2018 Annual Convention Program by National Council of Teachers of English

State-of-the-Art Units, Tools, and Methods for Teaching Powerful Reading and Writing Workshops

Over the years, teachers have repeatedly told me that workshop ‘‘teaching has given them new energy, clarity, and compassion, reminding

‘‘

them why they went into teaching in the first place. I understand what these teachers mean, for it has done all this—and more—for me as well.

—Lucy Calkins

ucy Calkins and her Teachers College Reading and Writing Project colleagues aim to prepare students for any reading and writing task they will face and to turn kids into life-long, confident readers and writers who display agency and independence. Lucy and her colleagues have drawn on their more than 30 years of research and work in thousands of schools across the country and around the world to develop curriculum resources, instructional methods, and professional learning opportunities to support teachers as they work together and with their students toward these important goals.

2018 NCTE ANNUAL CONVENTION

For more information visit UnitsofStudy.com

G N I S RAI

T N E D STU

PROFESSIONAL DEVELOPMENT

TX , n o t s u -18 • Ho

TCRWP CLASSROOM LIBRARIES WRITING UNITS PHONICS

UP THE LADDER UNITS

Built on best practices and a proven framework developed over decades of work, the writing units support explicit instruction, provide rich opportunities for practice, and help teachers use learning progressions to set students on trajectories of growth.

Up the Ladder Units, Grades 4–6

New!

New for Grades 6–8!

Phonics Units, Grades K–2

Reading Units, Grades K–8

TCRWP Classroom Libraries, Professional Development The Project is one of the world’s Grades K–8

These new units give less experienced upper-grades writers opportunities to engage in repeated successful practice across a gradually increasing progression of challenges.

These lean, engaging units provide explicit instruction in high-leverage phonics skills and strategies and support transfer of phonics into reading and writing workshop.

The reading units offer a framework for teaching the skills and strategies of proficient reading. Performance assessments and learning progressions help teachers monitor progress, lead small group instruction, and set next-step goals.

Each of the Classroom Libraries has been thoughtfully designed to lure kids into reading and move them up levels of complexity. Gradelevel libraries are available in on level and below benchmark collections. Specific library shelves support particular units of study.

premiere providers of professional learning, offering a wide range of professional development services. For details, visit readingandwritingproject.org or call (212) 678-3104.

Bring your questions to Lucy Calkins’ live online Office Hours, held the first and third Thursday of each month. To register go to: https://webinars.heinemann.com/calkins-office-hours

Heinemann.com | P 800.225.5800 | F 877.231.6980

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Houstin, TX | November 15-18

Writing Units, Grades K–8

5 1 r e b m Nove

READING UNITS

2018

ANNUAL CONVENTION 10/26/18 1:19 AM

Make a for literacy learning with whole-class, small-group, and independent contexts.

weâ&#x20AC;&#x2122;re excited too! RESOURCES FOR TEACHERS INTERACTIVE READ-ALOUD

SHARED READING

PHONICS, SPELLING, AND WORD STUDY

READING MINILESSONS

GUIDED READING

BOOK CLUBS

INDEPENDENT READING

W H O WA N T T O S P R E A D

PROFESSIONAL LEARNING TOOLS

THEIR PROFESSIONAL WINGS

For more information, visit the Heinemann Booth or go to fountasandpinnell.com.

fountasandpinnell.com | heinemann.com | 800.225.5800 @FountasPinnell #FPLiteracy

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NCTE ANNUAL CONVENTION SPONSORS NCTE would like to thank the following sponsors for their generous contributions and support of literacy education.

GOLD SPONSOR

Sponsored by the Jewish Caucus

D.05 Teachers as Free Speech Defenders: Strategies for Responding to Book E Challenges

370 E Sponsored by the Bread Loaf Teacher Network

Presenters: Rachel Golland, SUNY Rockland Community College, Suffern, NY Mara Lee Grayson, California State University, Dominguez Hills

M M S

D.07 Building Bridges for Peace: The Bread Loaf International Peace G Literacy Network

Presenters: Richard Gorham, Bread Loaf Teacher Network, Lawrence, MA Lee Krishnan Rex Lee Jim, Bread Loaf School of English, Middlebury College Ceci Lewis, Cochise College/Breadloaf Teachers Network Mohsin Tejani Respondent: David Wandera, The College of New Jersey, Ewing

D.08 Raising Our Collective Voices: Writing to Speak Out for Equity and G Justice TE 361 B Sponsored by the ELATE Commission on Writing Teacher Education How can we use writing to speak out for equity and justice, and where can we make our voices heard most effectively? Join editors from the blog aimed at fostering authentic writing instruction, Writers Who Care, to discuss how teachers can share their stories to create change and understanding. Presenters: Jason Griffith, Penn State University, State College Lindsay Jeffers, Grand Valley State University, Allendale, MI, and Western Michigan University, Kalamazoo Mark Letcher, Lewis University, Romeoville, IL Robert Montgomery, Kennesaw State University, GA Eileen Shanahan, Eastern Kentucky University, Richmond Michael Sherry, University of South Florida, Tampa Amber Warrington, Boise State University, ID

Presenters: Jamal Cooks, Chabot College, Hayward, CA David Kirkland, New York University, NY Walt Wolfram, North Carolina State University, Raleigh 2018 NCTE ANNUAL CONVENTION PROGRAM

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.09 Teaching with the 2018 Orbis Pictus E Award Nonfiction Books M TE

350 C Sponsored by the Orbis Pictus Award Committee and the Elementary Section Come stretch your thinking about the role nonfiction books can play across the K–8 curriculum, and learn more about the 2018 Orbis Pictus Award titles in the process. Join the 2018 Orbis Pictus Committee as we model different ideas for teaching with these highly engaging books.

Presenters: Seemi Aziz-Raina, University of Arizona, Tucson Mary Ann Cappiello, Lesley University, Cambridge, MA Denise Dávila, The University of Texas at Austin Daryl Grabarek, PS 89/IS 289, New York, NY Jennifer Graff, University of Georgia, Athens Scott Riley, Singapore American School, Singapore Julie Waugh, Zaharis Elementary School, Mesa, AZ

D.10 College English: From Idea to Essay C

342 C Sponsored by the College Section Steering Committee Many writing teachers have ideas to share but find publication daunting. In this panel, the editor of College English and two recent authors will draw upon both the writers’ experience and the editor’s perspective to provide audience members helpful information about shaping one’s thoughts into a written submission.

Presenters: Wendy Hayden, Hunter College, CUNY Melissa Ianetta, University of Delaware, Newark Susan Mendelsohn, Columbia University, New York, NY

D.11 G TE

Strategies for Serving ELs through Inclusive, Collaborative Teaching 381 A

D.12 Considering What Families Bring to Literacy Learning: What We Know G and Why It Matters 342 F Sponsored by the National Conference on Research in Language and Literacy This panel presentation features two established scholars who have recently been awarded the NCRLL Distinguished Scholar Award: Patricia Edwards and Peter Smagorinsky. These esteemed colleagues are joined by Jaime Puccioni and Tisha Lewis Ellison, two emerging voices in the literacy field. All members of the panel will explore how parents and other family members contribute to children’s emergent literacy knowledge and experiences. Speakers will attend to not only insights related to literacy experiences in homes and communities but also on ways to build on and extend those important seeds of literacy learning. Time will be available for questions and conversation following the presentations. Chairs: Gerald Campano, University of Pennsylvania, Philadelphia Catherine Compton-Lilly, University of South Carolina, Columbia Presenters: Patricia Edwards, Michigan State University, East Lansing, "Connecting Home and School Literacies in the Classroom: An Intervention Study" Tisha Lewis Ellison, University of Georgia, Athens, “Literacy Learning at Home between an African American Father and His Children” Jaime Puccioni, State University of Albany, NY, “Examining the Associations among Preschool Teachers’ Outreach Efforts, Parental Involvement, and Children’s Reading Achievement” Peter Smagorinsky, University of Georgia, Athens, “The Community Context for Literacies and Their Practice: Mural Art in Guadalajara as First Literacies”

Sponsored by the Center for Applied Linguistics This session focuses on strategies for raising English learners’ voices in general education classrooms through inclusive, collaborative teaching practices by ELA and ELD teachers. The strategies will include practical tools for launching or continuing inclusive standardsbased instructional strategies that focus on both language and literacy development. Presenter: Jennifer Norton, Center for Applied Linguistics, Washington, DC

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.13 You’re Not Going to Teach Dick & Jane: Kicking Future Teachers Out E of Their Comfort Zone through M Literature and Technology M S TE

332 E Sponsored by the Studies in Literacies and Multimedia Assembly

320 AB Writing can create classroom and school communities where student voices are lifted up, though navigating policies to create those classrooms can be challenging. In this roundtable, teachers from every level, and with a range of experiences, will share a strategy, stance, or a research project that supports workshop-based writing instruction. Chair: Ann David, University of the Incarnate Word, San Antonio, TX, “We Are Family: Building a Departmental Culture around Workshop”

Presenters: Christopher Cantanno Cynthia Choi, Le Moyne College, Syracuse, NY Cathy Leogrande, Le Moyne College, Syracuse, NY Mary Beth Piazza Andrea Tochelli-Ward, Le Moyne College, Syracuse, NY

Roundtable 1: The Show Must Go On: Podcasting and the Incredible Power of Playback Kerry Alexander, The University of Texas at Austin and Cowan Elementary School, Austin, TX

D.14 Research Roundtable #2: Research E S on Language and Literacy

Roundtable 3: Stop, Write Now: Teachers Living a Writerly Life Sidonie Chhetri, Round Rock Independent School District, TX Megan Beth Hedgecock, Region XIII Service Center, Austin, TX

M TE 332 D This round table focuses on research on language and literacies. Chair: Christy McDowell, Henderson State University, Arkadelphia, AR Roundtable Leaders: Ivy Haoyin Hsieh, Tamkang University Lanyang Campus, Yilan, Taiwan Genevieve Leung Kelly Hsiu-Wen Lin Stacia Long, University of Georgia, Athens Stephanie Moody, Texas A&M University, College Station Ming-Hsuan Wu Jhih-Kai Yang

FRIDAY

Five panelists present stories from a project that forced teacher candidates to better understand and empathize with their future students. Characters from selected children’s and YA books served as “students” in virtual classrooms. These powerful, authentic voices helped teacher candidates change their own stories through digital tools.

D.15 A Writing Workshop Playlist: Creating Communities of Writers to G Lift Student Voices TE

Roundtable 2: Don’t Sweat the Technique: Conferring as Inquiry Jessica Beck, MS 297, New York, NY

Roundtable 4: Small Moments: Brief, Frequent Writing Conferences in High School as a Positive Mediator of Teen Voice Annamary Consalvo, The University of Texas at Tyler Roundtable 5: The Writer’s Notebook: The Long and Winding (but Worth It) Road Susan Diaz, North East Independent School District, San Antonio, TX Roundtable 6: Nothing Ordinary: Elevating the Personal through Expository Writing Amber Funderburgh, Wiley Middle School, Leander, TX Roundtable 7: The Debut Album: Primary Writing, It All Begins Megan Janak, Alamo Heights Independent School District, San Antonio, TX Roundtable 8: B-Sides: Preservice Teachers Writing in Class Emily Wender, Indiana University of Pennsylvania Roundtable 9: Cheers to the Freakin’ Writer: Raising Student Voices to Create Schoolwide Change Patty Young, Murchison Middle School, Austin, TX

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.16 Teaching Climate Change in English M M S C

340 AB Twenty-five roundtable presentations on literary classics, young adult fiction, “clifi,” poetry, nonfiction, inquiry, research, composition, creative writing, genre studies, AP, media literacy, multimodal literacy, Spanish, teacher education, critical thinking, virtual partnering, eco-justice, and taking action—all addressing climate change.

Presenters: Travis Reyes, HB Woodlawn Secondary Program, Arlington, VA, “Climate Change and Fluent Spanish Courses” David Schaafsma, University of Illinois, Chicago, “Climate Change and the Teaching of English” Blaine Smith, University of Arizona, Tucson, “The Science of Storytelling: Middle Schoolers Composing Multimodal SciFis about Climate Change” Allen Webb, Western Michigan University, “Teaching The Grapes of Wrath as Climate Fiction” Roundtable 1: Climate Change and Writing Richard Beach, University of Minnesota, Minneapolis Roundtable 2: Eco-Justice, Climate Action, and Literature Nancy Castaldo, Chatham, NY Roundtable 3: Appealing to African American Students on the Topic of Climate Change Diedre Courtney, Western Michigan University, Kalamazoo Roundtable 4: Sustainable Education: Virtual Partnering with Nonprofit Organizations Jill Dahlman, University of North Alabama, Florence Roundtable 5: Teaching about Climate Change When Students and Community Are Deniers Tiphani Davis, Morgantown, WV Roundtable 6: City Killer Storms, Harnessing the Wind, and Huck Finn for Climate Change Elizabeth Dinkins, Bellarmine University, Louisville, KY Roundtable 7: What English Has to Offer an Environmental Studies Program Lindsay Ellis, Grand Valley State University, Allendale, MI Roundtable 8: Preparing English Teachers to Teach about Climate Change Ellen Foley, Skokie, IL Roundtable 9: From Cli-Fi to Nonfiction: Resources for Teaching the Science and Stories Pam Goble, College of DuPage, Glen Ellyn, IL; Regional Office of Education, Wheaton, IL Roundtable 10: Transformative Teaching: Rewriting the World in the English Classroom (through Nonfiction) (beginning with Climate Change) Patricia L. Hans, Ridgewood High School, NJ

Roundtable 11: Integrating Cli-Fi Literature and Poetry into Genre Studies and Scared Writing in First-Year College Composition Toby Kahn-Loftus, North Central Michigan College, Petoskey Roundtable 12: Climate Change in the Composition Classroom Sarah Kidd, Western Michigan University, Kalamazoo Roundtable 13: Sea Level Rise: Potential Impacts to Coastal Communities Tracy Lyles, James Island Charter High School, Charleston, SC Roundtable 14: Writing Sustainability: Bridging EcoLiteracy, Research, and Composition Russell Mayo, University of Illinois, Chicago Roundtable 15: Teaching Critical Thinking: Examining Climate Science and Denial Lucas McCarthy, Western Michigan University, Kalamazoo Roundtable 16: Critical Media Literacy and Climate Change Jeff Share, University of California, Los Angeles Roundtable 17: Thriller Climate-SciFi: Teaching Climate Change to Middle and High Schoolers via Fiction Catherine Stine, School of Visual Arts, New York, NY Roundtable 18: Teaching Climate Change in Middle School English Shantel VanderGalien, Wyoming Junior High School, MI

D.17 Coaching and Conferring: Interventions That Raise Students’ E Voices and Build Self-Efficacy M M S

382 A

Presenters show how conferring and coaching are powerful interventions that can improve students' reading, writing, and efficacy in elementary, middle, and high school. They also show how observations, engagement in meaningful experiences, student partnerships, and inquiry can develop the confidence students need to work hard and move forward.

Presenters: Nancy Akhavan, Fresno State University, CA, “Feedback That Counts: Helping Students to Help Themselves through Reading/Writing Conversations” Mary Howard, Reading Connections/Publishers Heinemann, “Sharpening Our Intervention Lens through Responsive Conversations” Laura Robb, Daniel Morgan Intermediate School, Winchester, VA, “Building a Growth Mindset in Middle School through Teacher Interventions and Student Partnerships”

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.18 Culturally Sustaining Approaches to Addressing Race Resistance, Power, G and Invisibility TE

D.20 Black Boys as Readers E TE

351 E This session presents strategies, narratives, and examples of engaging in critical dialogues and learning regarding race, identity, and equity in the K–12 classroom.

D.19 Empowering Students through Community Reads and StudentE Led Class Meetings to Build Social M Responsibility in the Classroom and TE Beyond 350 D How can we empower students to be positive change-makers in their school and community? How can we help them give voice to those intentionally or unintentionally silenced? Learn how stories, when paired with student-led meetings, help guide and support students to stand up against injustices and become more empathetic problem-solvers.

Presenters will share the effects of Dialogic Literacy Experiences and Reader’s Theater on Black boys’ views of themselves as readers and their relationships to texts.

Presenter: Kellee Jenkins, Howard University, Washington, DC

D.21 Teaching Diverse Graphic Novels in Pursuit of Equity and Justice M S M C TE

380 C This panel is organized around the use of graphic novels in secondary English language arts classrooms in pursuit of equity and justice. Each paper explores how gender affects the reading of characters in graphic novels in terms of their roles as heroes, through issues of body diversity and trauma.

FRIDAY

Chair: Jeff Spanke, Ball State University, Muncie, IN Presenters: Sabrina Brinson, Missouri State University, Springfield Rick Coppola, University of Illinois at Chicago Misha Fugit, West Boulevard Elementary School, Columbia, MO Emily Machado, University of Illinois at Chicago Daryl Moss, Columbia Public Schools, MO Selena Van Horn, California State University, Fresno Andrea Vaughan, University of Illinois at Chicago Rebecca Woodard, University of Illinois at Chicago Angie Zapata, University of Missouri, Columbia

360 E

Presenters: Nicole Amato, University of Iowa, Iowa City, “A Hunger for Responsible Representation of Body Diversity in Graphic Novels” Ashley Dallacqua, University of New Mexico, Albuquerque, “Superhero Texts as Resources for Critical Gender Inquiry” Kate Kedley, Rowan University, Glassboro, NJ, “Representations of Intergenerational Trauma in Graphic Memoirs” David Low, California State University, Fresno, “Superhero Texts as Resources for Critical Gender Inquiry” Jenna Spiering, University of Iowa, Iowa City, “Representations of Intergenerational Trauma in Graphic Memoirs”

Chair: Marissa Moss, Abrams, “Using True Stories to Develop Empathy: History as a Portal to Other Experiences” Presenters: Arree Chung, Macmillan Children’s Books, “Addressing Complex, Sensitive Subjects with a Younger Audience in a Pervasive Manner” Trudy Ludwig, Alfred A. Knopf, Random House Children’s Books, “Building Students’ SocialEmotional ‘Listening’ Skills through Literature to Ensure Others’ Voices Are Being Heard” JoEllen McCarthy, Creston Books, Random House, Macmillan, and The Educator Collaborative, “Student-Led Meetings’ Practices and Protocols” Kathryn Otoshi, Macmillan Children’s Publishing Group, “Creating Art from Picture Books to Unite Students and Build Community”

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.23 Support for Teachers through Coaching and Partnerships for Social E Justice and Active Learning 360 D The presenters in this session will share their experiences and insights about professional development in coaching and other partnerships. Chair and Presenter: Debbie Powell, Founder & CEO, Uni-Spire Presenters: Jennifer Hatch, Knight University of North Carolina, Wilmington Summer Southerlin Melissa Wells, University of Mary Washington, Fredericks, VA

D.24 The Ethics of Photography: Visual Voices S 332 ABC Engage in activities and discussions that explore the impact of photo manipulation— from historical images with political agendas to modern photoshopping practices common in social media and with advertisers and photojournalists. Take away lesson ideas that will encourage students to engage in their own photographic/photojournalistic pursuits and research. Chair: Megan Pankiewicz, Col. Zadok Magruder High School, Rockville, MD Presenters: Robin Aufses, “The Power of Visual Images: Impact or Exploitation?” Tracy Scholz, Alief Independent School District, Houston, TX, “Representing History: A Case Study of the Japanese Internment Photos of Dorothea Lange and Ansel Adams” Renée Shea, independent writer and educator, Columbus, OH, “Photo Manipulation: From Raw Image to Photoshop” Respondent: John Golden, Portland Public Schools, OR

D.25 Using Quality Diverse Literature to Help Students Discover Who They G Are and Who They Might Become 372 DE Quality diverse literature can empower students with an understanding of the different cultures and people of the world. This interactive roundtable session provides teachers with a list of titles, teaching ideas, and knowledge of how books can celebrate our differences and encourage future global citizens.

Chair and Roundtable 1: Short Texts That Build Strong Girls Out of Wonder, Stormy Seas, Flying Lessons, #Not Your Princess, and One Last Word Renita Schmidt, University of Iowa, Iowa City Roundtable 2: The Power and Importance of Voice and Word Nancy Bo Flood, Charlesbridge Roundtable 3: Empowering Young Girls through Powerful Female Protagonists and Figures Kelly Finan Roundtable 4: Cultural Outsiders in NCTE’s Notable Books for a Global Society Award List Laretta Henderson, University of Wisconsin, Milwaukee Roundtable 5: Reading The 57 Bus with Preservice Teachers: Preparing for Complicated Conversations on Culturally Sensitive Content Tami Morton, Texas A & M University-Commerce Roundtable 6: Intricacies of Identity in NBGS Books Mary Ellen Oslick, Stetson University, DeLand, FL Roundtable 7: Strengthening Parent-Teacher Partnerships with NBGS Laura Szech, University of Iowa, Iowa City Roundtable 8: Sharing and Responding to Diverse Literature with Young Children Fran Wilson, Madeira City Schools, OH Roundtable 9: Voices of Persistence: People in Fiction and Nonfiction Persisting through Vision and Commitment Sandip LeeAnne Wilson, Husson University, Bangor, ME Roundtable 10: The Wonderment of Discovery through Books, Self, and the World Deborah Wooten, University of Tennessee, Knoxville Roundtable 11: Learning to Read the World with NBGS Michael Young, University of Iowa, Iowa City

D.26 Discovering and Unleashing Student Voices and Creating a Confident M Identity: Presenting Authors Whose M S Award-Winning Books Inspire and Empower Students 372 B Award-winning authors will discuss their research, idea formation, unique writing styles, and creative ways they engage and inform readers, and ways they give voice to characters who share similar, real-life experiences, issues, circumstances, and concerns with readers, and whose lives bring relevance and opportunities to connect with today’s diverse students.

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D.27 NCTE AUTHOR STRAND: Discussion Pathways to Literacy Learning S 371 D Participants will explore how authentic discussion with peers helps middle and high school students learn procedures for writing and for close examination of literature. The session will also demonstrate strategies for engaging learners in rational and civil deliberations about consequential matters, even when the issues may make some discussants uncomfortable. Chair: Shannon McMullen Presenters: Elizabeth Kahn, Northern Illinois University, DeKalb, IL Thomas McCann, Northern Illinois University, DeKalb Carolyn Walter, Northern Illinois University, DeKalb Respondent: Gabrielle Caputo, Lakes Community High School, Lake Villa, IL

D.28 Raising Student Voice through Poetry: Hip-Hop, Spoken Word, and E Global Change M M S

360 F

From Tupac to Twitter, from global concerns to powerful change, join educators in exploring ways students used poetic forms to care for themselves, one another, and the world. Chair: Amy Korst, Willamina High School, OR Presenters: Sarah Chan, Julius West Middle School, Rockville, MD

Alison Daniels, Thomas Viaduct Middle School, Hanover, MD Eileen Hughes, Sheridan School, Washington, DC Jacqueline LaRose, Eastern Michigan University, Ypsilanti Valerie Struthers Walker, Gustavus Adolphus College, St. Peter, MN

D.29 Más Fuerte Together: A Roundtable on the Current State of Latinx E Publishing and Readers M TE

352 DEF In this roundtable session, Latinx authors will lead a vibrant, meaningful discussion about using books and writing to open doors.

Chair: Lilliam Rivera, Simon & Schuster Roundtable 1: Que Hay de Nuevo? Introducing Exciting New Voices in 2018 Nonieqa Ramos, Aida Salazar Roundtable 2: Slam! Poetry and Performance as Social Change Isabel Quintero, Elizabeth Acevedo Roundtable 3: Deceptively Simple: Using Picture Books to Go Deep Emma Otheguy, Duncan Tonatiuh Roundtable 4: The Power of Two: Incorporating Bilingual Books in the Classroom Guadalupe McCall Garcia, David Bowles Roundtable 5: Girl Power, Latinidad, and the Contemporary YA Novel: Where it All Meets Meg Medina, Lilliam Rivera Roundtable 6: Latinx All-Stars! Using Award-winners (Las Américas Award, Tomás Rivera Award, Pura Belpré) with Your Students Cindy Rodriguez, Celia Perez Roundtable 7: Not So Distant History: Stories of Latinx Heroes and Sheroes Margarita Engle, Veronica Chambers Roundtable 8: It’s Not All Triste! Humorous and Family Stories Diana Lopez, Anna Meriano Roundtable 9: Borders and Belonging: Using YA and Adult Lit to Discuss the Meaning of Home Natalia Sylvester Roundtable 10: We Contain Multitudes: Latinx Representation in Fantasy Daniel Jose Older, Jennifer Cervantes Roundtable 11: Let’s Hear it for the Boys: Masculinity Portrayal in MG and YA Literature Pablo Cartaya, Fred Acevesr

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FRIDAY

Chair and Presenter: Donna Knoell, educational consultant, Shawnee Mission, KS Presenters: Sharon M. Draper, Simon & Schuster, “Crafting Stories in Which Characters Overcome Obstacles, Trauma, and Tragedy, and Using Them to Help Readers Find Their Own Voice and Identity: Helping Students Discover, Liberate and Raise Their Voices!” Brigid Kemmerer, “Telling Stories with Characters Who Live with Real-Life Fear and Potential Danger: Helping Students Recognize the Similarities between Their Own Lives and Those of Story Characters, and Then Finding Their Voices and the Courage to Speak Up and Be Heard” Gabby Rivera, “Sharing Stories with Characters Who Give Voice to Readers Who Share Similar Life Issues” Renée Watson, Bloomsbury Children’s Books, “Searching for Self: Using Powerful Stories to Help Students Discover Their Voice, Develop Confident Identities, and Overcome Feelings of Being Marginalized”

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.30 Developing Identity, Empathy, and Community through Daily Picture E Book Read-Alouds M GRAND BALLROOM B

Sharing picture books helps students develop identity and empathy, build classroom community and engagement, and address curriculum standards at all grade levels. Learn the benefits of implementing #classroombookaday and participate in roundtable conversations with a variety of educators and authors/illustrators on leveraging the power of picture books with your students. Chair and Presenter: Jillian Heise, Kenosha Unified School District, WI Roundtable Leaders: Patrick Andrus, Eden Prairie Schools, MN James Bailey, Hemmeter Elementary School, Saginaw, MI Chris Barton, Austin, TX Shawn Harris Jeremiah Henderson Susan Hood Molly Idle Jess Keating Hena Khan, Simon & Schuster and Chronicle Books Michele Knott, CCSD 46 - Meadowview School, Grayslake, IL Minh Lê Juana Martinez-Neal, Candlewick Press Daniel Miyares, Random House Children’s Books Il Sung Na Kristen Picone, RJO Intermediate School, Kings Park, NY Cindy Schwind, Greece Central School District, Rochester, NY Jenny Seiler, Woodworth Middle School, Fond du Lac, WI Katherine Sokolowski, Monticello Middle School, IL Allison Stout, Remington Traditional School, Maryland Heights, MO Cassie Thomas, Walnut Springs Elementary, New Braunfels, TX

D.31 Critical Conversations in Teacher Education TE 342 ABDE This varied group of roundtable presenters combines multiple approaches to contemporary English teacher education. Presenter: Luke Rodesiler, Purdue University, Fort Wayne, IN Roundtable Leaders: Maria Acevedo, Texas A&M University, San Antonio Lindsay Beatty, University of Massachusetts, Boston Kate Brodeur, Bowling Green State University, OH Ruth Caillouet, Georgia Gwinnett College, Lawrenceville Lauren Eutsler, University of North Texas, Denton Dorea Kleker, University of Massachusetts, Boston Michelle McAnuff-Gumbs, The College of Saint Rose, Albany, NY Todd McCardle, Eastern Kentucky University, Richmond Nathaniel Murray, University of Florida, Gainesville Rachael Shah, University of Nebraska, Lincoln T. Hunter Strickland, University of Georgia, Athens S. R. Toliver, University of Georgia, Athens Kinga Varga-Dobai, Georgia Gwinnett College, Lawrenceville

D.32 Strengthening Young Children’s Voices, Cultural Perspectives, E Creativity, and Multimodal Stories TE through Global Picture Books 351 F The presenters will share examples of global picture books used in grades K–3 and show how examining meanings in the art and writing strengthened children’s voices, cultural perspectives, creativity, and multimodal stories. How the teachers discussed the art and examples of children’s stories showing their critical/symbolic thinking will be included. Chair: Prisca Martens, Towson University, MD Presenters: Michelle Hassay Doyle, Pot Spring Elementary, Baltimore, MD Laura Fuhrman, Pot Spring Elementary, Baltimore, MD Jenna Loomis, Seventh District Elementary School, Baltimore, MD Ray Martens, Towson University, MD Elizabeth Soper, Pot Spring Elementary, Baltimore, MD Robbie Stout, Franklin Elementary, Baltimore, MD

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.34 Stories for Troubled Times: Trauma and Testimony in Children’s and YA E Literature M M S

371 F

Three research sessions highlight the reading and teaching of literature and young adults, focusing on trauma and testimony for our troubled times—from Hurricane Katrina to genocides of the past and our refugee crisis. Yet each study documents both hope and ways of teaching literature for social justice.

Choice and voice. Freedom and empowerment. Well-designed book groups, especially those that tackle tough topics like race, discrimination, and “the other,” provide safe spaces for students to read about and discuss the most challenging social justice issues of our day. Your takeaway: Three fully tested, readymade units you can use.

D.35 Writing into Discomfort: Cultivating Student Voice on Sticky Subjects in M S Troubled Times 371 C Like writing, working toward social justice is never finished. And like writing, it is uncomfortable work. In this session, we share three writing activities that push students to the edge of their thinking and then beyond, into the productive and experimental space just outside of what they imagine as possible. Presenters: Andrea Avery, Phoenix Country Day School, Paradise Valley, AZ Nishta Mehra, Phoenix Country Day School, Paradise Valley, AZ Courtney Rath, Phoenix Country Day School, Paradise Valley, AZ

D.36 Project-Based Learning and Passion Projects in the Literacy Classroom E 361 A Learn ways to explore, launch, design, and manage purposeful and powerful projectbased learning experiences in this panel sharing experiences from classrooms across the country.

Presenters: Shea Kerkhoff, University of Missouri, St. Louis Emily Roderique, Webb City Junior High, MO Amber Widmier, Humble Independent School District, TX Jennifer Woodall, Humble Independent School District, TX

Presenters: Margaret Groninger, Mamaroneck High School, NY Mary Beth Jordan, Mamaroneck High School, NY Waldina Pineda, Mamaroneck High School, NY

D.38 Raising Student Voice through Student-Created Theater G TE

372 A Watch high school-aged actors from Looking In Theatre present dramatic scenes they’ve created; have a dialogue with them as the characters they portrayed and as themselves. Discuss with them and with adult presenters how this process works and how using theater can raise student voice. No theater experience necessary.

Presenters: Jonathan Gillman, Greater Hartford Academy of the Arts, CT Kelly Lyman Pamela Nomura, Crec Arts Academies Prek–12/Trinity College, Hartford, CT Leslie Torres-Rodriguez

D.39 First Do No Harm: Responsible, Empowering Accountability of M Independent Reading through M S Self-Assessment 352 A To nurture a life longreading habit, we can and should place assessment firmly in the hands of developing readers, building support, community, reflection, and resilience. Learn how to manage a choice-based reading classroom by facilitating student-run reading conferences, using weekly and quarterly self-assessments, and intervening when a reader needs support. Presenters: Kate Flowers, Santa Clara Unified School District, CA Anna Osborn, Jefferson Middle School, Columbia, MO

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370 A

Chair: Haley Shaffer, Poland Middle School, OH Presenters: Julie Carbaugh, University of Georgia, Athens Lauren Elizabeth Reine Johnson, Michigan State University, East Lansing Stephanie F. Reid, Arizona State University, Tempe

M M S

D.37 Daring to Teach What We Must: Using Book Groups as a Forum (and M Form) of Social Justice M S

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D SESSIONS / 11:00 A.M.â&#x20AC;&#x201C;12:15 P.M. D.40 Voices of English Learners: Supporting Multilingual Students E with Story Slams, Stations, and M Technology M S 361 D

Educators from across the country share innovative and effective approaches to supporting multilingual students. Chair: Angela Spires, The Davidson Academy, Reno, NV Presenters: Amy Brooks, EMC Publishing Stacy Courtright, EMC School, Minneapolis, MN Tessla Donovan, Ellington Public Schools, CT Tatiana Oliveira, Furman University, Greenville, SC Bobbi Siefert, Furman University, Greenville, SC Elizabeth Simison, Miss Porterâ&#x20AC;&#x2122;s School, Farmington, CT

D.41 Giving Voice to Women in the Past to Empower Women in the Future G 361 C Three prominent authors share how they give voice to important women of the past, as a model for the work that needs to continue to empower female students today. Strategies for using such titles in the classroom will be shared to promote interdisciplinary thinking and social justice. Presenters: Kelly Bull, Notre Dame of Maryland University, MD Margarita Engle, Simon & Schuster Lita Judge, Atheneum Books for Young Readers and Roaring Brook Press, Macmillan Cheryl North, University of Maryland Baltimore County Lois Stover, Marymount University, Arlington, VA

D.42 From Exploration to Analysis to Action: Empowering Student Writers M to Discover Their Voices through M S Self-Selected Topics, Textual C Analysis, and Argumentative Writing

D.43 Raising Student and Teacher Voice for Active Learning and Active G Change TE 352 C When we invite students to engage in critical thinking of their world, students raise their voices for change. This session will invite teachers to explore anecdotes of authentic literacy and service-learning experiences to encourage student-led efforts for raising their voice and making change. Chair: Mitchell Nobis, Birmingham Public Schools, MI Presenters: Janelle Bence, North Star of Texas Writing Project, Denton Jessyca Mathews, Red Cedar Writing Project, East Lansing, MI Dawn Reed, Red Cedar Writing Project, East Lansing, MI Elana Waugh Respondent: Jeffrey Wilhelm, Boise State University, ID

D.44 Using Informational Texts with Digital Tools to Promote Equality M and Social Justice: From EL to AP M S 372 F Attendees will take away various digital tools to use in their classrooms and ideas about selecting and then utilizing informational texts that promote equality and social justice. AP students through students just learning English can engage and discuss texts through the use of digital tools. Presenters: Jessica Bell, Warren Central High School, Indianapolis, IN Juli Wakeman, Warren Central High School, Indianapolis, IN

352 B In this interactive session, join three practicing teachers in a discussion of rhetorical strategies, writing tips, and rationales for using relevant social issues to teach argument writing across grade levels. Participants will leave with sample lessons, materials, and templates that they can apply in their own classrooms. Presenters: Mary Buckelew, West Chester University, PA Karen MacNamara, Kennett Middle School, PA Kelly Virgin, West Chester University, PA

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.45 It’s Kind of a Funny Story: How Diverse and Humorous Novels M Engage, Enlighten, and Empower M S Students TE

D.47 Improving Written Literacies with M S Audio C TE

380 B

Chair and Presenter: Sarah Ressler Wright, Rutherford B. Hayes High School, Delaware, OH Presenters: Ava Dellaira Maurene Goo, Carolyn Mackler Nisha Sharma, Penguin Random House Respondent: Erica Backhurst, Rutherford B. Hayes High School, Delaware, OH

Chair: Julie Carman, Notre Dame Preparatory School, Pontiac, MI Presenters: Melvin Beavers, University of Arkansas, Little Rock Marianne Cotugno, Miami University, Middletown, OH Ben Spanbock, University of California, Berkeley

D.48 Keep It Nuanced, Y’all: Disagreeing without Being Disagreeable in the G Classroom and Beyond 371 B Join the hosts of the Pantsuit Politics podcast, Beth Silvers and Sarah Stewart Holland, along with two classroom teachers, to discuss the ways in which we can bring civility and nuance back into debates and disagreements in our classrooms, schools, and homes.

D.46 I’m New Here. What’s My Voice? S

380 D One school will share how they embraced and empowered newly arrived language learners through cultivating a community where students share their own stories and culture. Audience members will read students’ writing and view videos about the experience of moving to a new country and students finding their voice.

Presenters: Anthony Fontana, Lewisville Independent School District, TX Holly Genova, Lewisville Independent School District, TX Hailey Pickard, Lewisville, TX

Panelists share ways that producing audio files and/or working in synchronous audiovisual environments can improve students’ literate practices.

FRIDAY

Authors Carolyn Mackler, Ava Dellaira, Maurene Goo, and Sara Saedi will talk about how they balance humorous, romantic, and serious story elements and will offer suggestions to teachers for how to empower students to write their own stories. Further suggestions regarding practical classroom activities and diverse book collection development provided.

350 E

Chairs: Sara Kajder, University of Georgia, Athens Beth Shaum, St. Frances Cabrini Catholic School, Allen Park, MI Presenters: Sarah Stewart Holland, Pantsuit Politics Beth Silvers, Pantsuit Politics

D.49 Folger Shakespeare Library: M Teaching Literature for Social Change Starts with Us M S C TE

350 F Words matter. Our students’ voices matter. Learn strategies for using literature as a way into difficult—and essential—classroom conversations about race, identity, and community. Practice working with Shakespeare and contemporary texts, using resources created and tested by the Folger and excellent classroom teachers.

Presenters: Donna Denizé, St. Albans School for Boys, Washington, DC Mark Miazga, Baltimore City College High School, MD Peggy O’Brien, Folger Shakespeare Library, Washington, DC Amber Phelps, Baltimore City College High School, MD

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D SESSIONS / 11:00 A.M.â&#x20AC;&#x201C;12:15 P.M. D.50 Advocating for the Imagination: Using Fairy Tales in the Classroom M M S C

381 C This panel seeks to capitalize on the popularity of fairy tales in popular culture and to use traditional fairy stories as a way of interrogating individual and cultural beliefs. In this interactive session, presenters will discuss how to use fairy tales in the secondary and college classrooms.

Presenters: April Brannon, California State University, Fullerton David Pegram, Paradise Valley Community College, Phoenix, AZ Elle Yarborough, Northern Essex Community College, MA

D.51 The Intersection of Identity and Literacy: Habits That Shape M Classroom Practices M S 381 B

C TE

Presentation/conversation about adolescent identity and its connections to literacy. What are students doing as they form and share identities? How do students determine what they post about self, others, and content? How do students choose a mode for sharing? How can teachers help support this work of their students?

Chair: Emily Pendergrass, Vanderbilt University, Nashville, TN Presenters: Maggie Bryant, Vanderbilt University, Nashville, TN Kama Konda-Varilek, Harrisburg High School, SD

D.52 High School Writing Centers: Research into Inquiry and M S Collaboration C TE

370 B This session features research on high school writing centers.

Chair: Earl Aguilera, California State University, Fresno Presenters: Tommy Jolly, Georgia State University, Atlanta Emily Plummer, University of Pennsylvania, Philadelphia Amy Stornaiuolo, University of Pennsylvania, Philadelphia

D.53 Gatsby, A Raisin in the Sun, and Inequality Today: Nurturing M Student Voices about Equity and M S Justice C

330 A Using print and multimedia texts, this session unpacks connections between The Great Gatsby, A Raisin in the Sun, and inequality today. Our interactive workshop will demonstrate innovative text pairings and classroom activities that allow students to explore inequality in these literary texts and find their voices in relation to equity and justice. Presenters: Susan Chenelle, University Academy Charter High School, Jersey City, NJ Audrey Fisch, New Jersey City University, Jersey City

D.54 Becoming a Critical Reader of Visual Images in Picture Books E 362 ABC Teaching for social justice and encouraging student voices include supporting students in critically interacting with the visual images that surround their daily lives. This session highlights tools that can be used to critique images in picture books, particularly the ways in which those images influence readersâ&#x20AC;&#x2122; attention and interpretations. Chair and Presenter: Kathy G. Short, University of Arizona, Tucson Presenters: Seemi Aziz-Raina, University of Arizona, Tucson Susan Corapi, Trinity International University, Deerfield, IL Desiree W. Cueto, Western Washington University, Bellingham Mary Fahrenbruck, New Mexico State University, Las Cruces Holly Johnson, University of Cincinnati, OH Hee Young Kim, University of Arizona, Tucson Janelle Mathis, University of North Texas, Denton Megan McCaffrey, Governors State University, University Park, IL Junko Sakoi, Tucson Unified School District, AZ Janine Schall, University of Texas Rio Grande Valley, Edinburg Tracy Smiles

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.55 The Transformational Power of the Joy of Reading and Writing E M M S TE

362 DEF

351 B

Recapturing the joy and power of reading, writing, and storytelling, these experts will frame an inclusive movement for literacy that helps all educators create culturally responsive, transformational learning environments of comprehension, engagement, and promise for every student as a reader and a writer.

Chair: Kylene Beers, author and consultant, The Woodlands, TX Kwame Alexander Pam Allyn, Scholastic, Inc. Donyall Dickey, Scholastic, Inc. Ernest Morrell, University of Notre Dame, IN

D.56 Reading Justice, Reaching Justice M M S C

D.57 What We Talk about When We Talk about Racism: Digging Deeper with M S Discourse Analysis C

371 E Project LIT founder Jarred Amato and three authors of young adult narratives will discuss how books about justice can be used to engage readers and open up empathic dialogue about daunting topics like race, gender, and forgiveness, helping students discard polarizing frameworks in favor of compassionate and complex conversation.

Presenters: Jarred Amato, Maplewood High School, Nashville, TN Tradebook Authors: Tiffany Jackson Dashka Slater, Farrar, Strauss and Giroux, an imprint of Macmillan Nic Stone, Random House Children’s Books

This presentation demonstrates how analysis of discourse supports teachers’ and students’ reflections of their own and others’ voices, exposing ideologies in what they read and say. Presenters reveal nuance in controversial conversations through their research on students’ written reflections on racism and Eula Biss’s stories of race in America. Chair: Naitnaphit Limlamai, University of Michigan, Ann Arbor Presenters: Sarah Hughes, University of Michigan, Ann Arbor Adelay Elizabeth Witherite, University of Michigan, Ann Arbor

D.58 Creative Writing Improves Learning M M S C

351 A Panelists share creative writing strategies designed to improve student empathy and confidence.

Chair: Kristina Perez, Tor Teen, Macmillan Presenter: Sheela Chari, Mercy College, Dobbs Ferry, NY

D.59 Creating a Positive School Culture through Poetry E 351 D Successful educational leaders build regular “touch points” into their routines starting with morning announcements. Poetry can be a powerful tool for creating a motivating environment and offering a shared literary experience. A school principal, professor, author, and poet will demonstrate ways to build a cohesive school culture through poetry. Presenters: Kari Holt, Chronicle Books Tom Marshall, Paramus Public Schools, NJ Sylvia Vardell, Texas Woman’s University, Denton Janet Wong, Pomelo Books

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D SESSIONS / 11:00 A.M.–12:15 P.M. D.60 #BlackLivesMatter and Afrocentric Praxis for Every Classroom E 350 A We will explore how teachers relearn and reclaim African roots of civilization as an important tool to dismantle Eurocentric curriculum. Pedagogies drawing from African cultural principles take us back to the cradle of civilization and allow us to repay the debt owed to those whose histories were stolen through colonization. Presenters: Janice Baines, Bradley Elementary School, Columbia, SC Gloria Boutte, University of South Carolina, Columbia George Johnson, Susi Long, University of South Carolina, Columbia Carmen Tisdale, Burnside Elementary, Columbia, SC Kamania Wynter-Hoyte, University of South Carolina, Columbia

D.61 Assignments Matter: Go-To Tools for Teachers E M M S TE

360 ABC Teacher leaders share tools for developing effective, standards-based writing assignments that were created during a twoyear professional development experience led by the National Writing Project. Participants will engage with several tools and create their own Monday-ready assignment.

Chair: Benjamin Koch, Adelson Educational Campus, Las Vegas, NV Roundtable Leaders: Margaret Brewer Fredeisha Harper Darrington, University of Alabama at Birmingham Sharonica Nelson, University of Alabama at Birmingham Darnese Olivieri Rachel Piven, KAPPA International High School, New York, NY Molly Sherman, Harvest Collegiate High School, New York, NY

D.62 Accessing Digital Literacies to Amplify Student Voice E M TE

371 A Presenters will share digital poetry in writing workshop and then consider how new media literacies crosswalk with Common Core Anchor Writing Standards.

Chair: Jennifer Kelly, Woodstown-Pilesgrove Regional School District, NJ Presenters: Christine Kyser, University of Northern Colorado, Greeley Suzette Youngs, University of Northern Colorado, Greeley

D.63 Remixing and Remediating Student Voices M S C TE

351 C Panelists demonstrate how multiple media allow students to remix and remediate themselves, their voices, and their writing.

Chair: Rebecca Maldonado, University of Oklahoma, Noble Presenters: Rana Bhat, University of Texas at El Paso Krista Jackman, University of New Hampshire, Durham Melody Niesen, Northland Pioneer College, Show Low, AZ Shuv Raj

D.64 POSTER SESSION: Cultivating New Voices among Scholars of Color G 350-360 PREFUNCTION In this session, fellows in the 2018–2020 cohort of the Cultivating New Voices among Scholars of Color (CNV), sponsored by the Research Foundation of NCTE, present their research and address questions from participants. Poster 1: Conciencia Bilingüe: The Multilingual and Academic Writing Practices of Undocumented Immigrant Activists Sara P. Alvarez, Queens College, CUNY Poster 2: Emergent Bilinguals’ Development of Scientific Disciplinary Knowledge through Multimodal Texts Lucía Cárdenas Curiel, Michigan State University, East Lansing

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D SESSIONS / 11:00 A.M.–12:15 P.M. Poster 3: Racial Awareness and the Literacy MeaningMaking Practices of Young African American Children in an Urban Community School Wintre Foxworth Johnson, University of Pennsylvania, Philadelphia Poster 4: Endless Mourning: Racial Melancholia, Black Grief, and the Transformative Possibilities for Racial Justice in Literacy Education Justin Grinage, University of Minnesota, Minneapolis

Poster 6: Translingual Practices: Invisible Literacies in a Multilingual Classroom Lydiah Kananu Kiramba, University of Nebraska, Lincoln Poster 7: Literacy Teachers’ Enactment of Critical Pedagogy with Multicultural Children’s Literature Saba Khan Vlach, The University of Texas at Austin Poster 8: Reimagining Writing Instruction through Writing Groups: A Landscape of Contradictions, Care, and Agency Kira LeeKeenan, The University of Texas at Austin

382C Sponsored by Pearson Pearson showcases the newest Literacy Solution for Texas, myView Literacy K–5 and myPerspectives 6–8; a balanced approach to teaching reading, writing, speaking, listening, and thinking through reading and writing workshops. The all-new, print and digital curriculum includes authentic texts and minilessons, flexible resources, and meaningful differentiation. Inspire every student to see the world with fresh eyes, to share their ideas and shape their stories.

FRIDAY

Poster 5: Love, Hope, Resistance: Teaching in an Educational Space That Embraces Blackness Davena Jackson, Michigan State University, East Lansing

D.65 EXHIBITOR SESSION: Create Your Story with Texas myView & E myPerspectives . . . the BEST K–8 M Literacy Solution

Presenters: Stephanie Bridges, Pearson, Literacy Specialist Becky Howard

Poster 9: Mirroring the Latinx Immigrant Experience through Culturally Relevant Texts María Leija, University of Texas Rio Grande Valley, Edinburg Poster 10: Leveling the Linguistic Landscape: A Formative, Professional Learning Series for Teachers of African American Adolescents Teaira McMurtry, Cardinal Stritch University, Milwaukee, WI Poster 11: Supporting Teachers of Color through Service-Learning Practicum Opportunities Joaquin Muñoz, Augsburg University, Minneapolis, MN Poster 12: Reading “Racial Grammar”: Latinx Students’ Racial Literacy in a Secondary Ethnic Studies Classroom Arturo Nevárez, University of California, Riverside Poster 13: Signifying from the Periphery: Leveraging the Racial Consciousness of Students of Color to Cultivate Teacher Racial Literacy Tiffany M. Nyachae, Buffalo State College, SUNY Poster 14: Building Alternative Worlds: Thirdspace As a Site of Learning, Communing, and Reimagining Ah-Young Song, Teachers College, Columbia University, New York, NY

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FRIDAY LUNCHEONS 11:30 A.M.–1:30 P.M. Middle Level Section Luncheon GRAND BALLROOM C Presiding: Christopher Lehman, The Educator Collaborative, Astoria, NY Speaker: Linda Sue Park Linda Sue Park is the author of the Newbery Medal-winning book A Single Shard and the bestseller A Long Walk to Water. She has written several acclaimed picture books. She lives in Rochester, New York, with her family.

AWARD RECOGNITION Richard W. Halle Award for Outstanding Middle School Educator Recipient: Rozlyn Linder, Douglas County Schools, Douglasville, GA (awarded posthumously) Outstanding Middle Level Educator Award Recipient: Yolanda Gonzales, The Joe Barnhart Academy, Beeville, TX Linda Rief Voices from the Middle Award Recipient: Shelly K. Durham, Central Junior High, Moore, OK, “Some Things a Poet Does: Sharing the Process” (December 2017) Honorable Mention: Peter Anderson, Thomas Jefferson Middle School, Arlington, VA, and Katie Kraushaar, Webster Groves School District, St. Louis, MO, “We Must Write Together” (December 2017)

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11:30 A.M.–1:30 P.M. ELATE Luncheon GRAND BALLROOM A

Jake Hamilton

Speaker Introduction: Sophia Sarigianides, Westfield State University, MA

FRIDAY

Presiding: Mollie V. Blackburn, The Ohio State University, Columbus

Speaker: David Levithan David Levithan is the author of many acclaimed and bestselling YA novels, including Every Day; Another Day; Boy Meets Boy; Nick & Norah’s Infinite Playlist (with Rachel Cohn); Two Boys Kissing; and Will Grayson, Will Grayson (with John Green). His newest novel written with Rachel Cohn, Sam and Ilsa’s Last Hurrah, was published in April, and his sequel to Every Day, titled Someday, will be published in September. By day, David is an editor and publisher of other people’s children’s and YA novels. By night, he sleeps in New Jersey. A book signing will follow the event.

ELATE AWARD RECOGNITION Janet Emig Award for Exemplary Scholarship in English Education Presenter: Christian Z. Goering, University of Arkansas, Fayetteville Recipient: Danny C. Martinez, University of California, Davis, “Imagining a Language of Solidarity for Black and Latinx Youth in English Language Arts Classrooms” (January 2017) Richard A. Meade Award Presenter: Tonya Perry, University of Alabama at Birmingham Recipient: Donna L. Pasternak, University of Wisconsin-Milwaukee; Samantha Caughlan, independent scholar and consultant, Lansing, MI; Heidi L. Hallman, University of Kansas, Lawrence; Laura Renzi, West Chester University of Pennsylvania; and Leslie S. Rush, University of Wyoming, Laramie James Moffett Memorial Award for Teacher Research Presenter: Leslie S. Rush, University of Wyoming, Laramie Recipients: Mary Vlasis Osborn, Campus School, University of Memphis, TN, and Scott Storm, Harvest Collegiate High School, New York, NY Geneva Smitherman Cultural Diversity Grant Presenter: Amanda Haertling Thein, University of Iowa, Iowa City Recipient: Nathaly Batista-Morales, The University of Texas at Austin Rewey Belle Inglis Award for Outstanding Service Relating to the Role and Image of Women Presenter: Mollie V. Blackburn, The Ohio State University, Columbus Recipient: Stephanie Anne Shelton, University of Alabama, Tuscaloosa

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E SESSIONS / 12:30–1:45 P.M. E.01 TEXAS STRAND: Supporting Creativity and Choice in Literacy S Workshop: Grading Skills and Focusing on Feedback 332 F So often we commit to promoting student choice in texts and topics but soon find managing all the different learning processes and products to be a challenge. Reporting grades become a daunting task. Share our journey into focusing on skills with feedback. It changed our teaching and our learning. Presenter: Kelly Oliver, Katy Independent School District, TX

E.02 Raising Students’ and Teachers’ Voices: Critical Systemic Functional M Linguistics in Action with M S Multilingual Youth TE 351 A Sponsored by the North American Systemic Functional Linguistics Association This panel explores critical uses of Halliday’s theory of systemic functional linguistics in teaching and research in multilingual youth literacy practices in secondary classrooms and in an arts-based afterschool program. The purpose of this panel is to respond to the rise of raciolinguistic ideologies shaping public schooling and teacher education. Chair: Peter H. Fries, Central Michigan University, Mount Pleasant Presenters: Meg Gebhard, University of Massachusetts, Amherst, “Introduction to Critical SFL Approaches to Teaching Literacy” Holly Graham and Elizabeth Marsh, University of Massachusetts, Amherst, “Middle Schoolers as Critical Discourse Analysts” Ruth Harman, Jason Mizell, and Nicole Siffrinn, University of Georgia, Athens, “Critical SFL Praxis through a Combined Teacher Education and After-School Arts Program”

E.03 Remixing Young Adult Voices: Using Digital and Visual Tools to G Foster Textual Engagement TE 342 ABDE Sponsored by the Studies in Literacies in Multimedia Assembly This session examines how adolescents compose multimodal responses to young adult literature to craft more authentic voices in the classroom and implement visual literacy. Participants will have the opportunity to attend three roundtables offering practical examples implementing a range of technology-based responses and sharing strategies for this work in classroom. Chair: Jennifer Dail, Kennesaw State University, GA Roundtable 1: Emojis, #Hashtags, and Texting, Oh My!: Remixing Shakespeare in the ELA Classroom Michelle Falter, North Carolina State University, Raleigh Crystal Beach, Buford High School, GA Roundtable 2: We Too Are Connecticut—The Digital Ubuntu Project Bryan Ripley Crandall, Fairfield University, CT Shaun Mitchell, Central High School, Bridgeport, CT Kim Herzog, Westport Public Schools, CT Roundtable 3: Song of Myself: YA to Support a Critical Digital Identity Fawn Canady, University of Nevada, Las Vegas Kymberly Martin, Nevada State College, Henderson Chyllis Scott, University of Nevada, Las Vegas Roundtable 4: Preservice English Teachers Flip the Teaching of Young Adult Literature Amy Piotrowski, Utah State University, Vernal Roundtable 5: #iread #iwrite #iteach: Mashing Up Participatory Culture and Critical Inquiry with YAL in the ELA Classroom Steffany Comfort Maher, Indiana University Southeast, New Albany Roundtable 6: Consuming and Composing Graphic Narratives as Preservice Teachers: Fostering Multimodal and Digital Literacy Mike P. Cook, Auburn University, AL Brandon L. Sams, Iowa State University, Ames Roundtable 7: Utilizing Young Adult Literature as a Catalyst for Social Change Kathryn Bailey, Hampton High School, GA Roundtable 8: Critical Literacy Engagements toward Justice and Hope Breanne Huston, University of Georgia, Athens

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E SESSIONS / 12:30–1:45 P.M. Roundtable 9: Infusing YAL into the Virtual Classroom Brooke Eisenbach, Lesley University, Cambridge, MA Paula Greathouse, Tennessee Tech University, Cookeville Jennifer Farnham, Florida Virtual School

Roundtable 11: Remix to Empower Student Voice Anete Vásquez, Kennesaw State University, GA Roundtable 12: Young Adult Literature as a Springboard to Civic Engagement Kristen Hawley Turner, Drew University, Madison, NJ Dawn Reed, Red Cedar Writing Project, East Lansing, MI Respondent: Shelbie Witte, Oklahoma State University, Stillwater

E.04 From Striving to Thriving— Strategies to Jump-Start Writers G 352 DEF Explicit writing instruction and engaged creativity are not mutually exclusive. Presenters will share strategies that lead to well-written texts that complement any existing writing program and work as standalone lessons. These writing element-based approaches, or frameworks, are also useful as formative assessment and encourage students to revise. Presenters will share three classroom-tested strategies and the overarching process used to implement them. Presenters: Sara Holbrook, Scholastic, Inc. Katie Lufkin, Hillside Elementary School, Ashburn, VA Michael Salinger, Scholastic, Inc.

E.05 Creating Dialogue across Generations of Scholars: G Revolutionary Scholarship for and TE with Latinx Students, Families, and Communities 332 ABC

Chair, Roundtable Leader, and Mentor: Laura Gonzales, The University of Texas at Austin Roundtable Leaders and Mentors: Laura Alamillo, Fresno State University, CA Damián Baca, University of Arizona, Tucson Limarys Caraballo, Queens College, CUNY Sybil Durand, Arizona State University, Tempe Patricia Enciso, The Ohio State University, Columbus María Fránquiz, University of Utah, Salt Lake City Antero Garcia, Stanford University, CA Juan Guerra, University of Washington, Seattle Ramon Antonio Martínez, Stanford University, CA Jaime Armin Mejía, Texas State University, San Marcos Renee Moreno, California State University, Northridge R. Joseph Rodríguez, California State University, Fresno Timothy San Pedro, The Ohio State University, Columbus

FRIDAY

Roundtable 10: The Gregarious Gatsby: Using Social Media and the Social Gatsby for Textual Engagement Dakoda Trenary-Bowling, Rowan County Senior High School, Morehead, KY

Graduate students and early-career scholars will receive mentorship on specific work. This session is open to anyone who is interested in Latinx issues in education.

E.06 Donald Graves Session: “Listen, We Have Something to Say!”: E Intersecting Student Voices, M Multicultural Literature, and Global M S Citizenship TE

350 D Sponsored by the Elementary Section Steering Committee An inservice teacher and teacher educators will share how they were able to harness the power of multicultural literature as a means to build connections between students’ identities and school literacy practices and create equitable writing opportunities in early childhood and elementary settings. Mentor texts will be shared. Presenters: Eliza Braden, University of South Carolina, Columbia Julia Lopez-Robertson, University of South Carolina, Columbia Jennifer Morrison, University of South Carolina, Columbia

Sponsored by the Latinx Caucus This roundtable session facilitates cross“generational” dialogue between graduate student/early-career researchers and midcareer/senior researchers within the Latinx Caucus, as well as general NCTE members.

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E SESSIONS / 12:30–1:45 P.M. E.07 Cultivating Students’ Voices in the Reading/Writing Workshop E M M S

GRAND BALLROOM B Roundtable topics present ways to showcase students’ voices in reading/writing workshops. The session opens with an original rap on this year’s NCTE theme by #thebowtieboys. Roundtable leaders discuss diverse ways to make students’ voices central to reading and writing through discussions, collaboration, written communication, and inquiry.

Roundtable 1: Explore Voice through Mentor Texts Ruth Culham, Roundtable 2: Raising Our Voices: Reading & Writing with Poetry Mentor Texts Rose Capelli, Pennsylvania Writing and Literature Project, West Chester Lynne Dorfman, Arcadia University, Glenside, PA Roundtable 3: Daring to Be Quiet So Students Can Be Loud Gravity Goldberg, Gravity Goldberg, LLC Renee Houser, Renee Houser Consulting, Easton, PA Roundtable 4: Creating a Classroom Culture of Engaging Dialogue Using Varied Student-Selected Independent Texts Mary Howard, Roundtable 5: Hearing All Student Voices: Enhancing Our Talk Moves to Invite All Students into Engaged Conversation, Reading, and Writing Ellin Oliver Keene, author and consultant, Littleton, CO

Roundtable 11: Books That Change Lives: How Connecting to Meaningful Texts Transforms SelfPerception and Builds Agency in the World Pam Allyn, Scholastic, Inc. Roundtable 12: Do You Hear What I Hear? The Role of Audience in Developing Voice Gretchen Bernabei, San Antonio Independent School District, TX Roundtable 13: Ten Entry Points for Student-Directed Inquiry Harvey Daniels, author and consultant, Santa Fe, NM Roundtable 14: Using the Writing-Reading Notebook to Cultivate Student Voices Linda Rief, Oyster River Middle School & University of New Hampshire Roundtable 15: Using Student-Led Discussions to Foster Inquiry, Collaboration, Communication, Negotiation, Decision Making, and a Growth Mindset Evan Robb Laura Robb, Daniel Morgan Intermediate School, Winchester, VA Roundtable 16: Using Student Voices to Elevate Our Teaching Pernille Ripp, teacher/Global Read Aloud, Madison, WI Roundtable 17: Strategies for Nurturing a StudentCentered, Student-Led Community of Readers Nancy Steineke, Illinois Writing Project, Brookfield Roundtable 18: Incorporating Voice into Academic Writing Assignments by Design Jim Burke, Burlingame High School, CA Roundtable 19: Empowering Students’ Voices through Inquiry in the Reading/Writing Workshop Releah Lent,

Roundtable 6: Young Writers: Standing Up by Writing Down Brian Kissel, Patty McGee, Gravity Goldberg, LLC

Roundtable 20: FLIP Scripts: Integrating the Art of Prosody in the Reading/Writing Workshop James Nageldinger,

Roundtable 7: I Hear Voices: Exploring a Small Set of Carefully Chosen Picture Books with Voice as Our Focus Lester Laminack, author and consultant, Dillsboro, NC

E.08 Implementing Social Justice in the M S Classroom: From Preservice to Inservice Educators TE

Roundtable 8: Students’ Voices Should Be Louder Than Ours: Student-Directed Collection Development and Book Recommendations Donalyn Miller, The Book Whisperer, Inc., Colleyville TX Roundtable 9: Partnerships and Clubs in Reading and Writing: Strategies for Supporting Collaboration Jennifer Serravallo, Roundtable 10: Literacy Tasks That Get the Students Doing the Doing, and Saying the Saying: Choice and Action in the Workshop Nancy Akhavan, Fresno State University, CA

350 A This multilayered approach to implementing social justice in the classroom explores preservice teachers’ attitudes toward social justice and moves into the different ways the work can be incorporated into the classroom. Attendees will walk away with ideas about how they might introduce or teach social justice in their own environments. Presenter: Alice Hays, California State University, Bakersfield Christian Munoz, Taft City School District, CA Julie Neff, Dodson High School, Mesa, AZ Chris Parsons, Keene State College, NH

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E SESSIONS / 12:30–1:45 P.M. E.09 Out of the Classroom and Into the World: Why Your Students Should M S Publish—and How and Where to Do It 380 C

Presenters: Christa Forster, The Kinkaid School, Houston, TX Virginia McEnerney, Alliance for Young Artists & Writers (Scholastic Art and Writing Awards) Katherine Schulten, New York Times Learning Network, NY

E.10 Storytelling as Advocacy: Fostering a Culture of Social Justice through G Banned Books and Creative Writing TE 320 C This panel presentation offers suggestions for how to incorporate advocacy in the English language arts classroom through studentdriven and growth-minded approaches to teaching literature and creative writing. It uses specific student examples to help demonstrate how banned books and creative writing work together as vehicles for promoting social justice. Presenters: Sara Beaster, Andrews High School, NC Michael Boatright, Western Carolina University, Cullowhee, NC Jill White, Andrews High School, NC

E.11 M S C TE

Passing It On: Creating a Legacy of Student Voices in the English Classroom 371 C This panel of a three-generation chain of English educator, her university students who became secondary English teachers, and a first-year college student of one of the teachers describes the literature and writing opportunities that allowed their immigrant and LBGTQ voices to be developed and heard.

E.12 M S

“Readiness Is All”: Access, Rigor, and Differentiation in the AP English Classroom 372 A Reconciling a tension felt by AP English teachers between prepping for the exam and engendering a love of literature, this session includes a range of techniques that provide students access and voice when we ask them to respond to complex texts, such as 1984, The Circle, and Hamlet, with rigor and style.

Presenter: Charles Youngs, West Allegheny High School, Pittsburgh, PA

E.13 M S

In the Margins: Failing Students, Students with Disabilities, and Students Excluded from Classroom Space 372 B Students take center stage and advocate not only for themselves, but also for their communities. For years, their stories have been missing in the classroom for a variety of reasons. This program taught them to find their voices, tell their stories, and change their world.

Presenter: Tammy Jones, Columbus City Schools, OH

E.14 Culturally Responsive Classrooms and the Arts: Poetry, Visual Arts, and E Storytelling TE 352 A The arts offer teachers and students multimodal invitations to share their voices and learn from the voices of others. This interactive session offers three examples of arts-based literacies engagement. Presenters: Bibiana Bermudez, Boerne Independent School District, TX Frances Gonzalez-Garcia, Trinity Elite Education & Co., San Antonio, TX Nina Sethi, Sheridan School, Washington, DC Veronica Vead, Northside Independent School District, San Antonio, TX

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How can publishing work help your students grow intellectually, socially, and emotionally— and as writers, artists, and citizens? Scholastic Art & Writing Awards and NYT Learning Network editors, along with teacher Christa Forster and two award-winning young writers, will show you powerful, practical ways to find meaningful public audiences.

Presenters: Susan Gardner, Walla Walla University, College Place, WA Emily Rogers, New York University, NY Damaris Saenz, Harvard Westlake, Los Angeles, CA Heidi Saenz, The Woodlands Christian Academy, TX

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E SESSIONS / 12:30–1:45 P.M. E.15 E M

What’s New in Miscue Analysis? Assessing Readers of Scientific Informational Texts

352 B

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This conversation session revisits miscue analysis in light of converging and diverging perspectives about what it means to read scientific informational texts. Participants will discuss strategies used by linguistically diverse readers, with data drawn from 150 reading miscue sessions. Presenters share new approaches to miscue coding of scientific texts.

To help build awareness and empathy in middle schoolers, we must expose our readers to a wide range of diverse literature. Two middle school educators and six authors will discuss how diverse literature can help build empathy, tolerance, awareness, and an understanding of social justice.

Chair and Presenter: Debra Goodman, Hofstra University, Hempstead, NY Keri-Anne Croce, Towson University, MD

E.16 Read-Aloud: Critical Literacy with Postmodern and Multicultural E Literature 352 C Interactive read-aloud with postmodern and multicultural children’s literature engages children and invites them to ask critical questions. Presenters: Wendy Gardiner, Pacific Lutheran University, Tacoma, WA Emily Wight, Michigan State University, East Lansing

E.17

Research Roundtable #4: Writing and Literacy Tools

M C M S TE 351 E

This research roundtable presents research on literacy tools. Chair: Melanie Clark, Marshfield High School, MO Roundtable Leaders: Deborah Aughey, Georgia Council of Teachers of English, Kennesaw Scott Gibbons, University of Cincinnati, OH Rebecca Harper, Augusta University, GA Noel Koontz, Academy of Science & Entrepreneurship, Bloomington, IN Isabelle Salazar, Stephen F. Austin High School, Austin, TX Justin Scholes, Arizona State University, Tempe Gustave Weltsek III, Academy for Science and Entrepreneurship, Bloomington, IN

E.18 M S

Using Diverse Literature to Build Awareness and Empathy in Middle Schoolers

Chair: Kellee Moye, Hunter’s Creek Middle School, Orlando, FL Tradebook Authors: Angela Dominguez, Macmillan Kari Holt, Chronicle Books Jennifer Richard Jacobson, Candlewick Jewell Parker Rhodes, Arizona State University, Tempe N.H. Senzai, Wiseman Books, Simon and Schuster Lindsey Stoddard, HarperCollins Respondent: Jennie Smith, Belton Middle School, SC

E.19 When Teachers Write, Students Write E 360 ABC In this presentation, participants who consider themselves writers, along with those who do not, will be guided to support diverse student writers by telling, writing, and sharing narratives from their own lives. Teachers who practice writing are better able to support the challenges and joys their students face. Chair: M. Colleen Cruz, Teachers College Reading and Writing Project, New York, NY Presenters: Kerri Hook, Special Music School PS 859, New York City, NY Connie Pertuz-Meza, PS 130, Brooklyn, NY Sarah Scheldt, PS 29, Brooklyn, NY

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E SESSIONS / 12:30–1:45 P.M. E.20 LGBTQ Literature in the Secondary Classroom: A Variety of E Perspectives M 372 DE

This powerful roundtable session will provide participants with a multitude of options when making literature decisions in regard to LGBTQ. Session topics include the following: culturally responsive teaching, diversity in literature, teaching LGBTQ-themed literature, the impact of using LGBTQ-themed literature on non-LGBTQ teens, and how to implement LGBTQ literature. There will also be an opportunity to exchange resources.

Chair: Janet Steinberg, TCRWP, Bronx, NY Roundtable Leaders: Amy Adam, Kansas City, KS, Public Schools Nicole Amato, University of Iowa, Iowa City Jacqueline Bach, Louisiana State University, Baton Rouge David Lee Carlson, Arizona State University, Tempe Robin Collins, Teachers College, Columbia University, New York, NY Kathryn Dixon, Texas A&M University–Commerce Anita Dubroc, Louisiana State University, Baton Rouge April Sanders, Spring Hill College, Mobile, AL Christine Stamper, The Ohio State University, Columbus Joseph Sweet, Arizona State University, Tempe Hannah Victory, Bearden High School, Knoxville, TN

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In this moderated panel, five YA authors describe how they use speculative elements— such as magic and superpowers—to explore diverse viewpoints, intersectionality, and systemic power structures. We will suggest ways in which science fiction and fantasy can be used as launchpads for classroom discussions of identity and foster tolerance among students. Chair: Ricci Yuhico, The New York Public Library, NY Presenters: Sarah Ahiers, Harper Teen (HarperCollins) and Hamline University, St. Paul, MN S. Jae-Jones, Wednesday Books/St. Martin’s Press C.B. Lee, Interlude Press Katherine Locke, Albert Whitman & Company Kristina Perez, Tor Teen/Macmillan and Imprint/ Macmillan

E.23 Practical Support in Making Book Clubs Tick E M M S

The Power of Quiet: Helping Introverts (Quietly) Speak Up 360 D Our author panel helps educators connect with the students who find it hardest to speak up: the introverts. Through exercises including poetry writing, literacy games, mentoring, journaling, and book talks, these five authors offer ideas on how to raise the volume on what introverted students have to offer in the classroom.

Presenters: Jennifer Bertman, Christy Ottaviano Books/Henry Holt/Macmillan Erin Entrada Kelly, Rosemont College, PA Nancy Tupper Ling, Putnam Young Readers/Penguin Tamara Ellis Smith, Random House/Schwartz & Wade Christina Uss, SCBWI, East Longmeadow, MA

371 D

361 A Learn ways to create book club experiences to support students in engaging, thoughtful, and community-oriented conversations around books. Educators from across the country will share specific projects and tips, including a book club structure to engage families!

Chair: Sarah Donovan, DePaul University, Chicago, IL Presenters: Zachary Sibel, Tohickon Middle School, Doylestown, PA Brett Vogelsinger, Central Bucks School District, Doylestown, PA

E.24 Navigating the Similarities and Differences of Writing at the S Secondary and College Levels C TE

351 D Panelists discuss the difficulties of, and provide suggestions for, negotiating differences between teaching and learning writing at the secondary and college levels.

Presenters: Scott Campbell, University of Connecticut, Hartford Kristen Marakoff, Travelers Rest High School, SC Richard Miller, Suffolk University, Boston, MA Paul “P. L.” Thomas II, Travelers Rest High School, SC Kristen Weinzapfel, North Central Texas College, Gainesville 2018 NCTE ANNUAL CONVENTION PROGRAM

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M S

E.22 In Other Worlds: How YA Science Fiction and Fantasy Explores M Identity M S

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E SESSIONS / 12:30–1:45 P.M. E.25 Supporting Chinese Students Learning English C TE

351 F Presenters share research and pedagogies about teaching English to Chinese students in varied environments.

Presenters: Brittany Adams, University of Florida, Gainesville Feifei Fan, University of Florida, Gainesville

E.26 Elevating Student Voice and Choice in Writing Informed Arguments for M Solution-Based Civic Action with M S C3WP 332 E These are complex times regarding the literacy skills demanded of our students. Explore possibilities for implementing the design principles of the National Writing Project’s College, Career, and Community Writers Program to elevate student voice and choice when teaching the value of informed citizenship and compelling argument. Chair and Presenter: Casey Olsen, National Writing Project, Berkeley, CA Presenters: Beth Rimer, Miami University, Oxford, OH Sarah Woodard, Colorado Language Arts Society and Denver Writing Project/National Writing Project

E.27 Rewriting Our Writing: Centering Student Voices in an Urban English M S Department TE 371 E In this session, presenters will share their experiences redesigning writing instruction that honors students’ voices and experiences. One teacher will present successes and challenges in supporting students’ writing for change. Another will discuss how his transformation from reluctant reader to author via culturally inclusive literature is a resource for his teaching. Presenters: Alison Eike, Lanier Early College High School, Austin, TX Charlotte Land, The University of Texas at Austin Rene Perez Abi Perroni Thea Williamson, Lanier Early College High School, Austin, TX

E.28 Using YA Nonfiction to Teach for Social Justice: Lessons from M Authors M S 371 F This session will explore how YA nonfiction can be used to spark conversations with young people about the process of social change. Three award-winning authors will share background on their research, join participants at roundtables, and offer ideas for connecting nonfiction texts to social justice teaching. Presenter: Jennifer Buehler, Saint Louis University, MO Tradebook Authors: Phillip Hoose, Macmillan Elizabeth Partridge, Viking Books for Young Readers Dashka Slater, Farrar, Straus and Giroux, an imprint of Macmillan

E.29 Immigrant Children: Empowering Students and Their Families through G Literacy 370 E Migrants, refugees, immigrants—students and their families who come to the United States are challenged from many seen and unseen fronts. This session explores how teachers can help students develop voice and identity. Chair: Antonia Alberga-Parisi, Forsyth Central High School, Cumming, GA Presenters: Catherine Compton-Lilly, University of South Carolina, Columbia Meg Jacobs, University of Auckland, New Zealand Dave Stuart Jr., Cedar Springs High School, MI

E.30 The Power and Efficacy of Reading: What Reading Can Do for Homeless G and Socially Challenged Students 370 F When our students face severe challenges every day, how can we as ELA educators help them, teach them so as to EMPOWER them? This session focuses on how literacy can occur in AND outside the classroom. Chair: Jennifer Albro, Johns Hopkins School of Education/Urban Teachers Presenters: Dulce-Marie Flecha, Teachers College, Columbia University, New York, NY

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E SESSIONS / 12:30–1:45 P.M. E.31 M M S TE

Hip-Hop Teaching: Strategies and Assessments 371 A

Provides lesson templates and models pedagogies for using hip-hop to bring undervalued stories to classrooms and presents case studies of how teachers used and assessed those pedagogies.

E.32 Reading and Writing STEM Stories 371 B This session presents literature and composition projects integrated with STEM topics and genres. The STEM Voices project gives STEM students opportunities to explore literary models, especially of women within a STEM context. The MITES program (Minority Introduction to Technology, Engineering, and Science) empowers STEM students to read and write about issues of identity and ethics.

Chair: Brittany Daniels, Cayce Elementary School, SC Presenters: Carolyn Boiarsky. Purdue University Northwest-Calumet Campus, Hammond, IN Mary Caulfield, Massachusetts Institute of Technology, Cambridge

E.33 Stronger Together: Award-Winning Authors Discuss the Role of G Collaboration and Feedback in Their TE Work and in the Classroom 361 EF Sometimes we imagine writing as a solitary pursuit, but collaboration and critique are essential to the process. In this session, eight award-winning authors and writing friends discuss the role that community, collaboration, and critique play in their work and how educators might create writing communities in the classroom and beyond. Chair: Kate Messner, Bloomsbury Tradebook Authors: Tracey Baptiste, Algonquin Young Readers Kelly Barnhill, Algonquin Young Readers Olugbemisola Rhuday-Perkovich, HarperCollins Laura Ruby, HarperCollins Laurel Snyder, Walden Pond Press/HarperCollins Linda Urban, Houghton Mifflin Harcourt Anne Ursu, HarperCollins

372 F Tired of reading “the author paints a picture” or similar surface-level analysis? Teachers can move students to writing complex literary analysis while remaining true to their voices. Mini-lessons focused on diverse, modern texts and an ongoing digital resource make Write This, Not That a practical and inspiring session.

Presenters: Susan Barber, Grady High School, Atlanta, GA Adrian Nester, Tunstall High School, Dry Fork, VA

E.35 The Representation Book Shelf: Building a More Diverse Comics M Classroom M S C

380 B This panel will discuss the importance of diverse titles in classroom libraries as well as suggestions for titles to fill that shelf. Participants will offer their suggestions on titles that are racially diverse, explore multiple cultural, gender-based, and religious contexts, and help open the doors to discussion amongst your students.

Presenters: Adan Alvarado, Michael Gianfrancesco, Pop Culture Classroom, Providence, RI Meryl Jaffe, Johns Hopkins University Center for Talented Youth, Baltimore, MD Katie Monnin Ngozi Ukazu, Macmillan Ronell Whitaker, Pop Culture Classroom, Providence, RI

E.36 Not Your Textbook’s Poetry: New Voices Speak for Change M M S C

380 D This interactive panel presentation will introduce participants to emerging poets, only recently published, whose voices speak to issues as diverse as emigration, bullying, mental (dis)abillity, Mexican American identity, and Native American voices. Participants will play with words and complete activities relatable to myriad teaching realities.

Presenters: Laura Bolf-Beliveau, University of Central Oklahoma, Edmond Iliana Rocha, University of Central Oklahoma, Edmond Anastasia Wickham, University of Central Oklahoma, Edmond

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Presenters: H. Bernard Hall, West Chester University, PA Evan Taylor, University of Illinois at Chicago Kara Taylor, Indiana University Purdue University, Indianapolis

M M S C TE

E.34 Write This, Not That: Encouraging Student Voice in Academic Writing M S

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E SESSIONS / 12:30–1:45 P.M. E.37 Research in Global Contexts: International Voices E M M S

361 C Students’ and teachers’ voices matter not just in the United States, but around the globe. Two studies highlight research in international contexts: seventh-grade students narrating the self in Turkey, and teachers in Kenya involved with the Inquiry Initiative.

Chair: Jennifer Ferretter, Vanguard College Preparatory School, Waco, TX Presenters: Shea Kerkhoff, University of Missouri, St. Louis Alexa Muse, University of Oxford, MA Hiller Spires, North Carolina State University, Raleigh

E.38 Research on Race and Gender in ELA Classrooms M 361 D

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Thinking about gender matters for student voice in ELA teaching and learning contexts. Two studies explore aspects of gender, from youth experiences in single-sex classrooms today, to young men of color reflecting on their own learning and lived experiences.

Chair: Katie Alford, Arizona State University, Tempe Presenters: Susan Cridland-Hughes, Clemson University, SC Katie Sciurba, San Diego State University, CA

E.39 Composing the Rural Experience M C S TE

351 C Panelists share strategies and methods to foster critical reflection of rural life experiences in writing and other media.

E.40 Combatting Indifference: Discovering the Power of Voice M and Story through Holocaust and M S Genocide Studies TE 381 C Two secondary English teachers who work in different yet equally challenging settings describe how they combat indifference in their teaching of the Holocaust and contemporary genocides by helping their students strengthen standards-based literacy and social skills and use the power of voice and story to stand up to injustice. Chair: Kim Klett, Dobson High School, Mesa, AZ Presenters: Brandi Calton, West Clermont Local Schools, Cincinnati, OH Lisa Henry, Martin Luther King Jr. Academy, Lexington, KY

E.41 Building Social Justice Playlists for Student Learning and Teacher M Insight M S 382 A What happens when teachers pool their social justice resources, deconstruct individual projects, and remix them into shareable, digital playlists? This session examines the benefits of creating social justice playlists collaboratively and the ways in which classrooms can implement playlists for individualized learning. Presenters: Ted Fabiano, Blue Valley School District, Overland Park, KS Jen Hauck, Lee’s Summit West High School, MO Katie Kline, University of Central Missouri, Kansas City Mary Beth Rich, Van Horn High School, Independence, MO

Chair and Presenter: Nichole Barrett, University at Buffalo, NY Presenters: Rossina Zamora Liu, University of Maryland, College Park Kelli Rushek, University of Iowa, Iowa City Xiaodi Zhou, Georgia Southwestern State University, Americus

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E SESSIONS / 12:30–1:45 P.M. E.42 Hashtag Activism and Young Adult Literature M S

350 E

Chair: Margaret A. Robbins, Mount Vernon Presbyterian School, Atlanta, GA Presenters: Tara Anderson Gold, University of North Carolina, Chapel Hill Sara Mullins, Saginaw High School, Fort Worth, TX Kylene Nash, Boswell High School/ Eagle MountainSaginaw Independent School District, Fort Worth, TX Julie Vu, Eagle Mountain-Saginaw Independent School District, Fort Worth, TX

E.43 Representation Matters: A Classroom Library Analysis E on Identity and Voice 362 ABC Presenters will share three classroom inquiries into how well their classroom libraries represented students’ interests and identities. We will show how we analyzed our libraries to look at specific aspects of identity, and how students took actions to ensure the classroom and school libraries better aligned with the school’s diversity. Presenters: Janelle Henderson, University of Louisville, KY Wanda Jaggers, JB Atkinson Academy, Louisville, KY Tasha Tropp Laman, University of Louisville, KY Amy Seely Flint, University of Louisville, KY Katherine Warren, Frayser Elementary School, KY Kathryn F. Whitmore, University of Louisville, KY

E.44 Read, Write, Listen, and Speak Out for Hope: How to Empower M Students Using Diverse Texts M S 361 B Author Nic Stone, narrator Adenrele Ojo, librarian Sarah Ressler Wright, and professor/ editor Rose Brock will provide practical ways to embolden students to be catalysts for change. They will share ideas about

Chair: Courtney Johnson, Columbus City Schools, OH Presenter: Rose Brock, Sam Houston State University, Huntsville, TX Sarah Ressler Wright, RB Hayes High School, Delaware, OH Tradebook Authors: Adenrele Ojo, Penguin Random House Nic Stone, Random House Children’s Books

E.45 When Restorative Practices and Read Aloud Collide E M M S

332 D A diverse 4–8 middle school shares their journey implementing Restorative Practices to build an open, accepting community while also improving their school-wide reading culture. Learn how Interactive Read-Aloud of quality literature that celebrates diversity and inclusion paired with Restorative Circles opened the minds and hearts of an entire school.

Presenters: Cassidy Hamborsky, Snow Hill Middle School, MD Christina Welch, Snow Hill Middle School, MD

E.46 The Journey of Creating Inclusive Classroom and School Spaces E M TE

370 D As educators working toward educational justice, we’ve a responsibility to create conditions where all students see themselves reflected, voices amplified, and authentic personhood privileged in schools. This panel amplifies the work of equity-seeking teachers creating inclusive classrooms where students of all identities, including our LGBTQ+ youth, are recognized as change-agents.

Chair and Presenter: Courtney Farrell, The Journey Project, Los Angeles, CA Presenters: Lauren Brown, P.S. 234, Manhattan, NY Justin Dolcimascolo, West Windsor-Plainsboro Regional School District, NJ Jessica Lifshitz, Meadowbrook Elementary School, Northbrook, IL Julia Pledl, New Heights Charter School, Los Angeles, CA Jamaica Ross, Long Beach Unified School District, CA Tiana Silvas, New City Department of Education

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This session will explore opportunities for teachers to pair trending hashtags with thematically linked YA literature. Each speaker will discuss a strategy for introducing a specific hashtag and 1–2 related YA texts (e.g., #metoo and Anderson’s Speak) to encourage students to explore the possibilities for working as agents of change.

incorporating diverse books and audiobooks in classrooms and libraries, enlightening writing tips, vocal articulation strategies, and free audiobooks.

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E SESSIONS / 12:30–1:45 P.M. E.47 From Book Buddies to Book Clubs: Building Culturally and E Linguistically Sustaining Spaces for M Bilingual Students 382 B

330 B

This roundtable session features kindergarten through eighth-grade bilingual Spanish/ English teachers sharing learning activities that are centered on bilingual Latinx students’ linguistic practices. Learn more about creating activities for your English language learners or emergent bilinguals, based on research, teaching experience, and the lived experiences of our students.

In this panel discussion, a diverse group of authors discuss how fantasy and science fiction novels (always a popular genre with young readers!) can also be the perfect curriculum tool to help students grapple with serious, real-life issues and develop empathy.

Chair: Carla España, Hunter College, CUNY Roundtable Leaders: Pía Persampieri, Trinity Elementary School & Hunter College, New York, NY Amía Soto-Carrión, Cypress Hills Community School PS 89, Brooklyn, NY Karen Vera Coral Zayas

E.48 Beyond Shakespeare: Teaching ALL Texts—and Reaching ALL M Learners—Using the Folger Method M S 350 F

C TE

ALL kinds of students connect with not only Shakespeare but ALL complex texts, since ALL students are deserving and capable of understanding rich language and great stories. Learn and practice this revolutionary methodology that makes literature fans of all kids.

Presenter: Deirdre DeLoatch, Cultural Academy for the Arts & Sciences, Brooklyn, NY Deborah Gascon, Dutch Fork High School, Irmo, SC Peggy O’Brien, Folger Shakespeare Library, Washington, DC

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E.49 The Serious Side of Magic: How Fantasy and Magical Realism Novels G Can Be Used to Understand and Create Change in the Real World

Presenters: David Bowles, University of Texas Rio Grande Valley, Edinburg Samantha M. Clark, Simon & Schuster Anna Meriano, Walden Pond Press/HarperCollins Rita Painter, Menchaca Elementary School, Austin, TX Cory Putman Oakes, Houghton Mifflin Books for Young Readers Christina Soontornvat, Sourcebooks

E.50 “Hey Guys”: Confronting Gender Stereotypes and Sexual Harassment M in School Communities M S

340 AB Sexual harassment has recently become a problem of international concern. The current climate has empowered students to speak up about their experiences with sexual harassment as well. In this session, teachers and administrators will share tools for leading conversations to challenge gender stereotypes and create a safer, more inclusive community. Presenters: Kristen Berger, Highland High School, Pocatello, ID Theodore Bonman Glenda Funk, Highland High School, Pocatello, ID Camille Marchand, Highland High School, Pocatello, ID Robin Christensen, Highland High School, Pocatello, ID

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E SESSIONS / 12:30–1:45 P.M. E.51 C

“Necessary Freedom”: Three Pedagogical Perspectives on Topic Selection in the Writing Classroom

E.54 Amplifying Student Voices in Nontraditional Educational Settings M M S

342 F

E.52 Perspective of a Warrior: Encouraging Courageous M Conversations in Middle School ELA M S Classrooms TE 381 B Discuss proven strategies that encourage students to discover their own voices and participate in candid conversations with peers. This unit provides an example of ways to supplement a controversial text, such as Warriors Don’t Cry, with additional resources and strategies to engage students in personal inquiries of race and injustice. Roundtable Leaders: Michelle Corona, Cherry Hill School District, NJ Alison McCartney, Cherry Hill Public Schools, NJ

E.53 Beyond The Matrix and Avatar: Using Virtual Reality to Promote M Literacy, Raise Student Voice, and M S Engage Reluctant Writers C TE

372 C During this interactive session, we will discuss our use of Google Cardboards to develop literacy skills—including enhanced reading and writing comprehension—and to promote student voice. Attendees will have the opportunity to try out a Cardboard and will receive concrete lesson ideas.

Presenters: Clarice Moran, Kennesaw State University, GA Hannah Postema, Chamblee Charter High School, GA Maya Woodall, Austin Middle School, Douglasville, GA

Presenters: Megan Kehoe, Pathways in Education, Chicago, IL Meg Morrison, Pathways in Education, Chicago, IL Maria Rivera, Pathways in Education, Chicago, IL

E.55 Living Poets Society: Reading and M Writing Contemporary Poetry in the Classroom M S C

320 AB Poetry helps us and our students engage with life’s complexities, and contemporary work instead of dusty textbooks is especially effective. Poetry leads us to be critical, empathetic, and reflective—three elements needed in today’s world. This session explores how teachers include reading and writing poetry by and for the living.

Presenters: Mitchell Nobis, Birmingham Public Schools, MI Dirk Schulze, Lake Braddock Secondary School, Burke, VA Maria Whitley

E.56 Pa’lante: Exploring Latinx Identity in the Classroom M M S

351 B

What does it look like to explore Latinx identity in the classroom? Who are Latinx students and how do we sustain and amplify their voices? This panel will feature strategies, texts, lessons, and more from educators presenting various angles on how to work with, for, and as Latinxs.

Chair: Tracey T. Flores, The University of Texas at Austin Presenters: Steven Arenas, Carl Hayden Community High School, Phoenix, AZ Lorena Germán, Headwaters School, Austin, TX Rita Kamani-Renedo, International High School at Prospect Heights, Brooklyn, NY Respondent: Sandra Lucia Osorio, Illinois State University, Normal 2018 NCTE ANNUAL CONVENTION PROGRAM

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Dive into a school-year-long literacy project culminating in the publication of original student work across multiple media: blog, radio, zine, and print. Use storytelling as a tool to share personal, political, and cultural histories. Attendees receive an outline of our project, along with guidance and resources to map their own.

This roundtable session presents three different perspectives from college composition instructors on how they choose to guide their students in their introductory composition courses through topic selection. Roundtable Leaders: Lori Arnold, Texas A&M University, College Station Emily Bartz, Texas A&M University, College Station Nicole Wilson, Texas A&M University, College Station

330 A

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E SESSIONS / 12:30–1:45 P.M. E.57 Bogged Down by Blogs: Negotiating Authentic Reflective M S Practices with Preservice Teachers C 370 B

Despite their reputation as “digital natives,” preservice teachers respond to blogging assignments with resistance. This panel investigates the sources of resistance, suggestions to improve student engagement with blogging as a tool for reflective practice, and strategies for negotiating shared expectations with preservice teachers. Presenters: Ricky Mei, University of Michigan, Ann Arbor Emily Munch, University of Michigan, Ann Arbor Corey Ortiz, University of Michigan, Ann Arbor Samantha Sims, University of Michigan, Ann Arbor Michelle Sprouse, University of Michigan, Ann Arbor Caitlin Stewart, University of Michigan, Ann Arbor

E.58 Play for a Better World: Amplifying Student Voices and Identities to E Support Meaning-Making within M Collaborative, Democratic Learning Communities 360 E Play is one of the few places where children are truly able to express their voices, without the limitations of adult control or the fear of “getting it wrong.” Capitalizing on the positive benefits of play, teachers can create classroom experiences that enhance learning and build community. Presenters: Kathy Collins, author and consultant, Durham, NH Cornelius Minor, Teachers College Reading and Writing Project, New York, NY Stephanie Parsons, New York City Department of Education, NY

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E.59 Possibilities and Challenges in Envisioning Hip-Hop Literacies M and Sonic Aesthetics in Secondary M S English Teaching and Teacher TE Education 370 C In this panel presentation, English teachers, teacher educators, and literacy researchers share teaching and learning activities, and implications for classroom practice and literacy research, from graduate and undergraduate courses that infused hip-hop literacies, pedagogies, and sonic practices. Chair and Presenter: Vaughn Watson, Michigan State University, East Lansing Presenters: Lauren Leigh Kelly, Rutgers University Graduate School of Education, New Brunswick, NJ Emery Petchauer, Michigan State University, East Lansing Benjamin Woodcock, Okemos High School, MI

E.60 Decolonization in Higher Education through Raising Student Voices C TE

350 C This panel looks at how to increase awareness of colonization in our classrooms and how to start decolonizing the learning environments inside of them.

Chair and Presenter: Kenlea Pebbles, Michigan State University, East Lansing Presenters: Gail MacKay, University of Saskatchewan, Saskatoon, Canada Chelsea J. Murdock, Georgia Institute of Technology, Atlanta Sarah Prielipp, Michigan State University, East Lansing

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E SESSIONS / 12:30–1:45 P.M. E.61 POSTER SESSION: Exploring Identity in the English Classroom G 350–360 PREFUNCTION

Poster 1: We’re Here (M-S) Genée Ciurus Major, Poster 2: #WNDB-Events That Can Bring Diversity Celebrations to Your School (E) Lauren Burrow, Stephen F. Austin State University, Nacogdoches, TX Jacqueline Jackson, Claire Rumsey, Stephen F. Austin State University, Nacogdoches, TX

382C Sponsored by Amplify Do you dread assessing? Well, you’re not alone. This session will explore best practices for assessing foundational literacy skills, how immediate data from assessments can drive instruction, as well as, empower readers to amplify their voice!

