Correction:  Sat. Oct 25th 

-----Original Message-----
From: Oklahoma Writing Project [mailto:[log in to unmask]] On Behalf Of Janis
Cramer
Sent: Wednesday, October 15, 2008 2:40 PM
To: [log in to unmask]
Subject: October 24 Drive-In

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.