session, classroom teachers—from workshop Fayetteville dablers to die-hards—address the roadblocks Paul Thomas, Furman University, Greenville, SC that stand between teachers and workshop John Warner, College of Charleston, SC by pairing questions teachers frequently ask with concrete strategies to help you overcome

M.44 Spirited Inquiry: What Does Popular those obstacles. You will leave with your SATURDAY Media Say about Poverty queries answered and ideas in your pocket so that you can stop worrying. 347 Chair: Allison Marchetti, Moving Writers, North In this session, presenters will explore the Chesterfield, VA topic of poverty as depicted in popular Presenters: Kristin Bond, The American Community media sources (e.g., television, music, and School of Abu Dhabi, Khalidiyah comics). The presenters will model strategies Stefanie Jochman, Trinity Episcopal School, Richmond, to help students not only unpack media VA representations of poverty, but also construct Megan Kortlandt, Oakland Schools, Royal Oak, MI social action projects to address the issue Hattie Maguire, Novi Community Schools, South Lyon, MI of economic disparities in their schools and Paige Timmerman, Salem Community High School, communities. Carlyle, IL Presenters: Janine Darragh, University of Idaho, Moscow Noah Waspe, The Plains Elementary School, Athens, OH Crag Hill, University of Oklahoma, Norman Michael Ziegler, Novi Community Schools, South Lyon, MI M.45 Using Discussion of Inquiry Texts to Respondent: Rebekah O’Dell, St. Michael’s School, North Chesterfield, VA S Promote Academic Engagement and Personal Enrichment M.47 Exhibitor Session: Taylor Mali Reads 348 G “What Teachers Make” and Other In this presentation, we defend the teaching of Poems inquiry and propose a method for that teaching. CARROLL (HILTON) Using Dewey, Freire, and Gordon Wells for guidance, we share ideas about teaching Sponsored by Metaphor Dice inquiry through curiosity- and scepticism-driven Come listen to Taylor Mali, the author of “What interrogation of everyday experience using Teachers Make” and other poems, perform student-generated texts. some of his poetry and talk about Metaphor Presenters: Christine Gorychka, Austin, TX, “Identifying Dice, his poetry prompt writing game on Topics for Inquiry Texts” sale here at NCTE. A free classroom set of Bill Martin, Delgado Community College, New Orleans, Metaphor Dice will be given to whoever writes LA, “Creating and Using Inquiry Texts” the best metaphor using the prompt displayed at Booth 1055. Come visit before the reading! Presenter: Taylor Mali, Poet

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M.48 Poster Sessions—Finding Ways to Poster 3: Decentering Other People’s Voices: Reach All Learners Recentering Student and Community Accountability PRATT STREET LOBBY EAST-WEST, LEVEL M The poster presentation format engages educators and teacher educators in conversation to consider 300 (CONVENTION CENTER) S how their small steps of inquiry can decenter other people’s voices and center accountability on Poster 1: Dialogic Discussions with Informational students and communities. Text in Early Childhood Classrooms Tatyana Gaines, Mercer University, Atlanta, GA SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, E Dialogic discussion is a useful interactive Presenters: reading strategy that classroom teachers Lemell Overton, Mercer University, Atlanta, GA and parents should use when reading Leah Panther, Mercer University, Atlanta, GA with young children. Research studying Rayven Reeves, Mercer University, Atlanta, GA the use of nonfiction literature, combined Poster 4: Multicultural Education: Leveraging with dialogic discussions in order to build Community Resources to Provide Teacher Professional vocabulary in young children, demonstrates Development in Response to Changing Demographics that significant vocabulary growth can G Maine’s demographics are shifting, and as the happen when these strategies are regularly state moves toward more ethnic, racial, and implemented. It is important for teachers to religious diversity, the Maine Multicultural Center’s encourage the use of nonfiction literature education committee was formed. This committee in early childhood classrooms. It can be has provided a number of workshops ranging in used in developmentally appropriate ways, topics from culturally responsive pedagogy, having especially using the strategy of dialogic difficult conversations in the classroom, and dealing discussions in which children and teacher with (morally) challenging texts. Come learn about interact in discussion as the book is read. this model and the work our lead teacher and this Presenter: Gwen Marra, Dordt University, Sioux Center, community have undertaken in the hopes that IA it can be replicated in other communities facing similar demographic shifts. Poster 2: A Superhero Partnership: Toward Better Models for Secondary ELA Writing Teacher Presenter: Stephanie Hendrix, Bangor High School, ME Preparation Poster 5: Incorporating Strategies for K–6 Students with M This poster presentation explains a grant- Dyslexia in Whole-Class Instruction: An Insider’s View funded partnership between a university’s S E This poster presentation will provide elementary English education undergraduate and C school teachers reading strategies for students graduate programs and a local, high-needs TE with dyslexia from an insider’s view and discuss TE rural middle school. In this partnership, the benefits of integrating these strategies into teacher candidates take a required writing whole-class instruction. The presenter will engage pedagogy course, and as part of the course, participants in a role-play to experiment with candidates tutor at-risk middle schoolers these strategies and compare them to traditional in an after school writing workshop. methods. The writing workshop activities—such Presenter: Paige Brinsfield, Salisbury University, MD as composing collaborative superhero graphic novels—helped struggling students develop confidence and joy in the writing process. The presenters will discuss how to create, sustain, and assess school- university partnerships that better prepare teacher candidates by bringing together all stakeholders in teacher education. Presenters: Laura Davies, SUNY Cortland Michael DeVito, SUNY Cortland

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Poster 6: Improving Proficiency in Low Proficient MN.01 The 2019 Orbis Pictus and Charlotte Students through the use of Interactive Notebooks E Huck Honor Book Award-Winning Interactive notebooks are student-created, S M Authors and Illustrators Share Their teacher-directed notebooks that are effective Stories and Insights with low proficient students through scaffolding TE content and giving students the space to 325 develop school-based ways of thinking to Sponsored by the Orbis Pictus and Charlotte become academic language learners. Huck Committees Presenter: Lauren Saint Vil, Booker T. Washington Senior Come hear the 2019 Orbis Pictus and High School Charlotte Huck Honor authors and illustrators share stories about their writing Poster 7: Invisible Diversity and illustrating processes. Learn about the C I use the term invisible diversity to define students who come from nontraditional/ non- research and craft involved in creating these nuclear homes. I want to address students who award-winning books and consider how an come from these homes and how teachers can understanding of technique can impact your address and embrace these diversities in the work with young writers and illustrators. classroom. I want to address misconceptions, Committee Chairs: Mary Ann Cappiello, Lesley offer statistics, and provide resources to teacher University, Cambridge, MA SATURDAY to enhance their instruction to reach a wide Erika Thulin Dawes, Lesley University, Graduate School variety of students. of Education, Cambridge, MA Maria Acevedo, Texas A&M University, San Presenter: Emily Botta, Florida State University, Presenters: Tallahassee Antonio Patrick Andrus, Prairie View Elementary, Eagan, MN Poster 8: Silent Reading in the High School Seemi Aziz, University of Arizona, Tucson Classroom Bettie Parsons Barger, Winthrop University, Charlotte, NC S Sustained silent reading can be very successful Donna Bulatowicz, Montana State University, Billings in the high school classroom. Learn how silent Amina Chaudhri, Northeastern Illinois University, reading of 15 minutes a day was implemented in Chicago a high school classroom full of apathetic readers Suzanne Costner, Fairview Elementary School, Blount and how test scores were affected. County Schools, Alcoa, TN Presenter: Renee Thornton, Colbert County High School, Desiree Cueto, Western Washington University, Florence, AL Bellingham Denise Davila, The University of Texas at Austin Cecilia Espinosa, Lehman College, CUNY Daryl Grabarek, School Library Journal, New York, NY Mary Lee Hahn, Dublin City Schools, Columbus, OH Sanjuana Rodriguez, Kennesaw State University, GA Julie Waugh, Zaharis Elementary School, Mesa, AZ