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Students, teachers, and the communities in which they live all offer a tremendous diversity of lived experience. These poster presentations highlight the many ways in which our discipline offers unique opportunities to recognize and celebrate that diversity.

E.62 EXHIBITOR SESSION: I Don’t Want to Spend This Much Time on G Assessment! How about You?

Presenter: Michele A. Piskol

Poster 3: Listening to Students’ Voices: Identifying Teacher Caring in YA Novels with Latinx Characters Gwynne Ash, Texas State University, San Marcos Rubén Garza, Texas State University, San Marcos Poster 4: Raising Students’ Voices: Using Literature Featuring Refugee Characters in Classrooms Stephanie Grote-Garcia, University of the Incarnate Word, San Antonio, TX Lopita Nath, University of the Incarnate Word, San Antonio, TX Poster 5: Level Up and Avoid the Kryptonite: Creating Classroom Libraries for Nerds of Color Jewel Davis, Appalachian State University, Boone, NC Poster 6: Ethos: Teaching Rhetoric by Leveraging Students’ Racial, Religious, and Political Identities Selena Hughes, Cristo Rey High School, Kansas City, MO Leah Panther, Mercer University, Atlanta, GA Poster 7: What Military Students Want and How We Can Meet These Expectations Galia Fussell, Purdue University Global, Indianapolis, IN Poster 8: Worldbuilding: Creating Change through Knowledge Tamica Lewis, Poe Elementary School, Houston, TX Poster 9: Incorporation of Social Model of Disability into Higher Education Jennifer James, Chapman University, Orange, CA Poster 10: Making the Foreign Familiar: Bringing Mid-East Literature to Maine Stephanie Hendrix, Bangor High School, ME

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F SESSIONS / 2:00–3:15 P.M. FEATURED SESSION F.01 Representation Matters: Exploring Female Identity in Children’s and Young Adult Literature

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310 ABC In a time of profound sociopolitical change, classroom teachers and teacher educators are searching for books with female characters who are learning how to navigate (mis)representations of their intersecting identities. The purpose of this session is to bring together a diverse group of authors, classroom teachers, and teacher educators who are committed to sharing stories with students that unmask the barriers gender inequities create in our society. The panelists will share perspectives about the representation of girlhood in literature that can inform literacy curriculum development and teach students how to analyze the ways female characters have to negotiate gender, race/ethnicity, sexuality, class, power, and equity in our society. Chair: Detra Price-Dennis, Teachers College, Columbia University, New York, NY Speakers: Samira Ahmed, Little, Brown Books for Young Readers Laurie Halse Anderson, Penguin Random House Laura Jimenez, Boston University, MA Lamar Johnson, Michigan State University, East Lansing Brendan Kiely, Simon & Schuster Grace Lin, Little, Brown Books for Young Readers Noelle Mapes, PS 142, New York, NY

F.02 TEXAS STRAND: How Can We Raise Readers? By Being Readers M Ourselves! M S 332 F

The results of a study of the reading habits, interests, and preferences will be discussed in terms of how we, as educators, might improve our own reading and that of our students. Presenters: Teri Lesesne, Sam Houston State University, Huntsville Karin Perry, Sam Houston State University, Huntsville

F.03 The Power and Potential of Children’s Literature for Advancing E Social Justice Agendas 342 C Sponsored by the Elementary Section Steering Committee Join author/artist/activist Maya Gonzalez for an in-depth reorientation of gender using her children’s books The Gender Wheel; They, She, He, Me, Free to Be; and Call Me Tree. Learn perspectives for the classroom that are nature-based, multidisciplinary, and inclusive, with numerous resources and practical applications.

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Chair: Kathryn Whitmore, University of Louisville, KY Introducing Speaker: Scott Ritchie, Kennesaw State University, GA Speaker: Maya Gonzalez, Reflection Press and School of the Free Mind, San Francisco, CA

F.04 Why Middle Matters: Writing from the Middle Level Classroom: E Overcoming the Fear and the M Seemingly Impossible 320 AB Sponsored by Middle Level Section Steering Committee Want to be a writer? Is it even possible from the classroom? The MLSSC is proud to provide an opportunity for classroom teachers to explore writing through conferring with fellow writers from the classroom. This is your chance to explore and develop ideas with colleagues who embrace the same challenges you do, every day! Chair and Presenter: Justin Stygles, Wiscasset School Department, ME Presenter: Christina Torres, Punahou School, Honolulu, HI Roundtable Leaders: Leslie Blaumann, Cherry Creek School District, Denver, CO Sonja Cherry-Paul, Teachers College, Columbia University, New York, NY

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F.05 Policy and Governance: Teachers as Advocates, Creating Change from G the Ground Up 352 DEF Sponsored by the Secondary Section Steering Committee Have you considered visiting with a state legislator about education policy? Are you interested in running for office? Do you want your students involved with making change? Hear how teachers have won seats, spoken about policy, and prepped students for advocacy work in this session sponsored by the Secondary Section. Chair: Tiffany Rehbein, Laramie County School District #1, Cheyenne, WY Presenter: Antero Garcia, Stanford University, CA “Advocating for Themselves: Youth Demanding Justice through Youth Participatory Action Research” Roundtable Leaders: Steven Arenas, Carl Hayden Community High School, Phoenix, “The Canons of Our Community: Celebrating the Stories of Our Students and Communities” Leila Christenbury, Virginia Commonwealth University, Richmond, “Defending Students’ and Teachers’ Intellectual Freedom: The Multi-Year Saga of Virginia’s ‘Beloved’ Bill” Bryan Christopher, Riverside High School, Durham, NC, “Empowering Students to Create Real Change” Bob Dandoy, Pennsylvania Council of Teachers of English and Language Arts, “Advocacy Begins at Home: Being Effective at All Levels of Advocacy Work” Ann David, University of the Incarnate Word, San Antonio, TX, “Raising Your Voice: Teacher Ethics, Advocacy, and Students' Voices”

Darlene Dyer, Wood River High School, Hailey, ID, “Avenues for Advocacy” Felicia Hamilton, Bloomfield Schools, CT, “The Canons of Our Community: Celebrating the Stories of Our Students and Communities” Juana Martinez-Neal, Candlewick Press, “Using Latinx Literature to Connect Students to Their History, Power, and Voice” Meg Medina, Candlewick Press, “Using Latinx Literature to Connect Students to Their History, Power, and Voice” sj Miller, University of Wisconsin-Madison, “Voices of Diverse Students’ Gender Identities as Sediments for School Change” Nicole Mirra, Rutgers, The State University of New Jersey, New Brunswick, “Advocating for Themselves: Youth Demanding Justice through Youth Participatory Action Research” Jazmen Moore, University of Washington, Seattle, “The Canons of Our Community: Celebrating the Stories of Our Students and Communities” Elizabeth Primas, National Newspaper Publishers Association, Washington DC, “Equal Is Not Equity: How Closing the Achievement Gap for Disenfranchised and Underserved Students Will Take More Than Business as Usual” Cindy Rodriguez, Sedgwick Middle School, West Hartford, CT, “Using Latinx Literature to Connect Students to Their History, Power, and Voice” Rebecca Sipe, Eastern Michigan University, Ypsilanti, “Everyday Advocacy for Teachers,” with Cathy Fleischer Holly Spinelli, Somers High School, Lincolndale, NY, “Students Teaching Students: Incorporating Local Research to Engage Student Voice in Understanding and Speaking Out against Oppression” Raven Jones Stanbrough, Michigan State University, East Lansing, “Speaking Out against Injustice: Using Debate to Address Social Justice Issues” Lauren Stuart, El Rodeo School, Beverly Hills, CA, “Where to Start on Your Advocacy Journey” Valerie Taylor, Eanes Independent School District, Austin, TX, “Opening a Space for Students’ Voices with Open Letters” Anastasia Wickham, University of Central Oklahoma, Edmond, “Getting Real about Diverse Texts for the Classroom” Renee Wilmot, Michigan State University, East Lansing, “The Canons of Our Community: Celebrating the Stories of Our Students and Communities”

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Chad Everett, Horn Lake Middle School, MS Matthew Homrich-Knieling, Detroit, MI Tony Keefer Jessica Lifshitz, Meadowbrook Elementary School, Northbrook, IL Frances Lin, Altamont Elementary, Mountain House, CA Allison Marchetti, Richmond, VA Cheryl Mizerny, Cranbrook Schools, Bloomfield Hills, MI Rebekah O’Dell, St. Michael’s School, Richmond, VA Jennifer Ochoa, MS 324, Bronx, NY Kate Roberts, The Educator Collaborative, Astoria, NY Maggie Roberts Jennifer Snaidecki, South Bend Community School Corporation, IN Katherine Sokolowski, Monticello Middle School, IL

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F SESSIONS / 2:00–3:15 P.M. F.06 Theorizing and Enacting College Access and Constructing CollegeM Going Identities as Youth M S Participatory Action Research C 361 B

Sponsored by Secondary Section Steering Committee In this panel, scholars envision broadened meanings of culturally relevant and sustaining teaching, teacher preparation, and youth participatory action research (YPAR) approaches, to theorize and enact college access and constructing college-going identities as social practices emerging from diverse literacy practices, across contexts of secondary English and college English. Chair: Vaughn Watson, Michigan State University, East Lansing From SAT Prep to Freire: Examining the College Decision Making of Youth Engaged in Youth Participatory Action Research Keisha McIntosh Allen, University of Maryland Baltimore County “Quilting” as Relational Pedagogies of Literacy, Teaching, Learning, and Stancetaking toward Justice Chauntel Byrd, Michigan State University, East Lansing Regina Deloach, Michigan State University, East Lansing Terry Flennaugh, Michigan State University, East Lansing Sarah Jackson, Michigan State University, East Lansing Rae Oviatt, Michigan State University, East Lansing Jewel Pugh, Michigan State, East Lansing Vaughn Watson, Michigan State University, East Lansing Sustaining College-Going Identities and Literacies: Youth Research and Social Action in an Early College Course Limarys Caraballo, Queens College, CUNY, Flushing, NY Danielle Filipiak, University of Connecticut, Storrs Supporting College Readiness through Youth Participatory Action Research: A Community-Based Approach Joanne Marciano, Michigan State University, East Lansing Chezare Warren, Michigan State University, East Lansing Respondent: Yolanda Sealy-Ruiz, Teachers College, Columbia University, New York, NY

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F.07 Raising Student Voices by Using YA Literature to Encourage Acting Up M and Speaking Out M S TE

320 C Sponsored by the Assembly on Literature for Adolescents of NCTE (ALAN) Young adult literature changes us; it touches us and heals us. This Assembly on Literature for Adolescents of NCTE (ALAN)-sponsored session will offer roundtables, led by leaders of ALAN and YAL authors, that focus on the merits of YAL, YAL as mirrors and windows, and YAL’s call to action.

Chair and Roundtable Leader: Mark Letcher, ALAN, and Lewis University, Romeoville, IL Roundtable Leaders: Ricki Ginsberg, The ALAN Review and Colorado State University, Fort Collins Wendy Glenn, The ALAN Review and University of Colorado, Boulder Kellee Moye, Hunter’s Creek Middle School, Orlando, FL Daria Plumb, Traverse City West Senior High, MI Beth Scanlon, Cypress Creek High School, Orlando, FL Lisa Scherff, McREL International, Honolulu, HI Lois Stover, Marymount University, Arlington, VA Roundtable 1: “YAL as Mirrors” will focus on diversity in young adult literature and the need for students to see themselves in the books in their schools and libraries, showing all students that they have a voice. Roundtable 2: “YAL as Windows” will focus on the importance of students reading diverse literature that may not reflect their race, sexuality, ethnicity, etc., and how reading diverse literature can lead to empathy. Roundtable 3: “YAL as a Call to Action” will look at young adult literature as a vehicle for social change. Roundtable 4: “YAL Speaks Loudly” will look at how young adult literature has pushed literary and social boundaries, challenges that may arise in using the books with YA readers, and how to combat these challenges. Roundtable 5: “YAL and the Canon” will look at using young adult literature in place of or in addition to the canon, and will include an exploration of the idea of text sets, companion texts, or replacement texts. Roundtable 6: “YAL in Classrooms” will look at the benefits of using young adult literature in classrooms, including research documenting the value of its use.

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F SESSIONS / 2:00–3:15 P.M. F.08 Approaches to Critical Literacy: Students of Color and Social Justice E C TE

361 C Sponsored by the Early Career Educator of Color Leadership Award Program

Chair: Jeffrey Cabusao, New England Association of Teachers of English, Smithfield, RI Presenters: Eliza Braden, University of South Carolina, Columbia, “Intersectionality and Critical Literacy: Latinx and African American Elementary School Students” José Luis Cano, Texas Southmost College, Brownsville, “Writing Ethnic Identity: Latinxs in the College Composition and Communication Journal” Anthony Celaya, Arizona State University, Tempe, “Teachers Teaching Teachers: Sharing EvidenceBased Practices with Preservice and Classroom Teachers” Respondent: Anna J. Small Roseboro, Grand Rapids, MI

F.09 ELATE Commissions Meetings 1 G

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Sponsored by English Language Arts Teacher Educators (ELATE) All interested ELATE (formerly CEE) and NCTE members are invited to attend the ELATE commissions of their choice.

Roundtable 1: ELATE Commission on Social Justice in Teacher Education Programs Briana Asmus, Western Michigan University, Kalamazoo Charles Gonzalez, Alabama A&M University, Huntsville Roundtable 2: ELATE Commission on New Literacies, Technologies, and Teacher Education Amy Piotrowski, Utah State University, Logan Katie Rybakova, Thomas College, Waterville, ME Roundtable 3: ELATE Commission on the Study and Teaching of Adolescent Literature Victor Malo-Juvera, University of North Carolina Wilmington Roundtable 4: ELATE Commission on the Teaching of Poetry Bonner Slayton, Moore-Norman Technology Center, Norman, OK Danny Wade, Washburn University, Topeka, KS

Roundtable 6: ELATE Commission on Writing Teacher Education Christine Dawson, University at Albany, NY Shauna Wight, Southeast Missouri State University, Cape Girardeau Roundtable 7: ELATE Commission on Arts and Literacies Katherine Macro, Niagara University, NY Michelle Zoss, Georgia State University, Atlanta Roundtable 8: ELATE Commission on Dismantling the School-to-Prison Pipeline David E. Kirkland, New York University, NY sj Miller, University of Wisconsin-Madison Roundtable 9: ELATE Commission to Support Early Career English Language Arts Teachers Anna J. Small Roseboro, NBCT, Grand Rapids, MI Claudia Marschall, Buffalo, NY Roundtable 10: ELATE Commission on Family and Community Literacies Tracey T. Flores, The University of Texas at Austin Laura Gonzales, University of Texas at El Paso Roundtable 11: ELATE Commission on Everyday Advocacy Cathy Fleischer, Eastern Michigan University, Ypsilanti Roundtable 12: ELATE Commission on the History of English Education Sheridan Blau, Teachers College, Columbia University, New York, NY Patricia Stock, Michigan State University, East Lansing

F.10 No Need to Wonder How to Promote Student Voice E M M S

332 ABC Sponsored by the National Center for Families Learning How can we create classrooms that value childhood curiosity? Enter our active learning space filled with multidimensional wonder stations, facilitated by wonderologists. Collaborate, tinker with new ideas, create/ make, and discover the magic of learning. We will notice, wonder, explore, and discover new pathways to creativity and amplification of voice.

Chair and Roundtable Leader: Carol Varsalona, Rockville Centre, New York, NY K-12/Roundtable 1: Let Voice Soar! Creating WonderFilled Digitals to Inspire Poetic Writing Leticia Citizen, Hawthorne School, Beverly Hills, CA Carol Varsalona, Rockville Centre, New York, NY

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This panel features year-long projects by 2017 Early Career Educators of Color leadership award recipients. Focusing on the centrality of critical literacy within social justice-based teaching communities, our presenters examine the formation of racial identities within academic spaces and the effects of systemic racism on students and educators of color.

Roundtable 5: ELATE Commission on English Methods Teaching and Learning Heidi Hallman, University of Kansas, Lawrence Kristen Pastore-Capuana, SUNY Buffalo State

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F SESSIONS / 2:00–3:15 P.M.

K-12/Roundtable 2: Tinker Trays, Totes, and Tool Buckets: Using Loose Parts to Help Writers Find and Elevate Their Voices Angela Stockman, Consultant, Buffalo, NY K-12/Roundtable 3: Wonder, Marvels, and Metaphor in Poetry Georgia Heard, Scholastic, Inc. Elementary/Roundtable 4: Author/Artist Space to Create Voice Louise Borden, Houghton Mifflin Harcourt Elementary/Roundtable 5: Using Images and Curiosity to Spark Poetry Laura Purdie Salas, Lerner Books, Boyds Mills Press, Charlesbridge

Amaryllis Lopez, Andover Bread Loaf Teacher Network, Middlebury, VT James Mora, Northern Essex Community College, MA Monica Sim, University of Massachusetts, Amherst Jineyda Tapia Respondent: Valerie Kinloch, University of Pittsburgh, PA

F.12 M S C TE

Secondary/Roundtable 8: Using the Research on Wonder and Creativity and Wonder Titles to Generate Innovative Practices and Elevate Student Voice Kristie Ennis, Clark State Community College, Springfield, OH Paul W. Hankins, Silver Creek High School, Sellersburg, IN Tech/Roundtable 9: Mobile Devices to Fuel Inquiry, Foster Empathy, and Be an Agent in the Global Community to Promote Student Voice Kristin Ziemke, Big Shoulders Fund, Chicago, IL

F.11 M S TE

Voices Rising: Next Generation Youth Leaders and Advocacy Literacy 360 ABC Sponsored by Bread Loaf Teacher Network Led by student presenters from Bread Loaf’s Next Generation Literacy Network, this session proposes a new definition of advocacy literacy through which students use writing, art, and technology to engage in advocacy work inside and outside schools. Participants will learn models to nurture student voice for social justice advocacy.

Presenters: Richard Gorham, Bread Loaf Teacher Network, Lawrence, MA Gladdys Jiminian

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332 E Sponsored by the College English Association Multiple personal issues confront modern adolescents while large national tragedies increasingly shape their world. To prepare them, schools must address social and emotional learning (SEL). However, many educators feel unprepared to address these competences. Our session helps teachers incorporate SEL in the context of the content of their classrooms.

Elementary/Roundtable 6: Keep Reading! Keep Thinking! Making Wonder-Filled Video Book Bits Jennifer McDonough, The Pine School, Hobe Sound, FL Cynthia Merrill, The Literacy Consortium /LivBits, Durham, NH Olivia Van Ledjte, Oyster River School, Durham, NH Middle School/Roundtable 7 Bringing Wonder to a New Level via Wonderopolis Brittany Howell, St. Patrick Catholic School, Louisville, KY John MacLeod, National Center for Families Learning, Louisville, KY

We Deal in Hope: Social Emotional Learning in the Secondary ELA Classroom

Presenters: Stacy Bailey, University of Northern Colorado, Greeley Jeraldine Kraver, University of Northern Colorado, Greeley Courtney Luce, University of Northern Colorado, Greeley

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Imaginative Storytelling: Celebrating and Honoring Children’s Imagination and Experiences through Literature 351 C Sponsored by The United States Board on Books for Young People (USBBY), the US national section of the International Board on Books for Young People (IBBY) Stories by authors and illustrators from international backgrounds epitomize the global humanity of literature. They enable many voices and experiences to be heard and understood. In this USBBY-cosponsored session, renowned storytellers Guadalupe Garcia McCall and Il Sung Na discuss their infusion of imagination and global experiences in their books.

Presenters: Shanetia Clark, Salisbury University, MD Guadalupe Garcia McCall, Lee and Low Il Sung Na, Chronicle Books Respondent: Deanna Day, Washington State University, Vancouver

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F SESSIONS / 2:00–3:15 P.M. F.14 Raising Preservice English Teacher Voices: Connecting, Empowering, G and Mobilizing Future English TE Teachers

F.16 Activating English and Youth Empowerment M M S

Chair: James Cercone, Buffalo State College, NY Presenters: Rene Bonilla, Buffalo State College, NY, “How I Was, How I Am: Learning to Use My Professional Voice” Vanessa Ludwig, Tapestry Charter School, Buffalo, NY, “Being a Part of Something: How English Education Student Leadership Impacted My Classroom Teaching” Spencer Miliotto, “I Might Have Been a Technology Teacher: Developing My Voice as an English Teacher” Alyssa Moretti, Buffalo State College NY, “Coming Back Home: Moving Back to Be With My Community” Sara Turnbull

F.15 M S TE

Coming to Voice in Mississippi: How Beginning and Preservice Teachers Navigate Education Reform in the Writing Classroom 351 E Tornadoes, hurricanes, floods, and oil spills shape the memories and lives of teachers and students along the South Mississippi Coast. Education disaster narratives also shape teachers’ and students’ daily realities. In this roundtable, beginning and preservice teachers use the narrative of disaster as fodder and fulcrum for change.

Presenters: Chloe Davis, The University of Southern Mississippi, Hattiesburg Kristan Ladner, Hancock County School District, Kiln, MS Mikki Moreau, The University of Southern Mississippi, Hattiesburg Rebecca A. Powell, The University of Southern Mississippi, Long Beach Jonathan Rivera, The University of Southern Mississippi, Hattiesburg Megan Wilkinson, Harrison Central High School, Gulfport, MS

Chair: Allison Wynhoff Olsen, Montana State University, Bozeman Presenters: Brooke Davidson, Lander Valley High School, WY, “Taking Ownership: The Effect of an Authentic Audience in the Classroom” Annah Houston, “Shifting Center: Embedding Student Voice at the Core of Curriculum” Dani Phillips, Montana State University, Bozeman, “The Power of Mobility: Movement in Learning Spaces and Out of Disempowering Paradigms” Respondents: Robert Petrone, Buffalo Hide Academy, Browning, MT Nigel Waterton, Montana State University, Bozeman

F.17 M M S

Nidoto Nai Yoni (Let It Not Happen Again): Using Visual Arts in Response to Literature to Empower Student Voice in the Community 382 A In this panel presentation, teachers from different schools in one city will discuss the ways that art integration increased and empowered student voice in a communitywide reading program of When the Emperor Was Divine, a historical fiction book about Japanese-American internment in World War II.

Presenters: Audra Bolhuis, West Ottawa High School, Holland, MI, “Connecting Historical Fiction to Students’ Everyday Lives through a Photography Project” Jessica Kiwiet, Cityside Middle School, Zeeland, MI,

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Join a discussion about how middle school and secondary English teachers are activating ELA learning spaces and empowering youth to be socially aware, interested, and engaged. Showcased will be specific activities and tools that audience members can implement in their classrooms to generate community activism through utilizing authentic student voices.

370 A This presentation discusses the work preservice teachers undertook to create an active association of English education students at their university and the impact it has had on their careers. Attendees will learn how to develop similar organizations at their institutions to connect, empower, and mobilize future English teachers.

372 DE

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F SESSIONS / 2:00–3:15 P.M.

“Connecting Historical Fiction to Students’ Everyday Lives through a Photography Project” Deborah Vriend Van Duinen, Hope College, Holland, MI, “A Paper Crane Project as Community Literacy”

F.18 M M S

Can Non-Reader Teens Become Obsolete? Giving Teens a Voice and Choice through the Blended Model 372 B Shifting to a culture of empowered teen readers can happen. We’ll show you how even if you see few clear models or avenues for support. See how to turn every teen into a reader with an empowered voice, and how to make this a movement, not a solo endeavor.

for you! Hear from schools who have found practical and important ways of developing student-centered reading instruction. They will share their challenges and successes to support your journey. Presenters: Christine Chapman, Spartanburg Day School, SC Edgar McIntosh, Briarcliff Manor Schools, NY Teresa Strait, Spartanburg Day School, SC Will Strait, Spartanburg Day School, SC

F.21 M M S

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Chair and Presenter: Berit Gordon, Corwin, “Why and How to Make Every Teen a Reader: Steps You Can Make Tomorrow” Respondent: Abigail Turley, Bayard Rustin High School, West Chester, PA, “Breaking it Down: How I Give Every Student Voice and Choice and Invite Others into the Process”

F.19 Comprehension Decision Makers: Teaching Voice through Student E Choice in Reading 371 B The first step in promoting student voice is allowing opportunities for student choice. Dan, Tiana, Ellin, and Jen will present ideas for teaching students to set their own reading goals, come up with their own individual comprehension work, and ignite their own engagement. Chair: Kathy Collins, author and consultant, Durham, NH Presenters: Daniel Feigelson, Heinemann, “Following the Student’s Line of Thinking” Ellin Keene, author/consultant, Littleton, CO, “The Role of Engagement in Developing Student Voice” Tiana Silvas, New City Department of Education, “Student-Led Strategy Groups” Jennifer Serravallo, Heinemann, “Student-Centered Goal Setting”

F.20 Moving to Independent Reading at the Middle Level: Two Schools’ E Journeys M

Students as Change Agents: Studying How Government Has Failed Us and How We Can Change It Follow educators in exploring the history of Japanese internment camps in the United States, understanding the failures of government through nonfiction reading and inquiry. Then, hear ways students can explore the processes of Congress firsthand to be more informed, and learn how to influence more just action in the future.

Chair and Presenter: Beverly Ann Chin, University of Montana, Missoula Presenters: Junko Sakoi, Tucson Unified School District, AZ Justin Scholes, Arizona State University, Tempe Yoo Kyung Sung, University of New Mexico, Albuquerque

F.22 And the Winner Is . . . Engaging Students in “Best Titles” and “New M Canon” Experiences M S

360 F When students engage in evaluating books, they both inform our selections and teaching and have a more active voice in their reading and our classrooms. Join educators sharing practical structures for engaging students in projects that are engaging and fulfilling for you and your readers.

Presenters: Ellyn Grimm, Ames Middle School, IA Laura Mullen, Murphy Middle School, TX Donna Niday, Iowa State University, Ames

360 D

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If you are considering, or are in the midst of, transition from all novel-based teaching to independent reading, then this session is

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F SESSIONS / 2:00–3:15 P.M. F.23 Facilitating Challenging Conversations with Students M M S

361 A

Chair: Michelle McAnuff-Gumbs, The College of Saint Rose, Albany, NY Presenters: Lo DeWalt, The University of Texas at Austin Brady Nash, The University of Texas at Austin Kasey Short, Charlotte Country Day School, Charlotte, NC Dywanna Smith, Claflin University, Orangeburg, SC

F.24 Research on Digital Media Literacies and Writing M S 342 F Educators are preparing today’s young people to communicate with others online across differences in language, culture, belief, and ideology. This session’s presentations feature research on digital global collaboration, using digital literacies for assessment, and digital peer feedback.

Presenters: Halie Buckner, Daingerfield Lone Star Independent School District, TX Bethany Monea, University of Pennsylvania, Philadelphia Emily Plummer, University of Pennsylvania, Philadelphia Amy Stornaiuolo, University of Pennsylvania, Philadelphia

F.25 Literary Characters Give Voice to Homeless Students G 351 F Explore how middle grade novels featuring family homelessness might contribute to a nuanced understanding of homeless students. Presenters will share how these novels construct homelessness, how a group of fourth graders responded to them, and how writing found poetry helps us examine our personal ideologies of homelessness. Presenters: Clara Mikita, The Ohio State University, Columbus, “Students in Conversation about Homelessness” Linda T. Parsons, The Ohio State University, Marion, “Family Homelessness in Middle Grade Novels” Lisa Patrick, The Ohio State University, Columbus, “Using Response to Literature to Write about Homelessness”

370 C This panel offers a range of options for enacting equity by describing projects that include building a space for healing through student-composed poetry, exploring the history of students’ community activism, inviting adolescent writers to participate in social justice research projects, and preparing teacher candidates to pursue justice in classroom praxis. Presenters: Noah Asher Golden, Chapman University, Orange, CA Deborah Bieler, University of Delaware, Newark Todd DeStigter, University of Illinois at Chicago Jody N. Polleck, Hunter College, New York, NY David Schaafsma, University of Illinois at Chicago

F.27 Global Citizens: From Inspiration to High School Elective Class M S C

371 F High school teachers share how they developed a course called “Global Citizens” from ideation to student enrollment and participation. Outlining the gaining of district approval and the designing a social justice curriculum, this panel encourages further teacher-initiated programs that seek to empower students in their school and communities.

Presenters: Lisa Bauman, Blue Valley West High School, Overland Park, KS, “So Many Topics, So Little Time: Choosing Content for Global Citizens” Quinn White, Blue Valley West High School, Overland Park, KS, “Creating a Class: A Model for StudentDriven Projects”

F.28 Teachers as Researchers: Navigating the Challenges E and Conundrums of Culturally M Sustaining Pedagogies to Cultivate M S Opportunities 352 C The papers in this symposium adopt a framework of Culturally Sustaining Pedagogy (Alim & Paris, 2017) to return to the communicative power of writing back to students as a tool to reveal and honor them as authors while acknowledging the challenges and conundrums that arise when engaging in the work.

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Educators know that while we may sometimes worry about discussing “challenging” conversations in school, our students are already discussing them outside of our classroom doors. This panel will share practical methods and structures for exploring areas like race, religion, gender, and size with students.

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F.26 Enacting Justice and Equity in C TE English Education

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F SESSIONS / 2:00–3:15 P.M. Presenters: Rick Coppola, University of Illinois at Chicago, “Culturally Sustaining Pedagogies in a Multicultural Classroom: Criticality in Who and What Are Being Sustained” Paul Hartman, Illinois State University, Normal, “Grappling with Heteronormativity in a SecondGrade Literacy Classroom” Daniel Rocha, Chicago Public Schools, IL, “(Re)Reading and (Re)Writing the Language Arts Classroom through Comic Books” Evan Taylor, University of Illinois at Chicago, “Ain’t Nobody Praying for Us: Healing, Hip-Hop, and Hurting” Kara Taylor, Indiana University Purdue University Indianapolis, “Be the Change: Narrative Writing Units Promoting Activism in Urban Classrooms”

F.29 Raising the Autistic Voice in the English Language Arts: AssetsM Based Principles and Practices for M S Teaching Students on the Spectrum C

Presenters Sneed B. Collard III, Bucking Horse Press, Missoula, MT, “Passionate about Planet Earth” Suzanne Costner, Blount County Schools, Alcoa, TN Heather L. Montgomery, Bloomsbury, “Inquiry is My Life! Life= Science” Ana María S. Rodríguez, Enslow Publishing Jennifer Swanson, Swanson Books, “Shining a Spotlight on Science and Technology” Laurie Ann Thompson, Simon & Schuster, “Inspiring and Empowering Young Readers”

F.31 G TE

Advocating an assets-based perspective on autism, this panel presentation provides guiding principles and practical strategies for teaching autistic youth within the English language arts. Drama-based methods are emphasized, including the Hunter Heartbeat Method, an intervention method specifically designed for teaching Shakespearean plays to students on the spectrum. Presenters: Christopher Bass, University of Illinois at Chicago, “Forging Inclusive Pedagogy through Neurodiverse Texts: Broadening the Perspectives of My Secondary Language Arts Classroom” Robin Post, University of North Carolina, Wilmington, “Shakespeare and Autism: Connecting to the Core Features of Autism through Playful Engagement with Complex Text” Robert Rozema, Grand Valley State University, Allendale, MI, “Seeing the Spectrum: Strategies for Teaching Literature to Autistic Youth in the English Language Arts” Respondent: Kia Jane Richmond, Northern Michigan University, Marquette

F.30 Whose Stories Are We Missing? Science Speaks Up! E M

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Through diverse voices and subject matter, science texts build students’ critical capacities, push them to grapple with the complexities of our society, and serve as mentor texts. Five

Enacting Sustainable Teaching: How Mindfulness, Embodiment, and Literacy Practices Can Help You Stay in the Profession for the Long Haul 371 E

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nonfiction authors share stories to inspire students to speak up for their own passions and interests.

In this session, presenters will share an emergent theory of change they developed called “sustainable teaching,” which is shaping the way they view their work with students, their relationships with themselves, and the professional constraints that sometimes guide and other times thwart teachers’ work. Presentation 1: Theorizing and Enacting Sustainable Teaching in the Classroom and Professional Development Contexts Cindy O’Donnell-Allen, Colorado State University Writing Project, Fort Collins Jennifer Putnam, Colorado State University Writing Project, Fort Collins Presentation 2: Moving Personal Mindfulness Practices into the Public Space of the Classroom Kelly Burns, Colorado State University Writing Project, Fort Collins Emily Richards Moyer, Poudre High School, Fort Collins, CO Presentation 3: Tools and Practices for Embodying Sustainable Teaching Molly Robbins, Denver Writing Project, CO

F.32 Raising Voices through Critical Media Literacy in a Fake News, M Post-Truth America M S C TE

340 AB This roundtable session collects practical insights in applying critical media literacy to the present misinformation and fake news

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F SESSIONS / 2:00–3:15 P.M. that surfaced during the 2016 US presidential election. Attendees will take away classroomready approaches and increased media savvy.

F.33 Transforming Traditional Writing Practices: Creating Opportunities E Where Students Discover Their Own Voices 351 D Do you feel there’s a promise of something more in your students’ writing? This presentation will share alternative ways to think about inquiry projects, essays, and writing units. Participants will walk away with tangible next steps to start the work in creating spaces for every student’s voice to be heard. Presenters: Angela Bae, Cotsen Foundation for the ART of TEACHING, Los Angeles, CA Michelle Baldonado, Park Western Place Elementary, San Pedro, CA Cathy Skubik, Park Western Place Elementary, Los Angeles, CA

350 E Listen in as four award-winning authors discuss how STEM-themed books (1) showcase a range of nonfiction text structures, writing styles, formats, and literary devices; (2) motivate reluctant readers; (3) model how to make complex information clear, interesting, and relevant to readers; and (4) help fact-loving kids connect with their peers. Chair: Terrell Young, Brigham Young University, Provo, UT Presenters: Jess Keating, Knopf Books for Young Readers April Pulley Sayre, Beach Lane/Simon & Schuster Joyce Sidman, Houghton Mifflin Harcourt Melissa Stewart, Peachtree Publishers

F.35 Students’ Voices: Fostering Them and Empowering Them G 370 F

How do educators move disinterested students from reading out of obligation, or not at all, to being active participants in literary adventures? This session focuses on students’ voices, reading, and students’ text selections. Chair: Rick Marlatt, New Mexico State University, Las Cruces Presenters: Donna Friend, Lewisville Independent School District, TX Helen Michelle Kreamer, University of Virginia, Charlottesville Kerrigan Mahoney, University of Virginia, Charlottesville Sarah Orme, University of Virginia, Charlottesville Shannon Whiteley, Lewisville Independent School District, TX

F.36 Uplifting Newcomer and Immigrant Student Voices through Storytelling E and Poetry M M S TE

371 A Learn about two projects designed to empower immigrant students: Green Card Voices recorded and published four volumes of 120 personal essays written by recently arrived immigrant students currently living in three states. A second project guided students who had been in the US less than two years in using poetry to tell their stories of journeying to the US.

Chair: Paul Allison, teacher consultant, New York, NY Presenters: Carley Besl, University of California, Riverside Tea Rozman Clark, Green Card Voices, Minneapolis, MN Mary Kay Kunkel, Cincinnati Public Schools, OH

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FRIDAY

Chair and Roundtable Leader: Christian Z. Goering, University of Arkansas, Fayetteville, “Situating Critical Media Literacy in America in International Comparisons” Roundtable Leaders: Joanne Addison, University of Colorado, Denver, “Teaching Critical Media Literacy as a Social Process in Writing-Intensive Classrooms” Erin O’Neill Armendarez, New Mexico State University, Albuquerque, “Engaging the Storied Mind: Teaching Critical Media Literacy through Narrative” Sarah Bonner, Heyworth Junior/Senior High School, IL Seth French, University of Arkansas, Fayetteville, “Before You Click Share: Mindful Media Literacy as a Positive Civic Act” Troy Hicks, Central Michigan University, Mt. Pleasant, “Reconsidering Evidence in Real-World Arguments” Mark A. Lewis, Loyola University, MD, “Employing Cory Doctorow’s Little Brother and Homeland Duology to Support Media-Savvy Youth-Activists” Sharon Murchie, Bath High School, MI, “What Is the Story? Reading the Web as Narrative” Janet Neyer, Cadillac High School, MI Robyn Seglem, Illinois State University, Normal, “Creating Wobble in a World of Spin: Positioning Students to Challenge Media Poses” Paul “P. L.” Thomas II, Travelers Rest High, SC, “An Educator’s Primer: Fake News, Post-Truth, and a Critical Free Press”

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F SESSIONS / 2:00–3:15 P.M. F.37 It Takes All Kinds of Voices E M M S TE

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Could your favorite ELA activities be shutting down some students? This session begins with a survey to help unveil where deficit thinking may be at work in your classroom. It offers practical ways to employ asset thinking, with a focus in the second half on creating a disposition-aware classroom that grows both introverted and extroverted learners.

Chair: Dawn Horwath, Foothill High School, Palo Cedric, CA Presenters: Andrea Cota, Foothill High School, Palo Cedric, CA Johnny Downey, Ayer Elementary, Cincinnati, OH Dawn Horwath, Foothill High School, Palo Cedric, CA Marissa Moss, Abrams Susan Vincent, Miami University Regionals, Cincinnati, OH

F.38 Research Roundtable #3: Writing Research G 382 B This research roundtable focuses on writing research. Roundtable Leaders: Amanda Aisen, Academic Approach, Chicago, IL Sarah Beck, New York University, New York, NY Liz Corson, Temple University, Philadelphia, PA Miles Harvey, University of New Mexico, Albuquerque Katherine James, Academic Approach, Chicago, IL Karis Jones, New York University, New York City, NY Mellinee Lesley, Texas Tech University, Lubbock Jennifer Morrison, University of South Carolina, Columbia Carrie Spitz, Pritzker College Prep, Chicago, IL Johanna Tramantano, New York University, New York, NY Sam von Gillern, Texas A&M University, College Station

F.39 Nonfiction, Fiction, and Narrative E TE Nonfiction: Supporting Readers through Purposeful Pairings M 352 A Elevate your literature discussions and build students’ capacity for deep comprehension and advocacy by using pairings of fiction, nonfiction, and narrative nonfiction. From picture books to informational texts to novels, explore powerful ways to read across text types. Presenters: Stacey Fisher, East Tennessee State University, Sevierville Emily Meixner, The College of New Jersey, Ewing Jennifer Shettel, Millersville University of PA

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F.40 Stories of Learning Shared through Exhibition and Presentation S Choice, reflection, and audience are crucial elements as students explore and share their Stories of Learning. Students select interdisciplinary learning goals, reflect on their growth, and then share their stories through a schoolwide Exhibition of Learning and present them as part of their final exam in three content areas. Presenters: Katie Hovanec, Oakton High School, Vienna VA Janet Schiavone, Oakton High School, Vienna, VA Susan Sullivan, Oakton High School, Vienna, VA Angela Taggart, Oakton High School, Vienna, VA

F.41 WANTED: Civil Conversation E M M S

352 B Want kids to be more involved and engaged in your classroom? Let them talk. Leave this session with ways to manage focused and productive student-led conversations with teaching tools in hand ready to use Monday morning.

Presenters: Sarah Haywood, York County School Division, Yorktown, VA Pam Schwalenberg, York County School Division, Yorktown, VA

F.42 Troubling the Mainstream: Diversifying Gender and Sexuality M Representation in Middle Grade C Fiction 350 C With bullying of gender and sexual minorities—particularly among children and teens—being so prevalent in schools still, this timely panel will allow for an important dialogue between educators and authors in an effort to better understand the roles of each within the lives of young LGBTQ students. Chair: Robert Bittner, University of British Columbia, Okanagan, Kelowna Presenters: Barbara Dee, Aladdin/Simon & Schuster Alex Gino, Scholastic, Inc. Nicole Melleby, Algonquin Karen Rivers, University of Victoria, British Columbia, Canada Aida Salazar, Scholastic, Inc.

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F SESSIONS / 2:00–3:15 P.M. F.43 Using Project-Based Learning M S for Authentic Storytelling and Community Building 330 B

Presenters: Jennifer Mitchell, Windsor High School, CO Karla Scornavacco, University of Colorado, Boulder

F.44 Empowering, Encouraging, and Enriching the Voices of High School S Students: The Work of the National English Honor Society 372 F This session will engage participants in learning more about starting a chapter of NEHS as well as providing further examples of projects done throughout the society that raise students’ voices and engage them in a dynamic society Presenters: Breanne Hicks, Saint Mary’s Hall, San Antonio, TX John Manear, Seton-La Salle High School, Pittsburgh, PA Cathy Power, Milton High School, GA Stephanie Robertson, Staley High School, Kansas City, MO Lindsey Ward, The Woodlands College Park High School, TX David Wendelin, Colorado Language Arts Society, Denver, CO

F.45 Student Voice, Digital Literacy, and Shakespeare: Bringing the Bard into M the 21st Century M S C

380 B This session highlights a project-based learning unit where students make Shakespearean classics engaging for youth audiences by creating their own five-minute film adaptations. Participants will gain handson experience using free, easily-accessible digital tools for filmmaking as well as unit resources including rubrics, interactive lectures, and samples of student work.

F.46 Traversing the Stories of LGBTQ Youth in Young Adult Literature to M Challenge Homophobia M S C TE

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Project-based learning can be a powerful vehicle for student voice in the language arts classroom. This session describes instructional habits and routines used in PBL classrooms to support students in sharing, listening, and collaboratively developing compelling stories that matter to students and their communities.

Jacqueline Sweet, William Chrisman High School, Independence, MO Chris Wells Meghann Wells Patrick Wilcox, William Chrisman High School, Independence, MO

380 C How can teachers use YA literature to combat homophobia and promote acceptance, inclusion, and ally-ship? Join us as we share strategies and resources for reading queerthemed YA literature as a means to challenge homophobia and create safe, welcoming spaces for all students.

Presenters: Brooke Eisenbach, Lesley University, Cambridge, MA Camille Gerard, Lesley University, Cambridge, MA Paula Greathouse, Tennessee Tech, Cookeville Lesley Roessing, Coastal Savannah Writing Project, Savannah, GA Fareesa Syeda, Lesley University, Cambridge, MA Samantha Zarkower, Lesley University, Cambridge, MA

F.47 Empowering Student Writers through Peer Response Groups M M S

380 D This presentation will highlight the voices of students in five classrooms, as their teachers talk about the design and implementation of peer response groups in their ELA classrooms. Teachers will discuss the complexities and tensions involved in this work, as well as the opportunities for student learning and empowerment.

Presenters: Sidonie Chhetri, Round Rock Independent School District, TX Kathleen Cunningham, Del Valle High School, Austin, TX Kira LeeKeenan, The University of Texas at Austin Nicole Stump, Del Valle High School, Austin, TX Holland White, Peabody College, Vanderbilt University, Nashville, TN

Presenters: Sandy Fetters Sarah Nelson, William Chrisman High School, Independence, MO

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F SESSIONS / 2:00–3:15 P.M. F.48 Speaking Up: Making Student Conferences Manageable, M S Meaningful, and Student Driven C 381 C In this interactive session, we consider strategies for managing the logistics of conferencing with 100+ students, and moving the preparation and direction of conferences from teacher to student. Participants will walk away with specific tools to create, develop, or revise their practice of conferencing, leading to greater student ownership. Chair: Christina Ponzio, Michigan State University, East Lansing Presenters: Anita Abraham, East-West School of International Studies, Flushing, NY Amy Matthusen, East-West School of International Studies, Flushing, NY

F.49 Improving Teachers’ Writing: An Act of Social Justice C TE

381 B Teachers who model effective communication and who value the writing process are better prepared to help students find their own voices. This interactive discussion uses case studies and personal examples to explore a five-component, evidence-based learning framework for improving teachers’ writing.

Presenters: Catherine Barber, University of St. Thomas, Houston, TX Anne Gichuri, University of St. Thomas, Houston, TX Janice Taylor, University of St. Thomas, Houston, TX

F.50 Speaking Up and Speaking Out: Authors Share Writing Lessons G That Help Our Students Raise Their Voices GRAND BALLROOM B How can we amplify our students’ voices through the writing lessons and opportunities we provide? Participants are invited to be learners themselves as a diverse group of authors share writing lessons to take back to our classrooms that invite, encourage, and amplify the stories we all have to tell.

Presenters: Tonya Bolden, Bloomsbury Jay Coles, Hachette Book Group Sayantani DasGupta, Scholastic, Inc. Raúl Gonzalez III, Chronicle Books Maurene Goo, Macmillan Hena Khan, Simon & Schuster and Chronicle Books David Barclay Moore, Random House Children’s Books Aisha Saeed, Penguin Random House Eliot Schrefer, Scholastic Inc. Leslie C. Youngblood, Disney Books Ibi Zoboi, HarperCollins

F.51 G TE

Research on LGBTQ Voices in the Classroom 361 D This session reflects on teaching composition and sociology through themed learning communities; LGBTQ language as tool of empowerment; and a case study of two elementary teachers’ efforts to enact practices that engage students in learning about gender, family, sexual, and family diversity.

Presenters: Susan Cridland-Hughes, Clemson University, SC Marie Christ, University of Central Missouri, Warrensburg Chelsea Everly Orman, University of Central Missouri, Warrensburg Mary Schreuder, Clemson University, SC

F.52 Voicing the Poetic: From Mississippi Blues Form to ELL to Artistic M Aesthetics M S 332 D Join this session to learn the latest in poetic instruction using Mississippi Blues Form, ELL strategies, and powerful word play. Featuring a variety of authors of color. Chair: Kathi Appelt, Vermont College of Applies Arts, Montpelier Roundtable Leaders: Melissa Smith, Lake Norman Charter High School, Huntersville, NC Ah-Young Song, Teachers College, Columbia University, New York, NY John Strait, Southern New Hampshire University, Manchester David Wilson, Bergen County Academies, Hackensack, NJ

Chairs: Teresa Bunner, Wake County Public School System, Cary, NC Jillian Heise, Kenosha Unified School District, WI Jenny Seiler, Woodworth Middle School, Fond du Lac, WI

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F SESSIONS / 2:00–3:15 P.M. F.53 Engendering Cultural Competencies: M C Facilitating Voice and Transforming M S TE Classrooms 351 A

Chair: Michael Anthony, Muhlenberg School District, Reading, PA Presenters: Monique Cherry-McDaniel, Central State University, Wilberforce, OH Nyree Clayton-Taylor Connor Guditus, Dr. Richard Izquierdo Health and Science Charter School, Bronx, NY Bianca Nightengale-Lee, Berea College, Louisville, KY Victoria Prashad, Porter Chester High School, NY

F.54 Technology Tolls That Support ELA Instruction: YA Lit and LGBTQ M S Issues C 372 A Participants will see and hear how to utilize a variety of digital tools. This includes online platforms, digital media like iMovie and Lightworks, and social media such as Twitter. Chair: Chrissy Cross, Stephen F. Austin State University, Nacogdoches, TX Presenters: Frankie Huff, Seminole State College, Sanford, FL Summer Pennell, Truman State University, Kirksville, MO Laurie Rozakis, Farmingdale State College, NY Colette Weber, George School, Newtown, PA

F.55 Building Persistence with Picture Book Biographies E M M S

M S

350 D Understanding multiple points of view is an essential skill for readers and citizens—one that’s fostered by sharing stories exploring different perspectives. On this panel, authors with books written in multiple voices share their processes and discuss how encountering different perspectives in stories helps readers build empathy and understanding.

FRIDAY

These presenters seek to demonstrate methods of improving student engagement in classrooms by asking them to articulate their identities and employing their cultural competencies and knowledge.

F.56 Another Point of View: How Books with Multiple Voices Build Empathy E & Understanding in Readers M

Chair: Donalyn Miller, The Book Whisperer, Inc., Colleyville, TX Tradebook Authors: Margarita Engle, Simon & Schuster Ginger Johnson, Bloomsbury, New York, NY Kate Messner, Bloomsbury, New York, NY Elizabeth Partridge, Viking Books for Young Readers Olugbemisola Rhuday-Perkovich Audrey Vernick, Balzer & Bray, Disney

F.57 Voices in the Air: How Authors Find Their Voices G 371 E Authors write using unique and powerful voices that move our hearts. How can teachers share the experiences of real authors with students so that they, too, can find a unique voice for writing? This panel offers a glimpse into the process of writing fiction, memoir, and poetry. Presenters: Chris Crutcher, HarperCollins Ralph Fletcher, Heinemann Naomi Shihab Nye, Greenwillow/HarperCollins Margaret Simon, Iberia Parish Gifted Program, New Iberia, LA

362 ABC This lively session with award-winning authors focuses on how the “mentor lives” in picture book biographies can engage students in developing persistence. Participants and the authors will discuss how picture book biographies can inspire students to create meaningful change in their schools, communities, and the larger world.

Chair: Gary Anderson, Harper College, Palatine, IL Presenters: Chris Barton, Simon & Schuster Nancy Churnin, The Dallas Morning News, TX Heather Lang, Albert Whitman & Company Andrea Loney, Lee & Low, Albert Whitman & Company Duncan Tonatiuh, Abrams Books for Young Readers 2018 NCTE ANNUAL CONVENTION PROGRAM

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F SESSIONS / 2:00–3:15 P.M. F.58 Standing on the Shoulders of Mentors to Empower Student E Voices M 362 DEF In this warm interview-style session, mentors will share their journeys to empowering students as advocate for a better world, as well as investing in the next generation of teachers. This is for all educators—those looking to inspire students in mighty ways and those positioned to be mentors. Chair: Ruth Ayres, The Lead Learners, Syracuse, IN Respondents: Patrick A. Allen, Frontier Valley Elementary, Parker, CO Carl Anderson, author and consultant Lester Laminack, author and consultant, Dillsboro, NC Colby Sharp, Parma Elementary School, MI Katie Wood Ray, Heinemann

F.59 Navigating Tensions, Negotiating Constraints, and Advocating for M Digital and Multimodal Writing: M S Amplifying the Voices of Preservice C and Early-Career Teachers TE

370 B An English educator and four early-career English teachers share how their conceptions of 21st-century writing developed through university coursework, field experiences, and internship into their first year(s) teaching. They explore how new teachers navigate tensions, negotiate constraints, and use their voices to advocate for digital and multimodal writing. Chair: Amber Jensen, George Mason University, Fairfax, VA Presenters: McClain Herman, Annandale High School, Annandale, VA Salma Saeedi, George Mason University, Fairfax, VA Morgan Shaughnessy, George Mason University, Fairfax, VA Krista Sheetz, George Mason University, Fairfax, VA

F.60 Folger Shakespeare Library: Real, Live Students Meet Shakespeare M and Make His Words Their Own M S 350 F

Observe in real time: teaching, learning, and the voices of student response. Shakespeareuninitiated Houston high school students make his language their own with a play

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they’ve never read, through the Folger’s core activity, 3-Dimensional Shakespeare. This is the way into a play, or any complex text. Chair: Peggy O’Brien, Folger Shakespeare Library, Washington, DC Presenters: Erika Lai, YES Prep North Forest, Houston, TX Michael LoMonico, Folger Shakespeare Library, Washington, DC Students from YES Prep Public High School, Houston, TX

F.61 Venturing outside the Classroom: Raising Student Voice through G Place-Based Writing TE 330 A Tired of teaching writing to formulas? Looking for ways to help students write for different audiences and purposes? Place-based writing is one solution. The teachers in this session will present activities they have used that help students write more authentically using real places in their own communities. Presenters: Stephen Goss, Kennesaw State University, Kennesaw, GA Amanda Montgomery, Park Street Elementary School, Marietta City, GA Robert Montgomery, Kennesaw State University, Kennesaw, GA

F.62 Igniting Instruction—Round 1 G

351 B An Ignite is the haiku of presentations. In each of these high-energy talks, the speaker has just 5 minutes and 20 slides to fire up your imagination and illuminate new ways to kindle a passion for reading, writing, collaborating, creating, and thinking in your students.

Presenters: Jason Augustowski, Riverside High School, Leesburg, VA Gail Boushey, Renton, WA Pam Bowe, Chippewa Falls Senior High School, WI Sandy Hayes, Becker Middle School, MN Nicholas Kremer, Eden Prairie Schools, MN Christopher Lehman, The Educator Collaborative, Astoria, NY Carol Moehrle Lakisha Odlum, Teachers College, Columbia University, NY Alan Sitomer, Scholastic, Inc. Dave Stuart Jr., Cedar Springs High School, MI

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F SESSIONS / 2:00–3:15 P.M. F.63 POSTER SESSION: Research into the Teaching and Learning of English G 359-360 PREFUNCTION A wide variety of poster presentations offer current studies on everything from the efficacy of certain classroom practices to the implications of assessment data for local and national policy.

POSTER 2: An Exploration of the Barriers That Impede Black Women and the Impact on Their Role as Students and Leaders in Education (C) Marian Muldrow, Chattahoochee Technical College, Acworth, GA Marilyn Thomas, Cobb County School District, GA POSTER 3: Community College Writers: Differences in Text-Based Analytical Writing across Four Levels of Composition Courses (S-C-R) Jane Nazzal, University of California, Irvine POSTER 4: It Starts with Me: Empowering Students as Agents of Change through Culturally Responsive Feedback (S-C-R) Aimee Myers, Texas Woman’s University, Denton POSTER 5: Using The Hate U Give and Literacy Strategies to Enhance Engagement and Comprehension with Secondary Inner-City High School Students (S-TE-R) Melanie Koss, Northern Illinois University, DeKalb Concetta Williams, Chicago State University, IL POSTER 6: Raising Student Voice through Resistant Teaching Practices (M-S-TE-R) Desi Krell, Pine View Middle School, Land O Lakes, FL POSTER 7: Representations of Diversity in Leveled Texts (E-TE-R) Melanie Walski, Northern Illinois University, DeKalb Melanie Koss, Northern Illinois University, DeKalb POSTER 8: (De)Prioritizing Reciprocity in Service Learning Classrooms (C-TE-R) Charisse Iglesias, University of Arizona, Tucson POSTER 9: Little Learners, Tough Topics: The Use of Bibliotherapy in Primary Grade Classrooms (E-TE) Bethanie Pletcher, Texas A&M University, Corpus Christi Ruth Younger, POSTER 10: How a New Comprehension Curriculum Enhances Reading Growth (E-M-R) Peter Dewitz, Mary Baldwin University, Staunton, VA Sarah Collinge, Read Side by Side Publications Bethany Robinson, Read Side by Side Publications

F.64 Raising Our Voices on Capitol Hill: Literacy Education Advocacy C TE

370 E Raise your voice as we plan how to advocate for literacy both at our nation’s capital and virtually. Prepare to reflect on the stories you have to share, and we’ll build those stories into support for literacy education advocacy and design opportunities for your teacher candidates to do the same.

Presenters: Beth Lehman, Bridgewater College, VA Jenny Martin, Bridgewater College, VA Karen Rogers, Bridgewater College, VA Alice Trupe, Bridgewater College, VA

F.65 #DisruptTexts: Dismantling and Rebuilding (Reimagining?) the G Literary Canon 361 EF The co-founders of #DisruptTexts will share strategies to create an equitable and inclusive curriculum through paired texts, counternarratives, and alternative titles. Participants will apply a critical lens to their own teaching practices to disrupt, dismantle, and rebuild curriculum with a pedagogy that centers the rich work of communities of color. Presenters: Tricia Ebarvia, Conestoga High School, Berwyn, PA Lorena Germán, Headwaters School, Austin, TX Julia E. Torres, Denver Public Schools, CO

F.66 EXHIBITOR SESSION: Teaching Students to Read Like Writers G 382 C Sponsored by Amplify Close reading is an essential skill, yet students struggle to make the leap from reading for comprehension to reading with curiosity, skepticism, and an appreciation for craft. Don’t miss this opportunity to learn best practices for teaching students to “read like writers.” Presenter: Teddy Redding, Associate Director of ELA Content, Amplify

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POSTER 1: The Community Grade Book: Using Grading Strategies to Increase Student Agency and Metacognition (M-S) Matthew Gorgans, Dunwoody, GA

POSTER 11: Voices and Stories: Wordless Picture Books across the Grades (G) Annamary Consalvo, University of Texas at Tyler Samantha Campbell, University of Texas at Tyler Claudia Fuentes, University of Texas at Tyler Meredith Wall, University of Texas at Tyler

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G SESSIONS / 3:30–4:45 P.M. FEATURED SESSION G.01 Raising Student Voices about Bullying: Speaking Out for Equity and Justice

M S TE

310 ABC In this interactive session, we address the question, “How can we support students using their voices to confront bullying in their communities?” We’ll share the role of microaggressions and the projects students have created to make change in their communities. Chair and Presenter: Roxanne Henkin, University of Texas at San Antonio Presenters: Aurelia Dávila de Silva, SAWP Community Center, San Antonio, TX Rebecca Palomo, University of Texas at San Antonio Anita Pickett, Somerset Independent School District, San Antonio, TX

G.02 TEXAS STRAND: Dystopian for the Seemingly Disinterested: Using M Genre Study to Promote Inquiry and M S Activism in the ELA Classroom

G.03 Pedagogies in Context: Exploring Current Issues and Dilemmas in TE Teaching the English Language Arts Methods Course

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GRAND BALLROOM B

The current generation of students has been labeled as apathetic to societal issues. However, their engagement in dystopian literature might prove the opposite. A genre study of middle grade/young adult dystopian literature can lead students to uncover the parallel societal issues and ultimately to activism, all within the ELA classroom.

Sponsored by the ELATE Commission on English Methods Teaching and Learning

Presenter: Heather Pule, University of Houston, Clear Lake, TX

This set of four concurrent roundtables will focus on the tensions that emerge in teaching the English language arts methods course within teacher education programs. The roundtables will feature presenters who explore unique challenges concerning the historical legacies that influence ELA methods/pedagogy. Roundtable 1: Tensions within the Methods Class Leader: Heidi Hallman, University of Kansas, Lawrence Respondent: Leslie Rush, University of Wyoming, Laramie Presenter 1: Exploring Tensions of Critical Conversations in English Methods Classrooms Melissa Schieble, Hunter College, CUNY Amy Vetter, The University of North Carolina at Greensboro

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G SESSIONS / 3:30–4:45 P.M. Roundtable 3: Tensions in Field Experiences Connected to the ELA Methods Class Roundtable Leader: Kristen Pastore-Capuana, SUNY Buffalo State Respondent: Laura Renzi, West Chester University, PA

Presenter 3: Powerful Influence and Absurd Neglect: Preserving the Legacy of Louise M. Rosenblatt in Secondary English Language Arts Methods Courses Sue Ringler Pet, Sacred Heart University, Fairfield, CT

Presenter 1: English Education Methods Courses as Induction into a Community of Practice of English Teachers Kristen Pastore-Capuana, SUNY Buffalo State James Cercone, SUNY Buffalo State

Presenter 4: A Teaching Mythology: Disrupting the Tutor/Teacher Dichotomy Melanie Burdick, Washburn University, Topeka, KS Heidi Hallman, University of Kansas, Lawrence Presenter 5: More Than Left, Right, Up, Down: Teaching Tensions in Non-ELA Literacy Methods Courses Chea Parton, The University of Texas at Austin Jeff Spanke, Ball State University, Muncie, IN Roundtable 2: Tensions in Teaching for Social Justice within the ELA Methods Class Leader: Terri Rodriguez, College of Saint Benedict/ Saint John’s University, St. Joseph/Collegeville, MN Respondent: Crag Hill, University of Oklahoma, Norman Presenter 1: Critical Whiteness Studies and Consideration of Context: Ignored Barriers to Transformational Education Christina Berchini, University of Wisconsin-Eau Claire Presenter 2: Enduring Assignments in the Methods Course: Lesson Planning and Micro-Teaching as Trigger Points for Stimulating Social Justice Teaching Terri L. Rodriguez, College of Saint Benedict/Saint John’s University, St. Joseph/Collegeville, MN Presenter 3: Challenging the Single Story through Anti-Deficit English Education Michelle Fowler-Amato, Old Dominion University, Norfolk, VA Amber Warrington, Boise State University, ID Presenter 4: “It’s Just Not What I Thought It Would Be”: Student-Teacher Identity at the Intersection of Theory and Practice Katharine Covino, Fitchburg State University, MA Presenter 5: Emotional Labor and the Limits of the Methods Course: Learning from Interns Who Leave the Profession Brandon L. Sams, Iowa State University, Ames Mike Cook, Auburn University, AL

Presenter 2: Teacher Candidates’ Perspectives on the Connection of Methods-Based Field Placements to In-Class Learning Chris Parsons, Keene State College, NH

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Presenter 2: What Counts as Writing in the 21st Century? Using ELA Methods Classes to Uncover Tensions and Discover Intentions in New Literacy Practices and Pedagogies Amber Jensen, George Mason University, Fairfax, VA

Presenter 3: Service-Learning Initiatives to Prepare English Teachers for Rural Contexts Allison Wynhoff Olsen, Montana State University, Bozeman Presenter 4: How Does the Curriculum Differ for Teaching English in Middle or High Schools? Sarah Thomas, University of Nebraska–Lincoln Rachael W. Shah, University of Nebraska–Lincoln Presenter 5: Making Video Recording and Reflection Meaningful for English Teacher Candidates Julie Bell, University of Nebraska at Omaha Roundtable 4: Tensions in the Professionalization of English Teachers Roundtable Leader: Donna Pasternak, University of Wisconsin-Milwaukee Respondent: Connor Warner, University of Missouri – Kansas City, Kansas City, MO Presenter 1: Preparing English Teachers for a Single State Christian Goering, University of Arkansas, Fayetteville Lara Searcy, University of Arkansas, Fayetteville Presenter 2: Changing English: Examining Technology and its Impact on the Field and its Methods Donna Pasternak, University of Wisconsin-Milwaukee Presenter 3: Writing Problems and Promises in Standardized Teacher Performance Assessment Sarah Hochstetler, Illinois State University, Normal Melinda McBee Orzulak, Bradley University, Peoria, IL Presenter 4: Training for the Unsustainable? Preparing ELA Teachers While Studying Teacher Attrition Jeremy Glazer, Rowan University, Glassboro, NJ Presenter 5: The Potential of Problematic Practice: Preparing Teachers for the Secondary ELA Classroom Melanie Shoffner, James Madison University, Harrisonburg, VA

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G SESSIONS / 3:30–4:45 P.M.

G.04 Teaching for Equity and Justice with Young Adult Literature M M S C TE

GRAND BALLROOM A Sponsored by the ELATE Commission on the Study & Teaching of Adolescent Literature In this conversation session, award-winning author Laurie Halse Anderson discusses the ability of young adult literature to address social justice and equity with adolescents. Afterward, attendees rotate through three 15min. roundtables of their choice to discuss a rich diversity of texts, issues of social justice, and teaching methods.

Chair: Victor Malo-Juvera, University of North Carolina, Wilmington Presenter: Laurie Halse Anderson, Simon & Schuster Roundtable Leaders: Sarah Beardsley, Wolf Creek Local School District, Waterford, OH Steven Bickmore, University of Nevada, Las Vegas Stefani Boutelier, Aquinas College, Grand Rapids, MI, “I Am Alfonso Jones: Equity and Justice after the Exposure of White Privilege in Young Adult Literature” Ashley Boyd, Washington State University, Pullman Kelly Byrne Bull, Notre Dame of Maryland University, Baltimore, “Building Intercultural Communication with Refugee by Alan Gratz” Steffany Comfort Maher, Indiana University Southeast, New Albany, “The Hate U Give: Examining Systemic Racism and Police Brutality” Janine Darragh, University of Idaho, Moscow Sybil Durand, Arizona State University, Tempe Marshall George, Hunter College, CUNY, “Surviving Life on the Edge: Exploring Bullying, Loneliness, and Friendship in The Serpent King” Ricki Ginsberg, Colorado State University, Fort Collins, “Piecing Me Together: Race, Class, Power, and Privilege” Nicole Greaves, Pathways to Graduation, New York, NY Melanie Hundley, Vanderbilt University, Nashville, TN, “Called to Speak: Texts that Advocate for Gay, Lesbian, and Transgendered Teens” Judith A. Hayn, University of Arkansas–Little Rock, “The Tween and Social Justice: Using George to Build Allies” Alice Hays, California State University, Bakersfield, “’Now I See Them as People’: Interrogating Representations of Poverty with Eleanor & Park” Lisa A. Hazlett, University of South Dakota, Vermillion, “Using Jaya and Rasa: A Love Story to Assist Adolescents Achieve Societal Voices and Personal SelfEsteem” Crag Hill, University of Oklahoma, Norman, “Dreamland Burning: Digging up the Injustices of the Roaring 20s”

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Sharon Kane, SUNY, Oswego, “Far from Simple: Addressing the Complexities of Equity and Justice in Robin Benway’s Far from the Tree” Charlotte L. Pass, SUNY Cortland, “The Dynamic of Gender Expression” Leilya Pitre, Southeastern Louisiana University, Hammond, “Choosing Love over Hate (List): Raising Students Who Understand Bullying” Jody N. Polleck, Hunter College, New York, NY, “Using All American Boys to Confront Racial Injustice and Inspire Students’ Sense of Agency” Shanita Rapatulo, Pathways to Graduation, New York, NY Travis Reyes, H-B Woodlawn, Arlington, VA, “They Both Die in the End:” Connecting YAL to the Lives and Realities of Our English as a Second Language (ESOL) Students” Gretchen Rumohr-Voskuil, Aquinas College, Grand Rapids, MI, “Advocating for Refugees with Salt to the Sea” Nina Schoonover, North Carolina State University, Raleigh, “Exploring Equity and Justice in the Female Immigrant Experience through Anya’s Ghost” Shelly Shaffer, Hamline University, St Paul, MN, “Date Rape in Speak: Teaching for Justice” Meredith N. Sinclair, Southern Connecticut State University, New Haven, “Shadowshaper: Confronting Cultural Appropriation and Gentrification through YAL” Ann Marie Smith, University of South Dakota, Vermillion, “Using Jaya and Rasa: A Love Story to Assist Adolescents Achieve Societal Voices and Personal Self-Esteem” Linda Spears-Bunton, Florida International University, Miami, “Race, Gender & Police Violence: A Brown Girl Coming of Age in America” Tashema Spence, Pathways to Graduation, New York, NY Terri Suico, Saint Mary’s College, Notre Dame, IN, “Equity, Justice, and Love: Contextualizing the Fight for Marriage Equality with Loving vs. Virginia” Emily Wender, Indiana University of Pennsylvania, “Racial Identity in Hush” William Williams, Concord University, Athens, WV, “The Glass Castle: Breaking Stereotypes of Appalachia” Jordan Yarwood, Pathways to Graduation, New York, NY Respondents: Jennifer Dail Wendy Glenn, University of Colorado, Boulder Paula Greathouse, Tennessee Tech University, Cookeville Charlie Green Christina Esposito, Southern Connecticut State University, New Haven John Istel, New Design High School, New York, NY Cheryl North, University of Maryland Baltimore County Emily Peters, Louisiana State University, Baton Rouge Rebecca Powell Carolyn Reid-Brown

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G SESSIONS / 3:30–4:45 P.M. Candence Rollibard Rachel Roloff Lisa Scherff, McREL International, Honolulu, HI Katie Sluiter, Wyoming Public Schools, Zeeland, MI Christine Walsh, SUNY, Oswego

G.05 Advancing Literacy and Latinx Student Voices in the New Latinx E Diaspora M 371 F

Sponsored by the Latinx Caucus Through the New Latinx Diaspora, Latinx and Spanish-speaking youth have become a significant demographic in classrooms nationwide. This panel explores the cultural and educational challenges and opportunities facing literacy educators in areas such as the Southeast and Midwest, and how they can sustain and empower their Latinx students’ unique voices.

Chair and Presenter: Michael Dominguez, San Diego State University, CA, “Constructing Latinidad in the Rural South: Youth Negotiation for Epistemic Space in New Diaspora Schools” Presenters: Megan Adams, Kennesaw State University, GA, “Using a Social Justice Curriculum to Engage Latinx Students in a Summer Literacy Program” Francisco Carrillo, “Advocating for Elementary Newcomer Students in New Latinx Diaspora” Jennifer Painter, “Using Oral Histories to Amplify Community Voices” Sanjuana Rodriguez, Kennesaw State University, GA, “Using a Social Justice Curriculum to Engage Latinx Students in a Summer Literacy Program” Sarah Waddell, “Community Building with Latinx Families in the Rural South”

G.07 Research Foundation Research Grant Recipients Research G Presentations 351 C Sponsored by the NCTE Research Foundation The following research grant recipients will report on their research findings from their projects on developing a critical literacy workshop for parents and children, the Mohawk digital youths’ project, searching for multiple selves through dualist creative writing, and rewriting and the axis of empowerment and engagement.

G.08 Story Works: Incorporating True First-Person Storytelling in the High M S School English Classroom C TE

320 C What happens when English teachers ask students to talk about the stories that matter most to them? Great things. Project alums from Story Works Alaska, a teacher/student/ community partnership, will share stories, invite you to explore your own stories, and introduce you to free curriculum that will help you host true, first-person story workshops in your high school English classrooms.

Chair: Regan Brooks, Story Works Alaska, Anchorage Presenter: Cari Zawodny, Story Works Alaska, Anchorage

G.09 Raising Student Choice to Raise Student Voice: Practical Lessons E about Increasing Student Choice in M Reading and Writing M S 370 F Join our discussion of the benefits and challenges that student choice brings to the literacy classroom. With a focus on practical questions—how lit circles really work or how to balance group and individual needs, for instance—we share our journeys to increase student choice and thus raise student voice. Chair: Barry Gilmore, Hutchison School, Memphis, TN, “The Big Picture of Choice: Why It Matters from an Administrator’s Point of View” Presenters: Nicole Engstrom, Allen Academy, Bryan, TX, “Using Choice to Build a Culture of Literacy: How Individual Choice Benefits Groups, Grades, and Schools” Lauren Huddleston, Hutchison School, Memphis, TN, “What Works—and Doesn’t Work—in Lit Circles: How to Manage Choice, Group Work, and Assessment” Morgan Pesek, Allen Academy, Bryan, TX, “Connecting Choice in Reading to Choice in Writing” Kara Vaughn, Hutchison School, Memphis, TN, “Making Choice Reading Practical: Balancing Whole-Class Needs with Individual Reading Assignments”

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M S

Presenters: Curran Katsi’sorókwas Jacobs, McGill University, Montréal, Québec Eliza Braden, University of South Carolina, Columbia Christian Ehret, McGill University, Montréal, Québec Cindy Juyoung Ok, Manual Arts High School, Los Angeles, CA Christopher Mazura, Guilderland Schools, NY

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G SESSIONS / 3:30–4:45 P.M. G.10 Writing Poetry in the Wild: Using Place, Play, and Perspective to E Empower Student Writers M 361 A

Moving beyond the standard “sensory details” approach, teachers empower student voices by offering opportunities to write poetry “in the wild”—outside the limits of children’s own eyes, social roles, classroom routines, and school buildings. This session offers participants the playful and powerful experience of writing poetry “in the wild.” Presenters: Heidi Mordhorst, Reed Elsevier Inc., “Talk a Mile in Someone Else’s Shoes” Margaret Simon, Iberia Parish Gifted Program, LA, “A Guide for Writing Marathons” Tradebook Authors: Irene Latham, Lerner, “Private Eye” Laura Purdie Salas, Houghton Mifflin Harcourt, “Poeting in Wild Places—Get Up Out of Your Desk!” Respondent: Mary Lee Hahn, Dublin City Schools, OH

G.11 E M M S TE

M M S TE

371 E In this interactive session, Nancy Steineke, Terry Thompson, and David Finkle will demonstrate the various ways comics can reach and teach students in wide-ranging and engaging ways. Participants will leave having experienced easily adaptable strategies as well as have a greater familiarity with online and print comic resources.

Presenters: David Finkle, Scholastic, Inc., “Helping Students Find Their Voices through Comic Strip Writing” Nancy Steineke, Illinois Writing Project, Brookfield, “Comics: A Fantastic Resource for Creating Collaboration and Lively Conversation around Text” Terry Thompson, Stenhouse Publishers, “Harnessing the Power of Graphic Novels and Visual Representation to Deepen Student Comprehension”

Raising AUTHENTIC Student Voices: The Whys and Hows of Ensuring Authenticity in Publishing and Using Children’s and Young Adult Literature

G.13 Gather around the Fire: Reimagining Storytelling as S Powerful Vehicles for Activism and Oral History

351 B

Affirmation is the secret sauce to relevant effective instruction. Join this power group of educators as they share their stories of teaching narrative and storytelling to promote equity and social justice. Topics include stories of Mexican migrant workers, Latinx students’ cultural community sustainability efforts, and uses of social media in an urban school setting.

Readers increasingly express outrage with stories that just don’t “get it right” for reasons of cultural appropriation or misrepresentation. An author, publisher, scholar, librarian, and teacher educator discuss why questions of authenticity are important and how to ensure our students hear authentic voices when they read without crossing into censorship. Chair: Lois Stover, Marymount University, Arlington, VA, “Supporting the Quest for Authenticity of Voices” Tradebook Author: Lesa Cline-Ransome, Holiday House, “Authenticity of Voice from the Writer’s Perspective: How One Author Works to ‘Get it Right’ in Her Books for Young People” Presenters: Mary Cash, Holiday House, “Authenticity of Voice from the Editor’s Perspective: How One Editor Works with Authors to ‘Get It Right’ in Publishing Books for Young People” Eva Thomas, Unionville-Chadds Ford School District, Kennett Square, PA, “Ensuring Authenticity of Voices as a Teaching Librarian: Whys and How-Tos” Respondent: Vivian Yenika-Agbaw, Pennsylvania State University, State College, “Important Questions to Raise about Authenticity of Voice in Books for Children and Young Adults”

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G.12 Unleashing Student Voice Using Comic Strips and Graphic Novels E

342 F

Chair: Hannah Victory, Bearden High School, Knoxville, TN Presenters: Susan Cintra, Madison Central High School, Richmond, KY Alexandra Magoulas, Florida International University, Miami Colin Rennert-May, University of Chicago Laboratory Schools, IL Kelly Virgin, West Chester University, PA

G.14 Cultivated Critical Literacies: Urban Student Engagement through M Reading and Writing M S 351 A Using technologies and community engagement, students, community leaders, and presenters chronicle development of student literacy and agency.

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G SESSIONS / 3:30–4:45 P.M.

G.15 Student LGBTQIA Voice in Rural Classrooms S 332 E Voices of LGBTQIA youth are largely absent from YA literature. Student choice in reading and representations in rural classrooms will be examined. Chair: Melissa Wells, University of Mary Washington, Fredericksburg, VA Presenters: Gena Brown, Pike County High School, Zebulon, GA Kim Johnson, Pike County Middle School, Zebulon, GA Michelle Page, University of Minnesota-Morris

G.16 TED’s Excellent Adventure: Cultivating Student Voice through a M TED Talk-Driven Curriculum Which M S Culminates in a Student TEDx Event C 342 C Panelists discuss their contributions to a curriculum which reimagines TED talks as literary texts to be read alongside standard canonical offerings and cultivates student voice by organizing the syllabus around the culminating goal of a student-populated TEDx event. Chair and Presenter: Cornelius Minor, Teachers College, Columbia University, New York, NY Presenters: Kathleen Devine, The Benjamin School, North Palm Beach, FL Georgia Heard, Teachers College Reading and Writing Project, New York City, NY, “Ideas from the Heart” Cristina James, The Benjamin School, North Palm Beach, FL Jamila Lyiscott, Teachers College, Columbia University’s Institute for Urban and Minority Education, New York, NY, “Reimagining Articulacy and Multilingualism by Privileging Vernacular in Classrooms”

G.17 Empowering Teachers, Empowering Learners: Technology and E Transformation M M S

372 DE Technology may be the great equalizer—or it may help to widen gaps. Presenters in this session will share their experiences of incorporating technology into literacy instruction in an effort to empower their students as readers and writers in a digital world.

Chair: Kristen Hawley Turner, Drew University, Madison, NJ Roundtable Leaders: Natalie Biden, PS 382, New York, NY, “Start Them Young: Digital Reading in the Elementary Classroom” Ivelisse Brannon, Central Park East High School, New York, NY, “Making Argument Matter” Alex Corbitt, The Bronx School of Young Leaders, NY, “Book Clubs 2.0: Using Smart Devices to Amplify Student Discussion” Emilie Jones, CIS 303: The Leadership and Community Service Academy, New York, NY, “LGBTechnology” Lauren King, Drew University, Madison, NJ, “Technology in the Title I Classroom: Finding and Giving Voices” Susan Luft, Fox Meadow Elementary School, Scarsdale, NY, “Blogging: A Student Platform for Agency, Craft, and Voice” Joseph Pizzo, DrewTeachNJ and New Jersey Council of Teachers of English, Madison, NJ, “ELA 2.0—Mixing Fun with Fundamentals” Rebekah Shoaf, consultant, New York, NY, “Loud Silence and Organized Chaos: Using Digital Discussions to Promote Argumentative Writing” Lauren Zucker, Northern Highlands Regional High School, Allendale, NJ, “Motivating Digital Readers”

G.18 Creating Passionate Reading Communities: Practical Tools to E Engage Every Child, Every Day M M S

362 DEF

We are facing a mounting reading crisis, so what can we do to create more engaging reading experiences? This session is meant to help educators rethink their literacy choices, leaving them feeling empowered and ready to help all kids become readers, all without purchasing another program.

Presenter: Pernille Ripp, teacher/Global Read Aloud, Madison, WI Respondents: Penny Kittle, Plymouth State University, NH Donalyn Miller, The Book Whisperer, Inc., Colleyville, TX

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Chair: Colleen Ruggieri, Ohio University, Athens Presenters: Marilyn Barber, Andrew Jackson Academy, Forestville, MD Meghan Buchanan, Eastside Memorial HS, Austin, TX Delia Gamble, Andrew Jackson Academy, Forestville, MD Raphael Heaggans, Andrew Jackson Academy, Forestville, MD Aimee Hendrix-Soto, The University of Texas at Austin Sanford Jeames, Eastside Memorial Early College High School, Austin, TX

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G SESSIONS / 3:30–4:45 P.M. G.19 It’s a Journey—Learning to Enable Students’ Civic Voices M M S TE

370 A Increasingly, teachers are helping students use their voices for improving their school or community. However, instructional moves for this may seem unfamiliar for many excellent teachers. In a true panel session, panelists will briefly share successes and challenges in this work, followed by extensive discussion among panelists and session participants.

Presenters: Brandon Hatcher, University of Alabama, Tuscaloosa Vanessa Heller, Oak Park Unified School District, CA Madeline Kobayashi, Chicago Public Schools, IL Steven Zemelman, Northeastern Illinois University, Chicago

G.20 Self-Consciousness, Redemption, and the Reading Workshop: A E Space for Voice, Maturation, and M Competence TE

370 B Have you ever struggled with the Reading Workshop? Is there something unspoken amongst your readers that you can’t quite figure out? In fact, do readers believe they can overcome “challenges,” whether apparent or perceived? In this presentation, a wide range of reading teachers will share strategies that promote competence and improve self-consciousness and redemption.

Chair and Presenter: Justin Stygles, Wiscasset School Department, Wiscasset, ME Presenters: Michelle Best Kara Dibartolo, Bethel Public Schools, CT Stephanie Fearn, Caloosa Middle School, Cape Coral, FL Nichole Walsh, Fresno State, Department of Educational Leadership, Fresno, CA Respondent: Nancy Akhavan, Fresno State University, CA

G.21 Diversity Days: Planning Community and School Events That Celebrate E Diversity through Children’s TE Literature and Writing

activities, a National African American ReadIn read-a-thon with book-response prompts, and a Día de Los Libros community-wide event featuring student-written identity poetry as the primary texts. Presenters: Lauren Burrow, Stephen F. Austin State University, Nacogdoches, TX Jacqueline Jackson, Stephen F. Austin State University, Nacogdoches, TX Claire Rumsey, Stephen F. Austin State University, Nacogdoches, TX

G.22 Youth in Action: An Exploration of Service Projects M 350 B What does it look like to make an impact in your school, neighborhood, city, or beyond? Two schools share exciting work that bridges literacy learning with community-based action. Leave with ideas for implementing your own projects in your community! Presenters: Lindsey Keenan, Hand Middle School, Columbia, SC Lauren McClanahan, Western Washington University, Bellingham Ashlynn Wittchow, Bread Loaf Teacher Network, Middlebury, VT

G.23 Reframing Research Projects: Active Learning, Engaging Skills, M New Methods M S 361 D Reframe your research projects to bring more student voice and choice into process and product. Hear from educators teaching students the skills of ethnographers, exploring genre studies, and including oral histories and primary sources. Your research teaching will gain new facets and your students deeper skills. Presenters: Natalie Elliott, NYOS Charter School, Austin, TX Ean Fulks, NYOS Charter School, Austin, TX Gina Paese, Blue Valley School District, Overland Park, KS

371 D Come participate in mini-recreations of four diverse children’s book events, including a #WeNeedDiverseBooks-inspired PD for inservice teachers featuring book-themed snacks and QR codes for after-book

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G SESSIONS / 3:30–4:45 P.M. G.24 Navigating Technically Mediated Discourses S M C TE

351 F Increasingly, reading and writing in the 21st century is technologically mediated. Presenters share tools and strategies for discourse analysis, research, and technical communication.

G.25 Service-Learning: Inclusivity, Advocacy, and Social Justice C TE

352 A Panelists share service-learning strategies to engage students in social advocacy.

Chair: Lori Assaf, Texas State University, San Marcos Presenters: Lucy Arnold, University of North Carolina at Charlotte Lauren Fletcher, Tallahassee Community College, FL Bret Keeling, Northeastern University, Boston, MA Kelly Thayer, Tallahassee Community College, FL

Three instructional coaches explore the effects of the implementation of critical literacy and critical racial pedagogies within urban classrooms. The authors explore the growth in teachers’ beliefs and practices when provided with a simultaneously rigorous and authentic method for merging critical pedagogies with standardized curricula. Presenters: Jacobe Bell, Teachers College, Columbia University, New York, NY, and Rutgers University, City College, NJ Kisha Porcher, Rutgers University, New Brunswick, NJ Reshma Ramkellawan, Equity Consulting Group, New York, NY

G.28 Can You Hear Us Now? Blogging to Become Public Thinkers M S C

371 C This presentation illuminates an action research collaboration between three educators: a preservice teacher, cooperating teacher, and university supervisor. We will discuss how this trio inquired into their own practices, detail how the educators grew in their teaching and research, and share strategies for implementing action research projects in collaborative partnerships.

Presenters: Anne Daly-Lesch, The University of Texas at Austin Catherine Lammert, The University of Texas at Austin Molly Marek, The University of Texas at Austin

372 B “If my voice is clear, my message powerful, my delivery flawless…” goes a Verizon ad. Teachers who want students to attempt this, need to teach them to connect brains to words, thoughts to voices. Two teachers demonstrate and discuss challenges of bringing familiar traditions of rhetoric into the digital world.

G.26 Teaching for Educational Equity with Action Research E M S M TE

372 A

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Chair: Alexis Piper, University of Wisconsin-Whitewater Presenters: Kimberly Harper, North Carolina A&T State University, Greensboro Amber Nichols-Buckley, University of Mississippi, Oxford Jonathan Ostenson, Brigham Young University, Provo, UT Ellen Shelton, The University of Mississippi, University

G.27 Let’s Get Critical: An Examination of Three Teachers’ Attempts to M Embed Critical Racial Literacy in M S Their Classrooms C

Presenters: Richard Kreinbring, Avondale High School, Auburn Hills, MI Karen LaBonte, Avondale High School, Auburn Hills, MI

G.29 Digital Literacies and Classroom Research M S C TE

370 D This session features research on digital literacies and new media: (1) voicing literacy experiences through the use of technology and texts, (2) participatory digital literacy environments, and (3) digital multimodal composing.

Chair: Rick Marlatt, New Mexico State University, Las Cruces Presenters: Rachelle Furness, Memorial Early College High School with St. Phillip’s College, New Braunfels, TX Blaine Smith, University of Arizona, Tucson

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G SESSIONS / 3:30–4:45 P.M. G.30 Identity and Research on Classroom Discourse G

instructors who have collaborated to study how writing really takes shape in subject areas and disciplines and what teaching strategies can help students truly be college ready.

370 E This session features research on identity, dialogics, and classroom discourse. Presenters: Briana Kidd, University of Alabama, Tuscaloosa Saba Vlach, The University of Texas at Austin Jo Worthy, The University of Texas at Austin

G.31 Teaching Literature in Higher M C Education S TE 351 D Presenters share strategies for teaching literature at the college level.

Chair: Cathy Fleischer, Eastern Michigan University, Ypsilanti Presenters: Ann Blakeslee, Eastern Michigan University, Ypsilanti Melanie Dever, Mill Creek Middle School, Dexter, MI Ethan Konett, Huron High School, Ann Arbor, MI Lauren Nizol, Novi High School, MI

G.34 #TeachLivingPoets: Redefining the M S Canon to Discover and Develop Student Voice through Living Poets C 380 C Teaching contemporary poets exposes students to a myriad of diverse voices and current issues while modeling how to use their voices as agents for change. This hands-on session showcases poetry lessons, how social media and digital tools can enhance poetry, responding to poetry, and teaching collections as a whole.

Presenters: Jason Courtmanche, University of Connecticut, Mansfield Mary Munger, University of Findlay, OH

G.32 Enough Elegies: Raising Student Voice in Appalachia though M Argument, Advocacy, and Activism M S 372 F

C TE

Join three educators who believe students in Appalachia have heard enough elegies. Presenters will share classroom-tested lessons for teaching contemporary Appalachian literature, positive alternatives to Hillbilly Elegy, and personal experiences encouraging and engaging young people in Appalachia to use their voices to advocate for justice and equity.

Presenters: Robert Gipe, Southeast Kentucky Community & Technical College, Cumberland Jessica Salfia, Spring Mills High School, Martinsburg, WV Natalie Sypolt, West Virginia University, Morgantown

G.33 Disciplinary Literacies as College and Career Readiness: Promoting Conversation among Secondary M S and College Faculty C TE

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380 B How can a disciplinary literacies approach help students make smoother transitions from high school to college writing—across subject areas? Join secondary and university

Presenters: Susan Barber, Northgate High School, Newnan, GA Karla Hilliard, Spring Mills High School, Martinsburg, WV Jori Krulder, Paradise High School, Chico, CA Adrian Nester, Tunstall High School, Dry Fork, VA Melissa Smith, Lake Norman Charter High School, Huntersville, NC Sarah Soper, Northwest High School, Jackson, MI

G.35 You Never Really Understand a Person until You Climb in Their M Jordans and Walk around in Them M S C

372 C Veteran and novice mother/daughter teachers, along with author Nic Stone, will showcase how To Kill a Mockingbird and Stone’s Dear Martin can be used to inspire students in both college prep and Title I settings to find their voices, to speak up, and foster empathy to shape the future.

Presenters: Georgia Parker, Trinity Preparatory School, Winter Park, FL Hannah Parker, Seminole County Public Schools, FL Nic Stone, Random House Children’s Books

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G SESSIONS / 3:30–4:45 P.M. G.36 Fierce Females: Owning Their Strong Voices and Bodies M M S C TE

381 C

Presenters: Kim Briggs, author, Pocono Pines, PA Katherine Locke, Albert Whitman & Co. Alison Myers, The Highlights Foundation Abbey Nash, Tiny Fox Press Padma Venkatraman, Nancy Paulsen Books

G.37 DAMN: Student/Teacher Collaboration in Search of Shared S Knowledge 382 A We believe that collaborative pedagogy best happens when student voice drives curriculum. We will discuss how the three of us share four common beliefs: a social culture of writing among students, a focus on authorial identity, an inquiry stance by teachers, and an emphasis on interdisciplinary writing and collaboration. Chairs and Presenters: Erika Kitzmiller, Teachers College, Columbia University, New York, NY Dina Portnoy, University of Pennsylvania, Philadelphia Presenters: Christina Puntel, Carver High School of Engineering and Science, Philadelphia, PA John Taylor-Baranik, Philadelphia, PA Geoffrey Winikur, Carver High School of Engineering and Science, Philadelphia, PA

360 E Let’s explore diverse children’s literature as a gateway for conversation, developing empathy, and moving toward advocacy. The presenters will share an implementation framework with examples to lead students toward action through the examination of critical issues. Student examples will be shared to demonstrate each phase of the framework.

FRIDAY

Today’s young adult characters move beyond the pretty damsel in distress into females who can take care of themselves, thank you very much. The panel’s goal is to showcase ways younger females can advocate for their own bodies and voices.

G.39 Can You Hear Us? Children’s Literature as the Gateway to E Discussion and Action for Empathy, M Equity, and Social Justice

Presenters: Katie Kelly, Furman University, Greenville, SC Lester Laminack, author and consultant, Dillsboro, NC

G.40 Keepin’ It Real: Authentic Responses to Reading E M

360 F Providing students with opportunities for authentic responses to reading that allow them to discuss, question, and connect with others can deepen their understanding and appreciation of the books they read. In this session, elementary educators will discuss why and how to implement some powerful, authentic response activities in their classrooms.

Chair and Presenter: Gigi McAllister, RSU#5, Freeport, ME Presenters: Patrick Andrus, Eden Prairie Schools, MN Lesley Burnap, Coolidge School, Oxford, MA Darren Choate, Great Falls Elementary School, Gorham, ME Anna Sedenka, Great Falls Elementary School, Gorham, ME

G.38 Teaching Civic Action through Picture Books E M

360 D Children’s literature reflects the world around us and has the power to inspire, educate, and engage readers in social action. This panel will discuss specific pictures books (both fiction and nonfiction) teachers can use to build students’ confidence and skills to take action and use their voices for social change.

Presenters: Elizabeth Green, Falls Church City Public Schools, VA Emma Otheguy, Lee & Low and Bloomsbury Julie Segal Walters, Simon & Schuster/Paula Wiseman Books

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G SESSIONS / 3:30–4:45 P.M. G.41 ELATE Membership Meeting and Social Hour E 361 B

All those interested in shaping English language arts teacher education are invited to attend this membership meeting and social to mingle with representatives from English education programs nationwide and prospective English education graduate students and PhD candidates. The winners of the 2018-2019 ELATE Research Initiative Grant and 2018 ELATE Graduate Student Research Award competitions will be recognized. This is also a time to meet experienced, new, and future English teacher educators. There will be an opportunity to announce ELA teacher education position openings and to talk informally with prospective candidates. Chair: Mollie V. Blackburn, The Ohio State University, Columbus

G.42 Honor, Reflect, and Celebrate the Diversity of Your Classroom with E Mentor Texts 361 C Mentor texts are powerful teachers in classrooms. We must expand our repertoire of texts to reflect, honor, and celebrate the students of 21stcentury classrooms. The presenters work through the steps of reading, noting craft moves, and creating relevant lessons with a set of current and representative picture books.

G.44 Creating a Climate of Social and Environmental Justice in the English E Classroom M M S

350 E English teachers have the ability to facilitate powerful and meaningful classroom discussions that instruct students on social and environmental justice. Panelists of trade book authors, both fiction and nonfiction, will share ways in which you can transform students into empathetic, critical thinkers. Authors will share book titles and offer discussion tips.

