California Association of Teachers of English



SESSION A ? FRIDAY MORNING ? 9:30-10:45 AMA-02Expanding the Inquiry Space: ERWC 3.0Jennifer Fletcher, Professor of English, California State University, Monterey Bay, SeasideNelson Graff, Associate Professor, CSU, Monterey Bay, SeasideRoom: Aviation IIAppropriate for Grade Level: 9-12Strand(s): ERWC What happens when we let go of our authority and control as teachers and invite students to make their own choices and discoveries? Deep learning! Instead of prescribing fixed rules and formulas for students to follow, an inquiry-based approach supports students in becoming flexible, adaptive, and reflective thinkers and communicators. This interactive session explores ERWC strategies, resources, and module activities that nurture student agency by expanding the inquiry space in our classrooms. A-03Literacy vs. Neurodiversity: Teaching Kids Who Can’t Read, Won’t Write, and Don’t CareHolly Johnson, Teacher, Santiago High School, Garden GroveRoom: Los Angeles 1Appropriate for Grade Level: 9-12Strand(s): Diversity, Equity, and Inclusion This session will give participants practical intervention strategies to work with students who struggle with reading, writing, and executive functions (organization and attention) who may or may not be identified as having a learning disability. With the increase of inclusion classes and the expectation that general education teachers provide Level 1 and Level 2 intervention to struggling students, all teachers need a clear understanding of how neurodiversity impacts kids and what strategies work best–without hijacking the curriculum. A-04Practical Strategies for Culturally Responsive ClassroomsNaChé Thompson, Consultant, Jegna Education, San BernardinoRoom: Los Angeles 2Appropriate for Grade Level: 6-12Strand(s): Diversity, Equity, and Inclusion, Multi-Modal ELACulturally Responsive Teaching isn’t just another buzzword in education. It is a critical practice to ensure that all learners have access to academic success in modern classrooms. Often, we hear a lot about what it means to be culturally responsive and why culturally responsive teaching is important, but very rarely are we taught practical strategies for implementing the concept. In this workshop, participants will leave with ELA-centered, culturally responsive practices they can begin using in their classrooms immediately. A-05Investigating and Interrogating Motives, Values, and Transactions with the Academic Discourse Community Inquiry ProjectNicolette Amann, Teacher, Humboldt State University, ArcataRoom: Los Angeles 3Appropriate for Grade Level: 9-CollegeStrand(s): InvestiCATE, Emphasis on WritingThis session will share a writing project in which students to use a variety of methods to investigate a specific discourse community (often their major or future career) and share their findings in a guidebook or website that they create. Participants will learn how to teach the writing concepts directly related to this project as well as copies of the actual assignment. A-06Engagement: Know Engagement, Know Lifelong LearningRobin Radlauer-Cramer, Teacher, Poway USD, PowayRoom: Los Angeles 4Appropriate for Grade Level: 6-8Strand(s): Emphasis on Reading, Emphasis on WritingRecent educational studies show student success relies heavily on student engagement. Book Clubs Lite, Partner Reading, and building a habit through daily reading in and out of class builds student engagement and a love of reading. Participants will learn strategies to use throughout the year to both teach the standards and engage students. A-07Smoother Style: Strengthening Student Writing with Syntax, Diction, and GrammarJosh Anderson, Teacher, Huntington Beach High School, Huntington BeachRoom: California 1Appropriate for Grade Level: 6-12Strand(s): Emphasis on Writing Want your students to write more interesting papers? Tired of reading the same old boring sentences with simple structure and subject verb beginnings? This session will provide tools teachers can use to teach style and flow in an engaging way. The presenter will offer multiple approaches to teaching style through sentence variety, the parts of speech, vocabulary, and punctuation. Participants will walk away with interactive lessons, clear handouts, and some fun and funny online resources that can be applied immediately across a variety of student needs from EL to AP. A-08Teachers Grading Less, Students Learning MoreAshley Askins, Teacher, Hillcrest High School, RiversideJeffery Freiden, Teacher, Hillcrest High School, RiversideRoom: California 2Appropriate for Grade Level: 9-12Strand(s): Emphasis on Writing This session will show participants efficient, time-saving techniques for giving all students actionable feedback on their writing and analysis of complex text. Participants will learn how to sequence reading and writing instruction in ways that increase opportunities for timely feedback and revision, while simultaneously, and significantly, decreasing the amount of grading teachers do outside of class. Through classroom conversation and station rotations, teachers can truly become “guides on the side,” gradually releasing students to take more ownership for their learning and development. A-09Where is the Truth? Developing Effective Questioning Skills with Students to Investigate the WorldBarbara Vallejo-Doten, Regional Director, Global Education Project, CSU Long Beach, Long BeachRoom: California 3Appropriate for Grade Level: 9-CollegeStrand(s): Multi-Modal ELA, InvestiCATEThis session will introduce participants to the use of digital storytelling in order to investigate texts and truths about critical cultural, environmental and social issues of our time through a rich library of multimedia stories comprised of award-wining films, photo essays, and articles. Questioning skills that are framed in a globally competent context will be demonstrated as participants engage in a hands-on, real-world case study that showcases the importance of good questioning skills in developing a critical literary lens and investigative skills, preparing all learners for college, career and global citizenship. A-10Bring On The Funny: How Humor In the Classroom Positively Impacts Learning Carrie Pearson, Author, Carrie Pearson Books, Marquette, MichiganRoom: California 4Appropriate for Grade Level: K-5Strand(s): Elementary Humor has been proven to positively impact learning environments, learning outcomes, and literacy development. So how do we bring funny into the classroom? Explore a Humor Style Test to identify what kind of humor you use, and then learn how can you build on your own style (or possibly modify it if it isn’t working) to create a positive, enhanced classroom. Includes a review of children’s literature that uses different elements of humor effectively, age-appropriate humor, and lesson ideas for adding humor to student generated writing. One hour lecture format with visuals, a take-away, and Q & A. A-11How Do Students Spend Our Precious Time? Let’s InvestiCATE!Tim Dewar, Associate Teaching Professor, University of California, Santa Barbara, Santa BarbaraRoom: Pacific Coast 1Appropriate for Grade Level: 6-12Strand(s): InvestiCATE; Diversity, Equity, and InclusionIn this session a group of new secondary English teachers will share what they found when they tracked how students used class time in a variety of secondary ELA classes. Inspired by Gallagher & Kittle’s opening confession in 180 Days – There isn’t time to fit it all in – these new teachers became researchers investiCATEing time. What do students actually do with the minutes we have together? Come integrate the data with us, as we play good cop-bad cop with our findings. A-12How to Incorporate Writing Choice and Peer Feedback into the ELA