TCs--
We had a very small turn-out at our first drive-in workshop October 4. We hope you'll decide to join us October 25. There will be only two rounds of workshops, four to choose from each time, so you won't have to give up your whole Saturday. We'd like for each new teacher consultant to have a good audience.
Program pasted below. Registration form attached, along with program.
Hope to see you Saturday the 24th. Enjoy your fall break!
Janis
“Writing To Learn” Back-To-School Drive-In Conference
Presentations by 2008 OWP Summer Institute Fellows
Saturday, October 25, 2008
Sarkeys Energy Center, University of Oklahoma, Norman
8:00 Registration / Refreshments ~ 8:15 Welcome / Quickwrite A235
Session One: 8:45-10:00
P201 “Use Your Common Senses: Incorporating Sensory Experiences to
Collaborative Writing”
Josh Flores, Norman High, Norman, Oklahoma
The demand for differentiated teaching practices continues to grow, and mixed ability classrooms are becoming the standard in American public schools. Incorporating the five basic human senses into the curriculum is the best method for teaching mixed ability classrooms and meeting the needs of individual students.
P203 “A Novel Idea: Incorporating Reading Novels into the Writing Process”
Billie Carlsen, Whittier Middle School, Norman, Oklahoma
“Why do I write?” Howard Willis, author of Writing Is Learning, asked his students to write a letter responding to that very question:
Dear Mr. Willis,
I use writing to analyze, memorize, study, summarize, focus on key ideas,
express feeling, emotions and opinions, take notes, answer questions, record my thoughts,
and to clarify and organize ideas. I basically use writing to record, which helps me learn.
Felicia
When students write as they read, they are learning these skills and many more. In this workshop, teachers will participate in some writing activities demonstrating how to incorporate the writing process with the reading process in the classroom.
P207 “Bridging the Gap: Connecting Reading and Writing in the Early Years”
Ann Ward, McKinley Elementary, Norman, Oklahoma
How can teachers build the confidence of their reluctant readers and writers? This workshop will encourage and promote reading and writing with all learners. Literacy centers and class book ideas will enrich each student's educational success. Through these shared activities, young authors and illustrators will bridge the gap between reading and writing.
A236 “Artistic Writing Treasures: Connecting Art and Writing
To Enhance the Modalities of Learning”
Charlotte Garriga, NBCT, Lake Park Elementary, Putnam City, Oklahoma
Often students choose not to write because they have not been inspired. This presentation will demonstrate activities to stimulate their minds to express their ideas and feelings in writing as well as in art.
Session Two: 10:10-11:25
P201 “Inside the Writer’s Studio: From Rhetoric to Revision”
Marie Engel, Bishop McGuinness High, Oklahoma City, Oklahoma
Many students resist the important step of revision, thinking that a rough draft with a few changes suggested by either their peers or the teacher is publishable. As an English teacher this is one of my most daunting challenges. This presentation will offer an approach to teaching revision to help students produce effective writing.
P203 “HyperText Poems Across the Curriculum: Engaging Reluctant Learners
with Poetry and Technology”
L. Alicia Monroe, Central Junior High, Moore, Oklahoma
Teachers of all content areas and grade levels can engage their students with technology and poetry—yes, poetry! From an elegy for liberty to a couplet about multiplication, students enjoy playing with language, representing and synthesizing through the written word. Win over your most reluctant learners with a writing assignment that begins with playing a game and ends in creating a Web page.
P207 “Digging Deep into the Roots of Writing: How Developmental Spelling and the Tools Used to Fertilize Its Growth Cultivate Motivation”
Megan Schmidt, Central Elementary, Moore, Oklahoma
Not all students come into a classroom believing they can write. They feel they must break a spelling “code” before they can become competent writers. Research has shown that when children are freed from the chains of perfect spelling, they focus more on the content of their writing. By allowing invented spelling, teachers are also supporting the reciprocal growth in phonemic awareness, phonics, writing, and other essential elements of literacy. This presentation will focus on understanding what invented spelling is, how to assess it, and the how to push students from invented spelling towards more conventional spelling in authentic and purposeful ways.
A236 “Learning to Write, Writing to Learn”
Vickie Hinkle, MidAmerica Christian University, Oklahoma City, Oklahoma
Writing activities that adapt to content and/or literature can support students as they learn content or read a novel while using the writing process. This presentation provides writing ideas for all teachers across the curriculum and grade levels.
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