Chair and Presenter: Sarah Mulhern Gross, High Technology High School, Lincroft, NJ Tradebook Authors: Nancy Castaldo, Houghton Mifflin Harcourt Books for Young Readers Margarita Engle, Simon & Schuster Presenter: Mary Knight, Scholastic, Inc.

G.45 The Awesomeness of Anthologies: Four Authors and Editors on How E Anthologies Are Created and How M to Use Them in Your Classroom TE 332 D Betsy Bird, Ellen Oh, Colby Sharp, and Elissa Brent Weissman—the editors of Funny Girl, Flying Lessons, The Creativity Project, and Our Story Begins, respectively—share the process of putting together their anthologies and creative, effective ways to use anthologies in the classroom.

Chair and Presenter: Stacey Shubitz, Balanced Literacy Consulting, Harrisburg, PA Tradebook Author: Meg Kearney, Pine Manor College, Chestnut Hill, MA Presenter: Melanie Meehan, Simsbury Public Schools, CT

Presenters: Betsy Bird, Evanston Public Library, IL Lamar Giles, Penguin Random House Colby Sharp, Parma Elementary School, MI Elissa Brent Weissman, Simon & Schuster

G.43 All American Boys, #BlackLivesMatter, and Socratic Seminar to Promote M S Productive Dialogue in the Classroom C

G.46 Supporting a Culture of Thinking and Elevating Student Voices: Time, M Space, Tools M S

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This session will share how Socratic Seminar was used with a young adult (YA) novel that addresses a contemporary issue to help preservice and inservice teachers develop tools for using critical literacy and culturally sustaining pedagogy in their classrooms and confront their own beliefs about challenging topics.

Educators have the great responsibility to nurture classroom cultures where all students have the time, space, and tools to think deeply. We’ll share our journeys and the tools and strategies we’ve found to be most impactful in order to help students discover and know the power of their voices.

Presenters: Melanie Koss, Northern Illinois University, DeKalb Concetta Williams, Chicago State University, IL

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Presenters: Cortney Ingram, Dublin City Schools, OH Gretchen Taylor, Dublin City Schools, OH Carly Ullmer, Dublin City Schools, OH

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G SESSIONS / 3:30–4:45 P.M. G.47 What Does an Accessible, Rigorous Shakespeare Curriculum M S Look Like? Practical Lessons from TE the DC Public Schools-Folger Shakespeare Library Partnership 350 F

Chair: Peggy O’Brien, Folger Shakespeare Library, Washington, DC Presenter: Robert Yates, Manager of Secondary English Language Arts, DC Public Schools

G.48 Comics for All: Graphic Novels as Format, Not Bait G

360 ABC Graphic novels are often pitched as only a way to engage reluctant readers, but it’s a powerful format for all readers. This session dives into ways we can use comics and graphic novels in English language arts, their text features, and how teachers can scaffold instruction with this unique art form. Chair: Antero Garcia, Stanford University, CA Presenters: Mitchell Nobis, Birmingham Public Schools, MI Andrea Zellner, Oakland Schools, Waterford, MI

G.49 Writing Our Futures: Youth Public Writing and American Creed M M S C

381 B Through its many stories, the documentary American Creed wrestles with key issues in America today. The American Creed Youth Publishing project, developed by the National Writing Project, invites youth across the country to develop and publish their own stories to be a part of these conversations and a larger collection.

G.50 Literature as the Catalyst for Creating Change E M M S

350 D Educators know that novels and narrative nonfiction build empathy and knowledge of the social and political issues that affect their students’ lives. But how does an educator turn empathy and knowledge into student-driven action? A panel of authors share resources and profile classroom activism.

FRIDAY

What happens when the Folger and DC Public Schools pair up to improve Shakespeare instruction? A new curriculum! New PD! Student voice a priority! Assessment and writing! Join us for a practical glimpse into the curriculum that is changing how DCPS teachers teach Shakespeare as well as other complex texts.

Dawn Reed, Red Cedar Writing Project, East Lansing, MI Molly Robbins, Cherokee Trail High School, Aurora, CO Suzanne Sutton, Classen School of Advanced Studies, Oklahoma City, OK

Tradebook Authors: Laura Atkins, children’s book editor, Berkeley, CA Cynthia Levinson, author, Austin, TX Tamara Ellis Smith, author, VT Laurie Ann Thompson, Simon & Schuster Presenters: Alyson Beecher, Glendale Unified School District, Pasadena, CA Dashka Slater, author, Oakland, CA Ibi Zoboi, HarperCollins

G.51 Empowering English Language Learners: Celebrating Students’ E Voices in a Literacy Workshop M

350 C How can we cultivate learning opportunities that allow for all students’ voices to be heard? Classroom teachers will explore a literacy workshop that values and affirms the ethnic, cultural, and linguistic diversity of students. We will share student work samples and invite participants to engage in critical dialogue. Chair: Michele Marx, Hofstra University, Hempstead, NY Presenters: Rebecca Donelin, Hofstra University, Hempstead, NY Stephanie Gentilini-Pagonism, Carrie Palmer Weber Middle School, Port Washington, NY Michelle Smithers, Hofstra University, Hempstead, NY

Presenters: Janelle Bence, North Star of Texas Writing Project, Denton Christina Cantrill, National Writing Project, Berkeley, CA

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G SESSIONS / 3:30â&#x20AC;&#x201C;4:45 P.M. G.52 Walden on Film: Revitalizing Transcendentalism through M S Personal Narrative C 352 DEF A recent narrative film, Walden: Life in the Woods, serves as a classroom tool to reframe and personalize the study of transcendentalism and American literature in general. The film and its application revitalize themes that inspire modern day high school students to apply their own narratives to archaic literary texts. Presenters: Shane Boris, Hound Horse Dove Productions, Los Angeles, CA Margaret Groninger, Mamaroneck High School, Mamaroneck, NY Alex Harvey, Hound Horse Dove Productions, Los Angeles, CA

G.53 Raising Rural Voices: Rural Students Write to Connect to Communities S outside of Their Own 352 B Two rural educators from two midwestern states share classroom projects. Presenters: Angie Miller, Gladbrook-Reinbeck Junior & Senior High School, IA Benjamin Woodcock, Okemos High School, MI

G.54 How Student Voice Drives Student Choice M M S

352 C Four teachers, working with students from sixth-grade intervention to senior honors, discuss how they use poetry about current world issues as a stepping-stone for students to discover their own voices and the voices of others through classroom discourse and diverse novels in their classroom libraries.

G.55 The Power of Voiceâ&#x20AC;&#x201D;Editorial Writing M M S

320 AB Sponsored by the Journalism Education Association This session will show how authentic editorial writing can help empower student voices and lead to a better understanding of media. The session will show how to construct and craft the editorial as well as provide real samples of student editorial writing.

Presenters: Lori Keekley, Journalism Education Association, Manhattan, KS Sarah Nichols, JEA NCTE Liaison, Iowa City, IA

G.56 Negotiating Conflicts That Risk Our Ability to Enact Change: How M S Students and Teachers Can Work TE Together to Effectively Capitalize on Conflict 332 ABC Our commitment to social justice can falter when daily interactions with students and colleagues challenge school and community cultural norms. Using example lesson ideas and language choices in classrooms and professional development contexts, we introduce a process for using these conflicts as resources for enacting the change we seek. Chair and Presenter: Danielle Lillge, Illinois State University, Normal Presenters: Amy Knowles, Missouri State University, Springfield Ellen Stefan, Missouri State University, Springfield

Presenters: Sarah Andersen, Fenton High School, MI Jessica Crawford, Fitzgerald Public Schools, Warren, MI Lindsay Grady, Fenton Area Public Schools, MI Elizabeth Peter, Grand Blanc West Middle School, MI

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G SESSIONS / 3:30–4:45 P.M. G.57 Out of Darkness Meets Romeo and Juliet: Tackling Hatred in Unequal M Worlds through Voice, Image, and M S Action 340 AB

Presenters: Patricia Enciso, The Ohio State University, Columbus Sarah Fletcher, The Ohio State University, Columbus Nithya Sivashankar, The Ohio State University, Columbus

G.58 Writing, Revised: Writing Love, Hope, and Resilience M M S C TE

381 A This interactive session positions writing instruction, and especially revision processes, as central to the emotional and intellectual work in schools. As students and teachers revise their written texts, they also are able to claim agency and revise their relationships with school and with writing itself.

Presenters: Christine Dawson, University at Albany, NY Bronwyn LaMay, Santa Clara Unified School District, CA, “Writing Love” Nicole Sieben, SUNY College at Old Westbury, “Writing Hope” Respondent: Valerie Kinloch, University of Pittsburgh, PA

G.59 Kids’ Podcasts in the Classroom— Developing Unconstrained Skills E M TE

361 B Podcasts created for kids—and oftentimes by kids—are emerging as valuable resources, transforming engagement and learning through listening, questioning, recording, reflecting, and connecting with children. Join two podcast creators for some audio fun as they share ideas for how podcasts can engage students.

350-360 PREFUNCTION These poster presentations explore the myriad ways in which we can connect the teaching of reading and writing to life beyond the classroom through journalism, technical writing, advocacy, and more. Poster 1: S.H.I.N.E.—Independent Academic Growth through Community Engagement and Reflection (G) RC Atchisson

FRIDAY

This interactive session allows participants to learn a pedagogical practice that will help them counteract hatred, harassment, and exclusion in their school communities. Using both canonical and contemporary, multicultural YA literature, participants will experience soundscaping, a flexible drama pedagogy for creating, engaging with, and critiquing storyworlds.

G.60 POSTER SESSION: Will I Need to Know This outside of School? G

Poster 2: Student Voices, Student Choices: How Literacy in Career and Technical Education Engages and Empowers Students (S) Stacey Takanishi Poster 3: Meeting Student Expectations of Composition Courses (C TE) Galia Fussell Poster 4: The Best of the Journalism Education Association (E M S) Jonathan Rogers, Journalism Education Association, Iowa City, IA Poster 5: English IRL (S) Heather Ahern Huish Poster 6: The Power of the High School Newspaper in an Urban Community (M S) Emel Topbas-Mejia

G.61 EXHIBITOR SESSION: Using Hi-Lo Books to Meet the Needs of G Struggling Learners 382 C Sponsored by Saddleback Based on NAEP data, over 60% of American students are reading below a proficient level. Through the use of hi-lo books, educators can engage these struggling learners, target instruction, and improve reading comprehension, fluency, and vocabulary. This session will provide an overview of contemporary hi-lo fiction and nonfiction books in a wide variety of genres and strategies teachers can use to help the most struggling learners, including English language learners, succeed. Presenter: Jill Haney

Presenters: Kitty Felde, Buttons & Figs podcast, Phoenix, AZ Pamela Rogers, Buttons & Figs podcast, Phoenix, AZ

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FRIDAY, NOVEMBER 16

FRIDAY EVENING EVENTS 6:45–8:45 P.M. All-Attendee Event: A Celebration of Stories with Authors & Illustrators GRAND BALLROOM B On Friday evening, all attendees are invited to join NCTE as we celebrate stories with the power to transform lives by a panel of authors and illustrators of books for all ages. The panel for this event includes Elizabeth Acevedo, Nina LaCour, Loren Long, and Matt de la Peña. Author Sharon M. Draper will serve as moderator. Sweet treats, a cash bar, and a book signing round out the evening. Author Introductions: Marshall George, Hunter College, CUNY Elizabeth Acevedo is the youngest child and only daughter of Dominican immigrants. She has more than fourteen years of performance poetry experience, and has been an English teacher. The Poet X, a New York Times bestseller, is her debut novel.

Sharon M. Draper

Kristyn Stroble

Elizabeth Acevedo

Nina LaCour

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Nina LaCour is the author of the Michael L. Printz Award-winning novel We Are Okay, as well as the William Morris honor novel Hold Still. Formerly a bookseller and high school English teacher, she is now on the faculty of Hamline University’s MFAC program. Loren Long is an award-winning, #1 New York Times bestselling children’s book author and illustrator. He is the creator of the Otis series of picture books, as well as Little Tree. He is the illustrator of Love by Matt de la Peña, and Of Thee I Sing by President Barack Obama.

Helen Adams

Loren Long

Sharon M. Draper is a teacher and accomplished writer. She has been honored as the National Teacher of the Year, and is a New York Times bestselling author. Her book Stella by Starlight received the 2016 NCTE Charlotte Huck Award for Outstanding Fiction for Children.

Matt de la Peña

Matt de la Peña is the #1 New York Times bestselling, Newbery Medal-winning author of five picture books (including Love and Last Stop on Market Street) as well as six critically acclaimed young adult novels.

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5:00–6:30 P.M. Annual Business Meeting for the Board of Directors and Other Members of the Council

FRIDAY

GRAND BALLROOM C NCTE. ELATE, TYCA, and NCTE section nominating committees will be on hand to accept nominations for candidates for the 2019 elections. The agenda for the meeting will be available at the door. The rules of conduct for the meeting are listed on page 260. Presiding: Jocelyn A. Chadwick, NCTE President, Harvard Graduate School of Education, Cambridge, MA Parliamentarian: Erika Lindemann, University of North Carolina, Chapel Hill Presentation of Resolutions: Jeanette Toomer, NCTE Committee on Resolutions Chair, New York, NY

ELATE-Graduate Student Business Meeting 381 A All current and prospective members of the ELATE-Graduate Student strand are invited to attend the business meeting. We will provide a brief overview of events planned for the upcoming year and vote on new officers for 2018–2019.

8:00–9:30 P.M. Cultural Celebration 342 ABDE Hosted by the Black and Latinx Caucuses The sounds of the soul, the voices and verbs of the spoken word, and the eclectic energy of Houston highlight an evening of culture, history, and performance. This dynamic event will start at the moment when music meets breath, interacting and converging in conversation, using spoken word poetry to reclaim identities and challenge inequities around language, privilege, and power. Each performance will illuminate issues transcultural and representative of neo-American being, while highlighting children and stories told through themes of social justice and communities of harmony. This providential event is presented collectively by the Black and Latinx Caucuses. The Cultural Celebration is open to all NCTE members and guests.

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7:00–9:15 A.M. ALAN Breakfast Assembly on Literature for Adolescents of NCTE GRAND BALLROOM A ALAN President: Mark Letcher, Lewis University, Romeoville, IL ALAN Award Winner: Michael Cart, Booklist Hipple Award Winner: Teri Lesesne, Sam Houston State University, Houston Speaker: A.S. King A.S. King is the critically acclaimed author of eleven novels for young readers, including Still Life with Tornado. Her work has earned numerous awards, including an L.A. Times Book Prize, a Printz Honor, and over fifty starred reviews. The New York Times called her “one of the best YA writers working today.” She teaches at the Vermont College of Fine Arts and lives in Pennsylvania with her family.

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H SESSIONS / 8:00–9:15 A.M. FEATURED SESSION

H.01 Beyond Digital Storytelling: Multisensory, Multicultural, Multimedia

310 ABC The power of literacy lies in the ability to gain entrance into the transfer of ideas. Whether it was through a letter or a novel, reading and writing on paper was the chosen medium for school because it was the resource most readily available. Today, everybody with access to the devices we carry in our pockets can share stories and convey information through a wide variety of formats. Not only do these new tools provide more access points for students to demonstrate their knowledge, video is the relevant means of communication today. In this session, participants will engage with a variety of compositional approaches traditionally taught using paper and pencil to help their students move beyond digital storytelling to become more metacognitive communicators. Chair and Presenter Introductions: Katie Muhtaris, Presenters: Mindy Ahrens, Apple Distinguished Educator Billy Corcoran, Falmouth Schools, ME Mike Lewis, Boston, MA

340 AB Participants will have the opportunity to meet journal and book editors, explore the publishing possibilities available with NCTE and with assembly journals, and discuss specific project ideas with the editors. Submission guidelines will be available.

Chair: Kurt Austin, NCTE, Urbana, IL Editors: The ALAN Review Ricki Ginsberg, Colorado State University, Fort Collins, coeditor Wendy Glenn, University of Colorado Boulder, coeditor Danielle King-Watkins, University of Connecticut, Storrs, coeditor College English Melissa Ianetta, University of Delaware, Newark English Education Tara Star Johnson, Purdue University, West Lafayette, IN English Journal Toby Emert, Agnes Scott College, Decatur, GA, coeditor R. Joseph Rodríguez, California State University, Fresno, coeditor English Leadership Quarterly Elaine Simos, Downers Grove North High School, IL

The Journal of Children’s Literature Donna Sayers Adomat, Indiana University Bloomington, coeditor Karla J. Möller, University of Illinois at Urbana-Champaign, coeditor Angela Wiseman, North Carolina State University, Raleigh, coeditor Language Arts Jonda C. McNair, Clemson University, SC, coeditor Kelly Wissman, University at Albany, NY, coeditor ReadWriteThink.org Lisa Storm Fink, NCTE, Urbana, IL Research in the Teaching of English Gerald Campano, University of Pennsylvania, Philadelphia, coeditor Amy Stornaiuolo, University of Pennsylvania, Philadelphia, coeditor Ebony Elizabeth Thomas, University of Pennsylvania, Philadelphia, coeditor Talking Points Sally Brown, Georgia Southern University, Statesboro, coeditor Deborah MacPhee, Illinois State University, Normal, coeditor Teaching English in the Two-Year College Holly Hassel, North Dakota State University, Fargo Voices from the Middle Sara Kajder, The University of Georgia, Athens, coeditor Shelbie Witte, Oklahoma State University, Stillwater, coeditor

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H.02 Meet the NCTE Editors

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H SESSIONS / 8:00–9:15 A.M. H.03 Advocating for Public Education of Minority Students: What Is Needed to E Enable Students to Use Their Voices M in Powerful Ways? M S

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Sponsored by the Black Caucus, Committee on Critical Issues in Black Education This Black Caucus-sponsored panel discussion on literacy learning addresses the needs of minority children by evoking a sense of advocacy not just for the teaching profession but more important for enabling students’ voices within their community. This session will provide ways to advocate and instructional approaches for classrooms. Chair: Jamal Cooks, Chabot College, Hayward, CA Presenters: Deborah Bartley-Carter, Joseph H. Brensinger School, Jersey City, NJ Caroline Brewer, Unchained Spirit Enterprises Jung Kim, Lewis University, Romeoville, IL Melita Walker, West Middle School, Columbia, MO Respondent: Jane Bean-Folkes, Marist College, Poughkeepsie, NY

H.04 Teachers as Assessment Leaders in Literacy: Roundtable Discussions G 381 B

Sponsored by the Standing Committee on Literacy Assessment The roundtables, led by experienced teachers and researchers, aim to help teachers rethink the role of assessment to improve teaching and learning and identify productive ways to respond to assessment mandates. Presenters offer strategies for literacy assessments, and information about the pros and cons of various approaches. Chair: Peggy O’Neill, Loyola University, Baltimore, MD Engaging Families as Collaborators in Literacy Assessment (E-M) Rosario Ordoñez-Jasis, California State University, Fullerton Kathryn Mitchell Pierce, Saint Louis University, MO Literacy Assessment, a Love Story: Tracking Secondary Students’ Growth and Breaking Up with High-Stakes Standardized Formats (S) Josh Flores, consultant, Hoover, AL

The Role of Reflection in Pedagogy and Assessment (C) Kathleen Blake Yancey, Florida State University, Tallahassee Moving beyond Rubrics in the Conversation about Writing Assessment (S-C) Peggy O’Neill, Loyola University, Baltimore, MD

H.05 Speaking Out for Equity and Justice in English Education M M S C TE

372 DE Sponsored by the ELATE Commission on Social Justice in Teacher Education In this conversation session, members of the Commission on Social Justice in Teacher Education examine issues of policy, pedagogy, and practice that impact equity and justice in English education. The roundtables invite discussion and reflection on advocacy efforts and scholarship.

Chairs and Roundtable Leaders: Briana Asmus, Aquinas College, Grand Rapids, MI Charles H. Gonzalez, Alabama A+M University, Huntsville Roundtable Leaders: Meghan Barnes, University of North Carolina, Charlotte Stefani Boutelier, Aquinas College, Grand Rapids, MI Kelly Byrne Bull, Notre Dame of Maryland University, Baltimore Shana Hartman, Gardner-Webb University, Shelby, NC Elishya Konkler, Montana School for the Deaf and Blind, Great Falls, MT Allison Wynhoff Olsen, Montana State University, Bozeman Travis Reyes, HB Woodlawn, Arlington, VA Jeanie Reynolds, Gardner-Webb University, Shelby, NC Amy Vetter, University of North Carolina, Greensboro Melody Zoch Respondents: Sarah Donovan, DePaul University, Chicago, IL Paula Greathouse, Tennessee Tech University, Cookeville Dawn Jacobs Martin, Notre Dame of Maryland University, Baltimore Rebecca Maldonado, University of Oklahoma, Norman Jody N. Polleck, Hunter College, CUNY Stephanie Anne Shelton, University of Alabama, Tuscaloosa Jennifer Jackson Whitley, University of Georgia, Athens

Teachers as Biographers: Documenting Learning and Change over Time (E) Bobbie Kabuto, Queens College, Flushing, NY Using Assessment in Responsive Teaching Cycles (E) Becky McCraw, Goucher Elementary School, Gaffney, SC

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H SESSIONS / 8:00–9:15 A.M. H.06 Unflattening English (Teacher) Education: A Programmatic G Approach for Raising Student Voice and Speaking Out for Equity and Justice 342 C Sponsored by the Standing Committee on Research In this session, English teacher educators at Michigan State University will showcase the dynamic work they are engaging in as a way to highlight how English education programs are working toward equity and justice in and through their research and teaching. Chair: Emery Petchauer, Michigan State University, East Lansing

Table 2: Examining Youth Multiliteracies through Songwriting Journals Vaughn Watson, Michigan State University, East Lansing Table 3: From Racial Violence to Racial Justice: Critical Race English Education in the English Teacher Education Classroom April Baker-Bell, Michigan State University, East Lansing Tamara Butler, Michigan State University, East Lansing Lamar Johnson, Michigan State University, East Lansing Table 4: Redesigning toward Transformative English Teaching Erik Skogsberg, Michigan State University, East Lansing Table 5: Religious Literacies and/in English Education Mary Juzwik, Michigan State University, East Lansing Larkin Weyand, Brigham Young University, Provo

352 DEF Sponsored by the ELATE Commission on Writing Teacher Education

In this fifth annual roundtable session, teacher-writers from around the country share ideas and experiences about how they incorporate writing in purposeful ways across their personal and professional lives. Come ready to discuss what you’re up to as a teacher-writer— and what you’re wondering along the way. Co-Chairs: Christine Dawson, University at Albany, NY Jim Frederickson, Boise State University, ID Troy Hicks, Central Michigan University, Mt. Pleasant Anne Whitney, Penn State University, University Park Roundtable Leaders: Kristen Gedeon Angela Knight, Holbrook School, Hamtramck, MI Lauren Nizol, Novi High School, MI Annie Syed, Desert Ridge Middle School, Albuquerque, NM Respondents: James Davis, University of Northern Iowa, Cedar Falls Tim Dewar, University of California, Santa Barbara Cathy Fleischer, Eastern Michigan University, Ypsilanti Tracey T. Flores, The University of Texas at Austin Antero Garcia, Stanford University, CA Darshna Katwala, Nassau Community College, Garden City, NY Geneva Korytkowski, Oscar A. Carlson High School, Gibraltar, MI Elsie Lindy Olan, University of Central Florida, Orlando Mitchell Nobis, Birmingham Public Schools, MI Christina Ponzio, Michigan State University, East Lansing Dawn Reed, Red Cedar Writing Project, East Lansing, MI Mary Sawyer, State University of New York, New Paltz Kelly Virgin, West Chester University, PA Shelbie Witte, Oklahoma State University, Stillwater

SATURDAY

Table 1: Listening in Dialogues and Arguments Jennifer VanDerHeide, Michigan State University, East Lansing

H.07 Teachers as Writers: Practices and Possibilities G

H.08 Participatory Community Literacies in Action: After-School Languages G and Literacies in Situated Contexts 361 EF Sponsored by the College Section Steering Committee This panel sponsored by the NCTE College Section will examine after-school spaces as sites for literacy learning, activism, and digital praxis. Chair: Steven Alvarez, St. Johns University, Queens, NY Presenters: Sara P. Alvarez, Queens College, CUNY Victor Del Hierro, University of Texas at El Paso Patricia Flores, University of Texas at El Paso Laura Gonzales, The University of Texas at Austin 2018 NCTE ANNUAL CONVENTION PROGRAM

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H SESSIONS / 8:00–9:15 A.M. H.09 Postcards from the Edge: Self-Care Rituals to Combat S Compassion Fatigue 342 ABDE Sponsored by the Secondary Section Steering Committee “Caring too much can hurt” (Compassion Fatigue Awareness Project, http://www. compassionfatigue.org). The Secondary Section Steering Committee proudly presents this session to help members develop a self-care survival strategy. Ten Self-Care Strategy Stations will offer a variety of free resources (including printables; journal stationery; DIY aromatherapy products, etc.). Let the healing journey begin . . . Presenters: April Niemela, Idaho State Department of Education Shekema Silveri, IFE Academy of Teaching & Technology, Atlanta, GA

H.10 Preparing for the Work: M S Perceptions and Reflections of Preservice Teachers and Their TE University Supervisors 332 D As new teachers continue to flee the profession, the question of whether or not these professionals were adequately prepared for the work remains. On this panel, teacher educators along with preservice teachers share insights, stories, and lessons from preservice English teachers engaged in reflection as a tool to succeed. Chair: Laura Turchi, University of Houston, TX Empowerment through Reflection James Blasingame, Arizona State University, Tempe Shelly Shaffer, Eastern Washington University, Cheney Perceptions of Preservice Preparedness Amanda Luszeck, Arizona State University, Tempe Vanessa Moreno, Perry High School, Chandler Providing Voice through Effective Academic Feedback Taylor Oram, Arizona State University, Tempe Darby Simpson, Arizona State University, Tempe

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Teaching the Canon in 21st-Century Classrooms GRAND BALLROOM B There is a need for the critical consumption of canonical texts to address status quo issues and narratives of power and representation. These roundtables critically analyze frequently taught texts of the high school classroom and offer new interpretations of and pedagogical applications for those texts in 21st-century classrooms.

Chairs: Kati Macaluso, University of Notre Dame, IN Michael Macaluso, University of Notre Dame, IN Respondent: Paul “P. L.” Thomas II, Furman University, Greenville, SC Beginning with framing remarks from the chairs, participants will discuss their projects that are thematically grouped to generate conversation. A respondent concludes with summary comments and implications moving forward. Roundtable 1: Centering Culture These papers position the canon as a means for investigating the cultures and contexts in which these texts are being taught. Paper 1: Culturally Relevant Pedagogy and the Canon: Applying Critical Lenses to Pride and Prejudice, Eleanor and Park, and Contemporary Life Mike P. Cook, Auburn University, AL Brandon L. Sams, Iowa State University, Ames Parker Wade, Auburn University, AL Paper 2: What Do Olympians, Lowriders, and Shailene Woodley Have to Do with Language Arts?: Making Space for Critical, Multimodal Texts in Canonical Classrooms Ashley K. Dallacqua, University of New Mexico, Albuquerque Annmarie L. Sheahan, Highland High School, Albuquerque, NM Roundtable 2: Extending Lenses These papers expand upon critical theory as lenses by offering new theories with which to explore canonical texts, and by imagining pedagogical possibilities in conjunction with that theory to open up the narratives of canonical texts. Paper 3: Class Is in Session: Why Now Is the Time for a Marxist Approach to the Canon Todd McCardle, Eastern Kentucky University, Richmond Paper 4: Examining Islands across Contexts: Updating and Reading Colonization Critically in Shakespeare Ashley Boyd, Washington State University, Pullman Jeremiah Cho Sataraka, Washington State University, Pullman

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H SESSIONS / 8:00–9:15 A.M. Paper 5: Reading Brave New World in the 21st Century: Using Dystopian Literature to Foster Critical Awareness of the Digital World Mark A. Sulzer, University of Cincinnati, OH

Paper 13: A Critical Race Approach to Teaching To Kill a Mockingbird in Secondary English Carlin Borsheim-Black, Central Michigan University, Mount Pleasant, MI

Roundtable 3: Making Contemporary Connections Tackling such topics as the #MeToo movement and the realities of modern-day immigrants, these papers see possibilities in updating the canon for contemporary times, purposes, and issues.

H.12 Honoring Dialects and Student Voice in Literature Discussion and M Writing Instruction: Practice-Based S Teacher Education for Equity and TE Social Justice

Paper 6: Critical Consciousness, Refugees, and The Grapes of Wrath Michelle M. Falter, North Carolina State University, Raleigh Nina R. Schoonover, North Carolina State University, Raleigh

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Paper 7: Teaching The House on Mango Street in the #MeToo Era Amy Cummins, University of Texas Rio Grande Valley, Brownsville Paper 8: “This ain’t got nuttin’ to do with my life”: Art and Imitation in Romeo and Juliet Fawn Canady, University of Nevada, Las Vegas Dani Rimbach-Jones, Clark County School District, Las Vegas, NV Chyllis Scott, University of Nevada, Las Vegas Roundtable 4: Thinking across Canonical Curricula These papers argue that how we teach and choose canonical texts matters for the purposes of decentering and disrupting the cultural narratives they may foster. Paper 9: Canonical Texts and Cultural Critique with English Learners: Whose Lives Are Grievable? Mary Beth Hines, Indiana University, Bloomington Erin McNeill, Indiana University, Bloomington Paper 10: Curating with and against the Canon: Text Selection for Critical Reflective Teaching Kate Lechtenberg, University of Iowa, Iowa City Paper 11: Developing and Exploring Critical Emotional Literacy through Of Mice and Men Amanda Haertling Thein, University of Iowa, Iowa City Roundtable 5: Examining Race These papers focus on critical race theory and canonical texts in order to center conversations about race rather than the text. Paper 12: Using Counterstories to Critique Race and Racism: Critical Race Theory, The Hate U Give, and Toni Morrison Ashley Johnson, Michigan State University, East Lansing Mary L. Neville, Michigan State University, East Lansing

Presenters: Monique Cherry-McDaniel, Central State University, Wilberforce, OH Amy Ford, TeachingWorks, University of Michigan, Ann Arbor

H.13 What It’s Really Like: Finding and E Telling Truths in Fiction M TE

362 ABC Is the job of the writer to tell the truth or preserve innocence? How can stories and three-dimensional characters help evoke thoughts, feelings, and questions, and teach students to raise their voices and take action? A panel of award-winning authors/educators will examine choices, characters, communities, and conflicts through stories.

Presenters: Pablo Cartaya, Penguin Young Readers, “Finding Oneself on and off the Pages of a Book” Matt de la Peña, Penguin Young Readers, “Truth in Complex Ideas and Emotions” Veera Hiranandani, Penguin Young Readers, “Making All Stories Known” Torrey Maldonado, Penguin Young Readers, “ThreeDimensional Characters in Life” JoEllen McCarthy, Creston Books, Random House, Macmillan, and The Educator Collaborative, “The Reader Writes the Story”

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A demonstration of practice-based teacher preparation for equitable English language arts teaching. We explore how teachers can facilitate class discussions around literature and assess student writing to honor every student’s voice and dignity, promote equitable learning opportunities and outcomes, disrupt deficit language ideologies, and affirm the identities of students of color.

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H SESSIONS / 8:00–9:15 A.M. H.14 Transforming the Teaching of Writing: Encouraging Student M Writers through Conferencing, M S Cultivating Confidence, and C Communities of Practice 381 C Writing instruction, with its many moving parts, can be overwhelming, especially for new and early-career teachers. This panel of secondary educators will share accessible approaches to writing instruction that support all teachers in creating confident writers through conferencing and building writing communities. Chair: Jessica Early, Arizona State University, Tempe Presenters: Katie Alford, Arizona State University, Tempe, “Let’s Write Together: Creating Classroom & Smaller Writing Communities” Kate Hope, Arizona State University, Tempe, “Write, Share, Reflect: Cultivating an Iterative Writing Process That Builds Confident Student Writers” Michelle Glerum, Arizona State University, Tempe, “Responding to Writing: The Power of Conferencing in the ELA Classroom”

H.15 The Stressors of Our Students: Roundtables with the #bowtieboys G 360 ABC This energetic session will be led by fourteen high school students. “The #bowtieboys,” and three powerhouse educators representing all levels. This high-speed presentation will feature eight roundtables in a “speed dating” discussion focused on the major stressors experienced by our students. More important, they will share how we can help. Chair: Jason Augustowski, Riverside High School, Leesburg, VA Roundtable 1: They Expect Me to Be Perfect Ryan Beaver, Riverside High School, Leesburg, VA Dawson Unger, Riverside High School, Leesburg, VA Roundtable 2: Building Environment and Rapport from Day 1 Sam Fremin, Stone Bridge High School, Ashburn, VA Tam Mandanis, Riverside High School Leesburg, VA

Roundtable 4: The Procrastinator and the Perfectionist Spencer Hill, Riverside High School, Leesburg, VA Joseph O’Such, Riverside High School, Leesburg, VA Roundtable 5: The Mental Health of Our Classroom Ryan Hur, Riverside High School, Leesburg, VA Kellen Pluntke, Riverside High School, Leesburg, VA Roundtable 6: The Athlete’s and Artist’s Dilemma: Balancing It All Nihar Kandarpanihar, Riverside High School, Leesburg, VA Sean Pettit, Riverside High School, Leesburg, VA Roundtable 7: Prioritizing What Really Matters Jack Martinez, Belmont Ridge Middle School, Lansdowne, VA Christian Sporre, Riverside High School, Leesburg, VA Roundtable 8: Success with Stress in Our Classrooms Heidi Branch, Belmont Ridge Middle School, Leesburg, VA Stephanie Cook, Riverside High School, Leesburg, VA Mary Howard, author and consultant, Reading Connections, Broken Arrow, OK

H.16 Young Navigators, Global Conversations: Using Close Reading M to Strengthen Argument Writing M S and Empower Student Voice 320 C Today’s students must successfully interact with nonfiction texts to articulate views and enter global conversations. This session will present classroom-tested strategies to engage students, help them navigate nonfiction texts with a critical eye, build literacy skills inside and outside the classroom, and refine arguments using a self-reflection and peerreview tool. Presenters: Sarah Hunt-Barron, University of South Carolina Upstate, Spartanburg, “Finding Texts That Tell the ‘Truth’: Reading with a Critical Eye” Rebecca Kaminski, Clemson University, SC, “Speaking Up: Voice in Argument Writing” Renee Rogers, Union County High School, SC, “Strengthening Your Argument: Exploring the Power of a Revision Tool” Leigh Tuell, Dobyns-Bennett High School, Kingsport, TN, “Talking Back to Texts”

Roundtable 3: Transparent Timelines and Requirements: Modeling and Mentor Text Connor Grady, Riverside High School, Leesburg, VA Rishiraj Singh, Riverside High School, Leesburg, VA

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H SESSIONS / 8:00–9:15 A.M. H.17 Eight Great American Poets Who Inspire Students to Discover Their M Own Voices M S C TE

332 ABC This roundtable session will celebrate American poets whose compelling, unique voices embolden students to discover their own. Facilitators and attendees will engage in critical conversations about innovative teaching practices that give audience to these singular poetic voices and create spaces for students’ voices to be heard and valued.

Table 1: Billy Collins Moderator: Kate Youngblood, Benjamin Franklin High School, New Orleans, LA Discussants: Sam Best, Eno River Academy, Hillsborough, NC Elizabeth Davis, Wake Forest University, Winston-Salem, NC Dana Nicholson, Wake Forest University, Winston-Salem, NC Table 2: Clint Smith Moderator: Caitlin Murphy, The Ohio State University, Columbus Discussants: Julio Ramirez, Belton High School, Belton, TX Lindsay Schneider, West Forsyth High School, WinstonSalem, NC Wendell Dunn, Wake Forest University, Winston-Salem, NC Table 3: Naomi Shihab Nye Moderator: Pamela Kirkland, R.J. Reynolds High School, Winston-Salem, NC Discussants: Stephen Langford, R.J. Reynolds High School, Winston-Salem, NC Carl Young, North Carolina State University, Raleigh Table 4: Langston Hughes Moderator: Elizabeth Anne Murray, University of Alabama, Tuscaloosa Discussants: Alan Brown, Wake Forest University, Winston-Salem, NC Victor Malo-Juvera, University of North Carolina, Wilmington William Kaskay, Wake Forest University, Winston-Salem, NC

Table 6: Emily Dickinson Moderator: Liz Shults, Briarwood Christian High School, Birmingham, AL Discussants: Julia Means, Sacred Heart Academy, Louisville, KY Bruce Penniman, University of Massachusetts, Amherst Michael Short, St. Andrews-Sewanee School, Sewanee, TN Table 7: Maya Angelou Moderator: Tiffany Newsome, McDougle Elementary School, Durham, NC Discussants: Robert Ciarrocca, Cranford High School, Cranford, NJ Janell Miller, Southeast Raleigh Magnet High School, Raleigh, NC Table 8: Sandra Cisneros Moderator: Joan Mitchell, Wake Forest University, Winston-Salem, NC Discussants: Elizabeth Kennard, Davie County High School, Winston-Salem, NC Nicole Sieben, SUNY College at Old Westbury Table 9: Gary Soto Moderator: Mark A. Lewis, Loyola University Maryland, Baltimore Discussants: Sheryl Long, Salem College, WinstonSalem, NC

H.18 Considering Narrative and Discourse Analysis: Listening to M S Student Voices C TE

371 A This session considers research on narrative and discourse analysis.

Chair: Matthew Goetz, New England Association, Fairfield, CT Presenters: Sarah Bausell, Carrboro City Schools, Chapel Hill, NC Angela K. Johnson, Michigan State University, East Lansing Pierre Lourens, Carrboro High School, NC Wendy R. Williams, Arizona State University, Mesa

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Chairs: Alan Brown, Wake Forest University, WinstonSalem, NC Joan Mitchell, Wake Forest University, Winston-Salem, NC Speaker Introductions: Heather Barto Wiley, R.J. Reynolds High School, Winston-Salem, NC Speaker: Renée Watson, DreamYard and Bloomsbury Children’s Books

Table 5: Renée Watson Moderator: Nikel Bussolati, Knightdale High School, Knightdale, NC Discussants: Philip Grossenbacher, Wake Forest University, Winston-Salem, NC Angelique Reynolds, Stafford High School, Stafford, VA Heather Barto Wiley, R.J. Reynolds High School, Winston-Salem, NC

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H SESSIONS / 8:00–9:15 A.M. H.19 Fostering Student Voices: Research on Teacher Education and M S Professional Development C TE

H.22 Skin Color and Other Hues: Promoting Diversity and Honoring M Student Voice M S

371 B

382 A

This research session features research on practices for preservice and inservice teachers.

In this interactive panel discussion, awardwinning author Sharon G. Flake joins New York Times bestselling author Jason Reynolds and publisher/author Andrea Pinkney to explore strategies for introducing the complexities of race-related topics in today’s classrooms. The panel will discuss the ability of culturally relevant literature to empower student voice. The session will showcase students, via video, as they discuss the impact of The Skin I’m In and other works on their lives and their growth as readers.

Presenters: Julie Gorlewski, University at Buffalo, SUNY Lindy Johnson, William & Mary, Williamsburg, VA Grace MyHyun Kim, The University of Texas at Austin Karoline Trepper, Stanford University, CA

H.20 Empowering Marginalized Student Voices C 360 D

Panelists theorize how and why students struggle to speak and share in class, and offer strategies to help. Chair: Alison Myers, The Highlights Foundation, Milanville, PA Presenters: Alicia D. Dervin, University of North Carolina at Charlotte Patricia Dunn, Stony Brook University, Shoreham, NY Monika Shehi, University of South Carolina Upstate, Spartanburg

H.21 Teaching through a Lens of Equity (Even at a Predominately White S Suburban School) 380 D We will present how teachers can critically examine their classrooms to reflect on ways to make them more welcoming spaces, while simultaneously aligning with the Common Core State Standards. Participants will be given hands-on instructional strategies that support diverse learning styles and allow for the development of critical thinking skills. Presenters: Sara Goldberg, Deerfield High School, IL Kristan Jiggetts, Deerfield High School, IL Buffy Sallee, Deerfield High School, IL

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Chair: Yolanda Harris, Cleveland Heights-University Heights Schools, OH Presenters: Sharon G. Flake, Disney Andrea Pinkney, Scholastic, Inc. Jason Reynolds, Simon & Schuster

H.23 Preparing Teachers to Be Socially E S and Culturally Aware C TE 352 B Panelists provide suggestions for preparing teachers to be socially and culturally aware, focusing on class, ability, and race. Presenters: Jennifer James, Chapman University, Orange, CA Lisa Vasquez, Minnesota State University-Mankato

H.24 Using Language and Linguistics to Teach Writing C TE

352 C Panelists share theories and strategies for teaching linguistic concepts and methods to improve writing instruction.

Chair: Jesse Turner, Central Connecticut State University, New Britain Presenters: Amy Lipke, Lone Star College, Houston, TX Matthew McKinney, Texas A&M University, College Station Cornelia Paraskevas, Western Oregon University, Monmouth

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H SESSIONS / 8:00–9:15 A.M. H.25 YOUR Story Is Important: Using Literature Circles and Mentor Texts to S Foster Student Autonomy and Voice

H.28 Story Architects: Using Design Thinking to Inspire Creative G Writing and Build Empathy TE

330 B

350 E

Learn how we engaged struggling readers to develop their own unique voices through the use of memoir texts and narrative writing. Improve autonomy, motivation, and efficacy in any English classroom by using literature circles. Leave with materials and resources to implement our structure with your students tomorrow!

Thinking like a designer can transform the way we approach creative writing. Using five principles of Design Thinking (discovery, interpretation, ideation, experimentation, evolution), a panel of authors with backgrounds in architecture and design will share innovative storytelling strategies to help empower student expression. Come prepared to try some engaging activities!

Presenters: Kristen Guth, Elk Grove High School, IL Jacquelyn Randall, Elk Grove High School, IL

H.26 Voices of Inspiration and Rebellion: An English Theater Arts Collaboration S Want to raise student voices? Build a course where every written word is also spoken and permit students to declare their truths. In this interactive session, we share Voices of Inspiration & Rebellion, an English and theater arts collaboration devoted to moving students from beliefs to written word to public presentation. Chair: Dorothy Barnhouse, literacy consultant/author, Brooklyn, NY Presenters: Carol Blejwas, New England Association of Teachers of English, West Hartford, CT Sean Harris, The Spence School, New York, NY Hunter Parker, West Hartford Public Schools, CT

H.27 Encouraging Inclusivity: Using Multimedia to Push Comfort Zones E and Create Risk Taking Opportunities M M S

370 C Lessons involve risk-taking. Based on past experiences, students are more or less willing to do so. Incorporating multimodal resources provides opportunities for all kinds of students to take risks and more comfortably engage. We detail multimodal and kinesthetic activities to inspire, motivate, and create “safer” environments.

Presenters: Talia Hurwich, New York University, NY Meryl Jaffe, Johns Hopkins University Center for Talented Youth, Baltimore, MD Adam Kullberg, Pop Culture Classroom, Denver, CO Duncan Tonatiuh, Abrams Tillie Walden, First Second Books/Macmillan Children’s Publishing Group

H.29 EMPOWERing Student Learning and Voice G TE

351 B This presentation will focus on how to empower teaching, student learning, and student voice through inquiry/cognitive apprenticeship at the unit and lesson level, then will apply this model to teaching the reading and composing of complex nonfiction through Rabinowtiz’s “rules of notice” and “on/below/above and beyond” questioning and interpretation strategies.

Presenters: Jim Burke, Burlingame High School, CA Jeffrey Wilhelm, Boise State University, ID

H.30 Voices of Military Families: A Collaborative Writing and E Multimedia Oral History at a Camp M Pendleton School 332 E K–8 students wrote and created multimedia about their experiences as military children. They also researched, wrote, and filmed oral histories and documentary videos about Camp Pendleton landmarks. This year-long collaborative project culminated with a redcarpet event with all their families where they shared their pieces. Presenters: Irene Diggs, California State University, San Marcos Laurie Stowell, California State University, San Marcos

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372 F

Chair: Rebecca Caprara, Lerner Publishing Group Presenters: Melanie Conklin, Penguin Shelley Johannes, Disney Hyperion Varian Johnson, Scholastic, Inc.

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H SESSIONS / 8:00–9:15 A.M. H.31 Argumentative Discourse: Connecting, Supporting, and S Inspiring Students’ Voices for Social Justice and Equality

H.34 Text Selection and Reading: Integrated Approaches to E Developing Student Voice M M S

382 B Students today need to “connect” with others on both sides of an issue, “support” their respective positions, and “inspire” all voices to speak out for social justice and equality. Session participants will learn basic argumentation skills as well as various practical tools and best practices to effectively incorporate Argumentative Discourse. Presenters: Pam McComas, National Speech and Debate Association, Colorado Springs, CO Renee Motter, National Speech and Debate Association, West Des Moines, IA

H.32 Place-Based Pedagogies

These presentations examine purposeful text section and reading to encourage critical thinking and student engagement. Chair: Christina Torres, Punahou School, Honolulu, HI Presenters: Kim Arroyo, Gavit Middle School, Hammond, IN Paula Chase, author, Severna Park, MD Erin Green, University of Texas Elementary School, Austin Jonathan Vogels, Colorado Academy, Denver

H.35 Let’s Counter Islamophobia through Stories E M TE

M S TE 352 A C

The presenters argue and provide strategies for students writing about the physical and cultural spaces they inhabit.

Chair: Colleen Ruggieri, Ohio University, Athens Presenters: Alexis Piper, University of WisconsinWhitewater Cheryl Siemers, University of Alaska, Anchorage, and Kenai Peninsula College, AK Jennifer Stone, University of Alaska, Anchorage

H.33 “The Fandom Life”: Fan Activism via Civic Literacy and Youth M Participatory Action Research S (YPAR) C 380 C From the Harry Potter Alliance to Disney, the focus on fandom as a site for youth activism is growing. Join us for an engaging discussion surrounding digital media analysis and YPAR. Chair: James Joshua Coleman, University of Pennsylvania, Philadelphia Presenters: Megan Hoelting, Northwest Missouri State University, Maryville Karis Jones, New York University, NY

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350 D

350 B In today’s political environment, educating children about racial, cultural, and religious diversity is crucial to break down entrenched stereotypes. Our “Counter Islamophobia through Stories” presentation provides a detailed toolkit of books and programming ideas to facilitate positive representations of Muslims for all children, and create a more diverse and inclusive environment.

Presenters: Gauri Manglik, KitaabWorld, Menlo Park, CA Sadaf Siddique, co-founder and CEO, KitaabWorld, Menlo Park, CA

H.36 Honoring Student Voice and Choice in Intervention Classrooms M M S

370 D Intervention programs purchased and required by schools place constraints on teacher decision making, silence students, and do not show evidence of being more impactful than responsive teaching rooted in best practice. This presentation will explore strategies for maintaining authenticity and honoring student choice and voice in reading and writing interventions.

Presenters: Sidonie Chhetri, Round Rock Independent School District, TX Megan Beth Hedgecock, Region 13 Education Services Center, Austin, TX Dana Johnson, Canyon Vista Middle School, Austin, Texas

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H SESSIONS / 8:00–9:15 A.M. H.37 Reclaiming Conversations: Avoidance, Engagement, Advocacy S M in ELA Discourse Communities C GRAND BALLROOM C This session offers opportunities to engage students in asking questions that literature raises, that writing informs, and that speaking promotes to move students toward active engagement with social change, what rhetoricians call agitation. Table hosts will share strategies that invite students into discourse communities using multimodal platforms.

370 B Place is a powerful force in children’s lives: the communities where they live shape their experiences, relationships, and perceptions of the world. Join four middle grade writers who use setting as a crucial element in their work, and learn ways to help empower student writing through sense of place.

Presenters: Crystal Allen, Balzer and Bray, a division of HarperCollins Angela Cervantes, Scholastic, Inc. Diana Lopez, University of Houston-Victoria, TX Tricia Springstubb, Cleveland, OH

H.40 Self-Assessment and Identity Work: M Summer Literacy Learning in a Community Program S 370 E This panel reports data from a qualitative pre- and post- assessment, and will highlight students’ voices, illustrating how they saw themselves as readers and writers in the context of a summer enrichment program, as well as who they wanted to become as literate individuals.

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Chairs: Glenda Funk, Highland High School, Pocatello, ID Chris Kervina, Northern Virginia Community College, Manassas Roundtable Leaders: Oona Marie Abrams, Chatham High School, NJ Gary Anderson, Harper College, Palatine, IL Jennifer Ansbach, Manchester Township High School, NJ Amanda Daniels Tricia Ebarvia, Conestoga High School, Berwyn, PA Jennifer Fletcher, California State University, Monterey Joel Garza, Greenhill School, Addison, TX Dana Huff, Worcester Academy, MA Chalet Jean-Baptiste, Northern Virginia Community College, Manassas Katie MacDonald, Principia Upper School, St. Louis, MO Carol Propp, Gowanda Central School District, Gowanda, NY Anna J. Small Roseboro, Grand Rapids, MI Erica Smith, Clear Lake High School, Houston, TX Ashley Yuckenberg, George Mason University, Fairfax, VA

H.39 The Power of Place: Setting as a E Tool for Nurturing Discovery and Agency in Writing M

Presenters: Abby Fleiss Kira LeeKeenan, The University of Texas, Austin Thea Williamson, Lanier High School, Austin, TX

H.38 When Buddhist Monks and Nuns Write: What Amazes You? G TE

372 A Two National Writing Project presenters share lessons, challenges, and questions that arose when teaching writing to Tibetan monks and nuns within a leadership institute in Dharamshala, India. We explore the interplay between writing, student learning, and voice; we also examine how writing can bridge personal experience, science, and Buddhism.

Presenter: Tanya Baker, National Writing Project, Berkeley, CA Tom Meyer, National Writing Project, Berkeley, CA

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H SESSIONS / 8:00–9:15 A.M. H.41 Operation Comic Relief: Using Novels That Mix Humor and Serious G Topics as a Bridge to Create a TE Community of Confident and Empathetic Readers 372 B Middle grade students can be reluctant to read serious novels but reading a variety of texts is crucial for students’ growth. This interactive session with popular authors/educators will explore strategies to build engagement and provide valuable tools for creating a dynamic literary community filled with laughs and thoughtful conversation. Presenters: Rose Brock, Sam Houston State University, Huntsville, TX Erin Dionne, Montserrat College of Art, Beverly, MA Jo Knowles, Candlewick Press Mae Respicio, Wendy Lamb Books/Random House Children’s Books Lisa Schroeder, Scholastic, Inc. Ellen Wittlinger, Charlesbridge

H.42 Teaching Speaking: A Framework for Creating and Delivering G Impressive Talks 372 C Our students deserve instruction about how to speak their stories well. Because oral communication is the main way we share our voices, this session shows educators how to teach students to create and deliver impressive messages. Learn multiple-trait speaking, a practical, proven framework that makes all students competent, comfortable speakers. Presenters: Erika DeShay, Cherry Creek Schools, Aurora, CO Erik Palmer, Cherry Creek Schools, Aurora, CO

H.43 The Nonfiction Era and the Heroic Student Researcher E M M S TE

370 F When students break through into academic research, it can feel like crossing into an unknown world, and teachers can chart new paths to guide students to greater authenticity. Join us to learn how heroic voices emerge through the research writing process.

Presenters: Allison Mackley, Milton Hershey High School, Hershey, PA Anthony Sedun, Milton Hershey High School, Hershey, PA Matthew Skillen, Elizabethtown College, PA

H.44 Day of Early Childhood Opening Session: Raising Voices and Acting E Out: Radical and Revolutionary TE Children’s Books in ECE 362 DEF Join an interactive discussion with awardwinning authors Zetta Elliott and Maya Christina Gonzalez centering their voices about their work. This session will shine a light on what it means to create radical and revolutionary children’s books that foreground and elevate students’ voices and diverse communities. Chair: Nancy Valdez-Gainer, Austin Independent School District, TX Presenters: Zetta Elliott, Random House Jesse Gainer, Texas State University, San Marcos Roberta P. Gardner, Kennesaw State University, GA Maya Christine Gonzalez, Reflection Press and School of the Free Mind, San Francisco, CA

H.45 Raising Student Voice through Translanguaging G 380 B What is translanguaging and how can it empower emergent bilingual learners in their growth as students, communicators, and democratic citizens? In this session, we will frame translanguaging through personal examples, examine bilingual practice and the effects of silencing non-English voices and identities, and offer practical recommendations for classroom practice. Chair: Huan Gao, University of Florida, Gainesville Presenter: Danling Fu, University of Florida, Gainesville Xenia Hadjioannou, Penn State University, Harrisburg Xiaodi Zhou, Georgia Southwestern State University, Americus

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H SESSIONS / 8:00–9:15 A.M. H.46 Acknowledging Dialects in FirstYear Writing Classes M S C

351 D Panelists share strategies for accommodating diverse dialects in the composition classroom.

Chair: Kim Arroyo, Gavit Middle School, Hammond, IN Presenters: Corrine Binnings, Florida Atlantic University, Boca Raton, FL Megan Busch, University of South Carolina, Columbia Mack Curry IV, Georgia State University, Atlanta

H.47 Making Space for Student Voices: Diverse People, Places, Pedagogies, G and Publications TE 351 F

Chair: Audrey Fisch, New Jersey City University, Presenters: Jamie Dessart, Waynesburg University, PA Holly Larson, Seminole State College, Sanford, FL, Tracy Lassiter, University of New Mexico, Gallup Jill Moyer Sunday, Waynesburg University, PA

H.48 The Literacy Experiences of Diverse Children E M TE

350 C The literacy experiences of diverse children who use technology to highlight their voices will be shared by the first speaker. The second presenter will explore how action research can deepen the teaching and learning experiences in the literacy classroom.

Chair: Vanessa Heller, Oak Park Unified, CA Presenters: Sally Brown, Georgia Southern University, Statesboro Caroline Petrow, Chapel Hill Public Schools, NC

M M S

332 F Three author-teachers share ways in which offering a choice-filled Writer’s Workshop reveals and empowers student voices. Easy-to-use instructional tools will be shared. Participants experience first-hand writing opportunities to nourish voice, the unmistakable “heartprint” on the page, paired with stories of students who have discovered and embraced their writing voices.

Presenters: Jeff Anderson, author Brian T. Kissel, University of North Carolina at Charlotte Patty McGee, Gravity Goldberg, LLC, Nyack, NY

H.50 Creating Composers: Preparing Students to Create Digital and TE Multimodal Compositions 371 D This interactive session focuses on both ELA teachers and students composing in digital media offering strategies for and examples of compositions including digital poems, videos, infographics, digital arguments, and multimodal memoirs. Panelists will share how both teachers and students learn to compose effectively in new digital and multimodal environments. Presenters: Melanie Hundley, Vanderbilt University, Nashville, TN Robin Jocius, The Citadel, Charleston, SC Emily Pendergrass, Vanderbilt University, Nashville, TN Respondent: Teri Holbrook, Georgia State University, Atlanta

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Panelists share methods that engage and prompt students to explore and share their individual identities and literate voices.

H.49 Attending to Voice at Each Stage of Writer’s Workshop E

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H SESSIONS / 8:00–9:15 A.M. H.51 The Power of Poetry: Student Voices Igniting Understanding and E Change in Our World M TE

H.53 Learning to Listen: Strategies to Elevate Family Voices in Literacy E Learning TE

360 E

361 A

Poetry is a powerful genre for students to discover and express their true voice. Presenters will share student experiences in reading a diverse range of poetry, as well as writing to authentic audiences as an avenue to tell stories, express views, and understand and empathize with people outside their immediate worlds.

Teacher educators, a classroom teacher, and a parent draw upon experiences highlighting the importance of family/school engagement to support literacy learning. They share five principles synthesized from work in rural/ urban schools, afterschool programs, and PD settings. Practical strategies and tools to support authentic engagements are provided.

Chairs and Presenters: Gail Boushey, Educational Design, Kent, WA Georgia Heard, Scholastic, Inc. Presenters: Scott Bedley, Eastwood Elementary School, Irvine, CA Barry Hoonan, Bainbridge Island School District, WA Megan Sloan, Snohomish School District, WA

H.52 Finding Our Voices through Inquiry and Exploration E 360 F Inquiry inspires kids to speak up and speak out. We ask “In what ways do people express their voices? How has the expression of voice effected change?” Kids (K–5) explore their world, investigate significant issues, and discover their own voices through writing, art, poetry, performance, and advocacy. Presenters: Anne Goudvis, author, Boulder, CO Karen Halverson, Boulder Community School of Integrated Studies, CO Stephanie Harvey, Stephanie Harvey Consulting

Chair: Mallory Locke, PS 171/Hunter College, CUNY, NY Presenters: Charlene Klassen Endrizzi, Westminster College, School of Education, New Wilmington, PA Deborah Jensen, ExpandEd Schools, NYC Maria McAndrew, NYC Department of Education/PS 38 Roberto Clemente Learning Complex, Manhattan, NY Kathryn Norelli Jennifer Tuten, Hunter College, CUNY

H.54 Speaking Up and Shattering Norms: Using Nonfiction Picture Book E Biographies to Demonstrate the M Power of Our Voices 361 C Picture book biographies bring notable figures to life in the classroom and aim to inspire further investigation. This interactive session, facilitated by a teacher and four authors, explores ways teachers can use picture book biographies to launch discussions about breaking barriers, changing societal norms, and finding one’s own empowered voice. Chair and Presenter: Lesley Burnap, Coolidge School, Oxford, MA Presenters: Patricia Valdez, Knopf Books for Young Readers, Penguin Random House Donna Janell Bowman, author, Round Rock, TX Kate Hannigan, Boyds Mills Press Laurie Wallmark, Sterling Children’s Books Pat Zietlow-Miller, Roaring Brook Press

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H SESSIONS / 8:00–9:15 A.M. H.55 Young Filmmakers Speak: How Collaborative, Student-Centered E Filmmaking Programs Raise Student M Voice M S TE

361 D

371 F

Young filmmakers will share their experiences creating films based on literature that developed their digital literacy skills and demonstrated their expertise and passion. Participants will gain practical advice and tools from young people and panelists to create their own student-centered filmmaking programs that amplify young people’s voices.

This session explores an 11th-grade team’s ability to engage urban students in a canonical text despite its disconnection from the students’ racial, geographic, and linguistic backgrounds. Through the exploration of characters, students found their own voices and discovered their talents and passion for theater.

Chair and Presenter: Eti Berland, Lincolnwood Public Library, IL Presenter: James Kennedy, 90-Second Newbery Film Festival, Chicago, IL

371 E Our presentation explores the role teacher education programs can play in preparing educators to embrace critical pedagogies in the ELA classroom. With panelists from both the university and the local school district, this session features a range of perspectives on how best to raise teachers’ and students’ “critical voices.”

Presenters: Olivia Dubiel, Wayzata High School, Plymouth, MN Tom Jesse, University of Wisconsin-La Crosse Heidi Jones, Logan Middle School, La Crosse, WI Maddie Roth, University of Wisconsin-La Crosse

H.57 Amplify: Expanding Our Writing Voices with Authentic Audiences G TE

350 A

Chair: Nicole Galante Presenters: Seth Croft, Dr. Richard Izquierdo Health and Science Charter School, Bronx, NY Shehnaz Khalfan-Washington, Dr. Richard Izquierdo Health and Science Charter School, Bronx, NY Courtney Reynolds, Dr. Richard Izquierdo Health and Science Charter School, Bronx, NY

H.59 Building Voices: Layering Powerful Tech with Robust Literacy E Strategies to Increase Engagement, M Agency, and Skill M S TE

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H.56 Raising (Critical) Voices: Preparing Teachers for Critical Pedagogies in M the ELA Classroom M S C TE

H.58 “Then Your Purpose Is Somewhat Larger”: Finding Voice through M Theater in the Urban ELA S Classroom

381 A What does it mean to plan a reading or writing unit with 21st-century literacies in mind? This fast-paced, information-packed session invites teachers to build robust units by using powerful technology and digital literacy practices. Presenters will share activities and strategies that integrate big-picture thinking with reflective pedagogical ideas.

Chair: Maggie Roberts, author and consultant/The Educator Collaborative, Astoria, NY Presenter: Katharine Hsu, Arlington Public Schools, VA Kristin Ziemke, Big Shoulders Fund, Chicago, IL Respondent: Kate Roberts, author and consultant/The Educator Collaborative, Astoria, NY

Audience matters. Be it personal, peer, or the public, the writer’s voice is amplified when it is thoughtfully shared with others. Help your students break through the boundaries of their classrooms to connect and create change by amplifying their writing voices with authentic audiences. Presenters: Paula Bourque, Stenhouse Publishers Jennifer Laffin, Teach Write LLC, Bristol, WI Andrew Schoenborn, Mt. Pleasant High School, MI

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H SESSIONS / 8:00–9:15 A.M. H.60 Writing My Way Out: Identity Formation and Advocacy through E Poetry M

350 F This session features teachers, authors, and poets on the liberating power of poetry. Participants will engage with ideas for mentor texts and writing activities that focus on poetry that highlights the experiences of minoritized populations, helping children negotiate their identities and write themselves into a curriculum that celebrates their humanity. Presenters: Emily Strang-Campbell, Teachers College Reading and Writing Project, New York, NY Emma Otheguy, Lee & Low and Bloomsbury Pía Persampieri, Trinity Elementary School & Hunter College, NY Respondents: Margarita Engle, Simon & Schuster Carla España, Hunter College, CUNY

H.61 Maximizing the Impact of Virtual Professional Development G 351 E

Presenters share observations and key takeaways on virtual professional development as designed and implemented during a twoyear project led by the National Writing Project which required ongoing virtual professional development in the area of effective, standardsbased writing assignments. Chair: Margaret Brewer, Scott County High School, Georgetown, KY Presenter: Tanya Baker, National Writing Project, Berkeley, CA Roundtable Leaders: Benjamin Koch, Adelson Educational Campus, Las Vegas, NV Darnese Olivieri, EBC High School for Public ServiceBushwick, Brooklyn, NY Molly Sherman, Harvest Collegiate High School, New York, NY

H.62 Translating Theory to Practice: Disrupting Raciolinguistic M S Ideologies in Secondary English C Classrooms TE 351 C This presentation examines the process of disrupting raciolinguistic ideologies in secondary English classrooms. Specifically, the presenters detail how two teachers (one dominant, one nondominant) took a critical translingual approach to their curricula and created space for students and teachers to collectively interrogate oppression at the intersections of race and language. Presenters: Cati V. de los Rios, University of California, Davis Kate Seltzer, Rowan University, Glassboro, NJ

H.63 POSTER SESSION: Teaching Linguistically Diverse Learners G 350–360 PREFUNCTION Community partnerships, storytelling, diverse books, and unique collaborations are just a few of the things you’ll learn about in these poster presentations. Poster 1: See Me and I Will See You: How ELA and ESL Teacher Leaders Created a Learning Community to Empower Teachers to Have Culturally Responsive Conversations Surrounding Multicultural Literature (E) Kate Mantenieks, Westerville City Schools, OH Latresa Rieves, Westerville City Schools, OH Poster 2: The Language Laboratory: Linguistic Experiments in the High School Classroom (S) Andrew Ryan, Colegio Americano de Quito, Quito, Ecuador Poster 3: Looking beyond the Classroom: Responding to Educator Needs in Linguistically Diverse Schools (S-C-R) Courtney Kobos, Elon University, NC Poster 4: Witch Trials, a Girl, and the Theories That Brought Them Together (E-M-S-TE) RonieSue Ullrich, Texas Woman’s University, Denton

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H SESSIONS / 8:00–9:15 A.M. Poster 5: Our Community Canon: Immigration Stories In Students’ Own Words (S) Brigid Hogan, Roosevelt High School, Washington, DC Poster 6: Read Happily Ever After—Picture-Book Read-Alouds in a Basic College-Level EFL Class (C-TE-R) Chia-Ho Sun, Kainan University, Taoyuan City, Taiwan Poster 7: University/School Partnership for the Win: Practicing and Future Teachers Collaborate to Support ELLs with Informational Text Reading Strategies (M-TE) Shannon Cuff, Drury University, Springfield, MO Gail Hennessy, Park University, Pikeville, MO Poster 8: Connected Learners: Migration Stories, Cultural Traditions & Geography (M-S-C) Carol Salva, Houston, TX

H.64 NCTE AUTHOR STRAND: Speak for Yourself—Encouraging Our M Students to Write with Voice M S 351A As writing instruction becomes more standardized and structured, student voices grow silent. To create writing classrooms where students can speak for themselves takes courage and craft. This presentation offers teachers encouragement and concrete teaching ideas to foster writing that shows depth of thought, originality of expression, and the power of voice.

382C Sponsored by Loose Cannon You’ve seen the research. You also have a gut-belief that the way to save reading in our culture is to incorporate more book choice into class. But the logistics of lit circles and independent reading can be so crazy! The answer? More. Research on inquiry-based learning emphasizes iteration, and choicebased reading is no exception. Set up your reading workshop to capture other students’ enthusiasm (which is gold) and to pump that energy back into the classroom. Offer the best titles again, and use student book reviews to create the momentum for the next round of lit circles or independent reading. This workshop shows you how to use analog methods and/or our digital platform. Topics covered: 1. Finding appropriate books when you haven’t read them all

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Poster 9: Getting the Words Out: Student Learning and Writing through Collaboration (M-S-TE) Scarlett Tannetta, Lawrence Public Schools, MA

H.65 EXHIBITOR SESSION: Getting Past Chaos: Using Iterative Lit Circles G to Energize Reading and Make the Teacher’s Job Easier Too (Grades 6–12)

2. Keeping track of who’s read what 3. How can you recommend the right book for every kid? 4. Assessments that don’t kill the teacher Presenter: Julia Franks, novelist and educator

Presenter: Susanne Rubenstein, Wachusett Regional High School, Holden, MA

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SATURDAY GENERAL SESSION v

9:30–10:45 A.M. Christoper Emdin GENERAL ASSEMBLY THEATER ABC Speaker Introduction: Tiana Silvas, New York City Department of Education, NY Speaker: Christopher Emdin Christopher Emdin is an associate professor in the Department of Mathematics, Science, and Technology at Teachers College, Columbia University, where he also serves as associate director of the Institute for Urban and Minority Education. Emdin is the creator of the #HipHopEd social media movement and the New York Times bestseller, For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too. He was named the 2015 Multicultural Educator of the Year by the National Association of Multicultural Educators and has been honored as a STEM Access Champion of Change by the White House under President Obama. A book signing will follow the event.

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THE SCREENING ROOM: FILMS AT NCTE v

10:30 A.M.–6:30 P.M. Now Screening at NCTE 2018

330 A 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/2018-convention/whats-happening/ncte-screening-room/. Chair: Stephanie Fleck, Barrington High School, IL

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Co-Chair: Sarah Heldt, Barrington High School, IL Consultants: Frank Baker, Media Literacy Clearinghouse, Columbia, SC Mary Christel, Indian Trails Public Library, Wheeling, IL William Kist, Kent State University, OH Jane Nickerson, Gallaudet University, Washington, DC Laura Brown, Adlai E. Stevenson High School, Lincolnshire, IL Facilitators: Jolene Heinemann, Oak Park River Forest High School, IL Jennifer Walsh, Barrington High School, IL Annotations for the films were compiled using information found on the webpage for each film.

10:30 A.M.–12:00 P.M. Rwanda & Juliet (1 hour, 30 minutes)

Director: Ben Proudfoot / Breakwater Studios William Shakespeare wrote the words, “All the world’s a stage.” Andrew Garrod took it literally. Drawing heavily from his own pocket, Dartmouth professor emeritus Garrod takes a group of hopeful American volunteers to Rwanda, where he mounts Shakespeare’s Romeo & Juliet with a cast of college-age genocide survivors of both Hutu and Tutsi heritage. The often outlandish Garrod is on a mission to reconcile the wounds sustained in the 1994 genocide through the power of theatre. What he gets is anything but.

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THE SCREENING ROOM: FILMS AT NCTE 12:02–12:12 P.M. NOTHING BUT TRAILERS This is a new segment to the Screening Room this year in which we are showing multiple trailers of classroomapplicable films that we were unable to fit into our schedule, but are highly recommended! You can find information for full films on the websites listed below or by going to the Screening Room website.

September Morning (1 minute, 33 seconds trailer)

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Director: Ryan Frost / Candy Factory Films http://www.septembermorningfilm.com In the first dark hours of September 12th, 2001, five college freshmen stay up all night in a dorm room confronting the promises of youth so they can cross the bridge into adulthood together. Salon named September Morning to its list of necessary films about 9/11, writing. “If the film doesn’t jerk tears, it’s because it’s designed to initiate a conversation about how youth cope with trauma, which is both admirable and necessary.”

Awake: A Dream from Standing Rock (1 minute, 33 seconds trailer) Director: Myron Dewey / Bullfrog Films http://www.bullfrogfilms.com/catalog/awake.html

Moving from summer 2016, when demonstrations of the Dakota Access Pipeline’s demolishing of sacred Native burial grounds began, to the current and disheartening pipeline status, Awake, A Dream from Standing Rock is a powerful visual poem in three parts that uncovers complex hidden truths with simplicity. This film is a collaboration between indigenous filmmakers, Director Myron Dewey and Executive Producer Doug Good Feather and environmentallist Oscarnominated filmmakers Josh Fox and James Spione.

Disturbing the Peace (2 minutes, 36 seconds trailer) Directors: Stephen Apkon, Andrew Young / Bullfrog Films http://www.bullfrogfilms.com/catalog/dtp.html

Disturbing the Peace follows former enemy combatants—Israeli soldiers from elite units and Palestinian fighters, many of whom served years in prison—who have joined together to challenge the status quo and say “enough.” The film reveals their transformational journeys from soldiers committed to armed battle to nonviolent peace activists, leading to the creation of Combatants for Peace. While based in the Middle East, the film evokes universal themes relevant to us all and inspires us to become active participants in the creation of our world.

Tyrus (2 minutes, 34 seconds trailer) Director: Pamela Tom / Bullfrog Films http://www.pbs.org/wnet/americanmasters/tyrus-about-the-film/8917/

Born in Canton, China, right before the fall of the Chinese Empire, Wong and his father immigrated to America in 1919, never to see their family again. This film shows how he overcame a life of poverty and racism to become a celebrated painter who once exhibited with Picasso and Matisse, a Hollywood sketch artist, and ‘Disney Legend.’ Previously unseen art and interviews with Wong, movie clips, and archival footage illustrate how his unique style—melding Chinese calligraphic and landscape influences with contemporary Western art—is found in everything from Disney animation (Bambi) and live-action Hollywood studio films (Rebel Without a Cause) to Hallmark Christmas cards. “Tyrus Wong’s story is a prime example of one of the many gaping holes in our society’s narrative on art, cinema, and Western History” —Pamela Tom, Director

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Walden: Life in the Woods* (2 minutes, 4 seconds trailer)

Director: Alex Harvey https://www.waldenthefilm.com/ “I had three chairs in my cabin. One for solitude, two for friendship, three for society.” —Henry David Thoreau Walden: Life in the Woods is a radical, western re-imagining of Henry David Thoreau’s classic Walden. Taking place over twenty-four hours, the film interlaces Solitude, Friendship, and Society: three contemporary narratives about the trappings of modern life and the unlikely transcendentalists who dream dangerously of escape. *Look out for director Alex Harvey’s convention session where he works with classroom teachers to give ideas on how to use this film in class!

12:14–12:35 P.M. E

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The Silent Child (20 minutes) Director: Chris Overton / Slick Films Oscar Winner Short Film 2017!

Set in rural England and inspired by real life events. The Silent Child film centers around a profoundly deaf four-year-old girl named Libby who is born into a middle-class family and lives in a world of silence until a caring social worker teaches her the gift of communication. When fresh-faced social worker, Joanne turns up, we see Libby transform. This once withdrawn four-year-old suddenly feels connected to the world, and over a short period of time Joanne and Libby’s relationship blossoms. An insightful short story, inspired by real life events, observing one of the loneliest disabilities and the avoidable struggles that deaf children face.

12:36–1:36 P.M. Lorraine Hansberry: Sighted Eyes/Healing Heart (1 hour - excerpt) Director: Tracy Heather Strain / California Newsreel https://www.sightedeyesfeelingheart.com/

“One cannot live with sighted eyes and feeling heart and not know or react to the miseries which affect this world”—Lorraine Hansberry Sighted Eyes/Feeling Heart is the first-ever documentary about Lorraine Hansberry, the visionary playwright who authored the groundbreaking A Raisin in the Sun. An overnight sensation, the play transformed the American theater and has long been considered a classic, yet the remarkable story of the playwright faded from view. With this documentary, filmmaker Tracy Heather Strain resurrects the Lorraine Hansberry we have forgotten—a passionate artist, committed activist, and sought-after public intellectual who waged an outspoken and defiant battle against injustice in 20thcentury America. The film reveals Hansberry’s prescient works tackling race, human rights, women’s equality, and sexuality that anticipated social and political movements on the horizon.

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THE SCREENING ROOM: FILMS AT NCTE 1:38–2:50 P.M. East of Salinas

(1 hour, 12 minutes)

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Directors: Laura Pacheco, Jackie Mow / Bullfrog Films http://www.bullfrogfilms.com/catalog/eosa.html East of Salinas begins with third grader Jose telling us what he wants to be when he grows up. His parents work from sun up to sun down in the heart of California’s “Steinbeck Country,” the Salinas Valley. With little support available at home, Jose often turns to his teacher, Oscar Ramos, once a migrant farm kid himself. In fourth grade his teacher told him if he worked hard he could have a different life. Jose is Oscar’s most gifted student. But how do you teach students like Jose who have no place to do their homework? How do you teach a kid who moves every few months? This is what Oscar is up against every day. Oscar not only teaches his students reading, math, and science, but also he gives them access to a world beyond their reach. But Jose was born in Mexico—and he’s on the cusp of understanding the implications of that. As we watch this play out over three years, we begin to understand the cruelty of circumstance—for Jose and the many millions of undocumented kids like him.

2:52–4:02 P.M. Screenagers: Growing Up in a Digital Age (1 hour, 10 minutes) Director: Delaney Ruston / My Doc Productions https://www.screenagersmovie.com/

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In Screenagers, as with her award-winning documentaries on mental health, Delaney takes a deeply personal approach as she probes into the vulnerable corners of family life, including her own, to explore struggles over social media, video games, academics, and internet addiction. Through poignant and unexpectedly funny stories, along with surprising insights from authors, psychologists, and brain scientists, Screenagers reveals how tech time impacts kids’ development and offers solutions to how adults can empower kids to best navigate the digital world and find balance.

4:04–4:49 P.M. Raising Bertie (45 minutes- excerpt)

Director: Margaret Byrne / Kartemquin Films http://raisingbertie.com/ Set in Bertie County, a rural African American—led community in eastern North Carolina, Raising Bertie takes audiences deep into the emotional lives of three boys—Reginald “Junior” Askew, David “Bud” Perry, and Davonte “Dada” Harrell—over six years as they come of age. Raising Bertie movingly weaves the young men’s stories together as they try to define their identities, interconnecting narratives of family, youthful innocence, first love, systemic racism, educational inequity, poverty and unemployment, and the will to succeed in the face of formidable odds. Rural minorities like the youth in Bertie represent some of the nation’s most vulnerable and least visible individuals, existing at that critical juncture of rural disenfranchisement and the achievement gap for young people of color. Raising Bertie is an experience that asks us to see this world through their eyes, inciting recognition of lives and communities too often ignored.

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44 Pages (45 minutes - excerpt) Director: Tony Shaff https://44pages.com/

A portrait of Highlights magazine, following the creation of the cultural phenomenon’s 70th anniversary issue, from the first editorial meeting to its arrival in homes, and introducing the people who passionately produce the monthly publication for “the world’s most important people,”…children. Along the way, a rich and tragic history is revealed, the state of childhood, technology, and education is explored, and the future of print media is questioned. Family owned since its inception in 1946 and never containing a single advertisement, Highlights stands alone in the magazine publishing world.

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From the baby boom generation to the tech savvy kids of today, Highlights has been a staple in American society, with over a billion issues delivered to children around the world.

5:37–6:30 P.M. Shakespeare Uncovered: Julius Caesar with Brian Cox* (52 minutes)

Produced by Blakeway Productions, 116 Films, THIRTEEN Productions LLC for WNET in association with PBS and Shakespeare’s Globe. http://www.pbs.org/wnet/shakespeare-uncovered/ Shakespeare’s Julius Caesar is a play that upholds liberty against tyranny. But what is tyranny? And who decides? Shakespeare doesn’t make it simple. In order to preserve the freedom of the Roman Republic, Julius Caesar, an “over-mighty” leader, is assassinated by Roman Senators led by Caesar’s friend Brutus. Caesar wanted to become an emperor. Is Brutus a traitor or a great hero and defender of liberty? Brian Cox explores how Julius Caesar is Shakespeare’s “American” play, showing how easy it is for a “free” republic to fall into corruption. More than that, the play challenges us to think about who or what to trust and what values we want to live by—and to look inside and wonder how well we even know ourselves. *Join Kristina Kirtley at her session on Saturday from 11:00 a.m.– 12:15 p.m. where she will be focusing on how to use this specific episode of Shakespeare Uncovered in class!

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11:00 A.M.–12:15 P.M. NCTE Awards Presentation 332 ABC Join us as we celebrate recipients of NCTE’s highest honors as they receive their awards. Chair: Jocelyn A. Chadwick, NCTE President, Harvard Graduate School of Education, Cambridge, MA Presentation of the Advancement of People of Color Leadership Award Recipient: Valerie Kinloch, University of Pittsburgh, PA Presentation of the Distinguished Service Award Recipient: Keith Gilyard, Penn State, State College, PA Presentation of the James R. Squire Award Recipient: Charles “Chuck” Bazerman, University of California, Santa Barbara Presentation of the George Orwell Award for Distinguished Contribution to Honesty and Clarity in Public Language Recipient: Katie Watson, author of Scarlet A: The Ethics, Law, and Politics of Ordinary Abortion, Oxford University Press, New York, New York Announcement of the Public Doublespeak Award Recipient: Rudy Giuliani, New York, New York Presentation of the National Intellectual Freedom Award Recipient: Victoria Orepitan, Katy Independent School District, TX; nominated by the Texas Council of Teachers of English Language Arts Honorable Mention: Lindsey Whittington, Dixie County High School, Trenton, FL Presentation of the Early Career Educator of Color Leadership Awards 2018-2020 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 2017-2019 Recipients: Eliza Braden, The University of South Carolina, Columbia, SC Guadalupe Bueno, PS 23Q @Lifeline Center for Child Development, Queens Village, NY José Luis Cano, Texas Southmost College, Brownsville, TX Anthony Celaya, Dobson High School, Mesa, AZ Sirrita Darby, Detroit Leadership Academy, Detroit, MI Shirley Alvarez Fung, Fullermeadow and HoweManning, Middleton, MA Presentation of the David H. Russell Award for Distinguished Research in the Teaching of English Recipient: Partnering with Immigrant Communities: Action through Literacy (2016, Teachers College Press) by Gerald Campano, University of Pennsylvania; María Paula Ghiso, Teachers College, Columbia University, NY; and Bethany J. Welch, Aquinas Center, Philadelphia, PA. Presentation of the Media Literacy Award Recipient: Sarah Bonner, Heyworth Junior/Senior High School, IL Presentation of the Excelencia in Teaching Scholarship Recipient: Alejandra Reynoso, June Jordan School for Equity, San Francisco, CA Presentation of the 2018 Nuestra Gente Award Recipient: Jorge Gomez, El Paso Community College-Rio Grande, TX

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I SESSIONS / 11:00 A.M.–12:15 P.M. I.01 G

TEXAS STRAND: Breaking the Rules with Cool Tools: A Fresh Approach for Texas 351 D Student engagement is vital in our classrooms. This roundtable will address ways teachers are increasing student engagement by breaking away from what we consider traditional instruction and leveraging tools such as podcasts, sketchnoting, out-of-school digital literacies, and providing students with choice.

Voices in Text and Tech: From Reading the Movement to Being the Movement (M-S) Nancy Weber, Waller Independent School District, TX Samantha Weesner, Waller Independent School District, TX

Sketchnoting in School (G) Karin Perry, Sam Houston State University, Huntsville, TX Holly Weimar, Sam Houston State University, Huntsville, TX

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342 C We invite all educators to join this community of members who support one another on scholarship by and/or about Asian and Asian American language practices, rhetorics, and literacy education. Facilitator: Jung Kim, Lewis University, Romeoville, IL

I.04 Black Caucus Open Forum G

Moving from Listening to Making: Using Podcasting to Encourage Student Reading, Writing, and Publishing (S) Christina Baltazar, Northbrook High School, Houston, TX Javier Martinez, Northbrook High School, Houston, TX

Why Middle Matters: Pursuing Justice and Equity Together GRAND BALLROOM C Sponsored by the Middle Level Section, American Indian Caucus, Asian/Asian American Caucus, Black Caucus, Jewish Caucus, Latinx Caucus, and Genders and Sexualities Equality Alliance Only together can we “pursue justice and equity for all students and the educators who serve them” (NCTE Vision Statement). This special roundtable session will bring educators together to talk, reflect, and create action.

Chair: Christopher Lehman, The Educator Collaborative, Astoria, NY Presenter: Mara Lee Grayson, California State University, Dominguez Hills Roundtable Leaders: Michael Dominguez, San Diego State University, CA Penny Kittle, Plymouth State University, NH

320 AB This open meeting provides a space for NCTE members interested in issues of ELA relevant to Black students, communities, knowledges, experience, and textual expressions. It explores issues of equity in ELA that sit at the intersection of policy, practice, and research to highlight and interrupt systems of disparity that devalue Black bodies, lives, and perspectives.

Sparks in the Dark (G) Travis Crowder, Alexander County Schools, Hiddenite, NC Todd Nelsoney, Navasota Independent School District, TX

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Asian/Asian American Caucus Open Forum

Co-Chairs: Jamal Cooks, Chabot College, Hayward, CA Elaine Richardson, The Ohio State University, Columbus

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Latinx Caucus Open Forum 360 ABC We welcome educators to join the open meeting to learn more about the history, membership, and future directions of the Caucus. The meeting is a space for educators committed to issues of equity and justice pertaining to the lives and ways of knowing of Latinx students, families, and communities to network and share resources.

Co-Chairs: Tracey Flores, The University of Texas at Austin Marilisa Jiménez García, Lehigh University, Bethlehem, PA

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Choice & Voice: More Texts, More Time, and More Talk (M-S) Kristi Gonzales, Mansfield Independent School District, TX Therese Pollok, Mansfield Independent School District, TX

Anna Osborn, Jefferson Middle School, MO Summer Pennell, Truman State University, Kirksville, MO Nicole Sieben, SUNY College at Old Westbury Dana Stachowiak, The University of North Carolina Wilmington Respondents: Sara Ahmed, literacy coach, NIST International School, Thailand Harvey Daniels, author and consultant, Santa Fe, NM Ellin Keene, author/consultant, Littleton, CO Donalyn Miller, The Book Whisperer, Inc., Colleyville, TX

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I SESSIONS / 11:00 A.M.–12:15 P.M. I.06 E M M S

From Striving to Thriving: How to Grow Confident, Capable Readers

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POSTER SESSION: Technology Tools, Techniques, and Tips 350–360 PREFUNCTION

We need an intervention on interventions in education. We seem to be addicted to interventions. Every time a child reads even slightly below benchmark, we call for yet another intervention. The research is clear—the best intervention is a good book a child can and wants to read! Nothing correlates higher to reading achievement than reading volume. Access plus time plus choice equal volume. We need to curate our classroom libraries to ensure that all kids have access to a wide range of compelling texts. We need to book match relentlessly.

Teachers share the latest digital literacy approaches as well as reviews of how certain tools do and do not work to achieve certain aims.

Raising Student Voices through Poetic Play and Experimentation 340 AB Sponsored by the ELATE Commission on the Teaching of Poetry In this roundtable session, presenters will demonstrate how to empower students to raise their voices through playful, imaginative, creative, colorful, and collaborative poetry reading and writing. Participants will gain a better understanding of how to demystify the reading and writing of poetry so that students can comfortably use poetry to capture and convey their ideas.

Chair and Roundtable Leader: Bonner Slayton, Moore Norman Technology Center, Norman, OK Roundtable Leaders: Jane Baber, University of Oklahoma, Norman Lawrence Baines, University of Oklahoma, Norman Kate Decker, Ten Sleep School, WY Mindie Dieu, Pacific University, Eugene, OR Crag Hill, University of Oklahoma, Norman Tiffany Karalis, University of Virginia, Charlottesville Julianna E. L. Kershen, University of Oklahoma, Norman Anthony Kunkel, University of Oklahoma, Norman Vicki Sherbert, Kansas State University, Manhattan Danny Wade, Washburn University, Topeka, KS

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Presenters: Stephanie Harvey, Stephanie Harvey Consulting and Scholastic, Inc. Annie Ward, Mamaroneck Union Free School District, NY

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Poster 1: Using Technology to Scaffold ELA Common Core Curriculum for Diverse Learners in Inclusive Classrooms (S) Amy MacKenzie, SUNY New Paltz Poster 2: Capturing Educator Voices: Graduate Students Tackle Twenty-First-Century Literacy Challenges in an Online Environment (TE) Anne Katz, Georgia Southern University, Savannah Sharryn Walker, Central Washington University, Ellensburg Poster 3: Literacy, Writing, and Math: Using Technology to Engage and Motivate Early Childhood Students (E) C. Lisa McNair, Texas A&M University Kingsville Poster 4: Sharing Our Voices—How Technology Transforms Student Storytelling (E) Macy Geiger, P. K. Yonge Developmental Research School, University of Florida, Gainesville Erin Cooke, P. K. Yonge Developmental Research School, University of Florida, Gainesville Megan Lanier, P. K. Yonge Developmental Research School, University of Florida, Gainesville Poster 5: Let’s Talk about Your Self(ie) (M) Amanda Lickteig, Emporia State University, KS Poster 6: Honoring Student Voice through Minecraft Book Groups to Engage 6th Graders in Literacy (TE) Carolyn Stufft, Berry College, Mt. Berry, GA Poster 7: UDL, ULE, and iPads: A Tool for Student Voice (E) Donna Wakefield, National Louis University, Chicago, IL Poster 8: Using Google Sites & Adobe Spark Pages to Augment Students’ Voices (G) Brandy Alexander, Cypress-Fairbanks Independent School District, Houston, TX Poster 9: Student Voice and Agency beyond the Screen: A Framework for Rethinking Digital Literacies (G) Earl Aguilera, Fresno State University, CA

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I SESSIONS / 11:00 A.M.–12:15 P.M. I.09 M M S C TE

Teaching Fraught Homeplace Histories: Stories from (and Approaches for) K–16 Classrooms

352 A Sponsored by the Journalism Education Association The digital age has provided students with an abundance of media outlets. Learn from Journalism Education Association teachers how to teach students to be critical consumers of news, use free media literacy resources in any class, and teach students how to find their own truth.

Sponsored by the International Writing Centers Association Middle school and high school directors will discuss how writing centers can be sites of advocacy for student voices, powerful forces for equity, and catalysts for institutional change by sharing actionable strategies they have implemented to alter the “geographies of exclusion” in their schools. Chair: John Nordlof, International Writing Centers Association, Philadelphia, PA Presenters: Jeffrey Austin, Skyline High School, Ann Arbor, MI Heather Barton, Etowah High School, Woodstock, GA Renee Brown, Peters Township Middle School, McMurray, PA Kate Hutton, Herndon High School, VA Kyle Krol, Lakeshore High School, Stevensville, MI Betsy Roche, Fossil Ridge High School, Fort Worth, TX

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Teaching Media Literacy: Lessons in Research, Fighting Fake News, and Training Truth Seekers

Remapping Geographies of Exclusion: Advocacy, Equity, and Student Voice in the Secondary School Writing Center 351 F

Sponsored by the Modern Language Association (MLA)

Presenters: Kevin M. English, Wayne Memorial High School, MI, “Conflicting Cultural Memories in the Shadow of a High School: Exploring the ‘Norwayne’ ‘Shack Town’ Neighborhood Residents Call Home” Adam Hubrig, University of Nebraska, Lincoln, “Environmental and Historical Legacies from Homesteading Nebraska” Sarah Ruffing Robbins, Texas Christian University, Fort Worth, “Childhood Memories and Historic Spaces in Dialogue: Revisiting Places and Related Social Issues in Greensboro, NC” Kelly Sassi, North Dakota State University, Fargo, “Fort Totten Boarding School as a Site of Settler Colonization on the Great Plains: Writing about Historical Trauma and Healing” Ebony Elizabeth Thomas, University of Pennsylvania, Philadelphia, “Teaching the Truth about Slavery in the Nation’s First Capital: Using Controversial Picture Books for Social Justice Teacher Education”

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Explore strategies from cultural memory studies to examine community spaces and the social issues associated with how we remember them. Presenters share transportable teaching approaches (such as facilitated site visits and using online image archives) for homeplace analysis and student writing that blends personal response with critique to promote empathy.

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“Friends, Americans, Countrymen?” Julius Caesar and the American Experience 370 B Sponsored by WNET In this classroom demonstration, discover how to integrate the award-winning PBS series Shakespeare Uncovered in a study of Julius Caesar. Using media and performance-based activities, explore how Shakespeare’s play still resonates today and can elevate discussions about student voice and rhetoric in our digitally networked world.

Presenters: Kristina Kirtley, WNET, New York, NY Sarah Richard, High School for Law Advocacy and Community Justice, New York, NY

Presenters: Sarah Nichols, JEA NCTE Liaison, Professional Outreach Director, Iowa City, IA Jonathan Rogers, Journalism Education Association, Manhattan, KS

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Race, Whiteness, and the Preparation of English Teachers

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Discovering Their Stories through Inquiry

350 A

371 F

This panel will feature three presentations aimed at preparing English teacher candidates, the majority of whom are White, with racial identities and racial literacies for culturally sustaining pedagogy and antiracist pedagogy through (1) support for fostering critical conversations about race, (2) curriculum design and exploratory writing, and (3) narratives.

Presenters: Noah Asher Golden, Chapman University, Orange, CA, “Challenging Misrecognitions through Reflexive Teacher Education: Knowing and Growing in an Age of Commodification” Carlin Borsheim-Black, Central Michigan University, Mount Pleasant, and Sophia Sarigianides, Westfield State University, MA, “Strategies for Preparing English Teacher Candidates for Teaching about Racism through Literature” Amy Vetter, University of North Carolina, Greensboro, and Melissa Schieble, Hunter College, CUNY, “Examining Critical Conversations about Race with High School English Teachers”

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Empowering Student Voices through Descriptive Writing 371 E Three literacy educators will describe their strategies for empowering students to observe their environment and communities, to craft descriptions of physical settings with meaning and purpose, and to use vocabulary with precision in their writing. Mentor texts and assignments will be available.