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N.01 Hear Us, Trust Us: Student-Directed Roundtable 5: “Open Mic: The World of Originality M Inquiry That Spirited a Year of and Public Speaking While Sparking Creativity and Community and Curiosity Confidence” C Grace Lee BALLROOM II TE Isabelle Zavilla When teachers trust students to lead learning Respondent: Lauren Wolk, Dutton experiences, classrooms dramatically change Roundtable 6: “Biographical Narratives: Writing Our into inquiry-infused spaces of reciprocity and Way to a Collaborative Community” SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, interdependence. In this roundtable session, Abhi Bohra, Plum Grove Junior High School, Palatine, IL meet 20 spirited junior high students who Prithika Devarajan, Plum Grove Junior High Scool, will share examples of their inquiry projects Palatine, IL and offer 10 protocols you can use to create a Joey Nuccio, Plum Grove Junior High School, Palatine, IL student-directed community where curiosity, Respondent: Michelle Mohr, Steeleville High School, IL imagination, and heart are valued. Enjoy our Roundtable 7: “Teacher for a Day Presentations open mic, hear dozens of book talks, meet (TFAD): A Different Way to Teach Grammar” authors (win a book), and be inspired! Alex Kim, Plum Grove Junior High School, Palatine, IL Chair: Sarah Donovan, Oklahoma State University, Christian Taylor, Plum Grove Junior High School, Stillwater Palatine, IL Keynote Speaker: Padma Venkatraman, author/ Gautham Velupally, Plum Grove Junior High School, illustrator, Penguin/Random House, “Spirit of Palatine, IL Inquiry” Respondent: Alice Hays, California State University, Bakersfield Roundtable Leaders & Topics: Roundtable 8: “Perfect Publication Party for the Roundtable 1: “All Things Verse: Poetry Writing, Precious Progeny-Made Projects” Teaching, and Analyzing” Aditya Gupta Esme Arias-Kim Farjad Hussain, Plum Grove Junior High School, Jill Harvey Palatine, IL Respondent: Erin Parke, University of South Florida, St. Henry Oh, Plum Grove Junior High School, Palatine, IL Petersburg Respondent: Jennifer Jacobson, author, Stenhouse Roundtable 2: “Vlogs: Invoking Inquiry and Analysis Roundtable 9: “Writing Our Stories: How We Inquire through Speaking and Recording” through Writing in our ‘Compose for 7’” Nina Gray Pranaav Senthilkumar, Plum Grove Junior High School, Llyanna Mercado Palatine, IL Sophia Widholm Nick Zimmerman, Plum Grove Junior High School, Respondent: Sarah Fleming, Syracuse University, NY Palatine, IL Roundtable 3: “Choice Reading: Educating Others on Respondent: Katie Sluiter, Wyoming Junior High the Imperative of Choice as a Learning Opportunity School, MI/Western Michigan University, Kalamazoo and Window to Our Worlds of Imagination” Roundtable 10: “The Community Story Project: Bring Lilia Williams Your Students’ Lives into the Classroom” Harini Sivakumar Sebastian Lara, Plum Grove Junior High School, Respondents: Steffany Comfort Maher, Indiana Palatine, IL University Southeast, New Albany Ben Sung, Plum Grove Junior High School, Palatine, IL Chea Parton, The University of Texas at Austin Maya Utendorf, Plum Grove Junior High School, Roundtable 4: “What If Grades Weren’t Based on Palatine, IL Just Letters and Numbers, but Also the Voices of Respondents: Steven Bickmore, University of Nevada, Students Themselves? The Guide to Embedding Las Vegas Student Feedback in the Grading System” Johnny Allred, University of Arkansas, Fayetteville Pranav Aiyar Levyn Mathew Joshua Sutanto` Respondent: Aimee Hendrix-Soto, The University of Texas at Austin

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N.02 Sparking Inquiry with Students and Alicja Rieger, Valdosta State University, GA TE Teachers through Digital Literacies Katie Rybakova, Thomas College, Waterville, ME BALLROOM IV Sunshine Sullivan, Houghton College, NY Allen Webb, Western Michigan University, Kalamazoo Sponsored by the ELATE Commission on Alisha White, Western Illinois University, Macomb Digital Literacies in Teacher Education Carl Young, North Carolina State University, Raleigh Members of the ELATE Commission on Digital Lauren Zucker, Northern Highlands Regional High Literacies and Teacher Education will share School, Allendale, NJ research and teaching ideas that bring digital literacies into teacher education courses. The N.03 Social Justice in the Classroom: session will begin with a keynote address E TE Strategies and Tactics followed by roundtable presentation. Come C 301 learn about teaching digital literacies to preservice and inservice teachers. Teachers at various levels share ways to confront topics of social justice and forcefully Chair and Roundtable Leader: Nicole Damico, engage politics in the classroom. University of Central Florida, Orlando Roundtable Leaders: Johnny Allred, University of Chair and Presenter: Reshma Ramkellawan-Arteaga, Arkansas, Fayetteville Rutgers, State University of New Jersey, New Jonathan Bartels, University of Alaska, Anchorage Brunswick SATURDAY Stefani Boutelier, Aquinas College, Grand Rapids, MI Presenters: Jacobe Bell, Teachers College, Columbia Randi Beth Brady, The University of Texas at Austin University, New York, NY Kathryn Caprino, Elizabethtown College, PA Mike Cook, Auburn University, AL Tiye Cort, The University of Texas at Austin Shelly Melchior, University of Alabama, Tuscaloosa Rachael Debnam-O’Dea, North Carolina State Tara Nappi, The American School of Madrid University, Raleigh Kisha Porcher, Rutgers, State University of New Jersey, Candance Doerr-Stevens, University of Wisconsin, New Brunswick Milwaukee Colleen Rodgers, Teach for America, New Hampton, NY Merideth Garcia, University of Wisconsin, La Crosse Brandon Sams, Iowa State University, Ames Hannah Gerber, Sam Houston State University, Sara Young, Worcester State University, MA Huntsville, TX Thor Gibbins, SUNY Oneonta N.04 Artistic Pedagogy for Literacy J. W. Hammond, University of Michigan, Ann Arbor G Learning Aimee Hendrix-Soto, The University of Texas at Austin TE 303 Sara Kajder, The University of Georgia, Athens Neil Klein, Indiana University, Bloomington Panelists share methods for using Stacia Long, The University of Georgia, Athens photographs, improvisational theater, comics, Stephanie Loomis, University of Nevada, Las Vegas and multimodal art to help students engage Tom Liam Lynch, Pace University, New York, NY with their experiences and share their stories. Rick Marlatt, New Mexico State University, Las Cruces Chair: Courtney Reynolds, Dr. Richard Izquierdo Health Maureen McDermott, Nova Southeastern University, and Science Charter School, Bronx, NY Fort Lauderdale, FL Presenters: Cathrene Connery, Salisbury University, MD Christy McDowell, Henderson State University, Jacqueline Gardy, US Department of State, Arkadelphia, AR Washington, DC Ewa McGrail, Georgia State University, Atlanta Kevin Leander, Vanderbilt University, Nashville, TN J Patrick McGrail, Jacksonville State University, AL Deborah Morbitt, The Ohio State University, Columbus Clarice Moran, Kennesaw State University, GA Althea Pennerman, Salisbury University, MD Brady Nash, The University of Texas at Austin Dan Ryder, Success & Innovation Center/Mt. Blue Suzie Null, Fort Lewis College, Durango, CO Campus, Farmington, ME Ian O’Byrne, College of Charleston, SC Anna Stetsenko, CUNY Elsie Lindy Olan, University of Central Florida, Orlando Samuel Tanner, Penn State University, State College, PA Jennifer Peñaflorida, University of Arkansas, Fayetteville Amy Piotrowski, Utah State University, Logan Amanda Plaizier, Utah State University, Logan Mary Rice, University of New Mexico, Albuquerque

