L SESSIONS — 1:15–2:30 P.M.
L.37 Tomás Rivera Award Books: Teaching Transformative Conexiones with Border Narratives
E
TE M
ROOM: A-226 (GCCC, UPPER LEVEL)
Members of the Tomás Rivera Awards National Committee, elementary teachers and authors, will present award-winning books that follow a story pattern of “break, repair, transform.” We extend critical reading pedagogy by highlighting the connections between artistic metaphors and their potential for representing and activating social justice.
Presenters: Denise Davila, The University of Texas at Austin Patricia Enciso, The Ohio State University Jesse Gainer, Texas State University-San Marcos, “Conexiones con Escuelas y Fronteras: Connections with Schools and Borders”
Sergio Martinez, Texas State University-San Marcos Janie Serna, Columbus Spanish Immersion Academy, Columbus City Schools, “Repairing and Transforming Reading with Tómas Rivera”
Nancy Valdez-Gainer, Texas State University Patricia Vazquez, Columbus Spanish Immersion Academy, Columbus City Schools, “Repairing and Transforming Reading with Tómas Rivera”
Tradebook Authors/Illustrators: Xelena Gonzalez, “Authors Creating Reparations and Transformations in Border Narratives”
Yuyi Morales, Simon & Schuster, “Authors Creating Reparations and Transformations in Border Narratives”
L.38 Two Years in the Lives of Two Teachers: Doing and Becoming through Connections
M
TE S
ROOM: A-122/123 (GCCC, MAIN LEVEL)
Two teachers and three teacher educators reflect on wobble moments in their first years as secondary teachers. We focus on the ways various professional connections and relationships supported and, at times, hindered our becoming teachers. The stories were generated through a multi-year study of thirteen novice teachers at four sites across the US.
Session Chair: Bob Fecho, Teachers College, Columbia University Presenters: Dawan Coombs, Brigham Young University Emelio DiSabato, Seattle Girls’ School Rachel Knecht Scott, University of Nevada, Reno Trevor Stewart, Virginia Tech
L.39 We’re All in This Together: Using Co-Writing as a Classroom Exercise
M S
ROOM: D-180/181 (GCCC, MAIN LEVEL)
A group of co-writing authors will discuss writing craft and how working together can be replicated in a classroom setting, providing students the opportunity not only to brainstorm ideas, plus draft and revise assignments together, but to foster excitement about writing collaboratively. Educators will return home with strategies for how to integrate collaborative writing into their curricula.
Tradebook Authors/Illustrators: Chris Baron, Feiwel & Friends/ Macmillan
Rajani LaRocca, HarperCollins/Abrams/Penguin Random House/ Candlewick
Anna-Marie McLemore, Macmillan Elliott McLemore, Macmillan Nicole Melleby, Algonquin Young Readers Andrew Sass, Little, Brown Books for Young Readers
L.40 Working within and beyond Curricular Limits: Teachers Designing Equity-Focused Quad Text Sets
M
C S
ROOM: A-220/221 (GCCC, UPPER LEVEL)
How can educators exercise their own professional agency while following prescribed curriculum— and help work for justice? This panel will (1) share the experiences of secondary English teachers, an instructional leader, and professors as they implemented the equity-focused quad text set approach within mandated materials, and (2) invite participants to use free resources to begin their own work.
Presenters: Lisa Ali-Turner, Appoquinimink School District, “Addressing Shortfalls with HQIM”
Jennifer Fox, Cantwell’s Bridge Middle School Jill Flynn, University of Delaware Anthony Greenstine Drew Keohane, Odessa High School Kaitlin Jordan-Jakin, Louis L. Redding Middle School William Lewis, University of Delaware, “The Equity-Focused Quad Text Set Framework”
2023 NCTE ANNUAL CONVENTION PROGRAM 187
SATURDAY
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