Chair: Katie Wheeler, McCormick Junior High, Cheyenne, WY Presenters: Beverly Ann Chin, University of Montana, Missoula, “Empowering Students’ Voices through Close Reading and Descriptive Writing” Tiffany Rehbein, Laramie County School District #1, Cheyenne, WY, “Echoes on the Landscape: Student Voice in Their Own Communities” Sarah Ressler Wright, Rutherford B. Hayes High School, Delaware, OH, “Selfies & Snow Days: Using Students’ Interests to Improve Their Writing and Vocabulary”

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This multimodal presentation is focused on the ways in which inquiry provides opportunities for students to discover their stories, deepen learning, and take action. The presenters will share personal experiences of how inquiry develops a more global perspective for teachers and students and empowers them to bring about social change. Presenters: Kela Goodman, University of South Carolina Upstate, Spartanburg, “Gaining Global Perspectives through Inquiry” Becky McCraw, Goucher Elementary School, Gaffney, SC, “From STEM to STEAM: Putting Action into STEM Research”

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Disciplinary Literacy in English Language Arts: Creating Communities to Empower Students as Disciplinary Experts 380 D As calls for disciplinary literacy continue, English language arts teachers may wonder what they should do in their classrooms. This session seeks to help teachers by providing results of research and illustrations of ELA disciplinary literacy teaching in classrooms. Discussion will be facilitated by a leading scholar of disciplinary literacy.

Chair: Leslie S. Rush, University of Wyoming, Laramie Disciplinary Literacy Practices and Processes: Experts and Novices Reading Literature Leslie S. Rush, University of Wyoming, Laramie Todd Reynolds, University of Wyoming, Laramie Jodi Lampi, Northern Illinois University, DeKalb Jodi Holschuh, Texas State University, San Marcos Disciplinary Literacy in High School English: A Study of Teaching Practice and Student Learning Emily Rainey, University of Pittsburgh, PA Scott Storm, Harvest Collegiate High School, New York, NY

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382 B Games aren’t just for play. Narratives are alive in gaming of all kinds. Learn perspectives from educators, technology experts, and students o2n using ways game design and game platforms support student storytellers.

Chair: Roy Smith, Round Rock High School, TX Presenters: Lesa Boutin, Writers in the Schools, Houston, TX Sarah Jerasa, Writers in the Schools, Houston, TX Cynthia Merrill, The LivBits, Durham, NH Kathryn Peterson, Writers in the Schools, Houston, TX Meenoo Rami, Microsoft Olivia Van Ledtje, Oyster River School, Durham, NH

M M S C

Research on YPAR: Youth Participatory Action Network 370 E This session features Youth Participatory Action Research (YPAR).

Chair: Andrea Zellner, Oakland Schools, Waterford, MI Presenters: Victoria Dickman-Burnett, University of Cincinnati, OH Maribeth Geaman, Findlay High School, OH Heidi Hadley, University of Georgia, Athens

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Research on Writing Across the Curriculum: In-School and Out-ofSchool Contexts 370 F This session features research on writing across the curriculum.

Chair: Erik Palmer, Cherry Creek Schools, Aurora, CO Presenters: Lori Assaf, Texas State University, San Marcos

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Teaching the Resistance: Empowering Students with Gifts of Critical Literacy for Social Justice 381 A Join us as we discuss the promise of using questioning as a tool to help raise student voices. From the #MeToo Movement to Charlottesville, students are constantly

Chair: Sandy Williams, Georgia State University, Atlanta Presenters: Jamilah Pitts, Harlem Village Academies, New York, NY Colleen Ruggieri, Ohio University, Athens Sandy Williams, Georgia State University, Atlanta

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Raising Students’ and Teachers’ M TE Voices: Using Writing to Advocate for Change in Our Classrooms, M S Communities, and Worldviews 372 B

Come and learn how middle and high school students and teachers have sought solutions to real-world problems. Participants will receive resources for teaching writing projects focused on advocacy. These projects demonstrate how students and teachers can raise their voices to serve as change agents within their local schools and districts. Presenters: Erinn Bentley, Muscogee County School District, Columbus, GA, “From Teacher to Advocate: Writing to Solve Classroom Issues” Alex Overby, Muscogee County School District, Columbus, GA, “Expanding Others’ Worldviews through Multi-Genre Projects Focused on Personal Cultures” Madison Workman, Muscogee County School District, Columbus, GA, “What Do You March For?”

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Exploring the Reading Processes of Linguistically Diverse Readers 372 A Readers from linguistically diverse backgrounds encounter particular challenges in learning to read. This panel presentation uses miscue analysis to explore the reading processes of Spanish-speaking and Mandarin-speaking emergent bilingual readers and speakers of African American English. Examples that highlight the strengths and challenges of linguistically diverse readers will be presented.

Presenters: Eliza Braden, University of South Carolina, Columbia Catherine Compton-Lilly, University of South Carolina, Columbia Yang Wang, University of South Carolina, Columbia

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bombarded with messages about who and what matters. Using YA Literature, Beyoncé, The Crucible, and everything in between, this session will help you get information.

Level Up! Using and Making Games and Video Games to Develop Writers

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Tips and Tools That Create Lifetime Readers and Writers 362 ABC Join us as we share tips and tools that help students become skilled and motivated readers and writers. You’ll learn strategies that help students get started crafting expository and narrative texts, conferring strategies that help students revise, and close reading strategies that help students think critically about texts they read.

Chair: Kylene Beers, author and consultant, The Woodlands, TX, “Close Reading; What Matters Most” Presenters: Robert Probst, Marathon, FL, “Possibilities and Responsibilities: Teaching Students How to Think and Talk about Texts” Linda Rief, Oyster River Middle School, Durham, NH, and University of New Hampshire, Durham, “Creating Writers: What Comes First” Respondent: Penny Kittle, Plymouth State University, NH, “Responding and Encouraging: What Happens in the One-on-One Conference”

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Ramon Veal Seminar 332 F Sponsored by English Language Arts Teacher Educators The Ramon V2eal Seminar matches beginning researchers with established mentors to help cultivate their research ideas and develop manuscripts. It is designed to support both university and classroom-teacher inquiries.

Chair: Melanie Shoffner, James Madison University, Harrisonburg, VA

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Raising Voices, Expectations, and English Educators: Co-Teaching the Methods Course with Multiple Doctoral Students 371 C How can programs with several doctoral students and few methods courses ensure that their future English educators have experience teaching the methods course, often a required qualification in the job market? This presentation offers insights from a fourperson teaching team that tackled planning, instruction, and assessment collaboratively.

Presenters: Johnny Allred, University of Arkansas, Fayetteville, “Using Digital Tools for Deeper Learning and Enhanced Dialogue among Preservice Teachers”

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Seth French, University of Arkansas, Fayetteville, “What Works and What Doesn’t: Preservice Teacher Perspectives on Microteaching” Christian Goering, University of Arkansas, Fayetteville, “Remixing the Soundtrack of Your Life into a NonText-Based Project” Jennifer Peñaflorida, University of Arkansas, Fayetteville, “Teachers as Writers and Teachers of Writing”

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Stepping Up and Speaking Out! English Language Arts TeacherResearchers Learning to Advocate for Sexual and Gender Diversity in Schools 350 C Drawing on interviews with teachers, administrators, and LGBTQQ families and students, ELA teacher-researchers share what they’ve learned about advancing social justice for queer people in schools. The panelists discuss what they’ve learned and why it matters, and provide takeaways for how other educators might do similar work in schools.

Speaking Out for What They Need: Queer Students on Leading Layered Lives and Needing Layered Advocacy Jenell Igeleke Penn, The Ohio State University, Columbus Courtney Johnson, Columbus City Schools, OH Stepping Up with Parents of Queer Families in Schools Lane Vanderhule, Hilliard City Schools, OH Mollie V. Blackburn, The Ohio State University, Columbus Choosing to Step Up and Speak Out: Reimagining Teaching as Activism Ryan Schey, The Ohio State University, Columbus Gail Griffith, Hilliard City Schools, OH Queer Inclusive Curriculum in Schools: Why We Need It and How to Make It Happen Caroline T. Clark, The Ohio State University, OH

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Becoming a Teacher Who Writes: An English Journal and Voices from the Middle Event 320 C In this joint English Journal and Voices from the Middle event, the editors will guide participants through the process of becoming a teacher who writes for publication. Steps to publication, tips for idea generation, suggestions for using student artifacts, and key things reviewers look for will be shared.

Presenters: Toby Emert, Agnes Scott College, Decatur, GA Sara Kajder, University of Georgia, Athens R. Joseph Rodríguez, California State University, Fresno Shelbie Witte, Oklahoma State University, Stillwater

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Brave Conversations: Sharing Stories That Empower Student Voices in the Real World 351 B Stories are gateways for exploring big topics students are encountering today and serve as safe pathways to discovery and empowerment through brave conversations. Join this author/ educator panel for conversation and ideas for fostering dialogue and self-discovery through story that inspires students to raise their voices and act with empathy.

share best practices to take students from #informationtoaction in speaking out for themselves and others. Presenters: Pam McComas, National Speech and Debate Association, Colorado Springs, CO Renee Motter, National Speech and Debate Association, West Des Moines, IA

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332 E Learn how the Philadelphia Writing Project working with three schools addressed writing for K–1 students, including ELLs. Using Kid Writing, panelists will provide a look at the program, the research design, and student work. Participants will discuss how teachers, parents, and community members can work together to support young learners. Presenters: Claudia Gentle, MORC University of Chicago, IL Dina Portnoy, University of Pennsylvania, Philadelphia Diane Waff, Philadelphia Writing Project, PA Michele Walden-Bell, Philadelphia Writing Project, PA

I.30 M M S C

Raising Students’ Voices through Speech and Debate Activities: #InformationtoAction 380 B Students are surrounded by voices— #advocacy, #dosomething, #change—and must learn to distinguish and differentiate these voices, determine which voices to listen to, and find and establish their own voices. Experienced speech and debate coaches will

Chair: Angela Faulhaber, Hamilton County Educational Service Center, Cincinnati, OH Presenters: Katherine Batchelor, Miami University, Oxford, OH Mariana Romano, Evanston Township High School, IL Tom Romano, Miami University, Oxford, OH Respondent: Danika Novak, Union R-Xl High School, MO

I.32 M M S C TE

Teaching for Social Justice: Stories from Teacher Educators, Preservice Teachers, and New Urban Teachers 342 F Two teacher educators describe coursework and field experiences that promoted preservice English teachers’ knowledge and practices for being social change agents in schools and society. Three preservice teachers who engaged with these experiences and are now first-year urban teachers discuss how social justice manifests in their teaching practices.

Presenters: Tiye Cort, The University of Texas at Austin Megan McKeon, Not Your Ordinary School (NYOS) Charter School, North Austin, TX Allison Skerrett, The University of Texas at Austin Alexandria Smith, The University of Texas at Austin Neddie Ann Underwood, Del Valle High School, Austin, TX

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Reading Is Writing: Student Success through “Kid Writing”

380 C Good teachers have students write. Great teachers have students write what matters in a variety of genres. These three presenters discuss how they move high school and university students to write three different genres: blog posts after immersion in issues of social justice, creative nonfiction, and multigenre research papers.

Presenters: Melissa Guerrette, Oxford Elementary School, ME Sabina Khan, Scholastic, Inc. Kate Messner, Bloomsbury Jen Petro-Roy, Macmillan/Feiwel & Friends Jewell Parker Rhodes, Arizona State University, Tempe Renée Watson, Bloomsbury

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Writing What Matters in Three Genres

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“Voices from the Bayou”: Students Confront Racism, Police Brutality, and a Historic Flood Inside the Classroom 352 B “’Voices from the Bayou’ presents complex self-portraits of confusion, courage, and wisdom as young people in a racist society become aware, each in their own ways, of the incomprehensibility, blunt brutality, and deep pain of racism and the depth of love required to change it in the only place they can—in themselves.” Gary Zukav, author of The Seat of the Soul and The Dancing Wu Li Masters.

Chair: Clarence Nero, Baton Rouge Community College, LA Presenters: Carrie Causey, Baton Rouge Community College, LA Heather Draxyl, Baton Rouge Community College, LA Respondents: Dorian Alexander, Baton Rouge Community College, LA Anaya Askina, Baton Rouge Community College, LA Tristain Belvin, Baton Rouge Community College, LA Dynasty Gibson, Baton Rouge Community College, LA Wyiquita Lollis, Baton Rouge Community College, LA Briyanna Talton, Baton Rouge Community College, LA

I.34 G TE

Supporting English Language Arts Teachers’ Integration of Technology into the Classroom 371 A The panelists will engage the audience interactively in research findings regarding technology integration in an English language arts teacher education program. Practices include approaches that mimic authentic communications online, production-centered participation, and openly-networked collaborations. Discussion will review the efficacy on teaching these practices throughout the English teacher education programs the audience represents.

Presenters: Candance Doerr-Stevens, University of Wisconsin-Milwaukee Donna L. Pasternak, University of Wisconsin-Milwaukee

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Craft Moves in Nonfiction Writing

E M TE

371 B While the tools and terminology for understanding the elements of fiction are well established, the lexicon for discussing nonfiction craft originated within our lifetimes and is still developing today. In this session, five award-winning authors discuss key nonfiction craft moves and share instructional activities perfect for writers workshop.

Presenters: Sarah Albee, National Geographic Loree Griffin Burns, Houghton Mifflin Harcourt Lesa Cline-Ransome, Simon & Schuster Candace Fleming, Random House Children’s Books Susannah Richards, Eastern Connecticut State University, Willimantic Melissa Stewart, Peachtree Publishers

I.36 M M S C

YA Lit IS Complex! Authors and Teachers Explore the Complexity of Writing Young Adult Literature 352 DEF This session brings together YA authors and classroom teachers to explore text complexity through the lens of writing craft. Keynote speeches and roundtable discussions will explore how complexity can be found and made in YA lit when we weave authors’ accounts of writing process with close analysis of texts themselves.

Chairs: Jennifer Buehler, Saint Louis University, MO Cathy Fleischer, Eastern Michigan University, Ypsilanti Tradebook Authors: Elizabeth Acevedo, HarperCollins David Arnold, Penguin Random House Sharon M. Draper, Simon & Schuster David Levithan, Random House Children’s Books Emily X. R. Pan, Hatchette Book Group Randy Ribay, Houghton Mifflin Harcourt Andrew Smith, Simon & Schuster Ibi Zoboi, HarperCollins Roundtable Leaders: Sarah Andrew-Vaughan, Ann Arbor Public Schools, MI Ricki Ginsberg, Colorado State University, Fort Collins Wendy Glenn, University of Colorado, Boulder Kellee Moye, Hunter’s Creek Middle School, Orlando, FL Meredith Novak, St. Louis Public Schools, MO Daria Plumb, Traverse City West Senior High School, MI Beth Scanlon, Cypress Creek High School, Orlando, FL Beth Shaum, St. Frances Cabrini Catholic School, Allen Park, MI

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Finding Sanctuary: Young Adult Literature and Latinx Readers Together in Perilous Times This panel highlights strategies for critical engagement with young adult literature featuring Latinx perspectives on migration, documentation, and deportation. Two teacher educators will describe current realities that inform the literature (including Perez’s Out of Darkness and Stork’s Disappeared) and offer ways to engage students in humanizing forms of reading.

Studies on English as a Foreign Language (EFL) Learners’ Writing Experiences

Teaching Tricksters, or, “Doing” Metis to Empower Student Voices 360 D This panel explores the role of métis in composition classrooms. Presenters open by aligning the “trickster” figure with metic intelligence and offer participants two ways of incorporating metic/trickster pedagogy into their teaching. Attendees will also participate in a collaborative, metic-raising activity easily adapted in a variety of writing courses.

Presenters: Elizabeth Caravella, George Mason University, Fairfax, VA Indigo Eriksen, Northern Virginia Community College, Springfield Veronica Garrison-Joyner, George Mason University, Fairfax, VA

I.40 Putting Text Levels in Perspective: Expanding Students’ Book Selection E

352 C

372 DE

This panel presentation involves four studies from different perspectives that aim to seek a better understanding of EFL writers’ experiences and perceptions of different teaching techniques and further provides implications of how educators can improve students’ writing experiences and better prepare them for career readiness.

Like any instructional scaffold, text levels should be temporary and removable in the development of a reader. Through demonstration, discussion, and practical strategies, this session explores ways to keep levels in proper perspective, ensuring they are used as a teacher’s instructional tool and don’t impede student choice, identity, and access.

Chair: Danling Fu, University of Florida, Gainesville Presenters: Chu-Chuan Chu, Drexel University, Philadelphia, PA Juan Du, Shanghai Jiao Tong University, Shanghai, China Ivy Haoyin Hsieh, Tamkang University Lanyang Campus, Yilan, Taiwan Qing Liu, Southern University of Science and Technology, Shenzhen, China

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371 D

Presenters: Patricia Enciso, The Ohio State University, Columbus Bryan Gillis, Kennesaw State University, GA

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Chair: Jennifer Serravallo, Heinemann Presenters: Carla España, Hunter College, CUNY Clare Landrigan, Teachers for Teachers Tammy Mulligan, Heinemann Publishers

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Their Words, Their Worlds: Amplifying Bilingual Learners Voices through Advocacy 351 E Second graders, alongside preservice teachers, create advocacy projects for the child’s family, school, or community through literacy tutorials as part of a bilingual reading methods course.

Presenters: Nathaly Batista-Morales, The University of Texas at Austin Samuel DeJulio, University of Texas at San Antonio Cori Salmerón, The University of Texas at Austin

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All Girls Considered: Tapping into the Power of Podcasts to Raise Student Voices

I.45 E TE

381 C

381 B

Join us as we discuss the implications of allowing our students to own their learning via interviews and podcasts.

This combined session shares the experience of two classroom teachers implementing a storytelling and story-acting curriculum. In a addition, presenters will describe one school’s creation of a Family Library that reflects family diversity.

Chair: Leah Beth Johnston, Texas A&M University-San Antonio Presenters: Jennifer Dean, Leander Middle School, TX Christina Torres, Punahou School, Honolulu, HI

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Exposing the Truth: Empowering Students to Thrive and Advocate for Themselves through Journalism and Public Writing 330 B This session features a discussion of journalism’s power to help our students navigate the space between the truth and fake news.

Presenters: Patricia L. Hans, Ridgewood High School, NJ Heather O’Loughlin, Arizona State University, Tempe

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Developing Critical Literacies and Affirming Youth Cultures through Digital Media and Popular Text 351 C Directly responding to the needs and identities of Black, Brown, and historically marginalized students, these presenters discuss the use of popular media and culturally relevant texts in developing critical and digital literacies regarding the intersections of race, gender, and identities.

Presenters: Jelani Jabari, Pedagogical Solutions, LLC, Detroit, MI Leah Beth Johnston, Texas A&M University-San Antonio Anita Pickett, Somerset Independent School District, San Antonio, TX Wideline Seraphin, Pennsylvania State University, University Park

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Moving Children’s Voices Center Stage through Storytelling and Story-Acting, Writing, and a School Family Library

Chair: RC Atchisson, Northwest High School, Cedar Hill, MO Roundtable Leaders: Sharron Hall, Bobbie Kabuto, Queens College, Flushing, NY Tara Lencl, Teachers College, Columbia University, New York, NY Katherine Malmquist, Spartanburg District 6, SC Kathleen Olmstead, The College at Brockport, SUNY Melissa Wells, University of Mary Washington, Fredericksburg, VA

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Podcasts and Films: Narrative and Documentary in the ELA Classroom 350 D Student voices find space within ELA classrooms through the use of podcasts to explore narrative strategies and storytelling formats. Documentary filmmaking provides opportunity for students to connect deeply to texts and events that impact society, history, and their own lives. Public audiences add even more authenticity to these experiences.

Chair: Namisha Joiner, Dr. Richard Izquierdo Health and Science Charter School, Bronx, NY Presenters: Michelle Cearley, Fulbright Junior High, Bentonville, AR Mike Epperson, Lathrop High School, MO Cassy Nicolay, Lathrop High School, MO Whitney Zanter, Lathrop High School, MO

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Building Writing Fluency through Zines and Graphic Novelettes

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361 D

370 D

Kim Doele’s middle school students are inspired by zines and graphic novelettes. The playful nature of these tiny informational books offers endless writing possibilities. Writing zines and graphic novelettes is practice students embrace. Join author Jeffrey Brown sharing his research process and librarian Monica Walen sharing extraordinary mentor texts. Chair and Presenter: Kim Doele, Teachers College, Columbia University, New York, NY Tradebook Author: Jeffrey Brown, Random House Children’s Books

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Caring for Students through Children’s Nonfiction Texts Representing Disability 360 F This presentation will focus on representations of disability in children’s nonfiction literature. Through discussion and text exploration, participants will examine the selection and use of nonfiction with notions of critical care.

Chair and Presenter: Teri Holbrook, Georgia State University, Atlanta Presenters: Courtney Hartnett, Georgia State University, Atlanta Melanie Hundley, Vanderbilt University, Nashville, TN Emily Pendergrass, Vanderbilt University, Nashville, TN Elizabeth Self, Vanderbilt University’s Peabody College, Nashville, TN

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Writer's Notebooks: Who? What? When? Where? Why? 370 C Invite writers to find their voices and tell their stories inside the pages of a notebook. Teachers and students grow as writers when they live like writers. Discover authentic ways to incorporate the notebook into a daily ritual while engaging students and sparking their love of the written word.

This session will focus on the movement from private to public voice by examining the publication journeys of five Latino authors and by discussing how the characters of their books have made similar journeys. It will then explore ways to facilitate students’ privateto-public expression in their classrooms and communities. Presenters: David Bowles, University of Texas Rio Grande Valley, Edinburg Angela Cervantes, Scholastic, Inc. Diana Lopez, University of Houston, Victoria, TX Celia Perez, Kokila/Penguin Young Readers Lila Weaver, Candlewick Press

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From Page to Megaphone: Methods for Adding a Public Voice to Private Writing

“What Will We Do?” Enactment of Critical Pedagogy in the Elementary Classroom 360 E In this panel session, teacher educators and four experienced inservice elementary literacy teachers will share their pedagogical insights, as a result of their years of learning alongside their students, in enacting Brown’s (2013) theory of humanizing critical sociocultural knowledge. Attendees will participate in whole group and small group work.

Chair: Saba Vlach, The University of Texas at Austin Presenters: Keffrelyn Brown, The University of Texas at Austin Sara Freund, Austin Independent School District, TX Diana Garcia, Dezavala Elementary School, San Marcos, TX Erin Green, University of Texas Elementary School, Austin TX Amelia Mahlstadt, Bluebonnet Elementary School, Round Rock, TX

Presenters: Jen Cherry, Brambleton Middle School, Ashburn, VA Michelle Haseltine, Loudoun County Public Schools, Ashburn, VA Amy Ludwig VanDerwater, Wordsong/Boyds Mills Press and Clarion/Houghton Mifflin Harcourt Linda Urban, Houghton Mifflin Harcourt

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Girlfriends’ Guide to Volume: Replicating Research on Silenced Girl Voices in Education 372 C Based on contemporary culture, including #TimesUp and “The Silence Breakers,” we report on replicating English language arts research on gender equity, lead activities about “single stories” for girls in schools, and share diverse educational stakeholder perspectives on the implications for us all in promoting healthy, positive girlhood and promoting student voice.

Presenters: Paul A. Crutcher, University of Arkansas, Little Rock Jordan Gross, former high school teacher and college instructor Marisa Hulley, Fairfield City Schools, OH Kimberly Maurer, University of Arkansas, Little Rock Sarah Mitchell, Jacksonville Middle School

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The presenters’ teaching experiences include adventure/outdoor leadership, teacher education, and ESL/ELA classrooms. We demonstrate how the benefits of an outdoor leadership and literacy program translate to supporting voices of youth in more traditional school settings. Audience members are invited to participate in activities that explore relationships between setting and voice.

Presenters: Merrilyne Lundahl, Southern Oregon University/Oregon Writing Project, Ashland Ellie Moore, Midland School, Los Olivos, CA Anna Santoleri, High Tech High, Chula Vista, CA Katie Zanto, Sierra Nevada College, Incline Village

Voice, Vision, and Variety: Empowering Students with Innovative Nonfiction 361 A Engagement with innovative nonfiction is imperative for students as readers and writers. Nonfiction authors Laura Purdie Salas and Irene Latham will share how they engage readers with nonfiction, and educators Alyson Beecher, Ann Marie Corgill, and Jen

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Chair: Jen Vincent, Mundelein District 75, IL Presenters: Alyson Beecher, Glendale Unified School District, CA Ann Marie Corgill, Shades Mountain Elementary School, Hoover, AL Tradebook Authors: Shawn Harris, Chronicle Books Irene Latham, Lerner Publishing Group Laura Purdie Salas, Lerner Publishing Group, Boyds Mills Press, and Charlesbridge

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Successful Teachers Fostering Confidence: A Discussion of Storying 361 C Fostering confidence is imperative in these times of sensational media. This panel describes the efforts of teachers from an International Baccalaureate school who use the power of story to harness and raise student self-confidence. We wish to exchange stories and start a discussion about the importance of fostering confidence.

Where Student Voices “Take Place”: Building Literacy, Identity, and Community in Wild Spaces 350 B

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Vincent will offer tips and recommendations for incorporating these texts into writing workshop.

Presenters: Rebeca Batres, Teachers College, Columbia University, New York, NY Samantha Rodriguez

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Bringing Argument to Life: Five Views on the College, Career, and Community Writers Program 370 A For two years, we’ve collaborated using the NWP’s College, Career, and Community Writers Program with great success. We encourage students to view nonfiction texts from multiple lenses—readers, writers, reflectors, and reviewers. The panel presentation shares our observations as teachers, professors, and site directors using this process of argumentative writing.

Chair: Elizabeth Brockman, Central Michigan University, Mt. Pleasant Presenters: Rachel Kish, Central Michigan University, Mt. Pleasant Janet Neyer, Cadillac High School, MI Jill Runstrom, Cadillac Junior High School, MI Andrew Schoenborn, Mt. Pleasant High School, MI Respondent: Troy Hicks, Central Michigan University, Mt. Pleasant

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Inquiry and Reflection: Empowering Students to Raise Their Voices and Make Learning Their Own

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Promoting Student Agency: Discovering and Developing Voice through Authentic Argument for Real Audiences 361 B In this panel presentation, three central Texas Writing Project Teacher Consultants discuss their successes helping diverse learners discover the power of sharing their voices. Harnessing students’ natural inclination to discuss, research, write, and publish about the arguments in their communities strengthens their ability to take agency of their own learning.

Presenters: Katrina Jansky, Texas State University, San Marcos Crystal Kelley, San Marcos High School, TX

Presenters: Jason Augustowski, Riverside High School, Leesburg, VA Bill Bass, Parkway School District, Chesterfield, MO Will Fassbender, University of Georgia, Athens Lisa Fink, NCTE, Urbana, IL Andrea Finkle, DeLand High School, FL David Finkle, Volusia County Schools, Deland, FL Barry Gilmore, Hutchison School, Memphis, TN Jason Griffith, Pennsylvania State University, State College Sandy Hayes, Becker Middle School, MN Hattie Maguire, Novi Community Schools, MI Keisha Rembert, Clifford Crone Middle School, Naperville, IL

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Crossing Selma’s Bridge with Visual Discovery Strategy and Young Adult Literature: Allowing Voices from the Past to Echo in the Present 361 EF Four secondary ELA and social studies teachers and three YA authors demonstrate a social studies practice, Visual Discovery Strategy (VDS), which helps students engage with literature meaningfully as they observe, decipher, and comment on the complex issues and images they encounter in their everyday lives.

Presenters: Laurie Halse Anderson, Penguin and Simon & Schuster Steven Bickmore, University of Nevada, Las Vegas Paul Binford, Mississippi State University, Starkville Brendan Kiely, Simon & Schuster Luke Rumohr, Cadillac Junior High, MI Gretchen Rumohr-Voskuil, Aquinas College, Grand Rapids, MI Rich Wallace, Calkins Creek/Boyds Mills Press Sandra Neil Wallace, Simon & Schuster, Boyds Mills Press, Little Brown

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Presenters: Danielle Butville, Great Valley School District, Malvern, PA Sarah Hanrahan, Woodley Hills Elementary School, Alexandria, VA Colleen McCracken, Easterly Parkway Elementary School, State College, PA Deana Washell, Easterly Parkway Elementary School, State College, PA Anne Whitney, Pennsylvania State University, State College

350 F An Ignite is the haiku of presentations. In each of these high-energy talks, the speaker has just 5 minutes and 20 slides to fire up your imagination and illuminate new ways to kindle a passion for reading, writing, collaborating, creating, and thinking in your students.

372 F How does inquiry create learners, citizens, and agents of change? How does student reflection raise agency in writers? Two projects conducted in three elementary settings reflect the possibilities when students are empowered to inquire and reflect. Participants will leave with practical strategies on raising student voice through inquiry and reflection.

Igniting Instruction - Round 2

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I SESSIONS / 11:00 A.M.–12:15 P.M. I.61 E

When Phonics Is the Foundation—in a Curriculum of Authentic, Deep Literacy

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362 DEF This session will begin with the question, “What principles guide your phonics instruction?”—a question that will launch this three-part series. All too often, we do not think about phonics instruction as artful, as a matter of choice, nor as something that is guided by a vision of best practices.

Collective Equity: Students Sharing Their Voices and Searching for the Voices of Others through Storytelling and Grand Conversations in the Classroom 351 A Presenters will share how educators can engender an equity of voice by creating opportunities for all students to share and listen to stories and perspectives through culturally relevant, inclusive practices. Participants will think alongside a panel, exploring tools and resources to support empowerment and distribution of agency in primary classrooms.

Chair: Rebecca Cronin, Teachers College Reading and Writing Project, Columbia University, New York, NY Presenters: Lucy Calkins, Teachers College, Columbia University, New York, NY Natalie Louis, Teachers College Reading and Writing Project, Columbia University, New York, NY Rachel Rothman-Perkins, Teachers College Reading and Writing Project, Columbia University, New York, NY

Presenters: Kelsey Corter, PS 59, New York, NY Jana Julka, Sussex Hamilton, Menomonee Falls, WI Kara Langer, PS 59, New York, NY Janet Rhi, Brooklyn New School, PS 146, Brooklyn, NY

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Students Reading Representation in Superheroes and Writing Their Own “Super” Identities

NCTE AUTHOR STRAND: Lightning Paths: Crafting Eclectic Poetry Writing Exercises

332 D

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Gifted students in a summer enrichment program use a critical literacy lens to address the social, cultural, and political representations of minority superheroes in mainstream comics culture. Students’ analyses and discussions influenced their conceptions of identity and representation while writing their own memoir comics and comics-oriented poetry.

Presenters: Adam Henze, Indiana University, Bloomington Michael Kersulov, Springfield Platteview School District, Springfield, NE

Presenter: Kyle Vaughn, Pulaski Academy, Little Rock, AR

I.65 EXHIBITOR SESSION: Strategies That Drive Maximal Growth for All M Middle School Students 382 C Sponsored by Amplify This presentation will cover Amplify’s theory of “low floors and high ceilings”—in other words, providing multiple entry points and the right scaffolding opportunities so that every single student can engage deeply with the same rigorous ELA curriculum. Presenter: Jeff Dannemiller, Product Director, Amplify ELA

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TEXAS STRAND: From Six Flags to Many Faces: Diverse Voices of Texas

J.02 Why Middle Matters: Student Voices, Asking and Answering the M Hard Questions TE

351 D

GRAND BALLROOM C

Understanding the diversity in Texas schools means teaching in a way that is not only inclusive of the diversity but embraces it as well. This roundtable will provide multiple opportunities for participants to think about diversity and social justice, and how it can become a stronger part of their classrooms.

Sponsored by the Middle Level Section Steering Committee Popular young adult fiction can present young readers with difficult questions about life, and also provide a means for processing these issues. Listen in on roundtable discussions, led by middle level students, addressing the hard questions asked in young adult fiction of their own selection. Presenters: James Blasingame, Arizona State University, Tempe Amanda Luszeck, Arizona State University, Tempe Respondent: Anthony Celaya, Arizona State University, Tempe

Designing a TEKS-Based ELA Curriculum in Partnership with Social Justice Standards Kirsten Loomis, Houston Independent Schools, TX Julie Peters, Houston Independent Schools, TX

J.03 Nurturing and Sustaining Critical Educators: A Mentoring and E Network Session M

Finding Student Voice through Multicultural Literature Codi Fowler-Freeman, University of Houston-Clear Lake, TX That’s Us! How to Use Diverse Literature to Help Students Build a Strong Classroom Community Ana Aldrufeu, Aldine Independent School District, Houston, TX Janeth Cornejo, Aldine Independent School District, Houston, TX Yessenia Perales, Waller Independent School District, Houston, TX The Fine Line of Writing Cross-Culturally: An Interview with Corrie Wang, author of YA novel The Takedown Rosa Nam, University of Houston, TX Corrie Wang, Disney Freeform

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320 C Sponsored by the Latinx Caucus This roundtable session facilitates mentoring dialogue between critically inclined K–12 educators and teacher-educators/educational researchers working with the Rainbow Strand. K–12 educators will receive mentorship on specific work and questions they have. This session is open to anyone interested in critical pedagogy and justice issues in education.

Chair and Roundtable Leader: Michael Dominguez, San Diego State University, CA Roundtable Leaders: Limarys Caraballo, Queens College, CUNY Victor Del Hierro, University of Texas at El Paso Tracey T. Flores, The University of Texas at Austin Laura Gonzales, The University of Texas at Austin Jung Kim, Lewis University, Romeoville, IL Susi Long, University of South Carolina, Columbia Jamila Lyiscott, University of Massachusetts Amherst Summer Pennell, Truman State University, Kirksville, MO

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Breaking Down Barriers and Boundaries: Transnationalism through the Lenses of Genre, Gender, and Literacy Gary Loss, Region 4 Education Services Center, Houston, TX Kristi Thaemlitz, Region 4 Education Services Center, Houston, TX

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J SESSIONS / 12:30–1:45 P.M. J.04 Raising the Voices of Teacher Educators through Digital Literacies TE 342 ABDE Sponsored by the ELATE Commission on Digital Literacies and TE Members of the ELATE Commission on Digital Literacies and TE will share research and teaching ideas that bring digital literacies into TE courses. The session will begin with a keynote address followed by roundtable presentation. Come learn about teaching digital literacies to preservice and inservice teachers. Preservice Teachers’ Learning about Writing Instruction through the Multigenre Digital Inquiry Project Amy Piotrowski, Utah State University, Vernal Marla Robertson, Utah State University, Provo Is This a Robot Which I See Before Me? Shakespeare, Coding, and Raising Students’ Computational Voices Pam Amendola, Dawson County Schools, Dawsonville, GA Tom Liam Lynch, Pace University, New York, NY Reading News Images: Teaching Critical Media Literacy in a Digital Age Nicole Damico, University of Central Florida, Orlando ELA Today: What It Means to Teach ELA in the Digital Age: Survey Findings Focused on the Voices of English Educators Rachel Debnam-O’Dea, North Carolina State University, Raleigh Nicolette Filson, North Carolina State University, Raleigh Carl Young, North Carolina State University, Raleigh Using Production-Oriented Technology Integration to Traverse Artist, Researcher, and Teacher Learning Positions in ELA TE Candance Doerr-Stevens, University of WisconsinMilwaukee Donna L. Pasternak, University of Wisconsin-Milwaukee On Being a Literacy Education Doctoral Student in the Digital Age: Phenomenological Explorations of Contemporary Doctoral Education Ashley Doughtie, Sam Houston State University, Huntsville, TX Hannah Gerber, Sam Houston State University, Huntsville, TX Matt Panozzo, Sam Houston State University, Huntsville, TX Faida Stokes, Sam Houston State University, Huntsville, TX

Critical Play: Remediating Popular Video Games as Young Adult Literature Thor Gibbins, SUNY Oneonta Preservice and Early Career English Teachers Define Writing in the 21st Century: Crossing Thresholds and Examining Tensions Amber Jensen, George Mason University, Fairfax, VA Using Digital Remix as a Composition Teaching Tool in the High School ELA Classroom Stephanie Loomis, Georgia State University, Atlanta Digital Footprints, Digital Learning: Empowering Preservice Teachers Maureen McDermott, Nova Southeastern University, Fort Lauderdale, FL Creating Counter-Ads and Counter-Narratives to Speak Out and Offer Divergent Perspectives on Digitally Mediated Popular Culture and Communication Ewa McGrail, Georgia State University, Atlanta J. Patrick McGrail, Jacksonville State University, FL Can You See It? Raising the Voices of Preservice Teachers through Instagram Poetry Clarice Moran, Kennesaw State University, GA Policy Resources for Digital and Online Literacy Learning Mary Rice, University of New Mexico, Las Cruces Mobilized Student Inquiry: Using Mobile Tools to Collect, Analyze, and Disseminate Data Ryan Rish, University at Buffalo, SUNY Best Apps 2018 for Raising Student Voices and Sharing Stories Rae Schipke, Central Connecticut State University, New Britain The Experiences of Struggling Writers at a Digital Writing Camp: How Students with Special Needs Used Digital Technology and Social Media at a Writing Camp (Includes Student Perspectives and Implications for Teachers and Researchers) April Whitehurst, University of North Carolina, Greensboro Preparing Preservice Teachers to Teach Digital Reading Strategies Lauren Zucker, Northern Highlands Regional High School, NJ

Social Media as Kairotic Writing: Developing Activities to Leverage Students’ Self-Sponsored Writing Habits Merideth Garcia, University of Wisconsin-La Crosse

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J SESSIONS / 12:30–1:45 P.M. J.05 The Role of Stories in Amplifying Students’ Voices M M S C

370 A Sponsored by the Bread Loaf Teacher Network These Bread Loaf Teacher Network members invite participants to a critical reflection and hands-on interaction centered on stories in the classroom. We will analyze published stories and integrate personal stories for the purpose of tapping into the most important resource in the classroom—the student voice.

J.06 Writing Ourselves: Ideas for Bridging the Gap between High M S School and College Writing C 380 C Sponsored by the Studies in Literacies and Multimedia Assembly (SLAM) Participants in this session will gain access to many resources for working with writers who might be having difficulty making the transition to college writing and be invited to join the growing community of English teachers across Ohio who have collaborated on this project (www.writingourselves.org). Chair: William Kist, Kent State University, OH Presenters: Marissa Ausperk, Chagrin Falls Middle School, OH Desiree Boardwine, Stow-Munroe Falls High School, OH Ann Hagedorn Brittany LaCroix, Barberton City School District, OH Erin Spear Jessica Starcher, Barberton City School District, OH Carol Tonsing

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371 D Join us to consider what it means to engage with multiple, sometimes conflicting student responses to culturally diverse young adult literature. In these presentations and discussion, we raise questions about what it means to value our students’ voices as we challenge them to take on different perspectives.

Presenters: Mandie Dunn, Michigan State University, East Lansing, “Pushing Conversations about Race, Racism, and the Historical Context of YA Lit with a Critical Race Theory Framework” Ashley Johnson, Michigan State University, East Lansing, “Examining Student Responses to Children’s Literature about Race, Ethnicity, Gender, and Sexuality” Lauren Elizabeth Reine Johnson, Michigan State University, East Lansing, “Connecting Students to Critical Conversations beyond the Classroom” Mary Neville, Michigan State University, East Lansing, “Prompting Critical Reflection and Dialogue with a Fictional Curriculum” Respondent: Michael Macaluso, University of Notre Dame, IN

J.08 Creating Spaces for Student Voices: Building Thoughtfulness, E Developing Agency, and Encouraging Action 381 B Student voices should be part of conversations impacting their school, community, and the world. By creating spaces where every student’s voice is valued, we encourage conversations that support learning, develop agency, and promote action toward equity and social justice. Panelists will share student voices at the center of learning. Chair: Annie Ward, Mamaroneck Union Free School District, NY Presenters: Ian Lambert, Mamaroneck Avenue School, NY, “Finding a Voice Together” Josie Stewart, Dublin City Schools, OH, “Books and Conversations for Agency and Action” Karen Szymusiak, Dublin, OH, “Student Voices in the School Community”

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Chair: Lorena Germán, Headwaters School, Austin, TX Presenters: Damian Baca, University of Arizona, Tucson Ceci Lewis, Cochise College, AZ, “Finding Our Voices in a College Classroom Community: A Close Look at a Writing 101 Course That Connects Critical Thinking, Writing, and Social Action” David Wandera, The College of New Jersey, Ewing, “Mirrors, Windows, and Doors: How the Architecture of Children’s Books Mutes or Amplifies Voice”

J.07 Using Culturally Diverse Literature to Elicit Student Voice M

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J SESSIONS / 12:30–1:45 P.M. J.09 The Places We Learn and Teach: Rural, Urban, and Digital Spaces M 371 A

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Writing with video, composing with video, school-college collaboration, and autobiography inform these presentations, all focused on the spaces and places in which we teach.

Chair: Justin Scholes, Arizona State University, Tempe Presenters: Meghan Barnes, University of North Carolina, Charlotte David Bruce, University at Buffalo, NY Rick Marlatt, New Mexico State University, Las Cruces Sunshine Sullivan, Houghton College, NY Jennifer Jackson Whitley, University of Georgia, Athens

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Critical, LGBTQ, and Canonical: Raising Voices through Literature 371 B

In this session, speakers take up using literature in the classroom from different and complementary perspectives. Combining critical literature pedagogy, LGBTQ-themed independent reading, and censorship through a parent discourse community, Attendees looking to spark creativity and critical thought in their students should attend this session.

Chair: Mary Caulfield, Massachusetts Institute of Technology, Cambridge Presenters: Ashley Boyd, Washington State University, Pullman Janine Darragh, University of Idaho, Moscow Ryan Schey, Auburn University, AL Annmarie Sheahan, Highland High School, Albuquerque, NM

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Literacy and Pedagogical Inquiry in English Education 371 C In this session, participants will be both challenged to consider literacy pedagogy in new terms and join a conversation about pedagogical inquiry. Presenters will share both data-based and practical reflections to consider.

Chair: Jennifer Dail, Kennesaw State University, GA Presenters: Sarah Hunt-Barron, University of South Carolina Upstate, Spartanburg Kelly Johnston, Baylor University, Waco, TX

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We Rise Up! Empowering Voices That Encounter Resistance 351 F The classroom is a dynamic space of interactions and exchanges. This panel introduces four scholar-teacher activists who engage in pedagogical practices that help to encourage and empower student voices.

Chair and Presenter: Romeo Garcia, University of Utah, Provo, “Encountering Resistance: Embodied Narratives and Anti-Racist Agendas” Presenters: Kristina Gutierrez, Lone Star College, The Woodlands, TX, “Activist Visual Rhetoric as a Methodology to Resist Gentrification and to Preserve Local Histories” Yndalecio Hinojosa, Texas A&M University, Corpus Christi, “The Coyolxauhquian Cuerpo: Rupturing Surfaces con mi Cuerpo” Candace Zepeda, Our Lady of the Lake University, San Antonio, TX, “Healing and Cultivating Hope in the ‘Complex Holism’ of Broken Bodies”

J.13 E M M S TE

In-Class Book Clubs: Fostering Collaboration, Critical Thinking, and Choice 382 B Student-centered book clubs allow students the freedom to discuss titles they choose, thus creating positive reading experiences while utilizing two best practices: student collaboration and independent reading. Attendees will circulate through roundtables led by educators who have implemented inclass book clubs and will share book ideas, strategies, and student responses.

Roundtable Leaders: Leigh Anne Eck, Vincennes Community School Corporation, IN, “Let’s Talk about It” Sarah Krajewski, Cleveland Hill Union Free School District, Cheektowaga, NY, “Enjoying Collaboration” Amber Kuehler, “Reading Autonomy in ElementaryAged Students” Kellee Moye, Hunter’s Creek Middle School, Orange County Public Schools, Orlando, FL, “Metacognition in Middle Schoolers” Jennie Smith, Belton Middle School, Belton, SC, “Getting Started” Kelly Vorhis, NorthWood High School, Nappanee, IN, “Advocates for Change” Melinda Wallace, West Jackson Middle School, Jefferson, GA, “Read to Connect” Sharon Williford, Orange County Public Schools, Orlando, FL, ”Social Justice Issues in Literature”

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Responding to History, Responding to Today: Raising Student Voices through Holocaust Education 380 B

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Educators from the United States Holocaust Memorial Museum (USHMM) and The Olga Lengyel Institute of Holocaust Studies and Human Rights (TOLI) demonstrate how teaching about the Holocaust can move students to raise their voices and join them with the voices of others using digital media, primary sources, artifacts, and letter-writing.

Fierce: A Conversation with Five Authors Writing Strong Latinas 361 EF According to the National Center for Education Statistics, Latinas are set to comprise nearly one-third of the country’s female population by 2060. In this panel, award-winning Latina authors will discuss their journeys in creating well-rounded characters who break stereotypes while providing educators with universal exercises to incorporate in their classrooms.

Presenters: Elizabeth Acevedo, HarperCollins Meg Medina, Candlewick Press Isabel Quintero Lilliam Rivera, Simon & Schuster

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Barrio Writers: A Summer Community Writing Program to Promote Student Voice

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“Ebonically Speaking”: Toward Linguistic Justice in English Language Arts Classrooms 382 A In this session, three critical language scholars of color will highlight the critical and transformative language work that teachers and students are doing in classrooms and communities. Participants will leave this session with social justice approaches to teaching language and literacy that support linguistically marginalized students of color.

Presenters: April Baker-Bell, Michigan State University, East Lansing, “’I Can Switch My Language, but I Can’t Switch My Skin’: What English Teachers Must Understand about Linguistic Racism” Lamar Johnson, Michigan State University, East Lansing, “’Loving Blackness to Death’: (Re)Imagining ELA Classrooms in a Time of Racial Chaos” Alice Lee, Illinois State University, Normal, “Reclaiming Both Teacher and Student Voices: Envisioning a Classroom for AAL-Speaking Students”

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Come learn how Barrio Writers, a community writing program promoting critical thinking, freedom of expression, and advocacy for underrepresented youths via written word, can empower your students. Attendees will enjoy live readings by youths of original works on current issues like racism and xenophobia, then participate in a mini-writing workshop. Presenters: Heather Olson Beal, Stephen F. Austin State University, Nacogdoches, TX Stuart Beal, Stephen F. Austin State University, Nacogdoches, TX Lauren Burrow, Stephen F. Austin State University, Nacogdoches, TX Chrissy Cross, Stephen F. Austin State University, Nacogdoches, TX Za Khia Kelzhane Davis, Stephen F. Austin State University, Nacogdoches, TX Shyla Driver, Stephen F. Austin State University, Nacogdoches, TX

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Chair: Jennifer Lemberg, The Olga Lengyel Institute, NY Presenters: Christina Chavarria, United States Holocaust Memorial Museum, Washington, DC, “The Value of Humanity: Writings from the Holocaust” Cara Crandall, “Understanding the Holocaust and Its Legacies” Scott Lone, West Bend East High School, WI, “Creating Journey Maps: Salvaged Pages and Google Earth”

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J SESSIONS / 12:30–1:45 P.M. J.18 E TE

“Let’s Play”: Early Learners Develop Language and Literacy and Tell Their Stories Using Digital Tools 350 C Join an exciting, interactive session and explore the use of play and digital applications to invite our youngest learners to tell their stories. Participants will experience the transformative power of play and digital storytelling as a means of providing authentic multimodal experiences to support early literacy development and meaning making.

Chair: Theresa McGinnis, Hofstra University, Hempstead, NY Presenters: Cecilia Candreva, Hofstra University, Hempstead, NY Patricia Reed-Meehan, New York City Department of Education, District 25 Pre-K Center, NY

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Writerly Teacher Identity Discourses 362 ABC Having a strong identity as a teacher-writer supports English language arts students in their writing development. In this session, panelists will share their research and practice about the benefits of having a strong identity as a teacher-writer and encourage practicing and preservice teachers to develop strong writing habits.

Presenters: Johnny Allred, University of Arkansas, Fayetteville Janet Alsup, Purdue University, West Lafayette, IN David Premont, Purdue University, West Lafayette, IN Respondent: Troy Hicks, Central Michigan University, Mt. Pleasant

J.20 The Case for Humane Teaching: The Language and Practices That E Nurture Learner’s Growth M 362 DEF

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Humane teaching is teaching with admiration and an awareness that students thrive when teachers lift up rather than shut down. This capacity seems scarce, and student voice is getting squashed as a result. Learn the verbal and nonverbal practices that bring out voice, risk-taking, and strength to learn.

Barry Gilmore, Hutchison School, Memphis, TN Berit Gordon, author and consultant Laura Robb, Daniel Morgan Intermediate School, Winchester, VA

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Capacity-Based Writing Instruction Empowers Students: Deconstructing the Struggling Writer Label While Championing Inclusive Practices 361 B Finding ways to address the needs of writers while empowering and not stigmatizing can feel overwhelming. In this interactive session, Colleen, Cornelius, and Kassandra will address these challenges head-on and explore ways to actively talk back to the notion of the imposed identity of “struggler” and instead cultivate capacity-based identities.

Chair: M. Colleen Cruz, Teachers College Reading and Writing Project, New York, NY Presenters: Cornelius Minor, Teachers College Reading and Writing Project, New York, NY Kassandra Minor, Teachers College Reading and Writing Project, New York, NY

J.22 Report Cards That Motivate: Including Student Voice in E Assessment M 361 C What if, when report cards went home, they included students’ voices? Would students’ intrinsic motivation to learn increase? In this presentation, three teachers (grades 3–8) demonstrate how they improved student ownership of learning by replacing grades with a combination of teacher narrative, work samples, and student self-reflections on learning. Chair and Presenter: Jillian Friedman, Lake Eola Charter School, Orlando, FL Presenters: Joan Roxbury, Lake Eola Charter School, Orlando, FL Nicole Thompson, Lake Eola Charter School, Orlando, FL

Chair: Patty McGee, Gravity Goldberg, LLC, Nyack, NY Presenters: Karen Caine, independent consultant and Heinemann author, Hoboken, NJ

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J SESSIONS / 12:30–1:45 P.M. J.23 Digital Choice: How Multimodal Composing Created Student M Agency in ELA and History M S Classrooms C

370 F This session will explore how multimodal composing and the expanded choice it offered learners helped students move beyond compliance and build deeply personal rhetorical arguments. Using naturalistic case study, the study’s authors and participating teachers will share how the choice in digital composing supported disciplinary literacy in history and ELA.

J.24 Know Your Place: Social Justice in the Alabama Classroom C TE

352 A This panel of teacher-scholars explores the importance of cultivating the intersections of place, social justice, and higher education, exploring how educators in a red state like Alabama might learn to negotiate these vectors.

Chair: Jill Dahlman, University of North Alabama, Florence Presenters: James Crank, University of Alabama, Tuscaloosa Katie Owens-Murphy, University of North Alabama, Florence Karla Zelaya, University of North Alabama, Florence

C TE

351 B Project LIT Community is a grassroots organization dedicated to increasing access to diverse books and promoting love of reading in schools and communities. From our national community of 60+ educators, Jarred Amato (Tennessee), Lynn Hagen (Missouri), and Julia Torres (Colorado), will partner with author Nic Stone for this panel presentation.

Presenters: Jarred Amato, Maplewood High School, Nashville, TN Lynn Hagen, Battle High School, Columbia, MO Nic Stone, Random House Children’s Books Julia Torres, Denver Public Schools, CO

J.26 Raising Youth Voices with Young Adult Literature: Examining M S Representations of Youth C Empowerment in the ELA Classroom TE 361 A This presentation examines the ways in which young adult authors raise youth voices in texts and how teachers can explore personal and communal empowerment with students through YA literature. The panelist will discuss The Memory of Light, Moxie, and Kissing Tennessee, as well as implications for preservice and inservice teachers. Chair: Chea Parton, The University of Texas at Austin Presenters: Ariel Cornelissen, Klondike Middle School, West Lafayette, IN Stacia Long, The University of Georgia, Athens

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Presenters: Kaite Ours, Notre Dame–Cathedral Latin School, Chardon, OH Molly Schneider, Notre Dame–Cathedral Latin School, Chardon, OH Beth Walsh-Moorman, Notre Dame–Cathedral Latin School, Chardon, OH

J.25 Reading Is LIT: The Power of Student-Author Interactions to M Transform Reading Trajectories M S

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J SESSIONS / 12:30–1:45 P.M. J.27 Changing School Culture, Fostering Student Agency, Creating M Community Change with C3WP S 350 A

370 B

NWP’s College, Career, and Community Writers Program builds literacy in service of student agency and community change. In this session presenters will share instructional strategies, student artifacts, and stories of impact.

A panel discussion of how incorporating new middle grade fiction featuring characters who are neurodiverse or facing mental health challenges can foster empathy and connection for all students in middle grade classrooms. In addition, the panel will consider how tackling the subject of mental health sheds light on underrepresented characters.

Chair: David Wandera, The College of New Jersey, Ewing Presenters: Heather Coffey, University of North Carolina, Charlotte Steve Fulton, Kannapolis Middle School, NC Jameka Thomas, UAB Red Mountain Writing Project, Birmingham, AL Carla Truttman, National Writing Project, Berkeley, CA

J.28 Research-Based Approaches for Empowering Students through E Writing Workshop M TE

J.30 Busting the Stigma: Neurodiversity and Mental Health Challenges in M New MG Fiction TE

Presenters: Leslie Connor, HarperCollins Barbara Dee, Aladdin/Simon & Schuster Erin Dionne, Montserrat College of Art, Beverly, MA N. H. Senzai, Simon & Schuster Ellen Wittlinger, Simon & Schuster

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Doing More Isn’t Doing Better: How to Be an English Teacher and Have a Life

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Learn latest cutting-edge research-based practices for strengthening writing instruction, and see how these apply to the story of one upper-elementary writer struggling to find his way. We’ll share big picture ideas to strengthen workshop, yet also zoom in on specific student challenges.

With class sizes today reaching unmanageable numbers, how can teachers expect to spend a reasonable amount of time responding to student work? When regularly faced with a looming pile of 150+ papers, how do we strike a work-life balance? Panelists will explore solutions for making English teachers’ lives more manageable.

Presenters: Fred Hamel, University of Puget Sound, Tacoma, WA Leslie Laud, Bank Street College, New York, NY

J.29 Nurturing Voices, Not Just Choices: Reading and Writing Workshop E Frameworks That Honor and M Empower Student Voice

Chair: Dave Stuart Jr., Cedar Springs High School, MI Chair and Presenter: Beth Shaum, St. Frances Cabrini Catholic School, Allen Park, MI Presenter: Lindsay Grady, Fenton Area Public Schools, Fenton, MI

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361 D Even abundant choice in reading and writing workshop can limit students’ ability to express their voices in our classrooms. This session aims to build awareness of unintended teacher bias even within a choice-based curriculum. Presenters will share tips, tools, and strategies that keep students in the center of the classroom. Chair: Kate Roberts, The Educator Collaborative, Brooklyn, NY Respondents: Allison Marchetti, Richmond, VA Rebekah O’Dell, St. Michael’s School, Richmond, VA Maggie Roberts

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J SESSIONS / 12:30–1:45 P.M. J.32 Multiple Roads to Agency: Cultivating Critical Consciousness G and Youth Efficacy through Local and Cultural Literacy Practices

J.34 Using Language and Literacy as Springboards for Social E Action: Read-Alouds and Class TE Conversations as Anti-Bigotry Tools

351 A

332 E

This session discusses the use of culturally relevant texts, critical teacher reflection, and critical pedagogical strategies in teaching for social justice and the development of critical consciousness.

In this combined session, presenters will examine how read-alouds with class conversations can be powerful tools to address early seeds of bigotry. In addition, participants will explore language problem solving, a process students and teachers can use to address linguistically oriented equity issues.

Chair: Joelle Pedersen, Boston College, Chestnut Hill, MA

J.33 Issues and Strategies Relating to Teaching and Affirming Culturally G and Linguistically Diverse Students TE 372 DE

Presenters: Katherine Addison Barrack, McMurray Middle School, Nashville, TN Tuli Chatterji, LaGuardia Community College, New York, NY Tamra Dollar, Texas Woman’s University, Denton Mathew Espinosa, Sacramento Unified School District, CA Tricia Flint, Texas Woman’s University, Denton Holly Genova, Lewisville Independent School District, TX Amanda Godley, University of Pittsburgh, PA Jay Lee, Bethany College, Lindsborg, KS Laura Lemanski, University of Minnesota, Minneapolis Mike Metz, University of Missouri-Columbia Lindsay Roe, Cameron College Prep Middle School, Nashville, TN Amy Romero, Texas Woman’s University, Denton Seth Ross, Texas Woman’s University, Denton Ileana Cortes Santiago, Purdue University, West Lafayette, IN Mary Amanda Stewart, Texas Woman’s University, Denton Jessica Tovar-Hilbert, University of Houston, TX RonieSue Ullrich, Texas Woman’s University, Denton Helen Vassiliou, Lakota Local Schools, West Chester, OH

J.35 Students’ Language and Voices Raised through Culturally E Sustaining Read-Alouds 332 F Read-alouds provide potential for emergent bilinguals and students with language variation to develop complex language. Interactive read-alouds open opportunities to amplify and enrich students’ voices through book engagements that are “windows and mirrors.” In this hands-on session, attendees investigate books that support language development, including vocabulary and comprehension. Presenters: Carmen Colón, Bank Street College of Education, New York, NY Mollie Welsh Kruger, Bank Street College of Education, New York, NY Peggy McNamara, Bank Street College of Education, New York, NY

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This session includes strategies, research, and narratives related to the literacy, language, and sociocultural development of culturally and linguistically diverse students including immigrant, newcomer, refugee, and multilingual learners.

Chair: David Baksh, Teachers College, Columbia, New York, NY Presenters: Kristin Beers, Dansville Central Schools, Dansville, NY, and PS 29 Brooklyn, NY Jen McCreight, Hiram College, OH

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J SESSIONS / 12:30â&#x20AC;&#x201C;1:45 P.M. J.36 Cultivating Empathy in Classrooms and Communities through G Connected Teaching

J.38 Every Student Has a Story: Using #OwnVoices Literature to Empower E All Student Voices M

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At a time of political polarization and social division, literacy practices that encourage perspective-taking and humanization can help students imagine and embody a more equitable and compassionate democracy. In this session, National Writing Project teacherleaders share their efforts toward building empathy through leveraging principles of connected learning and teaching.

Successful integration of diverse literature in classrooms empowers all student voices. #OwnVoices authors, who draw on their cultural and identity experiences to craft books featuring diverse characters, join teachers to share practical examples, strategies, and tools to implement immediately. A curated list of books will be made available.

Chair and Presenter: Nicole Mirra, Rutgers, State University of New Jersey, New Brunswick Presenters: Jessica Baldizon, Connecticut Writing Project, Fairfield Bryan Ripley Crandall, Connecticut Writing Project, Fairfield Antero Garcia, Stanford University, Palo Alto, CA William King, Connecticut Writing Project, Fairfield Christopher Rogers, Penn GSE, Philadelphia, PA

J.37 Reflective Tools for Choosing HighQuality Picture Books in Equitable E Classrooms TE 342 F When teachers engage in critical literacy practices, they create equitable spaces for students to explore issues of power, transformation, and action. This session invites participants to use the Quality Literature Quadrant (QLQ) to interrogate picture books through a critical lens and discuss implications for building diverse classroom libraries.

Chair and Presenter: Aliza Werner, Parkway Elementary School, Glendale, WI Presenters: Debbi Michiko Florence, Farrar Straus Giroux Books for Younger Readers Kelly Starling Lyons, Raleigh, NC Celia Perez, Kokila/Penguin Young Readers Jenny Seiler, Woodworth Middle School, Fond du Lac, WI

J.39 Talking about Transitions: Creating Conversations for Student Success in C College Writing 352 B How do teachers really know they are preparing their students for college-level writing? What happens when we make a space for teachers to talk and learn from each other? The University of Mississippi decided to find out how conversations lead to student success. Chair: Ellen Shelton, University of Mississippi, Oxford Presenters: William Jason Jones, Northwest Mississippi Community College, Senatobia Amber Nichols-Buckley, University of Mississippi, Oxford

Presenters: Christie Angleton, University of Louisville, KY Emily Zuccaro, University of Louisville, KY

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J SESSIONS / 12:30–1:45 P.M. J.40 Teaching the Graphic Student Voice: Strategies to Teach Graphic E Novels in Authentic Ways M 381 C

J.42 Toward Meaningful Assessment in Secondary and Postsecondary M Writing: Face-to-Face Grading M S Conferences with Student Writers C 340 AB

Graphic novels are an increasing part of our students’ literacy lives, a part of their voice. Join us for this practical session where we share the strategies that we have developed and the results we have seen in our efforts to integrate graphic novels meaningfully into our teaching.

J.41 E M M S

If Not Me, Who? If Not Now, When? 372 C When trouble arises, we often find ourselves looking for someone older, wiser, and braver to save the day. But what if nobody shows up? This panel explores how students can find it within themselves to answer the call to action and become the heroes they’ve been waiting for.

Tradebook Authors: Ann Braden, Sky Pony Press Anne Nesbet, HarperCollins Kat Shepherd, Macmillan Laurie Ann Thompson, Simon & Schuster Jennifer Ziegler, Scholastic Press Pat Zietlow-Miller, Roaring Brook Press and Chronicle Books Ibi Zoboi, HarperCollins

Presenters: Jeffrey Austin, Skyline High School, Ann Arbor, MI Ann Burke Ellen Foley, Western Michigan University, Kalamazoo Michele Hettinger, Niles West, Skokie, IL Rori Meyer Gretchen Rumohr-Voskuil, Aquinas College, Grand Rapids, MI

J.43 Raise the Mic: Empowering Student Voices through Storytelling M S TE

380 D One of the most powerful ways to raise student voices is by empowering them to share their stories. In this interactive session, teachers, teacher-educators, and the director of education at national nonprofit The Moth will share strategies, research, and discussion on engaging secondary students through live, true storytelling.

Chair and Presenter: Jason Griffith, Pennsylvania State University, State College Presenters: Micaela Blei, The Moth, New York, NY Michael Reppenhagen, Arizona State University, Tempe

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SATURDAY

Presenters: Amber Allred Chris Atkin Rachel Bradshaw, American Fork High School, UT Kami Glick Julie Stansfield Smith, Maple Lake Academy, Payson, UT Thomas B. Smith, Utah Valley University, Orem Allison Taft

Experienced middle school, high school, and college instructors share how face-to-face grading conferences demystify the grading process, develop the classroom community, engage student writers, and minimize instructor fatigue and frustration—even in large classes. Attendees are invited to consider applications to their own teaching practices and discuss related questions and experiences.

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J SESSIONS / 12:30–1:45 P.M. J.44 Dialogic Literary Argumentation across Three Secondary English M S Language Arts Classrooms TE 370 E Utilize argumentation as social practice in secondary English language arts classrooms. Graduate students from an IESsponsored research project on the teaching and learning of argumentation discuss principles and practices of dialogic literary argumentation through the presentation of microethnographic research from three secondary classrooms. Presenters: John Brady, The University of Ohio, Columbus SuBeom Kwak, The University of Ohio, Columbus Theresa Thanos, The University of Ohio, Columbus

J.45 Writing Clubs: Fostering Choice, Collaboration, and Voice in the E Writing Classroom M 352 C Breathe new life into your writing instruction with writing clubs! In writing clubs, students work with peers to study topics of interest. Clubs allow students to pursue high-interest independent writing projects without missing your whole-group instruction. Come and see how fun and easy it is to implement writing clubs. Presenters: Lisa Eickholdt, Georgia Gwinnett College, Lawrenceville Patty Vitale-Reilly

J.46 Place-Based Writing: High Poverty, Rural Students’ Use of Place in G Writing TE 360 D

J.47 Exploring Representations of Identity and Girlhood in Literature E M TE

360 E Children’s literature is a powerful tool that can be read to mediate conversations about important topics in our society. This panel will feature two highly acclaimed authors and teacher educators in conversation about the potential for children’s and young adult literature to support our understanding of identity and girlhood that advance conversations about diversity and equity.

Presenters: Gholdy Muhammad, Georgia State University, Atlanta Detra Price-Dennis, Teachers College, Columbia University, New York, NY Tradebook Authors: Sharon M. Draper, Simon & Schuster Hena Khan, Simon & Schuster and Chronicle Books

J.48 What’s All the Hype about Skype? Low-Cost and No-Cost Ways to E Bring Authors and Experts into the M Classroom to Excite Your Students TE about Reading and Writing 360 F This interactive how-to session is for teachers looking to virtually connect with authors but needing help getting started. Three published authors and an educator will give step by step insights into virtual school visits. Educators will leave with the confidence and information they need to execute their own virtual visit. Presenters: Carole Boston Weatherford, Simon & Schuster Lezlie Evans, Sterling Publishing Erin Teagan, Houghton Mifflin Harcourt Corinne Wetzel, Rocky Run Middle School, Chantilly, VA

This session presents data on high-poverty, rural elementary students’ use of place in their writing. Participants in this session will learn how they can incorporate place into writing tasks. Presenters: Amy Azano, Virginia Tech, Blacksburg Erika Bass, Virginia Tech, Blacksburg Carolyn Callahan, University of Virginia, Charlottesville

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J SESSIONS / 12:30–1:45 P.M. J.49 Transforming the Text: Morphing Our Texts to Examine Diverse M Perspectives, Build Empathy, and M S Cultivate Voice 352 DEF In this interactive session, we will discuss the exploration of culturally-diverse texts and build on the concept of blackout poetry to promote student understanding, empathy, and voice. Through these engaging strategies, students can build a love of reading, make connections, and understand the importance of their own story being heard.

J.50 Raising Student Voice: Getting the Reluctant Student to Talk, Read, M and Write! M S 360 ABC Our presentation models methods and successful procedures that encourage engagement in literacy and composition. The session focuses on overcoming objections from reluctant students in order to engross them in reading, writing, and discussion. Presenters: Lori Anderson, Baltimore City Public Schools, MD Randy Brooks, Osborne High School, Atlanta, GA

J.51 M S TE

YA and the Arts: How Teen Fiction Can Inspire a New Generation of Artists, Musicians, and Filmmakers 320 AB

M S TE

330 B Student voice and agency require time and space. This workshop will introduce participants to the “Remix Share,” an ongoing classroom ritual designed to invite student multimodal creation. Participants will engage in their own imaginative remix, entering into critical dialogue with the textual ideologies of Joseph Conrad’s Heart of Darkness.

Presenters: Adele Bruni Ashley, Teachers College, Columbia University, New York, NY Christine Barrett, Teachers College, Columbia University, New York, NY Nathan Blom, Teachers College, Columbia University, New York, NY Brian Veprek, Teachers College, Columbia University, New York, NY

SATURDAY

Presenters: Deborah Perez, Humble Independent School District ELA Department, TX Amber Widmier, Humble Independent School District, TX Jennifer Woodall, Humble Independent School District, TX

J.52 Remix Share: Valuing Voice in Multiple Modalities M

J.53 The Rubric in the High School English Classroom: Process vs. M S Product TE 332 ABC Feeling overwhelmed with the seemingly disparate demands of multiple grade levels, abilities, and content areas? Add to this your ongoing struggles to “unpack” the specific standards implied by the ACT/SAT/ Common Core, etc.? Panelists will share how universal rubrics inform “quick but effective” assessment techniques for allowing students to harness their voice. Presenters: Breanne Makovec, Buffalo Grove High School, IL Stefanie McCleish, Buffalo Grove High School, IL Rachel Moyer, Buffalo Grove High School, IL Corinne White, Buffalo Grove High School, IL

Three young adult authors whose novels prominently feature painting, music, and film discuss innovative ideas for English teachers to transform a traditional reading assignment into a fully interactive, creative experience for students. Tradebook Authors: Lindsay Champion, KCP Loft/Kids Can Press Derek Milman, HarperCollins/Balzer+Bray Lauren Spieller, Simon & Schuster

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J SESSIONS / 12:30–1:45 P.M. J.54 The Double Lives We Lead: Building Empathy through the Use of Social M S Media in the ELA Classroom 351 E This session demonstrates approaches to using social media and technology to position students’ outside lives as central to the ELA curriculum. The speakers will demonstrate various activities they have designed to support students in sharing their social media stories with each other, creating a vulnerable and empathetic classroom culture. Presenters: Paige Filby, University of Colorado, Boulder Mary Kelly, University of Colorado, Boulder Austin Kemprowski, University of Colorado, Boulder Jessica Robinson, University of Colorado, Boulder

J.55 Amplifying Student Voice and M Achievement through Arts Integration M S TE

351 C Move beyond theory to learn specific, practical arts integration strategies to promote student voice and engagement while increasing academic achievement. We will share four arts integration projects, describe how we incorporate the projects to support specific texts and standards, and help participants envision how similar projects can benefit their students.

Presenters: Julie Griggs, Bentonville High School, AR Heather Hooks, Bentonville High School, AR

J.56 Raising English Language Learners Voices through Shared Stories M M S C

350 D Students bring multiple language experiences into our classrooms. How can we hear the voices and stories of our multilingual learners? In this session, we will look at regular opportunities for students to write, to find joy in stories, and to raise their voices for themselves and their communities.

J.57 Level Up: Playful Rigor in Language Arts Classrooms M M S C TE

381 A The game is afoot! Come learn about “gamifying” your classroom to increase student motivation, creativity, and collaboration. Principles of gaming, gamification, and the theoretical and practical implications of gamifying a language arts classroom will be explored.

Presenters: Shelley Argento, University of Georgia, Athens Jasmine Bacon, University of Georgia, Athens Shelley Brooks, University of Georgia, Athens Heidi Hadley, University of Georgia, Athens Samuel Hendricks, University of Georgia, Athens Allie Loder, University of Georgia, Athens Taera O’Connor, University of Georgia, Athens Rachel Kaminski Sanders, University of Georgia, Athens Lisa Shurtz, University of Georgia, Athens

J.58 Becoming the Leaders: The Power of Female Protagonists to Empower M All Student Voices 370 D In nurturing leaders, we must advocate for complex portrayals of females in stories to model resilience, empathy, and inclusion across the gender spectrum. We’ll examine why all readers need strong girl protagonists and how to encourage critical thinking about how gender roles are portrayed, and challenged, in middle grade books. Chair: Jen Vincent, Mundelein School District 75, IL Tradebook Authors: Molly Brooks, Disney Alex Gino, Scholastic, Inc. Linda Williams Jackson, Houghton Mifflin Harcourt Mae Respicio, Random House Laura Shovan, Random House

Presenters: Maha Kareem, University of Missouri, Columbia Amy Lannin, University of Missouri, Columbia

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J SESSIONS / 12:30–1:45 P.M. J.59 Amplifying Community and Family Voices within and beyond the G Classroom: Three Family-Centered Literacy Initiatives 350 E Sponsored by the newly established ELATE Commission on Family and Community Literacies, this panel connects classrooms with family and community literacies. Presenters will share three projects in their work alongside families and communities and how teacher educators can amplify student voices by engaging with local communities.

J.60 POSTER SESSION: Choosing Choice to Raise Student Voice G 350–360 PREFUNCTION Are you choosing the texts your students read, the seats they sit in, the assessments they take, and the curriculum you teach? What if your students played a role in all of the above? These poster presentations explore the possibilities. Poster 1: Student Voice, Student Choice: ROLE in the High School English Class (M-S) Dee Ambrose-Stahl, Ligonier Valley School District, PA Poster 2: Bringing Maycomb County to Life (M-S) Shannon Baldino Heather Glazewski, Central Connecticut State University, New Britain Mark Tomasino

Poster 4: Stories That Open Doors to the World: Secondary Students Experience the Voices of Young People through Fiction Reading (S) Kristina ByBee, Arizona State University, Tempe Poster 5: The Year We Sold Our Textbooks (M-S) Julie Anderson, Bloomer High School, WI Lucas Risinger, Bloomer High School, WI Vanessa Sieg, Bloomer High School, WI Poster 6: Flexible Seating in the 21st-Century English Classroom and Sparking the Conversation (C-TE-R) Michele Castleman, Heidelberg University, Tiffin, OH Regan Turner, Heidelberg University, Tiffin, OH Tiana Young, Heidelberg University, Tiffin, OH Poster 7: Cultivating Diversity in the Classroom Library (E) Jessica Torres, ESC Region XII, Waco, TX Poster 8: Students by Design: Using Design Thinking toward Equity and Engagement (M-S-C) Amanda Hughes, Colchester High School, VT

J.61 G

EXHIBITOR SESSION: Using myShakespeare in the Classroom 382 C Join content creators Sally Treanor and Greg Watkins for an introduction to using myShakespeare.com’s free resources in the classroom. The interactive demonstration will review myShakespeare resources and best practices. Teachers already using myShakespeare are especially welcome to join in the conversation and share their experiences with others.

Presenters: Sally Treanor, Chief Content Officer, myShakespeare Greg Watkins, Chief Creative Officer, myShakespeare

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Chair: Todd DeStigter, University of Illinois at Chicago Presenters: Victor Del Hierro, University of Texas, El Paso Tracey T. Flores, The University of Texas at Austin Laura Gonzales, University of Texas, El Paso Myra Infante Sheridan, University of Nevada at Las Vegas and Nevada State College Respondent: Steven Alvarez, St. John’s University, New York, NY

Poster 3: Raising Student Voice through StudentDriven Book Choice: “The Book Whisperer” and the Role of Autonomy in Creating Equitable Learning Environments (G) Jamie Vescio, Vanderbilt University, Nashville, TN

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SATURDAY LUNCHEONS 12:30–2:30 P.M. Children’s Book Awards Luncheon GRAND BALLROOM B The winners of the 2018 Charlotte Huck Award for Outstanding Fiction for Children and the Orbis Pictus Award for Outstanding Nonfiction for Children will speak at this luncheon. Presiding: Kathy Collins, Durham, NH Tasha Tropp Laman, University of Louisville, KY Kathryn F. Whitmore, University of Louisville, KY Speakers: Jason Chin, is the author and illustrator of Grand Canyon which received a 2018 Caldecott Honor and Sibert Honor. His other books include Redwoods, Island: A Story of the Galápagos, Gravity, and most recently Pie Is for Sharing by Stephanie Parsley Ledyard. Jason was raised in New Hampshire, studied illustration at Syracuse University, and now lives with his family in Vermont.

Jason Chin

Dan Santat is the author/illustrator of Sidekicks and the winner of the Silver Medal from the Society of Illustrators for Oh No! (Or How My Science Project Destroyed the World) by Mac Barnett. He is also the creator of the Disney animated hit, The Replacements. Dan lives in Southern California with his wife, two kids, and various pets.

2018 AWARD RECOGNITION Orbis Pictus Award for Outstanding Nonfiction for Children Presenter: Mary Ann Cappiello, Lesley University, Cambridge, MA, Committee Chair Recipient: Grand Canyon by Jason Chin, Roaring Brook Press Charlotte Huck Award for Outstanding Fiction for Children Presenter: Erika Thulin Dawes, Lesley University, Cambridge, MA, Committee Chair Recipient: After the Fall by Dan Santat, Roaring Brook Press

2019 AWARD ANNOUNCEMENTS Award for Excellence in Poetry for Children Patricia Bandre, USD 305, Salina, KS. Committee Chair Orbis Pictus Award for Outstanding Nonfiction for Children Presenter: Mary Ann Cappiello, Lesley University, Cambridge, MA, Committee Chair Charlotte Huck Award for Outstanding Fiction for Children Presenter: Erika Thulin Dawes, Lesley University, Cambridge, MA, Committee Chair

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Dan Santat

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12:30–2:30 P.M. Secondary Section Luncheon GRAND BALLROOM A Presiding: Shekema Silveri, IFE Academy of Teaching & Technology, East Point, GA Speaker: José Luis Vilson

SATURDAY

José Luis Vilson is a math educator, blogger, speaker, and activist in New York City. He is the author of This Is Not a Test: A New Narrative on Race, Class, and Education, and has spoken about education, math, and race for a number of organizations and publications, including the New York Times, Education Week, the Guardian, Al Jazeera America, Huffington Post, Edutopia, GOOD, and El Diario / La Prensa, NY. He is the founder and Executive Director of #EduColor, a Math for America fellow, and a National Board Certified teacher. A book signing will follow this event.

AWARD RECOGNITION High School Teachers of Excellence Award Paul and Kate Farmer English Journal Writing Award Recipient: “Maximizing the Heuristic Potential of the Enthymeme” (January 2018) by Ben Roth Shank, Eastern Mennonite School, Harrisonburg, VA Honorable Mention: “The Square Cucumber: Restoring Student Autonomy and Confidence” (January 2018) by Victoria Johnston Boecherer, Suffolk County Community College, NY Edwin M. Hopkins English Journal Award Recipient: “’Loving Blackness to Death’: (Re)Imagining ELA Classrooms in a Time of Racial Chaos” (March 2017) by Lamar L. Johnson, Michigan State University, East Lansing; Johnnie Jackson, Woosong University, Daejeon, South Korea; David O. Stovall, University of Illinois at Chicago; Denise Taliaferro Baszile, Miami University, Oxford, OH Honorable Mention: “Native Feminisms in Motion” (September 2016) by Leilani Sabzalian, University of Oregon, Eugene

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K SESSIONS / 2:45 –4:00 P.M. FEATURED SESSION K.01 A Stone of Hope

310 ABC Jim St. Germain—author of A Stone of Hope and co-founder of Preparing Leaders of Tomorrow, a nonprofit mentoring at-risk youth—speaks about growing up as a Haitian immigrant in a poor neighborhood, his experience in the juvenile justice system, and how he rebuilt his life with the help of mentors and hard work. A book signing will take place after the event. One book to each of the first 300 people in line for the signing. Chair and Speaker Introduction: Patrick Harris, Achievement Prep Elementary School, Washington, DC Speaker: Jim St. Germain, HarperCollins

K.02 Research Awards Session G

352 A The Purves and Promising Researcher Awards will be presented during this session. The Purves, Promising Researcher, and Russell Award recipients will also present on their research.

Chair: Timothy San Pedro, The Ohio State University, Columbus Alan C. Purves Award for articles in Research in the Teaching of English Recipients: Latrise P. Johnson, University of Alabama, Tuscaloosa, “Writing the Self: Black Queer Youth Challenge Heteronormative Ways of Being in an After-School Writing Club” (August 2017) Cati V. de los Ríos, University of California, Riverside, and Kate Seltzer, The Graduate Center, CUNY, “Translanguaging, Coloniality, and English Classrooms: An Exploration of Two Bicoastal Urban Classrooms” (August 2017) Introduction: María Paula Ghiso, Teachers College, Columbia University, New York, NY Promising Researcher Award Recipient: Cati de los Ríos, University of California, Davis, “Toward a Corridista Consciousness: ‘Learning from One Transnational Youth’s Critical Reading, Writing, and Performance of Mexican Corridos’” Introduction: Ramon Martinez, Stanford University, CA, Award Selection Committee Chair

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David H. Russell Award for Distinguished Research in the Teaching of English Recipient: Partnering with Immigrant Communities: Action through Literacy (2016, Teachers College Press) by Gerald Campano, University of Pennsylvania; María Paula Ghiso, Teachers College, Columbia University, NY; and Bethany J. Welch, Aquinas Center, Philadelphia Introduction: Cheryl Glenn, Penn State University, University Park

K.04 Why Middle Matters: Middle Level Mosaic M TE

362 DEF Sponsored by the Middle Level Section Steering Committee Middle level educators, don’t miss the capstone to our #whymiddlematters session! This year’s Mosaic will feature resources, conversations, and strategies around a mosaic of literature with some of your favorite authors. Join us as we celebrate poetry, graphic novels, novels, and audiobooks.

Chair: Shanetia Clark, Salisbury University, MD Presenters: Adam Gidwitz, Penguin Random House Lamar Giles, Penguin Random House Jennifer Holm, Random House Children’s Books Guadalupe Garcia McCall, Lee and Low

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K SESSIONS / 2:45–4:00 P.M. K.06 Sharing Our Voices: Sustaining Teacher Educators’ Desires to M Acknowledge, Value, and Raise S Student Voices TE 342 C Sponsored by English Language Arts Teacher Educators (ELATE) In this roundtable session, English education graduate students will present and discuss their current work. This session brings together researchers and educators to support novice teacher educators’ desires to value student voices and to empower students to “use their voices to speak out for equity and justice.”

Roundtable 12: Religiously Inclined: Preservice Teachers, Belief, and the ELA Classroom Heidi Hadley, University of Georgia, Athens Roundtable 13: What Counts as Writing in the 21st Century: New and Preservice Teachers’ Conceptions and Values around Multimodal and Digital Writing Practices and Pedagogies Amber Jensen, George Mason University, Fairfax, VA, Roundtable 14: Negotiating Purposes for Reading in Secondary English Classrooms Ashley Johnson, Michigan State University, East Lansing Roundtable 15: The Role of Mentors in Support Student Voice and Student Literacies Judith C. Johnson, University of Georgia, Athens Roundtable 17: Narratives of Adolescent Writers in Peer-Response Groups Kira Lee Keenan, The University of Texas at Austin

Roundtable 1: Preservice Teachers Writing in Community to Build Their Writing Self-Efficacy Katie Alford, Arizona State University, Tempe

Roundtable 16: Metadiscursive Literary Talk in a High School English Classroom Beth Krone, The Ohio State University, Columbus

Roundtable 2: Transactions and Interactions with Digital Text: Social Annotation to Promote Deeper Understanding Johnny Allred, University of Arkansas, Fayetteville

Roundtable 18: Teachers’ Reflections after Learning of a Student’s Sex Crime Stacia Long, University of Georgia, Athens

Roundtable 3: Student Autobiography as Research Topic in Tenth Grade ELA Michael Anderson, North Carolina State University, Raleigh

SATURDAY

Chair: Mandie Dunn, Michigan State University, East Lansing

Roundtable 19: Anarchy in the Writing Center! Russell Mayo, University of Illinois at Chicago Roundtable 20: Place-Based Preservice Teacher Education Programs Deborah Morbitt, The Ohio State University, Columbus

Roundtable 4: Their Words, Their Worlds: Young Bilingual Learners as Advocates Nathaly Batista-Morales, The University of Texas at Austin

Roundtable 21: Explorations of Vulnerability in a High School English Classroom Caitlin Murphy, The Ohio State University, Columbus

Roundtable 5: The Learning Design Challenge: Literacy and Citizenship in the Age of Personalization Giovanni Benincasa, University of Illinois at Chicago

Roundtable 22: Conceptualizing Inquiry-Based, Exploratory Academic Writing in Secondary English Classrooms Brady Nash, The University of Texas at Austin

Roundtable 6: Digital Literacy and Identity: How Social Media Bridges Gaps between Black Female Adolescent Readers Inside and Outside of the Classroom Tiye Naeemah Cort, The University of Texas at Austin Roundtable 7: A Narrative Study of an Urban Education Female’s Perception of the Field of Science Aijuan Cun, The University at Buffalo, NY Roundtable 8: Text Selection for High School Students: What Are Students Being Asked to Read and Why? Rachel Debnam-O’Dea, North Carolina State University, Raleigh Roundtable 9: English Language Arts Teachers’ Experiences of Teaching While Grieving Mandie Dunn, Michigan State University, East Lansing Roundtable 10: Reassembling Digital Classrooms Using Actor Network Theory William J. Fassbender, University of Georgia, Athens Roundtable 11: Exploring the Benefits of Collaborative Online Learning Journals Seth French, University of Arkansas Fayetteville

Roundtable 23: Outdoor Ecocriticism: Reading the Word and the World of Nature Rich Novack, Teachers College, Columbia University, New York, NY Roundtable 24: Inside a Literacy Classroom: Black Immigrant Students’ Identities Lakeya Omogun, The University of Texas at Austin Roundtable 25: Positioning across Past and Present: Exploring Educational Experiences of Preservice Teachers of Color Jenel Igeleke Penn, The Ohio State University, Columbus Roundtable 26: Identity Developments in TeacherWriters David Premont, Purdue University, West Lafayette, IN Roundtable 27: Young Adult Literature for Fluent Spanish Proficiency Travis Reyes, HB Woodlawn Secondary Program, Arlington, VA 2018 NCTE ANNUAL CONVENTION PROGRAM

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K SESSIONS / 2:45–4:00 P.M. Roundtable 28: Applying Bakhtin to the High School English Classroom Nina Schoonover, North Carolina State University, Raleigh

Roundtable 2: Intersectional Approaches to Secondary English Education: Professional Development and Classroom Implementations Stephanie Shelton, University of Alabama, Tuscaloosa

Roundtable 29: Seeking Coherence in Curriculum and Classroom Management Matt Seymour, The Ohio State University, Columbus

Roundtable 3: Seeking Antideficit English Education through Teacher-Researcher Collaborations Michelle Fowler-Amato, Old Dominion University, Norfolk, VA Amber Warrington, Boise State University, ID

Roundtable 30: Using Culturally Sustaining Writing Pedagogy to Create a Writer Identity Myra Infante Sheridan, UNLV and Nevada State College, Las Vegas, Roundtable 31: Overcoming Preservice Teachers’ Resistance to Blogging for Reflective Practice Michelle Sprouse, University of Michigan, Ann Arbor Roundtable 32: Agency, Power, and Discourse: Learning from Preservice Teacher-Researchers and Young Children Erica Steinitz, The University of Texas at Austin, Roundtable 33: Becoming Literacy Teachers in Elementary Classrooms Susan Tily, The University of Texas at Austin Roundtable 34: Conceptualizing Authentic Writing Instruction Katalin Wargo, College of William and Mary, Williamsburg, VA Roundtable 35: “The Desert”: Religious Discrimination and Poetic Defiance Lance Wheatley, Michigan State University, East Lansing Roundtable 36: Cultivating Youth Voices inside an Official ELA Writing Curriculum Thea Williamson, Lanier High School, Austin, TX

K.07 Critical Issues in English Education: Research by ELATE Research G Initiative Award Winners TE 372 DE Sponsored by English Language Arts Teacher Educators (ELATE) In this roundtable session, the recipients of the annual Research Initiative Grants and Graduate Student Research Award, sponsored by English Language Arts Teacher Educators (ELATE), present their award-winning research on current issues in the fields of literacy and English teacher education.

Roundtable 4: Beyond the Red Pen: Teacher Writing Feedback with Emergent Bilingual Learners Chris K. Bacon, Boston College, Chestnut Hill, MA Joelle Pedersen, Boston College, Chestnut Hill, MA Roundtable 5: Finding My Voice, Finding Myself: Latina Mothers and Daughters Writing and (Re)Writing Their Lives Tracey T. Flores, The University of Texas at Austin Roundtable 6: How New, Equity-Oriented Teachers Fight Pushout Culture with Interactions Deborah Bieler, University of Delaware, Wilmington

K.09 Beyond Baseball, Basketball, and Día de los Muertos: Depicting the G Everyday Lived Realities of Diverse TE Families in Children’s Picture Books 362 ABC Sponsored by the Children’s Literature Assembly Award-winning authors and illustrators Meg Medina, Matt de la Peña, Dan Santat, and Rashin Kheiriyeh will showcase humanizing portrayals of diverse families through their picture books. Participants will experience both the unique and the universal experiences that connect and impact who all readers are and who they can become. Chair and Presenter: Angie Zapata, University of Missouri, Columbia Presenter: Karla Möller, University of Illinois at UrbanaChampaign Tradebook Authors: Matt de la Peña, Penguin Random House Rashin Kheiriyeh, Scholastic, Inc. Meg Medina, Candlewick Press Dan Santat, Macmillan

Roundtable 1: Learning to Teach Writing Using Digital Mediation James Chisholm, University of Louisville, KY Alison Heron Hruby, Morehead State University, KY

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K SESSIONS / 2:45–4:00 P.M. K.10 From Intersectionality to Community Action: Celebrating M Students’ Identities, Communities, M S and Voices through Writing TE

K.12 Creativity, Learning, and Self-Discovery G TE

Educators explore questions about complex relationships between student creativity, learning, and self-discovery in their classrooms. They discuss their experiences designing multimodal opportunities for students to engage in literacy learning and processes of creative thinking leading to the development of student voice and self-empowerment. Instructional ideas/student samples will be shared.

350 B This panel showcases approaches to teaching writing that explore students’ identities and communities. Three secondary ELA teachers share ways to use narrative, mapping, poetry, and visual imagery as a way for students to make arguments, voice their opinions, and prepare for writing beyond the classroom.

K.11 G

Who Tells Your Stories? Engaging Students, Educators, and Community via Cultural Literacy, Civic Involvement, and Social Agency 371 C Five educators draw on empirical research at the middle, secondary, and university levels, discussing the impact and fluidity of voice in relation to self, community, and humanity. Panelists share insight gained via student writing/art as a means of understanding the value of voice and cultural literacy in a complex world.

