INSPIRING LITERATE LIVES IN AN INTERCONNECTED WORLD!

CWP’S JAMES GRAY MEMORIAL PRE-CONVENTION DAY T h u r s d a y , F e b r u a r y 1 8 , 2 0 1 6

A t T h e H i l t o n O r a n g e C o u n t y / C o s t a M e s a

The Pre-Convention Day is sponsored by the California Writing Project in support of the 2016 CATE Convention.

I knew that the knowledge successful teachers had gained through their experience and practice in the classroom was not tapped, sought after, shared, or for the most part, even known about. I knew also that if there was ever going to be reform in American education, it was going to take place in the nation’s classrooms. And because teachers—and no one else—were in those classrooms, I knew that for reform to succeed, teachers had to be at the center. It became a burning issue with me that teachers were not seen as the key players in reform or as true experts on what went on in their classrooms.

James Gray, from Teachers at The Center

Jim Gray was first and foremost a teacher: a middle school teacher in Watertown, Wisconsin, a high school English teacher in San Leandro, California, and a composition teacher and English credential supervisor in the UC Berkeley Graduate School of Education. What Jim will be long remembered and honored for is founding the Bay Area Writing Project, the California Writing Project, and the National Writing Project. What began in 1974 with 25 teachers attending the first Summer Leadership Institute in the Teaching of Writing at UC Berkeley has grown to 16 California Writing Project sites and almost 180 National Writing Project sites. What began with a single program in greater San Francisco has become a California network that every year provides nearly 2,000 programs, which when combined with the national network, totals 6,000 programs for teachers of all grade levels, across multiple disciplines. Jim’s vision of a new professional development model—successful classroom teachers sharing and demonstrating their expertise in the teaching of writing with their colleagues—is now the nation’s premier professional development program. That the California Writing Project continues to thrive after 40+ years is because it has taken seriously Jim’s conviction that the Writing Project is not a person but an idea. That idea was first Jim’s. It grew out of his steadfast, unwavering belief in teachers—their knowledge and expertise, their potential to make an academic difference for all students, their professional power to make lasting change in the schools with greatest needs. In fact, he often said that any educational reform movement that did not have dedicated teachers at the core was doomed from the start. Jim’s simple but powerful idea is now the foundation, the bedrock, of the California Writing Project.

Come celebrate this year’s successes! Join us for a CWP/CATE Reception.

•Meet with CWP Teacher Consultants and Directors. •Catch up with colleagues and talk with fellow teachers.

•Learn how you can get involved with CWP. •Browse CWP resources.

•Enjoy snacks and a cash bar.

Thursday, February 18, 6:00 P.M. Fountain Terrace Ballroom

Event Time Room Registration Open 8:15 A.M. Catalina Ballroom Foyer

Introductions/Morning Keynote Workshop 9:00-10:30 A.M. Fountain Terrace

Round A Workshop Sessions 10:45 A.M.-12:00 P.M. Laguna Beach I, II, III Newport Beach I, II

Luncheon & CWP/NWP Invitations/Resources 12:05-1:20 P.M. Fountain Terrace

Round B Workshop Sessions 1:25-2:40 P.M. Laguna Beach I, II, III Newport Beach I, II

Round C Workshop Sessions 2:45-4:00 P.M. Laguna Beach I, II, III Newport Beach I, II

THURSDAY, FEBRUARY 18, 2016

MORNING WORKSHOP FOUNTAIN TERRACE MORNING KEYNOTE WORKSHOP: Troy Hicks, Director, Chippewa River Writing Project, and author of Connected Reading: Teaching Adolescent Readers in a Digital World

CONNECTED READING: APPS AND APPROACHES FOR DIGITAL TEXTS As we adopt smartphones and tablets for 1:1 instruction, we need to review our efforts at comprehension instruction for all kinds of digital texts. Based on a survey of over 800 adolescents, we will discuss principles of "Connected Reading" and how we can adapt existing comprehension strategies in digital spaces, as well as explore new opportunities for finding, managing, and reflecting on digital texts.