ClassroomCarole LeCren, Teacher, La Jolla High School, La JollaRoom: Pacific Coast 2Appropriate for Grade Level: 9-12Strand(s): Emphasis on Writing This session will share a writing philosophy developed by the presenter that engages students in choosing topics, giving peer feedback, and writing more. The presenter will explain the underpinnings that work in her classroom, and engage participants in the elements that occur in the classroom. The logistics of the “program” will also be presented. A-13Get UP! Bringing Shakespeare Back to LifeJori Krulder, Teacher, Paradise High School, ParadisePetar Milardovich, Teacher, Paradise High School, ParadiseRoom: Pacific Coast 3Appropriate for Grade Level: 6-12Strand(s): Oral Performance/Theatre, Emphasis on ReadingTeaching The Bard can be tough, but when students see, hear, and experience Shakespeare, they engage and understand much quicker. This session will get students up on their feet, digging into the incredible language that has made this author a classic. You will leave with lessons you can use on Monday and watch your students start having fun with Shakespeare. A-14This Writing Hack Will Change How You Grade Writing: Three Sentences to Stronger Student WritingChristina Schneider, Teacher, Rancho Cucamonga High School, Rancho CucamongaRoom: Pacific Coast 4Appropriate for Grade Level: 6-12Strand(s): Emphasis on Writing, English LearnersOne of the most essential skills for students is to be able to find, properly cite, and write about evidence from a text (W.6-12.1). This session will show teachers how to assign short, simple, freuqent skill-based writing prompts in the classroom that are easy to assess for optimal student learning. All middle-school and high-school teachers can apply this technique to their instruction to build strong, confident writers and to improve student performance on the CAASPP. A-15Universal Design for Learning in the Expository Reading and Writing ClassroomGinny Crisco, Professor, California State University, Fresno, FresnoRoom: Pacific Coast 5Appropriate for Grade Level: 9-12Strand(s): ERWC; Diversity, Equity, and InclusionUniversal Design for Learning is a research-informed theory and pedagogical practice addressing the variability of learners in ALL classrooms, including students with disabilities, ELs, students in poverty, and high-performing students. A key premise of UDL is to focus on cultivating expert learners, providing multiple means of engagement, representation, action, and expression. This interactive presentation focuses on how to implement Universal Design for Learning in the English Language Arts classroom through examples from ERWC curriculum and pedagogy. A-16Teaching Language Arts with Google’s Free Coding Program, CS First [Commercial Presenter]Jennifer Vaden Barth, CS Education Program Manager, Google, Inc., Los AngelesVicki Anderson, Retired Teacher, Scottsdale USD, Scottsdale, AZRoom: Pacific Coast 6Appropriate for Grade Level: 6-8Strand(s): Multi-Modal ELA In this hands-on workshop, teachers will consider ways to integrate computer science into various subjects using CS First. The workshop is tailored for teachers with a basic understanding of the CS First curriculum and will explore integrated approaches to English Language Arts (ELA), Math, and Science. Be sure to bring your laptop! Teachers will be given the opportunity to work with:1) Sample lesson plans integrating Storytelling + ELA, Art + Math, and Game Design + Engineering, as well as a lesson-plan template that can be customized by teachers,2) Rubrics focused on CS/Computational Thinking learning objectives, and3) Resources aligning CS First to NGSS and Common CoreSESSION B ? FRIDAY MORNING ? 11:00 AM-12:15 PMB-02Using Our Detective Skills for Teaching Long-Term English Learners: Examining Best Practices for Improving Reading Jill Hamilton-Bunch, Associate Dean, School of Education, Point Loma Nazarene University, BakersfieldRoom: Aviation IIAppropriate for Grade Level: 6-12Strand(s): English Learners, Emphasis on ReadingAs English Learners enter the middle-school and high-school levels, many have persistent reading needs that must be addressed. This session focuses on practical, research-based strategies for meeting the needs of our students in need of support in both close reading and academic language. B-03Collaborative Practices for an Inclusive ClassroomJannette Serrano, Lead Teacher, Manual Arts High School, Los AngelesJacqueline Adamescu, Department Chair, Manual Arts High School, Los AngelesRoom: Los Angeles 1Appropriate for Grade Level: 9-12Strand(s): Diversity, Equity, and Inclusion Paulo Freire asserts that teachers must create a learning environment where “it [is] possible for the students to become themselves.” This principle foregrounds the idea that all students, regardless of background or ability, should have access to an unbiased, high-quality education. This session will discuss effective, equitable ways to include students with Individualized Education Plans (IEPs) in a “full inclusion” instructional model. Participants will learn about the various types and benefits of co-teaching models and analyze diverse approaches to creating truly inclusive classrooms. The presenters will outline how to incorporate needs-based differentiation and accommodations that benefit all learners, regardless of whether or not they have an IEP. B-04Exploring Critical Approaches to The Odyssey and Other High School TextsJacob Steiss, Doctoral Student, UC Irvine, IrvineRoom: Los Angeles 2Appropriate for Grade Level: 9-12Strand(s): Diversity, Equity, and Inclusion; Emphasis on ReadingThis session will document lessons and methods used in the presenter’s own classroom for teaching students how to disrupt and rewrite problematic ideas present in The Odyssey. Examples of student writing will highlight the capacity for classrooms to analyze the text’s promotion of sexual double standards and permissibility of violence against women in ways that require a rigorous application of literacy skills and meaningful connections to social issues relevant to students’ lives. Participants will discuss the benefits of this approach as well as how these methods can be applied to other texts participants may feature in their classrooms. B-05Bringing Poetry Alive by Teaching Living PoetsKelly Herrera, Teacher, Buena High School, VenturaAngelina Murphy, Teacher, Taft Charter High School, Woodland HillsJori Krulder, Teacher, Paradise High School, ParadiseRoom: Los Angeles 3Appropriate for Grade Level: 9-12Strand(s): Emphasis on Reading; Diversity, Equity, and InclusionThis session will show participants how adding more contemporary and inclusive poetry to their curriculums can increase overall student engagement in both reading and writing poetry. Participants will learn about how to use living poetry as literature and rhetoric, get involved with the Teach Living Poets community through Twitter, and connect with poets in the classroom. B-06So You Are A Member of CATE...NOW WHAT? Presented by the CATE Board Membership CommitteeRoom: Los Angeles 4Appropriate for Grade Level: AllStrand(s): No Specific StrandCome and investigate what CATE is all about! The CATE Board Membership Committee will show participants how to get the most out of their CATE membership. We invite you to participate in an interactive session to discuss how, through CATE membership, we can all work together to serve K-16 educators better. B-07Beyond Examining Mentor Texts: Applying Skills to Enhance Voice, Craft, and StructureCynthia Dollins, Assistant Professor of Literacy, Azusa Pacific University, AzusaRoom: California 1Appropriate for Grade Level: 6-12Strand(s): Emphasis on WritingBeyond all the grammar and punctuation rules, students need to develop a deeper understanding