P SESSIONS — 10:30–11:45 A.M.
P.12 Creating a Web of Connection among Youth Writers, Teacher Educators, and Preservice Teachers through a Writing Mentoring Program
C TE ROOM: C-170 (GCCC,MAIN LEVEL)
In this session, preservice teachers and teacher educators discuss a mentoring environment designed to support youths’ writing development and preservice teachers’ practice of writing instruction. We describe how the environment allows youth to develop stories and ideas that hold personal meaning for them, and helps preservice teachers understand connections between youths’ writing and their lived experiences.
Presenters: Sarah Beck, New York University Andrew Cartano, New York University, “Mentoring as a Context for Learning to Differentiate Instruction”
Jacqueline LeKachman, New York University, Helping Youth Claim Writing Identities through Dialogic Mentoring”
Jill Roberts, New York University, “Learning to Cultivate Youth Writer Self-Efficacy through Dialogic Mentoring” Christina Rodriguez, “Text Selection to Develop Youth Writer Identity”
P.13 Cross-Pollinating Culturally and Disability Sustaining Pedagogies in Literacy: Examples from Elementary Classrooms
G TE ROOM: KOJO KAMAU JUNIOR BALLROOM C (HILTON 402, LEVEL 4)
This panel provides an orientation to Culturally and Disability Sustaining Pedagogies (CSP/DSP). DSP goes beyond teaching practices that provide students with access to curriculum and classrooms to honoring disability identities as cultural and a form of diversity that is worthy of sustaining. Five teachers demonstrate how to apply CSP/DSP infused literacy through classroom examples.
Presenters: Sam Jacob, University of Wisconsin-Madison, “What’s Your Sign? Using Astrology to Deeply Analyze Characters in Novels”
Lindsay Mann, University of Michigan Heather Mohamed, The Packer Collegiate Institute, “Critically Redesigning Monuments in Our Community”
Bayla Oster, Bankstreet Graduate School of Education, “Drawing on Student’s Identities in Emergent Hebrew Literacy Instruction”
Alexandra (Allie) Paddock, Mary McDowell Friends School, “Recruiting Visual Literacy to Develop Critical Literacy Skills for Students with Language-Based Learning Variations” Laurie Rabinowitz, Skidmore College, “An Introduction to CSP/ DSP Infused Literacy Instruction”
Amy Tondreau, University of Maryland, Baltmore County
P.14 Decolonizing the Department: Promoting Antiracist Grading Practices through Collaboration and Networking
S ROOM: C-160 A/B (GCCC, MAIN LEVEL)
In this interactive session, Santa Clara teachers will share their collaborative multiyear journey implementing student-led grading. They will share how grade-level teams have used nontraditional grading to promote equity, student agency, metacognition, and growth. Participants will leave with a plan to collaborate with colleagues in their quest for equitable, antiracist, student-led grading.
Presenters: Elizabeth Kelly, Santa Clara High School Maichen Liu-Grossman, Santa Clara High School Kate Rossner, Santa Clara High School Sara Silverman, Adrian C. Wilcox High School Sarah Zerwin, Fairview High School
P.15 How to Use Storytelling and Poetry to Connect with Our Students and Break Down Social, Economic, and Cultural Barriers
M S
C ROOM: A-120/121 (GCCC, MAIN LEVEL)
Storytelling is the foundation of all learning and understanding. Spoken-word poetry is steeped in storytelling, and it’s a tool for building cultural bridges. We will show you how to use spoken-word poetry and storytelling to connect to your students through writing workshops, performances by students and Buffalo Poet Laureate Jillian Hanesworth, and hands-on activities.
Presenters: Jillian Hanesworth, Buffalo Poet Laureate Sarah Krajewski, Cleveland Hill High School, NY
P.16 E
TE
Imagining Holistic Languaging Practices for Young Emergent Bilinguals
ROOM: A-224/225 (GCCC, UPPER LEVEL)
Policies and labels for young emergent bilinguals reflect a disconnect between students’ languaging practices and schooling categorizations. This session will focus on developmentally, culturally, and linguistically appropriate practices educators can rely on in order to sustain and build upon young emergent bilinguals’ dynamic, and multimodal repertoires so they can thrive.
Presenters: Laura Ascenzi-Moreno Maria Del Rocio Herron, Richland Two District, SC Cecilia Espinosa, CUNY Lehman College Julia López-Robertson, University of South Carolina
234 2023 NCTE ANNUAL CONVENTION PROGRAM
SUNDAY, NOVEMBER 19
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