Chair: David Schaafsma, University of Illinois at Chicago Presenters: Lauren DeJulio Bell, University of Illinois at Chicago David Bradburn, Von Stueben Metropolitan Science Center and Fork the Man Productions, Chicago, IL Peter Kahn, Oak Park/River Forest High School, Oak Park, IL Avi Lessing, Oak Park/River Forest High School, Oak Park, IL Sophia Lutecki, CICS West Belden, Chicago, IL

Chair: Louise J. Shaw, Southern Connecticut State University, New Haven Roundtable Leaders: Shelley Kasbarian, New Haven Public Schools, CT, “Innovative Thinking and ProblemBased Learning” Steven Ostrowski, Central Connecticut State University, New Britain, “Permission to Play with Language: Teachers as Writers—Practices and Possibilities” Abbey Owen, Southern Connecticut State University, New Haven, “Hip, Hip, Hooray! Celebration Creation in Literacy” Amanda R. Robinson, Danbury Public Schools, CT, “Using Sensory Details in Student Writing” Lynda M. Valerie, Central Connecticut State University, New Britain, “Permission to Play with Language: Teachers as Writers—Practices and Possibilities” Respondent: Cara M. Mulcahy, Central Connecticut State University, New Britain

K.13 Imagine the Possibilities If All Voices Were Honored in Every Classroom around the Globe G

332 E How can we create learning environments where every student’s voice is valued without sacrificing meritorious academic aims? Bring student expression to the forefront of learning with fidelity to learning objectives and discover how dynamic instruction can meet curricular mandates through the creation of educational environments that value equity and individualism. Chair and Presenter: Carol Varsalona, Rockville Centre, New York, NY, “Authentic Voice in a Digital World” Presenters: Carol Jago, author, California Reading and Literature Project, UCLA, “My Word! Using Poetry to Express and Explore Your World” Katie McKnight, Engaging Learners, Antioch, IL, “The Power of “Yes . . . . AND” Alan Sitomer, Scholastic, Inc., “Voice with a Purpose: Connecting Engagement to Student Achievement” 2018 NCTE ANNUAL CONVENTION PROGRAM

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Presenters: Steven Arenas, Westview High School, Avondale, AZ, “I Am Not a Taco: Using Poetry to Navigate Identities” Monica Baldonado-Ruiz, ASU Preparatory Academy and Arizona State University, Phoenix, “Mapping My Identity: Navigating Intersectionality in Personal Identities” Ashley Yap, ASU Preparatory Academy and Arizona State University, Phoenix, “A Walk in the Hood: Drawing on Community Cultural Wealth”

382 B

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K SESSIONS / 2:45–4:00 P.M. K.14 Sum . . . Sum . . . Sum . . . Summertime! Promoting M Argumentative Writing with HighM S Needs Schools through Summer C Writing Camps for Youth 380 D With success for teaching college, career, and community writing in high-needs schools (C3WP), several National Writing Project sites asked themselves, “What might result from the intentional collaboration to create NWP summer writing camps to promote argumentative writing with young people who attend high-needs schools?” Chair: Bryan Ripley Crandall, Connecticut Writing Project, Fairfield Presenters: Kimberly Herzog, Connecticut Writing Project, Fairfield, Project Citizen, and Westport Public Schools, Westport, CT, “Flying Lessons from the Prose” Katie Kline, Greater Kansas City Writing Project and University of Central Missouri, Kansas City, “Stories for Justice” Shaun Mitchell, Connecticut Writing Project, Fairfield, Project Citizen, and Central High School, Bridgeport, CT, “Flying Lessons from the Prose” Bryn Orum, Greater Madison Writing Project and University of Wisconsin–Madison, “Rise Up and Write” Rebecca Peterson, Maine Writing Project, Orono and Freeport High School, Freeport, ME, “Raise Your Voice” Kristina Sanborn, Maine Writing Project, Orono and Traip Academy, Kittery, ME, “Raise Your Voice” Ellen Shelton, University of Mississippi Writing Project, Quitman County, and University of Mississippi, Oxford, “Writers for Change” Dave Wooley, Connecticut Writing Project, Fairfield, Project Citizen, and Westhill High School, Stamford, CT, “Flying Lessons from the Prose”

K.15 Raising Student Voices through Listening Arguments: Teaching M Students to Read and Write toward M S Understanding through Multiple C Perspectives TE

352 DEF In this roundtable session, secondary teachers and teacher educators share lessons, activities, and strategies for teaching students to speak and write arguments that listen to multiple perspectives and argue for potential ways

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forward. Participants will choose from different roundtables to gain practical ideas and materials and converse with other teachers. Chair and Roundtable Leader: Jennifer VanDerHeide, Michigan State University, East Lansing, “Using Questions to Prompt Listening Argument Moves in Speaking and Composition” Roundtable Leaders: Erica Beaton, Cedar Springs High School, MI, “Teaching Argument with Multiple Voices and Multiple Genres” Benjamin S. Briere, Seaholm High School, Birmingham, MI, “Big Board Big World: Inviting Inquiry and Discovery in Community Partnerships” Mary Juzwik, Michigan State University, East Lansing, “Engaging in Community-Based Argument Writing That Joins a Conversation” Jessyca Mathews, Red Cedar Writing Project, East Lansing, MI, “’Fight the Power!’ Developing StudentDirected Community-Based Presentations for Argument toward Issues of Social Injustice” Mitchell Nobis, Birmingham Public Schools, MI, “Using Contemporary Mentor Texts to Show Argument in Action” Allison Wynhoff Olsen, Montana State University, Bozeman, “Exploring Rationalities and Pragmadialectics While Composing and Critiquing Arguments” Dawn Reed, Red Cedar Writing Project, East Lansing, MI, “Look Closely: Composing and Recognizing Visual Arguments” Dave Stuart Jr., Cedar Springs High School, MI, “Teaching Listening Arguments with Pop-Up Debate”

K.16 Discovering Diverse Voices through Deep Understanding of G Student Histories: Affirming Self, TE Understanding the Past, Creating the Future 361 EF This session will focus on discovering the power of voice through writing in response to powerful literature and local and personal histories. Work in (1) a Korean school serving both recent immigrants and American-born citizens, (2) an International Baccalaureate school, and (3) preservice teacher education classrooms will be shared. Presenters: Linda Christensen, Oregon Writing Project/Rethinking Schools, Portland Sharon O’Neal, Texas State University, Round Rock Yeonjai Rah, Bridge International Christian Academy, Round Rock, TX, “Raising the Voices of Our Youngest Scholars”

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K SESSIONS / 2:45–4:00 P.M. Debbie Shepherd, Meridian World School, Round Rock, TX, “Raising Student Voices through the Power of Local Histories” Laura Lee Stroud, Texas State University, Round Rock, “Raising Preservice Teachers to Find Their Voices”

K.17 Whose Voice Is It Anyway? Contributions of Silence, Talk, and E Writing to Students’ Identities in M School M S TE

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Presenters: Katherine Bomer, University of Northern Texas, Denton, “Voice Is a Fingerprint: Identity and Equity in Student Writing” Donna Santman, Intermediate School 89, New York City, NY, “What Should a Middle School Student Be Writing in Her Classroom?” Tracy Spruce, “We Have a Voice in This Community (So She Says)”

K.18 Continuing the Journey 2: Dangerous Approaches to M Authentic Writing and Language M S

M S

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Explore the power of reading from classroom launch to personalized assessment. Lift off with ignite stories. Send readers into orbit by conferring. Feel the gravitational pull of students’ voices. Talk with students about their reading lives. Harness the power of independent reading in the secondary classroom.

Presenters: Nancy Johnson, Western Washington University, Bellingham, “Let Them Read” Collin Larke, Singapore American School, “Book Club Catalyst” Lee Ann Spillane, Singapore American School, “Personalize Your Practice”

K.20 Increasing Engagement through Choice of Genre E 371 B To honor student voice, students must make authentic decisions when writing. Encouraging and supporting student choice in genre leads to higher levels of engagement and authentic learning for writers. In this session, the presenters will examine strategies and ideas for supporting students when they choose genres of passion and interest.

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A middle school teacher, high school teacher, literacy professional developer, and group of Houston high school students will interrogate and explore definitions of voice: what is it, who owns it, who is listening, and how can we co-create school spaces that invite more authentic voice in writing and speaking?

K.19 Countdown to Launch: Igniting Teen Readers M

Presenters: Emily Callahan, Crossroads Academy– Quality Hill, Kansas City, MO, “Making the Case for Choice of Genre” Ralph Fletcher, Heinemann, “Moving from Ideas to Genre” Matt Glover, Cincinnati, OH, “Making the Case for Choice of Genre” Thomas Newkirk, Heinemann, “Why Not Fiction” Kate Norem, Bush School, Seattle, WA, “Examining How Craft Cuts across Genre” Respondent: Ellin Keene, Heinemann

Chair: Deborah Dean, Brigham Young University, Provo, UT Presenters: Leila Christenbury, Virginia Commonwealth University, Richmond, “Walking on the Wild Side: Bringing ‘Forbidden’ Language into Our Classrooms” Ken Lindblom, Shoreham, NY, “Teaching Writing without a Net: Authentic Writing, Real Learning, and Real Consequences”

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K SESSIONS / 2:45–4:00 P.M. K.21 Wide Reading Leads to Deep Thinking and Serious Expression M M S

350 E

The panel will explore the impact of what we read upon our need to respond, to have our voices heard, and to take a stand we might not have taken otherwise. Further, we will explore how various formats (notebooks, blogs, tweets, vlogs) influence decisions and the quality of their products.

Presenters: Jason Augustowski, Riverside High School, Leesburg, VA Ryan Beaver, Riverside High School, Leesburg, VA Samuel Fremin, Stone Bridge High School, Ashburn, VA Connor Grady, Riverside High School, Leesburg, VA Spencer Hill, Riverside High School, Leesburg, VA Ryan Hurr, Riverside High School, Leesburg, VA Nihar Kandarpa, Riverside High School, Leesburg, VA Lester Laminack, Dillsboro, NC Tam Mandanis, Riverside High School, Leesburg, VA Jack Martinez, Belmont Ridge Middle School, Leesburg, VA Joseph O’Such, Riverside High School, Leesburg, VA Sean Petit, Riverside High School, Leesburg, VA Kellen Pluntke, Riverside High School, Leesburg, VA Linda Rief, Oyster River Middle School, Durham, NH, and University of New Hampshire, Durham Rishiraj Singh, Riverside High School, Leesburg, VA Christian Sporre, Riverside High School, Leesburg, VA Dawson Unger, Riverside High School, Leesburg, VA

K.25 The Dirty Truth about Nonfiction E M M S

351 B Narrative nonfiction picture books are invaluable in training kids of any age (yes, even middle/ high schoolers) to think critically and challenge anything they feel is incorrect. This panel vividly explores how students can use them to tell the difference between fake news and the dirty (or clean) truth.

Tradebook Authors: Corrina Allen, Minoa Leah Henderson John Hendrix, Abrams Marc Tyler Nobleman Don Tate,

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K.26 Choice and Challenge: Designing and Implementing Successful M S Literature Circle Experiences for TE High School Upperclassmen 330 B This panel presentation offers instructors practical approaches to designing “real reader” units with relevant young adult novels. During these units, students create and strengthen the reading culture of a class. Participants will have time to engage in learning experiences and to begin designing a prospective literature circle unit. Presenters: Oona Marie Abrams, Chatham High School, NJ Sarah Mulhern Gross, High Technology High School, Lincroft, NJ I. W. Gregorio, Brendan Kiely, A. S. King, Vermont College of Fine Arts Gae Polisner, Wednesday Books/St. Martin’s Press/ Macmillan Nic Stone, Penguin Random House

K.27 Raising Student Voices through the Published Word M M S C

381 B Sponsored by the Recognizing Excellence in Art and Literary Magazines Committee (REALM) Designed to inspire teachers to use student writing, this session promotes ways for students to “publish” their work to authentic audiences. From literary magazine publication to school-sponsored writing events, learn how to engage students in the process of revision and publication. Share ideas and gain a network of support.

Roundtable Leaders: Peter Elliott, The John Cooper School, The Woodlands, TX Alexa Garvoille, Virginia Tech, Blacksburg

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K SESSIONS / 2:45–4:00 P.M. Laura Gellin, Park Tudor School, Indianapolis, IN Rebekah Goode-Peoples, Woodward Academy, College Park, GA David Alan Ragsdale, Clarke Central High School, Athens, GA Gillian Schneider, Neuqua Valley High School, Naperville, IL

K.28 Every Whispered Voice: Engaging Kindergartners in E Critical Literacy 370 B

Presenters: Sara Ahmed, NIST International School, Thailand Tricia Ebarvia, Conestoga High School, Berwyn, PA Chad Everett, Horn Lake Middle School, MS Jessica Lifshitz, Meadowbrook School, Northbrook, IL

K.33 Raising Our Student Affiliate Voice: College and University M NCTE Organizations Connect for M S Collaboration C TE

This session offers NCTE student affiliate members/leaders the opportunity to reflect on organization successes, challenges, professional development activities, and ways to communicate with members. We will offer preservice teachers the opportunity to create a communication group online in order to offer continued support for one another in the future.

Presenters: Elizabeth Bemiss, Lula J. Edge Elementary School, Niceville, FL Vicki Burger, Lula J. Edge Elementary School, Niceville, FL

K.30 Raising Feminist Voices in Literature and Life: Of Juliet, M S Daisy, Beyoncé, and #MeToo C TE

350 D This session is designed to help secondary teachers encourage students to read both cultural and literary texts through the lens of gender. In this interactive session, we will offer specific lessons developed in response to both particular texts as well as contemporary cultural events and help participants create their own.

Presenters: Deborah Appleman, Carleton College, Northfield, MN Elizabeth Johnson, South High School, Minneapolis, MN Patrick Pelini, Patrick Henry High School, Minneapolis, MN

K.31 Reading for Freedom and Identity: Teaching Students to M Read beyond Bias M S C

350 F Students who can navigate demanding texts become adults who are empowered to participate responsibly in a democratic

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Chair: Jill Adams, faculty advisor, NCTE MSUDenver Student Affiliate, Metropolitan State University of Denver, CO Presenters: Jessica Day, NCTE MSUDenver Student Affiliate, Metropolitan State University of Denver, CO Aaron DeLay, NCTE MSUDenver Student Affiliate, Metropolitan State University of Denver, CO Claudia Graham, secretary, NCTE MSUDenver Student Affiliate, Metropolitan State University of Denver, CO Katrina Grenell, president, NCTE MSUDenver Student Affiliate, Metropolitan State University of Denver, CO

K.34 Back Matter Matters E M TE

361 B This panel combines the expertise of two educators, both former members of NCTE’s Orbis Pictus Award for Outstanding Nonfiction for Children Committee, with an author and an illustrator of children’s books in defining back matter, discussing its importance, and addressing how back matter supports children as readers, writers, and researchers.

Presenters: Candace Fleming, Random House Children’s Books Cyndi Giorgis, Arizona State University, Tempe Marie LeJeune, Western Oregon University, Monmouth Eric Rohmann, Random House Children’s Books

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Join us as we share a critical literacy project implemented in a kindergarten classroom. This interactive session will provide participants with strategies to use to help students engage in critical literacy inquiries, respond critically to literature, and raise social cultural awareness.

society and to use their voices to change the world. Explore practical strategies that help students unpack how bias, identity, and reading intersect—and how these intersections affect their responses to challenging texts.

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K SESSIONS / 2:45–4:00 P.M. K.35 Lifting Up Marginalized Student Voices and Disrupting the English M Classroom: A Culturally Sustaining M S Approach C TE

K.37 Opening the Borders of Reading: Culturally Sustaining and Liberating TE Literature 370 F

350 C How might teachers create curriculum and cultivate communities that work toward justice, healing, and equity? In this session, you will hear from practicing teachers who are utilizing culturally sustaining pedagogy to affirm and sustain students’ identities and disrupt ways in which schools oftentimes maintain white supremacy and oppression.

Chair: Lorena Germán, Headwaters School, Austin, TX Presenters: Matthew Homrich-Knieling, César Chávez Academy, Detroit, MI Lakisha Odlum, Teachers College, Columbia University, New York, NY Django Paris, University of Washington, Seattle Julia Torres, The Educator Collaborative and Montbello Campus, Denver Public Schools, CO

K.36 Going Farther with Digital Learning: Practical Roundtables on Tools, M Projects, and Online Communities

At this presentation of activist and disruptive ideas related to reading in the ELA classroom, participants will learn about reading intervention, publishers’ influence on nationalist and racial characteristics of literature, liberation reading, and feminist economics coupled with crunk feminism. Presenters: Lynne Bercaw, San Diego State University, CA Edith Campbell, Indiana State University, Terre Haute Sydney Jacobs, Graham High School, NC Cindy Morton-Rose, Meredith College, Raleigh, NC Laura Roy, La Salle University, Philadelphia, PA Ger Thao, Wilson Elementary School, Gridley, CA

K.38 Too Much Blood on These Yellow Brick Streets: Resistance and Hip-Hop S Literacy in Oz Retellings and Young Adult Literature 372 F In this session, we explore three youth-oriented texts—the MGM 1939 film The Wizard of Oz, Todrick Hall’s 2016 YouTube visual album Straight Outta Oz, and Angie Thomas’s The Hate U Give—using multiliteracies, hip-hop literacy, and youth participatory culture in order to discuss contemporary social issues and youth activism.

320 C Whether you are new to using digital tools in your instruction or a seasoned technophile, this roundtable session has a broad and exciting range of projects, integrations, communities, and ideas to share. You will leave brimful of ideas to take to your students! Roundtable Leaders: Michelle Ambrosini, Holicong Middle School, Doylestown, PA Sonja Cherry-Paul, Farragut Middle School, Hastingson-Hudson, NY Christina DiZebba, Hudson River Middle School-IS289, New York, NY Anna Griffin, 826 National, San Francisco, CA Kristina Holzweiss, Bay Shore Middle School, NY Ivey Homer, Lexington Middle School, SC Dana Johansen, Heinemann Dakashna Lang, Livingston Public Schools, NJ Jenny Martin, Bridgewater College, VA Meghann McFadden, Montgomery County Schools, Clarksville, TN Mary Rice, University of New Mexico, Las Cruces Molly Rickert, Holicong Middle School, Doylestown, PA Debbie Shoulders, Clarksville Montgomery County, TN Kait Steele, 826 National, San Francisco, CA

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Presenters: Karly Marie Grice, Millikin University, Decatur, IL Caitlin Murphy, The Ohio State University, Columbus Rachel Rickard Rebellino, The Ohio State University, Columbus

K.39 Empowering Student Voice through Dialogic Argumentation M M S C TE

380 B In this teaching demonstration, presenters share inquiry-based teaching strategies to promote dialogic learning in rhetorical argumentation. Through collaborative reading, writing, speaking, viewing, and listening practices, presenters seek to empower students to enter into challenging conversations related to justice and equity, on local and global levels.

Chair: Christine Dawson, University at Albany, NY Presenters: Heather Flood, Shenendehowa Central School District, Clifton Park, NY

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K SESSIONS / 2:45–4:00 P.M. Christopher Mazura, Guilderland High School, Guilderland Center, NY, and University at Albany, NY Respondent: Carlin Borsheim-Black, Central Michigan University, Mount Pleasant

K.42 Baldwin and Coates: Mentor Texts for Academic and Personal Growth M S C TE

K.40 Educating for Action: Developing Humanizing Pedagogical M S Frameworks for Academic and Civic TE Learning in Hyper-Standardized School Contexts 380 C

Chair and Presenter: Danielle Filipiak, University of Connecticut, Storrs Presenters: Christina Hiras, New York City Department of Education, NY Philip Twining, Teachers College, Columbia University, New York, NY Mijin Yeom, AECI, The New York City Charter High School for Architecture, Engineering, and Construction Industries, Bronx, NY

K.41 Natural Allies: School and Public Libraries Support Teen Writers S 381 C Learn how school libraries and public libraries inspire and mentor teen authors. Two high school students describe their experiences in both libraries, as their librarians provide information about effective approaches, programs that focus on youth writing and publishing, and internships that support communication and outreach skills. Presenters: Claire Aminuddin, Western Albemarle High School, Crozet, VA Peyton Beaumont, Western Albemarle High School, Crozet, VA M. K. England, Jefferson-Madison Regional Library/ HarperTeen, Crozet, VA Melissa Techman, Albemarle County Public Schools, Charlottesville, VA

This interactive session will guide participants through a series of mini-lessons that use Baldwin’s The Fire Next Time and Coates’s Between the World and Me as mentor texts to improve rhetorical analysis and personal argument writing while also engaging students in critical conversations about social justice.

Presenters: Christopher Bronke, Downers Grove North High School, IL Sara Schumacher, Glenbard East High School, Lombard, IL

K.43 From Independent to Intradependent: Create a Workshop E Classroom Culture That Amplifies M Every Voice M S

370 D Creating independent writers is the goal, but students often underestimate their peers’ expertise as authors, mentors, supporters, and teachers in the writing classroom. In this session, teachers will learn concrete strategies for building an intra-dependent culture in which valued student voices elevate the writing of their classmates.

SATURDAY

This session explores how four educators restructured high school English curricula to bolster critical and multimodal learning and civic engagement among students. Participants will explore projects such as zine making, hip-hop productions, and Youth Participatory Action Research as powerful opportunities for cultivating student voice and agency.

382 A

Chair and Presenter: Lisa Eickholdt, Georgia Gwinnett College, Lawrenceville Presenters: Paula Bourque, Stenhouse Publishers Allison Marchetti, Heinemann Rebekah O’Dell, St. Michael’s School, Richmond, VA Stacey Shubitz, Balanced Literacy Consulting, Harrisburg, PA

K.44 “The Ocean Is Wearing My Clothes”: Using Writing to Heal G 371 E Houston writers will share stories children composed after Hurricane Harvey and discuss ways indirect writing is used to heal, process, and unite a community. Participants will engage in a writing experience and leave with tools to create safe spaces to write and develop empathy for others through shared stories. Presenters: Nancy Barnhart, Writers in the Schools, Houston, TX Meggie Monahan, Writers in the Schools, Houston, TX Harriet Riley, Writers in the Schools, Houston, TX 2018 NCTE ANNUAL CONVENTION PROGRAM

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K SESSIONS / 2:45–4:00 P.M. K.45 Through the Looking Glass: Using a Youth Lens to Highlight Equity G and Justice in Diverse Latinx Lit TE 351 A This panel features new literary works by these diverse US Latinx authors: Alicia Gaspar de Alba, Jasminne Mendez, and Daniel Peña. Though mostly written for an adult audience, these books all feature young protagonists struggling with difficult circumstances. Chair: James Sheridan, Yes Prep Southeast, Houston, TX Presenters: Alicia Gaspar de Alba, University of California Los Angeles Jasminne Mendez, Houston, TX Samantha Merritt, Yes Prep East End, Houston, TX Daniel Peña, University of Houston-Downtown, TX

K.46 Using Songwriting to Raise Student Voices G TE

371 F Two educator/songwriters demonstrate how students can mine their experience and their classroom learning for source material to write powerful songs that question the status quo and raise student voices in informed social critique. Attendees will participate in strategies designed for the classroom. Prior songwriting experience is not required.

Presenters: Tim Duggan, Northeastern Illinois University, Chicago Christian Goering, University of Arkansas, Fayetteville

K.47 Standing Tall on the Shoulders of Giants: Co-Creating a Diverse M and Authentic Writing Workshop M S Alongside Students, Even If the Classroom Is Anything but Diverse 370 C Wanting an authentic writing workshop that honors diverse voices, even if your classroom lacks diversity? It’s possible using this inquiry workshop model—easily adapted into any classroom. Discover the creative process of real-world middle level and YA authors, and follow their advice in lessons you and your students create together.

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Presenters: Sarah Krajewski, Cleveland Hill High School, Cheektowaga, NY Vicki Meigs-Kahlenberg, Stenhouse Sandy Otto, Osseo ISD, Maple Grove, MN

K.48 Poetic Defiance, Photography, and Portraiture: Artful Analysis, M S Advocacy, and Action C TE

371 A Teacher educators unite to share three unique artistically informed techniques— portraiture, photography, and poetry—to give voice to future teachers and their students. Cultural awareness further anchors this work, highlighting ways of thinking and potential shifts in practice.

Presenters: Laura Brown, Potsdam, SUNY Sanjuana Rodriguez, Kennesaw State University, GA Sheryl Scales, Potsdam, SUNY Natasha Thornton, Kennesaw State University, GA Lance Wheatley, Michigan State University, East Lansing

K.49 Fostering Community, Resisting Injustice: Cultivating Spaces to G Empower Student Voice TE 351 D These presentations illustrate methods of resisting injustice and developing spaces for student voice. Chair: Karyn Allee-Herndon, University of Central Florida, Sanford Presenters: Kelly Armstrong Justin Grinage, University of Minnesota, Minneapolis Annemarie Kaczmarczyk, University of Central Florida, Orlando Shawntell Pace, Wando High School, Mount Pleasant, SC Hoyt J. Phillips III, Teaching Tolerance, Southern Poverty Law Center, Montgomery, AL Sherron Killingsworth Roberts, University of Central Florida, Orlando Barbie Garayúa Tudryn, Teaching Tolerance, Southern Poverty Law Center, Montgomery, AL

K.50 Students Use Inquiry and Literacy to Become Community Upstanders E M

372 A Using examples from inquiry-based, community outreach projects, teachers and administrators demonstrate ways to engage upper-elementary and middle school–age students in powerful action that teaches them

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K SESSIONS / 2:45–4:00 P.M. to build understanding, connect with others, and create change. Presenters: Annie Gentithes, Duke School, Durham, NC Claire Koerner, Duke School, Durham, NC Jenny Murray, Duke School, Durham, NC

K.51 Speak Up, Stand Up! Honoring Scholars’ Voices E 361 D Living in an era when almost daily media headlines revolve around sensitive topics in politics, it is important that we allow students freedom to express themselves, their history, and what matters most. In this session, presenters will share myriad ways to empower students to speak up and stand up.

K.52 I Like Big Books and I Cannot Lie: Voice, Choice, and #HebronReads E M S

372 B How do educators move disinterested students from reading out of obligation, or not at all, to active participants in literary adventures? Through Big Books, of course! This session explores #HebronReads, a journey aimed at growing lifelong readers and will inspire participants to cultivate strong literacy cultures on their home campuses.

Presenters: Donna Friend, Hebron High School, Lewisville, TX Shannon Whiteley, Hebron High School, Lewisville, TX

K.54 Exploring Cultures through Multicultural Children’s Literature: E Critical Conversations around Social M Issues 351 C Multicultural children’s literature is essential for classroom teachers. This panel explores four different inquiries of cultures in our society. These areas include the cultures of disability, homelessness, tolerance, and LGBTQ+. Learn about a variety of texts, literacy skills, and pedagogical practices to implement to help students find their voices.

K.55 Digital Natives Raising Their Voices: From Atticus Finch to Chance the S Rapper, Young People Today Are Inspired by Others to Change the World for the Better! 340 AB Composing with digital tools can be a powerful resource in your classroom. With some guidance, our students can use technology to speak out on current and historical social justice and equity issues. In this session, attendees will learn techniques to take technology beyond transcription to creating, composing, and compassion. Presenters: Kristina ByBee, Arizona State University, Tempe Sharon Shumway, Desert Ridge High School, Gilbert AZ Respondent: Stephanie F. Reid, Arizona State University, Tempe

K.56 Names Stories, Storygathering, and Family Photo Collages—Practices E That Honor Students’ Voices in Culturally Sustaining Ways 360 D Literacy teachers and teacher educators will share practices—from names stories to storygathering to family photo collages—that foreground students’ voices and stories in culturally sustaining ways. This interactive presentation shares findings from an ongoing national study of high-performing urban early literacy classrooms. Presenters: Alicia Boardman Haydée Dohrn-Melendez, Central Park East 2 Elementary School, New York, NY Kerry Elson, Central Park East 2 Elementary School, New York, NY Kindel Nash, Northern Parkway Elementary School, Long Island, NY Leah Panther, Mercer University, Atlanta, GA

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SATURDAY

Presenters: Eliza Braden, University of South Carolina, Columbia Jessica Burkett, Jackson Creek Elementary, Columbia, SC Valente Gibson, Jackson Creek Elementary, Columbia, SC Sabina Mosso-Taylor, Jackson Creek Elementary, Columbia, SC

Chairs: Rebekah Piper, Texas A&M University, San Antonio Ramona Pittman, Texas A&M University, San Antonio Presenters: Catherine Carreon Kaila Ruan Rachel Snow Ebony Tinajero

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K SESSIONS / 2:45–4:00 P.M. K.57 Recruiting Student Voice through Literacy Acts: Extending Literacy E beyond the Borders of Our Classrooms 360 E

K.60 Finding Their True Voice: Teaching Female Coming-of-Age Graphic M Novels (for All) M S C TE

In this interactive workshop, presenters will share ways to foster student voices through literature and digital tools. Presenters will discuss structures administrators can create to help all stakeholders understand the importance of being a culturally responsive teacher. Presenters: Brooke Geller, Teachers College Reading and Writing Project, New York, NY Elizabeth Petkanics, Teachers College Reading and Writing Project, New York, NY Alexandra Roman, Teachers College Reading and Writing Project, New York, NY Lilly Ruffo, Leonia, NJ

K.58 The Mighty Pen: Using Creative Writing to Engage Student Voice M S 342 ABDE This session allows teachers to experiment with new ways of teaching students to engage their own voices creatively. Teachers will see how these strategies are used in the classroom, and focus will be on teachers actually writing creatively for the duration of the session. Presenters: Amy Marchino, Homewood High School, Homewood, AL Liz Shults, Oak Mountain High School, Birmingham, AL

K.59 A Seat at the Table: Helping Young Students Contribute Their Voices to Community Arguments

360 ABC This presentation will help promote “equity and social justice” of female coming-of-age narratives by providing rationales for using female coming-of-age graphic novels to empower readers and support future voices; highlighting titles of such graphic novels; and sharing strategies for teachers to incorporate these graphic novels into their classrooms.

Presenters: Kara Beasley, Winthrop University, Rock Hill, SC Susan Groenke, University of Tennessee, Knoxville Robert Prickett, Winthrop University, Rock Hill, SC Carl Young, North Carolina State University, Raleigh

K.61 Tell Your Story: Celebrating Student Voices through Live Storytelling M M S

370 A Tell Your Story: Celebrating Student Voices through Live Storytelling is a studentproduced interactive evening of storytelling, music, and art. Though our event is a schoolwide, cross-curricular production, we would like to show fellow English teachers how to embrace this impactful, empowering storytelling process at the classroom, departmental, and school-wide levels.

Presenters: Gina Chandler, Hinsdale Central High School, Hinsdale, IL Robyn Corelitz, Hinsdale Central High School, Hinsdale, IL Katherine Janicek, Hinsdale Central High School, Hinsdale, IL Kathrynne Saunders, Hinsdale Central High School, Hinsdale, IL

360 F Engage in Argument as Conversation is a National Writing Project C3WP resource. Elementary students are invited to a metaphorical table where they listen to multiple expert perspectives on a current issue and learn how to contribute their own voices to a multiperspective argument. Participants will engage with models of student work. Presenter: Robin Atwood, University of Southern Mississippi, Hattiesburg

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K SESSIONS / 2:45–4:00 P.M. K.62 Responsive Teaching: The Courage to Follow the Lead of the Reader E M

361 A

K.64 Talking Back: Using Literacy to Challenge Bias in the Fourth-Grade E Classroom 361 C

How can we empower our students to take the lead, expertly teaching us about their reading lives so we can, in turn, respond? This session offers kidwatching strategies, language shifts, and teacher moves to embed more responsive teaching across the balanced literacy framework, following readers as they guide the way. Presenters: Jan Burkins, Burkins and Yaris Consulting, Wellington, FL Danielle Burtsfield, Kalispell School District, MT Christina Nosek, Christina Nosek Literacy, San Carlos, CA Kim Yaris, Burkins and Yaris Consulting, Wellington, FL Kari Yates

370 E Asking questions can deepen understanding and spark curiosity, but can it change the world? Participants will explore a framework for creating an inquiry-driven literacy classroom where students take their big questions through an inquiry cycle that results in action in the form of blog posts, podcasts, and persuasive letters. Presenters: Julia Pledl, New Heights Charter School, Los Angeles, CA Sarah Schiff, New Heights Charter School, Los Angeles, CA Respondent: Renee Houser, Renee Houser Consulting, Easton, PA

Presenters: Sol Bautista, Galindo Elementary School, Austin, TX Lauren Berrong, Galindo Elementary School, Austin, TX Meagan Best, Galindo Elementary School, Austin, TX Jessica Kamphaus, Galindo Elementary School, Austin, TX Lindsay Thomas, Galindo Elementary School, Austin, TX Susan Tily, The University of Texas at Austin

K.65 Transformational Educators in the Diverse Classroom: Let Your E Students’ Voices Be Heard! TE

342 F Would you like to foster diversity and multicultural learning through emerging literacy practices in your work with early learners? This session will provide teachers with resources, tools, and strategies that promote and support early literacy along with student equity and cultural acceptance utilizing a transformative perspective on pedagogy. Roundtable Leaders: Fredeisha Harper Darrington, Fairfield City Schools and University of Alabama at Birmingham Marisa Frederick, University of North Alabama, Florence Julie Paul, University of Alabama at Birmingham

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K.63 What Can a Question Do? The Power of Student-Led Inquiry in the G Middle School Classroom

It is important for all students to have opportunities to use literacy critically and a space to challenge their own assumptions and biases. This presentation explores a fourthgrade teaching team and their students’ work on dismantling assumptions and biases through literacy.

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K SESSIONS / 2:45–4:00 P.M. K.67 POSTER SESSION: English and STEAM, a Dream Team? G 350–360 PREFUNCTION What does design thinking look like in ELA? How can you better integrate the arts into your curriculum? These poster presentations offer vibrant answers to those questions and more.

K.68 Inquiring into Reasons Writers Write: Purpose Studies as Another G Possibility for Writing Units of Study 350 A Teachers will discuss using purpose studies in their writing workshop classrooms to support primary through college-level writers in understanding how, why, and when they might use their powerful voices in and beyond schools. Attendees will also work alongside presenters to brainstorm possibilities for using purpose studies in their own teaching.

POSTER 1: Building Empathy and Community through Performance Literature (G) Bridget Morton, Mars Hill University, Mars Hill, NC Jenny Zimmerman, Mars Hill University, Mars Hill, NC POSTER 2: Novel Engineering: How Students Construct Out-of-Book Solutions for In-Book Problems (E) Nicole Burrow, Stephen F. Austin State University Charter School, Nacogdoches, TX Nadia Smith, TX elementary school student POSTER 3: Finding Voice after Trauma through Mask Making (S) Julie Breeden, Southport High School, Indianapolis, IN Lori Breeden, University of Indianapolis, IN POSTER 4: The World of Japanese Theater: How to Create Stories with Reach Using Digital Technologies in Theater Arts, Dramatic Literature, and Performance Studies (S-C-TE) Janine Midori Fujioka, Bread Loaf Teacher Network, Middlebury, VT POSTER 5: How to Make Picture Books Work (G) You-Ling Wang, Vanderbilt University, Nashville, TN POSTER 6: Social-Emotional Learning: The Relationship of Visual Literacy and Student Voices (E-M-S) Dede Diaczenko, Decatur Independent School District, TX Rhonda Lemieux, McCarroll Middle School, Decatur, TX POSTER 7: When the Page Meets the Stage: Young Authors Find a Voice through Words and Movement (G) Haley Sigler, Washington and Lee University, Lexington, VA POSTER 8: Integrating the Arts to Raise Student Voice Shalonda Foster, Western Middle School for the Arts, Louisville, KY Deondra Smith, Western Middle School for the Arts, Louisville, KY

Presenters: Alison Eike, Lanier Early College High School, Austin, TX Charlotte Land, The University of Texas at Austin Haylee Lavender, Houston Elementary School, Austin, TX Barbara McKinnon, Houston Elementary School, Austin, TX

K.69 An Inclusive Approach to Honoring Voice in Students with Disabilities M S TE

372 C Using a social model of disability, one in which difference is theorized as a social construct, we will seek to expose the negative stereotypes surrounding disability that have forced disabled individuals into the position of other. In doing so, we can offer students with disabilities a voice.

Presenters: Amanda Biviano, Virginia Tech, Blacksburg Pamela Neal Lindstrom, Virginia Tech, Blacksburg

K.70 EXHIBITOR SESSION: Reading for Meaning with Read Naturally Live G 382 C Sponsored by Read Naturally Learn how to develop fluency, support vocabulary, and promote comprehension by combining three powerful, research-based strategies: teacher modeling, repeated reading, and progress monitoring. Learn how to meet standards and accelerate the achievement of developing and struggling readers. These effective strategies are demonstrated using Read Naturally’s web-based software program, Read Live. Presenter: Kim Whaley, assistant principal at a Title I bilingual campus in East Texas

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KL SESSIONS / 2:45 –5:30 P.M. KL.01 High School Matters S

GRAND BALLROOM C Sponsored by the Secondary Section Steering Committee High School Matters encapsulates the best elements conventions often offer separately: collegial collaboration, relevance, and engagement. The Secondary Section invites you to join us for this innovative session experience. Expect to take home a variety of ideas, concepts, strategies, and approaches peer-to-peer.

Presiding: Shekema Silveri, IFE Academy of Teaching & Technology, Conyers, GA Speakers: Thomas C. Foster, Carol Jago, Kelly Gallagher

Carol Jago is past president of NCTE. She has taught English in middle and high schools for 32 years and is associate director of the California Reading and Literature Project at UCLA. Carol is the author of With Rigor for All and several titles in NCTE’s High School Literature series. Kelly Gallagher teaches at Magnolia High School in Anaheim, California. He is the author of several books on adolescent literacy, including Readicide and Write Like This.

A book signing with Foster will take place after the event. One book to each of the first 300 people in line for the signing.

Roundtable 2: “Right to Write: Teaching Resilience through Writing” Michelle McClaine, Greater Kansas City Writing Project, MO Roundtable 3: Cards against the Humanities: Raising Student Voice to Promote Interdepartmental “Table Talk” Jennifer Silver, Vistamar High School, El Segundo, CA Roundtable 4: “We Have a Dream”: Empowering Students’ Voices through Collaborative Writing and Performance Ruth Li, University of Michigan, Ann Arbor Roundtable 5: Bring Silent Voices to Sound through Podcasting Nicole Boyer, Jefferson R-VII School District, Festus, MO Natalie Fallert, Rockwood School District, Eureka, MO Roundtable 6: Finding Voice: Zora Neale Hurston’s How It Feels to Be Colored Me as Mentor Text Maggie Morris Davis, Illinois State University, Normal Roundtable 7: Reading between the Lines: Using LGBTQ Literature with Middle and High School Teachers and Counselors Rebecca Harper, Augusta University, GA Roundtable 8: Peeling Back the Clay of Public Education: Unmasking the Beauty of Student Voice Lyschel Shipp, Bibb County School District, GA Roundtable 9: “Words That Live Inside You”: Youth Voice and Culturally Diverse Literature Mary Neville, Michigan State University, East Lansing Roundtable 10: Voices of Middle Eastern Literature Karen Leland Libby, Interlochen Arts Academy, MI Roundtable 11: Using Literature as a Tool for Fostering Student Agency and Voice Raising with Students of Color Tanji Reed Marshall, The Education Trust Roundtable 12: Taking Writing from the Personal to the Public Minded: Teaching for Social Justice and Global Citizenship Christine Gaul, Campbell Hall School, Los Angeles, CA Roundtable 13: Writing in the Margins: Teaching Counter-narratives in Secondary ELA Classrooms Elizabeth “Lisa” Testa, Kent State University, OH Roundtable 14: Resurrecting Student Voice in Secondary Academia: Narrative Mapping as a Foundation for Writing Bridget Nelson, Southern Illinois University, Edwardsville/East Saint Louis Charter High School

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Thomas C. Foster, author of How to Read Literature Like a Professor and How to Read Poetry Like a Professor, is professor emeritus of English at the University of Michigan, Flint. His How to Read Literature Like a Professor is now in a revised edition and continues to be a staple in high school classrooms.

Roundtable 1: Accessing All Student Voices Natalie Elliott, NYOS Charter School, Austin, TX

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KL SESSIONS / 2:45–5:30 P.M. Roundtable 15: Unmasking Gender Stereotypes in Texts, Media, and Popular Culture: Creating Space for Multiple Voices and Ways of Being in the HS English Classroom Louis Martinez, Freedom High School, Bethlehem, PA Roundtable 16: World Cafe: A Model for Student Engagement Corinne Woodworth, Duxbury Public Schools, MA Roundtable 17: Dear X: Examining Race and Rhetoric through Letter Writing Kellie Thompson, YES Prep Public Schools, Houston, TX Roundtable 18: Student Self-Advocacy Mary Lou Baker, Union County Public Schools Adam Tarlton, Union County Public Schools Roundtable 19: Feed Them and They Will Come: Dishing out Diverse Reads in Book Clubs Shaina Ray, Chesnee High School, SC Caley Rogers, Chesnee High School, SC Roundtable 20: “If That Makes Me Radical, So Be It”: Examining the Critical and Digital Literacy Practices of Black Girls in Predominantly White Schools Lauren Leigh Kelly, Rutgers University, New Brunswick, NJ Roundtable 21: Detroit and the Poetry of Robert Hayden: Poems as Counterstories Annie Blais, University of Michigan, Ann Arbor Roundtable 22: Getting Personal: Alternative Writing Worlds for Academic Sponsored Writing Latrise Johnson, University of Alabama, Tuscaloosa Roundtable 23: This Time It Counts for Real: Striving towards Professional Publication of Student Work to Promote and Encourage the Voices of All Learners Georgia Brandeis, English Teacher/ISS Coordinator Brian Sweeney, Townsend Harris High School, Queens, NY Roundtable 24: Empowering Our Boys: Using Student Voice to Understand and Address the Literacy Achievement Gap Antoinette Barriga, Rutgers University, New Brunswick, NJ Roundtable 25: Authentic Student Voice in Formative Assessment? Vlogs to the Rescue! Christopher Schenk, Lick-Wilmerding High School, San Francisco, CA Roundtable 26: Supporting Adolescent Literacy Development in a Public Museum School Erica Hamilton, Grand Valley State University, Grand Rapids, MI

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320 AB This is an immersive learning experience for college teachers. The event will feature an awards presentation, a keynote address from Houston-area educator and activist Roni Dean-Burren, and a hands-on workshop in which participants develop action plans inspired by Dean-Burren’s approach to community engagement. Refreshments available throughout.

Presiding: Shelley Rodrigo, University of Arizona, Tucson Speaker: Roni Dean-Burren Roni Dean-Burren spent 12 years in public education as an English teacher and curriculum leader. In 2014, she opted to leave public education to pursue her PhD in Curriculum & Instruction. Her area of expertise is Reading, Literacy and Literature Education. Her dissertation was a qualitative study on the reading and school discipline experiences of 11th grade Black boys. Currently, Burren is a lecturer at the University of Houston, an editor for English in Texas (official journal of TCTELA), and a public speaker. Her goal is share her love of reading and its inherent power with traditionally marginalized students. Award Recognition: Richard C. Ohmann Award Recipient: “‘Engaging Race’: Teaching Critical Race Inquiry and Community-Engaged Projects” (November 2017 College English) by Laurie Grobman, Penn State Berks, Reading, PA Committee Members: Steven Alvarez, St. John’s University, Jamaica, NY Isabel Baca, University of Texas, El Paso April Baker-Bell, Michigan State University, East Lansing Bradley Bleck, Spokane Falls Community College, WA 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 Reva Sias, California State University, Fresno

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KL SESSIONS / 2:45â&#x20AC;&#x201C;5:30 P.M KL.03 The 2018 Orbis Pictus and Charlotte Huck Honor Book Award-Winning E Authors and Illustrators Share Their Stories and Insights 332 ABC Sponsored by the Elementary Section Steering Committee Come hear the 2018 Orbis Pictus and Charlotte Huck Honor authors and illustrators share stories about their writing and illustrating processes. Learn about the research and craft involved in creating these award-winning books and consider how an understanding of technique can impact your work with young writers.

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Chairs: Mary Ann Cappiello, Lesley University, Cambridge, MA Erika Thulin Dawes, Lesley University, Cambridge, MA Committee Members: Maria V. Acevedo, University of Massachusetts, Boston Seemi Aziz, University of Arizona, Tucson Bettie Parsons Barger, Winthrop University, Rock Hill, SC Desiree Cueto, Western Washington University, Bellingham

Denise DĂĄvila, University of Nevada, Las Vegas Daryl Grabarek, School Library Journal, New York, NY Jennifer Graff, University of Georgia, Athens Mary Lee Hahn, Daniel Wright Elementary School, Columbus, OH Joyce Herbeck, Montana State University, Bozeman Scott Riley, Singapore American School Stacey Ross, Austin ISD, TX Julie Waugh, The Center for Inquiry, Columbia, SC Authors and Illustrators: Chris Barton, Millbrook Press Caela Carter, HarperCollins Carmen Agra Deedy, Scholastic Dave Eggers, Chronicle Books Stephanie Graegin, Schwartz & Wade Alan Gratz, Scholastic, Inc. Shawn Harris, Chronicle Books Nicole Lea Helget, Little, Brown and Company June Jo Lee, Readers to Eaters Jacqueline Briggs Martin, Readers to Eaters Victo Ngai, Millbrook Press Man One, Readers to Eaters Susan Goldman Rubin, Abrams Jeanette Winter, Beach Lane Books Eugene Yelchin, Scholastic, Inc.

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L SESSIONS / 4:15 –5:30 P.M. L.01 TEXAS STRAND: Writin’ Good . . . Oops, WELL . . . in Texas G 351 D Tools, tips, ideas, and imagination—what do these have in common? All are needed in an ever-evolving classroom. Join five dynamic roundtables from across Texas as they highlight new ways not only to engage students but also to refresh teacher toolboxes for a successful instructional year. Featuring Texas author Jeff Anderson! Texas Writers: Transforming Instruction, Lifting Voices, Celebrating Students (G) Sarah Flusche, Goose Creek Consolidated Independent School District, Crosby, TX Tamara Meigh, Goose Creek Consolidated Independent School District, Crosby, TX Crafting Student Voice with the Conventions of Language (E) Jeff Anderson, author and staff developer, San Antonio, TX Stacey Colton, Katy Independent School District, TX Whitney La Rocca, Katy Independent School District, TX Jessie Miller, Katy Independent School District, TX EQs Are the Glue: Getting Students to Read and Write Critically in Social Studies (E-M) Sharon Jones, Spring Branch Independent School District, TX Strengthening Student Writers through Skill Building and Bridging (E) Catherine Roth, Spring Branch Independent School District, TX Kristi Thaemlitz, Region IV Education Service Center, Houston, TX A Few Short Minutes with Grammar: Teaching Grammar through Reading and Writing (G) Tonya Moreland, Carroll Independent School District, Southlake, TX

L.02 Literacy Instruction Worth Fighting For: What Do We Advocate and G Why

ensure students receive the education they deserve. This interactive session will include an informative presentation by a renowned education speaker and roundtable discussions to collaborate with others who have similar interests. Chair and Roundtable Leader: Heather Rocco, Chatham High School, NJ Presenter: Thomas Newkirk, Heinemann Roundtable Leaders: Classroom Teachers: Oona Marie Abrams, Chatham High School, NJ Christina Nosek, Lucille Nixon Elementary School, Stanford, CA Brent Rivers, Sparta High School, NJ Anna J. Small Roseboro, Grand Rapids, MI Rachel Scupp, Grover Middle School, West Windsor, NJ Elizabeth Truesdell, Kamehameha Schools, Kea’au, HI Roundtable Leaders: Department Chairs and Supervisors: Christopher Bronke, Downers Grove North High School, IL Natalie Croney, Bowling Green High School, KY Ann Marie Quinlan, Lincoln Southeast High School, NE Heather Rocco, Chatham High School, NJ Sara Schumacher, Glenbard East High School, Lombard, IL Roundtable Leaders: District and Building-Level Administrators: Jacqueline Hurley, Pinellas County Schools, Largo, FL Janice Schwarze, Downers Grove North High School, IL Roundtable Leaders: English Educators: Emily Meixner, The College of New Jersey, Ewing Elsie Olan, University of Central Florida, Orlando Tom Scott Rebecca Sipe, Eastern Michigan University, Ypsilanti Amanda Stearns-Pfeiffer, Oakland University, Rochester, MI Roundtable Leaders: Literacy Coaches: Shawna Coppola, University of New Hampshire, Durham Susan Dee, Regional School Unit 5, Freeport, ME Josh Flores, independent consultant, Hoover, AL Elizabeth Primas, National Newspaper Publishers Association, Washington, DC Elaine Simos, Downers Grove North High School, IL

GRAND BALLROOM A Sponsored by the Conference on English Leadership As our expertise continues to be questioned by noneducators, literacy educators must advocate for effective literacy instruction to

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L SESSIONS / 4:15–5:30 P.M. L.03 21st-Century Storytelling through Digital Media M

L.05 SLAM 2018: Creating Critical Spaces for Critical Times G

M S

350 C

GRAND BALLROOM B

Sponsored by the Journalism Education Association

Sponsored by Studies in Literacies and Multimedia Assembly (SLAM)

Led by classroom teachers who advise students using digital media on a daily basis, this session will address the why and how of 21st-century storytelling and the invaluable experience students gain from the combination of authentic voice and digital tools to become better writers, better thinkers, and better citizens.

Through the Studies in Literacies and Multimedia Assembly, members are using media and technology to create critical spaces for dialogue and inquiry during these critical times. Participants’ use of 21stcentury literacy skills and tools in and out of the classroom facilitate these important conversations.

Presenters: Sarah Nichols, Journalism Education Association, Manhattan, KS Jonathan Rogers, Journalism Education Association, Manhattan, KS

372 DE Sponsored by the NCTE Reading Collaborative A short keynote by NCTE Past President Yvonne Siu-Runyan will create the foundation for Advocacy for Equity, Justice, and Empowerment. This leads to roundtable discussions that focus on developing multiple advocacy initiatives that work. Chair: Michael Shaw, St. Thomas Aquinas College, Sparkill, NY Roundtable Leaders: Bess Altwerger, Baltimore, MD Caryl Crowell, Tucson, AZ Steven Littles, Eastside Elementary School, Douglasville, GA Penny Silvers, DePaul University, Lake Forest, IL Yvonne Siu-Runyan, Northern Colorado University, Greeley Jesse Turner, Central Connecticut State University, New Britain Guofang Wan Rick Williams, Youngstown State University, OH Respondent: Richard Meyer, University of New Mexico, Albuquerque

Roundtable 1: Exploring Gaming Literacies Antero Garcia, Stanford University, Palo Alto, CA, Roundtable 2: Backchannels as Collaborative Meaning Making Robyn Seglem, Illinois State University, Normal Roundtable 3: Taking the Fun Out of It: The Enduring Tensions (and Possibilities) of Integrating Connected Learning into Formal Educational Contexts Nicole Mirra, Rutgers, State University of New Jersey, New Brunswick Roundtable 4: Promoting Media Literacy through Peritextual Analysis in the Classroom Melissa Gross, Florida State University, Tallahassee Don Latham, Florida State University, Tallahassee Roundtable 5: Building Critical Media Literacy through Journalistic Writing and Multimedia Production Noah Golden, Chapman University, Orange, CA, with preservice teachers from Chapman University: Talia Cain, Emmery Llewellyn, and Kaitlyn Zeigler. Roundtable 6: Mediating Dialogue and Discussion in Public Digital Affinity Spaces Chuck Jurich, University of North Carolina, Wilmington Roundtable 7: Remix Mashup: Quick and Dirty Transformations of Text and Meaning Jennifer Dail, Kennesaw State University, GA, Roundtable 8: What’s Next: Using Digital Tools and Social Media to Create Work That DOES Work Sara Kajder, University of Georgia, Athens

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L.04 Raising Student Voices: Advocating for Equity, Justice, and G Empowerment

Chair: Shelbie Witte, Oklahoma State University, Stillwater Presenter: Hannah Gerber, Sam Houston State University, Houston, TX, “eSports, Contemporary Literacies, and Tomorrow’s Classroom: Notes from the Future”

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L SESSIONS / 4:15–5:30 P.M. Roundtable 9: What eSports Means to Us: Voices of the Students Hannah Gerber, Sam Houston State University, Huntsville, TX, with high school students from The Woodlands Preparatory School eSports Team and Sam Houston State University eSports Team

L.06 Disproportionately Censored: A Conversation with YA Authors Who TE Write about Race, Gender, and Sexuality 362 ABC

Roundtable 10: The First Step Is Awareness: How Conversations about Secondary Language Arts Teachers’ Uses of Popular Culture Can Shape Critical Media Literacy Pedagogy Katherin Garland, Santa Fe College, Gainesville, FL

Sponsored by the Standing Committee Against Censorship Book bans and challenges tend to disproportionately target books that speak to the experiences of LGBTQ people and people of color. Join us in conversation with YA authors who write about race, gender, and sexuality as they discuss the need for diverse books and the disproportionality in book challenges.

Roundtable 11: Writing Ourselves: Bridging the Gap between High School and College Writing William Kist, Kent State University, OH Roundtable 12: Restoring Agency through Multimodal Composing Beth Walsh-Moorman, Lake Erie College, Painesville, OH, and Notre Dame-Cathedral Latin, Chardon, OH Roundtable 13: Using Google Docs and Google Slides in a Blended Learning Classroom to Promote Global Awareness Jennifer Austin, Kent State University, OH Roundtable 14: Social Distortion: High School Students Practice Critical Media Literacy IRL (In Real Life) Isabelle Salazar, Stephen F. Austin High School, Austin, TX Jane Saunders, Texas State University, San Marcos Roundtable 15: Designing Spaces for Creativity and Divergent Thinking: Stop-Motion Animation Adding Creative Constraints to Teaching and Learning W. Ian O’Byrne, College of Charleston, SC Roundtable 16: Utilizing Critical Literacy Frameworks to Talk with Adolescents about Immigration and Migration Julianna E. L. Kershen, University of Oklahoma, Norman Roundtable 17: “I Want To Find Out If This Is True, So I Won’t Be Afraid.” Exploring a Protocol for Critical Conversations in Elementary Classrooms Shawna Hight, Wayman Tisdale Fine Arts Academy, Tulsa Public Schools, OK Sheri Vasinda, Oklahoma State University, Stillwater

Chair: Paula Greathouse, Tennessee Tech University, Cookeville Tradebook Authors: Michael Cart Sarah Cortez Bill Konigsberg Tillie Walden, Macmillan Presenters: Brooke Eisenbach, Lesley University, Cambridge, MA Camille Gerard, Lesley University, Cambridge, MA Joan Kaywell, University of South Florida, Tampa Lesly Roessing, Georgia Southern University, Statesboro Fareesa Syeda, Lesley University, Cambridge, MA Samantha Zarkower, Lesley University, Cambridge, MA Respondent: Abena Hutchful, National Coalition Against Censorship

L.07 ELATE Commissions Meetings 2 TE

342 ABDE Sponsored by the English Language Arts Teacher Educators (ELATE) All interested ELATE (formerly CEE) and NCTE members are invited to attend the ELATE commissions of their choice.

Roundtable 1: ELATE Commission on Social Justice in Teacher Education Programs Co-Chair: Briana Asmus, Western Michigan University, Kalamazoo Co-Chair: Charles Gonzalez, Alabama A & M University, Huntsville Roundtable 2: ELATE Commission on New Literacies, Technologies, and Teacher Education Co-Chair: Amy Piotrowski, Utah State University, Logan Co-Chair: Katie Rybakova, Thomas College, Waterville, ME

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L SESSIONS / 4:15–5:30 P.M. Roundtable 3: ELATE Commission on the Study and Teaching of Adolescent Literature Chair: Victor Malo-Juvera, University of North Carolina Wilmington

L.08 Considering Equity and Justice in a Global Context: Teaching S M Postcolonial YA Literature C 320 C

Roundtable 4: ELATE Commission on the Teaching of Poetry Co-Chair: Bonner Slayton, Moore-Norman Technology Center, Norman, OK Co-Chair: Danny Wade, Washburn University, Topeka, KS Roundtable 5: ELATE Commission on English Methods Teaching and Learning Co-Chair: Heidi Hallman, University of Kansas, Lawrence Co-Chair: Kristen Pastore-Capuana, SUNY Buffalo State

Roundtable 7: ELATE Commission on Arts and Literacies Co-Chair: Katherine Macro, Niagara University, NY Co-Chair: Michelle Zoss, Georgia State University, Atlanta Roundtable 8: ELATE Commission on Dismantling the School-to-Prison Pipeline Co-Chair: David E. Kirkland, New York University, NY Co-Chair: sj Miller, University of Wisconsin-Madison Roundtable 9: ELATE Commission to Support Early Career English Language Arts Teachers Co-Chair: Claudia Marschall, Buffalo, NY Co-Chair: Anna J. Small Roseboro, NBCT, Grand Rapids, MI Roundtable 10: ELATE Commission on Family and Community Literacies Co-Chair: Tracey T. Flores, The University of Texas at Austin Co-Chair: Laura Gonzales, University of Texas at El Paso Roundtable 11: ELATE Commission on Everyday Advocacy Chair: Cathy Fleischer, Eastern Michigan University, Ypsilanti Roundtable 12: ELATE Commission on the History of English Education Co-Chair: Sheridan Blau, Teachers College, Columbia University, New York, NY Co-Chair: Patricia Stock, Michigan State University, East Lansing

Presenters: Kristina ByBee, Arizona State University, Tempe Michelle Dyer, BASIS Ahwatukee, Phoenix, AZ Amanda Luszeck, Arizona State University, Tempe, “Finding Voice through Postcolonial Young Adult Literature” Heather O’Loughlin, Arizona State University, Tempe Darby Simpson, Arizona State University, Tempe, “Gender Identity in Postcolonial Young Adult Literature” Respondent: Sybil Durand, Arizona State University, Tempe

L.09 Universal Design for Learning? Elementary, My Dear Watson! E M M S

370 C This Sherlock Holmes–themed panel will uncover the basics of UDL principles, debunk myths about UDL, and demonstrate how to apply UDL in the classroom. This interactive presentation will get you up and moving! Attendees will leave with a curated list of resources and mini-units that showcase UDL principles in practice.

Chair and Presenter: Leah Shull, New Jersey City University, Jersey City, “Putting the Clues Together: UDL in Action” Presenters: Hayet Bensetti-Benbader, New Jersey City University, Jersey City, “Profile of a Framework: Understanding UDL Principles” Anna Boscarino, New Jersey City University, Jersey City, “Debunking UDL Myths: No, It’s Not Just Differentiation!” Yalitza Vega-Bajana, New Jersey City University, Jersey City, “Profile of a Framework: Understanding UDL Principles”

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Roundtable 6: ELATE Commission on Writing Teacher Education Co-Chair: Christine Dawson, University at Albany, NY Co-Chair: Shauna Wight, Southeast Missouri State University, Cape Girardeau

This panel explores how postcolonial young adult literature, which examines issues of equity and justice in a global context, can be used in the ELA classroom. Five educators share their approaches to teaching postcolonial texts and theories with students in secondary settings.

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L SESSIONS / 4:15–5:30 P.M. L.10 Day of Early Childhood Closing Session: Reclaiming Our Voices E through Our Stories TE 371 B Stories are important tools for learning about each other’s lives. An administrator, teacher, literacy coach, and teacher educator working with diverse children and their families describe how they engage and learn from each other, children, and families through story to create more equitable and inspiring learning spaces for children and families. Chair: Julia Lopez-Robertson, University of South Carolina, Columbia Presenters: Jessica Burkett, Jackson Creek Elementary School, Columbia, SC María Del Rocío Herron, Jackson Creek Elementary School, Columbia, SC Sabina Mosso-Taylor, Jackson Creek Elementary School, Columbia, SC

L.11 G TE

Keepin’ It 100: Cyberbullying, Students’ Voices, and the Teacher Who Influences Them 372 A This proposal pertains to how my issues with social injustice, while serving as a K–12 educator, inspired former students to support me on my 2017 Showtime episode of Dark Net.

Presenter: Cicely Cobb, Paideia Academy, Phoenix, AZ

L.12 G TE

Raising Student Voice: Cultivating Agency through Meaningful and Culturally Relevant Pedagogy 352 DEF Roundtable leaders will present on critical topics that contribute to raising student voice while activating a sense of agency such as code-switching, argumentative writing, narrative writing, social justice in the classroom, community activism, and grammar in context. Participants will have the opportunity to attend two 30-minute roundtable sessions.

Roundtable Leaders: Emily Burkett, University of Alabama, Tuscaloosa, “I Definitely Wouldn’t Have Assigned That: Promoting Student Choice through Book Talks” Brandon Hatcher, University of Alabama, Tuscaloosa, “That Teacher Is Talking about What?! Navigating the Political Climate(s) within the School and Teaching Social Justice Issues” Adam Higgins, University of Alabama, Tuscaloosa, “Social Justice: Using Digital Tools to Raise Student Voice in the Classroom” Dana Jacobson, Shades Valley High School, Irondale, AL, “Building a Culture of Argument beyond a Unit of Instruction” Mary James, R. F. Bumpus Middle School, Hoover, AL, “Let Me Hear You Talk to Me” Darshna Katwala, Nassau Community College, Garden City, NY, “Literacy for Social Change” Shonterrius Lawson-Fountain, W. E. Putnam Magnet School, Birmingham, AL, “Searching for Perspective: Using Pop Culture to Enhance Students’ Critical Literacy While Encouraging Global Awareness and Advocacy” Kate Parsley, “Building a Culture of Argument beyond a Unit of Instruction” Cindy Peavy, Mountain Brook Elementary School, AL, “Autobiographical Poetry: How Writing Poems about Self Raises Student Voice and Agency” Jessica Relph, KIPP Texas Public Schools, “Transforming Students’ Writing through Code-Switching” Veronica Rhodes-Simmons, Birmingham City Schools, AL, “Gifted but Reluctant Readers and Writers” Lakeshia Smith-Moody, Brighton Middle School, Bessemer, AL, “Using Mentor Text to ‘Spice-Up’ Your Students’ Personal Narratives” Lisa Stewart, Center Point High School, AL, “Raising Student Voices: Am I My Brother’s Keeper in School, in the Community, and Beyond?” Wanda Ward, UAB/Red Mountain Writing Project, Birmingham, AL, “Making a Debatable Issue into an Argumentative Essay in Upper Elementary” Kristi Ware, “Meaningful Writing in the Social Studies Classroom”

Chairs and Roundtable Leaders: Sharonica Nelson, “Writing and Grammar” Tonya Perry, University of Alabama-Birmingham, “Community Writes: Listening to Students Share Their Voices”

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Raising Student Voices in Schools and Latina/o/x Communities 361 B The power of student voices in bi/multilingual schools and communities requires pedagogy driven by the use of diverse multicultural materials, critical perspectives about literacy development and intentional planning for connections to culturally relevant themes. Key children’s literature is highlighted by presenters with implications for designing K-12 reading and writing instruction.

L.14 M S TE

Power in Our Practice: Educating for Equity and Justice in Today’s Classrooms 340 AB This roundtable session brings together teacher educators, practicing teachers, counselors, and media specialists to explore how they are working to empower students’ voices in their own spaces. The educators will share specific ways in which they engage with issues of equity and justice before inviting participant discussion.

Chair and Roundtable Leader: Melanie Shoffner, James Madison University, Harrisonburg, VA Roundtable 1: Andi Gregorek, marriage and family therapist, Indianapolis, IN, “Creating Classroom Space for Tough Topics”

L.15 E M

Raising Student Voice to Unite Your Community 330 B This interactive workshop highlights KC Kids Unite, a project positioning children from varying demographics to bridge communities through shared stories. KC Writing Project teacher consultants will leverage students’ work to lead participants in writing and reflecting on identity in relation to community. A text list and curriculum sample will be provided.

Presenters: Rachel Evans, Greater Kansas City Writing Project, MO Melanie Fuemmeler, Greater Kansas City Writing Project, MO Taylor Vincent, Kansas City Writing Project, MO

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SATURDAY

Chair and Presenter: Tracey T. Flores, The University of Texas at Austin, “El Poder de La Mujer/The Power of Women: Latina Mothers and Daughters Amplifying Their Voices through Writing” Presenters: Denise Davila, The University of Texas at Austin, “Cultivating Children’s Voices via Cuentos para la Familia” Maria Franquiz, The University of Texas at Austin, “Bilingual Children’s Literature: Opening Doors for Kindergartners” Gilberto Lara, University of Texas Rio Grande Valley, “Beyond Borders: Storytelling, Authoring, and Intergenerational Learning in the Bilingual Classroom” Maria Leija, University of Texas Rio Grande Valley, “Beyond Borders: Storytelling, Authoring, and Intergenerational Learning in the Bilingual Classroom” Adeli Ynostroza, University of Utah, Salt Lake City, “Bilingual Children’s Literature: Opening Doors for Kindergartners”

Crystal Sogar, Summit Preparatory Charter High School, San Francisco, CA, “Bringing Color to the Classroom” Roundtable 2: Samantha Powers, Warren Township, Indianapolis, IN, “Blending the Classroom: Inclusion in an Urban Setting” Kayla Rudd, White’s Jr/Sr High School, Wabash, IN, “Breaking Barriers through Literacy” Roundtable 3: Katelyn (Katie) Garrett, Purdue University, West Lafayette, IN, “Voicing the Controversy: Challenging Our Students with Difficult Texts” Chea Parton, The University of Texas at Austin, “Getting at the Tough Stuff: Critiquing Social Worlds in Texts” Roundtable 4: Tara Foor, Southport High School, Indianapolis, IN, “Authentic Engagement with Diverse Conversations” Tairan Qiu, University of Georgia, Athens, “Making Emergent Bilinguals Visible: Cultivating Agency through Voice” Roundtable 5: Kirsten Mikesell, Tri-Creek School Corporation, Lowell, IN, “The Voice—and Voicelessness—of Student Athletes” Jacob Mroczkiewicz, Delphi Community High School, IN, “Seeing through Each Other: A Case for Connection in the Secondary Classroom” Roundtable 6: Matthew Brown, Bishop Luers High School, Fort Wayne, IN, “Teacher Vulnerability and the Authentic Classroom” Melanie Shoffner, James Madison University, Harrisonburg, VA, “Developing the Dispositional Voice: The Equity of Emotion”

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L SESSIONS / 4:15–5:30 P.M. L.16 M S TE

Teaching Literature for Justice and Social Change: Highlighting Textual Voices

G TE

342 C

This session features research on literature and the teaching of literature focused on social justice and cultural change.

A panel of middle grade and young adult authors discusses how they approach writing about mental health, childhood cancer, addiction, eating disorders, and more, and why exploring these topics in literature helps us illuminate our similarities, develop connections, foster empathy, and discover the power of our own voices.

Teaching the Whole Teacher: Supporting Preservice Teachers to Find Their Voices 370 B

NWP-style session that highlights efforts of engaging preservice teachers to find and use their voices. Participants will write and discuss the ideas with presenters in this workshop, learner-focused session.

Chair: NoNieqa Ramos, Carolrhoda Lab/Lerner books Tradebook Authors: Cindy Baldwin, Baldwin Books Rebecca Caprara, Lerner Publishing Marie Miranda Cruz, Starscape Tor/ MacMillian Kati Gardner, North Star Editions, Raleigh, NC Jen Petro-Roy, Macmillan/Feiwel & Friends Rachel Lynn Solomon, Simon & Schuster/Simon Pulse

L.20 Breaking Down Stereotypes and Stigmas One Book at a Time E M M S

Chair: Coral Zayas, NYC DOE, PSMS 161 Don Pedro Albizu Campos Presenters: Lisa Ciecierski, Penn State University-The Behrend College, Erie, PA Aimee Myers, Texas Woman’s University, Denton, TX

L.18 E M S M

Asian American Stories and Voices: Not All the Same 332 D Asian American authors, representing a range of ethnic backgrounds and literary genres from picture books to YA, discuss how books highlighting unique Asian cultures can empower and validate readers and spark important conversations about Asian stereotypes. Strategies and handouts for raising cultural awareness and culturally responsive teaching will be shared.

Chair and Presenter: Jung Kim, Lewis University, Romeoville, IL Presenters: Debbi Michiko Florence, Farrar Straus Giroux Books for Younger Readers Veera Hiranandani, Penguin Axie Oh, Tu Books, an imprint of Lee & Low Books Andrea Wang, Albert Whitman & Co. and Little Bee Books

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Reading and Writing Bravely: Approaching Challenging Topics with Heart, Hope, and Honesty

361 A

Chair: Guadalupe Chávez, Cedar Creek Elementary School, Bastrop Independent School District, TX Presenters: Annamary Consalvo, University of Texas, Tyler Gina Doepker, University of Texas, Tyler Keith Newvine, Syracuse University, NY David Nurenberg, Concord Carlisle High School, Concord, MA / Lesley University, Cambridge, MA

L.17

L.19

361 EF Children’s authors (Elly Swartz, Laura Shovan, Leah Henderson, K. A. Holt), led by educator Pernille Ripp, discuss using books to break down stereotypes, battle stigmas, celebrate differences, build compassionate communities, and create change. Related classroom activities, resources, and a booklist will be provided.

Chair: Pernille Ripp, teacher/Global Read Aloud, Madison, WI Presenters: Leah Henderson, Simon & Schuster Kari Holt, Chronicle Books Laura Shovan, Random House Elly Swartz, Scholastic and Farrar Straus & Giroux/ Macmillan

L.21 M M S

Border Voices: Mexican American Authors Writing for/about South Texas Fronteri 351 B Three authors from deep South Texas—all Pura Belpré Award or honor book writers— share their journeys from border students to border teachers and finally to border authors, highlighting the personal and professional

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L SESSIONS / 4:15–5:30 P.M. discoveries about the interconnectedness of literacy and community that inspired them to tell the stories of border kids. Presenters: David Bowles, University of Texas Rio Grande Valley, Edinburg Guadalupe Garcia McCall, Tu Books/Lee & Low Books Xavier Garza, Arte Público Press and Cinco Puntos Press

L.22 Did the Mississippi Excellence in Teaching Project Work? C TE

361 D

Presenters: Johnny Allen, Mississippi State University, Starkville Austin Elders, Mississippi State University, Starkville Drew Hall, University of Mississippi, Oxford Peggy Hopper, Mississippi State University, Starkville Isaac Huckaby, Lewisburg High School, Olive Branch, MS Kaypounyers Maye, Ocean Springs High School, MS Rosemary Oliphant-Ingham, University of Mississippi, Oxford Abby Sweeney

L.23 Little Labs for Big Imaginations— Promoting Ubuntu with 3–6 Grade E Writers 351 E The Little Lab for Big Imaginations is a weeklong summer writing camp hosted by CWP-Fairfield designed to help students in grades 3–6 compose like authors. The community writing space offers opportunity for diverse youth, including relocated refugee children, to write, read, speak, perform, and most important, have fun.

371 C It is imperative that students have opportunities to develop skills like critical thinking, problem-solving, and effective communication in an authentic and meaningful way. Senior projects get students out of the classroom and into the community to tackle problems they care about and use their voices to create change. Presenters: Michelle Leavitt, Freeport High School, ME Rebecca Peterson, Freeport High School, ME

L.25 Learning to Look, Preparing to Act: Using Primary Source G Research to Activate and Empower Student Voice

SATURDAY

The first cohort of Fellows from the Mississippi Excellence in Teaching Program (METP) have graduated and are now teaching in public schools. It is time to ask the important question, “Did the program work?” Fellows will be invited to discuss valuable knowledge and skills they learned while in the program.

L.24 Curing Senioritis: Getting Seniors out of the Classroom and into the S Community through Inquiry and Reflection

370 D Using homelessness as a case study, this interactive session will present a template for teaching students to identify an issue of personal and social concern, research it using primary sources such as newspaper archives and the Library of Congress, and develop and implement a personal action plan to address it. Presenters: Pamela Holguin-Brown Kathleen Rowlands, National Writing Project and California Writing Project, Los Angeles, CA Jenn Wolfe, California State University, Northridge

Presenters: Jessica Baldizon, Cesar A. Batalla School, Bridgeport, CT Ryan Colwell, Fairfield University, CT Bryan Ripley Crandall, Connecticut Writing Project, Fairfield, CT Mindy Khamvongsa, Connecticut Writing Project, Fairfield, CT

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L SESSIONS / 4:15–5:30 P.M. L.26 Lift Every Voice: An Equitable Writerin-Residence Model E M M S

370 E The Steinfirst Writer-in-Residence program—a university/public school partnership—foregrounds #OwnVoices literature, talented authors of color, and the voices and stories of students from traditionally marginalized communities. This panel will discuss how this program was intentionally designed with an equity framework to amplify student voice. Student work will be centered.

Presenters: Kathryn Cole, Northside Elementary School, Chapel Hill-Carrboro City Schools, Chapel Hill, NC Sandra Hughes-Hassell, University of North Carolina, Chapel Hill Liz Porter, Carrboro Elementary School, Chapel Hill, NC Julie Stivers, Wake County Public School System, Raleigh, NC

L.27 Raising Our Voices and Telling Our Stories: Framing Contrasting G Narratives Surrounding the Use of High-Stakes Testing in Teacher Evaluations

L.29 Teaching Social Justice through Memoirs of Oppression: “I didn’t M know how to explain . . . so that he M S would understand” TE 371 D A critical qualitative investigation of literacy practices in one midwestern high school that promoted students’ voices to speak of issues of oppression through reading and writing memoirs. Teachers report on struggles and successes of a social justice–oriented ELA curriculum after feeling powerless in classroom discussions laden with racism and xenophobia. Presenters: Shannon Clayton, Springfield Platteview School District, NE Kelly Falch, Springfield Platteview School District, NE Michael Kersulov, Springfield Platteview School District, NE

L.30 Student Agency and Empowerment through Standards-Based M Instruction and Grading M S TE

Teachers will learn how to reinvigorate their classrooms by generating student agency through standards-based instruction and grading practices. We will offer strategies for implementing SBI/SBG, creating studentdriven learning, and removing the mystique of learning to allow students to become the determiners of their own success.

370 F Storytelling and narratives function as essential components of social movements. We share teachers’ stories collected in a five-year study, using framing theory to consider how teachers are positioned by current teacher evaluations and how teachers are responding. Participants are invited to share their stories and experiences. Presenters: Debra Goodman, Hofstra University, Hempstead, NY Elizabeth Lynch, Hofstra University, Hempstead, NY

L.28 You Have Something to Say: Helping Students to “Rise Up” through M Multigenre Reading and Writing M S 371 A

Teachers should be intentional about showing students why their words matter and how they can effect change in society. This can be done by giving students choice and space to talk so that they realize their words have purpose and power. Chair and Presenter: Katie Sluiter, Wyoming Public Schools, MI Presenters: Melissa Schneider, Wyoming Public Schools, MI Jeremy Schnotala, Wyoming Public Schools, MI Shantel VanderGalien, Wyoming Public Schools, MI

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370 A

Presenters: Julie Griggs, Bentonville High School, AR Heather Hooks, Bentonville High School, AR

L.31 M M S C TE

Voice, Selfmaking, and Worldmaking: Research on Writing, Literature, and Literacies 360 F This session features writing and literacies research for our current highly contested, fastpaced digital age. Writers’ refusal to conform, reading and teaching literature during the age of the trigger warning, and adolescent out-ofschool digital reading practices are featured.

Chair: Lizabeth Deskins, Columbus, OH Presenters: Julie Gorlewski, University at Buffalo, SUNY, NY Adam Wolfsdorf, Teachers College, Columbia University, New York, NY Lauren Zucker, Northern Highlands Regional High School, Allendale, NJ

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L SESSIONS / 4:15–5:30 P.M. L.32 Cultivating Student Voice in Safe and Inclusive High School English M Classrooms M S TE

382 B Shifts to shared power and developmental relationships establish safe and inclusive learning environments for all students. Together, presenters and participants will challenge traditional classroom protocols and generate opportunities for students to leverage their voices and reveal their unique identities.

Presenters: Melissa Eckler, Shenendehowa Central School District, Clifton Park, NY Christina Pepe, Shenendehowa Central School District, Clifton Park, NY

342 F This interactive session, offered by classroom teachers and teacher educators with experience teaching inside juvenile facilities, will explore both strategies and challenges for teacher preparation as well as curricular and pedagogical considerations for teaching writing and literature to youth in danger of being caught in the school-to-prison nexus. Presenters: Deborah Appleman, Carleton College, Northfield, MN Chris Lanier Megan Mercurio Constance Walker, Woodside Learning Center Court School, San Francisco Juvenile Justice Center, CA Peter Williamson, Stanford University, CA

L.34 Student as Lawyer: Tackling Argumentative Writing through M Podcasting M S 371 E

Presenters: Jenny Leckey, Horry County Schools Early College High School, Conway, SC Martina McKoy, Horry County Schools Early College High School, Conway, SC

L.35 Just Because My Parents Are from El Salvador You Can’t Say That E They Are Bad and Evil: Talking Back to Trump 350 D This presentation shares the story of how one bilingual teacher and her class responded to the racist, anti-immigrant discourse of Trump through a critical literacy project in which students wrote letters “talking back” to his discourse.

SATURDAY

L.33 Raising the Voices of Incarcerated Students: Teaching to Disrupt the S School-to-Prison Nexus TE

develop arguments and legal solutions that benefit their communities.

Presenters: Alicia Boardman, Northern Parkway School, Uniondale, NY Kindel Nash, Northern Parkway Elementary School, Long Island, NY Bilal Polson, Northern Parkway School, Uniondale, NY

L.36 Talking Their Way to Success: How to Establish an Environment, G Introduce Tools, and Facilitate Practices to Support Deeper Student Talk 350 E Purposeful student talk has the power to drive student achievement. In this session, expect a focus on how to establish the norms, practices, and tools that will help you harness the power of student discourse. Presenters: Sara Berg, Teachers College Reading and Writing Project, New York, NY Carl Ciaramitaro, Teachers College, Columbia University, New York, NY James Shanahan, Teachers College, Columbia University, New York, NY

How can students explore social issues while exercising their civic duty through writing? This group of high school educators will demonstrate how to use podcasting and the modern-day courtroom as a foundation that encourages students to think like lawyers to

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L SESSIONS / 4:15–5:30 P.M. L.37 The Power of Words Spoken: Poetry as Oral Text G 371 F This session describes and demonstrates the nature of the spoken lesson, in which poetry is delivered as spoken text—as oral performance and presentation. We will model lessons in which students listen to poetry, learning its language and content as they might learn the lyrics to a song. Participants will listen to several related poems presented orally and transcribe that auditory experience to discover how form and style influence meaning. Because the lesson engages students in listening and speaking, literary analysis, thesis development, and memorization simultaneously, it is ideally suited for use as an opening lesson to begin the school year. Presenter: Lawrence Scanlon, Iona College, New Rochelle, NY

L.38 LGBTQ Topics: Practical Strategies for Ideas and Implementation M M S C TE

360 ABC This LGBTQ-focused roundtable session offers something for everyone. Participants will receive practical strategies in the following areas: building culturally inclusive classrooms, tips for studying specific texts, and information about ethnodrama, poetry, local research projects, slam stories, and critical citizenship.

Chair: Michael Salinger, Scholastic, Inc. Roundtable Leaders: Toby Emert, Agnes Scott College, Decatur, GA Sarah Kathryn Gay, South Portland School Department, ME Daniel Krack, Indiana University of Pennsylvania Henry “Cody” Miller, P. K. Yonge Developmental Research School, University of Florida, Gainesville Lisa Newman, Blacksburg High School, Montgomery County, VA Shawntell Pace Holly Spinelli, Somers High School, Lincolndale, NY Precious Symonette, Miami-Dade County Public Schools, Miami, FL Josh Thompson, Blacksburg High School, VA Justo Yanez, Denver Public Schools, CO

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L.39 Building a Culture of Literacy in a Community and School by Uplifting G Student Voice TE 350 F In this panel, we will describe the Community Based Literacy Initiative and the efforts made to carefully construct cultures of literacy designed to build on the inspirational experiences and rich resources of children. The panelists will describe their unique roles in launching and sustaining efforts through ongoing professional development. Chair and Presenter: Eliza Braden, University of South Carolina, Columbia Presenters: Christie Martin, University of South Carolina, Columbia Heidi Mills, University of South Carolina, Columbia Michele Myers, University of South Carolina, Columbia Beth White, University of South Carolina, Columbia

L.40 Students’ Stories Driving a Conference, Curriculum, and G Connections 352 B Who am I? Who are you? Who are we? What do we want? Our panel discussion centers around our creation of a school-wide leadership conference and advisories that seek to answer these questions and increase student-to-school attachment through experiential activities designed to empower students’ voices through exploration of their identities. Chair: Emily Pendergrass, Vanderbilt University, Nashville, TN Presenters: Ivy Franklin, Vanderbilt University, Nashville, TN Elijah Gann Victoria King, Springfield Middle School Innovation Academy, TN Amanda Loreman, Metro Nashville Public Schools, TN

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L SESSIONS / 4:15–5:30 P.M. L.41 E M TE

Scaling Walls: How Picture Books Cross Boundaries 351 A Four acclaimed picture book creators use 32 pages to share stories about crossing borders, walls, and oceans. There are all kinds of equity and justice in different contexts. From fiction to nonfiction biography, these picture books ask readers to think about what it means to belong and do the right thing.

Chair and Presenter: Susannah Richards, Eastern Connecticut State University, Willimantic Tradebook Authors: Jon Agee, Dial Books for Young Readers/Penguin Camille Andros, Abrams The Art of Books, New York, NY Susan Wood, Abrams The Art of Books, New York, NY

Lauryn Mascareñaz, Southern Poverty Law Center, Montgomery, AL Amy Melik, Nicolet Union High School District, Glendale, WI Kate Seltzer, Rowan University, Glassboro, NJ Priscilla Thomas, International High School for Health Sciences, Elmhurst, NY Veronica Vead, Northside Independent School District, Leon Valley, TX

L.44 Let’s Hear It from the Girls: Voices from Female Picture Book E Illustrators M 351 C

During this interactive panel, Sophie Blackall, Grace Lin, and Barbara McClintock share the inspiration, creative process, and challenges illustrating picture books. They also will address obstacles they face as visual storytellers, how they raise their voices through art, and ways they give voice to real and fictional characters in stories.

L.42 #MeToo: Talking Back to Sexual Harassment and Violence with the M Support of Books, Conversation, and Community 362 DEF Teaching students to talk back to sexual violence and to own their own stories is critical to developing safer schools and a more just society. Using literature, writing, and discussion, learn ways to talk back to the dormant monster in our schools. Chair: Deborah Kelt, The University of Texas at Austin Presenters: Linda Christensen, Oregon Writing Project/Rethinking Schools, Portland Kathrin Kottemann, Adams State University, Alamosa, CO Renée Watson, Bloomsbury Publishing

L.43 Honoring the Voices of Linguistically Diverse Students G through Culturally Relevant, TE Transformative, and Multilingual Writing Approaches 332 E

Chair: Nancy Johnson, Western Washington University, Bellingham Presenters: Sophie Blackall, Hachette Book Group Grace Lin, Hachette Book Group Barbara McClintock, Hachette Book Group

SATURDAY

M S

L.45 Family Book Clubs: People Who Move the World E M M S

352 C Napoleon said, “Show me a family of readers, and I will show you the people who move the world.” The intermediate and middle grades do not have to be the lost years of reading if schools provide opportunities for their students and families to read together through family book clubs.

Presenters: Shannon Brandt, Auburn City Schools, AL Wes Gordon, Auburn City Schools, AL Michelle Hopf, Auburn City Schools, AL

This session explores innovative and culturally sustaining approaches to teaching bilingual, multilingual, and emerging bilingual learners through curriculum and writing techniques. Chair: Melissa Smith, Lake Norman Charter High School, Huntersville, NC Presenters: Valentina Gonzalez, Katy Independent School District, TX Frances Gonzalez-Garcia, Trinity Elite Education & Co., San Antonio, TX

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L SESSIONS / 4:15–5:30 P.M. L.46 Planning Writing Studies That Ignite Teacher and Student E Curiosity

L.48 From Pakistan to Buffalo: Amplifying Youth Voices for Community Change M S through Global Texts

351 F

372 B

Historically, writing workshop emphasized student curiosity. Join Karen, Leah, Claire, and Patty as they explore ways to bring curiosity back to a writing workshop where students can follow their interests, work on individual projects, and be curious and creative writers.

This interactive presentation shares strategies, activities, handouts, and assignments that support raising the voices of high school students by teaching them to research and write about challenges impacting their communities and to devise solutions that empower them to make changes through readings and discussions of the text I Am Malala.

Presenters: Karen Caine, independent consultant, Hoboken, NJ, and Heinemann author Leah Mermelstein, independent consultant, ReadWrite-Connect, Inc. Claire Noonan, Victor Central School District, NY Patty Vitale-Reilly

L.47 “Accomplice”-ing Great Things: An Action Plan for S Equity, Inclusivity, and Allied Partnerships in ELA Classrooms

Presenters: Caressa Guerrero, Health Sciences Charter School, Buffalo, NY Alicia Monaco, Health Sciences Charter School, Buffalo, NY

L.49 From Beyoncé to Erica Garner to Starr Carter: Using The Hate U Give M to Address Emotional Labor in Black M S Women’s Lives TE 372 C The Hate U Give spotlights the intense emotional labor black women and girls endure, especially in urban communities beset by police violence toward black men and boys. We invite participants to consider their roles/ identities/labors as groundwork for addressing black women’s emotional labor through this extraordinary YA novel.

361 C Educators with diverse teaching experiences and leadership roles discuss the need for, as Cornelius Minor said, not only allies, but “accomplices” to equality and inclusivity in our nation’s schools. Presenters invite you to become an accomplice by providing ideas for systemic change and plans to help you do it. Chair: Cornelius Minor, Teachers College, Columbia University, New York, NY Presenters: Lisa Dennis, Franklin Public Schools, WI Angela Faulhaber, Hamilton County Educational Services Center, Cincinnati, OH Shana Karnes Gena Mendoza, Northside Independent School District, San Antonio, TX Charles Moore, Clear Creek Independent School District, League City, TX Alejandra Ovalle-Krolick Respondent: Amy Rasmussen, Lewisville High School, TX

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Presenters: Sue Ringler Pet, Sacred Heart University, Fairfield, CT Lily Ringler, University at Albany, SUNY

L.50 Struggling against Expectations: Teachers-Turned-Authors Encourage E Students to Find Their Voice M M S

360 E In this session, teachers-turned-authors Rob Buyea, Torrey Maldonado, and Allison Varnes will share how their experiences as teachers have influenced their writing, and discuss how to use literature and writing to encourage students to stand up for what they believe in.

Chair: Melanie Koss, Northern Illinois University, DeKalb Tradebook Authors: Rob Buyea, Random House Children’s Books, New York, NY Torrey Maldonado, Random House Children’s Books, New York, NY Allison Varnes, Random House Children’s Books, New York, NY

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L SESSIONS / 4:15â&#x20AC;&#x201C;5:30 P.M. L.52 Reading People: Empathy as a Reading Strategy M S M

380 C

The existing paradigm is that reading builds empathy. While we donâ&#x20AC;&#x2122;t dispute that, this presentation considers the questions: Can empathy build reading comprehension? Can students be taught HOW to climb into a character? We explore how we went about teaching empathy as a reading strategy in two different English classrooms.

Presenters: Juliana Cucci, Maine Township High Schools District 207, Park Ridge, IL Zanfina Rrahmani, Maine Township High Schools District 207, Park Ridge, IL

M S C TE

380 D How can we engage students in holistic approaches to support their unique identities? How can we create environments that focus on nuanced thinking? Using authors including Nikki Giovanni, Kendrick Lamar, and James Baldwin, four educators will shares ideas on how to empower students while also helping them find authentic voices.

Presenters: Hasham Bhatti, Evanston Township High School, IL Robyn Corelitz, Hinsdale Central High School, IL Michael Smith, Hinsdale Central High School, IL Ayesha Truman, Hinsdale South High School, Darien, IL Dwayne Williams, Hinsdale Central High School, IL

L.54 Empowering Student Voices by Giving Choices: Promoting M Independent Reading in Urban, S Suburban, and Rural Classrooms 381 A In this panel presentation, secondary teachers from suburban, urban, and rural districts will share how they have co-created spaces in their classrooms for their students by examining what they teach, why they teach it, and how it is taught. Attendees will leave

Presenters: Andy Dean, Clarke Central High School, Athens, GA Angela Dean, Madison County High School, Danielsville, GA

L.55 Raising Voices, Raising Citizens S

381 C How can we teach discussion skills to promote civic engagement and clearer thinking? For two years, our American studies classroom has been a laboratory for teaching a variety of discussion skills. We will present an array of practical techniques for raising student voice in an engaged classroom.

Presenters: Mary Elizabeth Kenney, Adlai E. Stevenson High School, Lincolnshire, IL Doug Lillydahl, Adlai E. Stevenson High School, Lincolnshire, IL Marie Zlotnikov, Adlai E. Stevenson High School, Lincolnshire, IL

L.56 From Empathy to Community: Role Playing for Tolerance and M Acceptance M S 382 A Participants will learn about and engage in role-playing activities included in a unit that helps students practice understanding and empathy. Students read texts and write narratives to share stories that raise consciousness of feelings and emotions. Through storytelling, students create campaigns for tolerance and acceptance, building stronger communities. Presenters: Jenni Ashley, The Potomac School, McLean, VA Beth Bailey, The Potomac School, McLean, VA Ashby Rushing, The Potomac School, McLean, VA

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L.53 Breaking Binaries: The SociallyEmotionally Aware Classroom M

with strategies for how to start and sustain an independent reading program in their secondary classroom.

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L SESSIONS / 4:15–5:30 P.M. L.57 Everything You Ever Wanted to Know about Publishing in (and G Reviewing for) Research in the Teaching of English and Beyond 332 F In this informational forum, the 2018–2023 editors of NCTE’s flagship research journal, Research in the Teaching of English, will provide details about our vision, guidelines for authors, and opportunities for peer reviewers. We will also be on hand to answer questions. Presenters: Gerald Campano, University of Pennsylvania, Philadelphia Amy Stornaiuolo, University of Pennsylvania, Philadelphia Ebony Elizabeth Thomas, University of Pennsylvania, Philadelphia

L.58 POSTER SESSION: Writing With Our Voices G TE

350-360 PREFUNCTION Learn how to nurture your students’ authentic writing voices in these poster presentations that explore fresh approaches to storytelling and the smaller parts of composition that will get them there.

Poster 1: Raising Student Voice through the Use of Multimodal Tools to Support Informational and Argument Writing (E-M-S) Aileen Hower Poster 2: What’s Your Story? Using Storytelling to Coax the Reluctant Writer (S) Anita Bushell, writing tutor, New York, NY

Poster 4: Get Inked! Building Connections and Celebrating Diverse Voices through a CommunityWide Teen Writing Conference (M-S-TE) Kathy Higgs-Coulthard, Saint Mary’s College, Notre Dame, IN Terri Suico, Saint Mary’s College, Notre Dame, IN Poster 5: Mentor Sentences: The Foundations of Our Stories (G) Ansley Burnette, student Dawn Burnette, Fayette County Schools, Peachtree City, GA Poster 6: The Sociocultural Voice (S-C-TE-R) Raymond Pape, University of Massachusetts, Lowell Poster 7: Sentence Diagramming and the Cultivation of Student Voice (S) Emily Baggio, University of Illinois at Chicago Poster 8: Wring Personal Narratives: A Scaffolded Process for Early Childhood Writers (E-R) Jeradi Cohen, Wilmington College, OH

L.59 EXHIBITOR SESSION: A Teenager’s World: From Texting to Tweeting G to Text Structure 382 C Sponsored by McGraw-Hill Education Come have a “blast” with quickwrites and peer reviews to enhance student writing. Presenters: Tina Patterson, Curriculum Specialist, McGraw-Hill Education Vicki Roberts, K–12 Curriculum Specialist, McGraw-Hill Education

Poster 3: Expanding the Affordances for Children to Find and Use Their Voices through Multimodality (G) Josh Hamilton, University of Texas, Arlington Whitney Lawrence, Midway Park Elementary School, Euless, TX

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SIG SESSIONS / 6:00–7:15 P.M. SIG.01 ALAN Master Class M S

362 DEF Sponsored by the Assembly on Literature for Adolescents of NCTE (ALAN) Join a YA author for an open discussion of writing for adolescents, as well as challenges and issues facing contemporary YA authors and the field.

Chair: Mark Letcher, Lewis University, Romeoville, IL Tradebook Author: Neal Shusterman

SIG.02 American Life Stories: A Catalyst for Student Voice M S C

372 DE Sponsored by the Assembly on American Literature

Chair: Tracey Hughes, Maret School, Washington, DC Chair and Roundtable Leader: KaaVonia Hinton, Old Dominion University, Norfolk, VA Presenters: Molly Wiebel, The University of Texas at Austin Michael Anderson, North Carolina State University, Raleigh Roundtable Leaders: Steven Bickmore, University of Nevada, Las Vegas Michelle Fowler-Amato, Old Dominion University, Norfolk, VA Diana Garcia, De Zavala Elementary, San Macros Consolidated Independent School District, TX Erin Greeter, Mabel Deane Khawaja, Hampton University, VA Saba Vlach, The University of Texas at Austin Tomeka Wilcher, Hampton University, VA

362 ABC Sponsored by the Children’s Literature Assembly The 25th annual Children’s Literature Assembly Master Class focuses on professional conversations about the importance of voice and culture in children’s poetry in universitylevel classes. After a panel presentation involving children’s poets and scholars of children’s literature, attendees will engage in a discussion about the teaching of diverse children’s poetry.

Chairs: Roberta P. Gardner, Suzanne Knezek , University of Michigan-Flint Presenters: Laura Apol, Michigan State University, East Lansing David Bowles, University of Texas Rio Grande Valley, Edinburg Dywanna Smith, Claflin University, Orangeburg, SC Janet Wong, Pomelo Books, Princeton, NJ Respondents: Thomas Crisp Louise J. Shaw, Southern Connecticut State University, New Haven

SIG.04 Early Childhood Education Assembly Business Meeting E 371 B Sponsored by the Early Childhood Education Assembly The Early Childhood Assembly provides a home for all who work with young children. We look forward to engaging in dialogue as we seek to support teachers of young children with a strong emphasis on promoting thoughtful practices that enhance the teaching and learning of young children within and across diverse communities. Chair: Michele Myers, University of South Carolina, Columbia

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SATURDAY

This interactive session will provide an in-depth exploration of how life writing, particularly narratives steeped in sociocultural experiences, can urge students to give voice to their own experiences around race, class, gender, sexuality, and more. Teachers will share pedagogical ideas and explore strategies for using American life stories as catalysts for student expression (e.g., digital renderings, song, poetry, biography, and so on) that help students discover their voices.