of how their sentences and paragraphs can be massaged and manipulated to create more nuanced writing in both narrative and expository texts. Participants will be shown a multi-layered strategy that teaches students to strategically examine and then apply features of exemplary writing. We will look closely at craft and structure found in magazines, online articles and ads, as well as powerful literature and expository texts. B-08Notebooks: Strategies to Build Student WritingDeanna Manker, English-Language Arts/Social Studies Teacher, Serrano Middle School, MontclairRoom: California 2Appropriate for Grade Level: 6-8Strand(s): Emphasis on Writing Two truths: 1) All writing needs to begin with ideas; 2) Writers need a daily writing routine. So how can teachers support their students? Through daily notebook writing. In this session, participants will experience various strategies to ignite the thinking that can spark the seeds of writing. B-09Reading the World with Media StudiesDr. Christopher Lewis, English Learner TOSA, Mountain View High School/EMUHSD, El MonteRoom: California 3Appropriate for Grade Level: 6-12Strand(s): Multi-Modal ELAIn this session, participants will discuss how media studies can be used in ELA classrooms. We will use the Critical Media Studies key principles to analyze advertisements, commercials, music videos, social media, and films. Suggestions for texts and instructional strategies will also be shared. Our focus will be on how can we help students better read the world and create counter-narratives. B-10Paired Texts For Elementary STEAMers: Elementary Edition, PreK-6Deborah Ford-Salyer, Trainer, TeachingBooks, Westerville, OHRoom: California 4Appropriate for Grade Level: K-5Strand(s): Elementary, Emphasis on ReadingShort on time, but long on elementary curriculum? Consider pairing ELA and Science standards with fiction and nonfiction texts. Add a makerspace or STEAM activity and accomplish multiple goals while enriching the entire learning experience. Discover booklists and ready-to-use lesson plans and activities that save you time. Lab coat not required. B-11 Investigative Cross Curricular Learning through a Science and Engineering Research Inquiry ProjectKelly Sanchez, Teacher, Eastvale STEM Academy, EastvaleRebecca Deragisch, STEM Department Chair, Eastvale STEM Academy, EastvaleRoom: Pacific Coast 1Appropriate for Grade Level: 9-12Strand(s): InvestiCATE The eSTEM Academy Science and Engineering Research Project was developed by the Eastvale STEM Academy to build students’ research skills and knowledge of the scientific process. This project culminates in a panel interview at school, and, for selected projects, a Science Expo, where students will display their work to an authentic audience. Attendees will walk through the inquiry project process and recieve a model they can adapt and modify themselves. B-12Allowing Students to Swim in Their Own FishbowlDallas Edge, Teacher, Beyer High School, Modesto Derek Riddle, Assistant Professor, CSU, Stanislaus, TurlockRoom: Pacific Coast 2Appropriate for Grade Level: 6-12Strand(s): Multi-Modal ELA; Emphasis on ReadingIn this session, we will share a new approach to the fishbowl method for Socratic discussion that incorporates more student choice and multi-modal literacy. We have found that this method heightens student engagement in the analyzing a text through rich collaborative and critical classroom discussion. This strategy has applications across grade levels and content areas. This session will seek to be interactive as we explain and model the strategy. B-13“Will” Power: Bringing Shakespeare to Life in the English Classroom Mark Olsen, Teacher, Independence High School, BakersfieldRoom: Pacific Coast 3Appropriate for Grade Level: 9-12Strand(s): Oral Performance/Theatre This presentation uses a variety of techniques and texts to help high school students understand, appreciate, and enjoy reading Shakespeare. Participants will receive ideas from Teachers College, Columbia University; Oregon Shakespeare Company; and the presenter’s twenty years of high school instruction. Some acting should be expected! B-14A Sea of Troubles: Investigating Otherness and Social Injustice with Originally Paired TextsElizabeth James, Teacher and Author, Franklin High School, StocktonB. H. James, Teacher and Author, Franklin High School, StocktonRoom: Pacific Coast 4Appropriate for Grade Level: 9-12Strand(s): Emphasis on Reading; Diversity, Equity, and InclusionThis session will demonstrate how using purposefully paired (though seemingly vastly different) iconic texts can allow students to investigate continuing social injustice and its global context. For instance, “Raisin in the Sun” and “Merchant of Venice” are both wonderful on their own; looking at them together, students begin to understand the global and timeless nature of otherness, and the tragedy it creates regardless of time and place. Teachers will gain strategies for encountering difficult texts with students of all abilities, generating original and supported analysis from those same students, and (most importantly) concrete connections between our students’ worlds and those they encounter in literature. B-15Turning the Mountain into a Molehill: Exploring 9th-12th Grade Vertical Alignment with ERWC 3.0Matt Moberly, Assistant Professor of English, CSU, Stanislaus, TurlockDebra Boggs, Director of Language and Literacy, Stanislaus County Office of Education, ModestoRoom: Pacific Coast 5Appropriate for Grade Level: 9-12Strand(s): ERWC This session will show participants how to prepare students for the rigors of the full 12th grade course by using vertical alignment and pathway development strategies across the 9th-12th grade experience. Participants will leave this session with several sample 9th-12th grade vertically aligned curricular pathways they can adapt to their own school sites. B-16Get Your Students Ready to Rock the ELA Performance Task! (CAASPP / SBAC) [Commercial Presenter]Cecily Feltham Hammond, Instructional Coach , Your Team Teacher , Los AngelesRoom: Pacific Coast 6Appropriate for Grade Level: K-8Strand(s): Elementary In this session, participants will get three simple, clear writing rubrics (narrative, informational and opinion) and access to teaching videos that will help students confidently attack the ELA Performance Task with enthusiasm and scrap paper. By starting in the first weeks of school, teachers can help students feel ready–genre by genre–to rock the task. By taking notes on each source as they read to learn and then using scratch paper to organize their thoughts, they can knock out a “4” essay. Useful for teachers of English Language Arts from 3rd grade to 8th grade, and also 11th grade ELA.SESSION C ? FRIDAY AFTERNOON ? 