A) TEACHING NARRATIVE, INFORMATIONAL, AND ARGUMENTATIVE WRITING THROUGH PROJECT -BASED LEARNING: THE SUPERHERO UNIT (GRADES 4-12) Heather Wolpert-Gawron, Jefferson Middle School, San Gabriel USD;Teacher Consultant, UCI Writing Project

Project-Based Learning (PBL) is a curricular story that is told by the students themselves. The Superhero Unit features all the great elements of rigorous PBL: cross-curricular learning, role-play, bringing experts into the classroom, tech-infused communication, blended writing genres, and more. Through the course of this unit, students create science fiction based origin stories as narratives, develop newspaper articles of their heroes’ first “sightings”, and write and present solutions to global issues in a collaboratively created “superhero league” argument to a “United Nations.” Students role-play through the whole unit, from the development of their original characters to their final pitch to solve the problems of our world. Superheroes are a metaphor for many characters in history and literature, and this unit has elements that can be applied to many possible PBL units of your own design. This session introduces teachers to the broader concept of PBL while diving deep into a step-by-step guide through an engaging and rigorous unit immersed in writing, collaboration, oral presentation, technology, and role-play.

B) CONNECTED LEARNING: MAKING CONNECTIONS WITH EL AND SPECIAL ED STUDENTS (6-12)  Lynn Jacobs, Yuba Gardens Intermediate, Marysville USD; Teacher Consultant, Northern California Writing Project  Amanda von Kleist, Education Specialist, Hamilton High School, Glenn County Office of Education; Teacher Consultant, Northern California Writing Project 

In this session we will discuss approaches used to inspire secondary Long Term English Learners and Special Education students using connected learning approaches. Students form connections with the world in which they live through literacy practices that support interacting with others in meaningful ways. Engagement and participation deepens as students begin to move beyond passive participation to active reading, writing, and expression. Join us as we share practices, including the student led IEP and multiple approaches to literacy that nurture self-advocacy and the drive to become lifelong learners.

C) LEADING STUDENTS ON A PATH OF INNOVATION AND CONNECTION TO THE WORLD AROUND THEM (4-9) Krista Beltran, Hawkins School, Jefferson ESD; Teacher Consultant, Great Valley Writing Project

In our 21st Century world, students will need the ability to problem solve, effectively communicate, and be a contributing member to society. Participants will explore how 20 Time/Passion Projects introduce students to these necessary skills and how teachers can guide students into a project that allows them to pursue a passion. While students explore their self-selected topics, they learn how to identify their interests, use technology to research, reflect, and write for an audience beyond the classroom.

STUDENT AGENCY, ADVOCACY, AND PASSIONLAGUNA BEACH III

LUNCHEON FOUNTAIN TERRACE CWP & NWP INVITATIONS & RESOURCES Join us for a luncheon and for invitations, resources, and opportunities from CWP and NWP that will inspire connected readers and writers (and their teachers).

Luncheon tickets will be collected at the door.

A) USING PEER REVIEW TO BUILD BETTER AND SMARTER WRITERS (6-12) Greg Raney, Ventura HS, Ventura USD; Teacher Consultant, South Coast Writing Project Jason Torres-Rangel, UCLA Community School, Los Angeles USD; Teacher Consultant, UCLA Writing Project

Google Docs and other digital tools for collecting student work may have reduced the physical paper load; however, teachers are still burdened with the responsibility of providing effective feedback for their students’ writing whether it be digital or by pen and paper. However, when you transfer (or share) the responsibility to provide feedback to students and their peers, not only is this burden reduced, but more importantly, the quality of students’ writing increases. Participants will consider current research on peer review and then be introduced to both analog and digital techniques for peer review in the high school English class.

B) IT DOESN’T HAVE TO BE THIS WAY: ASSESSMENT PRACTICES THAT INSPIRE REFLECTION, PERSISTENCE, AND IMPROVEMENT IN STUDENT WRITING (7-12) Marty Brandt, Independence HS, East Side Union HSD; Teacher Consultant, San Jose Area Writing Project Kate Flowers, Santa Clara HS, Santa Clara USD; Teacher Consultant, San Jose Area Writing Project Jonathan Lovell, English Department, San Jose State University; Director, San Jose Area Writing Project

Tired of reading lifeless literary analyses that crush the souls of both you and your students? Perhaps it’s time for some changes. In this session we will propose ways you can use student response groups to promote deeper and more thoughtful revision. We will suggest ways to involve your students in setting goals from their writing that will guide you in providing feedback. We will conclude this session with suggestions for responding to error in ways that promote growth rather than shame.