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N.05 What, No Behavior Chart: Asset- Chair: Lorena Germán, Headwaters School, Austin, TX E Based Practices for Building an Presenters: Patrick Harris, Edison International School Empowering Literacy Community Britt Hawthorne, Houston, TX Tiffany Jewell, Montessori School of Northampton, MA 304 Julia Torres, Denver Public Schools, CO This presentation details the ways in which urban early childhood teachers work to create N.08 Reading Inquiry and LIterature: culturally sustaining, child-owned, respectful, M Reading Strategies SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, engaging, rigorous classroom community S 307 environments that foster multiple modes of C literacy and language development. In this session participants will gain insights TE into reading and writing strategies as well as Presenters: Alicia Arce-Boardman, Northern Parkway learning cross-curricular methods to include School, Long Island, NY physical activity with the English language Haydée Dohrn-Melendez Morgan, Central Park East II, arts classroom. New York, NY Kerry Elson, Central Park East II, New York, NY Chair: Saba Khan Vlach, The University of Texas at Kindel Nash, University of Maryland, Baltimore Austin Presenters: Arianna Banack, University of Tennessee, N.06 Building a Culture and Community Knoxville Katherine Danver, The Siena School, Silver Spring, MD E of Readers Susan Groenke, University of Tennessee, Knoxville 305 Liza Lauter, Bloomfield Hills High School, MI As reading standards and curricula evolve, Elishya Lesofski, Montana School for the Deaf and adapting to and adopting varied reading Blind, Great Falls instruction practices become increasingly Nicole Lowry, Bloomfield Hills High School, MI important in order to foster critical thinking Caitlin Metheny, University of Tennessee, Knoxville in students. Panelists will share strategies Alexandra Patterson, Mercersburg Academy, PA for conferring with elementary students Michele Poacelli, Mercersburg Academy, PA via reader’s workshop, after-school book Kristen Strom, Dunlap High School, IL clubs, and interactive read-alouds to provide Deborah Wooten, University of Tennessee, Knoxville students with time to read, absorb, and inquire. N.09 Perspectives and Pedagogies for Chair: Sue Fliess, Albert Whitman & Company/Running G Trauma, Resilience, and Healing Press Kids/Scholastic, Inc./Random House 308 Presenters: Meagan Best, Austin Independent School In this roundtable session, choose from short District, TX presentations and discussions that explore Mindy Butler, University of Southern Maine, Portland approaches to trauma, resilience, and healing. Wendy Gardiner, Pacific Lutheran Education, Tacoma, WA Chair: Matthew Sroka, Salisbury University, MD Susan Tily, The University of Texas at Austin Presenters: Patricia Abril-Gonzalez, The University of Texas at Austin N.07 Learning in Antiracist Spaces Sherry P. Brown, University of Maine, Orono Marissa Bulger, Connelly School of the Holy Child, G 306 Silver Spring, MD Sponsored by the Committee Against Christa Calkins, Corning-Painted Post High School, NY Racism & Bias in the Teaching of English Melissa Hughes, Michelle Clark Magnet School, Inquiry requires us to pause, notice, then Chicago, IL respond. In this session educators have Jeffrey Parker, United States Holocaust Memorial paused to notice the ways all areas of Museum, Washington, DC education can be purposefully shaped to Toni Poling, Fairmont Senior High School, WV include anti-racist practices. Learn beside Kelli Rushek, University of Iowa, Iowa City current practitioners and educational leaders Audra Slocum, West Virginia University, Morgantown making important strides toward dismantling racism within their systems and environments.

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N.10 Spirited Inquiry: Engaging Students N.12 “Becoming Unstuck”: Using G to Be Thinkers and Inquirers for 21st E Virtual Reality to Rehearse English TE Century Success in School and Life M Language Arts Instruction 309 S 311 Sponsored by the NCTE Reading Collaborative TE This presentation examines the use of a virtual Our session focuses on all teachers PreK–college reality (VR) environment to support teacher becoming empowered advocates for teaching candidates (TCs) in learning how to model, elicit that makes a lifelong impact by creating talk, and lead discussions. The panel features communities of learners that motivate and three teacher educators (TEs) who facilitated engage students to be thinkers and Inquirers VR-based rehearsals; one faculty colleague who for 21st-century success in school and life. coached these TEs; and one English language Table leaders will guide discussions that share arts teacher who mentors TCs in the field. This experiences to inform instruction that teach presentation addresses: (1) How do TEs use students to be spirited inquirers who critically VR to support TCs’ rehearsals of instructional read and thoughtfully write. Overarching goal is practice? (2) What do TEs, mentor teachers, and to make an impact for school and life success. TCs perceive as the benefits and drawbacks of VR-based rehearsals? Participants will discuss Chair and Presenter: Michael Shaw, St. Thomas Aquinas videos of VR-based rehearsals and associated SATURDAY College, Sparkill, NY written artifacts. Roundtable Leaders: Bess Altwerger, Towson University, MD Presenters: Lisa M. Barker, Towson University, MD Jocelyn A. Chadwick, Harvard Graduate School of Carla Finkelstein, Towson University, MD Education, Cambridge, MA Pamela Hickey, Towson University, MD Caryl Crowell, Tucson, AZ Vicki McQuitty, Towson University, MD Steven Littles, Douglasville Education, GA Tonya Shelby, Loch Raven Technical Academy, Towson, MD Melissa Mack, Columbia, MD David Schultz, Long Island University Riverhead, NY N.13 When Inquiry Gets Uncomfortable: Yvonne Siu-Runyan, University of Northern Colorado, S Facilitating Tough Discussions Using Boulder TE YA Lit Jesse Turner, Central Connecticut State, New Britain, CT 312 Respondent: Rick Meyer, University of New Mexico, Albuquerque Sponsored by the NCTE Studies in Literacies and Multimedia Assembly N.11 Addressing Raciolinguistics in YA literature, such as Mark Oshiro’s Anger Is a S Teacher Education Gift, can elicit strong emotional responses and be powerful tools for sparking discussion from C 310 even the most reluctant students. However, TE Sponsored by the NCTE Language inquiry around issues raised may become more Collaborative than just spirited. Classroom conversations The purpose of this session is to share may become heated and include inflammatory background theory in, research in, and language and echo views connected to religious practical applications of a new concept in beliefs. Panelists will share their experiences literacy research and teacher education: helping teachers prepare for and deal with raciolinguistics—forms of language spontaneous and planned dialogue around discrimination based in systemic racism. We will current difficult subjects. Interactive discussion share our research and instructional strategies and activities will include topics such as ways for addressing raciolinguistics with other teacher to create a classroom culture in which spirited educators. inquiry becomes civil discourse and includes disagreement. Chair: Meg Gebhard, University of Massachusetts, Amherst Presenters: Cathy Leogrande, Le Moyne College, Presenters: Nicolas Blaisdell, University of Syracuse, NY Massachusetts, Amherst Mark Oshiro, Tor Teen Amanda Godley, University of Pittsburgh, PA Crystal Ponto, Cayuga Onondaga BOCES, Auburn, NY Keisha Green, University of Massachusetts, Amherst Beth Marsh, University of Massachusetts, Amherst