3:30-4:45 PMC-01Opening a Window: Supporting the Transition to Writing in CollegeKim Vose, Assistant Professor, CSU, Channel Islands, CamarilloStacey Anderson, Assistant Professor, CSU, Channel Islands, CamarilloRoom: Aviation IAppropriate for Grade Level: 9-CollegeStrand(s): Multi-Modal ELA, Emphasis on WritingThe presenters of this session, university faculty, recently created a free, multimedia online space to help support the transition from high school to university writing. This site was created to share open educational resources with secondary and post-secondary educators, aspiring college students and current first year composition students. Presenters will discuss how and why they built the OER, as well as share their resources with participants and the CATE community. C-02Darwin’s Homework: Intelligent Design for Independent PracticeBlake Bastain, Teacher, Golden Valley High School, BakersfieldRoom: Aviation IIAppropriate for Grade Level: 6-12Strand(s): No Specific Strand The question of homework is a recurrent controversy in education. Some claim amazing results from ‘no homework’ policies and some parents see students crippled by anxiety and overburdened by copies of worksheet after worksheet. So, how should homework be designed? How can teachers make sure their students will get it done? This session will center on research-based findings about the benefits of homework as well as evidence-dependent guidelines and structures for deliberately designed assignments focused on independent practice. C-03Decolonizing the Classroom: Culturally Responsive Curriculum and Practices in English/Language ArtsJacquay Durant, Program Specialist, San Bernardino City USD, San BernardinoVanee Matsalia, Teacher, Author, Department Chair, Opportunity Gap Specialist, Curtis Middle School, San Bernardino Room: Los Angeles 1Appropriate for Grade Level: 6-12Strand(s): Diversity, Equity, and Inclusion It is time to get real in our classrooms and decolonize our curriculum and practices. Incorporating inclusive and diverse curriculum in the classroom is the responsibility of all educators. This session will show participants examples of how culturally responsive curriculum and practices can be successfully implemented in the classroom and learn real and practical ways to expand their curriculum and the lives of their students. This session can be used in all content areas and at grade levels 6-12. C-04Beyond the Trends: Investigating Our Places and SpacesCari Bruzelius, Teacher, Egan Junior High School, Los AltosAllison Musich, Teacher, Egan Junior High Scholol, Los AltosRoom: Los Angeles 2Appropriate for Grade Level: AllStrand(s): Diversity, Equity, and Inclusion; ElementaryThis session will take a deeper look at how teachers create safe spaces for student growth, develop students’ social-emotional skills, remove barriers to learning, design physical space, and create a culture of learning that is not just one more classroom feature, but an extension of who we are as educators. C-05Building a Culture of Reading in Your Classroom, Your School, and Your CommunityKate Jackson, Teacher on Assignment, Corona-Norco Unified School District, NorcoKim Kemmer, Literacy Instructional Coach, Corona Norco USD, NorcoRoom: Los Angeles 3Appropriate for Grade Level: AllStrand(s): Emphasis on Reading Too often classrooms, especially at the secondary level, have minimal to nonexistent classroom libraries. As a quick and easy remedy to this book drought, the Corona Norco Literacy Team will share ideas and strategies for collecting an appealing and diverse book collection for your classroom, school, or district. Attendees will leave with ideas for hosting their own bookraiser event as well as teaching ideas that promote the passion for reading. The session will offer research and rationale, to share with peers and administrators, that demonstrate the necessity of building a culture of reading in every classroom. Teachers of all levels, join us, and reaffirm your passion for reading! The presenters will raffle off engaging books to add to a classroom library. C-06Engaging Students in the Stronger-Clearer Protocol to Focus Student ResponsesJessica Chumentowski, Language Arts Specialist, Will Rogers Middle School, LawndaleRosie Soto, English Learner Instructional Resource Teacher, Will Rogers Middle School, LawndaleRoom: Los Angeles 4Appropriate for Grade Level: AllStrand(s): Emphasis on Reading, English LearnersThis session will inform participants about the Stronger-Clearer protocol. Participants will understand how to use this strategy to improve student responses. This strategy can be used in all content areas and at all grade levels. C-07Creating a Community of Writers in the ClassroomBillie Fitzpatrick, Chief of Learning Strategy, Write the World, Santa BarbaraRoom: California 1Appropriate for Grade Level: 6-12Strand(s): Emphasis on Writing This hands-on workshop will introduce participants to the benefits of building a community around writing and reading, that includes giving and receiving feedback. Participants will explore how to build cooperation, respectful listening, and the art of constructive peer feedback. The techniques that underlie a strong writing community improve student motivation, engagement and, commitment to writing. C-08From Theme to Form: Teaching Texts through ErasureJennifer Ruby, Teacher, San Lorenzo Valley High School, FeltonRoom: Pacific Coast 2Appropriate for Grade Level: 9-CollegeStrand(s): Emphasis on Writing This session will show participants how to use poetic forms such as erasure and the sonnet to teach complex themes from longer texts. Participants will learn how to create lessons where students use passages from longer works as the source and inspiration for found poems, erasures and sonnets. Participants will create their own erasures from longer passages. The strategy can be used for multiple content areas, genres, modes and contexts. C-09Your Students Choose the Winner: the California Young Readers MedalCATE’s California Young Readers Medal Committee:Rebecca Detrick, Winters High School, WintersSteve Rodriguez, Olympian High School, Chula VistaChristopher Lewis, Mountain View High School, El MonteRoom: California 3Appropriate for Grade Level: AllStrand(s): Emphasis on Reading; Diversity, Equity, and InclusionDuring this session, members of the California Young Readers Medal (CYRM) commitee will share information about the organization and process for participating. This is an excellent way to get kids reading a variety of texts and voting for their favorite books and authors. We will share the current list of nominees and provide some giveaways! Come learn about CYRM and how you and your students to participate. C-10Everything’s a Remix: Writing as an Act of MakingMatthew Brown, Associate Professor, The Master’s University, Santa ClaritaRoom: California 4Appropriate for Grade Level: 6-12Strand(s): Emphasis on Writing, Multi-Modal ELAWe live in a remix world that allows us to insert ourselves into the narratives that speak to us. The writing we ask our students to do can tap into the power of the remix. As a result, our classrooms can become spaces which amplify student voice. This interactive session will demonstrate several activities that empower students to remix their world–to make meaning–to share their voice. C-11Learning to Look and Preparing to Act: Using Primary Source Research to Activate and Empower Student VoiceKathleen Rowlands, Professor of English Education, CSU, Northridge, NorthridgeRoom: Pacific Coast 1Appropriate for Grade Level: 9-12Strand(s): InvestiCATE Using “Homelessness in Los Angeles” as a sample topic, participants will experience a variety of primary resources readily available for classroom use. They will learn how to help students verify the veracity and value of various resources. Finally, they will learn how to help students develop effective plans of action in response to their findings. C-13Tapping Student Potential: Stories as a Natural ResourceChristine Gentry, Visiting Assistant Professor, Residencty Director, Corona-Norco USD, CoronaRoom: Pacific Coast 3Appropriate for Grade Level: 6-12Strand(s): Oral Performance/Theatre, Multi-Modal ELAStudent stories are a rich natural resource running through the veins of our schools that often goes untapped. In this workshop, a former Moth employee will give you tools to unearth this resource by bringing oral storytelling into your classroom—explicitly teaching students how to choose and craft stories from their lives and allowing them to publicly perform those stories, thereby strengthening the academic with the personal. C-14Investigating Truths through Creative Writing: Authenticating Student Voices in Print Mario Rosado, Department Chair & Teacher, YouthBuild Charter School