C) TAKE THE LEAD WITH STUDENT-LED CONFERENCES! (K-6) Kriscia Cabral, Design39Campus, Poway USD; Teacher Consultant, San Marcos Writing Project

Research indicates 40%-60% increase in parent participation when student-led conferences are instituted. Encourage students to accept responsibility and accountability for their learning. Find the benefits for all stakeholders. Integrate reflection pieces as evidence of student learning. Students act as the leader of a conference with his/her parent(s). The teacher is only the facilitator and timekeeper. He or she may personally attend each conference or schedule 4-5 conferences simultaneously while he/she moves around the classroom, attending to groups as needed. Students share their academic achievements and goals with their parents. This moves the focus to student work collected over time. Learn how to plan and conduct student-led conferences in which teachers, students, and parents all benefit!

STUDENTS PARTICIPATING IN THEIR WRITING PROCESSLAGUNA BEACH II

A) VISUAL NOTE-TAKING IN SCIENCE (K-5) Amanda Shanahan, Fremont Elementary School, Riverside USD; Teacher Consultant, Inland Area Writing Project

By using the crosscutting concepts from the Next Generation Science Standards in conjunction with visual pre-writes, teachers can guide students toward more complex understanding of science content. Students (and teachers) are able to ease into the complexity of NGSS by first using crosscutting concepts and mentor texts to identify and evaluate these big ideas before connecting their initial impressions and ideas to the classroom investigations. Participants gain a rich experience by producing writing in science.

B) USING THE SIX-WORD MEMOIR AS A SCAFFOLD FOR PERSONAL NARRATIVE WRITING (6-12)  Joe Ferro, Lewis Middle School, San Diego USD; Teacher Consultant, San Diego Area Writing Project  In this session, we will actively engage by “starting small” with our writing. Like our students, we can generate multiple ideas and develop those thoughts into lengthier, more descriptive pieces. Where, then, do we begin? We will use short forms, the six-word “memoir” and tweets, as scaffolds for narrative writing. We will also visit how, when coupled with mentor text study, these short forms can lead to polished student compositions. By using such practice, participants will demonstrate flexibility, creativity, and an understanding of the power of the short-form scaffolds as valuable tools for our writer's toolkit.

C) PURPOSE AS THE DRIVING FORCE IN WRITING: BLENDING TEXT TYPES TO PRODUCE EFFECTIVE WRITING (6-12) Julie LaFollette, Hilmar High School, Hilmar USD; Teacher Consultant, UC Merced Writing Project

Writing in the real world involves writing with a purpose in mind. Although the CCSS outlines three specific text types—informational, persuasive, and narrative—effective writers blend genres in consideration of both audience and purpose. Participants in this session will explore using mentor texts to teach students how to carefully consider both purpose and audience to produce effective, intentional writing.

MENTOR TEXTS ACROSS DISCIPLINES AND GENRESLAGUNA BEACH I

A) ENGINEERED SPACES (6-12) Ari Dolid, San Leandro USD; Teacher Consultant, Bay Area Writing Project Rosie Reid, Piedmont USD; Teacher Consultant, Bay Area Writing Project

Right now, most students type their writing individually on digital platforms and pass around laptops through a lengthy drafting and revision process. Let's learn a new approach: how to combine the special features of these digital platforms with collaborative writing strategies to more effectively teach students how to talk, think, and communicate as writers for continuous drafting and revision and stronger writing. In this workshop, you’ll engage in writing exercises that creatively scaffold critical thinking and analytical and argumentative writing by using Google Docs and Padlet. You will experience a new drafting and revision process on computers in pairs and groups, and you'll gain strategies for responding to student writing faster as a teacher. Join us in this fun, thoughtful workshop to understand how the writing process shifts in digital spaces and how to use technology meaningfully to support student writing.