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N.14 Classroom Innovations That Presenters: Bethany Parker, Chisholm Trail Middle S TE Invigorate School, Olathe, KS Autumn Schaffer, Gordon State College, Barnesville, GA C 313 Vicki Sherbert, Kansas State University, Manhattan Drawing, curiosity, and open groups provide Megan Van Deventer, Weber State University, Ogden, UT excellent strategies for deepening student Katie Wester-Neal, Gordon State College, Barnesville, GA engagement and student learning. Chair and Presenter: Patricia Dunn, Stony Brook N.17 NCTE Author Strand: In the SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, University, NY E Pursuit of Justice: On the Rights of Presenters: Sharonica Nelson, University of Alabama, Learners and Our Responsibility as TE Birmingham Educators Yohimar Sivira, University of Louisville, KY 316 N.15 Diverse Inquiries on Preparing Grounded in firm commitments to racial S English Teachers to Practice justice, linguistic pluralism, and cultural diversities, New York City public school C Culturally Sustaining Pedagogy teachers (K–5) share how they honor TE 314 their students’ rights to read and write in This diverse panel centers on the perspectives culturally sustaining ways (as supported by of undergraduate students, graduate students, NCTE statements), hoping to inspire others and alumni of color, with the support of their to reimagine or to extend their teaching teacher educators, as they critically assess practices. methods for preparing secondary English Chair and Presenter: Mariana Souto-Manning, Teachers teachers to practice culturally sustaining College, Columbia University, New York, NY pedagogy, including classroom instruction, Presenters: Jessica Martell, Central Park East II, New committee work, and a school-university York, NY partnership. Presenters will also discuss Carmen Lugo Llerena, Central Park East II, New York, NY the potential benefits of reconceptualizing Emma Pelosi, PS 414K, Brooklyn Arbor School, cultural identities as political subjectivities that Brooklyn, NY continually reemerge as the consequence of Patricia (Patty) Pión, PS 503K, School of Discovery and collective actions aimed at solving specific Exploration, Brooklyn, NY problems like widespread poverty, police Karina Malik, M103, Dos Puentes Elementary School violence, and entrenched educational inequities. New York, NY Presenters: Deborah Bieler, University of Delaware, Newark N.18 Learning as Inquirers: Use Asset- Juliette Castro, University of Delaware, Newark E Based Inquiry Projects to Empower Todd DeStigter, University of Illinois, Chicago TE Young English Learners’ Literacy Noah Asher Golden, Chapman University, Orange, CA and STEAM Learning Lizbeth Mora-Martinez, University of Delaware, Newark 317 Jody Polleck, Hunter College, CUNY Olivia Roach, High School of Telecommunication Arts Sponsored by the NCTE Language and Technology, Brooklyn, NY Collaborative Angel Townsend, University of Delaware, Newark This interactive session will engage Katrina Washington, University of Illinois, Chicago participants in discussion around using asset- based inquiry projects to empower young N.16 Speaking While Thinking: Talk About ELLs’ literacy and STEAM learning. The G Reading presenter will share research and practices TE 315 from yearlong collaboration with a local non- profit refugee support program that addresses Think alouds, digital listening centers, and the unique strengths and needs of immigrant modeling are highlighted in this panel about and refugee ELLs. teaching teachers how to teach reading. Presenter: Huili Hong, Towson University, MD Chair: Eliot Parker, Mountwest Community and Technical College, Huntington, WV

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N.19 The 20th Anniversary of Speak: N.21 Inquiries into Teaching with Historical S Studying Sexual Assault in the M Primary Sources: Resistance, High School Classroom Resilience, and Healing TE S 318 320 TE Laurie Halse Anderson’s Speak turns 20 Can teachers and students dismantle racism, in 2019, and in the era of the #MeToo misogyny, xenophobia, settler colonialism, and movement, how do we address sexual ableism in our communities by confronting and assault in the high school classroom? deconstructing dehumanizing historical texts? Presenters will share their inquiry into the Learn how educators from the Philadelphia teaching of Speak with ninth graders in Writing Project paired primary sources with an urban classroom, pose their findings, traditional fictional texts in the classroom so and ask the audience to consider them. students could “read the world and the word.” Presenters: Jessica Amarant, West Chester Chair and Presenter: Latricia Whitfield, Philadelphia University, PA Writing Project, PA Laura Renzi, West Chester University, PA Presenters: Jennifer Freed, Springfield School District Catherine (Erin) Oelkers, Haverford School District N.20 Teaching the Holocaust through Beth Patten, Kutztown Area School District M Spirited Inquiry: Considering Sara Primo, Germantown Friends School SATURDAY S Unsettling Questions Alondra Rosales, Olney Elementary School, Philadelphia, PA Trey Smith, Philadelphia Writing Project, PA, C 319 Julia Workman, Lower Merion School District Teaching about the Holocaust makes special demands on teachers and N.22 The Hate You Give, All-American students because it raises unsettling M Boys, and American Born Chinese: questions about hatred and bigotry in S Multicultural Multigenre Projects the past and the present. Here, educators with a Focus on Theme and Voice in C affiliated with The Olga Lengyel Institute Writing for Holocaust Studies and Human Rights TE (TOLI) demonstrate how we can respond 321 by moving students to discover critical This session highlights beginning teachers’ questions and by harnessing the power digital multicultural literature-based multi-genre of inquiry to sustain our curiosity and our projects with a focus on theme and voice in ability to take action in the world. Each writing. The novels include The Hate U Give, speaker will show how spirited inquiry All-American Boys, and American Born Chinese. helps our students to identify and give In this session, teachers will discuss the themes voice to their deepest questions about that thread through the projects (i.e., racial the Holocaust and its meanings for today. discrimination, police brutality, social justice, self- Chair: Jennifer Lemberg, The Olga Lengyel discovery, etc.). Second, the teachers will present Institute for Holocaust Studies and Human their “Dear Reader” letters and two or three Rights (TOLI), New York, NY of the five written genres. Next, the teachers Presenters: Peter Bobbe, Mountain Heritage High will discuss voices in writing and how they School, Burnsville, NC, “Teaching with the ADL’s included the voice of the author, characters, and Pyramid of Hate: Nazi Germany and Beyond” themselves in writing the genres. Nicole Korsen, Dominion High School, Sterling, VA, Presenters: Mary Beth Cancienne, James Madison “Socratic Exploration of Ethical Transformation” University, Harrisonburg, VA, “Multicultural Literature” Stefani Sobol-Pastor, Seton-LaSalle High School, Bria Coleman, James Madison University, Harrisonburg, Pittsburgh, PA, “Holocaust Education: Using Art VA, “Multicultural Literature” and Inquiry to Build Empathy in the Classroom” Clay Conner, James Madison University, Harrisonburg, VA, “Multicultural Literature” McCoy Douglasson, James Madison University, Harrisonburg, VA, “Multicultural Literature” Kailyn Gilliam, Jack Jouett Middle School, Charlottesville, VA, “Multicultural Literature” Kristina Gooden, Wilson Memorial High School, Fishersville, VA, “Multicultural Literature”