SIG.03 CLA Master Class: Poetry, Voice, and Culture C

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SIG SESSIONS / 6:00–7:15 P.M. SIG.05 Genders and Sexualities Equality Alliance (GSEA) Business Meeting G TE

342 C Sponsored by the Genders and Sexualities Equity Alliance (GSEA) This NCTE GSEA Assembly Annual Business Meeting is an open meeting for all GSEA members and non-GSEA members of NCTE interested in learning more about the assembly and the work that we do within NCTE and beyond. We welcome all attendees to participate in our meeting.

Chairs: Summer Pennell, GSEA Chair, Truman State University, Kirksville, MO Nicole Sieben, GSEA Past Chair, SUNY College at Old Westbury Dana Stachowiak, GSEA Vice Chair, University of North Carolina Wilmington

SIG.06 Grammar Rising: A New Age of Grammar Instruction G TE

342 F Sponsored by the Assembly for the Teaching of English Grammar (ATEG) Today’s communication-rich world and rigorous standards have made expressing oneself clearly and understanding grammatical concepts as important as ever. Join Sean Ruday, Sherry Saylors, and Kristen Chesley to explore instructional strategies for teaching grammar to today’s students in interactive and effective ways.

Presenters: Kristen Chesley Sean Ruday, Longwood University, Farmville, VA Sherry Saylors, Prince George’s Community College, MD

SIG.07 Secondary School Writing Centers G

382 B Sponsored by the International Writing Centers Association (IWCA) Secondary school stakeholders will discuss how to ensure writing centers are sites of equity in schools and communities by sharing strategies to develop more equitable tutor recruitment and training methods, increasingly actionable social justice pedagogies, and exceptionally meaningful practices.

SIG.08 Zen and the Art of English Teacher Maintenance: A Quiet Hour of Peace, G Grace, and Hope in the Midst of a Busy Conference and a Divisive and Over-Busy World 381 B Sponsored by the NCTE Assembly for Expanded Perspective (AEPL) For nearly three decades, the NCTE Assembly for Expanded Perspectives on Learning has provided an oasis for the cultivation of the contemplative, affective, and spiritual dimensions of teaching and learning. Please join us for conversation, meditation, and inspiration—the last through a short set of personally refreshing writing prompts. Presenters: John Creger, American High School, Fremont, CA Bruce Novak, The Foundation for Ethics and Meaning, Indiana, PA Nan Phifer, Oregon Writing Project, Eugene

SIG.09 NCTE Collaborative Roundtables G

381 C Sponsored by the NCTE Collaboratives NCTE Collaboratives are groups established by members who have a passion for a particular topic or field within our professional community. This roundtable session will give collaborative members and others with an interest in joining an NCTE Collaborative a chance to meet, network, and learn about new initiatives and studies.

Chair: Leah Zuidema, NCTE Vice President, Dordt College, Sioux Center, IA Contemporary Literacies, Popular Culture, and Outof-School Spaces Collaborative: Alan Brown, Wake Forest University, Winston-Salem, NC; Hannah Gerber, Sam Houston State University, Huntsville, TX Language Collaborative: Mathew Espinosa, Sacramento City Unified School District, CA Reading Collaborative: Michael Shaw, St. Thomas Aquinas College, Sparkhill, NY

Chairs: Jeffrey Austin, Skyline High School, Ann Arbor, MI Renee Brown Kate Hutton, Herndon High School, VA John Nordlof, International Writing Centers Association, Philadelphia, PA

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SATURDAY EVENING EVENTS 8:00–10:00 P.M. Fountain of the Muse 342 ABDE 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. Pre-registration 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.

SATURDAY

Co-Chairs: Bonner Slayton, Moore Norman Technology Center, Norman, OK Danny Wade, Washburn University, Topeka, KS

Swapping Ground:

Oral Storytelling to Build Empathy and Confidence 320 AB Sponsored by the Storytelling SIG Welcome to the Storytelling SIG. We have an action-packed program planned. First, Chair Kevin Cordi will introduce new tellers in a work called “Tomorrow Storytellers Today.” You will find out more about the next generation of the storytelling movement. Then, National Storyteller Laura Packer will share a part-workshop, part-performance. She knows the best way to truth is through story. She uses the transformative power of story to entertain, enlighten, coach, teach, and consult; she has won multiple awards for her work. Laura is also the proprietor of thinkstory llc where she helps organizations identify, hone, and celebrate their stories. In her performance/workshop, Laura will share how oral storytelling and listening are neurologically linked to empathy, learning, and skill building. She will share stories that build empathy and help students realize that we are all more alike than we are different. She will demonstrate traditional and personal stories, then help you develop stories you can share with your students, and ways you can help them become more confident storytellers and empathetic listeners. After Laura’s presentation, we will have an open mic where you can share a story or two. All are invited. Come listen or tell, we invite you to join the community that is story. Chair: Kevin Cordi, Ohio Northern University, Ada Speaker: Laura Packer, National Storyteller

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SUNDAY, NOVEMBER 19 7:00–8:45 A.M. Children’s Literature Assembly Breakfast Candace Fleming and Eric Rohmann GRAND BALLROOM C Chairs: Trish Bandre, Salina Public Schools, KS Xenia Hadjioannou, Pennsylvania State University, Harrisburg Speakers: Candace Fleming and Eric Rohmann Candace Fleming is the author of numerous books for young adults and children, including the nonfiction titles The Lincolns: A Scrapbook Look at Abraham and Mary, winner of the Boston Globe-Horn Book Award for Nonfiction, and Amelia Lost: The Life and Disappearance of Amelia Earhart, a New York Times Notable Children’s Book of the Year. Eric Rohmann is a painter, printer, and fine-bookmaker. He is the author/illustrator of the Caldecott Medal-winning My Friend Rabbit and the Caldecott Honor Book Time Flies. He and Candace Fleming have collaborated on numerous acclaimed children’s books, including the upcoming Strongheart: Wonder Dog of the Silver Screen and Oh, No!, recipient of three starred reviews.

Photo courtesy of the author

Each breakfast ticket holder will receive a free book to be signed following the breakfast.

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SUNDAY MORNING EVENTS 7:00–8:45 A.M. Emily Kirkpatrick

Affiliate Roundtable Breakfast:

Celebration of Affiliate Voices for Students Sponsored by the Standing Committee on Affiliates

342 ABDE The Affiliate Roundtable Breakfast gives affiliate leaders and other NCTE members the opportunity to discuss issues of mutual concern. The breakfast also serves as a place to hear from NCTE leaders and a forum for the recognition of state, regional, and national affiliate activity. Affiliates and individuals will be recognized with awards for excellence, leadership, development, membership growth, recruitment of teachers of color, intellectual freedom, multicultural programs, and publications, including journals, newsletters, and websites. Speakers: Emily Kirkpatrick, NCTE Executive Director, “NCTE Accelerations” Leah Zuidema, NCTE Vice President, Dordt College, Sioux Center, IA, “Sharing Our Voices”

Leah Zuidema

NCTE AFFILIATE MULTICULTURAL AWARD WINNERS Georgia Council of Teachers of English: James Hill, President, Albany State University, GA Michigan Council of Teachers of English: Mitch Nobis, President, Seaholm High School, Birmingham, MI New Mexico Council of Teachers of English: Mary Rice, NMCTE Journal Editor, University of New Mexico, Albuquerque

Standing Committee on Affiliates Breakfast Chair: Stacey Takanishi, Hawai’i Department of Education, Honolulu

Virginia Association of Teachers of English: Mary Davis, VATE Multicultural Liaison, Petersburgh High School, VA

SUNDAY

Standing Committee on Affiliates Chair: Jean Boreen, Southern Utah University, Cedar City

10:30–11:45 A.M. National Writing Project Brunch

NEW

GRAND BALLROOM A National Writing Project Executive Director Elyse Eidman-Aadahl will offer remarks about the state of the NWP network and their work this past year at this special brunch gathering. The event is designed for teacher-leaders affiliated with National Writing Project sites around the country. Join your colleagues for food and conversation about issues important to your site, teaching writing, and more.

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M SESSIONS / 9:00 –10:15 A.M. M.01 Affiliate Extravaganza G TE

360 ABC Sponsored by the Standing Committee on Affiliates This roundtable session, hosted by the Standing Committee on Affiliates (SCOA), will provide affiliate leaders the opportunity to learn and share best practice with leaders from across the nation. Topics represent those most requested in the NCTE annual affiliate report. State affiliate leaders with exceptional programs will present.

Presenter: Margaret Ford, SCOA, Campbell, OH The Care and Feeding of Student Affiliates Jill Adams, advisor, Metro State University of Denver, CO Trina Medina, student affiliate leader De’Jah Bility, student affiliate leader Shana Faulkner, student affiliate leader Hannah Hagin, student affiliate leader Supporting Student Response through Competition Ann Quinlan, Nebraska English Language Arts Council Anastasia Wickham, Oklahoma Council of Teachers of English “No Boring Stuff”: Building an Engaging Conference Program with Inspiring Presenters Gary Anderson, Illinois Association of Teachers of English, Harper College, Palatine Un-Conventional Un-Conferences: Alternate Affiliate Meetings Susan Brooks, Minnesota Council of Teachers of English, Bethel University, St. Paul Nicholas A. Emmanuele, Northwest Pennsylvania Council of Teachers of English, McDowell Intermediate High School, Erie County Courtney McCann, Maine Conference for English Language Arts, Marshwood High School, South Berwick Jane Tucker, Maine Conference for English Language Arts, Kennebunk High School Hello Mother, Hello Father: EdCamps Allison Fetko Jones, Virginia Association of Teachers of English, Cumberland High School Ashlee Meredith, Virginia Association of Teachers of English, New Kent High School, VA Advocacy and the Affiliate Deborah Bell, Kentucky Council of Teachers of English, Murray State University Kristie Ennis, Kentucky Council of Teachers of English, Murray State University Jenna Fournel, NCTE, Washington, DC James Hill, Georgia Council of Teachers of English

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Julie Rucker, Georgia Council of Teachers of English, Tift County High School, Tifton English Festivals—Supporting Students and Teachers Gary Salvner, Western Reserve of Ohio Teachers of English, Youngstown State University Sister Rita M. Yeasted, SFCC, Western Pennsylvania Council of Teachers of English, La Roche College, Pittsburgh Supporting Teachers Supporting the Standards Amanda Palmer, Texas Council of Teachers of English Language Arts, Katy Independent School District Shona Rose, Texas Council of Teachers of English Language Arts, Texas ESC Region 16, Amarillo Passion Projects Inspire Action Haley Moehlis, Iowa Council of Teachers of English, Donna Niday, Iowa Council of Teachers of English, Iowa State University, Ames

M.02 The Future Is Now: Exploring 21st-Century Teaching Ideas with G the Next Generation of English TE Teachers GRAND BALLROOM B Sponsored by English Language Arts Teacher Educators (ELATE) In this wide-ranging session sponsored by the ELATE Graduate Strand (ELATE-GS), undergraduate and master’s level preservice and novice English teachers from across the nation will lead roundtables exploring 21st-century teaching ideas and researchdriven pedagogical practices. Please join us to support this next generation of English teachers and NCTE members. Chair: Alan Brown, Wake Forest University, WinstonSalem, NC *Student presenters are determined after the program deadline. Attendees will receive a separate program with the names of roundtable leaders and their presentation titles upon entering the session. Teacher Educators Bringing Students (Mentors) Joshua J. Anderson, University of Wisconsin, Platteville Carey Applegate, University of Wisconsin, Eau Claire Deborah Bieler, University of Delaware, Newark Carlin Borsheim-Black, Central Michigan University, Mount Pleasant Ashley S. Boyd, Washington State University, Pullman Alan Brown, Wake Forest University, Winston-Salem, NC Mona M. Choucair, Baylor University, Waco, TX Dawan Coombs, Brigham Young University, Provo, UT Bryan Ripley Crandall, Fairfield University, CT Ann D. David, University of the Incarnate Word, San Antonio, TX

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M SESSIONS / 9:00–10:15 A.M. Allen Webb, Western Michigan University, Kalamazoo Larkin Weyand, Brigham Young University, Provo, UT Alisha White, Western Illinois University, Macomb Beth Wyatt, Henderson State University, Arkadelphia, AR Carl Young, NC State University, Raleigh Roundtable Facilitators/Respondents Johnny Allred, University of Arkansas, Fayetteville David Baksh, Teachers College, Columbia University, New York, NY Meghan Barnes, University of North Carolina, Charlotte Christopher Bass, University of Illinois at Chicago Crystal L. Beach, Buford High School, Buford, GA Kelly Byrne Bull, Notre Dame of Maryland University, Baltimore Nikèl Bussolati, Knightdael High School, Knightdale, NC Fawn Canady, University of Nevada, Las Vegas Heather Coffey, University of North Carolina, Charlotte Annamary Consalvo, University of Texas at Tyler Rebecca Dierking, Truman State University, Kirksville, MO Tim Duggan, Northeastern Illinois University, Chicago Mandie B. Dunn, Michigan State University, East Lansing Mark A. Fabrizi, Eastern Connecticut State University, Windham Michelle Falter, North Carolina State University, Raleigh Sarah Bradford Fletcher, The Ohio State University, Columbus Jim Fredricksen, Boise State University, ID Seth D. French, University of Arkansas, Fayetteville Marshal George, Hunter College, CUNY Michelle Goodsite, Kennesaw State University, GA Jason Griffith, Arizona State University, Tempe Heidi Lyn Hadley, University of Georgia, Athens Sarah Hochstetler, Illinois State University, Normal Sara Hoeve, Western Michigan University, Kalamazoo Susan Houser, NCTE Past President, St. Petersburg, FL Danielle King-Watkins, University of Connecticut, Mansfield Pamela Kirkland, R.J. Reynolds High School, WinstonSalem, NC Sonja Lanehart, University of Texas at San Antonio Charlotte L. Land, The University of Texas at Austin Kira LeeKeenan, The University of Texas at Austin Mark Letcher, Lewis University, Romeoville, IL Naitnaphit Limlamai, University of Michigan, Ann Arbor Sheryl Long, Salem College, Winston-Salem, NC Steffany Comfort Maher, Indiana University Southeast, New Albany Jessica Masterson, University of Nebraska, Lincoln Russell Mayo, University of Illinois at Chicago Christy McDowell, Henderson State University, Arkadelphia, AR Nicole Mirra, Rutgers, State University of New Jersey Caitlin Murphy, The Ohio State University, Columbus

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Bill Elgersma, Dordt College, Sioux Center, IA Tracy T. Flores, The University of Texas at Austin Jill Ewing Flynn, The University of Delaware, Newark Erin Naugher Gilchrist, Samford University, Birmingham, AL Ricki Ginsberg, Colorado State University, Fort Collins Wendy Glenn, University of Colorado, Boulder Christian Z. Goering, University of Arkansas, Fayetteville Charles H. Gonzalez, Alabama A&M University, Huntsville Heidi Hallman, University of Kansas, Lawrence Alice Hays, California State University, Bakersfield Katherine Higgs-Coulthard, Saint Mary’s College, Notre Dame, IN Crag Hill, University of Oklahoma, Norman Latrise P. Johnson, University of Alabama, Tuscaloosa Dixie K. Keyes, Arkansas State University, Jonesboro Peter LaMear, Harvard University, Cambridge, MA Sarah Leibel, Harvard University, Cambridge, MA Mark A. Lewis, Loyola University Maryland, Baltimore Danielle Lillge, Illinois State University, Normal Kati Macaluso, University of Notre Dame, IN Michael Macaluso, University of Notre Dame, IN Victor Malo-Juvera, University of North Carolina, Wilmington Rob Montgomery, Kennesaw State University, GA Allison Wynhoff Olsen, Montana State University, Bozeman Melinda McBee Orzulak, Bradley University, Peoria, IL Kristen Pastore-Capuana, SUNY Buffalo State Summer Melody Pennell, Truman State University, Kirksville, MO Robert Petrone, Montana State University, Bozeman Todd Reynolds, University of Wyoming, Laramie Luke Rodesiler, Purdue University, Fort Wayne, IN Tom Romano, Miami University, Oxford, OH Gretchen Rumohr-Voskuil, Aquinas College, Grand Rapids, MI Katie Rybakova, Thomas College, Waterville, ME Sophia Tatiana Sarigianides, Westfield State University, MA Pauline Schmidt, West Chester University, PA Shelly Shaffer, Eastern Washington University, Cheney Nicole Sieben, SUNY College at Old Westbury Bobbi Siefert, Furman University, Greenville, SC Meredith N. Sinclair, Southern Connecticut State University, New Haven Thomas B. Smith, Utah Valley University, Orem Laura Snyder, Brown University, Providence, RI Terri Suico, Saint Mary’s College, Notre Dame, IN Bonnie S. Sunstein, University of Iowa, Iowa City Ann Van Wig, Eastern Washington University, Cheney Jennifer VanDerHeide, Michigan State University, East Lansing Deborah Vriend Van Duinen, Hope College, Holland, MI Donna Wake, University of Central Arkansas, Ellensburg Patricia Waters, Troy University, AL Nigel Waterton, Montana State University, Bozeman

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M SESSIONS / 9:00–10:15 A.M. Elizabeth Anne Murray, University of Alabama, Tuscaloosa Brady Nash, The University of Texas at Austin Elsie L. Olan, University of Central Florida, Orlando Chea Parton, The University of Texas at Austin Charlotte L. Pass, SUNY Cortland Joelle Pedersen, Boston College, MA Amy Piotrowski, Utah State University, Logan Kia Jane Richmond, Northern Michigan University, Marquette Margaret A. Robbins, Mount Vernon Presbyterian School, Atlanta, GA Leslie S. Rush, University of Wyoming, Laramie Lisa Scherff, McREL International, Honolulu, HI Ryan Schey, The Ohio State University, Columbus Eileen Shanahan, Eastern Kentucky University, Richmond Stephanie Anne Shelton, University of Alabama, Tuscaloosa Matt Skillen, Elizabethtown College, PA Katie Sluiter, Wyoming Public Schools, MI Kelli Sowerbrower, Newnan High School, GA Amanda Haertling Thein, University of Iowa, Iowa City Kristen Hawley Turner, Drew University, Madison, NJ Amy Vetter, University of North Carolina, Greensboro Heather Barto Wiley, RJ Reynolds High School, Winston-Salem, NC Jill Williams, The Ohio State University, Columbus Wendy R. Williams, Arizona State University, Tempe Shelbie Witte, Oklahoma State University, Stillwater Michelle Zoss, Georgia State University, Atlanta Leah Zuidema, Dordt College, Sioux Center, IA

M.03 Developing Language and Voice for Multilingual Learners through E Author Study M 371 F

Sponsored by the NCTE Language Collaborative This interactive session will engage participants in designing language instruction for multilingual learners around inspiring mentor texts as part of an author study. Educators will share how they designed the author study and used the texts to develop language to apply to writing. Presenter: Mathew Espinosa, Sacramento Unified School District, CA Respondent: Xenia Hadjioannou, Penn State University, Harrisburg Campus

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M.04 NCTE 2018 Excellence in Children’s Poetry Notable Poetry and Verse E Novels M M S TE

350 C The NCTE Excellence in Children’s Poetry Committee will present the 2018 list of Notable Books in Poetry and Novels in Verse. In addition to the Notables, the committee will demonstrate ways of promoting and using poetry in the classroom. The power of voice will be demonstrated through poetry.

Presenters: Patricia Bandré, USD 205 Salina Public Schools, KS Lesley Colabucci, Millersville University, PA Laretta Henderson, University of Wisconsin, Milwaukee Karen Hildebrand, Delaware City Schools, OH Lisa Muller, Castle High School, Newburgh, IN Lisa Pinkerton, The Ohio State University, Columbus http://www2.ncte.org/awards/excellence-in-poetryfor-children-living-american-poet/ Animal Ark. Kwame Alexander. 2017. National Geographic. Before She Was Harriet. Lesa Cline-Ransome. 2017. Holiday House. Blue Sky White Star. Sarvinder Naberhaus. 2017. Dial Books for Young Readers. Cricket in the Thicket: Poems about Bugs. Carol Murray. 2017. Christy Ottaviano Books/Henry Holt and Company. Family Poems for Every Day of the Week. Francisco Alarcón. 2017. Children’s Book Press/Lee & Low Books. Gone Camping: A Novel in Verse. Tamera Will Wissinger. 2017. Houghton Mifflin Harcourt. Here We Go: A Poetry Friday Power Book. Sylvia Vardell and Janet Wong. 2017. Pomelo Books. I Carry Your Heart with Me. E. E. Cummings. 2017. Cameron Kids/Cameron + Company. I’m Just No Good at Rhyming. Chris Harris. 2017. Little, Brown and Company. Mrs. Nelson’s Class. Edited by Marilyn Nelson. 2017. World Enough Writers. My Daddy Rules the World: Poems about Dads. Hope Anita Smith. 2017. Christy Ottaviano Books/Henry Holt & Company. Nothing Rhymes with Orange. Adam Rex. 2017. Chronicle Books. One Last Word: Wisdom from the Harlem Renaissance. Nikki Grimes. Illus. by Cozbi A. Cabrera, R. Gregory Christie, Pat Cummings, Jan Spivey Gilchrist, Ebony Glenn, Nikki Grimes, E. B. Lewis, Frank Morrison, Christopher Myers, Brian Pinkney, Sean Qualls, James Ransome, Javaka Steptoe, Shadra Strickland, and Elizabeth Zunon. 2017. Bloomsbury.

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M SESSIONS / 9:00–10:15 A.M. Out of Wonder: Poems Celebrating Poets. Kwame Alexander. 2017. Candlewick Press. Poetry for Kids: Carl Sandburg. Edited by Kathryn Benzel. MoonDance Press. Poetry for Kids: Robert Frost. Edited by Jay Parini. 2017. MoonDance Press. Poetry for Kids: Walt Whitman. Edited by Karen Karbiener. 2017. MoonDance Press. Read! Read! Read. Amy Ludwig VanDerwater. 2017. WordSong/Highlights. Runny Babbit Returns. Shel Silverstein. 2017. Harper/ HarperCollins. Song of the Wild: A First Book of Animals. Nicola Davies. 2017. Candlewick Press. That Is My Dream! Langston Hughes. 2017. Schwartz & Wade Books. Tony. Ed Galing. 2017. Neal Porter/Roaring Brook Press. Traveling the Blue Road: Poems of the Sea. Lee Bennett Hopkins. 2017. Seagrass Press. Wake Up. Helen Frost. Photographs by Rick Lieder. 2017. Candlewick Press. Watersong. Tim McCanna.2017. Paula Wiseman/Simon & Schuster Books for Young Readers. The Watcher: Inspired by Psalm 121. Nikki Grimes. 2017. Eerdmans Books for Young Readers. 2018 Notable Verse Novels When My Sister Started Kissing. Helen Frost. 2017. Margaret Ferguson Books/Farrar Straus Giroux.

371 D As a group of National Writing Project sites who serve as state affiliates for the Scholastic Art & Writing Awards, we will share the myriad ways we make sure student voices are heard and empowered in our regions from anthologies to summer workshops to teacherstudent writing marathons. Chair: Alexis Almeida, Scholastic Art & Writing Awards Presenters: Lisa Davis, Northwestern State University, Natchitoches, LA, “Teacher-Student Writing Marathon” Michael Mannix, University of Pennsylvania, Philadelphia, “Trusting the Process in Philadelphia: Supporting Teachers and Students throughout the Scholastic Art and Writing Awards” Meg Peterson, Plymouth State University, NH,

M.06 All Kids Deserve to Grow as Writers: Ways to Manage and Provide Authentic Writing M Instruction M S TE

361 B All kids deserve to grow as writers. Some classroom structures encourage improvement to happen faster than others. Join us as we explore how authentic audiences, purposes, and feedback can increase the quality of student writing. We’ll share useful and manageable ideas so that all students can write better.

Chair and Presenter: Katie Wood Ray, Heinemann Presenters: Amy Gilliam, Will Rogers Junior High, Claremore, OK, “Planning and Managing Authentic Writing” Claire MacDonald, Buffalo Grove High School, IL, “Talk Strengthens Writers’ Ideas” Liz Prather, Lafayette High School, Lexington, KY, “Helping Students Manage Real-World Writing” Cris Tovani, Stenhouse Publishers and Heinemann, “What Do You Want Me to Write? Using Learning Targets and Models to Show Possibilities”

M.07 Amplifying Voice and Choice: Inventive Writing Strategies for the Classroom E M M S

371 E In this session, three Upstate Writing Project teacher consultants will share three in-depth strategies to improve student voice and word choice. Attendees will participate in handson model lessons and will walk away with applicable strategies to amplify voice through writing.

Chair: Rebecca Kaminski, Clemson University, SC Presenters: Tobi Pirolla, Clemson University, SC Mary Schreuder, Clemson University, SC, “The Art of Rewriting—Amplifying Voice through Meaningful Revision” Heather Sox, Clemson University, SC, “Cultivating Word Choice through Personalized Learning and Community”

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M.05 Fostering the Emergence of Personal Voice through M Collaboration between Writing M S Project Sites and the Scholastic Art C & Writing Awards

“Studying Student Voice through Student Anthologies” Kelly Sassi, North Dakota State University, Fargo, “Teen Voices at Turtle Mountain”

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M SESSIONS / 9:00–10:15 A.M. M.08 Student Voice and Its Power for Change E 352 A We hear the voices of our students through the real questions, passions, and worries they share. Their voices lead us to discussions, literature, and more questioning. We will share how listening to students’ voices allows space for students to develop their own voices and take action in their own lives. Presenters: Lynsey Burkins, Dublin City Schools, OH, “Listening to Students to Enact Change” Ann Marie Corgill, Shades Mountain Elementary, Hoover, AL, “Using Poetry to Empower Critically Literate Readers, Writers, and Change-Makers” Katie DiCesare, Dublin, OH, “Anchoring Authentic Questions and Conversation to Cultivate Student Voice and Action” Lauren Scott, Dublin City Schools, OH, “Fostering Empathy and Action through Conversation and Questioning”

M.09 Professional Development for Faculty as Writers: Modeling the C Process of Finding Voice TE 350 D This panel makes the case for college instructors finding their voices as writers and teachers in order to “raise student voice.” Directors of four Writing Project sites share professional development approaches that help university faculty model the process of finding their voice, based on National Writing Project principles and practices. Presenters: David Franke, SUNY Cortland, “Why It’s Often Hard for Faculty to Find a Writing Voice, Identity, and Peers: How Faculty Writing Groups Helped Us Strengthen a Writing Culture at Our College” Amy Lannin, University of Missouri, Columbia, “Supporting Faculty as Writers through Writing Retreats: Raising Our Voices amidst the Clamor of Academic Work” Richard Louth, Southeastern Louisiana University, Hammond, “The Writing Marathon and Professional Development of Teacher/Writers” Margaret Perrow, Southern Oregon University, Ashland, “Awkwardness and Empathy: Lessons from a Faculty Writing Fellows Seminar”

M.10 Making Time for What Matters: Strategies and Practices That Open E Space for Student Voice in Writing M Classrooms 360 F While there are few things more important than student voice in the writing classroom, it can still be a struggle to find time for that voice. In this interactive session, the presenters will explore ways to cut time-stealers and maximize powerful writing instruction content while amplifying student agency and voice. Presenters: Sonja Cherry-Paul, Teachers College, Columbia University, New York, NY M. Colleen Cruz, Teachers College Reading and Writing Project, New York, NY Jennifer Serravallo, Heinemann Tiana Silvas, New City Department of Education, NY

M.11 C

Voices for Change: Encouraging Advocacy in College Composition Courses 351 A Kaplan University’s College Composition II students write about an “idea for change” relating to their community or workplace. This panel will explore the course design, which includes a digital media presentation, and share ways that students have shared their ideas via social media and community interactions like school board meetings.

Presenters: Mark Burlingame, Purdue University Global, School of General Education Galia Fussell, Purdue University Global, Fort Lauderdale, FL Stephanie Thompson, Purdue University Global, Helotes, TX

M.12 Feedback, Intervention, and Ownership: Giving Students a Voice G in Revision and the Writing Process 350 A Join our discussion about guiding students to write, revise, and conference rather than simply marking papers with red ink. We’ll share strategies for quality feedback and discuss challenges to providing students voice throughout the entire writing process, including tricky areas such as revising for grammar, choice, on-demand writing, and assessment. Chair: Patty McGee, Gravity Goldberg, LLC, Nyack, NY, “More Than Red Ink: Making Room for Choice through the Writing Process Using Quality Feedback Techniques”

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M SESSIONS / 9:00–10:15 A.M. Presenters: Leslie Blaumann, Cherry Creek School District, Denver, CO, “How Do We Transfer Student Voice to the Dreaded On-Demand Assessment?” Clay Francis, Hutchison School, Memphis, TN, “Allowing Students to Self-Evaluate: How Guided Reflection Can Lead to More Efficient Revision and Assessment” Barry Gilmore, Hutchison School, Memphis, TN Sue Gilmore, Martin Luther King Jr. Academic Magnet, Nashville, TN, “Encouraging Positive Student Voice through Informal Surveys and Thoughtful Assignments” Respondent: Nancy Akhavan, Fresno State University, CA

M.13 Remixing the Script: Using Multimodal Tools to Empower M Student Voice in the ELA Classroom M S C TE

380 D “Remixing the script” discusses ways to energize a curriculum, empower teachers to use their professional expertise, and engage students in using their own voices to create, express, and publish their ideas. Using nontraditional texts (graphic art, television), students explore and explode literacy in traditional and nontraditional formats.

M.14 Community and Collective Action through Recent Latinx Children’s E Literature M M S TE

361 EF This panel discussion explores the role of community and collective action in recent children’s literature from across the Latinx diaspora. We will address how Latinx literature can bring forward diverse voices in the classroom, invite new text-to-text and textto-world connections, and foster peer-to-peer understanding and collaboration.

Presenters: David Bowles, University of Texas Rio Grande Valley Margarita Engle, Simon & Schuster Meg Medina, Candlewick Press Emma Otheguy, Lee & Low and Bloomsbury NoNieqa Ramos, Carolrhoda Lab Lilliam Rivera, Simon & Schuster Respondent: Rita Kamani-Renedo, International High School at Prospect Heights, Brooklyn, NY

360 D Diverse books offer readers the opportunity to see themselves, to learn about others, and to see how we are interconnected. This session will share the findings of a content analysis of ILA Children’s and Teachers’ Choices titles over a five-year period focusing on the representation of socioeconomic status. Presenter: DeDe Small, Drake University, Des Moines, IA

M.16 Social Media, Young Adult Literature, and Youth Media M Production M S C TE

370 B Today’s young adult literature authors, as well as youth around the nation and world, are increasingly using social media and youth media production to change the world. This session focuses on research online and in the classroom.

Chair: Pauli Badenhorst, University of Texas Rio Grande Valley, Edinburg Presenters: Yonty Friesem, Columbia College, Chicago, IL Renee Hobbs, University of Rhode Island, Providence Nora Peterman, University of Missouri, Kansas City Connor Warner, University of Saint Mary, Leavenworth, KS

M.17 Critical Literacies and Research on Culturally Sustaining Pedagogy: A G Seat at the Kitchen Table 370 C This session presents two studies: Black female preservice teachers’ “kitchen table” sharing of experiences, and culturally sustaining pedagogy in an urban Catholic high school. Chair: Dee Ambrose-Stahl, Ligonier Valley School District, PA Presenters: Nathaniel Bryan, Miami University, Oxford, OH Leah Panther, Mercer University, Atlanta, GA Kamania Wynter-Hoyte, University of South Carolina, Columbia

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Presenters: Stephanie Loomis, Georgia State University, Atlanta, “A Remix Classroom: Using Graphic Art as Text in the ELA Classroom” Sandy Williams, Georgia State University, Atlanta, “Teaching Literature Supernaturally: Using Episodic Television as Text in the ELA Classroom”

M.15 Perspectives and Vantage Points: Socioeconomic Diversity in E Children’s and Teachers’ Choices M Titles

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M SESSIONS / 9:00–10:15 A.M. M.18 The Argument for Poetry: How Poetry Can Help Students Hear M Other Voices and Raise Their Own M S 352 B Is there room for poetry in today’s English classes? Join teachers who say “YES!” Poetry is perfect for teaching rhetorical analysis and argumentation skills. We will share strategies and lessons that you can use in your classroom on Monday for employing poetry to recognize and make compelling arguments. Chair: Jori Krulder, Paradise High School, CA Presenters: Julie Adams, Midwest City High School, Choctaw, OK Elizabeth Matheny, Frederick County Public Schools, MD Jessica Salfia, Spring Mills High School, Martinsburg, WV Respondent: Hattie Maguire, Novi Community Schools, MI

M.19 Mucking Around in English Language Arts E M S M

320 A In this interactive session, we will discuss James Gee’s notions of “mucking around” in classrooms and the ways we “do” English language arts. Participants will join us in an exploration of teacher inquiry projects and discussion of ways to transform our teaching in K–16 classrooms.

Presenters: Shana Hartman, Gardner Webb University, Shelby, NC Jeanie Reynolds, Gardner Webb University, Shelby, NC

M.20 Dialogic Literary Argumentation in the English Language Arts S Classroom: Design-Based Research TE Collaboration on Teaching Warranting as the “Meat” of the Argument 372 A Utilize argumentation and warranting as social practice in the secondary ELA classroom. Through the illustration and discussion of principles and practices, teacher-researcher collaboration speaks to the complexities of teaching argumentation and warranting. Presenters: Christina Harris, Columbus City Schools, OH Theresa Thanos, The Ohio State University, Columbus

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M.21 Using Primary Sources to Develop Research Questions and Inform M Student Voices M S C TE

372 B This session will demonstrate how to infuse a grade 12 research writing project with primary sources and evidence analysis strategies. The Library of Congress Teaching with Primary Sources Eastern Region program teamed up with urban teachers and their culturally diverse mainstream students to research the legacy of Pittsburgh minority leaders.

Presenters: Ann Canning, Library of Congress Teaching with Primary Sources Eastern Region at Waynesburg University, PA Gay Thistle, Waynesburg University, PA

M.22 Creating Community through Culture M S

342 C Two teachers and an instructional coach share how we started balancing authenticity, standards, data, and differentiation/ intervention through community and culture while meeting rigorous English standards. We will showcase student work and demonstrate how data were collected from this workshop model to create appropriate, fluid differentiation and intervention for all students.

Presenter: Apryl Henry, River Bluff High School, Lexington, SC Paige Steele, Columbia, SC

M.23 Everything’s a Text: Creating Agency through Critical Analysis M S and Interdisciplinary Collaboration 372 C Four teachers share an interdisciplinary effort to integrate critical thinking skills at a large urban high school. Follow our process of moving from compartmentalization to globalization in a schoolwide effort to help our students gain self-governance, agency, and social awareness through the analysis and synthesis of “texts” across the curriculum. Presenter: Jacob Chavez, Manzano High School, Albuquerque, NM Daniel Cummings, Manzano High School, Albuquerque, NM Amy Furst, Manzano High School, Albuquerque, NM

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M SESSIONS / 9:00–10:15 A.M. M.24 Writing from Life: Shining a Light on Our Truths to Create Authentic E Fiction M S

M.26 Trust the Process: Building Better Writers through Peer Feedback M M S

362 ABC

Providing effective feedback on their peers’ writing helps students grow as writers; designing instructive review tasks and supporting students in this process both remain challenging. Presenters will share writing and review tasks that support growth and integrate the “habits of mind” for writers such as persistence, flexibility, and metacognition.

All good fiction is a mix of truth and imagination. Join us for an interactive presentation discussing how we can help young writers safely shine a light on personal experiences to create fictional stories. Leave with practical strategies from acclaimed authors that honor students’ truths and inspire their creative imaginations. Chair: Paula Bourque, Stenhouse Publishers Tradebook Authors: Corey Ann Haydu, Dutton and Katherine Tegen Books Kari Holt, Chronicle Books Anne Nesbet, Candlewick Press Ammi-Joan Paquette, Penguin Books for Young Readers and Walden Press/HarperCollins

M.25 Eradicating Bias in Childhood: E Teaching Social Justice through Children’s Literature C TE

370 F

Chair: Robert Bittner, University of British Columbia, Okanagan, Kelowna, BC Tradebook Authors: Maribeth Boelts, Candlewick Press Sayantani DasGupta, Scholastic, Inc. Guadalupe Garcia McCall, George Fox University, Newberg, OR Shawn Harris, Chronicle Books Jeanne Lahaie, Klamath Community College, OR Author/Illustrator: Arree Chung, Macmillan Children’s Books

Chair: Troy Hicks, Central Michigan University, Mt. Pleasant Presenters: Leah Barnett, Royal Oak High School, MI Angela Lundy, Royal Oak High School, MI Derek Miller, School District of Royal Oak/Oakland Writing Project, MI

M.27 YPAR in Action: Raising Student Voice, Designing Research for S Change C TE

382 B This session shares what happened when 100 ninth graders participated in a yearlong Youth Participatory Action Research project. We offer YPAR as an alternative to the high school research project, sharing how YPAR leverages student voice for change and develops students’ literacies and abilities as researchers, writers, and civic leaders.

Presenters: Mary Frances Buckley-Marudas, Campus International School, Cleveland, OH Charles Ellenbogen, Campus International High School, Cleveland, OH

SUNDAY

This panel will give teachers the opportunity to engage with and ask questions of educators, illustrators, authors, and a publisher, opening opportunities for teachers to incorporate more children’s literature with social justice themes into their classrooms and understand the processes of making this work available in the first place.

351 B

M.28 Unlocking the Voices of Incarcerated Women G 371 B “Unlocking the Voices of Incarcerated Women” will explore the power that writing has in helping the voiceless find their voices. Led by the volunteers of Poetic Justice, a nonprofit operating in Oklahoma prisons, this session will include a viewing of the documentary Grey Matter, followed by a modeled poetry workshop. Chair: Penny Kittle, Plymouth State University, NH Presenters: Hanna Al-Jibouri, Gilcrease Elementary School, Tulsa, OK Karen Workun, Jenks High School, OK

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M SESSIONS / 9:00–10:15 A.M. M.29 Raising a Reading Community: 50ish Ways to Grow and Support M Readers in the Secondary Classroom S M (in 15 Minutes or Less a Day)

M.32 Two Brains Running: Teaching August Wilson and William S Shakespeare C TE

380 B Join us for a session jam-packed with strategies, resources, titles, and technology for sharing books and getting secondary students hooked on reading. We will concentrate on quick strategies that can be woven into any classroom curriculum and tips for building classroom routines that get students reading more than ever. Chair: Marie LeJeune, Western Oregon University, Monmouth Presenters: Anne Marie Foltz, College Hill High School, Corvallis, OR Amy Korst, Willamina High School, OR

M.30 Teaching Civil Discourse in Uncivil Times M 380 C

M S

Using resources developed by the NWP’s C3 Writers Program, this workshop will model strategies to encourage academic discourse focused on textual analysis, careful listening, and respectful discussion practices. These resources will help students find their voices in academic and civic settings and use them to write reasoned arguments. Chair: Marilyn Barber, Andrew Jackson Academy, Forestville, MD Presenters: Andrea Darbee, Long Island Writing Project/ Nassau Community College, Garden City, NY Kristen Stritzl, Division Avenue High School, NY

M.31 Spoken Word: How Student Voices Initiate Change M M S

381 C Spoken word poetry requires voice, confidence, and the language that ties it all together. This poetry demands to be performed and experienced by others. Our participants will observe, write, and perform poems and explore the impact spoken word poetry has to change communities when incorporated into writing classrooms.

381 B Sparks fly when students read the plays of August Wilson and William Shakespeare alongside one another. Learn WHY and HOW to connect these two authors in a way that deepens students’ attention to language, identity, and power. Their voices and your teaching benefit!

Presenters: Mark Miazga, Baltimore City College High School, MD Peggy O’Brien, Folger Shakespeare Library, Washington, DC Amber Phelps, Baltimore City College High School, MD

M.33 Empowering Student Voices M with Young Adult Literature and Argument Writing M S TE

310 ABC In this discussion, presenters will share teaching methods and rationales for pairing young adult literature with argument writing instruction to support a critical English education. Audience members will receive samples and resources to adapt for their classroom contexts.

Presenters: Steven Arenas, Carl Hayden Community High School, Phoenix, AZ Anthony Celaya, Arizona State University, Tempe

M.34 Don’t Make Me Laugh: Humor and Satire in the Classroom S C

330 B Using texts drawn from fiction, nonfiction, poetry, and visual images, this session describes and demonstrates methods that can enliven instruction by using humor and satire, and at the same time enhance students’ ability to appreciate subtlety, to become more sensitive to tone, and to become more comfortable writing for fun.

Presenter: Lawrence Scanlon, Iona College, New Rochelle, NY

Chair: Heather Barton, Etowah High School, Woodstock, GA Presenters: Zachary Caballero, Writers in the Schools, Houston, TX Patricia Garcia, Writers in the Schools, Houston, TX Jasminne Mendez, Arte Público Press and Writers in the Schools, Houston, TX

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M SESSIONS / 9:00–10:15 A.M. M.35 Argumentative Writing for Social Justice: What Research Says M M S

320 A Argumentative writing can be challenging even in our argumentative age! This session features a duology of research studies that examine elementary students’ writing workshops and secondary teacher professional development.

Chair: Dina Portnoy, University of Pennsylvania, Philadelphia Presenters: Ann Lawrence, University of South Florida, Sarasota-Manatee Michael Sherry, University of South Florida, Tampa Adam Tarlton, Monroe, NC

M.36 “No One Cares about Us”: E Listening to the Voices of the Racially and Economically M Disadvantaged TE 370 E

Chair: Hannah Gerber, Houston State University, TX Chair and Presenter: Benita R. Brooks, Sam Houston State University, Huntsville, TX Presenter: Parent A: Kerry Arnold, Sam Houston State University, Huntsville, TX Inservice: Samuel Grubbs, Huntsville Intermediate School, Huntsville, TX Preservice Teacher: ???, Sam Houston State University, Huntsville, TX Nancy K. Votteler, Sam Houston State University, Huntsville, TX Respondent: Ramona Pittman, Texas A&M University, San Antonio

332 E Our current paradigm labels and compartmentalizes students as readers. As teachers of reading and writing, we must carve out space for authentic language experiences, providing agency and voice for all students. We will share what we have learned and what classroom practices work to honor all who enter our classrooms.

Chair: Debra Goodman, Hofstra University, Hempstead, NY Presenters: Natalie Kolanovic Melissa McMullan, Comsewogue School District, Port Jefferson Station, NY Oddette Wilson

M.38 Fostering Computational Literacy for Student Empowerment: Why Computer M Science Belongs in the English M S Classroom and How to Get Started TE

371 A Nationwide interest in K–12 computer science is increasing exponentially. However, whereas attention focuses on STEM-related disciplines, some have argued computer science should be embedded into English language arts. In this panel, presenters offer an overview of emerging research, including examples of promising practices from ELA and literacy classrooms.

SUNDAY

This panel will include the voices of five individuals: an inservice teacher, a preservice teacher, a parent, a middle school student, and the partnership coordinator. All participated in a service learning initiative to help a community fraught with literacy malpractice cultivate at-risk students’ self-efficacy in reading and writing in mathematics.

M.37 What Came First, the Chicken or the Egg? Questioning the Origins of E “Reading Difficulties” in Schools M

Presenter: Laquana Cooke, West Chester University, PA Tom Liam Lynch, Pace University, New York, NY Jordan Schugar, West Chester University, PA

M.39 “A Little Bit Louder Now”: Using Voice-Driven Assignments to Foster C Confident College Writers 350 E This session presents a series of scaffolded writing assignments designed to support first-year learners by emphasizing student expertise, voice, and the use of familiar and unfamiliar writing technologies. Participants will co-create a voicedriven project and explore assignment options designed to foster student confidence and strong writing communities. Presenter: Kelly Garneau, Northeastern University, Boston, MA Laurie Nardone, Northeastern University, Boston, MA

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M SESSIONS / 9:00–10:15 A.M. M.40 Identity, Resistance, Voice: Writers in the Elementary E Classroom M TE

M.42 Workshopping the Online Classroom: Giving Voice to Our Students through S Confidence Building C

370 D

350 F

A collection of teachers from a diverse variety of schools discusses their experiences with curriculum rewriting, teachers as writers, and teacher inquiry projects—all with an eye toward social justice and inclusion.

How might we leverage online classrooms to build confidence in students? We make recent scholarship on virtual workshopping (including gaps in research) accessible. Then presenters share their “Anonymous Workshop Method,” which provides students with an array of student writing in a “safe” environment. Discussions are grounded in student writing.

Presenters: Martha Gutierrez, PS 204, Bronx, NY Michelle Hasty, Lipscomb University, Nashville, TN Ally Hauptman, Lipscomb University, Nashville, TN Rosanne Kurstedt, Hunter College, CUNY Carly Metzger, PS 72, The Lexington Academy, East Harlem, NY Tran Templeton, Teachers College, Columbia University, New York, NY Jennifer Tuten, Hunter College, CUNY Haeny S. Yoon, Teachers College, Columbia University, New York, NY

Presenters: Tracy Donhardt Erin Lehman, Ivy Tech Community College, Columbus, IN

M.43 Becoming Literacy Educators: Embedded Field Experiences and Embedding Social Justice in Education G TE

The complexities of teacher education arise from all directions. In order to learn about teaching in all its facets and nuances, we know that pre-service teachers’ experiences must be connected to children. Thus, preservice experiences that incorporate work with children provide powerful spaces for novice teachers to learn about teaching while becoming teachers.

M.41 Giving Voice to Our Stories: M Picture Book Biographies to M S Create Diversity 362 DEF This panel, composed of award-winning writers and experienced educators, will provide participants with an understanding of how to use picture books in the classroom, especially as mentor texts for writing. Teachers will learn practical yet innovative, studentfriendly ideas for inspiring students of all ages to tell their stories. Chair: Alyson Beecher, Glendale Unified School District, CA Presenter: Melinda Rench, Greenbriar Elementary School, Northbrook, IL Duncan Tonatiuh Tradebook Authors: Carole Boston Weatherford, Candlewick Press and Fayetteville State University, AR Barb Rosenstock, Hachette Book Group

351 C

Presenters: Eliza Braden, University of South Carolina, Columbia Catherine Compton-Lilly, University of South Carolina, Columbia Michele Myers, University of South Carolina, Columbia Elizabeth (Beth) White, University of South Carolina, Columbia

M.44 Student Writers as Change Agents: A Social Justice Approach to Integrating E Writing M M S TE

371 C Join us to explore how children in PreK–6 grade classrooms are agents of change through their writing. We will share specific examples of how children use writing as a means to change how others perceive them, change how they perceive themselves, change their thinking, and change the world around them.

Chair: Peyton Beaumont, Western Albemarle High School, Crozet, VA Presenter: Brianne Johnson, University of North Carolina, at Charlotte Respondents: Katie Kelly, Furman University, Greenville, SC Brian Kissel, University of North Carolina, Charlotte Tatiana Oliveira, Furman University, Greenville, SC

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M SESSIONS / 9:00–10:15 A.M. M.45 Transformational Fluency M M S TE

361 A Rather than a read-through, middle school readers might perform a “mumble through” or “speed through” of a text. Teaching fluency helps literally raise student voices by making them both audible and understandable. But fluency practice can also transform students’ proficiency in building content knowledge, analyzing author’s craft, and expressing themselves effectively.

Presenters: Ann Brigham, Great Minds, Washington, DC Amy Holbrook, Mad River Local Schools, Riverside, OH Ashley Wittmer, Mad River Local Schools, Riverside, OH

M.46 Finding Our Voice One Story at a Time M M S

361 D Participants will deepen their understanding of the power of multicultural children’s literature as a vehicle to engage in critically courageous conversations about fairness, justice, power, and agency. The focus will be on selecting and analyzing strong literature using Botelho and Rudman’s (2009) Critical Multicultural Analysis in Diverse English Classrooms.

M.47 Wanna Have Some Fun? Poetry That Plays with Visuals M M S

370 A Poetry is “play”; it provides students place and space to find and share their voices. This presentation will cover poetic forms and activities that offer choice, creativity, and options for visual displays. Blending visuals with words deepens the design process and allows students to connect their stories to others.

Presenters: Jenni Ashley, The Potomac School, McLean, VA Beth Bailey, The Potomac School, McLean, VA Ashby Rushing, The Potomac School, McLean, VA

352 C When young people explore sociopolitical, human themes in powerful narrative nonfiction picture books, they develop a global perspective on humanity when recognizing commonalities throughout history regardless of place, culture, or time. Survival, advocacy, innovation, love, and community bind us and lead to speaking in and speaking up. #ShrinkTheWorld

Chair: Donna Santman, 75 Morton School, MS 297, New York, NY Presenters: Ginny Lockwood, Mamaroneck Schools, NY Matt Porricelli, Mamaroneck Schools, NY Respondent: Stephanie Parsons, New York City Department of Education, NY

M.49 Write More, Grade Less E

372 F Regular writing practice (weekly drafting) alongside de-emphasizing traditional assessment opens space for the exploration that leads to students actually finding a voice. We will share a classroom structure and practice that encourages students to find their voices as writers and how we changed assessment practices to increase student freedom.

Presenters: Jay Stott, Fairview High School, Boulder, CO Sarah Zerwin, Fairview High School, Boulder, CO

M.50 “This Is My Body”: Planning a Rigorous, Relevant, and Accessible G Humanities Curriculum through Arts-Based Partnerships 351 D U School Humanities educators create curriculum that is rigorous, relevant, and accessible for all students in our nonselective, competency-based public school. Educators will share the process used to design our introductory “This Is My Body” unit, inspired by Opera Philadelphia’s “We Shall Not Be Moved,” and resulting argumentative poetry. Presenters: Clarice Brazas, U School, Philadelphia, PA Steven Humes, Opera Philadelphia, Philadelphia, PA Charlie McGeehan, U School, Philadelphia, PA Samuel Reed, U School, Philadelphia, PA

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SUNDAY

Presenters: Dahlia Hamza Constantine, Teachers College, Columbia University, New York NY Jenice Mateo-Toledo, Teachers College, Columbia University, New York NY Emel Topbas-Mejia, High School for Media and Communications, NYCDOE (District 6), New York, NY

M.48 True Stories Shrink the Globe and Increase Connectedness and Voice E

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M SESSIONS / 9:00–10:15 A.M. M.51 What’s New in the 4th Edition of the Handbook of Research on G Teaching the English Language Arts? 332 D Literacy researchers and small groups of participants will engage in conversation about topics discussed in the 4th edition of the Handbook. Participants will have opportunities to engage, ask questions, and share ideas at two roundtable conversations they select. New directions for language arts research will be identified, discussed, and followed by a question-answer exchange between participants and researchers. Chairs: Douglas Fisher, Health Sciences High, San Diego, CA Diane Lapp, San Diego State University, CA Kathryn F. Whitmore, University of Louisville , KY Roundtable Leaders: Denise Johnson, College of William and Mary, Williamsburg, VA Allison Skerrett, The University of Texas at Austin Jennifer Turner, Johns Hopkins School of Education, Baltimore, MD Amber Warrington, Boise State University, ID Susan Watts-Taffe, University of Cincinnati, OH Angie Zapata, University of Missouri, Columbia Respondent: Nancy Frey, San Diego State University, CA

M.52 Strategies to Affirm Students of Color and the Impact on the M Teacher 360 E This session addresses selected strategies from a set of 100 different ways of enhancing and affirming self and strategies that can be used by teachers to affirm cultural and linguistically diverse students. Writings by Janet McDonald will serve as examples for this session. Participants leave with a set of strategies. Presenter: Joyce Miller, Texas A&M University, Commerce

M.53 Early Career Educator of Color Leadership Award 10th Anniversary G Celebration 352 DEF All NCTE members are welcome to celebrate the 10th anniversary of the NCTE Early Career Educator of Color (EC-EOC) Leadership Award Program at this year’s convention in Houston, Texas. Meet current and past winners as well as the program’s co-directors Anna J. Small Roseboro and Jeffrey Arellano Cabusao. Learn more about the EC-EOC program— its history and how to apply. Join us for a complimentary continental breakfast! Our special guest speaker will be Alfredo Celedón Luján, winner of the 2017 NCTE Advancement of People of Color Leadership Award.

M.54 EXHIBITOR SESSION: Transforming Student Achievement through G Common Instructional Knowledge, Language, and Tools 382 C Sponsored by Scholastic, Inc. Facilitated by national authority on instructional leadership and district effectiveness, Donyall D. Dickey, Ed.D., this session will expose participants to actionable, measurable, and replicable practices that have transformed student achievement in urban, suburban, and rural schools/districts throughout the United States. Balanced by theory and practicality, Dr. Dickey will delineate processes for aligning daily instruction with the nuanced expectations of the state standards and high-stakes summative assessments necessary to drive and sustain academic achievement in the core content areas. Joined by the former Deputy Superintendent of East Baton Rouge Parish School System, Michael Haggen, this session will outline how providing common instructional knowledge, language and tools supports educators and provides equity of access as students discover their own voices. Presenters: Donyall Dickey, Scholastic, Inc. Michael Haggen, Scholastic, Inc.

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N SESSIONS / 10:30 –11:45 A.M. FEATURED SESSION

N.01 Raising Student Voice in a Digital World

310 ABC Digital tools invite our students to document and share their experiences with the world and to connect with others who are sharing their unique stories. Digital tools also offer unique opportunities to seek truth and challenge the status quo. Connecting with others often builds understanding and helps harness the power of a collective voice. Online spaces open the possibilities for students to expand their communities and to use their voices in active ways to make change when they see a need. Our classrooms can be places where our students discover who they are, who they might become, and the issues that they care about. They can be places where our students learn to use their voices to build understanding, connect with others, and create change. They can be places where students discover the power of community and collective voice. They can be places where our students feel empowered to make change. Chair: Bill Bass, Parkway School District, Chesterfield, MO Speakers: Chad Everett, Horn Lake Middle School, Horn Lake, MS Katharine Hsu, Arlington Public Schools, Arlington, VA Sara Kajder, University of Georgia, Athens Aliza Werner, Parkway Elementary School, Glendale, WI

N.02 Minoritizing the Minoritized: Moving beyond a Black–White Binary of G Teacher Diversity TE 360 F Representing both higher education and K–12 classrooms, this interactive panel presentation will include educators of Latinx, Asian and Pacific Islander American, and Indigenous backgrounds. This group of educators will engage in dialogue about their experiences working in issues around diversity and equity in their classrooms and broader educational spaces. Presenters: Caroline Estrada Jung Kim, Lewis University, Romeoville, IL Irma Aguilar Polk Alexandria Silva, Arizona State University, Tempe Ah-Young Song, Teachers College, Columbia University, New York, NY Estrella Torrez, Michigan State University, East Lansing Megumi Yamamoto, Cheshire High School, Cheshire, CT

360 ABC Sponsored by the English Language Arts Teacher Educators (ELATE) This collection of roundtables sponsored by the English Language Arts Teacher Educators (ELATE) highlights scholars in our field representing and seeking to amplify diversity in many forms, furthering social justice in their respective locales, and standing strong in the face of oppression and othering.

Chair: Keisha Rembert, Clifford Crone Middle School, Naperville, IL Roundtable Leaders: Laura Ascenzi-Moreno, Brooklyn College, CUNY Kisha Bryan, Tennessee State University, Nashville Ruth Caillouet, Georgia Gwinnett College, Lawrenceville, GA Alice Dominguez, Mater Dei Catholic High School, Chula Vista, CA Kristina Doubet, James Madison University, Harrisonburg, VA Cecilia Espinosa, Brooklyn College, CUNY Janice Ewing, Cabrini University, Radnor, PA Jill Ewing Flynn, University of Delaware, Newark Katherin Garland, Santa Fe College, Gainesville, FL

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SUNDAY

Sponsored by the Asian American Caucus

N.03 “Do You Hear Us?” Amplifying Diverse Voices in English Education G

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N SESSIONS / 10:30–11:45 A.M. Nilufer Guler, Avila University, Kansas City, MO Leah Goldberg Heang, Excel High School, Boston, MA Danielle Heinle, University of Minnesota, Twin Cities, MN Dominique Herard, Pierce School, Brookline, MA Olivia Hernández, University of Washington, Seattle Sarah Hochstetler, Illinois State University, Normal Jake Knaus, Minneapolis Public Schools, MN Laura Lemanski, University of Minnesota, Minneapolis William Lewis, University of Delaware, Newark Emery Petchauer, Michigan State University, East Lansing Erik Skogsberg, Michigan State University, East Lansing Gena Southall, Longwood University, Farmville, VA Kristen Strom, Illinois State University, Normal, IL, and Dunlap High School, Dunlap, IL Hannah Tegt

N.04 “Monie in the Middle”: Urban Middle School Languages, Literacies, and M Cultures 362 ABC Urban middle school students see the world through their own literacy practices—of reading, writing, and beyond—practices that uplift, connect, and illuminate what they bring to school and/or use out of school. This session highlights successful practices in school and out-of-school in urban spaces. Presenters: Ayanna Brown, Elmhurst College, IL, “Urban Literacies within and Beyond: Middle School Students as Raciolinguists and Autoethnographers” Jamal Cooks, San Francisco State University, CA “I Don’t Wanna Read”: Using Urban Language and Literacy Strategies in a Middle School Book Club” Tracey T. Flores, The University of Texas at Austin, “Breaking Stereotypes and Boundaries: Latina Adolescent Girls and their Parents Writing Their Worlds” Tonya Perry, University of Alabama-Birmingham, “Not Your Ordinary Summer Camp: Building Literacy Skills in a STEM Learning Community”

N.06 Amplifying Student Voices through Literature Discussion Groups E 370 A

Literature discussion groups provide opportunities for students to examine issues they care about in response to characters’ actions and dialogue. Roundtable discussions include preparing students for success, reorienting floundering groups, challenging students to examine systems that limit or enhance social justice, and assessing learning.

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Student examples are used to illustrate strategies. Chair and Roundtable Leader: Kathryn Mitchell Pierce, Saint Louis University, St. Louis, MO, “Recognizing and Appreciating Students’ Growth” Roundtable Leaders: Laurie Finkenkeller, “Moving beyond Response” Carol Gilles, University of Missouri, Columbia, “Building a Foundation for Generative Talk”

N.07 The Work of Whiteness in English Education: Critical Examinations of M S Antiracist Classroom Practices TE 352 C There is strikingly limited scholarship in the field of English education about the complex work of white antiracist teachers. Presenters will describe research-based practices for examining why whiteness matters in English education, with implications for teaching and learning in K–12 ELA and English teacher education settings. Presenters: Pauli Badenhorst, University of Texas Rio Grande Valley, “Encounter on a Hilltop: The Need for Soul Justice Work among White Educators” Christina Berchini, “Being a White Teacher Means That I’m a Stereotype”: Accounting for How Contexts Construct White Racial Identity” Justin Grinage, Brooklyn Park, Minnesota, “Reopening Racial Wounds: Whiteness, Melancholia, and Affect in the English Classroom” Sam Tanner, Penn State University, “Whiteness Is a White Problem”

N.08 The Marginal Syllabus: Educators Annotating the Web as Professional G Development about Educational TE Equity 360 E This panel features a literacy educator, researcher, and technology developer who will discuss how educators annotate the web as professional development about educational equity. Each research presentation examines the Marginal Syllabus, a public effort that convenes and sustains conversations with K–12 educators about equity in education via open web annotation. Presenters: Jeremy Dean, Director of Education, Hypothesis, “Hypothes.is for Education: How Open Web Annotation Supports Teacher Voice and Learning”

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N SESSIONS / 10:30–11:45 A.M. Joe Dillon, “One Line of Inquiry: Nerdy Book Group as a Participatory Inquiry and Dynamic Distributed Text” Remi Kalir, University of Colorado, Denver, “Texts to Contexts: Educator Annotation of Sociopolitical Texts as Equity-Oriented Context for Professional Learning”

N.09 Giving Voice to the Unvoice-able: Discussing Death through Literature M in the Middle and High School M S Classroom TE

342 ABDE English teachers are often tasked with helping students sort through difficult life events. This work isn’t easy, and often teachers aren’t trained to do this work. In this roundtable session, educators will discuss honest, sensitive strategies for giving voice to the difficult topic of death with their students through literature. Chairs: Steven Bickmore, University of Nevada, Las Vegas Michelle Falter, North Carolina State University, Raleigh, NC

Roundtable 2: Talking about Murder Tiye Cort, The University of Texas at Austin, “The Hate U Give: Addressing Death and Grief While Teaching Social Justice” Stephanie P. Jones, Grinnell College, IA, “When It Feels Like Death, but It Ain’t: Spirit-Murder in All American Boys” Roundtable 3: Talking about Mass Tragedies Kellie Crawford, Mullan Road Elementary, Spokane, WA; Amye Ellsworth, Betz Elementary, Cheney, WA; Shelly Shaffer, Eastern Washington University, Cheney; “This Is Where It Ends: How Studying School Shootings from Multiple Perspectives Promotes Critical Literacy” Lindsay Schneider, West Forsyth High School, WinstonSalem, NC, “Finding Closure through Mockingbird: When a Community Tragedy Is Personal”

Roundtable 5: Talking about War and Political Unrest Sarah J. Donovan, Plum Grove Junior High, Rolling Meadows, IL, and DePaul University, Chicago, IL, “When a Character Dies: Comfort and Discomfort in Refugee Book Groups” Gretchen Rumohr-Voskuil, Aquinas College, Grand Rapids, MI, and Deborah Vriend Van Duinen, Hope College, Holland, MI, “Discussing War-Related Death and Trauma through The Things They Carried” Roundtable 6: Talking about Grieving Joshua P. Coleman, The University of Pennsylvania, Philadelphia, “Mourning a Missing Generation: Teaching the AIDS Epidemic through Pedro & Me: Friendship, Loss, & What I Learned” Sharon Kane, SUNY at Oswego, “The Thing about Grieving: Intellectual and Emotional Work in Ali Benjamin’s The Thing about Jellyfish” Jenna Spiering, University of Iowa, Iowa City, and Kate Kedley, Rowan University, Glassboro, NJ, “Grieving Like a Normal Person”: Using Perspective-Taking to Talk about Death and Dying in We Are Okay” Roundtable 7: Talking about Coping Antonia Alberga-Parisi, Forsyth Central High School, Cummings, GA, and Brittany Pope, Forsyth Central High School, Cummings, GA , “Coping with Loss under the Pressure of Perfection: Connecting The Bell Jar and The Catcher in the Rye to the iGeneration” Katie Rybakova, Thomas College, Waterville, ME, “Dealing with Death through Dialogue: Existentialism and Looking for Alaska” Roundtable 8: Talking about Space and Time Mark A. Lewis, Loyola University Maryland, “Destabilizing One-Way, Linear Understandings of a Life-Death Progression: The Adventure of Elizabeth Hall in Elsewhere” René Saldaña, Jr., Texas Tech University, Lubbock, “Liminality: Students Finding Their Voice in the Threshold”

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Roundtable 1: Talking about Suicide Emily Plummer, University of Pennsylvania, Philadelphia, “Death and the Digital: Student Voices and Small Stories as Supplemental Texts to Teaching Thirteen Reasons Why” Mark A. Sulzer, University of Cincinnati, OH, “Pursuing Mystery in the English Language Arts Classroom through a Tale for the Time Being: A Dialogic and Critical Youth Studies Perspective on Reading about Suicide with High School Students”

Roundtable 4: Talking about Genocide Janine J. Darragh, University of Idaho, Moscow, and Ashley Boyd, Washington State University, Pullman, “’We Were Dangerous, and Brainwashed to Kill’: Death and Resilience in A Long Way Gone: Memoirs of a Boy Soldier” Crystal Chen Lee, North Carolina State University, Raleigh, and Cathlin Goulding, National September 11 Memorial & Museum, New York, NY, “Teaching the Act of Witnessing in Maus and Night”

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N SESSIONS / 10:30–11:45 A.M. N.10 Discovering Multicultural Voices in a Nondiverse Classroom M 371 A

M S

N.13 English in Action: Bringing the Community into the High School S English Classroom 371 C

Teaching students from rural communities about multicultural perspectives can be a challenge. How can we help students accept and champion other voices? This presentation will focus on bringing diverse texts into a nondiverse classroom and how to stand up against injustices. Teachers will walk away with practical ideas and materials. Presenters: Cassidy Applegate-Brummel, Baxter Community School District, IA Ryan Boley, Baxter Community School District, IA Kristin Luther, Baxter Community School District, IA

N.11 G TE

Raising Student Voice through Blogging, Student Websites, Social Media, and Tech Tools 342 C Educators know that 21st-century teaching is about building relevancy and engagement with real-world examples. As teacher-writers, we will share how to create opportunities for student choice and voice in their learning through blogging, websites, and tech tools. Teachers will create their own website and be ready to empower students!

Presenters: Katie Sluiter, Wyoming Public Schools, MI Dawn Wink Jennifer Wolfe, Davis, CA

N.12 Using Sports Literacy to Engage Often Unheard Students in the M Classroom S 371 B This presentation will share the way in which sports-based texts are used to develop lessons, that empower students to selfselect topics and delve into independent investigations about community, culture, and careers. Lessons, strategies for incorporating voice and choice, and examples of student work will be shared with participants.

English in Action is a course that focuses on providing students with authentic learning opportunities to engage with the greater community while utilizing high-level skills (e.g., synthesis, problem solving). This presentation explores the importance of engaging students in authentic learning tasks while also having students’ interests drive community-based projects. Presenters: Kara Donnelly, Old Saybrook High School, CT Sarah Fawcett, Old Saybrook High School, CT Kristen Hunter, Old Saybrook High School, CT

N.14 They’re Still Here: LGBTQAI+ Books to Share, Conversations to Have! M M S C TE

371 D More LGBTQAI+ books are published each year. How should you select, display, share, and use them in your classroom or library? Titles, suggestions, and updates will lead into conversation. Bring your questions, ideas, and concerns and together we will try to solve them. An interactive booklist will be created.

Presenters: Lizabeth Deskins, school librarian, Hilliard, OH Christina Dorr, Hilliard City School District, OH

N.15 Developing Voice and Perspective through the Multigenre Definition S Essay 371 E Students develop voice when they have command of language; students learn to own language when they define it on their terms. In this workshop, participants will explore the multigenre definition essay assignment, which asks students to investigate the meaning of an abstract concept such as freedom, equality, or justice. Presenter: Karen Yelton-Curtis, Fresno High School, CA

Presenters: Elizabeth Dinkins, Bellarmine University, Louisville, KY Heather Jones, Fern Creek High School, Louisville, KY

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N SESSIONS / 10:30â&#x20AC;&#x201C;11:45 A.M. N.16 Global Voices, Empathy, and Taking Action; Active Listening in an S Interdependent World 371 F Active listening is essential in changing our communities and world. Through global literature, participants will learn tactics to build intellectual empathy, increase Active listening, and value diverse voices. Participants will receive lesson plans high school teachers have created at the University of Minnesota and free online digital storytelling resources. Workshop Facilitator: Deborah Jane, University of Minnesota, Minneapolis

N.17 Developing Empowered Voices: Literacy, Critical Theory, and G Cultural Identity

that attempts to dehumanize those from historically marginalized communities. Chair: Natalie Elliott, NYOS Charter School, Austin, TX Presenters: Janelle Bouknight, University of Houston, Victoria, TX Kathleen Cunningham, Del Valle High School, Austin, TX Jamie Hedlun, Colorado Language Arts Society, Denver, CO Jennifer Malinowski Kimberly McCuiston, Francis Marion University, Florence, SC Laura Price, Cary Academy, NC Meredith Stewart, Cary Academy, NC

N.19 Teaching Tough Topics: Creating Safe Spaces for Civic Discourse M M S C

382 A This panel provides information on non-native English speakers, using technology, examining critical theories, and developing and sustaining identities.

N.18 Teaching for Social Justice in the Age of Trump: Exploring Empathy M and Vulnerability in a Divided M S America C TE

320 B

With political tension growing on the national level, classrooms are often the setting for powerful exchanges regarding human rights and social justice. This workshop will provide teachers with materials and concrete strategies for facilitating civic discussions around real-world issues, with a specific focus on immigration policy.

Presenters: Jacqueline Hesse, Newburg Free Academy, North Campus PTECH Excelsior Academy, Newburgh, NY Christine McCartney, Hudson Valley Writing Project, New Paltz, NY

N.20 Mind Over Media: Analyzing Contemporary Propaganda M S C TE

372 B

SUNDAY

Chair: Angela Dean, Madison County High School, Danielsville, GA Presenters: Sarah Affolter, Jean Parker Elementary School, San Francisco, CA Katie DiGregorio, Smithtown High School West, NY Emily Francis, Cabarrus County Schools, Concord, NC Rosemarie Frascella, International High School at Prospect Heights, Brooklyn, NY Rita Kamani-Renedo, International High School at Prospect Heights, Brooklyn, NY Carol Salva, Long Island, NY Bonnie Tong, Jean Parker Elementary School, San Francisco, CA Xuezi Zhang, University of Florida, Gainesville

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Thereâ&#x20AC;&#x2122;s never been a more important time to analyze contemporary propaganda. Explore Mind Over Media, a crowdsourced digital platform with thousands of examples of propaganda. Use the power of online learning to promote face-to-face dialogue and discussion that promotes intellectual curiosity.

Presenters: Nikita Duke, University of Rhode Island, Providence Renee Hobbs, University of Rhode Island, Providence

Secondary educators discuss approaches and examples of fostering advocacy, activism, and empathy as resistance to a political climate

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N SESSIONS / 10:30–11:45 A.M. N.21 Doing the Work: Critical Pedagogy in a Standards-Based World M S C TE

372 C

N.24 Whose Reading Is This? Reframing Data to Prioritize Voice and Choice E in Reading Conferences M 351 C

This presentation profiles how three special educators are able to enact critical pedagogy in their respective classrooms, despite a prescribed curriculum. The educators in question use a variety of methods to honor and incorporate their students’ voices.

Presenters: Jacobe Bell, Teachers College, Columbia University, New York, NY, and Rutgers University, City College Kisha Porcher, Rutgers University, New Brunswick, NJ Reshma Ramkellawan, Equity Consulting Group, New York, NY

N.22 Teaching Young Adult Literature through the Teaching Tolerance S Social Justice Standards 372 F Join Teaching Tolerance as we introduce our Social Justice Standards, which provide a road map for antibias education. This presentation will examine how young adult literature instruction can be aligned with the Social Justice Standards to promote engagement in antibias, multicultural, and social justice education in secondary ELA classrooms. Presenters: Lauryn Mascareñaz, Southern Poverty Law Center, Montgomery, AL Henry “Cody” Miller, P.K. Yonge Developmental Research School, University of Florida, Gainesville

N.23 Raising Student Poet Voices for Science and Nature! E 350 C

NCTE and NSTA award-winning poet Leslie Bulion STEAMS into cross-curricular literacy sharing examples of the range of science and nature-based poetry in her own collections and those of other poets. Leslie shares primary and middle school–ready prewriting writing skills that can help students master their own vision in poetry. Presenter: Leslie Bulion, Peachtree Publishers

If independent reading is the backbone of reading workshop, with students engaged in books of their choosing, then teachers and students need to be fully engaged in conferring. This session unpacks challenges of conferring and provides models that make student thinking visible and build on students’ strengths for joyful reading. Presenters: Dorothy Barnhouse, literacy consultant, Brooklyn, NY Hannah Schneewind, literacy consultant Jennifer Scoggin, LitLife, Brooklyn, NY

N.25 Recognizing the Needs of OftenDistracted, Differently Wired M Writers M S TE

350 B Delays or differences in brain development often translate into student behaviors that interfere with progress in English class— particularly in writing. The presenters will offer strategies for working with the areas of organization, task management, and writing and will also provide additional online resources for session participants.

Presenters: Jana Baker, Independence School District, MO Pamela Lingelbach, Fort Osage Schools, Independence, MO

N.26 The Senior Capstone Project: Empowering Students to Research, S Create, and Collaboratively Work C Together to Make an Impact on a Social Justice Issue 380 B This session will share how a yearlong senior capstone project empowers students to employ media literacy skills and create projects impacting a social justice issue of their choosing. Four phases of this yearlong project will be shared with attendees, along with rubrics for assessment and student examples. Presenter: Molly Bardine, Chaminade Julienne High School, Dayton, OH

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N SESSIONS / 10:30â&#x20AC;&#x201C;11:45 A.M. N.27 Ownership and Voice in ESL Literacy Instruction M M S

N.30 Reviving Intervention through Voice and Choice M

382 B

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In this session, two teachers will introduce their innovative literacy program for high school ELLs and discuss literacy instructional strategies to promote student ownership and self-reflection. Activities will include a handson lesson and a troubleshooting discussion so educators can bring back ideas to their schools.

Join two educators who have taken a journey to instill voice and agency among reading intervention middle school students. This interactive session provides participants with strategies regarding multimedia writing, multimodal responses to texts, and other ways we have worked within a structured intervention setting to value student voice and choice.

Presenters: Nicole Da Silva, Boston Public Schools, MA Alexis Pearce, Boston Public Schools, MA

N.28 Promoting Social Justice through Middle School Classroom Libraries M 351 D In this session, we share research findings focused on middle school classroom libraries and their potential for helping students develop awareness of social justice issues. Participants will have an opportunity to critique their own classroom libraries and to set goals for the transformation of their classroom libraries.

N.29 Socratic Instagrams: Using Digital Platforms to Encourage AllM S Inclusive Reading and Talk in the C Modern Classroom TE

N.31 The Politics and Pedagogies of Developmental Writing C 332 F Presenters will share political issues related to pedagogical innovations for developmental writers. Chair: Elizabeth Primas, National Newspaper Publishers Association, Washington, DC Presenters: Michelle Blake, West Chester University, West Chester, PA Jenee Higgins, Howard College, Big Spring, TX Jennifer James, Chapman University, Orange, CA Philip R. Jones, Texas Southern University, Houston Amber Kelly, Howard College, Big Spring, TX

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Presenters: Janis Harmon, University of Texas at San Antonio Lucinda Juarez, University of Texas at San Antonio Miriam Martinez, University of Texas at San Antonio Christopher Terrazas, University of Texas at San Antonio

Presenters: Katherine Addison Barrack, McMurray Middle School, Nashville, TN Elizabeth Bemiss, Lula J. Edge Elementary School, Niceville, FL

380 C This session will help educators find simple but innovative ways to promote literacy and voice by weaving tried-and-true teaching practices with unique digital platforms. Rubrics for an Instagram book-talk assignment, as well as specific student samples from high school students and preservice teachers, will be shared with participants. Presenters: Katie Schrodt, Middle Tennessee State University, Murfreesboro Emily Smith, Southwest Christian School, Fort Worth, TX

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N SESSIONS / 10:30–11:45 A.M. N.32 LGBTQ Texts in Elementary Classrooms: Oh, the Possibilities E M

381 A

This roundtable offers participants a wide variety of options in elementary education. Classroom libraries, picture books, critical lenses, intersectional identities, transphobia, and social justice are some focus areas for this session.

Chair: Saba Vlach, The University of Texas at Austin Roundtable Leaders: Cameron Carter, Worthington City Schools and NCTE Elementary Lead Ambassador, Columbus, OH Ryan Colwell, Fairfield University, CT Jessica Edwards, University of North Texas, Denton Alexander Harbour, California State University, Fresno Jill Hermann-Wilmarth, Western Michigan University, Kalamazoo Caitlin Ryan, East Carolina University, Greenville, NC Selena Van Horn, California State University, Fresno Cory Wright-Maley, St. Mary’s University, Calgary, Alberta, Canada Craig Young, Bloomsburg University, PA

N.33 Teaching Grammar for Meaning: From Reading “Article of the Week” S to Writing about Shakespeare 380 D “Grammar” can mean much more than error avoidance. This presentation reports on efforts in one high school classroom to infuse a student-friendly metalanguage for discussing how linguistic choices shape meaning. Audience members will engage in a few brief exercises to experience ways of talking about language with students. Presenter: Cassandra Otemuyiwa, University of Michigan, Ann Arbor

N.34 Incarcerated Fathers’ Participation E in Supporting the Early Literacy Development of Their Children

pedagogy that expands literacy instruction in correctional facilities will be shared. Presenters: Marietta S. Adams, University of Louisiana at Lafayette Allison M. Bernard, University of Louisiana at Lafayette Tori K. Flint, University of Louisiana at Lafayette Valin S. Jordan, University of Louisiana at Lafayette

N.35 Using Diverse Literature to Promote Social Justice and Amplify Student E Voices M 350 E Texts suggested for use in the classroom do not always represent the multiplicity of student voices. This session seeks to give educators a teacher-friendly culturally responsive framework for approaching the selection and integration of diverse books in the classroom, with a particular emphasis on promoting equity and social justice. Chair: Stacey Fisher, East Tennessee State University, Sevierville Presenters: Ana Christina da Silva, Vanderbilt University, Nashville, TN Emily Sherwood, University of Tennessee, Knoxville Natalia Ward, University of Tennessee, Knoxville

N.36 Achieving Equity through Inquiry, the Workshop Framework, and the M Inclusion of a Rich Resource Library S (Print and Digital) 381 C The focus of the workshop will be centered on the essential question: How might inquiry and the workshop model using multiple texts allow for a more inclusive environment where all types of learners can experience literacy growth, high engagement and achievement, and authentic community? Presenter: Jennifer McCarty Plucker, Hamline University, St. Paul, MN

370 E In this interactive session, research partners will share their experiences working with inmates participating in the Louisiana Storybook Project. The voices of the inmates and their families will be foregrounded and validated within this session, and early literacy

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N SESSIONS / 10:30–11:45 A.M. N.37 Words Matter: Shifting Instructional Language to Empower Students E M

362 DEF What are our words communicating? If we want to help students recognize and embrace their power as learners and citizens of their communities, it is imperative that we closely analyze the language of our instruction and the ways in which what we say (and don’t say) powerfully impacts student learning.

Presenters: Jan Burkins, consultant, Burkins & Yaris: Think Tank for 21st Century Literacy Christina Nosek, Lucille Nixon Elementary School, Stanford, CA Kim Yaris, Burkins and Yaris Consulting, Wellington, FL Kari Yates

N.38 Teachers and Students Engaging, Exploring, Explaining, Extending, M and Evaluating in English Language S Arts Classrooms 360 D

Presenters: Jane Baber, University of Oklahoma, Norman Gage Jeter, University of Florida, Gainesville, FL

N.39 What a Girl (Really) Wants: Dismantling Stereotypes That E Silence Girls’ Voices M M S

361 EF In this thought-provoking panel, moderated by the 2011 TCTELA Elementary Teacher of the Year, seven award-winning children’s and young adult literature authors—women with different perspectives and social, and cultural backgrounds—will share their books, their varied experiences, and their thoughts about confronting and breaking gender stereotypes that silence girls’ voices.

N.40 Building a Classroom Library That Opens the Doors and Voices of E Students M

351 E This roundtable discussion on literacy learning focuses on the impact of diverse and global literature on the teaching of minority children. How does classroom literature evoke a sense of advocacy for enabling students’ voices within their community? The discussion will provide educators with materials to engage and inspire students’ voice. Chair and Roundtable Leader: Jane Bean-Folkes, Marist College, Poughkeepsie, NY Presenter: Deborah Bartley-Carter, Joseph H. Brensinger School, Jersey City, NJ Respondent: Peggy McNamara, Bank Street College of Education, New York, NY

N.41 Raising Our Voices, Raising Our Pencils: Lessons from TeacherM Authors to Inspire Student Writers M S

350 A It’s well noted that the best teachers of writing are writers themselves. In this interactive session, a panel of published teacher-authors will share tips, reflections, and discussion on how writing changed their teaching of writing, and how those changes inspired students to raise their own voices (and pencils).

SUNDAY

In this session, participants will explore the use of the 5E model of lesson design in ELA classrooms in consideration of an authentic teaching and learning framework. This research centers on student motivation and academic emotions regarding direct instruction in comparison to an authentic 5E lesson. Participants will engage in critical conversations around the study’s findings and its applicability to their contexts.

Tradebook Authors: Elana K. Arnold, HarperCollins/ Balzer & Bray Kari Holt, Chronicle Books Lilliam Rivera, Simon & Schuster Karen Rivers, Victoria, BC Laurel Snyder, Walden Pond Press/HarperCollins Renée Watson, Bloomsbury

Chair and Presenter: Alex Corbitt, The Bronx School of Young Leaders, New York, NY Presenters: Jennie K. Brown, Annville-Cleona School District, PA Jason Griffith, Penn State University, State College, PA Respondent: Shanetia Clark, Salisbury University, MD

Chair: Donalyn Miller, The Book Whisperer, Inc., Colleyville, TX

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N SESSIONS / 10:30–11:45 A.M. N.42 Self-Assessment: Giving Students a Voice in the Assessment Process as E Lifelong Readers 350 F Join us to explore how to give students a voice in the assessment process. In this session, we will present an approach to implementing selfassessment in a student-centered classroom. Learn how fourth graders enhanced their metacognition, self-motivation, and confidence by becoming more reflective critical thinkers when they had agency in their learning. Presenters: Alyssa Cameron, Roebuck Elementary School, SC Katie Kelly, Furman University, Greenville, SC

N.43 SchoolWideRead: A Culturally Responsive Model for Literacy M Development M S C

381 B Join the roundtable session with SchoolWideRead founders Zena Wouadjou and Vanessa Emile. Explore a culturally responsive framework to develop literacy, social justice, and community. As we seek to create intergenerational, multicultural, and crossexperiential learning spaces, educators of all capacity are welcomed and encouraged.

Presenters: Vanessa Emile, SchoolWideRead, New York, NY Zena Wouadjou, SchoolWideRead, New York, NY

N.44 Student, Teacher, and StudentTeacher Relationships: The City and G the Rural, the Real and the Simulated TE 330 B

G TE / ELATE

Invitations including student teacher and supervisor experiences, digital modalities, video, and simulated students provide unique professional development insights and opportunities for educational players, including teachers and student teachers. Chair: Melanie Hundley, Vanderbilt University, Nashville, TN Presenters: David Baksh, Teachers College, Columbia University, New York, NY Lauren Eutsler, University of North Texas, Denton Chrystine Mitchell, York College of Pennsylvania Elizabeth Self, Vanderbilt University’s Peabody College, Nashville, TN

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N.45 Agency and Language: Diverse Experiences in Secondary English G TE

361 B This session explores several ways to encourage diverse perspectives in secondary English classes: helping students make effective language choices; using teacher talk to raise questions about race, class, and gender; using Teacher Tolerance tools to diversify choices for reading; and, using protagonists of color to challenge White students’ views of race.

Presenters: Darren Crovitz, Kennesaw State University, GA Michelle Devereaux, Kennesaw State University, GA Sarah Fleming, Syracuse University Westhill High School, Syracuse, NY Angela Hartman, Hutto High School, TX Hoyt J. Phillips III, Southern Poverty Law Center, Montgomery, AL Melissa Schieble, Hunter College, CUNY Amy Vetter, University of North Carolina, Greensboro

N.47 Book Insecurity: Listening to Our Students Voices G 352 A This session describes research completed by a middle school and a local university to determine the level of book insecurity experienced by low-income students in the school. The results identified levels of book insecurity and avenues to provide books outside of school to these students. Presenters: Lindsay Griffin, Greenbrier High School, AR Rachelle Miller, University of Central Arkansas, Conway Erin Shaw, University of Central Arkansas, Conway Melissa West, Greenbrier Middle School, AR Jeff Whittingham, University of Central Arkansas, Conway

N.48 Supporting Biliterate Writers in K–2 Classrooms: A Review of the E Literature 351 A This literature review shares the teaching practices found in 20 studies (published from 2000–2016) on developing simultaneous biliteracy in predominantly Latinx K–2 classrooms. As a challenge to deficit perspectives of Spanish-speaking students

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N SESSIONS / 10:30–11:45 A.M. labeled as English language learners (ELLs), this review emphasizes the power of biliteracy to raise students’ voices. Presenters: Sol Bautista, Galindo Elementary School, Austin, TX Cori Salmerón, The University of Texas at Austin Lindsey Thomas, Galindo Elementary School, Austin, TX

N.49 Necessary Conversations: Racially Diverse Books and White Teachers E M M S

GRAND BALLROOM B Empowering students to speak about equity and justice must begin with teachers. Often, white teachers are uncertain thinking about race with colleagues, let alone facilitating classroom discussion. This session offers opportunities to develop individual understandings and strategies to support productive classroom conversations about race and equity using books.

N.50 When Protests Happen in Your G Backyard: Lessons Learned by English Teachers Confronting Racism in Charlottesville, VA 370 F The KKK and White Nationalists exposed national racial tensions in Charlottesville, VA. As teachers in Charlottesville, we will share our experiences teaching about racism in a contentious climate using an anchor text and supplemental materials, and end with a group discussion.

342 F Engage with a few easy and powerful apps to support literacy instruction. We will share experiences of integrating open-ended apps in an after-school program as part of a literacy methods class. Participants will utilize these apps and engage in a discussion of new literacies that give students agency.

Presenters: Tracy Coskie, Western Washington University, Bellingham Desiree W. Cueto, Western Washington University, Bellingham Paula Johnson, Western Washington University, Bellingham

N.52 Breathe New Life Into Your Writing Instruction: Practical Roundtables G That Will Push Your Writing Farther TE 372 DE Join inspiring educators from across the country in a celebration of writing ideas that will push your writing farther. Explore new genres, engaging with favorite media in new ways, even ways to enhance your own writing life. Leave with energy and ideas!

SUNDAY

Chair: Jillian Heise, Kenosha Unified School District, WI Chair and Roundtable Leaders: Teresa Bunner, Wake County Public School System, Cary, NC Kristin McIlhagga, Oakland University, Rochester, MI Tradebook Authors: Tomi Adeyemi, Macmillan Matt de la Peña, Penguin Random House Aisha Saeed, Penguin Random House Roundtable Leaders: Brendan Kiely Jessica Lifshitz Christie Nold Jennifer Ochoa, MS324 Patria Mirabal School, New York, NY

N.51 New Literacies: Preparing Preservice Teachers to Implement E Digital Tools in Literacy Practices M

Roundtable Leaders: Leigh Anne Eck, Vincennes Community School Corporation, IN Nikysha (Nikki) Gilliam, Audubon Middle School, Los Angeles, CA Rebecca Harper, Augusta University, GA Michelle Haseltine, Loudoun County Public Schools, Ashburn, VA Jennifer Laffin, Teach Write LLC, Bristol, WI Lea Mathieu, Cascade Middle School, Bend, OR Jennifer McKain, Flint Hill School, Fairfax, VA Andrew Schoenborn, Mount Pleasant High School, MI Margaret Simon, Iberia Parish Gifted Program, New Iberia, LA Larkin Weyand, Brigham Young University, Provo, UT

Presenters: Shannon Deegan, Monticello High School, Charlottesville, VA Sarah Orme, University of Virginia, Charlottesville

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N SESSIONS / 10:30–11:45 A.M. N.53 Pedagogies That Support Cultural Equity and Social Justice M S 352 DEF

Presenters share specific strategies and research promoting cultural equity and social justice. Chair: Stefani Boutelier, Aquinas College, Grand Rapids, MI Presenters: Quanisha Charles, Jefferson Community & Technical College, Louisville, KY Jamila Kareem, University of Central Florida, Orlando

N.54 Exploring Emotion, Mental Illness, and Grief in English Education TE 361 A Panelists share pedagogical approaches in English teacher education that (a) attend to readers’ emotional responses to young adult literature (YAL); (b) disrupt stigmas attached to mental illness in YAL; (c) inquire into emotions surrounding writing through collaging; and (d) explore experiences of crying and grief in school spaces. Chair and Presenter: Mary Juzwik, Michigan State University, East Lansing Presenters: Sal Antonucci, Michigan State University, East Lansing Mandie Dunn, Michigan State University, East Lansing Ashley Johnson, Michigan State University, East Lansing Mary Neville, Michigan State University, East Lansing Elsie Olan, University of Central Florida, Orlando Kia Jane Richmond, Northern Michigan University, Marquette Respondents: Amanda Haertling Thein, University of Iowa, Iowa City Sarah Welc, Michigan State University, East Lansing

N.55 Little Learners, Big Voices: Using Student Voice to Reimagine E Balanced Literacy in the Early Years 351 B Participants will explore ways to empower student voice in early childhood balanced literacy classrooms. They will reflect on and analyze student work and personal school environment to explore new methods of integrating play and multimodal text to

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prioritize student voice, leaving with practical strategies for developing communities of avid learners. Presenters: Kelly Baxter, PS 158, The Bayard Taylor School, New York, NY Molly Picardi, Teachers College Reading and Writing Project, Columbia University, New York, NY

N.57 We Want Choice: What Students Say about Middle School Reading M (and How Teachers Can Respond) 352 B What do middle school students from urban, rural, and suburban school districts have to say about independent reading? Quite a lot, it turns out. This session will examine the what, when, and where of middle school readers, along with strategies and support to create independent readers in your own classroom. Presenters: Barbara Clark, Solon City Schools, OH Sarah Gellott, Solon City Schools, OH Scott Hatteberg, Solon City Schools, OH Stacey Keller, Solon City Schools, OH Emilie Macek, Solon City Schools, OH Denise N. Morgan, Kent State University, OH Lori Wilfong, Kent State University, OH

N.58 Writing Student Voice and Rhetorical Agency: Strategies M for Writing Cultural, Queer, M S Behaviorally Disturbed, and C Community Identities as Social Justice Counter-Narratives 361 D Considering the identities and rhetorical agency that students bring into writing spaces, the presenters offer four pedagogical moments that demonstrate writing assignments and student narratives as rhetorical tools to empower and build knowledge of queer, racially marginalized, and behaviorally disturbed (BD) individuals; ethnic cultures; communities; as well as teachers’ roles. Presenters: Shanell Contreras, California State University, Fresno Megan Evans, California State University, Fresno Isabella Lo, California State University, Fresno Reva Sias, California State University, Fresno

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N SESSIONS / 10:30–11:45 A.M. N.59 Magic City: Writing Fiction to Unearth the Silenced Voices of the E Tulsa Race Riots M M S C

370 B By teaching students to write historical fiction, we help them examine the past to write a better future. Participants will learn the history of Tulsa race “riots” and using Rhodes’s novel as a model, write fiction to “reaffirm that hatred for any reason—race, religion, gender, class—diminishes us all.”

Chair and Presenter: Linda Christensen, Oregon Writing Project/Rethinking Schools, Portland Tradebook Author: Jewell Parker Rhodes, Arizona State University, Tempe

N.61 Harmony and Counterpoint: Discovering Voices through E Composing, Calculating, and M Researching across the Disciplines M S 370 D

Presenters: Elyn Greenberg, David Mindess Elementary School, Ashland, MA Arthur Hunsicker, University of Iowa, Iowa City Tyler James, University of Iowa, Iowa City Bonnie S. Sunstein, University of Iowa, Iowa City

361 C This panel highlights research and programmatic interventions whereby youth are brought into teacher education as paid consultants to help prepare preservice English teachers. The panel provides an overview of critical youth studies, showcases programmatic interventions, and includes participation from pre- and inservice teachers as well as the youth consultants themselves. Chair and Presenters: Robert Petrone, Buffalo Hide Academy, Browning, MT Nicholas Rink, Buffalo Hide Academy, Browning, MT Respondents: Sophia Sarigianides, Westfield State University, MA Greg Smith, Big Sky Youth Empowerment, Bozeman, MT

N.63 Every Day I Write the Book: Publishing and Promoting Student C Voice in Advanced Composition 332 E Promoting students’ voices through various modes in the classroom is crucial to the development of self-empowerment inside and outside of the classroom. Encouraging students to share their experiences and concerns through publishing books, blogs, and essays improves writing while exposing students to a variety of methods to make their voices heard. Bromley and Mannix (1993) suggest that when students write for audiences other than their teachers or their peers, they broaden their literacy perspectives by reading and writing on a wide range of topics and in varied formats, and they engage the process of real-world writing and publishing.