of CA, Los AngelesElvira Rios, Teacher, YouthBuild Charter School of CA, Los Angeles Room: Pacific Coast 4Appropriate for Grade Level: 9-12Strand(s): Emphasis on Writing In this session, participants will discover how creative writing can help students investigate their identities, histories, and traumas. Presenters will share their inaugural publication of In Our Own Words: A Collection of Student Writing, as well as teaching ideas that enabled students to use mentor texts as guidance for their own written material. Participants will then discover how student writing can result in a published book that not only authorizes a student’s voice but instills critical hope for agency, transformation, and transcendence. Free copies of In Our Own Words: A Collection of Student Writing will be available. C-15Exploring a 3.0 ERWC Module: Island CivilizationChris Street, Professor, CSU, Fullerton, FullertonLori Campbell, English Teacher, Kern Learn, BakersfieldRoom: Pacific Coast 5Appropriate for Grade Level: 9-12Strand(s): ERWC From the 3.0 edition of ERWC, the presenters will focus on one 12th grade module, Island Civilization, to showcase some of what makes the 3rd edition so special. The module designer (Chris) and an experienced English teacher (Lori) will share insights from the module, as well as practical teaching tips. Various rhetorical elements will emerge during the session; student agency and Integrated ELD will figure prominently as well. Participants will see how this module connects to students’ passions regarding the environment, enabling them to experience a sense of agency, armed with powerful voices to enact change. In addition, participants will receive resources and teaching strategies from the module. C-16Choice Reading Works for Students. Let’s Make it Work for Teachers Too [Commercial Presenter]Julia Franks, Founder, Loose Canon, Atlanta, GARoom: Pacific Coast 6Appropriate for Grade Level: 6-12Strand(s): Emphasis on Reading, Emphasis on WritingEnglish educators already know the way to revive reading is to incorporate more student choice. But the logistics of independent reading and lit circles can be stressful. The answer: set up choice reading to capture students’ enthusiasm, re-use it, and pump that energy back into the classroom. Iterate and reiterate.SESSION D ? SATURDAY MORNING ? 9:30-10:45 AMD-01Inquiring Minds: Case Studies in the Use of an Inquiry-Based Writing Process in Language Arts ClassesDavid Clarke, Teacher, Monta Vista High School, CupertinoRoom: Aviation IAppropriate for Grade Level: 9-12Strand(s): Emphasis on Writing, InvestiCATEThis session will cover examples of an inquiry-based writing process. The writing that students produce follows the standard intro/body/conclusion structure expected for most essay writing; however, this writing process reverses the traditional claim/evidence/reasoning model that students are currently taught. This alternative process guides students to think–and write–in a manner that more clearly follows their development of understanding and the construction of meaning, producing deeper and more nuanced thinking and writing than is generally produced via the claim/evidence/reasoning process. D-02Using Low-Stakes Daily Writing Tasks to Stimulate Curiosity & Build CommunityChristy Coello, High School English Teacher, Eleanor Roosevelt High School, EastvaleRoom: Aviation IIAppropriate for Grade Level: 6-12Strand(s): Diversity, Equity, and Inclusion; Emphasis on WritingWant students to write daily but don’t have time to grade it? Want to provide feedback but the students won’t read it? Want to build a community of trust with students who are inquisitive and open to sharing, but don’t know where to start? Daily writing prompts created by the teacher and tailored to the needs of particular classrooms and standards are a great way to start every class and spark curiosity, conversation, and camaraderie. Let’s write! D-03Interventions in the Middle School Literacy ClassroomAdrianna Riccio, Educational Consultant, summitED, Los AngelesRoom: Los Angeles 1Appropriate for Grade Level: 6-8Strand(s): Diversity, Equity, and Inclusion; Emphasis on ReadingIn this workshop, teachers and school staff will learn how to balance the need for intervention to the grade level curriculum, and how to service their students with IEPs, students learning English as a second language, and those reading below grade level. D-05Using a Formative Assessment Cycle to Drive Reading InstructionLisa Christensen, Language Arts Specialist, Lawndale Elementary School District, LawndaleSarah Kemen, English Learner Instructional Resource Teacher, Jane Addams Middle School, LawndaleSidney Roles, Teacher, Jane Addams Middle School, LawndaleAmy Heras, Teacher, Jane Addams Middle School, LawndaleAli Mulgrew, Teacher, Jane Addams Middle School, LawndaleRoom: Los Angeles 3Appropriate for Grade Level: 6-12Strand(s): Emphasis on Reading In this session participants will discuss how to best use student SBAC data to identify target reading standards on which they can focus assessment and instruction. Participants will discuss how formative assessment, reflection, and instruction form a continual cycle that allows student learning to become more transparent for all stakeholders. This cycle can be applied across disciplines and grade levels so that all students can improve their reading. D-06Strategies for Critical Reading, Annotating and Thinking Across the Curriculum: Strategies to Help Increase Student Engagement and OwnershipTamara Rodriguez-Kam, ELA Department Chair and AVID Site Coordinator, Buena Park High School, Buena ParkRoom: Los Angeles 4Appropriate for Grade Level: AllStrand(s): Emphasis on Reading, Emphasis on WritingThis session will provide hands-on strategies that help students develop critical reading, thinking and note-taking skills across content areas. Participants will learn to develop essential questions for a reading and employ scaffolds to increase student comprehension and synthesis for all genres of text. These strategies may be employed in all content areas and at all grade levels. D-07Writing for Publication: Contributing to a CommunityCarol Jago, Associate Director, CRLP, UCLA, Oak Park, ILRoom: California 1Appropriate for Grade Level: AllStrand(s): Emphasis on Writing Come and learn about how to work toward seeing your work in print. Carol Jago has edited California English for 25 years and is author of many books for teachers including most recently The Book in Question: Why and How Reading Is in Crisis. She will share tricks of the trade and information about the publication process. D-08Everything We Need to Teach (English) We Learned from AristotleBill James, Teacher/Author, Franklin High School, StocktonElizabeth James, Teacher/Author, Franklin High School, StocktonRoom: California 2Appropriate for Grade Level: 9-CollegeStrand(s): Emphasis on Writing, Emphasis on ReadingAs English teachers, we (and the standards) ask our students to read critically, write arguments, write narratives, and speak effectively. In Poetics and Rhetoric, Aristotle gives us the foundations for performing these tasks. This session will provide strategies for making Aristotle’s lessons accessible, meaningful, and applicable for students. English teachers should not ignore the foundations of great literature because they are intimidating to us or to our students. Rather, our job is to open these texts up to our students, thereby enriching their experience of being human. D-10Turning Classroom “Spaces” into English-Language-Learning “Places”: A Multimodal Approach to Text LiteracyMirta Maldonado, Assistant Professor, CSU, Stanislaus, TurlockRoom: California 4Appropriate for Grade Level: AllStrand(s): English LearnersThis session will show participants