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N.23 Asian American Authors Front and N.25 Re-designing for Difference: A Path E Center S to Culturally Sustaining Curriculum M 322 through Project Based Learning 324 S Sponsored by the Asian/Asian American TE Caucus This presentation examines the process of Asian American authors, representing a both teachers and researchers iteratively range of ethnic backgrounds and literary designing project-based learning in ELA SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, genres from picture books to YA, discuss contexts. Initially exploring the various their experiences reading and writing Asian iterations of PBL projects, the researchers American literature and how this work utilize initial findings to examine the idea of can empower and validate readers and design as an approach to support inquiry- spark important conversations about Asian based critical teaching. American culture and identity. Strategies and Presenters: Becca Flores, University of Colorado, handouts for raising cultural awareness and Boulder culturally responsive teaching will be shared. Mary Kelly, Marist College, Wappingers Falls, NY Presenters: Jung Kim, Lewis University, Oak Park, IL Kristina Stamatis, University of Colorado, Boulder Paula Yoo, Lee & Low Books Author/Illustrator: Nidhi Chanani, Roaring Brook Press N.26 Fostering Positive Social Change (Macmillan Children’s) M and Inquiry through a Cross- Tradebook Authors: C. B. Lee, Interlude Press S Curricular Project-Based Unit on the Kao Kalia Yang, Metropolitan Press/Carolrhoda Books/ Holocaust University of Minnesota Press 326 N.24 Critical Language and Genre Experience the fulfillment of a cross-curricular M Awareness project-based learning unit in exploring the S 323 history of the Holocaust while creating inquiry that leads students to become positive social C Panelists’ pedagogies ask students to change agents. Come to our session hungry TE critically engage with language and genre to for ideas and strategies to spark spirited understand the affordances, constraints, and inquiry in your own classrooms and schools, culturally situated power relations of a given and be encouraged to share your own in this rhetorical situation. interactive session. Presenters: Shenika Hankerson, University of Maryland, Presenters: Adrienne Child, Pike County Middle School, College Park Zebulon, GA, “Reading/Literacy/Holocaust/Inquiry” Natasha Heny, University of Virginia, Charlottesville Kimberly Johnson, Pike County Middle School, April Salerno, University of Virginia, Charlottesville Zebulon, GA Megan Weaver, Old Dominion University, Norfolk, VA Dawn Lanca-Potter, Pike County School System, Xuezi Zhang, University of Florida, Gainesville Zebulon, GA, “Inquiry/Literacy/Project-Based Learning/Holocaust” Mike Maddox, Pike County Middle School, Zebulon, GA, “Inquiry/Literacy/Project-Based Learning/Holocaust” Ryan McGuffey, Pike County Middle School, Zebulon, GA, “Inquiry/Technology/Holocaust”

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N.27 12 Ways Expository Nonfiction N.29 NCTE Research Awards Session G E Can Inspire Reading, Writing, and 329 Inquiry M The Purves and Promising Researcher Awards 327 TE will be presented during this session. The You may not love expository nonfiction, Purves, Promising Researcher, and Russell but many of your students do. It motivates Award recipients will also present on their fact-loving kids to read, and it can help ALL research. students develop informational writing skills. Chair: Timothy San Pedro, The Ohio State University, In this session, six highly regarded educators Columbia share creative ideas for using finely crafted Presenter: Sakeena Everett, University of Georgia, expository nonfiction children’s books in the Athens, Purves Award, “Untold Stories: Cultivating classroom. Consequential Writing with a Black Male Student Chair and Presenter: Melissa Stewart, Charlesbridge through a Critical Approach to Metaphor” Publishing Tracey Flores, The University of Texas at Austin, Presenters: Alyson Beecher, Glendale Unified School Promising Researcher Award,“Cultivando La Voz District, Los Angeles, CA Mujer: Latina Adolescent Girls and Their Mothers Mary Ann Cappiello, Lesley University, Cambridge, MA Rewriting Their Pasts and Imagining Their Futures” Shanetia Clark, Salisbury University, MD Nicole Mirra, Rutgers, The State University of New SATURDAY Erika Thulin Dawes, Lesley University, Cambridge, MA Jersey, Russell Award: “Beyond the Golden Ruth Lowery, The Ohio State University, Columbus, OH Rule: Fostering Critical Civic Empathy through Terrell Young, Brigham Young University, Provo, UT Transformative Literacies”

N.28 Using Playful Inquiry to Rediscover N.30 Opening the Door for Mental Health M E the Power and Joy of Word Study Inquiry through Literature S M and Grammar 330 C TE 328 Talking about mental health is hard. There are TE Grammar got you down? Word study feeling many social barriers to seeking information ho hum? Vocabulary zapping classroom about mental illness, and even more for energy? Let’s discuss building word study, seeking help. Teachers are in a unique position grammar, and vocabulary instruction around to foster inquiry into mental health issues students’ natural sense of inquiry. Discover by including literature with mental health the best that can happen when we design a themes in the classroom. The panelists for playful, inquiry-based LANGUAGE workshop this discussion are YA authors with books that connects to reading and writing. that embody their own experiences of mental illness and the ways those experiences Presenters: Pam Koutrakos, Gravity Goldberg, LLC/ intersect with their other identities. Attendees Corwin Press will leave with discussion strategies for the Patty McGee, Corwin/Benchmark Press classroom, tips for critically engaging with mental health texts, a list of texts, and teen mental health resources. Presenters: M. K. England, HarperTeen/Jefferson- Madison Regional Library, Crozet, VA Heidi Heilig, Greenwillow Books/HarperCollins Naomi Hughes, Page Street Publishing/Macmillan Adib Khorram, Dial Books for Young Readers Erin Latimer, Disney/Hyperion

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N.31 Toe Tag Monologues: Bring Voice more difficulty creating language in another. G and Agency to Student Struggles Throughout this session, educators of students through Writing, Acting, and across a wide range of ages will show how Responding in the ELA Classroom teachers can recognize student strengths and leverage language abilities in one realm to lift 331 the level of language in another. Sponsored by the Vision Theatrical Chair: Penny Kittle, Plymouth State University/ Foundation Inc. University of New Hampshire SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Watch students perform Toe Tag Monologues Presenters: Matt Glover, Heinemann/Matt Glover that give voice to the struggles that too Consulting, Cincinnati, OH frequently place students in body bags. Allison Marchetti, Moving Writers, North Chesterfield, Learn how listening to, writing, editing, and VA, “Leveraging Classroom Talk to Lift Secondary performing monologues can help students Writing” develop both voice and agency that allow them Thomas Newkirk, University of New Hampshire, to confront the burdens of bullying, violence, Durham and neglect. Rebekah O’Dell, St. Michael’s School, North Chair: Steven Bickmore, University of Nevada, Las Vegas Chesterfield, VA, “Leveraging Classroom Talk to Lift Presenters: R. Byron Stringer, Toe Tag Monologues, Las Secondary Writing” Vegas, NV, “Acting and Social Activism” Respondent: Chris Crutcher, HarperCollins, “Writing N.34 Investigating Text and Self: Inquiry, about and Discussing Trauma with Students” S Literacy, and Social-Emotional Learning N.32 To Infinity and BEYOND! Strategies 336 M to Push Advanced Readers beyond Our students are more mentally vulnerable Expectations now in the digital revolution than ever before. 332 So how do we tend to their social-emotional How do you support readers who are already learning while fostering ELA skills? In this excelling? Teachers can embrace creative highly interactive presentation, co-presenters strategies for supporting the most advanced will engage in discussion and activities readers as they navigate rigorous standards and demonstrating how an inquiry approach to work to exceed classroom, school, and state literacy instruction enhances the SEL process. expectations. Accompanied by an administrator, Chair: Dawn Forde, Adlai E. Stevenson High School, language arts teachers provide tried- and-true Lincolnshire, IL lessons for propelling accelerated students to Presenters: Gabrielle Caputo, Lakes Community High infinity and beyond. School, Lake Villa, IL Presenters: Barbara Clark, Solon Middle School, Solon, OH Shannon McMullen, Glenbard North High School, Carol Sarah Gellott, Solon Middle School, Solon, OH Stream, IL Scott Hatteberg, Solon Middle School, Solon, OH Respondent: Andrew Bouque, Adlai E. Stevenson High Stacey Keller, Solon Middle School, Solon, OH School, Lincolnshire, IL Emilie Macek, Solon Middle School, Solon, OH Denise N. Morgan, Kent State University, Kent, OH N.35 When the Thesis Comes Last: C Foregrounding Invention and N.33 Composing Language: Lifting Exploration in the First-Year G Language Complexity in Writing, Writing Classroom TE Speaking, and Reading 337 335 This collaborative panel by four instructors Composing language is at the heart of writing from the Writing Program at the University and speaking at any age. Young students also of Southern California will share classroom- compose language when reading unfamiliar tested strategies for inspiring authentic critical books. The thought process involved in inquiry in the first-year writing classroom. We composing is similar across literacy areas. At do so by decentralizing thesis statements in all grade levels, teachers encounter students the writing process, arguing that by making who have strengths composing in one area but the thesis the last thing students write,