B) UPSTANDERS, NOT BYSTANDERS: HOW A WRITING ASSIGNMENT GREW INTO A PROJECT-BASED LEARNING UNIT (5-12) Liz Harrington, Jefferson Middle School; Teacher Consultant, UCI Writing Project

Utilizing multiple sources of information, both digital and analog, as well as mentor texts, students create public service campaigns to address problems they have identified in their school.  Working collaboratively in teams, students research the problems and possible solutions. The unit culminates in a school-wide assembly during which students showcase a variety of final products to convey the message that it is better to be an upstander than a bystander.

C) SUPPORT DIGITAL READERS AND WRITERS WITH ONLINE DISCUSSIONS AND BACKCHANNELS (6-12) Rebecca Lowi, La Colina Junior High School, Santa Barbara USD; Teacher Consultant; South Coast Writing Project Amy McMillan, Goleta Valley Junior High School, Santa Barbara USD; Teacher Consultant, South Coast Writing Project

Using tools like TodaysMeet, Answer Garden, Verso, and Padlet, this session will demonstrate how to use online discussions and backchannels to effectively give every student a voice and reason to contribute to discussions. We’ll show you how to maximize student engagement, differentiate for diverse learners, address digital citizenship and accountability, while minimizing distractions and off-task behavior.

DIGITAL SPACES AND LEARNING COMMUNITIESNEWPORT BEACH II

CALIFORNIA WRITING PROJECT UNIVERSITY OF CALIFORNIA, BERKELEY, 4625 TOLMAN HALL, BERKELEY, CA 94720

Thank you for attending the JAMES GRAY MEMORIAL PRE-CONVENTION.

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A) ENGAGING STUDENTS IN EFFECTIVE TECHNOLOGY AT ALL LEARNING LEVELS! (ALL) Pamela Holguin-Brown, Glenwood Elementary School, Los Angeles USD; Co-Director, Cal State Northridge Writing Project Kathleen Dudden Rowlands, California State University, Northridge; Director, Cal State Northridge Writing Project Jenn Wolfe, Valley Academy of Arts and Sciences, Los Angeles USD; Co-Director, Cal State Northridge Writing Project

Participants will experience the use of technology across age/grade/experience levels. We will first explore using Word in primary classrooms to enhance the writing process. Next, we will demonstrate how to set up class blogs to have students analyze the news through blogging as well as other possible uses of class blogs. Finally, participants will explore using QR codes to help students use the Internet safely when researching evidence for writing.

B) DIGITIZED: INSPIRING READERS WITH DIGITAL TOOLS (K-8)  Petra Luhrsen, Natomas Unified School District; Teacher Consultant, Area 3 Writing Project 

Through the use of Chromebooks, iPads, and other devices, there are many digital tools we can use to engage our K-8 readers in meaningful documentation of and reflection on their reading adventures. In this session, learn about varied (and easy) tools and strategies students can use to share books with you and others in their reading community. Explore the power of using book trailers as an alternative to a traditional book report as well as a variety of ways to log about reading. In addition to bringing a laptop or an iPad, an activated Google (Gmail) account will help but is not required.

C) SHORT FORMS AND SYNTHESIS: ENGAGING READERS WITH MINIMALIST GENRES (6-12) Peter Kittle, English Faculty, CSU Chico; Director, Northern California Writing Project Rochelle Ramay, Corning Union HS, Corning Union HSD; Teacher Consultant, Northern California Writing Project

In this workshop, participants will learn about image macro memes and 12-word stories, and explore ways that they can be used as engaging 21st Century genres in middle and high school classes. These short-form texts will be used as case studies for understanding the relationships among audience, purpose, and genre, and act as a scaffold for or as an alternative to more traditional school-based writing forms like essays and reports. Participants will have hands-on opportunities to try out these genres, and will leave with practical ideas for adapting and implementing the work in their own classrooms.

DIGITAL GENRES AND DIGITAL TOOLS NEWPORT BEACH I