how to transform the classroom space into a “place” for a literacy community of English Language Learners by creating and displaying visual language and text (a multi-modal approach to literacy). In addition, we will illustrate how we can create an interactive space where students utilize visual language and text to continue strengthening their literacy skills. D-11Deeper Learning from Deeper Teaching: Let Rumi’s Poems Guide Your Students to Fuller Humanity John Creger, Teacher, American High School, FremontRoom: Pacific Coast 1Appropriate for Grade Level: 6-12Strand(s): No Specific Strand Scholar Yong Zhao says the only way we can compete with smart machines is to become more fully human. And yet our courses and instruction too often fail to enrich our students’ humanity. This session introduces the World Wisdom Project, a vehicle for introducing students to sources of wisdom they may find relatable and inspiring, none more than Rumi, whose poems also stimulate us to deepen our teaching. Enlist your classroom in the revolution for fuller humanity in education! D-12Bridging the Gap Between Narrative and Expository WritingDouglas Forster, Associate Professor, Japan Women’s University, Tokyo, JapanRoom: Pacific Coast 2Appropriate for Grade Level: 9-CollegeStrand(s): Emphasis on Writing; English Language LearnersThe presenter will share a tried-and-true technique for improving students’ descriptive narrative writing skills. He will show an effective way of enabling students to bridge the often difficult gap between narrative writing and expository writing through the use of guide writing. Participants will leave this presentation with a clear understanding of how to successfully employ these techniques in their classrooms. D-13LOL: Literature Out LoudGale Caswell, Retired Teacher, California Educational Theatre Association Board of Directors, La Ca?adaRoom: Pacific Coast 3Appropriate for Grade Level: AllStrand(s): Oral Performance/Theatre Reading literature aloud benefits both the reader and the audience, but most students need training to make themselves heard, understood, and (most importantly) interesting and engaging. This workshop gives teachers the tools to help students build these skills using minimum class time. Participants will experience exercises in voice modulation, projection, diction, pacing, and more. D-14College Ready English Learners: The New Expository Reading and Writing Curriculum (ERWC) with Integrated and Designated ELD Debra Boggs, Director of Language and Literacy, Stanislaus County Office of Education, ModestoPamela Spycher, Senior Research Associate, West Ed, OaklandRoom: Pacific Coast 4Appropriate for Grade Level: 9-12Strand(s): ERWCIn this interactive session, participants will learn about the new FREE ERWC with Integrated and Designated ELD curriculum for high school. Participants will experience how the curriculum provides the kind of linguistic scaffolding that helps language learners succeed with rigorous academic reading and writing. D-15Implementing ERWC in a 1:1 ClassroomJennifer Roberts, Teacher/Author, Point Loma High School, San DiegoRoom: Pacific Coast 5Appropriate for Grade Level: 6-12Strand(s): ERWC Implementing ERWC curriculum in a 1:1 classroom can increase engagement, accelerate feedback, and improve differentiation–if you leverage the right digital tools. Save some paper, save some time, and take your students into their digital future without sacrificing the content, rigor, or learning inherent in ERWC modules. Included examples are from 9th grade modules, but can be applied to grades 6-12. D-16Unpacking Teacher/Student Power Dynamics through James Baldwin’s “A Talk to Teachers” Speech (1963)Frank Mata, Teacher, Eleanor Roosevelt High School, EastvaleRoom: Pacific Coast 6Appropriate for Grade Level: 9-12Strand(s): Diversity, Equity, and InclusionIn this session, the presenter will explore how a student’s self-worth, identity, critical thinking, and literacy are influenced their (ELA) teacher. Participants will be asked to unpack how their own ideas of student success/failure may be sustaining the pervading power structures of dominant culture–which may marginalize students and their communities.SESSION E ? SATURDAY MORNING ? 11 AM-12:15 PME-01Getting Grading Right: Practical Tips for Making Grading Practices More EquitableJoshua Kunnath, Department Chair, Highland High School, BakersfieldMindy Montanio, District English Program TOSA, Kern High School District, BakersfieldRoom: Aviation IAppropriate for Grade Level: 6-12Strand(s): Diversity, Equity, and Inclusion This session will present an overview of many problems with common grading practices from an equity lens. It will also provide practical solutions to address these problems, followed by specific examples of the grading reforms that the presenters are implementing to improve grading practices and address equity concerns. E-02Plato, Oedipus Rex, and Hamlet at the Crossrods: Cultivating Reading, Writing, and CharacterMarlin Roehl, Retired English Teacher, Visalia Unified School District, VisaliaRoom: Aviation IIAppropriate for Grade Level: 9-CollegeStrand(s): Oral Performance/Theatre; Emphasis on Reading; Emphasis on WritingDoing justice to the four-year, high school transformation from adolescent, marionette-like behavior to more multi-dimensional, self-determined young-adulthood calls for holistic lessons. The English classroom is a laboratory for literary aesthetic development, self-study, self-creation, and responsible community coexistence. Platonic epistemology, Sophocles’ Oedipus Rex, and Shakespeare’s Hamlet provide a triadic, holistic lesson that includes unifying, far-reaching thematic development; literary and real-life, ethics-based character development; and specific reading, writing, and literary arts lessons. E-03How to Use California’s New Guidelines for Ethnic Studies in the ELA Classroom: Golden Lines and Funds of KnowledgeHeather Macias, Assistant Professor, CSU, Long Beach, Long BeachRoom: Los Angeles 1Appropriate for Grade Level: 9-12Strand(s): Diversity, Equity, and Inclusion; English LearnersThis session will incorporate the idea of “golden lines” into four different activities to demonstrate how to engage and support culturally and linguistically diverse students. Through these activities, participants will discuss the importance of utilizing students’ funds of knowledge as resources for learning. Participants will also discuss how to connect these activities and students’ funds of knowledge to California’s new Ethnic Studies Model Guidelines in an ELA classroom for grades 9-12. E-04Emotional Scaffolding: Creating Safe Spaces for Curious MindsJenn Wolfe, Assistant Professor, Cal State Northridge, NorthridgeMatt Brown, Associate Professor, The Master’s University, Santa ClaritaJori Krulder, Teacher, Paradise High School, ParadiseRoom: Los Angeles 2Appropriate for Grade Level: AllStrand(s): Diversity, Equity, and Inclusion This interactive session will explore scaffolding strategies that can be used to support interactive and academic discussions that help to foster community in the classroom while building critical thinking skills and developing both written and oral communication. E-06Investigating (Some) Holocaust-related TextsBill Younglove, Instructor/Teacher Supervisor, CSU, Long Beach, Long BeachRoom: Los Angeles 3Appropriate for Grade Level: AllStrand(s): Emphasis on Reading, Emphasis on WritingEven if Holocaust education were not mandated by California (Education Code 51226.3/1986), what texts could, would--or should--you teach? What is available vs. what is possible? What does “age-appropriate” really mean? What abiding lessons, if any, does Holocaust education contain for the technologically, digitally-oriented Centennial Generation (Z–and beyond)? E-07Investigating Student Data to Inform InstructionLawren Keaton, Teacher/ ELA Content Lead, Caliber: ChangeMakers Academy, VallejoRoom: California 1Appropriate for Grade Level: 6-12Strand(s): Multi-Modal ELA This session will show participants how to use student data (formative assessments) to inform their instruction and ensure teachers are being intentional in their pedagogical practices. Participants will learn different ways to collect and analyze data for reteaching/re-engaging purposes. E-08Reading, Writing, and Thinking: Creating Assignments that Promote Critical LiteracyMargot Kinberg, Associate Professor, National University, Carlsbad Room: California 2Appropriate for Grade Level: 9-CollegeStrand(s): Emphasis on Writing, Emphasis on ReadingCritical literacy is increasingly important in today’s world of instant access to news and opinions. Students need to learn critical literacy skills if they are to make sense of what they read and hear--and contribute in meaningful ways to our body of knowledge. These skills are best developed if students’ reading and writing assignments involve critical thinking, and if they are coached on how to write and read critically. This session focuses on creating reading and writing assignments that develop critical thinking skills across the curriculum. Participants will have the opportunity to share assignments they use to promote critical literacy. Strategies for adapting assignments to support critical literacy will be presented. Participants will leave with a set of easily implemented adaptations for their reading and writing assignments that promote critical literacy. E-0920+ Apps to Enhance the Writing ProcessHeather Lyn, English Teacher and Curriculum TOSA, El Roble Intermediate School, ClaremontMarissa Patterson, Education Specialist/English Teacher, El Roble Intermediate School, ClaremontRoom: California 3Appropriate for Grade Level: AllStrand(s): Multi-Modal ELA, Emphasis on WritingThis session will introduce participants to over 20+ apps and show how they can enhance each step of the writing process. Ideas and student examples for integrating these applications to the curriculum at various grade levels will be shown. Through this workshop participants will gain knowledge of apps that can be implemented into their classroom immediately. E-10Asynchronous Collaboration: Working Together When You Are Not TogetherMona Pi?on, English Learning Design Coach, Oxnard Union High School District, OxnardRoom: California 4Appropriate for Grade Level: 6-12Strand(s): Multi-Modal ELA, InvestiCATEHow can we take collaboration out of the classroom? We will focus on tools for collaboration that don’t require students to work in the same place or time. As our schools invest in more tech, our classrooms can expand beyond their walls. These strategies can be used across contents. E-11Engaging Student Voice through Ongoing, Text-Dependent ConversationsJeffery Frieden, Teacher, Hillcrest High School, RiversideRoom: Pacific Coast 1Appropriate for Grade Level: 9-CollegeStrand(s): InvestiCATE; Diversity, Equity, and InclusionThis session will show participants a simple, robust, implement-on-Monday protocol that helps all students develop their own agency as emerging text investigators. Participants will learn how to structure student-driven, text-dependent conversations that are easy to assess and that help build classroom community. Featured on the Cult of Pedagogy Podcast episode 109, the Ongoing Conversations protocol has inspired teachers from kindergarten to college, in all subject areas, to restructure their students’ daily classroom interactions, producing a depth of insight their students never experienced before. E-13Advocating for our Students: Teacher Activism 101Jan Stallones, Instructor, University of Kentucky, Lexington, KYRoom: Pacific Coast 3Appropriate for Grade Level: AllStrand(s): No Specific Strand This session will focus on how teachers can add our personal and professional voices to vital state and national conversations and decisions that impact our students and our work. Participants will learn how to communicate effectively with policy-makers, and there will be time allotted to discuss how we can effectively provide input to our state and national leaders. E-14Negotiating Voices in Academic Arguments: Summary, Synthesis, and CitationJennifer Fletcher, Professor of English, CSU, Monterey Bay, SeasideRoom: Pacific Coast 4Appropriate for Grade Level: 9-12Strand(s): ERWC No other skill is as essential to 21st-century problem solving as the ability to interpret and integrate multiple sources of information, including the experiences of people who are different from ourselves. This hands-on session explores ways to help students productively engage academic conversations, navigate among different textual voices as readers, and direct conversational traffic as writers. Participants will explore strategies from the CSU Expository Reading and Writing Curriculum (ERWC) for teaching students how to quote, paraphrase, summarize, and synthesize the words of other writers—and for helping students genuinely care about what other human beings have to say. E-15ERWC 3.0: What’s New?Kathleen Rowlands, Professor of Secondary English Education, Cal State Northridge, NorthridgeRoom: Pacific Coast 5Appropriate for Grade Level: 6-12Strand(s): ERWC The Expository Reading and Writing Course now has more than 80 modules for grades 7-12, some of which include designs for both integrated and designation ELD. In this session, participants will receive an overview of the new modules and learn strategies for navigating the wealth of material in order to make successful choices for their classrooms. E-16Cross-Disciplinary Literacy: Using the Arts to Enhance Student WritingNeil Anderson, Assistant Principal, Ladera Ranch Elementary School, Ladera RanchVirginia Reischl, Curriculum Specialist, Capistrano Unified School District, San Juan Capistrano Room: Pacific Coast 6Appropriate for Grade Level: 6-12Strand(s): No Specific Strand This session will show participants the symbiotic relationship between the arts and English. Participants will learn about resources available to them in the arts that can be used to help enhance opportunities for student engagement and writing.SESSION F ? SATURDAY AFTERNOON ? 3:30-4:45 PMF-01Our Words: How to Teach Vocabulary in Context so Students Learn Words and Have Fun Doing ItAmy Hale, Teacher, Tomales High School, Tomales Bay Room: Aviation IAppropriate for Grade Level: 9-12Strand(s): Emphasis on Reading We all teach vocabulary. Some of us do traditional vocabulary lists, some try a cumulative approach, and some teachers are just overwhelmed with the task. A recent study identified eight best practices in the area of vocabulary instruction. These include the following recommendations: provide direct instruction of vocabulary words for a specific text; use repetition and multiple exposures to vocabulary; and select vocabulary words that students will find useful in many contexts. This lottery-style vocabulary method is a fun, lively practice that intrinsically motivates students and creates a “lifelong-learner” atmosphere in the classroom. Incorporating words from common texts, this method helps students learn vocabulary for life. F-02How Two Simple Tech Solutions Changed My Teacher LifeMarisa Thompson, Teacher, Coach, PD Instructor, Carlsbad High School/University of San Diego, CarlsbadJeff Freiden, Teacher/Blogger/Podcast Host, Hillcrest High School, Ontario, CaRoom: Aviation IIAppropriate for Grade Level: AllStrand(s): Emphasis on Writing; Diversity, Equity, and InclusionIn an effort to improve students’ skills, make feedback more meaningful, and manage my own workload, I found my solution. I went