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rather than the first, students are given N.38 Digital Technologies Spark Learning greater freedom to engage with the critical S with Autoethnographies, Syllabi, conversation on their assigned topic. All panel C and Comics attendees will receive access to a Google Drive 340 folder that will include instructional materials that may be freely adapted for classroom use. Panelists discuss using different technologies Presenters: Amber Foster, University of Southern to facilitate learning. One uses Google Docs California, Los Angeles to prompt student engagement with syllabi. Kate Levin, University of Southern California, Los Others use Graphic Narrative Databases and Angeles digital media autoethnographies to facilitate Sarah Mesle, University of Southern California, Los digital literacy. Angeles Chair: Jeremy Glazer, Rowan University, Glassboro, NJ Vanessa Osborne, University of Southern California, Presenters: Drew Holladay, University of Maryland, Los Angeles Baltimore Jennifer Lubke, University of Tennessee, Chattanooga N.36 Process of Illumination: Innovative S Critique Practices for Collaborative N.39 Teachers as Text: Mapping the Inquiry S Body, Pedagogy, and Socialization SATURDAY 338 TE 341 What if we shifted the way we view learning, This panel discusses how texts can be used focusing on process over product to to have students analyze the body as a text. emphasize inquiry? Our session demonstrates Presenters will address how they use texts to a method of critique that promotes disrupt marginalizing views of the body. collaborative inquiry. Conference attendees Chair: Caitlin Miller, Jones College Prep, Chicago, IL will participate in an innovative critique session Presenters: Travis Crowder, East Alexander Middle and learn how students used feedback from School, Hiddenite, NC this model to revise video productions. Caitlin O’Connor, SUNY at Old Westbury, Hicksville, NY Presenters: Mike Hanlon, The Etude Group Andy Schoenborn, Mt. Pleasant High School, MI Jessie Nixon, University of Wisconsin, Madison N.40 And Then What? Encouraging N.37 A Vision for Revision: Teaching M Action Post-Inquiry in the E Student Writers to Revise S Secondary Classroom M 339 342 S As teachers, we often conclude that students Inquiry has the potential to impact more TE do not willingly revise, when in fact we need than just the inquirer when shared with to realize that students haven’t been taught to stakeholders in schools, the community, and engage in the real work of revision. As a result, the world. Thinking of inquiry as a triangle the vast majority of students treat revision as with three sides—wondering, finding, sharing— no more than a re-wording exercise, conflating we will show how students can use 21st- revising with editing. This panel presentation century technology to share their inquiry with takes seriously the task of teaching students their communities and positively impact the the art of revision, introducing teachers and world. We will show session attendees how teacher educators to a series of activities students can share their inquiry beyond the by which students are able to practice “re- schoolhouse doors in engaging and creative visioning” their writing at the level of the ways. We will discuss how students can whole text, the paragraph, and the sentence. host town halls, create art murals, publish an Presenters: Kati Macaluso, University of Notre Dame, IN anthology, use blogging/vlogging, and more Michael Macaluso, University of Notre Dame, IN to change the world. Betsy Okello, Notre Dame ACE Academies Presenters: Bobbi Kidd, Yamhill-Carlton Intermediate Respondent: Jennifer VanDerHeide, Michigan State School, OR University, East Lansing Amy Korst, Willamina High School, OR Kaylee Oakes, Confederated Tribes of Grand Ronde Jennifer Shadden, Willamina High School, OR

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N.41 Recapturing Beauty and Wonder N.43 From Curiosity to Civic M in the Classroom: Teaching for the E Engagement: Using Literature to S Aesthetic Experience M Create Social Comprehension and Changemakers C 343 TE As teachers of English, our work is deeply 345 rooted in the beautiful, and cultivating an This author panel will show how both novels awareness and curiosity about the art of and nonfiction can foster student inquiry SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, language is—or should be—deeply embedded and inspire students to action and increased in our practice. However, because of understanding. Featured texts include themes pressure to adhere to standards, discussions about the refugee crisis, Hurricane Katrina, surrounding the beauty of language are post–World War II Japan, community hunger, easily missed. Part philosophical and part political discord, and threatened environments practical, the speakers of this panel will focus and cultures. Authors will provide models on teaching for the aesthetic experience. of individuals who explore identity, equity, Participants will receive handouts and lesson and injustice and who use their social plans that are designed to help students comprehension to create connections and cultivate the reading and writing skills change. These books and accompanying necessary for twenty-first century citizenship, ideas for action will raise students’ awareness but just as important, for leading creative and of personal, local, and global injustices and rewarding lives. empower them to engage in their communities Presenters: April Brannon, California State University, to effect change. Fullerton Chair: Sara Ahmed, NIST International School; Bangkok, David Pegram, Paradise Valley Community College, Thailand & HMH/Heinemann, Portsmouth, NH Scottsdale, AZ Tradebook Authors: Cynthia Levinson, Peachtree Elle Yarborough, Northern Essex Community College, Katherine Marsh, Roaring Brook Press Portsmouth, NH Laura Resau, Scholastic Tamara Ellis Smith, Schwartz & Wade/Barefoot Books N.42 Invitation to Inquiry: Spirited and Andrea Wang, Little Bee Books M Sustainable Practices S 344 N.44 Power of Youth Voice: Project C M Soapbox as an Equity-Based How can action research be spirited and Strategy TE sustainable within today’s classroom? Join us S as we engage in a variety of strategies to find 346 an entry point to inquiry, develop a question, Mikva Challenge is a national organization collect authentic data, and form a reflective with offices in Chicago, Los Angeles, and inquiry community. Together, we will explore Washington, DC, that works to activate how teacher narratives, multimodal expression, youth voice and increase civic engagement and community building can sustain the spirit in classrooms, schools, and cities across and practice of inquiry. the nation. This interactive session will be a Presenters: Mary Buckelew, West Chester University, PA workshop on how to implement democratic Janice Ewing, Cabrini University, Wynnewood, PA classroom strategies to increase student Liz Mathews, Penn State University, Brandywine voice and equity while also act as a training to help teachers implement Project Soapbox in their classroom, school, and city. Students choose a problem in their community that they want to change and go through a series of activities and lessons to develop and deliver a short persuasive speech. Presenters: Jill Bass, Mikva Challenge Duane Davis, Mikva Challenge