SUNDAY

Our ongoing research combines math and writing to deepen students’ questions about the fundamentals of each subject and its contexts as they use digital tools to discover answers. Four of us illustrate from our own informal inquiry projects and offer exercises for participants to ask, design, and answer.

N.62 From Adolescent Development to Critical Youth Studies: Reclaiming M S the Place of Youth within English C Teacher Education

Presenters: Rebecca Babcock, University of Texas Permian Basin, Odessa Aliethia Dean, University of Texas Permian Basin, Odessa Jay Estrada, University of Texas Permian Basin, Odessa

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SUNDAY, NOVEMBER 18

SUNDAY GENERAL SESSION 12:00–1:30 P.M. NCTE Presidential Address GENERAL ASSEMBLY THEATER ABCND Teaching Has Not Left Us: It Has Simply Moved On. The Question Is: Are We Ready to Follow? On Sunday, participants are invited to the NCTE presidential address by NCTE President Jocelyn A. Chadwick. Following this important address, Peter and Paul Reynolds will close out the Convention. Introducing Jocelyn A. Chadwick: Kim Pinkerton, Texas A&M University–Commerce Jocelyn A. Chadwick is president of NCTE. She has been an English teacher for over thirty years—beginning at Irving High School in Texas and later moving on to the Harvard Graduate School of Education, where she was a professor for nine years and still guest lectures. Chadwick also serves as a consultant for school districts around the country and assists English departments with curricula to reflect diversity and cross-curricular content.

Jocelyn A. Chadwick

Introducing Peter and Paul Reynolds: Roxanne Henkin, University of Texas at San Antonio Peter H. Reynolds is a New York Times bestselling author and illustrator of many books for children, including The Dot, Ish, and Happy Dreamer. His books have been translated into over twenty-five languages around the globe and are celebrated worldwide. In 1996, he founded FableVision with his twin brother, Paul, as a social change agency to help create “stories that matter, stories that move.” He lives in Dedham, Massachusetts, with his family.

Peter H. Reynolds

Paul Reynolds is CEO and cofounder of Boston-based FableVision, which creates and distributes original educational media, mobile games, and apps designed to move the world to a better place. Going Places, a picture book about creativity and engineering, was Paul’s first collaboration with twin brother, Peter. They followed that up with a STEM-meets-Arts (STEAM) early chapter book series called Sydney & Simon, which includes Full STEAM Ahead!, Go Green!, and To the Moon! Peter and Paul Reynolds will be signing books after the general session.NCTE PRESIDENTIAL ADDRESS

Paul Reynolds

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POSTCONVENTION EVENTS NOVEMBER 18–20, 2018 Conference on English Leadership (CEL) Annual Convention CELebrating the Vision, Voice, and Momentum of Leadership

OPENING SESSION: 2:00 P.M., SUNDAY, NOVEMBER 18 332 ABC Join us as we celebrate the vision and accomplishments of those who contributed to this organization and look to the future to craft a vision for the next 50 years of literacy education. Attendees network over breakfast, lunch, and social gatherings. Registration for the CEL Convention is available on Sunday, 11:00 A.M.–3:00 P.M. and on Monday, 8:00–10:00 A.M., outside room 332 ABC. http://www2.ncte.org/groups/cel/convention/

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NOVEMBER 19–20, 2018 Assembly on Literature for Adolescents of NCTE (ALAN) Workshop Reading and Writing Resistance: Acting Up, Speaking Out in YA Lit!

OPENING SESSION: 8:00 A.M., MONDAY, NOVEMBER 19 GRAND BALLROOM C At the 2018 ALAN workshop, we will celebrate adolescent literature that resists the status quo, pushes us beyond our comfort zones, and forces us to consider the tough questions. At this gathering, you’ll meet with colleagues from across the country, receive copies of some of the best and most popular young adult titles, and get to hear from a host of young adult authors. http://www.alan-ya.org/workshop/ Additional registration is required; however, the 2018 ALAN Workshop has sold out.

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RULES OF CONDUCT ANNUAL BUSINESS MEETING FOR THE BOARD OF DIRECTORS AND OTHER MEMBERS OF THE COUNCIL IMPORTANT: Only NCTE voting members may participate in discussion and may vote at the meeting. To obtain a voting card for the meeting, present your NCTE membership card at the door before the meeting. Members lacking a membership card onsite can verify membership via the master member list at the door. Note to Directors: Please obtain your voting card at the door before the meeting.

RULES STATED IN THE NCTE CONSTITUTION AND BYLAWS. These rules cannot be altered at the Annual Business Meeting unless consideration of a Constitutional amendment has been announced to the membership a month in advance. (XIII.A)

The Board of Directors can act in an advisory capacity to the Executive Committee with regard to the Councilâ&#x20AC;&#x2122;s internal operations and structure, making recommendations to the Executive Committee concerning Council programs and operations. (VI.A.1)

The Board of Directors and other NCTE members present at the Annual Business Meeting may debate and vote on position statements on educational issues and other matters. (VI.A.1)

Position statements on educational issues approved by a majority of those present and voting at the Annual Business Meeting will be sent by ballot to the membership for ratification. (XI.C.) In addition to the above, special rules of conduct are adopted each year for the Annual Business Meeting. The rules for this year are listed below.

RULES OF CONDUCT

Directors and other NCTE members must be identified by a voting card. Only properly identified Directors and voting members may participate in the meeting. Nonmembers may attend the meeting but not participate as voters or discussants.

A quorum of twenty percent of the members of the board is required for the transaction of business at the meeting.

Sturgis Standard Code of Parliamentary Procedure applies on questions of procedure and parliamentary law not specified in the Constitution, bylaws, or other rules adopted by NCTE.

The Parliamentarian interprets the rules and advises the presiding officer on parliamentary procedures.

A Director or other NCTE member wishing the floor should go to a microphone and give his or her name and affiliation or state when recognized by the presiding officer.

The chair may request that a motion be written and signed by the maker so that it might be read by the chair to the voting body.

In discussion of resolutions and all other motions except sense-of-the-house motions:

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Three minutes will be allowed for each speaker each time.

No one may speak a second time on a subject until all who wish to speak have been heard.

The presiding officer will attempt to provide a balance in recognizing pro and con speakers. If there are no speakers opposing a motion under consideration, the chair may ask the house to move immediately to a vote in order to expedite the business.

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Discussion will be limited to no more than 15 minutes (not including discussion of amendments) on any main motion or resolution; this time may be extended in 10-minute increments at the discretion of the presiding officer or by a majority of those voting.

Discussion of an amendment to a motion or resolution will be limited to no more than 10 minutes; this time may be extended in 6-minute increments at the discretion of the chair or by a majority of those voting.

Substitute motions or resolutions will not be accepted.

Amendments to amendments will not be accepted, in order to avoid confusion.

With regard to resolutions, only the RESOLVED sections are subject to a vote; accordingly, discussion of the RESOLVED sections and not the background statements is in order.

In discussion of all items of business, a motion to POSTPONE OR TABLE TEMPORARILY (i.e., without noting a specific time for reconsideration) is not debatable, and the main motion can be acted on at the current meeting only if the assembly votes to resume its consideration. A motion to POSTPONE OR TABLE UNTIL A SPECIFIC LATER TIME is debatable in terms of the reasons for postponement or the times specified.

A Director or other NCTE member at the Annual Business Meeting may offer a sense-of-thehouse motion at the specified time. Such motions are advisory to the Executive Committee or other appropriate Council bodies. They do not constitute official Council policy.

10.

Discussion of sense-of-the-house motions: a.

To be considered for deliberation, a sense-of-the-house motion must be prepared in writing, must not exceed 50 words, and must be submitted (three copies) to the President or Parliamentarian before the adoption of the agenda. (Brief prefatory statements in explanation of the motion are not part of the motion and need not be submitted in writing.)

A sense-of-the-house motion may not be amended, except for editorial changes acceptable to the mover.

Speakers on sense-of-the-house motions shall be limited to 2 minutes each, except by dispensation of the chair.

d. Discussion of a sense-of-the-house motion shall be limited to 10 minutes, except by dispensation of the chair. e.

If approved, sense-of-the-house motions are advisory to the Executive Committee or other Council bodies. They represent the opinion of the majority of members attending the Annual Business Meeting.

A Director or other NCTE member who wishes to call attention to a matter of concern to the Council may, at the discretion of the chair, make a personal declaration on the subject at the specified times, but no discussion or vote will follow. Declarations shall be limited to 3 minutes.

12.

A Director or other NCTE member who wishes to introduce business not provided for in the agenda must move to suspend the rules of conduct for the meeting, which can be done with the assent of two-thirds of the Directors and other members attending. Business so introduced will be regarded as sense-of-the-house motions subject to the specifications in items 9 and 10 above.

13.

Unfinished items of business at the hour set for adjournment can be resumed at a time set by the chair, if two-thirds of the Directors and other members attending approve a session at which business is to be resumed.

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RULES

11.

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Exhibit Hall A3 located on the third floor

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EXHIBIT HALL HOURS FRIDAY ....... 10:00 A.M.–6:30 P.M.

SATURDAY ....... 11:00 A.M.–6:00 P.M.

442 30-Minute Shakespeare 16815 Milltown Landing Road Brandywine, MD 20613 www.30minuteshakespeare.com Based on his twenty-years of experience as a Folger Shakespeare Library teaching artist, each of Nick Newlin’s eighteen “30-Minute Shakespeare” books offers several key scenes from a play, with stage directions, to get students up on their feet enjoying Shakespeare through performance. 336 Abrams 195 Broadway, 9th Floor New York, NY 10007 www.abramsbooks.com Founded in 1949, Abrams was the first US company to specialize in publishing art and illustrated books. We continue to publish critically acclaimed art and popular culture works and children’s books ranging from middle grade to young adult fiction to picture books to board books. 132

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Aerie Magazine Program 3100 S. Avenue W Missoula, MT 59804 aerieinternational.wordpress.com A community of student poets, artists, and activists from Montana who connect globally by publishing two award-winning literary arts magazines annually with Becca Carson, their teacher.

410 American Shakespeare Center 20 S. New Street Staunton, VA 24401 www.americanshakespearecenter.com Find innovative training and materials for classroom use and new ways to bring plays to life with methods based on our founder’s, Ralph Alan Cohen, work in ShakesFear and How to Cure It, newly available from Arden.

340 Amplify 55 Washington Street Brooklyn, NY 11201 amplify.com A pioneer in K–12 education since 2000, Amplify is leading the way in next-generation curriculum and formative assessment. All of our programs provide teachers with powerful tools that help them understand and respond to the needs of their students. 101

Annick Press 15 Patricia Avenue Toronto, Ontario, Canada M2M 1H9 www.annickpress.com Annick Press is committed to developing highquality books that both entertain and challenge young readers—from picture books to cuttingedge teen fiction and informative nonfiction for all ages.

650 Applied Practice 10830 N. Central Expressway, Suite 270 Dallas, TX 75231 www.appliedpractice.com Applied Practice publishes supplemental resources that enable teachers to integrate student preparation for standardized tests with their core curriculum for grades 6–12. 546 Arc Manor Custom Solutions PO Box 10339 Rockville, MD 20849 solutions.arcmanor.com We offer affordable, customized solutions to teachers nationwide. Teach your classes the way you want, with the text you want. Create customized anthologies and workbooks, include critical essays of your choice with your material, and much more. The possibilities are endless. 346 Arte Público Press 4902 Gulf Freeway, Building 19, Room 100 Houston, TX 77204-2004 www.artepublicopress.com Arte Público Press will display books—in English, Spanish, and bilingual editions—written by US Hispanic authors for children, young adults, and adults.

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EXHIBITORS

Albert Whitman & Company 250 S. Northwest Highway, Suite 320 Park Ridge, IL 60068 www.albertwhitman.com Albert Whitman & Company has been publishing award-winning children’s books since 1919. Best known for the classic series The Boxcar Children Mysteries, its highly praised picture books, novels, and nonfiction titles succeed in delighting children and teens of all backgrounds.

SUNDAY ....... 8:00–11:30 A.M.

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Artful Reading 2303 River Road, Suite 100 Louisville, KY 40206 ctlonline.org Artful Reading is an approach to blending national literacy and arts standards in K–5 classrooms. The modules are based on a blend of high-quality children’s literature and informational text(s). Also included are arts materials and lesson plans to deliver each module.

337 Assembly on Literature for Adolescents of NCTE PO Box 14 Bellaire, MI 49615 www.alan-ya.org ALAN promotes communication and cooperation among individuals who have an interest in adolescent literature by presenting conferences on this subject, supporting scholarship devoted to it, and integrating the efforts of those with an interest in this literature. 401 Bedford, Freeman & Worth High School Publishers 300 American Metro Boulevard, Suite 140 Hamilton, NJ 08619 www.highschool.bfwpub.com/catalog BFW is a leading publisher of AP and pre-AP resources. We proudly announce a revision of the bestselling Language of Composition and a new pre-AP textbook, Foundations of Language and Literature. Visit our booth to receive sample texts. 509 Bloomsbury Children’s Books 1385 Broadway, 5th Floor New York, NY 10018 www.bloomsbury.com Bloomsbury Children’s Books publishes a full range of trade books from picture books through teen, including informational texts. 513

BMI Educational Services 26 Haypress Road Cranbury, NJ 08512 www.bmionline.com America’s finest educational book distributor celebrating over 50 years of service to schools. Your #1 source for paperbacks, teachers’ guides, classroom libraries, reading collections, BMI Bound books, audio books, test prep, reference, and more! Lowest prices, fastest service, and best selection available anywhere.

536 Booksource 1230 Macklind Avenue St. Louis, MO 63110 www.booksource.com Booksource is a leading provider of authentic literature for K–12 schools.

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433 Boyds Mills Press 815 Church Street Honesdale, PA 18431 www.boydsmillspress.com Boyds Mills Press and Highlights Press are the trade book divisions of Highlights for Children. Imprints include Calkins Creek, which publishes books about American history, and WordSong, the only children’s poetry imprint in the US. 130 bulb Digital Portfolios 3310 N. Capital of Texas Highway Austin, TX 78745 www.bulbapp.com bulb is a simple, beautiful, and powerful digital portfolio for students, educators, and professionals to tell their learning stories and showcase their accomplishments. Today, half a million bulb pages are being used to document the learning process, encourage peer review, facilitate project-based learning, promote collaboration, and foster the development of healthy digital citizenship. Most importantly, bulb belongs to the portfolio owner for life. 223 Candlewick Press 99 Dover Street Somerville, MA 02144 www.candlewick.com Candlewick Press publishes outstanding children’s books for readers of all ages. We publish only those books we believe in, only those books that speak to children, and only those books that have both words and art of the highest quality. 646 Cardinal Publishers Group 2402 N. Shadeland Avenue, Suite A Indianapolis, IN 46219 www.cardinalpub.com CPG is the master distributor for dozens of book publishers representing series and stand-alone titles for kids preK through eighth grade, young adults, and teacher resources. We will be giving away juvenile biographies in the All About series throughout the show. 339 Charlesbridge Publishing 85 Main Street Watertown, MA 02472 www.charlesbridge.com Offering trade fiction and nonfiction picture books and middle grade texts that encourage a love of literature, language, and learning. Imagine! imprint publishes nonfiction for adult readers, and our YA imprint, CharlesbridgeTeen, works to make reading irresistible.

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Children’s Literature Assembly 742 Northland Drive Salt Lake City, UT 84103 childrensliteratureassembly.org Stop by booth 214 to learn more about NCTE’s Children’s Literature Assembly (CLA). View illustrators’ artwork that will be sold Sunday at the CLA Breakfast, meet CLA members and advocates for children’s literature, and enter surprise raffles!

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Chronicle Books 680 Second Street San Francisco, CA 94107 chroniclebooks.com Inspired by the enduring magic of books, we cultivate and distribute exceptional publishing that is instantly recognizable for its spirit and creativity. Our collaborations spark the passions of adults and children worldwide, encouraging them to explore, connect, and see things differently.

736 CommonLit 660 Pennsylvania Avenue SE Washington, DC 20003 www.commonlit.org CommonLit is a free online reading program for students and teachers in grades 3–12. CommonLit offers over 1,500 authentic texts, lesson planning materials, online tools to support all learners, and easy-to-use data reports to accelerate student learning.

504 The DBQ Project 1234 Sherman Evanston, IL 60202 www.dbqproject.com The DBQ Project was founded in 2000 to support teachers and students in learning to read smart, think straight, and write more clearly. Come visit our booth to find out about our MiniQs in Literature, DBQ Online, and more!

328 DGP Publishing, Inc. 630 Becky Road Blairsville, GA 30512 www.dgppublishing.com We offer innovative materials for teaching writing, grammar, reading comprehension, vocabulary, and spelling. Stop by our booth to see why teachers around the country love our practical and effective materials. You’ll never teach language arts the same way again. 640 Digital Public Library of America 700 Boylston Street c/o Boston Public Library Boston, MA 02116 https://dp.la The Digital Public Library of America (DPLA) is a free national digital library that provides access to millions of materials from libraries, archives, and museums across the US. 412

Disney Book Group 125 W. End Avenue, 3rd Floor New York, NY 10023 disneybooks.com Disney Book Group publishes award-winning children’s book for all ages, featuring several formats: board books, picture books, chapter books, novels, and paperback originals. Imprints include Disney-Hyperion, Disney–Jump at the Sun, Disney Press, Marvel Press, and Disney Lucasfilm press.

547 Dover Publications 31 E. 2nd Street Mincola, NY 11501-3582 www.doverpublications.com Since 1941, Dover Publications has offered high-quality and affordable books for readers of all ages and interests. More than 10,000 titles include coloring books, classic literature, crafts, music scores, mathematics, and more.

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EXHIBITORS

300 Corwin 2455 Feller Road Thousand Oaks, CA 91320 www.corwin.com Corwin Literacy publishes professional development resources that are relevant, classroom-tested, research based, and above all, practical. In addition, we offer a variety of learning options, from books to online learning and consulting, for a truly robust blended learning experience.

747 DC Entertainment 2900 W. Alameda Avenue Burbank, CA 91505 www.dccomics.com DC Entertainment is home to iconic brands DC (Superman, Batman, Wonder Woman), Vertigo (Sandman), and MAD. Publishing thousands of comic books, graphic novels, and magazines each year, DC Entertainment is one of the largest English-language publishers of comics in the world.

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440 Echoes & Reflections Anti-Defamation League 605 3rd Avenue New York, NY 10158 echoesandreflections.org Echoes & Reflections is commmited to partnering with educators to support them, foster confidence, and amplify their skills and resources to teach about the Holocaust in a comprehensive and meaningful way. 551

edMe Learning 4031 University Drive, Suite 100 Fairfax, VA 22030 www.myedme.com edMe Learning creates turnkey resources for novels and nonfiction topics. Resource bundles include engaging projects, daily quizzes, and access to our online community of readers. Use edMe to focus your class on main ideas, supporting details, and citing the text.

605 Eerdmans Books for Young Readers 4035 Park East Court SE Grand Rapids, MI 49546 eerdmans.com/youngreaders Eerdmans Books for Young Readers, an imprint of Wm. B. Eerdmans Publishing Company, offers board books, picture books, middle readers, novels, nonfiction, and religious titles for children and young adults. 400 EMC School 875 Montreal Way St. Paul, MN 55102 www.emcp.com Through our innovative learning environment, Passport, EMC School delivers digital learning solutions, marrying interactive curriculum with unique video-based collaboration and assessment tools to promote student engagement, proficiency, and digital simplicity in English language arts. 548 Essentials in Education 115 E. 62nd Street New York, NY 10065 www.essentialsineducation.org EIE provides quality educational materials that are standards-based, instructionally sound, and encourage high character. Now available, Wisdom from the Bible, a 3–6 week instructional unit including learning objectives, vocabulary, and many student-centered activities. Lesson planning made easy. 439 Fitzhenry & Whiteside 195 Allstate Parkway Markham, Ontario, Canada L3R 4T8 www.fitzhenry.ca Canadian publisher of books for all ages. Award-winning picture books, middle grade, and young adult fiction as well as Native studies, diversity, and science.

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408 Folger Shakespeare Library 201 E. Capitol Street SE Washington, DC 20003 www.folger.edu The Folger Shakespeare Library continues to revolutionize the way Shakespeare and all complex texts are taught. Join us— and teachers across the country—in this revolution! Teach actively and your students will read closely, think critically, write thoughtfully. ALL kinds of students. 148 Follett 1340 Ridgeview Drive McHenry, IL 60050 www.follettlearning.com Follett empowers preK–12 educators with content, technology, and services designed to help schools and districts reach their goals. 341

Gareth Hinds / TheComic.com 9408 Crosby Road Silver Spring, MD 20910 www.garethhinds.com Meet the author of award-winning graphic novel adaptations that help students engage more deeply with classic texts such as Beowulf, The Odyssey, Macbeth, and more.

350 Great Minds 55 M Street SE, Suite 340 Washington, DC 20003 greatminds.org From Great Minds, the nonprofit that created Eureka Math, comes a new, comprehensive K–8 English language arts curriculum that brings knowledge-rich content back into the classroom. Teach Wit & Wisdom and teach more meaningful English with a literacy curriculum that meets the expectations of the college- and career-ready standards while celebrating the joy of reading and writing with students. 101

Groundwood Books 1700 Fourth Street Berkeley, CA 94710 groundwoodbooks.com Groundwood is known for award-winning books that reflect the experiences of children in North America and around the world. We are inspired by the belief that children’s books can be important and necessary without sacrificing warmth, beauty, playfulness and humor.

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740 Hachette Book Group USA 1290 Avenue of the Americas New York, NY 10104 hachettebookgroup.com Hachette Book Group (HBG) is a leading trade publisher based in New York. HBG publishes under the divisions of Grand Central Publishing; Little, Brown and Company; Perseus Books; Hachette Books; Hachette Nashville; Orbit; Redhook; Yen; Little, Brown Books for Young Readers; Hachette Digital; and Hachette Audio. 251

Half Price Books 5803 E. Northwest Highway Dallas, TX 75231 www.hpb.com Half Price Books (HPB) is the largest family-owned new and used bookstore chain, with stores in 17 states. HPB is a proud supporter of educators, frequently donating books to schools, and offers a 10% discount year-round.

601 HarperCollins 195 Broadway New York, NY 10007 www.harperacademic.com HarperCollins is proud to publish old and new classroom favorites such as To Kill a Mockingbird, Their Eyes Were Watching God, and How to Read Literature Like a Professor.

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Heinemann Publishers 361 Hanover Street Portsmouth, NH 03801 www.heinemann.com Dedicated to teachers for 40 years, Heinemann and expert authors such as Lucy Calkins, Fountas and Pinnell, and Jennifer Serravallo partner to create highest-quality professional development resources, including professional books, classroom materials, assessment and intervention systems, and in-person or online PD.

118 Houghton Mifflin Harcourt 3 Park Avenue New York, NY 10016 www.hmhco.com Houghton Mifflin Harcourt (HMH) is a global learning company committed to delivering integrated solutions that engage learners, empower educators, and improve student outcomes. As a leading provider of K–12 core curriculum, supplemental solutions, and professional learning services, HMH partners with educators and school districts. 304 Houghton Mifflin Harcourt Trade Division 125 High Street Boston, MA 02110 www.hmhco.com Award-winning, quality hardcover and paperback books for children, young adults, and adults in all genres and formats, including board books, picture books, early readers, chapter books, middle grade, young adult, fiction, nonfiction, and reference. 215

International Writing Centers Association 1300 Eagle Road St. David’s, PA 19087 writingcenters.org The International Writing Centers Association, an NCTE assembly founded in 1983, fosters the development of writing center directors, tutors, and staff by sponsoring meetings, publications, and other professional activities; by encouraging scholarship connected to writing center–related fields; and by providing an international forum for writing center concerns.

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James Lorimer & Company, Ltd. 117 Peter Street, Suite 304 Toronto, Ontario, Canada M5V 0M3 www.lorimer.ca Lorimer publishes diverse books for reluctant readers. We want children and teens to discover the joy of reading books that connect to the things they care about and are about kids like themselves, who live in communities just like theirs.

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600 HarperCollins Children’s Books 195 Broadway New York, NY 10007 www.harpercollins.com HarperCollins Children’s Books is one of the leading publishers of children’s books, home to many of the classics of children’s literature. Imprints include Balzer + Bray, Greenwillow Books, Katherine Tegen Books, and HarperTeen. HarperCollins Children’s Books is a division of HarperCollins Publishers.

746 Holiday House 425 Madison Avenue, 12th Floor New York, NY 10017 www.holidayhouse.com Holiday House is the proud publisher of children’s-YA books, including the award-winning I Like to Read beginning reader series and the imprints of Margaret Ferguson Books and Neal Porter Books. Follow us at @HolidayHouseBks.

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750 Journalism Education Association (JEA) 828 Mid-Campus Drive S, 105 Kedzie Hall Manhattan, KS 66506-1505 www.jea.org The Journalism Education Association provides resources, curriculum, conventions, and contests. 447 JSTOR & Artstor 2 Rector Street, Floor 18 New York, NY 10006 www.jstor.org, www.artstor.org JSTOR and Artstor provide online access to key scholarly journals and books, 2.5+ million rightscleared images for use in education, and a full suite of tools to improve learning and research skills.

437 LearnZillion 4001 Brandywine Street NW, Suite 500 Washington, DC 20016 www.learnzillion.com LearnZillion is a curriculum company dedicated to making the highest quality curriculum teacher-friendly. Our Guidebooks 3–8 Language Arts curriculum promotes a love of deep reading and skilled writing. LearnZillion is used by more than 1 in 3 US teachers. 218

Lerner Publishing 241 First Avenue N Minneapolis, MN 55401 www.lernerbooks.com High-quality fiction and nonfiction for grades K–12, including intermediate and YA novels, picture books, and biographies. Imprints include Carolrhoda Books, Carolrhoda LAB, Lerner Publications, Graphic Universe, Millbrook Press, Twenty-First Century Books, Darby Creek, and Lerner Digital.

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Library of Congress 101 Independence Ave. SE Washington, DC 20540 www.loc.gov/teachers Historical photographs, film clips, diaries, drafts, and newspapers from the Library of Congress can engage students, contextualize literature, and launch investigations. Explore these free primary sources and teacher resources including primary source sets, blog posts, and videos modeling instructional approaches.

553 Kamico Instructional Media, Inc. PO Box 1143 Salado, TX 76571 www.kamico.com Board games—ELA K–12 in English and Spanish 224 Kids Can Press 25 Dockside Drive Toronto, Ontario, Canada M5A 0B5 kidscanpress.com Kids Can Press is the largest Canadian-owned childrens publisher. Its catalog includes an awardwinning list of over 700 picture books and nonfiction and fiction titles for young readers. KCP Loft is a new young adult imprint from Kids Can Press that publishes engrossing, shareable, contemporary, and smart books for readers 14 and older. 700 Knopf Doubleday Publishing Group 1745 Broadway New York, NY 10019 http://www.randomhouse.com/highschool Knopf Doubleday is the acclaimed publisher of award-winning literature, criticism, poetry, and nonfiction. Our titles consistently demonstrate the range, quality, and complexity as outlined by the Common Core State Standards. From classics writers such as William Faulkner, James Baldwin, and Toni Morrison to contemporary voices such as Tommy Orange and Chimamanda Ngozi Adichie, Knopf titles have been essential to generations of students. 101

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KO KIDS BOOKS 17 San Pablo Court Novato, CA 94949 www.kokidsbooks.com KO KIDS BOOKS was founded by Kathryn Otoshi in 2003. Our mission is to introduce young readers to big issues through the power of reading and literature. Our press is best known for the number/ color series Zero (self-esteem), One (bullying/ standing up), and Two (friendship/conflictresolution).

228 Lion Forge 6600 Manchester Avenue St. Louis, MO 63139 www.lionforge.com Lion Forge publishes comics for everyone. Lion Forge Comics also includes the Roar imprint for young adults and the CubHouse imprint for readers twelve and under. It is also home to the Magnetic Collection of premium quality comics and graphic novels. 700 Listening Library/Books on Tape 1745 Broadway New York, NY 10019 www.booksontape.com Leading publisher of unabridged audiobooks for children and young adults. Backlist includes one of the largest collections of Newbery and Printz winners, plus an array of classics and adult crossover titles. For library editions and retail prices, order from Books on Tape, a division of Penguin Random House.

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741 Little, Brown & Company Books for Young Readers 1290 Avenue of the Americas New York, NY 10104 Littlebrownlibrary.com Little, Brown Books for Young Readers (LBYR) publishes a diverse, carefully curated list of books for young readers of all ages and backgrounds. LBYR has the honor of being the first and only publisher to win the Caldecott Medal three consecutive years. 733 Loose Canon 981 Berne Street SE Atlanta, GA 30316 loosecanon.com Loose Canon makes it easier for schools to incorporate personalized reading. We track lit circle, summer reading, independent reading, and traditional assignments. Imagine having your students’ multiyear reading histories in one click. We make student-centered reading programs manageable and self-perpetuating. 500 Macmillan Adult 175 5th Avenue New York, NY 10010 www.macmillanacademic.com Adult books for young adults from Farrar, Straus & Giroux; St. Martin’s Press; Henry Holt; Flatiron Books; Tor Books; and Picador.

332 Magination Press, APA 750 First Street NE Washington, DC 20002 www.apa.org/pubs/magination An imprint of the American Psychological Association, Magination Press publishes beautiful, accessible books to help children of all ages deal with a wide variety of psychological concerns and challenges.

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Measurement Incorporated 423 Morris Street Durham, NC 27701 www.measurementinc.com www.pegwriting.com Measurement Incorporated provides educational examinations and program evaluation to state and local governments and other organizations. PEG Writing, our webbased formative assessment program, helps students in grades 3–12 improve writing skills. Features include immediate feedback, custom prompts, graphic organizers, tutorials, and peer review.

637 Membean, Inc. 4900 SW Griffith Drive Beaverton, OR 97005 www.membean.com Membean is an online, differentiated, and multimodal vocabulary program that allows students to train at their own pace. The teacher dashboard offers detailed usage reports and differentiated assessments, saving teachers valuable planning and instruction time. 222 Mentoring Minds 4862 Hightech Drive Tyler, TX 75703 mentoringminds.com Mentoring Minds is a national K–12 publisher with a mission to put critical thinking at the center of the classroom. Their researchbased resources are designed to be flexible for classroom needs, supporting technology integration and standards mastery for math, English language arts, and science. 305 Middlebury Bread Loaf School of English Middlebury College Middleburg, VT 05753 www.middlebury.edu Middlebury Bread Loaf School of English is an intensive summer graduate program in English, offering courses in literature, pedagogy, creative writing, and theater arts tailored to English and language arts teachers at three unique campuses. Students can earn an MA or MLitt in English over four to five summers or enroll for one or more summers of continuing graduate education. 2018 NCTE ANNUAL CONVENTION PROGRAM

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501 Macmillan Children’s Publishing Group 175 5th Avenue New York, NY 10010 mackids.com Macmillan Children’s Publishing Group comprises Farrar, Straus & Giroux BFYR; Feiwel and Friends; First Second; Henry Holt BFYR; Imprint; Odd Dot; Priddy Books; Roaring Brook Press; Square Fish; and Swoon Reads. These imprints are home to award-winning and critically acclaimed authors and illustrators.

441 McGraw-Hill Education 8787 Orion Place Columbus, OH 43240 mhetexas.com McGraw-Hill Education—where the science of learning meets the art of teaching. Learning creates endless possibilities. We empower educators and students to achieve their goals. Because learning changes everything.

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Murray State University 737 Faculty Hall Murray, KY 42071 murraystate.edu Murray State offers English teachers, primary through adult, the opportunity to complete the Doctor of Arts in English Pedagogy completely online. This 48-hour program is a practice-based degree that embeds advanced coursework in English and literacy.

737 myShakespeare PO Box 20188 Stanford, CA 94309 www.myshakespeare.com myShakespeare provides full-text, interactive digital editions of Shakespeare’s plays. myShakespeare replaces traditional footnotes with multimedia resources for the 21st-century student.

140 Newlearn 6 Eulji-ro Jung-gu, Seoul 04533 www.newlearn.io 409 Norton 500 5th Avenue New York, NY 10110 www.wwnorton.com W. W. Norton & Company has been independent since its founding in 1923. By midcentury the two major pillars of Norton’s publishing program—trade books and college texts—were firmly established, and in 2013 the High School Group was created. W. W. Norton & Company stands as the largest and oldest publishing house owned wholly by its employees. 241

Orca Book Publishers 1016 Balmoral Road Victoria, British Columbia, Canada V8T 1A8 www.orcabook.com Orca Book Publishers is an independent children’s book publisher creating books in a number of genres, including board books, picture books, early chapter books, middle school fiction, world-class YA, hi-lo books for reluctant readers, adult fiction, and beautifully designed nonfiction books.

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Parkhurst Brothers Publisher PO Box 356, 110 W. Main Street Marion, MI 49665 www.parkhurstbrothers.com Writing and storytelling resources, books by storytellers, memoirs.

543 National English Honor Society Northern Illinois University DeKalb, IL 60115 www.nehs.us National English Honor Society for Secondary Schools has 1,110 chartered high school chapters deepening students’ passion for the English language arts. Importantly, $65,000 in scholarships, with additional funds for grants and awards, is available for students, advisors, and schools. 246 National Gallery of Art 2000B S. Club Drive Landover, MD 20785 www.nga.gov The National Gallery of Art offers a variety of free resources to teachers to foster understanding and a lifelong connection to art. 537 National Writing Project 2120 University Avenue Berkeley, CA 94704 www.nwp.org National Writing Project (NWP) sites have been working with educators for over 40 years to improve the teaching of writing and learning in classrooms and beyond. Stop by our booth to learn how the NWP network can support you. 321

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NCTE Bookseller—Blue Willow Bookshop 14532 Memorial Drive Houston, TX 77079 www.bluewillowbookshop.com We opened our doors in October 1996 as a neighborhood bookshop with outreach throughout the Houston area. We are located in the West Memorial area, and we welcome you to come browse our shelves for books, games, puzzles, stationery, and more. We are a merry band of booksellers with opinionated advice.

322 Peachtree Publishers 1700 Chattahoochee Avenue Atlanta, GA 30318 www.peachtree-online.com Peachtree Publishers is an independent trade book publisher specializing in quality children’s and young adult literature. We also maintain a line of adult backlist titles. Our mission is to create books that captivate and educate with well-crafted words and pictures. 528 Pearson 3075 W. Ray Road Chandler, AZ 85226 www.pearsonschool.com Pearson is the world’s learning company. We help K–12 educators improve learning with our content, products, and services. Because where learning flourishes, so do people.

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700 Penguin Random House 1745 Broadway New York, NY 10019 www.penguinrandomhouse.com Penguin Random House, the world’s largest English language trade publisher, bringing you the best in fiction, nonfiction, and children’s books.

642 Poetry Out Loud 61 W. Superior Chicago, IL 60654 poetryoutloud.org Poetry Out Loud is a contest that encourages students to learn about great poetry through memorization and recitation.

700 Penguin Random House Education 1745 Broadway New York, NY 10019 www.randomhouse.com/highschool Home to award-winning, diverse, and classroomfavorite authors, such as Maya Angelou, Ta-Nehisi Coates, Billy Collins, Mohsin Hamid, Khaled Hosseini, Rebecca Skloot, John Steinbeck, and Andy Weir. Penguin Random House Education features fiction, nonfiction, and poetry from a wide array of classic and contemporary writers. Visit our booth to browse the latest titles and pick up free corresponding CCSS Teacher Guides.

449 POV & Doc Academy 20 Jay Street, Suite 940 Brooklyn, NY 11201 amdoc.org/engage/resources, docacademy.org PBS’ POV offers free resources for educators to use award-winning documentary films to bring today’s most pressing social issues into the classroom. Doc Academy offers free documentary clips to engage students in critical media literacy, fostering empathy and civic engagement.

700 Penguin Young Readers 345 Hudson Street New York, NY 10014 www.penguinrandomhouse.com Penguin Young Readers is a global leader in children’s publishing with preeminent imprints such as Dial Books, Dutton Children’s Books, Penguin Workshop, Philomel, G. P. Putnam’s Sons Books for Young Readers, Razorbill, Viking Books for Young Readers, Nancy Paulsen books, Kathy Dawson books, and Kokila. Visit PenguinClassroom.com for free educator guides, Common Core resources, author appearance information, and more!

318 Perma-Bound 617 E. Vandalia Road Jacksonville, IL 62650 www.perma-bound.com Serving preK–12 schools and libraries, PermaBound carries 500,000+ titles from more than 1,000 publishers, including ebooks, audiobooks, interactive ebooks, and databases, and offers strong title selection, comprehensive teaching materials, online catalog ordering, complete cataloging and processing, and professional collection development/analysis.

101 Publishers Group West One Ingram Boulevard LaVergne, TN 37086 www.pgw.com Publishers Group West, an Ingram Publisher Services brand, represents over 100 independent publishers and strives to create strategies that build bestsellers across all categories. 141

Punctuation Story 7777 Westside Drive San Diego, CA 92108 www.punctuationstory.com A fantasy novel that transforms English into an adventure. Characters and plot revolve around punctuation, grammar, spelling, and more. A blend of education and entertainment that teaches English through a tale of heroism, friendship, prejudice, and politics merged with superpowers.

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EXHIBITORS

429 Perfection Learning 2680 Berkshire Parkway Clive, IA 50325 www.perfectionlearning.com Perfection Learning is a leading publisher of curriculum materials for preK–12. Popular and award-winning literature and language arts programs cover vocabulary, writing and grammar, reading skills, drama, speech, test preparation, critical reading and thinking skills, and much more.

636 Publisher Spotlight 6670 New Nashville Highway, Suite 120 Smyrna, TN 37167 www.publisherspotlight.com Publisher Spotlight is the discovery spot for children’s books, graphic novels, audiobooks, and more. Featured publishers include Andersen Press, Barefoot Books, Cicada, Cassava Republic, Floris Books, Travels with Gannon & Wyatt, Gecko Press, Karadi Tales, LA Theatre Works, Lee and Low, NubeOcho, Pajama Press, Tilbury House, and What on Earth Books. Check out the Graphic Novel Gallery including Image Comics, Manga Classics, Lion Forge, Fantagraphics, and many more! Follow us @pubspotlight.

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700 Random House Children’s Books 1745 Broadway New York, NY 10019 www.penuinrandomhouse.com Random House Children’s Books publishes quality paperbacks and hardcovers for preschool through young adult readers. Visit RHTeachersLibrarians.com for free classroom resources, videos, author appearance information, and more. Follow us on Twitter @RHCBEducators.

233 Read Naturally 1284 Corporate Center Drive, Suite 600 St. Paul, MN 55121 www.readnaturally.com Read Naturally provides supplemental reading materials for struggling readers. The flagship program has successfully improved reading fluency and comprehension skills in students nationwide for 25 years. Read Naturally also provides programs for reading assessment, phonics, vocabulary, spelling, and phonemic awareness.

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143 Renaissance 2911 Peach Street Wisconsin Rapids, WI 54494 www.renaissance.com Renaissance applies its proven, data-driven educational technology to amplify the effectiveness of classroom teachers so that students of all levels can achieve their full potentials.

Read Side by Side Publications 2125 196th Street SW, #101 Lynnwood, WA 98036 readsidebyside.com A reading curriculum for grades 3–6 that focuses on building students’ capacity to read chapter books and longer nonfiction so they can experience the riches and rewards of lifelong reading. Scripted units for readaloud, book clubs, and independent reading.

236 Readerbound Books 1650 W. Orange Grove Avenue Pomona, CA 91768 www.mrsnelsons.com/readerbound Readerbound books are built for heavy classroom use, are priced lower than competitors, and are guaranteed to outlast any other hardcover edition. Our secondgeneration family-run company has been a leader in the educational book industry since 1985. 101

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Readers to Eaters 12437 SE 26th Place Bellevue, WA 98005 http://www.readerstoeaters.com/ Publisher with a mission to promote food literacy by publishing stories about our diverse food cultures, including Chef Roy Choi and the Street Food Remix, a 2018 Orbis Pictus Nonfiction Award Honor Book. Reading Plus 100 W. Canal, Suite 301 Winooski, VT 05404 readingplus.com Reading Plus is a reading intervention program for grades 3–12 that integrates comprehension, vocabulary, motivation, and reading efficiency in one adaptive, digital program. Reading Plus is proven highly effective for all students, including struggling readers, English learners, and special education students.

648 Rethinking Schools 6737 W. Washington Street, Suite 3249 Milwaukee, WI 53214 www.rethinkingschools.org Rethinking Schools is a nonprofit publisher and advocacy organization dedicated to sustaining and strengthening public education through social justice teaching and education activism. Our magazines, books, and other resources promote equity and racial justice in the classroom. 108 Rock & Roll Hall of Fame 1100 Rock and Roll Boulevard Cleveland, OH 44114 edu.rockhall.com Rock Hall EDU offers learning resources powered by rock and roll! Visit us for free lesson plans, writing prompts, reading materials, videos, artifact images, and more. 114 Routledge 711 Third Avenue, 8th Floor New York, NY 10017 www.routledge.com Routledge is the world’s leading research publisher in the humanities and social sciences, publishing scholarly journals, books, ebooks, textbooks, and reference works. 738 Rowman & Littlefield Publishers 4701 Forbes Boulevard, Suite 200 Lanham, MD 20706 www.rowman.com Rowman & Littlefield publishes books and other teaching resources for educators and administrators at the K–12 level, as well as to parents, policymakers, and those interested in education at the local, state, and national levels.

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100 Saddleback Publishing 151 Kalmus Drive, J-1 Costa Mesa, CA 92626 www.sdlback.com Saddleback is the leader in high-interest, lowreading-level instructional solutions and quality readers for all students in grades 4–12. 240 Sadlier 9 Pine Street New York, NY 10005 www.SadlierSchool.com Sadlier is a leading publisher of English language arts supplemental, print, and digital programs in the areas of vocabulary, grammar, writing, and close reading. Our standards-aligned programs have helped millions of students through our 185 years of publishing. 200 Scholastic Inc. 557 Broadway New York, NY 10012 www.scholastic.com Scholastic is the world’s largest publisher and distributor of children’s books and a leading provider of instructional materials and classroom resources, including books and ebooks, print and digital classroom magazines and instructional programs, book clubs, and book fairs, which combine to offer schools comprehensive, customized solutions supporting student achievement. 314

Scripps National Spelling Bee, Inc. 312 Walnut Street, 28th Floor Cincinnati, OH 45202 spellingbee.com As the nation’s largest and longest-running educational promotion, we provide inspiring tools to help students learn the words they need to be the listeners, speakers, readers, and writers of their dreams. You can “Bee” a champion for some of the 11 million students who participate in this iconic competition.

Second Story Press 20 Maud Street, Suite 401 Toronto, Ontario, Canada M5V 2M5 secondstorypress.ca Second Story Press publishes feminist fiction and nonfiction for children. The press has gained a name for publishing award-winning children’s books about the Holocaust and #OwnVoices, with a push to publish Indigenous writers.

549 Seven Stories Press 140 Watts Street New York, NY 10013 www.sevenstories.com Independent press located in New York City. 232 Share Your Learning 2150 Cushing Road San Diego, CA 92106 www.shareyourlearning.org By 2020, we aim to have 5 million students complete a public presentation of learning. Get FREE resources and learn how to design exhibitions, student-led conferences, and more! Join the Share Your Learning campaign! 608 Simon & Schuster, Inc. 1230 6th Avenue New York, NY 10020 www.simonandschuster.com Simon & Schuster is a global leader in the field of general interest publishing, dedicated to providing the best in fiction and nonfiction for consumers of all ages, across all printed, electronic, and audio formats. 123

Solstice MFA in Creative Writing Program at Pine Manor College 400 Heath Street Chestnut Hill, MA 02467 www.pmc.edu/mfa The Solstice low-residency MFA in Creative Writing offers concentrations in fiction, creative nonfiction, poetry, comics and graphic narratives, and writing for young people, and an Applied Pedagogy Track.

436 Sourcebooks 1935 Brookdale Road, Suite 139 Naperville, IL 60563 www.sourcebooks.com Sourcebooks is an independent publishing company dedicated to innovation and the belief that books change lives. We publish 300 new titles each year in the children, young adult, adult, nonfiction, gift, and educational categories.

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EXHIBITORS

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Scrible, Inc. 204 E. 2nd Avenue, #102 San Mateo, CA 94401 www.scrible.com Fifty percent of secondary students struggle with research and writing. Scrible changes that. It lets students curate, annotate, and collaborate on articles and offers bibliographies, outlines, and Google Docs integration. Real-time analytics help teachers track student progress and personalize interventions.

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106 South Asia Book Award Syracuse University, 346 Eggers Hall Syracuse, NY 13244 southasiabookaward.wisc.edu The South Asia Book Award commends authors and publishers who publish high-quality children’s literature on the region and provides teachers and librarians resources to incorporate these books.

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633 Teaching Tolerance 400 Washington Avenue Montgomery, AL 36104 tolerance.org Our mission is to reduce prejudice, improve intergroup relations, and support equitable school experiences for our nation’s children. We believe that schools must educate all students for full participation in a diverse democracy. Teaching Tolerance provides free resources to educators.

SpringBoard, College Board 250 Vesey Street New York, NY 10280 collegeboard.org/springboard SpringBoard is a math and English language arts instructional program for grades 6–12 for educators who are passionate about making an impact in the classroom by having students truly engaged and learning.

329 Stenhouse Publishers 282 Corporate Drive, Suite 1 Portsmouth, NH 03801 www.stenhouse.com Stenhouse provides quality professional development resources by teachers, for teachers. Our goal is to offer educators a set of proven strategies from which they can choose and adapt what will work best for their students and in their own environment.

Teacher’s Discovery 2741 Paldan Drive Auburn Hills, MI 48326 www.teachersdiscovery.com Teacher’s Discovery provides standards-aligned (CCSS) supplemental ELA teaching materials. Our authentic resources are developed by teachers, for teachers.

250 Texas A&M University–Commerce PO Box 3011 Commerce, TX 75429 www.tamuc.edu We will provide information on our undergraduate and graduate programs at TAMUC.

749 Sterling Publishing 1166 Avenue of the Americas, 17th Floor New York, NY 10036 www.sterlingpublishing.com Sterling Children’s Books publishes fiction and nonfiction board, picture, and middle grade books as well as classics and puzzles and games. Our FlashKids imprint includes workbooks and flash cards for preschool, elementary, and middle school students in essential curriculum areas.

155 ThinkCERCA 440 N. Wells Street, #720 Chicago, IL 60654 www.thinkcerca.com ThinkCERCA’s personalized literacy platform helps educators teach critical thinking through academic writing. Through standards-aligned lessons for ELA, science, social studies, and math, our approach to literacy instruction prepares students for life by building up their analytical skills in every subject.

248 StoriumEdu PO Box 28176 San Jose, CA 95159-8176 storiumedu.com StoriumEdu transforms reluctant students into motivated writers by turning creative writing into an online multiplayer game. StoriumEdu uses unique mechanics that motivate students to improve their writing skills and build their creative confidence while learning at their own pace.

508 Tor/Forge Books 175 5th Avenue New York, NY 10010 Tor-Forge.com Tor/Forge Books is a full category publisher specializing in science fiction and fantasy. We also publish westerns, thrillers, historical fiction, horror, general fiction, classics, and children’s and young adult books. Imprints include Forge, Orb, Stars cape, Tor Teen, and Starscape.

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Teachers College Press 1234 Amsterdam Avenue New York, NY 10027 www.tcpress.com Professional and scholarly titles for educators and everyone interested in education. Home of the Language and Literacy series.

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255 Townsend Press 439 Kelley Drive West Berlin, NJ 08091 www.townsendpress.com Townsend Press has one focus: producing the best grammar, vocabulary, and reading textbooks for today’s students. Our materials effectively and economically teach those skills with precision and practice. In addition, all of our materials are available electronically. 247 Treetop Publishing, Inc. 450 S. 92nd Street Milwaukee, WI 53214 www.barebooks.com Bare Books products include quality blank books, blank game boards, and blank puzzles. Provide your students with the resources for a fun and memorable project. 110

Turabian/The Chicago Manual of Style 1427 E. 60th Street Chicago, IL 60637 www.turabian.org A manual for writers of research papers—also known as “Turabian”—the gold standard for college and graduate students in virtually all academic areas. An introduction to Chicagostyle formatting and citation generation, aiding students in clear writing, citing, and research practice.

149 United States Holocaust Memorial Museum 100 Raoul Wallenberg Place SW Washington, DC 20024 www.ushmm.org Learn about resources, teacher programs, and new online features of the United States Holocaust Memorial Museum.

732 Wonderopolis c/o NCFL, 325 W. Main Street, Suite 300 Louisville, KY 40202 wonderopolis.org Wonderopolis is a free website with over 2,000 high-interest nonfiction articles designed to inspire curiosity and inquiry in all students. Come wonder with us! 104 WordPlay Shakespeare 25 W. 54th Street, #10B New York, NY 10019-5404 thenewbookpress.com WordPlay Shakespeare publishes streaming ebooks of Shakespeare’s plays that include a full filmed performance of the play on the page, next to the text, making the text much easier to understand while not “dumbing it down.” 237 Workman Publishers 225 Varick Street New York, NY 10014 www.workman.com Workman Publishing Co., Inc., is an independently owned family of publishers, including Workman Publishing, Algonquin Books of Chapel Hill, Algonquin Young Readers, Artisan, Storey Publishing, Timber Press, The Experiment, and Duopress, that creates awardwinning books for readers of all ages. 121

Write the World 1 Mifflin Place, Suite 400 Cambridge, MA 02138 www.writetheworld.com Write the World is a free writing and publishing platform for students ages 13–18. Young writers are empowered to develop their voices, refine their editing skills, and share their work on an international platform.

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252 Vanderbilt University/Peabody College 1212 21st Avenue South Nashville, TN 37203 peabody.vanderbilt.edu Peabody is Vanderbilt University’s college of education and human development. Peabody constitutes a vibrant intellectual community dealing with pressing questions and expanding knowledge about education, including special education; psychology, especially focused on families and children; the development of individuals, organizations, and communities; and educational administration, leadership, and policy.

253 Visit Baltimore 100 Light Street, 12th Floor Baltimore, MD 21202 baltimore.org Baltimore, a bustling city built on tradition and civic pride, is an American success story. The colorful, diverse city that is Maryland’s largest city and economic hub is known for its beautiful harbor; quirky, distinct neighborhoods; unique museums; and the world-renowned Johns Hopkins Hospital to the east and the University of Maryland Medical Center to the west.

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HarperCollins Children’s Books SIGNINGS AT BOOTH #600

FRIDAY, NOVEMBER 16th

10:30 AM – 11:30 AM IBI ZOBOI & CONTRIBUTORS

11:30 AM – 12:00 PM APRIL PULLEY SAYRE

Black Enough: Stories of Being Young & Black in America

Thank You, Earth

12:00 PM – 1:00 PM NAOMI SHIHAB NYE Voices in the Air

1:00 PM – 1:30 PM TIFFANY D. JACKSON

1:30 PM – 2:00 PM SUSAN HOOD

2:30 – 3:30 PM ERIN ENTRADA KELLY

3:30 PM – 4:00 PM LINDSEY STODDARD

Monday’s Not Coming

Shaking Things Up: 14 Young Women Who Changed the World

You Go First

Just Like Jackie

4:00 PM – 5:00 PM AUDREY VERNICK & OLUGBEMISOLA RHUDAY-PERKOVICH Naomis Too www.harperstacks.com

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5:00 PM – 5:30 PM LAURA RUBY

5:30 PM – 6:00 PM ELIOT SCHREFER

York: The Shadow Cipher

The Lost Rainforest: Mez’s Magic

@HarperStacks

HarperStacks

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STOP BY AND MEET OUR AUTHORS! SATURDAY, NOVEMBER 17th

11:00 AM – 12:00 PM ANNE URSU

12:00 PM – 1:00 PM CHRIS CRUTCHER

1:30 PM – 2:00 PM LAUREL SNYDER

2:00 PM – 2:30 PM ELANA K. ARNOLD

Breadcrumbs

Losers Bracket

Orphan Island

Damsel

2:30 PM – 3:30 PM LESLIE CONNOR

3:30 PM – 4:30 PM ELIZABETH ACEVEDO

4:30 PM – 5:00 PM COREY ANN HAYDU

5:00 PM – 5:30 PM CLAIRE LEGRAND

The Truth as Told by Mason Buttle

The Poet X

The Someday Suitcase

Sawkill Girls

SUNDAY, NOVEMBER 18th Stop by our booth to book talk, receive

Advance Readers’ Editions, and pick up

free materials

8:00 AM – 9:00 AM MINDY MCGINNIS

9:00 AM – 10:00 AM IBI ZOBOI

The Female of the Species

Pride

for your classroom!

While supplies last* Signing times subject to change. Please visit booth #600 for the most up-to-date schedule.

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REDWOOD •• N

•• NO

T FINA L

and

FOR S

Ponytail K.A. HOLT

A Rainbow of Classic C

Read some of America’s most-loved novels as featured in the PBS series, The Great American Read.

NCTE

GIVEAWAY!

ENTER FOR A CHANCE TO WIN

BESTSELLING

THRIFT & EVERGREEN TITLES

visit booth

547

Libraries

Better Together

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PENGUIN YOUNG READERS HIGHLIGHTS & HAPPENINGS

Come by Booth #700 to get a FREE book signed by your favorite authors and illustrators.

FRI. NOVEMBER 16 10:00am–11:00am 11:00am–12:00pm 12:30pm–1:00pm 1:00pm–2:00pm 1:00pm–2:00pm 3:00pm–3:30pm 3:30pm–4:00pm 4:00pm–5:00pm

ELIZABETH PARTRIDGE . . . Boots on the Ground: America’s War in Vietnam LAURIE HALSE ANDERSON . . . Shout JUANA MARTINEZ-NEAL . . . La Princesa and the Pea PABLO CARTAYA . . . Marcus Vega Doesn’t Speak Spanish CELIA C. PÉREZ . . . The First Rule of Punk KELLY STARLING LYONS . . . Jada Jones: Rock Star NANCY TUPPER LING . . . The Yin-Yang Sisters and the Dragon Frightful LOREN LONG . . . There’s a Hole in the Log on the Bottom of the Lake

SAT. NOVEMBER 17

11:00am–12:00pm 11:00am–12:00pm 12:00pm–1:00pm 1:00pm–2:00pm 1:00pm–2:00pm 2:00pm–2:30pm 2:00pm–2:30pm 2:30pm–3:30pm 2:30pm–3:30pm 3:30pm–4:30pm 3:30pm–4:30pm

PADMA VENKATRAMAN . . . The Bridge Home ADAM GIDWITZ . . . The Unicorn Rescue Society #3: Sasquatch and the Muckleshoot NINA LaCOUR . . . We Are Okay A.S. KING . . . Dig DAVID ARNOLD . . . The Strange Fascinations of Noah Hypnotik AMMI-JOAN PAQUETTE . . . The Train of Lost Things ELISSA BRENT WEISSMAN . . . The Length of a String VEERA HIRANANDANI . . . The Night Diary TORREY MALDONADO . . . Tight AISHA SAEED . . . Amal Unbound IBI ZOBOI . . . My Life as an Ice Cream Sandwich

SUN. NOVEMBER 18 8:00am–9:00am 9:00am–10:00am

MATT de la PEÑA . . . Carmela Full of Wishes JON AGEE . . . The Wall in the Middle of the Book

Spread Hope to Your Students With

GLIMMER OF HOPE

Come by Booth #700 for your FREE copy of Glimmer of Hope: How Tragedy Sparked a Movement by the

Founders of March for Our Lives.

*while supplies last

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ELIZABETH PARTRIDGE

LAURIE HALSE ANDERSON

JUANA MARTINEZ-NEAL

PABLO CARTAYA

CELIA C. PÉREZ

KELLY STARLING LYONS

NANCY TUPPER LING

LOREN LONG

PADMA VENKATRAMAN

ADAM GIDWITZ

NINA LaCOUR

A.S. KING

DAVID ARNOLD

AMMI-JOAN PAQUETTE

ELISSA BRENT WEISSMAN

VEERA HIRANANDANI

MY LIFE AS AN ICE CREAM SANDWICH COVER NOT FINAL

TORREY MALDONADO

AISHA SAEED

IBI ZOBOI

MATT de la PEÑA

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WE SHOULD ALL BE FEMINISTS

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Daniel Mendelsohn

Abdi Nor Iftin

THE UNDERGROUND RAILROAD

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ANC HO R | $16 .95

A Father, A Son, and an Epic

WINNER OF THE PULITZER PRIZE

VI N TAGE | $ 1 6.00

A Memoir KNOPF | $26.95

WINNER OF THE NATIONAL BOOK AWARD

David Grann

Ernest J. Gaines

KILLERS OF THE FLOWER MOON

THE TRAGEDY OF BRADY SIMS

The Osage Murders and the Birth of the FBI

VI N TAGE | $ 1 5.00

Anne Frank

ANNE FRANK’S DIARY: GRAPHIC ADAPTATION Illustrated by David Polonsky Adapted by Ari Folman

VINTAGE | $16 .95

NATIONAL BOOK AWARD FINALIST

PANTHEON | $24.95

Yaa Gyasi

John Freeman Gill

HOMEGOING

THE GARGOYLE HUNTERS

Philip Pullman

VI N TAGE | $ 1 6.95

On Stories and Storytelling

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WINNER OF THE NBCC’S JOHN LEONARD FIRST BOOK PRIZE

DAEMON VOICES KNOPF | $30.00

Scott Kelly

Willa Cather

A.E. Hotchner

ENDURANCE

MY ÁNTONIA

My Year in Space, A Lifetime of Discovery

Introduction by Jane Smiley

THE ADVENTURES OF AARON BROOM

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Add wisdom to your studentâ&#x20AC;&#x2122;s life Get this NEW curriculum supplement

Wisdom Literature from the Bible is a NEW standards-based (NCTE/IRA) curriculum that uses material from the writings (Psalms, Proverbs, Ecclesiastes, Song of Songs, and Job) in the Hebrew Scriptures to teach English/Language Arts objectives and begin a lifetime of wisdom. Use it as a three-week stand-alone unit or as a supplement for a high school English course. Using verses from these books, students apply critical thinking skills, analysis, and oral and written skills to interpret meanings and imagery of selected material. Students also experience the influence of these writings on art, drama, and music. The Teacher Instructional Guide features daily lesson plans that include: Vocabulary, People and Places, Text References, Background Information for the Teacher, and Resources. In addition, each lesson contains Learner Objectives, Student Applications and Activities, Cross-Curricular Activities, and Cultural Connections.

Email Deborah@essentialsineducation.org for a FREE Sample Lesson!

Essentials in Education 115 East 62nd Street New York, NY 10065 Essentials in Education, founded in 2001, is a non-profit organization whose goal is to provide quality educational materials that are standards based, instructionally sound, and encourage high character.

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Write. Learn. Lead. Learn how National Writing Project teacher leaders are redefining education: NWP Write Now, our publication on Medium: http://bit.ly/nwpwritenow Educator Innovator, a hub for educators who value open, connected learning: http://bit.ly/innovates_ed The Current, on open publishing platform by educators, for educators: http://bit.ly/thecurrent_at_ei Visit the NWP booth (space 537) in the NCTE exhibit hall or join us at the NWP Brunch on Sunday to see how you can get involved. www.nwp.org

Meet Our Peachtree Authors and Illustrators at Booth #300 Donna Janell Bowman · Leslie Bulion Sneed B. Collard III · Raúl Colón · Margarita Engle Lester L. Laminack · Melissa Stewart · Susan Stockdale Don Tate · Cynthia Levinson · Kelly Starling Lyons Come see us for book signings, giveaways, and discounted prices on all titles! Scan for a complete signing schedule. www.peachtree-online.com | 800.241.0113

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NCTE-Ad

For nearly 100 years, Scholastic has provided the stories that captivate students’ imaginations and the tools to help them understand themselves and their world.

Visit Scholastic Booth #200 » Live Author Appearances » Literacy Instruction & Classroom Books » Professional Learning » Teacher Resources » Books for Every Kind of Reader

PICK UP YOUR FREE TOTE BAG! 2018_AC_BACK.indd 285 NCTE-Ad_180920.indd 1

10/26/18 2:03 AM 9/20/18 4:09 PM

Meet your favorite authors JOIN US AT

Booth #200 FRIDAY, NOVEMBER 16

10:30–11:30 AM

Sayantani DasGupta Game of Stars

Eliot Schrefer Orphaned

11:30 AM–12:30 PM

12:30–1:30 PM

Alan Gratz Grenade

Daniel José Older Dactyl Hill Squad

2:00–2:30 PM

Michael Salinger Sara Holbrook From Striving to Thriving Writers: Strategies to Jumpstart Writing with Stephanie Harvey

2:00–3:00 PM

Varian Johnson The Parker Inheritance

4:00–5:00 PM

Alex Gino You Don’t Know Everything, Jilly P.!

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Aida Salazar The Moon Within

Mary Knight Saving Wonder

5:00–6:00 PM

Alan Gratz Grenade

Bill Konigsberg The Music of What Happens

Sabina Khan The Love & Lies of Rukhsana Ali

10/26/18 2:03 AM 9/20/18 NCTE-Ad_180 4:10 PM

SATURDAY, NOVEMBER 17 12:00–1:00 PM

Lamar Giles Spin

Andrea Davis Pinkney Martin Rising

2:00–2:30 PM

Stephanie Harvey Annie Ward From Striving to Thriving: How to Grow Confident, Capable Readers 2:45–3:15 PM

Donalyn Miller Colby Sharp Game Changer! Book Access for All Kids

1:00–2:00 PM

Angela Cervantes Lety Out Loud

Diana Lopez Lucky Luna

2:00–3:00 PM

Lisa Schroeder See You on a Starry Night

Erin Dionne Lights, Camera, Disaster

3:00–4:00 PM

K.A. Holt From You to Me

Elly Swartz Smart Cookie

SUNDAY, NOVEMBER 18 4:30–5:30 PM

Rashin Kheiriyeh Saffron Ice Cream

2018_AC_BACK.indd 287 /20/18 NCTE-Ad_180920.indd 4:10 PM 3

Kate Messner Ranger in Time series

9:00–10:00 AM

Peter H. Reynolds Say Something!

10/26/18 2:03 AM 9/20/18 4:10 PM

ME E T YO U R FAVO R ITE S IMO N & S CH US TE R

Authors AT N C TE 2018!

CHRIS BARTON

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LOUISE BORDEN

RAÚL COLÓN

BARBARA DEE

SEAN EASLEY

MARGARITA ENGLE

SAMANTHA M. CLARK

SHARON M. DRAPER

LEAH HENDERSON

SUSAN HOOD

ELLEN HOPKINS

LITA JUDGE

HENA KHAN

BRENDAN KIELY

CYNTHIA LEVINSON

10/26/18 2:03 AM

VISIT BOOTH #608 FOR COPIES OF OUR SIGNING SCHEDULE

LESA CLINE-RANSOME

JASON REYNOLDS

N.H. SENZAI

APRIL PULLEY SAYRE

ANDREW SMITH

RACHEL LYNN SOLOMON

JULIE SEGAL-WALTERS

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LILLIAM RIVERA

NEAL SHUSTERMAN & JARROD SHUSTERMAN

SANDRA NEIL WALLACE

LAUREN SPIELLER

ELISSA BRENT WEISSMAN

MOLLY IDLE

SimonandSchuster.net/TheBookPantry

/SSEdLib @SSEdLib 10/26/18 2:03 AM

MEET OUR AUTHORS IN BOOTH 237! SUNDAY, NOVEMBER 18

FRIDAY, NOVEMBER 16

NOVA REN SUMA

3:30–4:30 p.m. In-booth signing

SUSAN KAPLAN CARLTON

NICOLE MELLEBY

10:00–11:00 a.m. In-booth signing

3:30–4:30 p.m. In-booth signing

FEATURED GALLEY GIVEAWAYS

COVER NOT FINAL

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Meet Your Favorite Authors from Macmillan Childrenâ&#x20AC;&#x2122;s Publishing Group Booth #501 Friday, November 16th

Barbara Oâ&#x20AC;&#x2122;Connor 11:00-11:30 a.m.

Maria Gianferrari 11:30-12:00 p.m.

Ava Dellaira 1:00-1:30 p.m.

Maurene Goo 1:00-1:30 p.m.

Phillip Hoose 2:00-2:30 p.m.

Dashka Slater 2:00-2:30 p.m.

Angela Dominguez 3:00-3:30 p.m.

Ngozi Ukazu 4:00-4:30 p.m.

Saturday, November 17th

Orbis Pictu s Winn er!

Tillie Walden 11:00-11:30 a.m.

Jen Petro-Roy 1:00-1:30 p.m.

Debbi Michiko Florence 2:00-2:30 p.m.

Jason Chin 3:00-3:30 p.m.

Charlo tte Huck Winn er!

Arree Chung 3:00-3:30 p.m.

Please see conference program for date and time of author programs

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Laurie Halse Anderson 3:30-4:30 p.m.

Dan Santat 5:00-5:30 p.m.

mackids.com | mackidseducators.com

10/26/18 2:08 AM

2-NCTE

2018_AC_BACK.indd 293 2-NCTE Ad 18.indd 1

10/26/18 2:08 AM 9/20/18 9:39 AM

Ideas and expertise from our authors– to your classroom NEW — Available Now! Not Light, But Fire

How to Lead Meaningful Race Conversations in the Classroom Matthew R. Kay

Spark!

Quick Writes to Kindle Hearts and Minds in Elementary Classrooms Paula Bourque

Love the Questions

Reclaiming Research with Curiosity and Passion Cathy Fraser; Foreword by Linda Rief

Teaching Literature Rhetorically

Transferable Literacy Skills for 21st Century Students Jennifer Fletcher; Foreword by Leila Christenbury

To Know and Nurture a Reader Conferring with Confidence and Joy

Kari Yates and Christina Nosek; Foreword by Jan Burkins and Kim Yaris

Patterns of Power

Inviting Young Writers into the Conventions of Language, Grades 1–5 Jeff Anderson with Whitney La Rocca

Who’s Doing the Work?

How to Say Less so Readers Can Do More Jan Burkins and Kim Yaris

Teach Writing Well

How to Assess Writing, Invigorate Instruction, and Rethink Revision! Ruth Culham

Fair Isn’t Always Equal, Second Edition

Assessment and Grading in the Differentiated Classroom Rick Wormeli

Literacy Essentials

Engagement, Excellence, and Equity for All Learners Regie Routman

Strategies That Work, Third Edition

Teaching Comprehension for Understanding and Engagement, Grades K–8 Stephanie Harvey and Anne Goudvis

VISIT STENhouSE AT BooTh #329!

35% discount on books bought at conference

FREE ShIPPING oN ALL PRoFESSIoNAL BooKS for u.S. addresses

www.stenhouse.com | 800.988.9812

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Professional Resources and Classroom Resources Who’s Doing the Work? Lesson Sets for Grades K–2 Who’s Doing the Work? Lesson Sets help K–2 teachers learn how to trust their intuition and understand when to step back so developing readers can move forward. Each grade level features 30 practical lessons that support teachers as they guide students through the key components of balanced literacy and toward independence.

Patters of Power Top 10 Mentor Text Grade Level Sets for Grades 1–5

by Jeff Anderson and Whitney La Rocca Of the more than 150 children’s books included in the best-selling Patterns of Power, authors Jeff Anderson and Whitney La Rocca selected the top ten must-have books for each grade level to teach conventions.

Classroom Libraries

Daily5 Classroom Library Collections

Go deeper with The Daily 5, Second Edition and The CAFE Book with this exclusive collection of fiction and nonfiction books carefully selected by The 2 Sisters, available for grades K–5 with 200 titles/grade. Books arrive organized in labeled bins.

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Strategies That Work Classroom Library Collections Put comprehension strategies to work right away in your classroom with this collection curated by Steph Harvey and Anne Goudvis, available for grades K–5 with 15-20 anchor texts per grade. Includes user guides and discussion questions.

10/26/18 2:08 AM

C ollege of l iberal a rts and s Cien Ces

Advance Your Career as an English Teacher

Master of arts in english Reignite your passion for teaching and literature with Azusa Pacific’s Master of Arts in English program. You’ll find inspiration for your classroom and discover how to expand your own creative processes as a scholar and educator who impacts students’ lives.

Program Units

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A Master’s Degree for Literary-minded Educators • Join a cohort of critical thinkers seeking meaningful scholarship within APU’s gracious, Christ-centered community.

15-24 Months

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and pursue your passions, in and out of the classroom. and fit your career goals in secondary or higher education.

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22862

9:15 AM

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Education

Visit us in Booth #700

Meet the Authors

2018 NCTE GOLD SPONSOR

Sarah albee Dog Days of History The Incredible Story of Our Best Friends

Free, signed copies in Booth #700

National Geographic Children’s Books | Hardcover 978-1-4263-2971-5 | 112 pages | $19.99 ©Peter Frew

Signing: Friday, november 16th 11:00 AM–12:00 PM

bryan WaShingTon Lot Stories Forthcoming March 2019 Riverhead | Hardcover 978-0-525-53367-2 | 240 pages | $25.00

©Dailey Hubbard

Advance Reader’s Copy Available in Booth #700

Signing: Friday, november 16th 5:00 PM–6:00 PM

ChriSToPher emdin For White Folks Who Teach in the Hood . . . and the Rest of Y’all Too Reality Pedagogy and Urban Education ©Ryan Lash

Beacon Press | Paperback 978-0-8070-2802-5 | 232 pages | $16.00

Signing: Saturday, november 17th 11:00 AM–12:00 PM

Visit Booth #700 for details

Attend a special session with The Moth! “Raise the Mic” (Session J.43)

Saturday, november 17th 12:30 PM–1:45 PM Room 380D, george R. Brown Convention Center The Moth Presents all TheSe WonderS True Stories About Facing the Unknown

Edited by Catherine Burns; Foreword by Neil Gaiman Crown Archetype | Hardcover | 978-1-101-90440-4 | 352 pages | $25.00

Visit our Website: www.randomhouse.com/highschool Like us: high School@random house

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Subscribe to: Tiny.cc/Prhedu

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Education

Visit us in Booth #700

2018 NCTE GOLD SPONSOR

New Books for Your ClAssrooM

love, haTe and oTher FilTerS

noT WiThouT laughTer

Soho Teen | Hardcover | 978-1-61695-847-3 | 288 pages | $18.99

Penguin Classics | Paperback | 978-0-14-313186-1 | 256 pages | $16.00

The SeCreT loveS oF geekS

dark TaleS

by Samira Ahmed

by Langston Hughes; Introduction by Angela Flournoy

by Margaret Atwood, gerard Way, Dana Simpson, Sana Takeda, Daniel Way, and more Dark Horse Books | Paperback | 978-1-5067-0473-9 | 136 pages | $14.99

SenSe and SenSibiliTy (Penguin Classics Deluxe Edition) by Jane Austen; Foreword by Cathleen Schine

Penguin Classics | Paperback | 978-0-14-310652-4 | 368 pages | $17.00

The line beComeS a river: Dispatches from the Border by Francisco Cantú

Riverhead Books | Hardcover | 978-0-7352-1771-3 | 256 pages | $26.00

The Joy oF SynTax

by Shirley Jackson; Foreword by Ottessa Moshfegh Penguin Classics | Paperback | 978-0-14-313200-4 | 208 pages | $16.00

reading WiTh PaTriCk

A Teacher, a Student, and a Life-Changing Friendship by Michelle Kuo Random House Trade Paperbacks | Paperback | 978-0-8129-8714-0 336 pages | $16.00

girl SquadS:

20 Female Friendships That Changed History by Sam Maggs Quirk Books | Hardcover | 978-1-68369-072-6 | 272 pages | $16.99

A Simple Guide to All the Grammar You Know You Should Know by June Casagrande Ten Speed Press | Paperback | 978-0-399-58106-9 | 272 pages | $14.99

vox

gmorning, gnighT!

Little Pep Talks for Me & You by Lin-Manuel Miranda; Illustrated by Jonny Sun Random House | Hardcover | 978-1-9848-5427-8 | 224 pages | $22.00

by Christina Dalcher Berkley | Hardcover | 978-0-440-00078-5 | 336 pages | $26.00

liTTle FireS everyWhere

Well-read blaCk girl

Penguin Press | Hardcover | 978-0-7352-2429-2 | 352 pages | $27.00

by Celeste ng

Finding Our Stories, Discovering Ourselves by glory Edim Ballantine Books | Hardcover | 978-0-525-61977-2 | 272 pages | $20.00

The liFe and advenTureS oF Joaquín murieTa

The Celebrated California Bandit by John Rollin Ridge; Foreword by Diana Gabaldon

TaleS oF TWo ameriCaS

Stories of Inequality in a Divided Nation Edited by John Freeman

Penguin Classics | Paperback | 978-0-14-313265-3 | 208 pages | $17.00

Penguin Books | Paperback | 978-0-14-313103-8 | 352 pages | $17.00

The red bandanna A Life. A Choice. A Legacy. by Tom Rinaldi

green: A Novel by Sam graham-Felsen

Educator Guide Available

Penguin Books | Paperback | 978-0-14-313007-9 | 224 pages | $17.00

Random House Trade Paperbacks | Paperback | 978-0-399-59116-7 336 pages | $17.00

FrankenSTein: The 1818 TexT

exiT WeST: A Novel

by Mary Shelley

Riverhead Books | Paperback | 978-0-7352-1220-6 | 256 pages | $16.00

The girl Who Smiled beadS

Penguin Classics | Paperback | 978-0-14-313184-7 | 288 pages | $10.00

by Mohsin Hamid

hoW To argue WiTh a CaT

A Human’s Guide to the Art of Persuasion by Jay Heinrichs

Educator Guide Available

A Story of War and What Comes After by Clemantine Wamariya and Elizabeth Weil

Educator Guide Available

Crown | Hardcover | 978-0-451-49532-7 | 288 pages | $26.00

Rodale Books | Paperback | 978-1-63565-274-1 | 144 pages | $14.99

Sea Prayer

by Khaled Hosseini Riverhead Books | Hardcover | 978-0-525-53909-4 | 48 pages | $15.00

unCenSored

My Life and Uncomfortable Conversations at the Intersection of Black and White America by Zachary R. Wood Dutton | Hardcover | 978-1-5247-4244-7 | 272 pages | $26.00

Visit our Website: www.randomhouse.com/highschool Like us: high School@random house

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10/26/18 2:08 AM

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MEET OUR AUTHORS AND ILLUSTRATORS

NCTE 2018, Houston, TX | Disney Book Group Booth #412 FRIDAY, November 16 SNEAK PEEK

AUDREY VERNICK

LIZ GARTON GABBY SCANLON RIVERA

MINH LÊ

LESLIE C. YOUNGBLOOD

Dear Substitute

Drawn Together

Love Like Sky

11:30 a.m.

1:00 p.m.

Juliet Takes a Breath

2:00 p.m.

3:30 p.m.

SATURDAY, November 17

BRUCE THE BEAR

SHELLEY JOHANNES

MOLLY BROOKS

SHARON G. FLAKE

Santa Bruce

Incognito

Sanity &Tallulah

The Skin I’m In

11:00 a.m.

1:00 p.m.

2:00 p.m.

4:00 p.m.

SUNDAY, November 18 SNEAK PEEK

YOON HA LEE 9:00 a.m.

Dragon Pearl

J. C. CERVANTES 9:00 a.m.

The Storm Runner

BOOTH #412

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Come Meet Your Favorite HMH Authors! FRIDAY, NOVEMBER 16

Nancy Castaldo

Linda Sue Park

1:00–2:00 pm

2:00–3:00 pm

Nathan Hale

Joyce Sidman

3:00–4:00 pm

4:00–5:00 pm

Come for a Versify Celebration! Kwame Alexander, Lamar Giles, and RaÚl the Third signing ARCs and Versify posters Friday, 5:00–6:00 pm

SATURDAY, NOVEMBER 17

Camille Andros

Audrey Vernick

Randy Ribay

Linda Urban

11:00–12:00 pm

12:00–1:00 pm

1:00–2:00 pm

2:00–3:00 pm

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Loree Griffin Burns

Amy VanDerwater

Marc Tyler Nobleman

3:00–4:00 pm

4:00–5:00 pm

5:00–6:00 pm

10/26/18 2:08 AM

! NEW FROM

TCPress

20% NCTE Conference Discount!

Booksignings—Booth 512—Meet Our Authors!

Friday, 11/16, 3:30 Janice Baines, Carmen Tisdale, Susi Long

Friday, 11/16, 4:00 Sarah W. Beck

Friday, 11/16, 4:00 Robert Rozema

Friday, 11/16, 4:30 Joanne E. Marciano

Saturday, 11/17, 2:30 Nicole Mirra

Saturday, 11/17, 4:30 Deborah Bieler

he Book Giveaway while supplies last

Saturday, 11/17, 11:30 Caitlin L. Ryan Jill M. Hermann-Wilmarth

Saturday, 11/17, 1:30 Carol Booth Olson

2018 ncte david h. russell research award winner

Jimmy Santiago Baca with Kym Sheehan & Denise VanBriggle

David Allen Tina Blythe Alan Dichter Terra Lynch

Gerald Campano María Paula Ghiso Bethany J. Welch

Judith T. Lysaker

Althier M. Lazar Patricia Ruggiano Schmidt

tcpress.com 800.575.6566

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Macmillan Adult Books for Young Adults Meet Our Authors at Booth 500 #

A in to k

E E M M M

Gae Polisner

S. Jae-Jones

Saturday 4:30 - 5:30 pm Sunday 9 - 10:00 am

Friday 3 - 4:00 pm

@macmillanreads

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ARE YOU READY FOR YOUR NEXT CHAPTER?

Advance your education online through The University of Alabama and equip yourself for the next step in your career. Study practical, research-based techniques that you can implement in your classroom to improve learning outcomes for a diverse population of students. Earn your degree from a name you know and rise with the Tide! EdS in Educational Leadership (Teacher Leader Certification) EdS in Elementary Education MA in Elementary Education MA in Secondary Education (English Language Arts 6-12 Certification) MA in Secondary Education (Reading Specialist P-12 Certification)

BamaByDistance.ua.edu/ncte

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DO NOT PRINT [publication: 2018 NCTE Program — ad size: 7 x 10

To request review copies, visit: highschool.bfwpub.com/NCTE2018

Stop by. Meet the family. All together for the first time. Visit BFW (booth #401) and be among the first NCTE attendees to see all of the titles that make up the first ever complete, unified Pre-AP® to AP® English program— and to meet the authors who produced them.

Pre-AP® English 9

Pre-AP® English 10

FOUNDATIONS OF LANGUAGE & LITERATURE For Honors and Pre-AP® English Courses

ADVANCED LANGUAGE & LITERATURE For Honors and Pre-AP® English Courses

Renée H. Shea • John Golden • Tracy Scholz

Renée H. Shea • John Golden • Lance Balla

AP® Language

AP® Literature

THE LANGUAGE OF COMPOSITION

LITERATURE & COMPOSITION

Reading, Writing, Rhetoric, Third Edition

Reading, Writing, Thinking, Second Edition

Renée H. Shea • Lawrence Scanlon Robin Dissin Aufses • Megan Harowitz Pankiewicz

Carol Jago • Renée H. Shea Lawrence Scanlon • Robin Dissin Aufses

All books have an accompanying fully annotated Teacher’s Edition, Teacher’s Resource Flash Drive, and Test Bank. AP® is a trademark registered by the College Board®, which was not involved in the production of, and does not endorse, these products.

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1246

Grades 6–12

CONNECTIONS English Language Arts

The bridge to college and career readiness Provide the foundation for success through a unique approach to high-quality, complex texts. Through close reading and active discourse, students develop the reading, writing, and language skills they need.

Visit us at booth 429 for a FREE copy of The Underground Railroad by Colson Whitehead. While supplies last.

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New & Noteworthy from Norton The Norton Introduction to Literature THIRTEENTH HIGH SCHOOL EDITION

kelly j. mays This unparalleled collection offers the trusted writing guidance students need, along with the exciting mix of the stories, poems, and plays instructors want. The Thirteenth High School Edition adds more contemporary and diverse works to engage today’s students, and new pedagogical tools—in print and online—help foster close reading and careful writing, making this book the best choice for helping students appreciate, analyze, and write about literature.

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Essential Literary Terms: A Brief Norton Guide with Exercises second edition

sharon hamilton Essential Literary Terms helps students get the most out of their literature courses. This NEW edition includes:

• definitions for over 225 must-know literary terms • examples from classic and contemporary works commonly taught in high school • more than 100 exercises to build critical analysis skills

“They Say / I Say”: The Moves That Matter in Academic Writing with and without readings • fourth high school edition gerald graff, cathy birkenstein, russel durst, & jim burke “They Say / I Say” shows students that writing well means mastering some key rhetorical moves, and the straightforward templates in each chapter give students language to get started. “They Say / I Say” features many NEW examples from academic writing, a NEW chapter on Entering Online Conversations, and a thoroughly updated chapter on Writing in the Social Sciences.

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New & Noteworthy from Norton Join W. W. Norton & Company

Booth 409 Friday, November 16, at 1:30pm  Receive a free copy of Mary Beard’s Women & Power

Booth 409 Saturday, November 17, at 12:30pm  Receive a free copy of Stephen Greenblatt’s Tyrant

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Author Events Jim St. Germain, A Stone of Hope*

Thomas C. Foster, How to Read Poetry Like a Professor*

Keynote Session

High School Matters Session

Saturday, November 17th 2:45pm George R. Brown Convention Center

Saturday, November 17th, 2:45pm-5:30pm George R. Brown Convention Center

*The first 300 attendees will each receive 1 free paperback copy of A Stone of Hope

**The first 300 attendees will each receive 1 free paperback copy of How to Read Poetry Like a Professor

HarperAcademic.com

Please visit us in Booth 601 for more information!

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See what’s new from Corwin Literacy—resources that are relevant, classroom tested, and above all, practical.

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GRAVITY GOLDBERG & RENEE HOUSER Grades 3–8

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PATTY MCGEE Grades 3–8

LAURA ROBB Grades 3–8

MICHAEL SMITH & JON-PHILIP IMBRENDA Grades 6–12

DAVE STUART JR. Grades 6–12

MARIA WALTHER Grades PreK–3

JULIE WRIGHT & BARRY HOONAN Grades 3–8

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Featured Corwin Speakers Make sure to add sessions by our Corwin Literacy authors to your conference schedule and visit corwin.com/NCTE18 to view their book signing schedule.

NANCY AKHAVAN

GRETCHEN BERNABEI

LESLIE BLAUMAN

JIM BURKE

COLLEEN CRUZ

DOUGLAS FISHER

GRAVITY GOLDBERG

BERIT GORDON

TROY HICKS

RENEE HOUSER

KATIE KELLY

DIANE LAPP

PATTY MCGEE

DAWN REED

LAURA ROBB

NANCY STEINEKE

DAVE STUART JR.