from 160+ hours of essay grading at home per year to only 4 hours in 2018-2019. Learning increased, writing improved, students’ writing-stress decreased…and so did mine! Come learn how I did it. F-03Investi-CATE-ing Mental Illness in Young Adult FictionDiane Scrofano, Professor, Moorpark College, MoorparkRoom: Los Angeles 1Appropriate for Grade Level: 9-CollegeStrand(s): Diversity, Equity, and Inclusion YA fiction of mental illness can build hope and awareness in young adult readers. This session will review three main types of mental illness novels that exist for young people now and what the pros and cons of each type are so that teachers can select the titles that best meet their needs, whether for the classroom library or for whole-class study. Participants will be given access to an annotated list of recent, popular, high-quality YA novels of mental illness. F-04Responsive Reads - Investigating Culture, Making Connections and Telling Truths with Culturally Authentic TextsLydia McClanahan, Consultant, Center for Culturally and Linguistically Responsive Teaching, Los AngelesRoom: Los Angeles 2Appropriate for Grade Level: AllStrand(s): Diversity, Equity, and Inclusion This session will explore the importance of using culturally authentic texts in classroom instruction. Participants will learn to tell the difference between culturally authentic, culturally generic and culturally neutral texts. They will learn how to pair culturally authentic texts with CLR strategies to create meaningful learning experiences for all students. This session is for all grade levels. F-05Empowering Students’ Perspectives and Voices; Probing Past and Present TextsJocelyn A. Chadwick, Scholar,Teacher, Consultant, Author, Harvard Graduate School of Education, CambridgeRoom: Los Angeles 3Appropriate for Grade Level: 6-12Strand(s): Emphasis on Reading, Emphasis on WritingUsing teachers’ and students’ voices along with students’ work, this session will illustrate and model how we can engage students’ 21st century predilections for writing along with their natural curiosity to develop close-reading, critical thinking, speaking and listening, research, and writing skills. Together we can foment lifelong literacy. F-06Hyperdocs--Move Classroom Learning From Static to DynamicConnie Jones, Program Specialist/Demonstration Teacher, Chavez Middle School, San BernardinoRoom: Los Angeles 4Appropriate for Grade Level: AllStrand(s): Multi-Modal ELA This session will show participants how the use of Hyperdocs can transform learning from static to dynamic! This technology-infused strategy can be used in all content areas and at all grade levels. F-08Let Students Do the Talking: Establishing a Working Writing Center on Your High School CampusKelly Crespo, Teacher/Writing Center Director, Downey High School, DowneyRoom: California 2Appropriate for Grade Level: 9-12Strand(s): Emphasis on Writing; Diversity, Equity, and InclusionA panel of writing center directors, including some first year directors, will discuss their approaches to establishing and maintaining working peer tutoring programs at their school sites. This session will include time for attendees to work with the panelists and other teachers on designing and planning writing centers that would work on their specific campuses. F-09Exploring Google Sites and Google Tour Builder from a Not-So Techno TeacherAnn Miller, Teacher, Grant Union High School, SacramentoRoom: California 3Appropriate for Grade Level: 9-CollegeStrand(s): Multi-Modal ELA, Emphasis on WritingThis session will show participants how to approach Google Sites as an alternative to research papers. It will also explore Google Tour Builder as an alternative to Novel Tests. Participants will learn and brainstorm other uses that these Google programs can be put to in the classroom. It is highly recommended that participants bring a laptop to learn by doing. F-11Navigating Difficult Dialogue in the English and History Social Science ClassroomVirginia Reischl, Secondary ELA Curriculum Specialist, Capistrano Unified School District, San Juan CapistranoRoom: Pacific Coast 1Appropriate for Grade Level: 6-12Strand(s): Diversity, Equity, and Inclusion This interactive session will use the World Cafe protocol to show participants how to engage in a cycle of inquiry that promotes social action. Participants will learn how to create an environment that supports cultural differences by using the California History Social Science Framework, FAIR Education Act, and the California Common Core literacy standards. This strategy can be used in all content areas and at all grade levels. F-12Improving Student Writing Through a Culture of Transparency and TrustBrianna Willis, Teacher, Vista del Lago High School, FolsomRoom: Pacific Coast 2Appropriate for Grade Level: 9-CollegeStrand(s): Emphasis on WritingIn the context of writing, emboldening students is only possible if trust plays a central role in the learning experience. But trust is complex and requires a deep level of self-awareness as we challenge students to ask themselves, “Am I capable of measuring up to the expectations of authentic academic writing? Can I trust my teacher’s expectations, and will my teacher support me as I embark on a complex journey towards finding my own voice as a writer?” This session turns the complex theory of trust into action, providing instructors the tools to support student writers of all levels. F-13Now You’re Talkin’: Amplifying Student Voices With an Open Mic SeriesLori Davis, Teacher, Xavier College Preparatory High School, Palm DesertRoom: Pacific Coast 3Appropriate for Grade Level: 6-12Strand(s): Oral Performance/Theatre; Diversity, Equity, and InclusionStudents have few opportunities, outside of social media, to publically share their thoughts, opinions and “creative side.” This session will provide participants with a practical blueprint for working side-by-side with students to create an open-hearted, vibrant space for self-expression. Featuring poetry, spoken word, and music, events like these can have a lasting impact on the culture of a campus. F-14The Power of Connection: Harnessing the Power of Digital Spaces to Empower Student VoiceJanet Ilko, Educator, Health Sciences High Middle College, San DiegoRoom: Pacific Coast 4Appropriate for Grade Level: 9-12Strand(s): Diversity, Equity, and Inclusion; Emphasis on WritingThis session will show participants how to harness the power of digital writing spaces to empower student voices. Participants will learn how to use spaces like the National Writing Project Youth Voices to connect in conversations through writing, video, and discussion posts to share their ideas. Participants will learn how to navigate social platforms and guide students to publish their work safely online in order to connect to a broader audience. Sample lessons and student work will be shared. F-15G-ERWC: Googlizing ERWC Curriculum for Google ClassroomLori Campbell, Teacher, Kern Learn, BakersfieldRoom: Pacific Coast 5Appropriate for Grade Level: 9-CollegeStrand(s): ERWC, Multi-Modal ELAGoogle Classroom now offers teachers the ability to share curriculum within the same G-Suite domain. Participants will see how to easily convert ERWC 3.0 curriculum to Google Classroom in order to provide better student engagement in the curriculum. F-16Whose Story Are You Telling?John Gilstrap, Author, Pinnacle, Fairfax, VARoom: Pacific Coast 6Appropriate for Grade Level: Strand(s): Emphasis on Writing Choosing the correct point of view is one of the key elements of dramatic storytelling. This interactive session will introduce participants to the critical decisions that help you propel your story through the most dramatic set of eyes. ................
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