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N.45 Spirited Teacher Inquiry: N.47 Worlds Worth Fighting For: The E Professional Development That M Wonder and Awe of Speculative M Inspires and Empowers Teachers S Fiction S and Students C 349 347 TE Authors Holly Black and FC Yee, along with Spirited teacher inquiry is a critical educators Courtney Johnson and Jenell component to offering meaningful, effective Igeleke Penn, will explore world building in professional development programs. This young adult speculative fiction as a catalyst panel comprising literacy coaches and for opening social justice dialogues and will supervisors will share how they utilize offer suggestions for empowering students to teachers’ interests and curiosities to design imagine their own heroic worlds. professional learning experiences that Authors/Illustrators: Holly Black, Little Brown inspire and empower teachers’ instructional FC Yee, Abrams Books practices in transformative ways. Presenters: Jenell Igeleke Penn, The Ohio State Presenters: Valerie Mattessich, Pascack Valley High University, Columbus School District, NJ Courtney Johnson, Fort Hayes High School, Columbus, OH Heather Rocco, School District of the Chathams, Chatham, NJ N.48 ELATE Commissions Meetings 2 SATURDAY Dina Secchiaroli, ACES PDSI, West Haven, CT TE 302 Denise Velez, Kinnelon Public Schools, NJ Sponsored by English Language Arts Teacher N.46 What Is a Family? Exploring Educators (ELATE) M Contemporary Families in All interested ELATE (formerly CEE) and NCTE members are invited to attend the ELATE S Contemporary YA commissions of their choice. 348 How do we help our students define the meaning Roundtable 1: ELATE Commission on Social Justice in of family? In this panel, five award-winning young Teacher Education Programs adult authors will discuss the ways their novels Co-Chairs: Amy Vetter, University of North Carolina at tackle the complexities of modern family life. We Greensboro will be discussing the ways we define family, and Melissa Schieble, Hunter College CUNY, New York the ways those definitions push and pull and shape Roundtable 2: ELATE Commission on Digital Literacies and are shaped by the lives of today’s teens. and Teacher Education (D-LITE) Presenters: Robin Benway, HarperCollins/HarperTeen Co-Chairs: Nicole Damico, University of Central Florida, Brandy Colbert, Little, Brown Books for Young Orlando Readers/Penguin Lauren Zucker, Fordham University, New York, NY Kim Dare, Fairfax County Public Schools, Herndon, Roundtable 3: ELATE Commission on the Study and VA Teaching of Adolescent Literature Jessie Ann Foley, HarperTeen Chair: Victor Malo-Juvera, University of North Carolina Lilliam Rivera, Simon & Schuster Wilmington Ibi Zoboi, HarperCollins Roundtable 4: ELATE Commission on the Teaching of Poetry Co-Chairs: Bonner Slayton, Moore-Norman Technology Center, Norman, OK Danny Wade, Washburn University, Topeka, KS Roundtable 5: ELATE Commission on English Methods Teaching and Learning Co-Chairs: Heidi Hallman, University of Kansas, Lawrence Kristen Pastore-Capuana, SUNY Buffalo State, NY

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Roundtable 6: ELATE Commission on Writing workshop, Donalyn Miller, award-winning Texas Teacher Education teacher and author, will share the practical Co-Chairs: Christine Dawson, Siena College, strategies and resources that engage middle Loudonville, New York school readers. The event includes a sneak Shauna Wight, Southeast Missouri State University, peek at Scholastic Book Fairs new Middle Cape Girardeau School Book Fair experience. Roundtable 7: ELATE Commission on Arts and Presenter: Donalyn Miller, Reading Ambassador and Literacies Author SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, Co-Chairs: Alisha White, Western Illinois University, Macomb N.50 Poster Session: Technology and Michelle Zoss, Georgia State University, Atlanta Learning Roundtable 8: ELATE Commission on Dismantling the PRATT STREET LOBBY EAST-WEST, LEVEL 300 School-to-Prison Pipeline (CONVENTION CENTER) Co-Chairs: David E. Kirkland, New York University, New York Poster 1: Reimagining Writers Workshop sj Miller, University of Wisconsin-Madison with Technology: Strategies for Motivation, Roundtable 9: ELATE Commission to Support Early Conferencing, and Getting “Unstuck” Career English Language Arts Teachers M This presentation discusses the ways digital Co-Chairs: Anna J. Small Roseboro, NBCT, Grand tools can be deployed to help students S Rapids, MI develop skills related to writers workshop. Claudia Marschall, retired, Buffalo Public Schools, NY Presenters will discuss the structure of Roundtable 10: ELATE Commission on Family and one eighth-grade classroom’s writing unit Community Literacies based on the National Novel Writing Month Co-Chairs: Tracey Flores, The University of Texas at Austin (NaNoWriMo) project and how technology can Laura Gonzales, University of Texas at El Paso be used to motivate students to reach their Roundtable 11: ELATE Commission on Everyday writing goals, how to use apps that focus peer Advocacy and teacher conferencing, as well as engage Chair: Cathy Fleischer, Eastern Michigan University students on moving beyond their self-doubt in order to overcome writer’s block. Participants Roundtable 12: ELATE Commission on the History of in this session will be introduced to different English Education Co-Chairs: Sheridan Blau, Teachers College, Columbia digital tools that can be immediately University, New York integrated into their writing instruction. Patricia Stock, Michigan State University, East Lansing Presenters: Lindsey Brouillard, Malcom Bridge Middle Roundtable 13: ELATE Commission on Climate School, Bogart, GA Change and the Environment in English Education Will Fassbender, The University of Georgia, Athens (c3e3) Poster 2: Inquiry with Diverse Minds: Technology Co-Chairs: Russell Mayo, University of Illinois at and the Individual Learner Chicago E Want to use technology to teach but aren’t Rich Novack, Teachers College, Columbia University, sure how? Already use technology in the M New York classroom but are looking for some more S ideas? Join us for an interactive session N.49 Exhibitor Session: Engaging Middle on internet platforms and social media M School Readers applications in the classroom! To get the most CARROLL (HILTON) out of the session, please bring an electronic device and topic for inquiry. You’ll leave with Sponsored by Scholastic, Inc. tools you can use on Monday. Many of the conditions, rituals, and Presenter: Maya Furukawa, The Siena School, Silver instructional methods that support elementary Spring, MD school readers disappear in middle school. Adolescent readers still need meaningful opportunities to choose their own books, carve out time to read, share with peers, and learn from reading and writing mentors. In this

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SIG.01 Genders and Sexualities Equality presentation involving both children’s authors G Alliance (GSEA) Business Meeting and scholars of children’s literature, attendees will engage in a discussion about the value TE 301 of teaching diverse children’s literature in Sponsored by the NCTE Genders and university-level children’s literacy courses Sexualities Equality Alliance (GSEA) and how such texts can be a tool for inquiry This NCTE GSEA Assembly Annual Business into personal cultural narratives to better Meeting is an open meeting for all GSEA understand ourselves and the world we live in. members and non-GSEA members of Committee Chairs: Michele Marx, Hofstra University, NCTE interested in learning more about the Hempstead, NY assembly and the work that we do within Louise J. Shaw, Southern Connecticut State University, NCTE and beyond. We welcome all attendees New Haven to participate in our meeting. Committee Members: Jackie Arnold, University of Chairs and Presenters: Stephen Adam Crawley, Dayton, OH Oklahoma State University, Stillwater Mary-Kate Sableski, University of Dayton, OH Lisa Hazlett, University of South Dakota, Vermillion Summer Pennell, Truman State University, Kirksville, MO SIG.06 ALAN Master Class Nicole Sieben, SUNY Old Westbury, NY M 321 SATURDAY Dana Stachowiak, University of North Carolina, S Wilmington Sponsored by the Assembly on Literature for C Adolescents of NCTE (ALAN) SIG.02 Using Inquiry to Rethink Grammar TE Join a YA author for an open discussion of G Instruction writing for adolescents, as well as challenges and issues facing contemporary YA authors TE 302 and the field. Sponsored by the NCTE Assembly for the Presenter: Mark Letcher, Lewis University, Crown Point, IN Teaching of English Grammar (ATEG) Learn about inquiry-based grammar SIG.07 Literacy, Community, Equity: instruction! April Burke, Sherry Saylors, M Secondary School Writing Centers and Sean Ruday will discuss, respectively, S 322 (1) using emergent multilinguals’ writing to guide preservice teachers through an Sponsored by the International Writing inquiry process; (2) immersing students in Centers Association: An NCTE Assembly grammatical concepts to provide a framework This is the guaranteed SIG for the International for thinking, reading, and writing; and (3) Writing Centers Association. Current and implementing culturally relevant grammar prospective secondary school directors instruction. are invited to discuss how writing centers Presenters: April Burke, Central Michigan University, can leverage peer connections to close Mount Pleasant, MI achievement gaps, build strong schoolwide Sean Ruday, Longwood University, Charlottesville, VA writing cultures, enhance social-emotional Sharon Saylors, Prince George’s Community College, learning for all students, and create the Largo, MD conditions for spirited inquiry across disciplines. SIG.04 Personal Stories as Cultural Presenters: Jeffrey Austin, Skyline High School, Ann E Narrative in Children’s Literature Arbor, MI M 319 Renee Brown, Peters Township Middle School, PA John Nordlof, International Writing Centers Association, C Sponsored by the Children’s Literature St. Davids, PA TE Assembly Lauren Wilkie, Solorio Academy High School, Chicago, IL The 26th Annual Children’s Literature Assembly Master Class focuses on professional conversations about the importance of children’s literature in university-level classes. After brief opening remarks and a panel