JEFFREY WILHELM

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invites you to meet our authors at Booth #700 FRIDAY, NOVEMBER 16 10:00–10:45 AM .......................................................................................................................... Emily Easton 11:00–11:45 AM ......................................................................................................................... Donna Gephart 12:00–12:45 PM ..................................................................................................... Tonya Bolden & Don Tate 1:00–1:30 PM ..................................................................................................................... Liz Garton Scanlon 1:45–2:30 PM ................................................................................................................................Trudy Ludwig 2:45–3:30 PM .........................................................................................................................Jennifer L. Holm 3:45–4:30 PM ................................................................................................................................ Jess Keating 4:45–5:15 PM ............................................................................................................................. Daniel Miyares 5:30–6:15 PM ..................................................................................................................................... Nic Stone

SATURDAY, NOVEMBER 17 11:00–11:30 AM ............................................................................................................................... Zetta Elliott 11:45–12:30 PM ................................................................................................................David Barclay Moore 12:45–1:30 PM .............................................................................................................................Jeffrey Brown 2:00–2:45 PM .........................................................................................................................Barb Rosenstock 3:00–3:30 PM ..............................................................................................................................Laura Shovan 3:45–4:15 PM ...............................................................................................................................Nisha Sharma 4:30–5:00 PM ..............................................................................................................................Mae Respicio 5:15–6:00 PM.................................................................................................. Lamar Giles & Sharon G. Flake

SUNDAY, NOVEMBER 18

8:00–8:45 AM ................................................................................................................................. Rob Buyea 8:45–9:15 AM ...................................................................................................................... Stephanie Graegin 8:45 9:30–10:15 AM ............................................................................................................................ Allison Varnes 9:30

RHTeachersLibrarians.com

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@RHCBEducators

10/26/18 2:08 AM 9/27/18 9:49 AM

Abbott, Franky, W.16

Armstrong, Kelly, K.49

Barber, Marilyn, M.30

Abdon, Brandon, C.13

Arnold, David, I.36

Barnaby, Hannah, C.43

Abou Rashed, Sara, C.19, D.01

Ash, Gwynne, E.61

Barnes, Meghan, H.05, M.02

Abrams, Oona Marie, B.06, K.26

Askina, Anaya, I.33

Barnhill, Kelly, E.33

Adams, Jill, M.01

Assaf, Lori, G.25

Barrack, Katherine Addison, J.33

Adams, Molly, W.05

Asmus, Briana, F.09, L.07

Barriga, Antoinette, KL.01

Addison, Joanne, F.32

Atchisson, RC, G.59

Barton, Chris, C.45, D.30, F.55

Aguilar, Leonard, B.01

Atkin, Chris, J.40

Barton, Heather, M.31

Aguilera, Earl, D.52, I.08

Atkins, Katie C.02

Bartz, Emily, E.51

Ahmed, Samira, F.01

Austin, Jeffrey, SIG.07

Bass, Bill AB.01, I.59, N.01

Ahrens, Mindy, H.01

Austin, Jennifer, L.05

Bass, Erika, J.46

Akhavan, Nancy, E.25

Austin, Kurt, H.02

Batista-Morales, Nathaly, K.06

Alaniz, Cynthia, C.09

Auten, Anne, C.49

Bautista, Sol, N.48

Aldrufeu, Ana J.01

Avery, Jackson, L.05

Beach, Crystal L., C.28, E.03, M.02

Alexander, Brandy, I.08

Ayres, Ruth, F.58

Beal, Stuart, J.17 Bean-Folkes, Jane, C.09, H.03, N.40

Alexander, Kwame, C.09, D.55 Allen, Crystal, C.57 Allison, Paul, W.15

Beane, Emily, C.47 Beardsley, Sarah, G.04

Allred, Johnny, C.28, K.06, M.02

Babcock, Rebecca, N.63

Beatty, Lindsay, D.31

Allyn, Pam, W.02, D.55, E.07

Baca, Damián, E.05

Beaumont, Peyton, K.41

Alsup, Janet, J.19

Baca, Isabel, KL.02

Beaver, Ryan, H.15, K.21

Alvarado, Adan, E.35

Bach, Jacqueline, E.20

Beck, Jessica, D.15

Alvarez, Sara P., D.64, H.08

Bacon, Chris, K.07

Beck, Sarah, F.38

Alvarez, Steven, H.08

Bacon, Jasmine, J.57

Beecher, Alyson, G.50

Amato, Nicole, E.20

Baggio, Emily, L.58

Beers, Kristin, J.34

Ambrose-Stahl, Dee, J.60

Bailey, Beth, L.56, M.47

Beers, Kylene, B.05, C.52, D.55, I.23

Andelora, Jeff, C.03, H.49

Bailey, James, D.30

Bell, Deborah, M.01

Andersen, Betsy, W.11

Bellamy, Jillian, L.05

Anderson, Carl, F.58

Baines, Lawrence, Affiliate Leadership MTG, I.07

Anderson, Gary, H.37, M.01

Bajaj, Varsha, C.03

Bemiss, Elizabeth, N.30

Anderson, Julie, J.60

Baker, Sarah C.60, D.02

Benincasa, Giovanni, K.06

Anderson, Laurie Halse, F.01

Baker-Bell, April, KL.02

Bernabei, Gretchen, E.07

Anderson, Michael, K.06, SIG.02

Baksh, David, M.02, N.44

Bernard, Allison M., N.34

Andrew-Vaughan, Sarah, I.36

Baldino, Shannon, J.60

Berrong, Lauren, K.64

Andros, Camille, L.41

Baldonado, Michelle, F.33

Besl, Carley, F.36

Ansbach, Jennifer, H.37

Baldonado-Ruiz, Monica, K.10

Best, Meagan, K.64

Apol, Laura, SIG.03

Baltazar Christina I.01

Best, Michelle, G.20

Applegate, Carey, M.02

Bangert, Sara, B.01

Beymer, Alecia, C.04

Armendarez, Erin O’Neill, F.32

Baptiste, Tracey, C.57

Bhatti, Hasham, L.53

Belvin, Tristain, I.33

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PARTICIPANT INDEX

315

10/26/18 10:16 AM

PARTICIPANT INDEX

Bickmore, Steven, G.04, I.60, N.09, SIG.02 Biden, Natalie, G.17 Bieler, Deborah, F.26, K.07 Bility, De’Jah, M.01 Binford, Paul, I.60 Binnings, Corrine, H.46 Bird, Betsy, G.145 Blackburn, Mollie, C.06, G.41, K.07 Blakemore, Megan Frazer, C.43 Blau, Sheridan, F.09, L.07

Brannon, Ivelisse, G.17

Bushell, Anita, L.58

Brashear, Sarah, B.01

Bussolati, Nikèl, H.17, M.02

Breeden, Lori, K.67

Butler, Tamara, H.06

Brennan, Marya, C.46

Butti, Lawrence, Affiliate Leadership MTG

Brewer, Caroline, H.03 Brewer, Margaret, H.61 Briere, Benjamin S., K.15

ByBee, Kristina, J.60 Byrd, Chauntel, F.06

Brodeur, Kate, D.31 Bronke, Christopher, B.06, L.02 Brookins, Mitchell, C.64

Brooks, Amy, D.40

Caballero, Zachary, M.31

Brooks, Benita R., M.36

Cabat, Joshua, W.06, C.04

Brooks, Randy, J.50

Cabusao, Jeffrey, D.03, F.08

Brooks, Shelley, J.57

Caillouet, Ruth, D.31

Brooks, Susan, M.01

Caldas, Bianca, D.64

Brown, Alan, C.28, H.17, M.02, SIG.09

Callahan, Carolyn, J.46

Boatright, Michael, E.10 Boelts, Maribeth, M.25

Brown, Matthew, C.41

Campano, Gerald, D.12

Bolden, Tonya, F.50

Brown, Renee, I.11, SIG.07

Campbell, Edith, K.37

Boley, Ryan, N.10

Brown, Tameka Fryer, C.57

Campbell, Samantha, F.63

Bolick, Gina, C.47

Brown, Valeria, A.05

Canady, Fawn, E.03, H.11, M.02

Bonman, Theodore, E.50

Bruce, David, J.09

Canning, Ann, M.22

Bonner, Sarah, C.11, F.32

Bruni Ashley, Adele, J.52

Cano, José Luis, F.08

Boreen, Jean, Affiliate Leadership MTG

Bryan, Kisha, N.03

Cantrill, Christina, G.49

Bryan, Nathaniel, M.17

Cappelli, Rose, E.07

Buchanan, Meghan, G.14 Buehler, Jennifer, I.36

Cappiello, Mary Ann, C.33, D.09, KL.03

Bull, Kelly Byrne, G.04, H.05, M.02

Caprara, Rebecca, L.19

Bunner, Teresa, F.50, N.49

Caputo, Gabrielle, D.27

Burdick, Melanie, G.03

Caraballo, Limarys, E.05, F.06

Burger, Vicki, K.28

Carlson, David Lee, E.20

Burgess, Albertia, C.64

Carman, Julie, D.47

Burke, Ann, J.42

Carrillo, Francisco, G.05

Burke, Jim, E.07

Cartaya, Pablo, C.30

Burkett, Jessica, K.51

Casimir-Siar, Arlene, B.03

Burnap, Lesley, G.40, H.54

Castaldo, Nancy, D.16

Burnette, Ansley, L.58

Castleman, Michele, J.60

Burnette, Dawn, L.58

Caughlan, Samantha, C.06

Burns, Loree Griffin, I.35

Caulfield, Mary, E.32, J.10

Burns, Monica, W.02

Causey, Carrie, I.33

Burrow, Lauren, J.17, E.61

Celaya, Anthony, F.08, J.02, M.33

Burtsfield, Danielle, K.62

Cercone, James, F.14, G.03

Busch, Megan, H.46

Cervantes, Angela, H.39, I.50

Blaumann, Leslie, F.04, M.12 Bleck, Bradley, KL.02 Blejwas, Carol, H.26 Blom, Nathan, J.52 Boardwine, Desiree, J.06

Borsheim-Black, Carlin, I.13, M.02 Boscarino, Anna, L.09 Boston Weatherford, Carole, C.45, M.41 Boushey, Gail, F.62, H.51 Boutelier, Stefani, G.04, H.05 Boutte, Gloria, D.60 Bowe, Pam, F.62, G.59 Bowe, Warren, G.59 Bowles, David, SIG.03 Bowman, Donna Janell, H.54 Boyd, Ashley, G.04, H.11, M.02, N.09 Boyer, Nicole, KL.01 Braden, Eliza, G.07, M.43 Bradley, Laura, C.46 Bradshaw, Rachel, J.40 Branch, Heidi, H.15 Brandeis, Georgia, KL.01

316

Calzada, Becky, C.58

2018 NCTE ANNUAL CONVENTION PROGRAM

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Chadwick, Jocelyn A., C.01

Coles, Justin, D.64

Courtney, Diedre, D.16

Chapman, Sherry, A.04

Collinge, Sarah, F.63

Courtright, Stacy, D.40

Charles, Quanisha, N.53

Collins, Kathy, C.59, E.58, F.19

Covino, Katharine, G.03

Chase, Paula, H.34

Collins, Robin, E.20

Cowan, Kay, B.01

Chatterji, Tuli, J.33

Colwell, Ryan, L.23, N.32

Crabtree, Alissa C.02

Chavez, Jacob, M.23

Comfort Maher, Steffany, G.04, M.02

Craig, Nicole, C.38

Chen Lee, Crystal, N.09 Cherry-McDaniel, Monique, F.53 Cherry-Paul, Sonja, B.03, F.04, K.36 Chesley, Kristen, SIG.06 Chesner, Geri, C.31

Compano, Gerald, D.12 Compton-Lilly, Catherine, D.12, E.29, I.22, M.43 Conant, Ali, C.64

Cramer, Katherine Mason, C.28 Crandall, Bryan Ripley, E.03 Crandall, Cara, J.14 Crawford, Jessica, G.54 Crawford, Kellie, N.09

Chhetri, Sidonie, D.15

Coneway, Betty, POSTER SESSION

Chiao, Daniel, L.05

Confere, Donna, C.29

Creger, John, W.10, SIG.08

Chiapella, Julia, W.11

Conklin, Melanie, H.28

Cretelle, Tracy, W.09

Chisholm, James, K.07

Connor, Leslie, J.30

Cridland-Hughes, Susan, E.38, F.51

Choate, Darren, G.40

Connors, Sean, C.28

Crisp, Thomas, SIG.03

Choi, Cynthia, D.13

Croney, Natalie, L.02

Choucair, Mona M., M.02

Consalvo, Annamary, D.15, L.16, F.63, M.02

Christ, Marie, F.51

Contreras, Shanell, N.58

Cronin, Samantha, C.64

Christenbury, Leila, F.05, K.18

Cook, Mike, E.03, G.03, H.11

Crooks, Elizabeth, C.50

Christensen, Linda, N.59

Cook, Stephanie, H.15

Croom, Marcus, D.64

Christensen, Robin, E.50

Cooke, Erin, I.08

Cross, Chrissy, J.17

Christopher, Bryan, F.05

Cooks, Jamal, D.06, H.03, N.04

Crouch, Debra, W.17

Chung, Arree, M.25

Coombs, Dawan, C.28, M.02

Crowder, Travis I.01

Churnin, Nancy, F.55

Cooper, Josh C.02

Crowell, Caryl, C.12, L.04

Ciaramitaro, Carl, L.36

Coppola, Rick, D.18

Crutcher, Chris, C.28, F.57

Ciarrocca, Robert, H.17

Coppola, Shawna, C.59, L.02

Cruz, Marie Miranda, L.19

Citizen, Leticia, F.10

Corapi, Susan, D.54

Cruz, M Colleen, M.10

Clark, Barbara, N.57

Corbin, Sue, C.09

Cueto, Desiree W., D.54, N.51

Clark, Caroline, I.26

Corbitt, Alex, G.17, N.41

Cuff, Shannon, H.63

Clark, Melanie, E.17

Corcoran, Billy, H.01

Cummings, Daniel, M.23

Clark, Samantha M, E.49

Cordi, Kevin, Swapping Ground

Cummins, Amy, H.11

Clark, Shanetia, N.41

Corelitz, Robyn, K.61, L.53

Cun, Aijuan, W.01, K.06

Clayton-Taylor, Nyree, F.53

Corgill, Ann Marie, I.54, M.08

Cunningham, Kathleen, F.47, N.18

Cline-Ransome, Lesa, C.09, G.11, I.35

Cornejo, Janeth J.01

Curry, Mack, H.46

Cobb, Cicely, L.11

Corson, Liz, F.38

Cusolito, Michelle, C.32

Coffey, Heather, M.02

Cort, Tiye, K.06, N.09

Cohen, Jeradi, L.58

Cortes Santiago, Ileana, J.33

Colabucci, Lesley, M.04

Costner, Suzanne, F.30

Cole, David, W.05

Cota, Andrea, F.37

Coleman, James Joshua (Josh), N.09

Cotto-Escalera, Brenda, C.38

Coles, Jay, F.50

Courtmanche, Jason, G.31

Cronin, Rebecca, I.61

D Dahlman, Jill, D.16, J.24 Dail, Jennifer, E.03, G.04, L.05 Dallacqua, Ashley, D.21, H.11

2018 NCTE ANNUAL CONVENTION PROGRAM

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INDEX

Cotugno, Marianne, D.47

Crawley, Adam, C.62

317

10/26/18 10:16 AM

PARTICIPANT INDEX

Damico, Nicole, J.04

Dessart, Jamie, H.47

Du, Juan, I.38

Dandoy, Bob, C.15, F.05

DeStigter, Todd, F.26, J.59

Dubroc, Anita, E.20

Daniels, Alison, D.28

Dever, Melanie, G.33

Duggan, Tim, B.01, M.02

Daniels, Amanda, H.37

Devereaux, Michelle, C.10, N.45

Dunn, Patricia, H.20

Daniels, Brittany, E.32

Dewar, Tim, H.07

Dunn, Mandie, K.06, M.02, N.54

Daniels, Harvey, B.02, E.07 I.02

Dewitz, Peter, F.66

Durand, Sybil, E.05, G.04, L.08

Darbee, Andrea, M.30

Diaz, Paloma, C.17

Dyer, Darlene, F.05

Darby, Sirrita, D.03

Diaz, Susan, D.15

Dyer, Michelle, L.08

Darragh, Janine, C.31, G.04, J.10, N.09

Dibartolo, Kara, G.20

Darrington, Fredeisha Harper, D.61 DasGupta, Sayantani, F.50, M.25 Daughtery, Miah, C.46 David, Ann, C.22, D.15, F.05, M.02 Dávila de Silva, Aurelia, G.01 Dávila, Denise, C.37, D.09 Davis, Elizabeth, H.17 Davis, Jewel, E.61 Davis, Tiphani, D.16 Davis, Za Khia Kelzhane, J.17 Dawes, Erika, C.33, K.67, KL.03 Dawson, Christine, F.09, H.07, K.39, L.07 Day, Deanna, F.13 Day, Jessica, K.33 de la Peña, Matt, H.13, N.49 Deahl, Carrie, B.01 Dean, Aliethia, N.63 Dean, Angela, L.54, N.17 Dean, Deborah, K.18 Dean-Burren, Roni, KL.02 Debnam-O’Dea, Rachel, J.04, K.06 Decker, Kate, I.07 Dee, Barbara, F.42, J.30 Dee, Susan, L.02 Degener, Rebekah May, C.28 DeJulio, Samuel, I.41 DeJulio Bell, Lauren, K.11 Del Hierro, Victor, H.08, J.03, J.59 DeLay, Aaron, K.33 Dellaira, Ava, D.45 Deloach, Regina, F.06 DePew, Kevin, W.04

318

DiCesare, Katie, M.08 DiCicco, Michael, B.01

Dierking, Rebecca, M.02

Early, Jessica, H.14

Dieu, Mindie, I.07

Eastman, William D.02

DiGregorio, Katie, N.17

Ebarvia, Tricia, F.65, H.37, K.31

Dillon, Joe, N.08, W.15

Edwards, Jessica, N.32

Dinkins, Elizabeth, D.16

Edwards, Patricia, D.12

Dionne, Erin, C.43, H.41, J.30

Ehret, Christian, G.07

Diuguid, Darryn, C.62

Eickholdt, Lisa, K.43

Dixon, Kathryn, E.20

Eidum, Jennifer, H.63

DiZebba, Christina, K.36

Eisenbach, Brooke, E.03, F.46, L.06

Doele, Kim, I.47

Elders, Austin, L.22

Doepker, Gina, L.16

Elgersma, Bill, M.02

Doerr-Stevens, Candance, J.04

Ellenbogen, Charles, M.27

Dohrn-Melendez, Haydée, K.56

Elliott, Natalie, KL.01, N.18

Dolcimascolo, Justin, E.46

Ellis, Lindsay, D.16

Dollar, Tamra, J.33

Ellison, Tisha Lewis, D.12

Dominguez, Alice, N.03

Ellsworth, Amye, N.09

Dominguez, Michael, D.64, G.05, I.02, J.03

Elson, Kerry, K.56

Donhauser, Meg, C.63 Donovan, Sarah, H.05, N.09 Donovan, Tessla, D.40 Donstad, Anneliese, M.02

Emmanuele, Nicholas A., M.01 Emert, Toby, B.01, C.62 Enciso, Patricia, C.37, E.05 England, M. K., K.41

Doolittle, Samantha, W.14

Engle, Margarita, C.23, D.41 G.44, H.60, M.14

Dorfman, Lynne, E.07

Ennis, Kristie, F.10, M.01

Dorr, Christina, N.14

Epperson, Mike, I.46

Doubet, Kristina, N.03

Eriksen, Indigo, I.39

Doughtie, Ashley, J.04

España, Carla, A.03, C.17, H.60

Downey, Johnny, F.37

Espinosa, Cecilia, N.03

Draper, Sharon M., I.36

Espinosa, Mathew, J.33, SIG.09

Draxyl, Heather, I.33

Espinosa, Tomas, C.64

Dredger, Katie S., C.28

Esposito, Christina, G.04

Driver, Shyla, J.17

Estrada, Caroline, N.02

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Estrada, Jay, N.63

Fleck, Stephanie, Now Screening

Frey, Nancy, B.04, M.51

Eutsler, Lauren, D.31, N.44

Fleischer, Cathy, G.33, H.07, I.36

Friess, Courtney, A.04

Evans, Ethan, I.46

Fleming, Candace, I.35

Fu, Danling, C.40, I.38

Evans, Leanne, A.01

Fleming, Sarah, N.45

Fuemmeler, Melanie, L.15

Evans, Lezlie, J.48

Flennaugh, Terry, F.06, W.03

Fuentes, Claudia, F.63

Evans, Megan, N.58

Fletcher, Jennifer, H.37

Fugit, Misha, D.18

Everett, Chad, C.55, F.04, K.31, N.01

Fletcher, Lauren, G.25

Fuhrman, Laura, D.32

Fletcher, Ralph, F.57, K.20

Fulks, Ean, G.23

Fletcher, Sarah, G.57

Fulton, Steve, J.27

Fletcher, Sarah Bradford, M.02

Funderburgh, Amber, D.15

Flint, Amy Seely, E.43

Fung, Shirley, D.03

Flint, Tori K., C.31, N.34

Funk, Glenda, E.50, H.37

Flint, Tricia, J.33

Furst, Amy, M.23

Fabrizi, Mark A., C.28, M.02

Flood, Heather, K.39

Fussell, Galia, M.11, E.61, G.59

Fahrenbruck, Mary, D.54

Flores, Josh, L.02

Fain, Jeanne, C.09

Flores, Patricia, H.08

Fairchild Hawks, Lyn, W.12 Falch, Kelly, L.29

Flores, Tracey T., E.56, F.09, H.07, J.03, J.59, K.07, L.13, M.02, N.04

Fallert, Natalie, KL.01

Flusche, Sarah L.01

Falter, Michelle, E.03, H.11, M.02, N.09

Flynn, Jill Ewing, M.02, N.03

Fan, Feifei, E.25

Foor, Tara, L.14

Fannin, Jessica, C.47

Ford, Amy, H.12

Farnham, Jennifer, E.03 Farrell, Courtney, E.46

Ford, Margaret, Affiliate Leadership MTG, M.01

Fassbender, Will, I.59, K.06

Foster, Shalonda, K.67

GarayĂşa Tudryn, Barbie, K.49

Faulhaber, Angela, I.31, L.47

Foster, Thomas, KL.01

Faulkner, Shana, M.01

Fournel, Jenna, M.01

Garcia, Antero, C.05, D.01, E.05, F.05, H.07, J.36, L.05

Fawcett, Sarah, N.13

Fowler-Amato, Michelle, G.03, K.07

Everly Orman, Chelsea, F.51 Ewing, Janice, N.03

Fearn, Stephanie, G.20 Feigelson, Daniel, F.19 Felber, Sarah, C.49 Felde, Kitty, G.59 Filipiak, Danielle, W.03, F.06 Filson, Nicolette, J.04 Finan, Kelly, D.25 Fink, Lisa, C.15, I.59 Finkle, Andrea, I.59 Finkle, David, I.59 Fisch, Audrey, D.53, H.47 Fisher, Stacey, N.35 Flecha, Dulce-Marie, E.30

Gainer, Jesse, C.37, H.44 Galante, Nicole, C.15, H.58 Gallagher, Kelly, C.52, KL.01 Gallo, Jessica, C.64 Gamble, Delia, G.14 Gann, Elijah, L.40 Gao, Huan, H.45

Garcia, Diana, I.51, SIG.02 Garcia, Merideth, J.04

Fowler-Freeman, Codi J.01

Garcia, Patricia, M.31

Francis, Melinda, C.47

Garcia, Gonzalez, Sarah, L.05

Francis, Clay, M.12

Garcia McCall, Guadalupe, C.30, L.21, M.25

Francis, Emily, N.17 Franke, David, M.09 Franquiz, Maria, E.05, L.13 Frascella, Rosemarie, N.17

Gardiner, Wendy, C.31 Gardner, Kati, L.19 Gardner, Roberta P., H.44

Frederick, Marisa, K.65

Garland, Katherin, W.01, C.28, L.05, N.03

Frederickson, Jim, H.07, M.02

Garner, Greg, C.50

Freiss, Susan, C.37

Garrett, Katelyn, L.14

Fremin, Sam, H.15, K.21

Garrison-Joyner, Veronica, I.39

French, Seth, I.25, M.02, K.06

Garvoille, Alexa, K.27

Freund, Sara, I.51

Garza, Xavier, L.21

2018 NCTE ANNUAL CONVENTION PROGRAM

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INDEX

Fisher, Douglas, B.04, M.51

Foley, Ellen, J.42, D.16

319

10/26/18 10:16 AM

PARTICIPANT INDEX

Garza, Joel, H.37

Glazewski, Heather, J.60

Graham, Claudia, K.33

Garza, Rubén, E.61

Glenn, Wendy, C.28, F.07, G.04, I.36, M.02

Graham, Holly, E.02

Gascon, Deborah, E.48 Gaul, Christine, KL.01 Gay, Sarah Kathryn, L.38 Geaman, Maribeth, I.18 Gebhard, Meg, E.02 Gedeon, Kristen, H.07 Geiger, Macy, I.08 Gellin, Laura, K.27 Gellott, Sarah, N.57 Genova, Holly, D.46, J.33 Gentilini-Pagonis, Stephanie, G.51 Gentle, Claudia, I.29 George, Marshall, M.02, G.04 Gephart, Donna, C.03 Gerard, Camille, F.46, L.06 Gerber, Hannah, M.36, L.05, J.04, SIG.09 Gerchick, Billy, C.28 German, Lorena, E.56, F.65, J.05

Glerum, Michelle, H.14 Glick, Kami, J.40

Gratz, Alan, C.23 Grayson, Mara Lee, D.04, I.02

Gloss, Abigail, C.27

Greathouse, Paula, E.03, F.46, G.04, H.05, L.06, M.02

Glover, Matt, K.20

Greaves, Nicole, G.04

Goble, Pam, D.16

Green, Charlie, G.04

Godley, Amanda, J.33

Green, Erin, H.34, I.51

Goering, Christian, F.32, G.03, I.25, K.46, M.02

Green, Keisha, C.05

Goetz, Matthew, H.18 Golab, Susan, M.26 Goldberg, Gravity, E.07 Golden, John, W.06, D.24 Golden, Noah, L.05 Golding, Malene, W.08 Gomez, Jeannette, POSTER SESSION Gonzales, Laura, C.05, D.64, E.05, F.09, J.03, J.59, L.07

Green, Marybeth, I.08 Greenberg, Elyn, N.61 Greeter, Erin, C.64, SIG.02 Gregorek, Andi, L.14 Grenell, Katrina, K.33 Griffin, Anna, K.36 Griffith, Gail, I.26 Griffith, Jason, I.59, J.43, M.02, N.41 Griffith, Susan, C.37 Grinage, Justin, D.64, K.49, N.07 Groark, Kelly, B.01

Gianferrari, Maria, C.32

Gonzalez, Charles H., F09, H.05, L.07, M.02

Gianfrancesco, Michael, E.35

Gonzales, Kristi I.01

Groninger, Margaret, G.52

Gibbins, Thor, A.06, J.04

Gonzalez, Maya, F.03, H.44

Gross, Jordan, I.52

Gibbons, Scott, E.17

Gonzalez, Monica, D.64

Gross, Melissa, L.05

Gibson, Dynasty, I.33

Gonzalez III, Raúl, C.58, F.50

Grote-Garcia, Stephanie, E.61

Gibson, Valente, K.51

Gonzalez, Xelena, C.43

Grove, Rebecca, A.06

Gibson, Samantha, W.16

Gonzalez-Garcia, Frances, E.14, L.43

Guditus, Connor, F.53

Gichuri, Anne, F.49 Gidwitz, Adam, K.04 Gilchrist, Erin Naugher, M.02 Giles, Lamar, C.03, K.04 Gilles, Carol, N.06 Gilliam, Nikysha (Nikki), N.52 Gillis, Bryan, I.37 Gillispie, Nicole, B.01 Gilmore, Barry, G.09, I.59, J.20, M.12 Gilmore, Larisa, C.42 Gilmore, Sue, M.12 Gino, Alex, F.42, J.58 Ginsberg, Ricki, C.34, G.04, I.36, M.02 Giorgis, Cyndi, K.34 Glazer, Jeremy, G.03

320

Goo, Maurene, D.45, F.50 Goode-Peoples, Rebekah, K.27 Goodman, Debra, E.15 Gordon, Rebekah, C.04 Gordon, Berit, J.20 Gordon, Wes, L.45

Groenke, Susan, K.60

Guerra, Juan, C.05 Guevara, Michael D.02 Guler, Nilufer, N.03 Guth, Kristen, H.25 Gutierrez, Kristina, J.12 Gutierrez, Martha, C.17

Gorgans, Matthew, F.63 Gorlewski, Julie, L.31

Goss, Stephen, W.01, C.27 Goulding, Cathlin, N.09

Haas, Lory, C.31

Grabarek, Daryl, D.09

Hadjioannou, Xenia, C.07, H.45, M.03

Grady, Connor, H.15, K.21 Grady, Lindsay, G.54 Graff, Jennifer, D.09

Hadley, Heidi, I.18, J.57, K.06, M.02 Hagedorn, Ann, J.06 Hagen, Lynn, J.25

2018 NCTE ANNUAL CONVENTION PROGRAM

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10/26/18 10:16 AM

Hagerman, Michelle, AB.01

Haydu, Corey Ann, M.24

Hill, James, M.01

Hagin, Hannah, M.01

Hayes, Sandy, F.62, I.59

Hill, Josh, C.31

Hale, Margaret, C.03

Hayn, Judith A., C.62., G.04

Hill, Spencer, H.15, K.21

Hall, Drew, L.22

Hays, Alice, M.02, G.04

Hilliard, Karla, C.41, G.34

Hall, Megan, C.49

Hazlett, Lisa A., C.62., G.04

Hines, Mary Beth, H.11

Hale, Nathan, C.39

Heaggans, Raphael, G.14

Hinojosa, Yndalecio, J.12

Hall, Sharron, I.45

Heang, Leah Goldberg, N.03

Hinton, KaaVonia, C.18, SIG.02

Hallman, Heidi, G.03, M.02

Heard, Georgia, F.10, G.16, H.51

Hiranandani, Veera, H.13, L.18

Halverson, Karen, H.52

Hedgecock, Megan Beth, D.15, H.36

Hiras, Christina, K.40

Hamilton, Erica, KL.01

Hedlun, Jamie, N.18

Hobbs, Renee, M.16, N.20

Hamilton, Felicia, F.05

Heinle, Danielle, N.03

Hochstetler, Sarah, G.03, M.02, N.03

Hamilton, Josh, L.58

Heise, Jillian, C.55, D.30, F.50, N.49

Hoelting, Megan, H.33

Haney, Jill, C.60

Heldt, Sarah, Now Screening

Hoeve, Sara, M.02

Hankins, Paul, F.10

Heller, Vanessa, G.19, H.48

Hogan, Brigid, H.63

Hannigan, Kate, H.54

Henderson, Jeremiah, D.30

Hogue Smith, Cheryl, C.26

Hannon, Nicole, C.42

Henderson, Laretta, D.25, M.04

Holbrook, Amy, M.45

Hanrahan, Sarah, I.57

Henderson, Leah, K.25

Holbrook, Teri, I.48

Hans, Patricia L, D.16, I.43,

Hendricks, Samuel, J.57

Holm, Jennifer, C.39, K.04

Harbour, Alexander, N.32

Hendrix, John, C.39, K.25

Holt, Kari, E.18, L.20, M.24, N.39

Harman, Ruth, E.02

Hendrix, Stephanie, E.61

Holzweiss, Kristina, K.36

Harper, Fred, C.09

Hendrix-Soto, Aimee, G.14

Homer, Ivey, K.36

Harper, Rebecca, E.17, N.52, KL.01

Henkin, Roxanne, G.01

Harrington, Dorothy, C.36

Hennessy, Gail, H.63

Homrich-Knieling, Matthew, A.05, F.04, K.35

Harris Garad, Brooke, D.64

Henry, Apryl, M.22

Harris, Patrick, K.01

Henry, Lisa, E.40

Harris, Sean, H.26

Herard, Dominique, N.03

Harris, Shawn, D.30, I.54, M.25

Hermann, Wilmarth, Jill, N.32

Harris, Yolanda, H.22

Hernández, Olivia, N.03

Harrison, Dorian, C.16

Herrera, Luz, A.03

Hartman, Angela, N.45

Herrmann, Bailey, C.64

Hartman, Paul, F.28

Herron, María Del Rocío, L.10

Hartman, Shana, H.05, M.19

Hersey, Heather, C.63

Harvey, Alex, G.52

Herzog, Kimberly, E.03

Harvey, Miles, F.38

Hettinger, Michele, J.42

Harvey, Stephanie, H.52

Hicks, Breanne, F.44

Haseltine, Michelle, I.49, N.52

Hicks, Troy, AB.01, C.15, F.32, I.56, J.19, H.07, M.26,

Hassel, Holly, KL.02 Hasty, Michelle, M.40 Hatcher, Brandon, L.12 Hauck, Jen, E.41 Hauptman, Ally, M.40 Hayden, Andrea, C.46

Hood, Susan, D.30 Hook, Kerri, E.19 Hooks, Gwendolyn, C.57 Hooks, Heather, J.55, L.30 Hoonan, Barry, W.07, H.51 Hoose, Phillip, E.28 Hope, Kate, H.14 Hopf, Michelle, L.45 Hopper, Peggy, L.22 Horwath, Dawn, F.37 Houser, Renee, E.07 Houser, Susan, M.02 Houston, Annah, F.16

Higgins, Adam, L.12

Howard, Mary, D.17, E.07, H.15

Higgins, Jenee, N.31

Howell, Brittany, F.10

Higgs-Coulthard, Katherine, L.58

Howell, Emily, D.62

Hight, Shawna, L.05

Howell, Lakisha, B.03

Hildebrand, Karen, M.04

Hower, Aileen, L.58

Hill, Crag, I.07, G.03, G.04, M.02

Howland, Jennifer, C.42

2018 NCTE ANNUAL CONVENTION PROGRAM

2018_AC_BACK.indd 321

INDEX

Hatteberg, Scott, N.57

Honsberger, Greta, C.23

321

10/26/18 10:16 AM

PARTICIPANT INDEX

Hrepich, Jeana, Affiliate Leadership MTG

Jiminian, Gladdys, F.11

Hruby, Alison, C.22, K.07

Jack-Vilmar, Lona, W.15

Jo, Soowon, C.31

Hsieh, Ivy Haoyin, I.38

Jackson, James, D.20

Jocius, Robin, H.50

Hsu, Katharine, H.59, N.01

Jackson, Jacqueline, G.21, E.61

Johannes, Shelley, H.28

Hu, Yang, C.17

Jackson, Kate, W.13

Johansen, Dana, K.36

Hubrig, Adam, I.09

Jackson, Sarah, F.06

Johnson, Aeriale, C.59

Huckaby, Isaac, L.22

Jackson, Tiffany, D.56

Johnson, Angela K., H.18

Huddleston, Lauren, G.09

Jacobs, Meg, E.29

Hudson, Alida D.02

Jacobs, Sydney, K.37

Johnson, Ashley, H.11, J.07, K.06, N.54

Huff, Dana, H.37

Jacobs Martin, Dawn, H.05

Johnson, Brianne, M.44

Huff, Frankie, F.54

Jacobson, Dana, L.12

Johnson, Courtney, E.44, I.26

Huffman, Kendall, E.31

Jacobson, Jennifer Richard, E.18

Johnson, Dana, H.36

Hughes, Amanda, J.60

Jae, Jones, S., E.22

Johnson, Denise, M.51

Hughes, Eileen, D.28

Jaffe, Meryl, E.35, H.27, C.39

Johnson, Elizabeth, K.30

Hughes, Selena, E.61

Jaggers, Wanda, E.43

Johnson, George, D.60

Hughes, Tracey, SIG.02

Jago, Carol, KL.01

Johnson, Ginger, F.56

Hughes-Hassell, Sandra, L.26

Jamerson, Hunter, B.01

Johnson, Holly, D.54

Huish, Heather Ahern, E.24, G.59

James, Cristina, G.16

Johnson, Judith C., K.06

Hulley, Marisa, I.52

James, Jennifer, N.31, E.61

Johnson, Kim, G.15

Humes, Steven, M.50

James, Katherine, F.38

Hundley, Melanie, H.50, I.48, N.44

James, Macy, C.29

Johnson, Lamar, C.20, F.01, H.06, J.15

Hunsicker, Arthur, N.61

James, Mary, L.12

Hunt, Lynda Mullaly, C.58

James, Tyler, N.61

Hunt, Barron, Sarah, J.11

Johnson, Lindy, AB.01, C.22, H.19, M.02

Janak, Megan, D.15

Hunter, Kristen, N.13

Johnson, Matthew, C.48

Janicek, Katherine, K.61

Hur, Ryan, H.15

Johnson, Nancy, L.44

Jansky, Katrina, C.22

Hurr, Ryan, K.21

Johnson, Paula, N.51

Jarvie, Scott, C.04

Hurley, Jacqueline, L.02

Johnson, Varian, C.55, H.28

Jeames, Sanford, G.14

Hurwich, Talia, C.39, H.27

Johnston, Kelly, J.11

Jean-Baptiste, Chalet, H.37

Huston, Breanne, E.03

Johnston, Leah Beth, I.44

Jee, Julie, A.05

Hutchful, Abena, D.05, L.06

Joiner, Namisha, I.46

Jeffers, Lindsay, D.08

Hutchinson, Mary, C.07

Jolly, Tommy, D.52

Jefferson, Camedra, C.60

Hutton, Kate, I.11, SIG.07

Jones, Allison Fetko, M.01

Jenkins, Kellee, D.20

Jones, Emilie, G.17

Jensen, Amber, F.59, G.03, J.04, K.06, M.02

Jones, Heather, C.28, N.12

Jensen, Deborah, H.53

Ianetta, Melissa, D.10, KL.02

Jerasa, Sarah, I.17

Idle, Molly, D.30

Jesse, Tom, H.56

Ife, Fahima, D.64

Jeter, Gage, N.38

Iglesias, Charisse, F.63

Jiddou, Marieme, G.59

Infante Sheridan, Myra, J.59, K.06

Jiggetts, Kristan, H.21

Istel, John, G.04

Jimenez, Laura, F.01

322

Jimmons, Jiva, L.05

Johnson, Latrise, KL.01, M.02

Jones, Heidi, H.56 Jones, Karis, F.38, H.33 Jones, Philip R., N.31 Jones, Sharon L.01 Jones, Stephanie P., N.09., C.20 Jonker, Travis, C.58 Jordan, Mary Beth, D.37 Jordan, Valin S., N.34

2018 NCTE ANNUAL CONVENTION PROGRAM

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10/26/18 10:16 AM

Joseph, Rick, C.62

Kelley, Jane, C.31

Kirkland, Pamela, H.17

Juarez, Lucinda, N.28

Kelly, Amber, N.31

Kish, Rachel, I.56

Judge, Lita, D.41

Kelly, Erin Entrada, E.21

Kissel, Brian, E.07, H.49, M.44

Julka, Jana, I.63

Kelly, Katie, M.44, N.42

Kist, William, AB.01, J.06, L.05

Jurich, Chuck, L.05

Kelly, Lauren Leigh, KL.01

Kittle, Penny, C.52, I.23, M.28

Juyoung Ok, Cindy, G.07

Kelly, Mary, J.54

Kiwiet, Jessica, F.17

Juzwik, Mary, H.06, K.15, N.54

Kelt, Deborah, L.42

Kleker, Dorea, D.31

Kemmer, Kimberly, W.13

Klett, Kim, E.40

Kemmerer, Brigid, D.26

Kline, Katie, E.41, K.14

Kemprowski, Austin, J.54

Knaus, Jake, N.03

Kabuto, Bobbie, H.04, I.45

Kennard, Elizabeth, H.17

Knezek, Suzanne, SIG.03

Kaczmarczyk, Annemarie, K.49

Kennedy, James, H.55

Knight, Angela, H.07

Kahn, Elizabeth, D.27

Kershen, Julianna E.L., I.07. L.05

Knight, Mary, G.44

Kahn, Peter, K.11

Kersulov, Michael, I.62, L.29

Knoell, Donna, C.45, D.26

Kahn-Loftus, Toby, D.16

Kervina, Chris, H.37

Knott, Michele, D.30

Kajder, Sara, AB.01, C.11, D.48, I.27, L.05, N.01

Ketcham, Susan, W.16

Knowles, Jo, H.41

Keyes, Dixie, M.02

Kobayashi, Madeline, G.19

Kalir, Remi, N.08

Keyes, Kathy, C.13

Kobos, Courtney, H.63

Kamani-Renedo, Rita, E.56, M.14, N.17

Khalfan, Washington, Shehnaz, H.58

Koch, Benjamin, D.61, H.61

Kaminski, Rebecca, H.16, M.07

Khamvongsa, Mindy, L.23

Kamphaus, Jessica, K.64

Khan, Hena, C.58, D.30, F.50, J.47

Kandarpa, Nihar, H.15, K.21

Khan, Sabina, I.28

Kander, Faryl, C.12

Khawaja, Mabel Deane, SIG.02

Kane, Sharon, G.04, N.09

Kheiriyeh, Rashin, K.09

Kanelos, Carmen, C.54

Kiah, Rosalie, C.16

Karalis, Tiffany, I.07

Kidd, Sarah, D.16

Kareem, Jamila, N.53 Karnes, Shana, L.47

Kiely, Brendan, F.01, I.60, K.26, N.49

Katwala, Darshna, H.07, L.12

King, A.S., K.26

Katz, Anne, I.08

King, Alex, D.01

Kay, Matt, B.03

Kim, Grace MyHyun, H.19

Kaywell, Joan, L.06

Kim, Hee Young, D.54

Keating, Jess, C.31, D.30

Kim, Jung, C.18, H.03, J.03, L.18, N.02

Kedley, Kate, D.21, N.09 Keefer, Tony, C.58, F.04 Keeling, Bret, G.25 Keenan, Lindsey, G.22 Keene, Ellin, E.07, F.19, I.02, K.20 Keller, Cindy, C.28 Kelley, Cheryl D.02 Kelley, Crystal, I.58

Kohnen, Angela, C.40 Kolanovic, Natalie, M.37 Konda-Varilek, Kama, D.51 Konett, Ethan, G.33 Konigsberg, Bill, L.06 Konkler, Elishya, H.05 Koontz, Noel, E.17 Korst, Amy, D.28, M.29 Korytkowski, Geneva, H.07 Koss, Melanie, F.63, L.50 Kostyal, Karen, C.09 Kottemann, Kathrin, L.42 Krack, Daniel, L.38 Krajewski, Sarah, J.13

King, Lauren, AB.01, G.17

Kraver, Jeraldine, F.12

King, William, J.36

Kreamer, Helen Michelle, F.35

King, Victoria, L.40

Krell, Desi, F.63

King-Watkins, Danielle, C.28

Kremer, Nicholas, F.62

Kinloch, Valerie, C.15, F.11, G.58

Kriese, Tracy, Affiliate Leadership MTG

Kiramba, Lydiah Kananu, C.19, D.64 Kirkland, David, C.15, D.06, F.09, L.07

Krishnan, Lee, D.07 Krol, Kyle, I.11 Krone, Beth, K.06

2018 NCTE ANNUAL CONVENTION PROGRAM

2018_AC_BACK.indd 323

INDEX

Keller, Stacey, N.57

Koerner, Claire, K.50

323

10/26/18 10:16 AM

PARTICIPANT INDEX

Krulder, Jori, C.41, G.34, M.18

Lawrence, Whitney, L.58

Lin, Frances, F.04

Kuehler, Amber, J.13

Lawson-Fountain, Shonterrius, L.12

Lin, Grace, F.01, L.44

Kullberg, Adam, H.27 Kunkel, Anthony, C.42, I.07 Kunkel, Mary Kay, F.36 Kurstedt, Rosanne, C.17, M.40 Kuskey, Jonna, C.06 Kwak, SuBeom, J.44 Kyser, Christine, D.62

LĂŞ, Minh, D.30 Lechtenberg, Kate, H.11 Lee, Alice, J.15 Lee, C. B., E.22 Lee, Grace, C.16 Lee, Jay, J.33 Lee Jim, Rex, D.07 LeeKeenan, Kira, D.64, F.47, H.40, K.06

Lehman, Christopher, F.62, I.02 La Rocca, Whitney L.01

Lehman, Erin, M.42

LaBonte, Karen, G.28

Leigh, S. Rebecca, B.01, C.09

LaCroix, Brittany, J.06

Leija, Maria, D.64, L.13

Ladner, Kristan, F.15

LeJeune, Marie, C.22, K.34, M.29

Laffin, Jennifer, H.57, M.25, N.52

Lemanski, Laura, J.33, N.03

Lai, Erika, F.60

Lemberg, Jennifer, J.14

LaMay, Bronwyn, C.15, G.58

Lemieux, Rhonda, A.02, K.67

Laminack, Lester, E.07, F.58, G.39, K.21

Lencl, Tara, I.45

Lammert, Catherine, G.26 Lampi, Jodi, I.16 Land, Charlotte, E.27, K.68 Landrigan, Clare, I.40 Lang, Dakashna, K.36 Lang, Heather, F.55 Langer, Kara, I.63 Langford, Stephen, H.17 Lanier, Chris, L.33 Lanier, Megan, I.08

Leogrande, Cathy, D.13 Lesesne, Teri, B.05, C.58, F.02 Lesley, Mellinee, F.38 Lessage, Patrick, F.46 Lessing, Avi, K.11 Letcher, Mark, D.08, F.07, SIG.01 Leung, Genevieve, D.14 Levinson, Cynthia, G.50 Levithan, David, I.36 Lewis, Ceci, D.07, J.05

Lin, Kelly Hsiu, Wen, D.14 Lindblom, Ken, C. 15, K.18 Lindy Olan, Elsie, H.07 Ling, Nancy Tupper, E.21 Lingelbach, Pamela, N.25 Linne, Robert, C.62 Linville, Debbie, C.36 Littles, Steven, L.04 Liu, Jia, C.32 Liu, Qing, I.38 Liu, Rossina Zamora, C.20, E.39 Llewellyn, Emmery, L.05 Lo, Isabella, N.58 Lobeck, Anne, C.10 Locke, Karen, F.38 Locke, Katherine, E.22, G.36 Locke, Mallory, H.53 Loder, Allie, J.57 Logan, Kayla, B.01 Lollis, Wyiquita, I.33 LoMonico, Michael, F.60 Lone, Scott, J.14 Loney, Andrea, F.55 Long, Sheryl, H.17 Long, Stacia, D.14, J.26, K.06 Long, Susi, C.08, D.60, J.03 Loomis, Jenna, D.32 Loomis, Kirsten J.01 Loomis, Stephanie, J.04

Lannin, Amy, J.56, M.09

Lewis, Mark A., C.28, F.32, N.09, H.17

Lapp, Diane, M.51

Lewis, Mike, H.01

Lopez, Diana, H.39, I.50

Lara, Gilberto, L.13

Lewis, Tamica, E.61

Lopez-Robertson, Julia, E.06, L.10,

Larke, Collin, K.19

Lewis, William, N.03

Loreman, Amanda, L.40

LaRose, Jacqueline, D.28

Li, Ruth, C.48, KL.01

Loss, Gary J.01

Larson, Holly, H.47

Libby, Karen Leland, KL.01

Louis, Natalie, I.61

Lassiter, Tracy, H.47

Lickteig, Amanda, I.08

Lourens, Pierre, H.18

Latham, Don, L.05

Lifshitz, Jessica, E.46, F.04, K.31, N.49

Louth, Richard, M.09

Latham, Irene, G.10, I.54 Lathan, Rhea, KL.02

Lillge, Danielle, G.56

Luce, Courtney, F.12

Laud, Leslie, J.28

Lillydahl, Doug, L.55

Ludwig, Trudy, D.19

Lavender, Haylee, K.68

Limlamai, Naitnaphit, C.48, D.57

Ludwig, Vanessa, F.14

324

Lopez, Amaryllis, F.11

Low, David, D.21

2018 NCTE ANNUAL CONVENTION PROGRAM

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Ludwig VanDerwater, Amy, I.49

Mann, Jeff, C.28

Lufkin, Katie, E.04

Mannix, Michael, M.05

Luft, Susan, G.17

Mantenieks, Kate, H.63

Lundahl, Merrilyne, I.53

Mapes, Noelle, F.01

Lundy, Angela, M.26

Marakoff, Kristen, E.24

Luszeck, Amanda, H.10, J.02, L.08

Marchand, Camille, E.50

Lutecki, Sophia, K.11

Marchetti, Allison, F.04, K.43

Luther, Kristin, N.10

Marciano, Joanne, W.03, F.06

Lyiscott, Jamila, D.64, G.16, J.03

Marek, Molly, G.26

Lyles, Tracy, D.16

Marlatt, Rick, F.35, G.29, J.09

Lyman, Kelly, D.38

Marschall, Claudia, F.09, L.07

Lynch, Elizabeth, L.27

Marsh, Elizabeth, E.02

Lynch, Tom Liam, AB.01, J.04, M.38

Marshall, Tom, B.06, D.59 Martens, Prisca, D.32 Martens, Ray, D.32

Martin, Christie, L.39

Macaluso, Kati, H.11

Martin, Jessica, C.23

Macaluso, Michael, H. 11, J.07

Martin, Kymberly, E.03

MacDonald, Claire, M.06

Martinez, Danny, C.06

MacDonald, Katie, H.37

Martinez, Jack, H.15, K.21

Macek, Emilie, N.57

Martinez, Louis, KL.01

Machado, Emily, D.18

Martinez, Miriam, N.28

MacKenzie, Amy, I.08

Martínez, Ramon, E.05

Mackler, Carolyn, D.45

Martinez, Xiuhtezcatl, D.01

MacLeod, John, F.10 MacNamara, Karen, D.42

Martinez-Neal, Juana, C.09, D.30, F.05

Macro, Katherine, B.01, F.09, L.07

Martinz, Javier I.01

Magoulas, Alexandra, G.13

Marx, Michele, G.51

Maguire, Hattie, I. 59, M.18

Mascareñaz, Lauryn, L.43

Maher, Steffany Comfort, E.03

Mateo-Toledo, Jenice, C.37, M.46

Mahlstadt, Amelia, I.51

Matheny, Elizabeth, M.18

Mahoney, Kerrigan, F.35

Mathews, Jessyca, D.43, K.15

Maldonado, Rebecca, B.01, D.63, H.05

Mathieu, Lea, N.52

Maldonado, Torrey, H.13, L.50

Matthews, Sharon D., C.19

Malinowski, Jennifer, N.18

Matthusen, Amy, F.48

Malmquist, Katherine, I.45

Maurer, Kimberly, I.52

Malo-Juvera, Victor, C.15, F.09, G.04, H.17, L.07

Maye, Kaypounyers, L.22

Manear, John, F.44 Manfredi, Angie, C.55

Mathis, Janelle, D.54

Mayo, Russell, D.16, K.06 Mazura, Christopher, G.07, K.39 McAllister, Gigi, G.40 McAndrew, Maria, C.17, H.53

McCaffrey, Megan, D.54 McCall, Guadalupe Garcia, F.13, K.04 McCann, Courtney, M.01 McCann, Thomas, D.27 McCardle, Todd, C.56, D.31, H.11 McCarthy, JoEllen, D.19, H.13 McCarthy, Lucas, D.16 McCartney, Alison, E.52 McCartney, Christine, N.19 McClaine, Michelle, KL.01 McClanahan, Lauren, G.22 McCleish, Stefanie, J.53 McClintock, Barbara, L.44 McCracken, Colleen, I.57 McCraw, Becky, H.04, I.15 McCreight, Jen, J.34 McCuiston, Kimberly, N.18 McDermott, Maureen, J.04 McDonough, Jennifer, F.10 McDowell, Christy, D.14 McEnerney, Virginia, E.09 McFadden, Meghann, K.36 McGee, Patty, E.07, H.49, J.20, M.12 McGeehan, Charlie, M.50 McGinnis, Theresa, J.18 McGrail, Ewa, J.04 McGrail, J. Patrick, W.01, J.04 McGregor, Tanny, B.02 McIlhagga, Kristin, N.49 McIntosh, Edgar, F.20 McKain, Jennifer, N.52 McKay, Katie, C.38 McKeon, Megan, I.32 McKinney, Matthew, H.24 McKinnon, Barbara, K.68 McKnight, Katie, K.13 McKoy, Martina, L.34 McMullan, Melissa, M.37 McMullen, Shannon, D.27 McNair, C. Lisa, I.08

2018 NCTE ANNUAL CONVENTION PROGRAM

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INDEX

Mandanis, Tam, H.15, K.21

Martin, Jenny, F.64, K.36

McAnuff-Gumbs, Michelle, D.31, F.23

325

10/26/18 10:16 AM

PARTICIPANT INDEX

McNamara, Peggy, J.35, N.40

Miller, Richard, E.24

Morris Davis, Maggie, KL.01

McNeely, Debbie C.02

Miller, Shirley, C.38

Morrison, Jennifer, E.06, F.38

McNeill, Erin, H.11

Miller, sj, F.05. F.09, L.07

Morrison, Meg, E.54

Means, Julia, H.17

Mills, Heidi, L.39

Morton, Tami, D.25

Medina, Meg, A.03, C.58, F.05, J.16, K.09, M.14

Milman, Derek, J.51

Morton-Rose, Cindy, K.37

Medina, Trina, M.01

Minor, Cornelius, C.01, E.58, G.16, J.21, L.47

Moss, Daryl, D.18

Meehan, Melanie, G.42

Minor, Kassandra, J.21

Mehra, Nishta, D.35

Mirra, Nicole, F.05, J.36, L.05

Meigh, Tamara L.01

Mitchell, Chrystine, N.44

Meigs-Kahlenberg, Vicki, C.46, K.47

Mitchell, Joan, H.17

Meixner, Emily, C.62, F.39, L.02 Mejia, Jaime Armin, E.05 Melik, Amy, L.43 Melleby, Nicole, F.42 Mendelsohn, Susan, D.10 Mendez, Jasminne, K.45, M.31 Mendoza, Gena, L.47 Mercurio, Megan, L.33 Meriano, Anna, E.49 Meredith, Ashlee, M.01 Mermelstein, Leah, L.46 Merrill, Cynthia, F.10, I.17 Merritt, Samantha, K.45 Mertens, Gillian, C.40 Messner, Kate, E.33, F.56, I.28 Metz, Mike, C.10, J.33 Metzger, Carly, C.17, M.40 Meyer, Richard, L.04 Meyer, Rori, J.42 Meyer, Tom, H.38 Miazga, Mark, D.49 Michelini, Abigail, W.10, C.14 Mikesell, Kirsten, L.14 Miliotto, Spencer, F.14 Miller, Derek, M.26 Miller, Donalyn, C.58, E.07, F.56, G.18, I.02, N.39 Miller, Henry “Cody,” L.38, N.22 Miller, Janell, H.17 Miller, Joyce, M.52 Miller, Mary Catherine, E.20 Miller, Rachelle, N.47

326

Mitchell, Sarah, I.52 Mitchell, Shaun, E.03, K.14 Miyares, Daniel, D.30 Mizell, Jason, E.02 Mizerny, Cheryl, F.04, I.44 Moehlis, Haley, M.01 Moehrle, Carol, F.62

Moss, Marissa, D.19 Mosso-Taylor, Sabina, K.51, L.10 Moton, Kylowna, W.04 Motter, Renee, H.31, I.30 Moye, Kellee, E.18, F.07, I.36, J.13 Moyer, Rachel, J.53 Mroczkiewicz, Jacob, L.14 Muhammad, Gholdy, J.47 Muhtaris, Katie, H.01 Mulcahy, Cara M., K.12 Muldrow, Marian, F.63

Möller, Karla, K.09

Mulhern Gross, Sarah, C.32, G.44, K.26

Monaco, Alicia, L.48

Mullen, Laura, F.22

Monahan, Meggie, K.44

Muller, Lisa, M.04

Monea, Bethany, F.24

Mulligan, Tammy, I.40

Monnin, Katie, E.35

Mullin, Mike, C.47

Montgomery, Amanda, F.61

Mullins, Sara, E.42

Montgomery, Heather L., F.30

Munch, Emily, E.57

Montgomery, Robert, D.08, F.61

Mundorf, Jon, C.40

Moody, Stephanie, C.19, D.14

Munger, Mary, G.31

Moore, Charles, L.47

Munoz, Christian, E.08

Moore, Donnaye, C.51

Muñoz Campos, Diego, C.54

Moore, Ellie, I.53

Murchie, Sharon, F.32

Moore, Jazmen, C.08, F.05

Murdock, Chelsea J., E.60

Mora, James, F.11

Murillo-Sutterby, Sandra, C.37

Moran, Clarice, J.04

Murphy, Caitlin, H.17, K.06, K.38

Morbitt, Deborah, K.06

Murray, Elizabeth Anne, C.35, H.17

Mordhorst, Heidi, G.10

Murray, Jenny, K.50

Moreau, Mikki, F.15

Murray, Nathaniel, D.31

Moreland, Tonya L.01

Muse, Alexa, E.37

Moreno, Jill C.02

Myers, Aimee, L.17, F.63

Moreno, Renee, E.05

Myers, Alison, G.36, H.20

Moreno, Vanessa, H.10

Myers, Michele, L.39, M.43

Moretti, Alyssa, F.14 Morgan, Denise N., N.57 Morrell, Ernest, D.55

2018 NCTE ANNUAL CONVENTION PROGRAM

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Nobleman, Marc Tyler, K.25

Oram, Taylor, H.10

Nold, Christie, A.05, N.49

Ordoñez-Jasis, Rosario, H.04

Na, Il Sung, D.30, F.13

Noll, Lori, I.08

Orme, Sarah, F.35, N.50

Nageldinger, James, E.07

Nomura, Pamela, D.38

Ortiz, Corey, E.57

Nam, Rosa J.01

Noonan, Claire, L.46

Orum, Bryn, K.14

Nardone, Laurie, M.39

Nordlof, John, I.11

Orzulak, Melinda McBee, G.03

Nash, Abbey, G.36

Norelli, Kathryn, C.17, H.53

Osborn, Anna, D.39, I.02

Nash, Brady, F.23, K.06

Norem, Kate, K.20

Oslick, Mary Ellen, D.25

Nash, Kindel, K.56, L.35

North, Cheryl, D.41, G.04

Osorio, Sandra Lucia, E.56

Nash, Kylene, E.42

Nosek, Christina, K.62, L.02, N.37

Ostenson, Jonathan, G.24

Nath, Lopita, E.08

Novack, Rich, C.25, K.06

Ostrowski, Steven, K.12

Nazzal, Jane, F.63

Novak, Bruce, W.10, C.14, SIG.08

Otheguy, Emma, G.38, H.60, M.14

Neal Lindstrom, Pamela, K.69

Novak, Danika, I.31

O’Such, Joseph, H.15, K.21

Neff, Julie, E.08

Novak, Meredith, I.36

Otoshi, Kathryn, D.19

Neil Wallace, Sandra, I.60

Nuñez, Idalia, C.19

Otto, Sandy, K.47

Nelson, Bridget, KL.01

Nurenberg, David, L.16

Ovalle-Krolick, Alejandra, L.47

Nelson, Sarah, F.45 Nelson, Sharonica, D.61, L.12 Nero, Clarence, I.33 Nesbet, Anne, J.41, M.24

Overby, Alex, I.21

O O’Brien, Peggy, C.51, D.49, E.48, F.60, M.32

Nester, Adrian, E.34, G.34

O’Byrne, W. Ian, AB.01, L.05

Neville, Mary, H.11, J.07, KL.01, N.54

Ochoa, Jennifer, F.04, N.49

Newkirk, Thomas, K.20, L.02

O’Connor, Barbara, C.58

Newlove, Peter, C.16

O’Connor, Taera, J.57

Newman, Alexa, B.01

O’Dell, Rebekah, F.04, J.29, K.43

Newman, Lisa, L.38

Odlum, Lakisha, W.16, F.62, K.35

Newsome, Tiffany, H.17

O’Donnell-Allen, Cindy, F.31

Newvine, Keith, L.16

Oh, Axie, L.18

Neyer, Janet, F.32, I.56

Ohito, Esther, D.64

Nichols, Maria, W.17

Ojo, Adenrele, E.44

Nichols, Sarah, G.55

Olan, Elsie, L.02, N.54

Nichols-Buckley, Amber, G.24, J.39

Older, Daniel José, A.03

Nicolay, Cassy, I.46

Oliver, Kelly E.01

Niday, Donna, F.22, M.01

Oliveira, Tatiana, M.44

Niesen, Melody, D.63

Olivieri, Darnese, D.61, H.61

Nightengale-Lee, Bianca, F.53

Olmstead, Kathleen, I.45

Ninacs, Michele, C.15

O’Loughlin, Heather, I.43, L.08

Niswonger, Etta, C.47

Olson, Carol Booth, C.26

Nizol, Lauren, G.33, H.07

Omogun, Lakeya, K.06

Nobis, Mitchell, D.43, G.48, H.07, K.15

O’Neal, Sharon, K.16

Oliphant-Ingham, Rosemary, L.22

Owen, Abbey, K.12 Owens-Murphy, Katie, J.24

P Pace, Shawntell, K.49, L.38 Packer, Laura, Swapping Ground Paese, Gina, G.23 Page, Michelle, G.15 Page, Pamela, C.64 Painter, Jennifer, G.05 Painter, Rita, E.49 Palmer, Amanda, C.04, M.01 Palmer, Chris, C.10 Palmer, Erik, H.42, I.19 Palmer, Heather, C.37 Palomo, Rebecca, G.01 Pan, Emily X. R., I.36 Pankiewicz, Megan, W.06, D.24 Panozzo, Matt, J.04 Panther, Leah, E.02, K.56, M.17 Papademetriou, Lisa, J.30 Pape, Raymond, L.58 Paquette, Ammi-Joan, M.24

O’Neill, Peggy, H.04

2018 NCTE ANNUAL CONVENTION PROGRAM

2018_AC_BACK.indd 327

INDEX

Nesloney, Todd I.01

Oviatt, Rae, W.03, F.06

327

10/26/18 10:16 AM

PARTICIPANT INDEX

Paraiso, Jo, W.15

Perez, Kristina, D.58, E.22

Piper, Rebekah, C.53, K.54

Paraskevas, Cornelia, H.24

Perez, Rene, E.27

Pitre, Leilya, G.04

Paris, Django, K.35

Perez Bastida, Lessley, G.06

Pittman, Ramona, K.54, M.36

Parker, Hannah, G.35

Perroni, Abi, E.27

Piven, Rachel, D.61

Parker, Hunter, H.26

Perrow, Margaret, M.09

Pizzo, Joseph, G.17

Parker, Pattie C.02

Perry, Karin I.01

Player, Grace, D.64

Parsley, Kate, L.12

Perry, Tonya, L.12, N.04

Pledl, Julia, E.46, K.63

Parsons, Chris, E.08, G.03

Persampieri, Pía, E.47, H.60

Pletcher, Bethanie, C.64, F.63

Parsons, Linda T., F.25

Pertuz-Meza, Connie, E.19

Plucker, Jennifer McCarty, N.36

Parsons, Stephanie, E.58, M.48

Pesek, Morgan, G.09

Plumb, Daria, F.07, I.36

Parton, Chea, B.01, G.03, J.26, L.14

Petchauer, Emery, E.59, H.06, N.03

Plummer, Emily, D.52, F.24, N.09

Partridge, Elizabeth, E.28, F.56

Peter, Elizabeth, G.54

Pluntke, Kellen, H.15, K.21

Pass, Charlotte L., G.04

Peterman, Nora, M.16

Polisner, Gae, K.26

Pasternak, Donna L., A.01, C.06, F.09, G.08, I.34, J.04, L.07, N.52

Peters, Emily, G.04

Polleck, Jody N., C.20, F.26., G.04, H.05

Pastore-Capuana, Kristen, G.03 Patrick, Lisa, F.25 Patterson, Leslie, A.02 Pattison, Darcy, C.09 Paul, Julie, K.65 Payne, Jodi, L.05 Pearce, Alexis, N.27 Peavy, Cindy, L.12 Pebbles, Kenlea, E.60 Peck, Sharon, W.09 Pedersen, Joelle, K.07 Peebles, Stacy, M.48 Pegram, David, C.28, D.50 Pelini, Patrick, K.30 Pena, Daniel, K.45 Peñaflorida, Jennifer, C.64, I.25 Pendergrass, Emily, D.51, H.50, I.48, L.40 Penn, Jayné, C.28 Penn, Jenel Igeleke, I.26, K.06 Pennell, Summer, C.62, F.54, I.02, J.03, SIG.05 Penniman, Bruce M., H.17 Pepe, Christina, L.32 Perales, Yessenia J.01 Pérez, Ashley Hope, M.14 Perez, Celia, I.50, J.38 Perez, Deborah, A.04

328

Peters, Julie J.01 Peterson, Kathryn, I.17 Peterson, Maggie, A.06 Peterson, Meg, M.05 Peterson, Rebecca, K.14, L.24 Petit, Sean, K.21 Petkanics, Elizabeth, K.57 Petro-Roy, Jen, I.28, L.19 Petrone, Robert, C.24, F.16 Petrow, Caroline, H.48 Pettit, Sean, H.15, K.21 Phelps, Amber, D.49, M.32 Phifer, Nan, W.10 C.14, SIG.08 Phillips Dani, F.16 Phillips III, Hoyt J., K.49., N.45 Piazza, Mary Beth, D.13 Picardi, Molly, N.55 Pickard, Hailey, D.46 Pickett, Anita, G.01, I.44 Picone, Kristen, D.30 Pierce, Kathryn Mitchell, H.04, N.06

Pollok, Theresa I.01 Polson, Bilal, L.35 Ponzio, Christina, F.48, H.07 Pope, Brittany, N.09 Porcher, Kisha, G.27, N.21 Porricelli, Matt, M.48 Porter, Diana, C.09 Porter, Liz, L.26 Portnoy, Dina, G.37, I.29, M.35 Post, Robin, F.29 Postema, Hannah, E.53 Powell, Debbie, D.23 Powell, Rebecca, G.04 Powell, Rebecca A., F.15 Power, Cathy, F.44 Powers, Samantha, L.14 Prashad, Victoria, F.53 Prather, Liz, M.06 Premont, David, C.28, J.19, K.06 Price, Laura, N.18 Price-Dennis, Detra, C.37, F.01, J.47

Pineda, Waldina, D.37

Prickett, Robert, K.60

Pinello, Rose, C.17

Prielipp, Sarah, E.60

Pinkert, Laurie A., KL.02

Primas, Elizabeth, F.05, L.02, N. 31

Pinkerton, Lisa, M.04

Probst, Robert, I.23

Pinkney, Andrea, H.22

Propp, Carol, H.37

Piotrowski, Amy, E.03, J.04, L.04

Puccioni, Jaime, D.12

Piper, Alexis, G.24

Pugh, Jewel, F.06

2018 NCTE ANNUAL CONVENTION PROGRAM

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Pule, Heather G.02

Relph, Jessica, L.12

Risinger, Lucas, J.60

Pulley Sayre, April, F.34

Rembert, Keisha, C.08, I.59, N.03

Ritchie, Scott, C.62

Puntel, Christina, G.37

Rench, Melinda, M.41

Rivera, Gabby, D.26

Puryear, Cindy, W.08

Rennert-May, Colin, G.13

Rivera, Jonathan, F.15

Putman Oakes, Cory, E.49

Renzi, Laura, C.06, C.62, G.03

Putnam, Jennifer, F.31

Reppenhagen, Michael, J.43

Rivera, Lilliam, A.03, C.30, D.29, J.16, M.14, N.39

Respicio, Mae, H.41, J.58

Ressler Wright, Sarah, D.45, E.44, I.14

Rivera, Maria, E.54 Rivers, Brent, L.02 Rivers, Karen, F.42, N.39

Revelle, Carol D.02

Robb, Audra, B.07

Reyes, Travis, D.16, G.04, H.05, K.06

Robb, Evan, E.07

Reynolds, Angelique, H.17

Robb, Laura, D.17, E.07, J.20

Reynolds, Courtney, H.58

Robbins, Margaret A., E.42

Reynolds, Jason, H.22

Robbins, Molly, F.31, G.49

Reynolds, Jeanie, H.05, M.19

Roberts, Kate, F.04, H.59, J.29

Reynolds, Todd, I.16

Roberts, Maggie, F.04, H.59, J.29

Rhi, Janet, I.63

Roberts, Sherron Killingsworth, K.49

Rah, Yeonjai, K.16

Rhodes, Jewell Parker, E.18, I.28, N.59

Roberts, Susy, B.01

Rainey, Emily, I.16

Rhodes-Simmons, Veronica, L.12

Rami, Meenoo, I.17

Rhuday-Perkovich, Olugbemisola, C.57, E.33, F.56

Qiu, Tairan, L.14 Quinlan, Ann Marie, L.02, M.01 Quintero, Isabel, J.16

R Raczka, Bob, C.09 Ragsdale, David Alan, K.27

Ramirez, Julio, H.17 Ramkellawan, Reshma, G.27, N.21 Ramos, NoNieqa, A.03, L.19, M.14 Rana Bhat, Shuv Raj, D.63 Randall, Jacquelyn, H.25 Rapatulo, Shanita, C.20, G.04 Rasmussen, Amy, D.02, L.47 Rath, Courtney, D.35 Ratti, Jillian, C.10 Ray, Shaina, KL.01 Ray, Tara Wilson, W.12 Rayment, Kristin, B.01 Reed, Dawn, W.15, D.43, E.03, G.49, H.07, K.15

Ribay, Randy, I.36 Rice, Mary, W.01, J.04, K.36 Rice, Peggy, B.01 Rich, Mary Beth, E.41 Richard, Sarah, I.12 Richards, Susannah, I.35, L.41 Richards-Moyer, Emily, F.31 Richardson, Bill, C.09 Richmond, Kia Jane, F.29, N.54 Rickard Rebellino, Rachel, K.38 Rickert, Molly, K.36 Rief, Linda, E.07, I.23, K.21 Rieves, Latresa, H.63 Riley, Harriet, K.44

Reed Marshall, Tanji, C.10, KL.01

Riley, Scott, D.09

Reed-Meehan, Patricia, J.18

Rimbach-Jones, Dani, H.11

Rehbein, Tiffany, C.08, F.05, I.14

Rimer, Beth, E.26

Reid, Stephanie F., D.34., K.55

Ringler Pet, Sue, G.03, L.49

Reid-Brown, Carolyn, G.04

Ripley Crandall, Bryan, C.28, J.36, K.14, L.23

Reiff, Lawrence, M.38 Reine Johnson, Lauren Elizabeth, D.34, J.07

Ripp, Pernille, A.05, E.07, G.18, L.20 Rish, Ryan, W.01, C.27, J.04

Robertson, Stephanie, F.44 Robinson, Amanda R., K.12 Robinson, Bethany, F.63 Robinson, Jessica, J.54 Rocco, Heather, B.06, L.02 Rocha, Daniel, F.28 Rocha, Iliana, E.36 Roche, Betsy, I.11 Roderique, Emily, D.36 Rodesiler, Luke, C.28, D.31 Rodrigo, Shelley, KL.02 Rodríguez, Ana María S., F.30 Rodriguez, Cindy, F.05 Rodríguez, R. Joseph, A.03, C.15, E.05, I.27 Rodriguez, Samantha, I.55 Rodriguez, Sanjuana, G.05, K.48 Rodriguez, Terri, G.03 Roe, Lindsay, J.33 Roessing, Lesley, F.46, L.06 Rogers, Caley, KL.01 Rogers, Christopher, J.36 Rogers, Emily, E.11 Rogers, Jonathan, G.60, I.10, L.03

2018 NCTE ANNUAL CONVENTION PROGRAM

2018_AC_BACK.indd 329

INDEX

Reed, Samuel, W.15, M.50

Robertson, Marla, J.04

329

10/26/18 10:16 AM

PARTICIPANT INDEX

Rogers, Karen, F.64

Rush, Leslie S., C.06, G.03, I.16

Savitz, Rachelle, C.29

Rogers, Pamela, G.59

Rushek, Kelli, E.39

Sawyer, Mary, H.07

Rogers, Renee, H.16

Rushing, Ashby, L.56, M.47

Saylors, Sherry, SIG.06

Rohmann, Eric, K.34

Russell, Kim, C.38

Scales, Sheryl, K.48

Rollibard, Candence, G.04

Ryan, Andrew, H.63

Scanlon, Beth, F.07, I.36

Roloff, Rachel, G.04

Ryan, Caitlin, N.32

Scanlon, Liz Garton, C.43

Roman, Alexandra, K.57

Rybakova, Katie, J.04, L.07, N.09

Schaafsma, David, D.16, F.26, K.11

Romano, Mariana, I.31 Romano, Tom, I.31 Romero, Amy, J.33

Schall, Janine, D.54

Scheldt, Sarah, E.19 Schenk, Christopher, KL.01

Rose, Shona. M.01

Sachs, Freya, C.25

Scherff, Lisa, F.07, G.04

Roseboro, Anna J. Small, C.15, D.03, F.08, F.09, H.37, L.02, L.07

Saeed, Aisha, F.50, N.49

Schey, Ryan, I.26, J.10

Saeedi, Salma, F.59

Schiavone, Janet, F.40

Saenz, Damaris, E.11

Schieble, Melissa, G.03, I.13, N.45

Saenz, Heidi, E.11

Schiff, Sarah, K.63

Sakoi, Junko, D.54, F.21

Schipke, Rae, J.04

Salas, Laura Purdie, F.10, G.10, I.54

Schlabach, Melissa, C.38

Salazar, Aida, F.42

Schmidt, Pauline, B.01

Salazar, Isabelle, E.17, L.05

Schmidt, Renita, D.25

Saldaña, René, N.09

Schneewind, Hannah, N.24

Salfia, Jessica, G.32, M.18

Schneider, Gillian, K.27

Salinger, Michael, E.04, L.38

Schneider, Kevin, L.54

Sallee, Buffy, H.21

Schneider, Lindsay, H.17, N.09

Salmerón, Cori, C.64, I.41, N.48

Schneider, Molly, J.23

Salva, Carol, H.63, N.17

Schnotala, Jeremy, L.28

Salvner, Gary, M.01

Schoenborn, Andrew, H.57, I.56, N.52

Sams, Brandon, E.03, G.03, H.11

Scholes, Justin, E.17, F.21, J.09

San Pedro, Timothy, E.05

Scholz, Tracy, D.24

Sanborn, Kristina, K.14

Schoonover, Nina, G.04, H.11, K.06

Sanders, April, E.20

Schrefer, Eliot, F.50

Sanders, Jenn, C.09

Schreuder, Mary, F.51, M.07

Sanders, Rachel Kaminski, J.57

Schroeder, Lisa, H.41

Ruday, Sean, SIG.06

Sansalone, Rosie, C.36

Schugar, Jordan, M.38

Rudd, Kayla, L.14

Santat, Dan, K.09

Schulten, Katherine, E.09

Ruffing Robbins, Sarah, I.09

Santman, Donna, K.17, M.48

Schultz, Brian, C.51

Ruffo, Lilly, K.57

Sarao, Diana E.01

Schulze, Dirk, E.55

Ruggieri, Colleen, G.14, H.32, I.20

Sarigianides, Sophia, C.24, I.13

Schumacher, Sara, K.42, L.02

Rumohr, Luke, I.60

Sassi, Kelly, I.09, M.05

Schwalenberg, Pam, F.41

Rumohr-Voskuil, Gretchen, G.04, I.60, J.42, N.09

Sataraka, Jeremiah Cho, H.11

Schwarze, Janice, L.02

Sattler, Joan, C.23

Schwind, Cindy, D.30

Rumsey, Claire, E.01, G.21

Saunders, Jane, L.05

Sciurba, Katie, E.38

Runstrom, Jill, I.56

Saunders, Kathrynne, K.61

Scoggin, Jennifer, N.24

Rosenstock, Barb, M.41 Ross, Jamaica, E.46 Ross, Seth, J.33 Rossuck, Jennifer, C.28 Roth, Catherine L.01 Roth, Maddie, H.56 Rothman-Perkins, Rachel, I.61 Rowlands, Kathleen, L.25 Roxbury, Joan, J.22 Roy, Laura, K.37 Rozakis, Laurie, F.54 Rozas, Mechiel, C.60 Rozema, Robert, F.29 Rozman Clark, Tea, F.36 Rrahmani, Zanfina, L.52 Ruan, Kaila, K.54 Rubenstein, Susanne, H.64 Ruby, Laura, E.33 Rucker, Julie, Affiliate Leadership MTG, M.01

Scornavacco, Karla, F.43

330

2018 NCTE ANNUAL CONVENTION PROGRAM

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10/26/18 10:16 AM

Scott, Chyllis, E.03, H.11

Shepherd, Debbie, K.16

Simison, Elizabeth, D.40

Scott, Michelle D.02

Shepherd, Kat, J.41

Simon, Margaret, F.57, G.10, N.52

Scott, Lauren, M.08

Sherbert, Vicki, I.07

Simos, Elaine, L.02

Scupp, Rachel, C.62, L.02

Sheridan, James, K.45

Simpson, Darby, H.10, L.08

Sealy-Ruiz, Yolanda, F.06

Sheridan, Michael, C.42

Sims, Samantha, E.57

Searcy, Lara, G.03

Sherman, Molly, D.61, H.61

Sinclair, Meredith N., C.44, G.04

Seawood-Miller, Chrystal, C.10

Sherry, Michael, D.08, M.35

Singh, Rishiraj, H.15, K.21

Sedenka, Anna, G.40

Sherry, Tammie, B.01

Sipe, Rebecca, L.02, F.05

Sedun, Anthony, H.43

Sherwood, Emily, N.35

Sitomer, Alan, F.62, K.13,

Segal Walters, Julie, G.38

Shettel, Jennifer, F.39

Siu-Runyan, Yvonne, L.04

Seglem, Robyn, C.11, F.32, L.05

Shihab-Nye, Naomi, F.57

Sivashankar, Nithya, G.57

Seiler, Jenny, D.30, F.50 , J.38

Shilinski, Carolyn, C.46

Skerrett, Allison, I.32, M.51

Self, Elizabeth, I.48, N.44

Shipp, Lyschel, KL.01

Skillen, Matthew, H.43

Seltzer, Kate, H.62, L.43

Shoffner, Melanie, G.03, L.14

Skogsberg, Erik, H.06, N.03

Senzai, N. H., E.18

Short, Kasey, F.23

Skotnicki, Jeanne, C.27

Seraphin, Wideline, I.44

Short, Kathy G., D.54

Skubik, Cathy, F.33

Serravallo, Jennifer, C.21, F.19, I.40, M.10

Short, Michael, H.17

Slater, Dashka, C.11, D.56, E.28, G.50

Sethi, Nina, E.14

Shoulders, Debbie, K.36 Shubitz, Stacey, C.33, G.42, K.43

Slayton, Bonner, Affiliate Leadership MTG, F, 09, Fountain of the Muse, I.07, L.07

Shull, Leah, L.09

Sliger, Jacob, B.01

Shults, Liz, H.17, K.58

Sloan, Chris, W.15

Shumway, Sharon, K.55

Sloan, Megan, H.51

Shurtz, Lisa, J.57

Sluiter, Katie, G.04, L.28

Shusterman, Neal, SIG.01

Smagorinsky, Peter, D.12, F.29

Sias, Reva, KL.02, N.58

Smiles, Tracy, D.54

Sibel, Zachary, E.23

Smiley, Meggie, C.38

Siddique, Sadaf, H.35

Smith, Alexandria, I.32

Sidman, Joyce, C.45, F.34

Smith, Andrew, I.36

Shaughnessy, Morgan, F.59

Sieben, Nicole, C.62, G.58, H.17, I.02, SIG.05

Smith, Ann Marie, C.62, G.04

Shaum, Beth, D.48, I.36, J.31

Siefert, Bobbi, D.40

Shaw, Erin, N.47

Sieg, Vanessa, J.60

Shaw, Louise J., K.12, SIG.03

Siemers, Cheryl, H.32

Smith, Dywanna, D.64, F.23, SIG.03

Shaw, Michael, L.04, SIG.09

Siffrinn, Nicole, E.02

Smith, Emily, N.29

Shea, Renee, D.24

Silva, Alexandria, N.02

Smith, Erica, H.37

Sheahan, Annmarie, H.11, J.10

Silva, Arsenio, C.29

Smith, Jennie, E.18, J.13

Sheetz, Krista, F.59

Silvas, Tiana, E.46, F.19, M.10

Smith, Julie Stansfield, J.40

Shehi, Monika, H.20

Silver, Jennifer, KL.01

Shelow, Gabriella, C.36

Silveri, Shekema, H.09, KL.01

Smith, Melissa, C.41, F.52, G.34, L.43

Shelton, Ellen, G.24, J.39, K.14

Silvers, Beth, D.48

Smith, Michael, L.53

Shelton, Stephanie Anne, H.05, K.07

Silvers, Penny, L.04

Smith, Nadia, 4

Sim, Monica, F.11

Smith, Roy, C.41, I.17

Seward, Michael, W.04 Seymour, Matt, K.06 Shaffer, Haley, D.34 Shaffer, Shelly, G.04, H.10, N.09 Shah, Rachael W., D.31, G03 Shanahan, Cynthia, I.16 Shanahan, Eileen, C.56, D.08 Shanahan, James, L.36 Share, Jeff, D.16 Sharma, Nisha, D.45 Sharp, Colby, C.58, F.58, G.45

Shovan, Laura, J.58, L.20

Smith, Blaine, D.16, G.29 Smith, Deondra, K.67

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2018 NCTE ANNUAL CONVENTION PROGRAM

331

10/26/18 10:16 AM

PARTICIPANT INDEX

Smith, Stephanie, H.19

Stamper, Christine, E.20

Stritzl, Kristen, M.30

Smith, Tamara Ellis, E.21, G.50

Stanbrough, Raven Jones, F.05

Strom, Kristen, N.03

Smith, Thomas B., J.40

Stanford, Myah, C.53

Stroud, Laura Lee, K.16

Smith-Moody, Lakeshia, L.12

Stanley, Tarshia, C.13

Struthers Walker, Valerie, D.28

Smithers, Michelle, G.51

Starcher, Jessica, J.06

Stuart, Dave, E.29, F.62, J.31, K.15

Snaidecki, Jennifer, F.04

Starling Lyons, Kelly, C.57, J.38

Stuart, Lauren, F.05

Snow, Rachel, K.54

Stearns-Pfeiffer, Amanda, L.02

Stufft, Carolyn, I.08

Snyder, Laurel, E.33, N.39

Steele, Paige, M.22

Stump, Nicole, F.47

Sogar, Crystal, L.14

Steele, Kait, K.36

Stutzman, Cathy, C.63

Sokolowski, Katherine, C.58, D.30, F.04

Stefan, Ellen, G.56

Stygles, Justin, F.04, G.20

Steinberg, Janet, E.20

Suico, Terri, G.04, L.58

Steineke, Nancy, B.02, E.07, G.12

Sullivan, Susan, F.40

Steinitz, Erica, K.06

Sullivan, Sunshine, J.09

Sterling, Fran, W.06

Sulzer, Mark, N.09, H.11

Stewart, Caitlin, E.57

Sun, Chia-Ho, H.63

Stewart, Josie, J.08

Sung, Yoo Kyung, F.21

Stewart, Lisa, L.12

Sunstein, Bonnie S., N.61

Stewart, Mary Amanda, J.33

Sutton, Suzanne, G.49

Stewart, Melissa, C.33, F.34, I.35

Suzuki, Tadayuki, C.62

Stewart, Meredith, N.18

Swanson, Jennifer, F.30

Stewart, Yolanda, B.06

Swartz, Elly, L.20

Stine, Catherine, D.16

Sweeney, Abby, L.22

Stivers, Julie, L.26

Sweeney, Brian, KL.01

Stock, Patti, F.09, L.07

Sweet, Jacqueline, F.45

Stockdale, Susan, C.09

Sweet, Joseph, E.20

Stockman, Angela, F.10

Syed, Annie, H.23

Stoddard, Lindsey, E.18

Syeda, Fareesa, F.46, L.06

Stokes, Faida, J.04

Sylvester, Natalia, C.30

Stone, Jennifer, H.32

Symonette, Precious, L.38

Stone, Nic, D.56, E.44, G.35, J.25, K.26

Sypolt, Natalie, G.32

Storey, Elizabeth, C.64

Szech, Laura, D.25

Storm, Scott, I.16

Szymusiak, Karen, J.08

Solomon, Rachel Lynn, L.19 Song, Ah-Young, F.52, N.02 Soontornvat, Christina, E.49 Soper, Elizabeth, D.32 Soper, Sarah, G.34 Soto-Carrión, Amía, E.47 Southall, Gena, N.03 Southerlin, Summer, D.23 Sowerbrower, Kelli, C.28 Sox, Heather, M.07 Spanbock, Ben, D.47 Spanke, Jeff, D.18, G.03 Spear, Erin, J.06 Spears-Bunton, Linda, G.04 Spector, Karen, C.35 Spence, Tashema, C.20, G.04 Spieller, Lauren, J.51 Spiering, Jenna, D.21, N.09 Spillane, Lee Ann, ^? Spinelli, Holly, C.08, F.05, L.38 Spires, Angela, D.40 Spires, Hiller, E.37 Spitz, Carrie, F.38 Sporre, Christian, H.15, K.21 Springstubb, Tricia, H.39 Sprouse, Michelle, E.57, K.06 Spruce, Tracy, K.17 St. Germain, Jim, K.01 Stachowiak, Dana, C.62, I.02, SIG.05 Stackable, Ellen, M.28 Staley, Cheryl, Affiliate Leadership MTG

332

Stornaiuolo, Amy, D.52, F.24, L.57 Stout, Allison, D.30 Stout, Robbie, D.32

Stover, Lois, D.41, G.11, F.07

Taft, Allison, J.40

Stowell, Laurie, H.30

Taggart, Angela, F.40

Strait, John, F.52 Strait, Teresa, F.20

Takanishi, Stacey, Affiliate Leadership MTG, G.04

Strait, Will, F.20

Talton, Briyanna, I.33

Strang, Philip, B.01

Tanner, Sam, N.07

Strang-Campbell, Emily, B.07

Tannetta, Scarlett, H.63

Strickland, T. Hunter, D.31

Tapia, Jineyda, F.11

2018 NCTE ANNUAL CONVENTION PROGRAM

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Tarlton, Adam, KL.01, M.35,

Todd, Zephyrus, D.01

Unger, Dawson, H.15, K.21

Tate, Don, C.43, K.25

Toliver, S.R., D.31

Urban, Linda, E.33, I.49

Thaemlitz, Kristi L.01

Tomasino, Mark, J.60

Ursu, Anne, E.33

Taylor, Evan, E.31, F.28

Tonatiuh, Duncan, F.55, H.27, M.41

Uss, Christina, E.21

Taylor, Gretchen, G.46

Tong, Bonnie, N.17

Taylor, Janice, F.49

Tonsing, Carol, J.06

Taylor, Kara, E.31, F.28

Topbas-Mejia, Emel, G.06, M.46

Taylor, Valerie, F.05

Torres, Christina, H.34, I.42

Valdez-Gainer, Nancy, H.44

Taylor-Baranik, John, G.37

Torres, Jessica, J.60

Valerie, Lynda M., K.12

Teagan, Erin, J.48

Torres, Julia, C.08, F.65, J.25, K.35

Van Horn, Selena, D.18, N.32

Techman, Melissa, K.41

Torres-Rodriguez, Leslie, D.38

Van Ledtje, Olivia, D.01, F.10, I.17,

Tegt, Hannah, N.03

Torrez, Estrella, N.02

VanderGalien, Shantel, D.16, L.28,

Tejani, Mohsin, D.07

Tovani, Cris, A.07, M.06

VanDerHeide, Jennifer, H.06, K.15

Templeton, Tran, M.40

Tovar-Hilbert, Jessica, J.33

Vanderhule, Lane, I.26

Terrazas, Christopher, N.28

Tramantano, Johanna, F.38

Vanderslice, Stephanie, C.47

Testa, Elizabeth “Lisa”, KL.01

Trenary-Bowling, Dakoda, E.03

Vardell, Sylvia, D.59

Thanos, Theresa, J.44, M.20

Trepper, Karoline, H.19

Varga-Dobai, Kinga, D.31

Thao, Ger, K.37

Tropp Laman, Tasha, E.43

Varnes, Allison, L.50

Thayer, Kelly, G.25

Truesdell, Elizabeth, L.02

Varsalona, Carol, F.10, K.13

Thein, Amanda Haertling, H.11, N.54

Trupe, Alice, F.64

Vasinda, Sheri, L.05

Thistle, Gay, M.21

Truttman, Carla, J.27

Vasquez, Anete, E.03

Thomas, Cassie, D.30

Tucker, Jane, M.01

Vasquez, Lisa, H.23

Thomas, Ebony Elizabeth, I.09, L.57

Tuell, Leigh, H.16

Vassiliou, Helen, J.33

Thomas, Eva, G.11

Turchi, Laura, B.01, H.10,

Vaughan, Andrea, D.18

Thomas, Jameka, J.27

Turley, Abigail, F.18

Vaughn, Kara, G.09

Thomas, Lindsay, K.64, N.48

Turnbull, Sarah, F.14

Vaughn, Kyle, I.64

Thomas, Marilyn, F.63

Turner, Candice D.02

Vead, Veronica, E.14, L.43

Thomas, Paul “P. L.”, C.28, E.24, F.32, H.11

Turner, Jennifer, C.16

Vega-Bajana, Yalitza, L.09

Turner, Jesse, H.24, L.04

Venkatraman, Padma, G.36

Thomas, Sarah, G.03

Turner, Kristen Hawley, AB.01, E.03, F.32, G.17

Veprek, Brian, J.52

Thompson, Josh, L.38

Turner, Rachel K., F.20

Thompson, Kellie, KL.01

Turner, Regan, J.60

Thompson, Laurie Ann, F.30, G.50, J.41

Tuten, Jennifer, C.17, H.53, M.40

Thomas, Priscilla, L.43

Thompson, Nicole, J.22 Thompson, Stephanie, M.11

Tuthill, Janet, C.29

Tily, Susan, K.06, K.64 Tisdale, Carmen, D.60 Tochelli,-Ward, Andrea, D.13

Veras, Nieves, E.47 Vernick, Audrey, F.56 Vescio, Jamie, J.60 Vetter, Amy, C.22, G.03, H.05, I.13, N.45

Tyler, Beth, C.47

Victory, Hannah, E.20, G.13 Villalba, Stella, A.07

Vilson, José Luis, A.05

Ullmer, Carly, G.46

Vincent, Susan, F.37

Ullrich, RonieSue, H.63, J.33

Vincent, Taylor, L.15

Underwood, Neddie Ann, I.32

Virgin, Kelly, D.42, G.13, H.07

Vincent, Jen, I.54, J.58

2018 NCTE ANNUAL CONVENTION PROGRAM

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INDEX

Tinajero, Ebony, K.54

Vera, Karen, E.47

Twining, Philip, K.40

Thompson, Terry, G.12 Thornton, Natasha, K.48

333

10/26/18 10:16 AM

PARTICIPANT INDEX

Vitale-Reilly, Patty, J.45, L.46

Wang, Corri J.01

Weyand, Larkin, H.06, N.52

Vlach, Saba, G.30, I.51, SIG.02, N.32

Wang, Yang, I.22

Wheatley, Lance, K.06, K.48

Ward, Annie, I.06, J.08

Wheeler, Katie, I.14

Ward, Natalia, N.35

Whitaker, Ronell, E.35

Ward, Wanda, L.12

White, Alisha, B.01

Ware, Kristi, L.12

White, Corinne, J.53

Wargo, Jon M., L.05

White, Dexter, C.24

Wargo, Katalin, K.06

White, Elizabeth (Beth), L.39, M.43

Vogels, Jonathan, H.34 Vogelsinger, Brett, E.23 von Gillern, Sam, F.38 Vorhis, Kelly, J.13 Votteler, Nancy K., M.36 Vratulis, Vetta, C.16 Vriend Van Duinen, Deborah, F.17, N.09 Vu, Julie, E.42

Warner, Connor, G.03, M.16 Warren, Chezare, F.06 Warren, Katherine, E.43 Warrington, Amber, D.08, G.03, K.07, M.51

White, Holland, F.47 White, Jill, E.10 White, Quinn, F.27 Whitehurst, April, J.04

Washell, Deana, I.57

Whiteley, Shannon, F.35, K.52

Waterton, Nigel, F.16

Whitley, Maria, E.55

Waddell, Sarah, G.05

Watson, RenĂŠe, D.26, H.17, I.28, L.42, N.39

Whitley, Jennifer Jackson, H.05, J.09

Watson, Vaughn, W.03, C.04, E.59, F.06, H.06

Whitmore, Kathryn F., C.35, E.43, F.03, M.51

Wade, Parker, H.11

Watts, John, E.14

Whitney, Anne, H.07, I.57

Wade, Tracy, C.04

Watts-Taffe, Susan, M.51

Whittingham, Jeff, C.47, N.47

Waff, Diane, I.29

Waugh, Elana, D.43

Whittlinger, Ellen, J.30

Wake, Donna, C.47

Waugh, Julie, D.09

Wakefield, Donna, I.08

Weaver, Lila, I.50

Wickham, Anastasia, E.36, F.05, M.01

Wakeman, Juli, D.44

Webb, Allen, D.16

Walden, Tillie, H.27, L.06

Weber, Colette, F.54

Walker, Constance, L.33

Weber, Nancy I.01

Walker, Melita, H.03

Weesner, Samantha I.01

Walker, Michelle, AB.01

Weimar, Holly I.01

Walker, Sharryn, I.08

Weinzapfel, Kristen, E.24

Wall, Meredith, F.11, F.63

Weissman, Elissa Brent, G.45

Wallace, Melinda, J.13

Welc, Sarah, N.54

Wallace, Rich, I.60

Welch, Christina, E.45

Wallmark, Laurie, H.54

Wells, Chris, F.45

Walsh, Christine, G.04

Wells, Meghann, F.45

Walsh, Nichole, G.20

Wells, Melissa, D.23, G.15, I.45

Walsh-Moorman, Beth, J.23, L.05

Welsh Kruger, Mollie, J.35

Walski, Melanie, F.63

Weltsek, Gustave, E.17

Walter, Carolyn, D.27 Wan, Guofang, L.04

Wendelin, David, Affiliate Leadership MTG, F.44

Wandera, David, D.07, J.05, J.27

Wender, Emily, D.15, G.04

Williams, Rick, L.04

Wang, Andrea, L.18

Werner, Aliza, J.38, N.01

Williams, Sandy, I.20, M.13

Wang, Buyi, C.40

West, Melissa, N.47

Williams, Wendy R., B.01, G.04, H.18

Wade, Danny, Affiliate Leadership MTG, I.07, L.07, Fountain of the Muse

Wetzel, Corinne, J.48

334

Wickstrom, Carol, A.02 Widmier, Amber, A.04, D.36, J.49 Wiebe, Molly, SIG.02 Wight, Emily, E.16, F.09, L.07 Wilcher, Tomeka, SIG.02 Wilcox, Patrick, F.45 Wiley, Heather Barto, H.17 Wilfong, Lori, N.57 Wilhelm, Jeffrey, C.28, D.43, H.29 Wilkins, Martha, C.18 Wilkinson, Megan, F.15 Williams, Concetta, G.43, F.63 Williams, Dwayne, L.53 Williams, Jill, I.26 Williams, Laura, E.30, K.37 Williams, Mike, C.10

2018 NCTE ANNUAL CONVENTION PROGRAM

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Williams Jackson, Linda, J.58

Wright-Maley, Cory, N.32

Williamson, Peter, L.33

Wu, Xin, A.01

Williamson, Thea, E.27, H.40, K.06

Wu-Ming, Hsuan, D.14

Zacharias, Nugrahenny, C.49

Williford, Sharon, J.13

Wynhoff Olsen, Allison, F.16, G.03, H.05, K.15

Zaloudek, Heather, C.64

Wynter-Hoyte, Kamania, D.60, M.17

Zanto, Katie, I.53

Wilmot, Renee, F.05, SIG.02 Wilson, David, F.52 Wilson, Fran, D.25 Wilson, Jennifer, A.04 Wilson, Nicole, E.51 Wilson, Oddette, M.37

Zanter, Whitney, I.46 Zapata, Angie, D.18, K.09, M.51 Zarkower, Samantha, L.06

Zawodny, Cari, G.08 Zayas, Coral, E.47, L.17

Yamamoto, Megumi, N.02

Zehavi, Eve, B.01

Yancey, Kathleen Blake, W.10, H.04

Zelaya, Karla, J.24

Yanez, Justo, L.38

Zellner, Andrea, AB.01, G.48, I.18

Yang, Jhih-Kai, D.14

Zemelman, Steven, G.19

Yap, Ashley, K.10

Zepeda, Candace, J.12

Yarborough, Elle, D.50

Zerwin, Sarah, M.49

Yaris, Kim, K.62, N.37

Zhang, Xuezi, N.17

Yarwood, Jordan, C.20, G.04

Zhou, Xiaodi, E.39, H.45

Yates, Kari, K.62, N.37

Ziegler, Jennifer, J.41

Yates, Robert, G.47

Ziemke, Kristin, D.01, H.59

Yeasted, Sister Rita M., M.01

Zietlow-Miller, Pat, H.54, J.41

Yenika-Agbaw, Vivian, G.11

Zimmerman, Jenny, K.67

Yeom, Mijin, K.40

Zimmerman, Jordyn, D.01

Ynostroza, Adeli, L.13

Zlotnikov, Marie, L.55

Yoon, Haeny S., M.40

Zoboi, Ibi, F.50, G.50, I.36, J.41

Young, Allyson, C.36

Zoch, Melody, H.05

Wood, Susan, L.41

Young, Carl, AB.01, C.36, H.17, J.04, K.60

Zoss, Michelle, B.01, F.09, L.07

Woodall, Jennifer, A.04, D.36, J.49

Young, Chase, POSTER SESSION

Woodall, Maya, E.53

Young, Craig, C.62, N.32

Woodard, Rebecca, D.18

Young, Michael, D.25

Woodard, Sarah, E.26

Young, Patty, D.15

Woodcock, Benjamin, C.28, E.59, G.53

Young, Terrell, C.33, F.34

Wilson, Sandip LeeAnne, D.25 Wilson, Tara, C.62 Winikur, Geoffrey, G.37 Wink, Dawn, N.11 Winters, Kari-Lynn, C.31 Winton, Stephen D.02 Wiseman, Angela, AB.01 Witherite, Adelay Elizabeth, D.57 Wittchow, Ashlynn, G.22 Witte, Shelbie, E.03, H.07, I.27, L.05 Wittlinger, Ellen, H.41 Wittmer, Ashley, M.45 Wolfe, Jennifer, J.28, L.25, N.11 Wolfram, Walt, D.06 Wolfsdorf, Adam, L.31 Wong, Janet, D.59, SIG.03

Wood Ray, Katie, C.21, F.58, M.06 Woodworth, Corinne, KL.01 Wooley, Dave, K.14 Wooten, Deborah, D.25 Workman, Madison, I.21 Workun, Karen, M.28 Wright, Jennifer, A.04

Zucker, Lauren, G.17, J.04, L.31 Zuidema, Leah, SIG.09

Young, Tiana, J.60 Youngblood, Kate, H.17 Youngblood, Leslie C., F.50 Younger, Ruth, F.63 Youngs, Suzette, D.62 Yuan, Ting, C.18 Yuckenberg, Ashley, H.37 Yuhico, Ricci, E.22

INDEX

Worthy, Jo, G.30

Zuccaro, Emily, J.37

Wright, Julie, W.07

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