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SIG.08 Critical Inquiry of American SIG.09 Meet Up for LGBTQ Educators and M “Classics” G Allies S 325 TE 326 C Sponsored by the NCTE Assembly on Sponsored by GLSEN, Brenda Barron American Literature Join GLSEN Education Manager Becca Mui for This interactive session will question what a facilitated discussion about implementing counts as classic or canonical in American

SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, LGBTQ-advocacy as a member of the LGBTQ literature, and it features texts that are community. This meeting will provide a space springboards for inquiry into what it means to for LGBTQ-identified participants to come be American. After a keynote speech delivered together, network, share stories, and ask by scholars Crag Hill and Victor Malo-Juvera, questions. When and where do educators roundtable leaders will discuss one canonical feel supported in being out at work? How text, suggest a critical lens (Marxism, Black are we addressing the whitewashing of feminism, biographical, gender/queer studies, LGBTQ identity and affirming queer and New Criticism, and postcolonialism) through trans people of color? How can we support which to read/study it, share pedagogical each other in this work? Allied participants ideas, and explore strategies for engaging who are dedicated to LGBTQ advocacy are students in critical literary inquiry. also welcome to join to listen and to discuss Chair: KaaVonia Hinton, Old Dominion University, strategies. Norfolk, VA Presenters: Becca Mui, GLSEN, New York City, NY Presenters: Crag Hill, University of Oklahoma, Norman Victor Malo-Juvera, University of North Carolina SIG.10 How to Change Your Mind Wilmington G through English: Seeing Roundtable Leaders: Ashley Boyd, Washington State Reading, Writing, Reflection, and University, Pullman, “Parties, Pranks, and Privilege: Responsive Dialogue as Potentially Reading Looking for Alaska through the Lens of Critical Whiteness” Transcendent Experiences Andy Chen, John Burroughs School, St. Louis, MO, 327 “American Born Chinese” Sponsored by the Assembly for Expanded Tiffany Flowers, Georgia State University Perimeter Perspectives on Learning College, Clarkston, GA, “To Kill a Mockingbird” Michael Pollan’s How to Change Your Mind: Mabel Deane Khawaja, Hampton University, VA, What the New Science of Psychedelics “Woman Hollering Creek and Other Stories by Teaches Us about Consciousness, Dying, Sandra Cisneros” Addiction, Depression, and Transcendence is Mark A. Lewis, James Madison University, Harrisonburg, the masterwork of a master writer: deeply and VA, “Cornermen in The Contender: An Archetypal poetically exploring—through scientific, social, Analysis of a Young Adult Classic” and personal history—the empathic substrate Luke Rodesiler, Purdue University, Fort Wayne, IN, of human consciousness. Come explore ways “Cornermen in The Contender: An Archetypal in which English can be centered on tapping Analysis of a Young Adult Classic” into that deep level of consciousness—in times Brandon Sams, Iowa State University, Ames, “Parties, that so deeply require deepened levels of Pranks, and Privilege: Reading Looking for Alaska empathy! through the Lens of Critical Whiteness” Renee Wilmot, Michigan State University, East Lansing, Chair: Bruce Novak, The Foundation for Ethics and “Teaching Their Eyes Were Watching God with a Meaning Black Feminist Lens” Presenter: Geri DeLuca, professer emerita, Brooklyn College, CUNY

262 2019 NCTE ANNUAL CONVENTION PROGRAM SIG SESSIONS / 6:00–7:15 P.M.

SIG.11 Early Childhood Education SIG.12 NCTE Collaboratives Roundtable Assembly Business Meeting G 330 328 Sponsored by the NCTE Collaboratives Sponsored by the Early Childhood NCTE Collaboratives are groups established Education Assembly by members who have a passion for a The Early Childhood Assembly provides a particular topic or field within our professional home for all who work with young children. community. This roundtable session will give We look forward to engaging in dialogue Collaborative members and others with an as we seek to support teachers of young interest in joining an NCTE Collaborative a children with a strong emphasis on promoting chance to meet, network, and learn about new thoughtful practices that enhance the initiatives and studies. teaching and learning of young children within Chair: Alfredo Celedón Luján, Monte del Sol Charter and across diverse communities. School, Santa Fe, NM Chair: Michele Myers, University of South Carolina, Language Collaborative: Mathew Espinosa, Columbia Sacramento Unified School District, CA Reading Collaborative: Michael Shaw, St. Thomas Aquinas College, Sparkhill, NY SATURDAY

SATURDAY EVENING EVENT

5:45–7:00 P.M.

Asian/Asian American Caucus Networking & Mentoring Event 307 Come join the Asian/Asian American Caucus of NCTE in a time of community building at this networking event designed to build bridges between Asian/Asian American authors, teachers, teacher educators, and researchers. As we gather together, we hope to further strengthen alliances and resource-sharing within our diverse communities and provide a much-needed space for collaboration and coalition building within the larger NCTE Convention. Light refreshments will be provided and a selection of books by Asian American authors will be given away as door prizes. We hope you will join us!

NCTE Co-Chairs: Betina Hsieh, California State University Long Beach Jung Kim, Lewis University, Romeoville, IL

2019 NCTE ANNUAL CONVENTION PROGRAM 263 SATURDAY EVENING EVENTS

8:00–10:00 P.M.

SATURDAY, NOVEMBER 23 NOVEMBER SATURDAY, FOUNTAIN OF THE MUSE 310

The annual Fountain of the Muse roundtable is a workshop and open mic poetry and short prose reading of original work. The event welcomes first-time readers as well as established writers to participate together in totally relaxed, small-group workshops and open mic readings. Those who wish to listen and enjoy the company of conference poets and prose writers are also welcome to join the gathering. Roundtable workshopping and writing will begin at 8:00 p.m. with open mic readings beginning at 9:00 p.m. Writers who want a careful look at their original work should bring eight copies of no more than two pages of poetry or prose for small-group response. Preregistration is not necessary. There is a forty-line or two-page maximum for open mic reads. Short verse, prose poems, fiction, and creative nonfiction excerpts are welcome. Chair: Bonner Slayton, Moore Norman Technology Center, Norman, OK

8:00–10:00 P.M.

SWAPPING GROUND You Don’t Know Jack: What happens when a storyteller goes to school? 303 Sponsored by the Storytelling SIG

Welcome to the Storytelling SIG. In this session we will have national award- winning storyteller and author Kevin D. Cordi speak on his recent work exploring what happens when a whole school is transformed when storytelling is introduced in the curriculum. He uses the ever popular Jack Tales to serve as a metaphor to speak to the journey of being “the first full-time high school school storytelling teacher in the United States.” He proceeds to explore and test tenets of using narrative in the classroom and in performance. Explore how story can lead to authentic writing and teaching connections. After this talk, we will have an open mic where we ask you come to listen to tales or share one of your own. Find out about the tales of the SIG. There is room for you here.

Chair: Kevin D. Cordi, Ohio University, Lancaster

264 2019 NCTE ANNUAL CONVENTION PROGRAM