TCTE 2014 Program - August 27 - Draft

Tennessee Council of Teachers of English 2014
Bridging Reading & Writing:

Balancing the Core
Annual PD Institute
September 26-27
Bridges USA
Memphis, Tennessee

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August 27, 2014

Ivy Phillips, Conference Chair
Tennessee Council of Teachers of English

Dear Tennessee Council of Teachers of English:

I send greetings from the National Council of Teachers of English to you and to all those
joining you at your conference on September 26-27, 2014. NCTE applauds the efforts of the
Tennessee Council of Teachers of English in making this conference possible as well as each
participants contribution to the event and to the profession.

Ongoing learning opportunities for teachers are vital for improving the teaching and learning
of the English language arts at all grade levels. Research shows that all students can achieve at
high levels when they are taught by teachers who are continuing learners, especially when
teachers learn and share in teams with their colleagues across the disciplines. This conference
provides a way for teachers to continue their own learning so they can share new ideas with
their colleagues and work together with them to better support the learning of their students.

As the only nationwide professional organization of English and language arts teachers, NCTE
works to make the teaching of English language arts more rewarding and more effective for all
by providing professional learning and sharing opportunities through the National Center for
Literacy Education and its Literacy in Learning Exchange; through its professional learning
programs; through its books, journals, and position statements; and through its conventions
and meetings. In addition, NCTE works with policymakers at all levels to insure they are
aware of good teaching and learning practices and consider these in the policies they make. I
invite your membership in our professional organization.

Sincerely,

Millie Davis
Senior Developer, Affiliate Groups and Public Outreach

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A Special Welcome from NCTE
Local Conference Committee
Sponsors
Exhibitors
Opening Announcements
Schedule
Workshop Offerings
Closing Announcements
Don Jenkins Award for Excellence in the Teaching of English/Language Arts
TCTE 2013 2014 Officers and Board of Trustees

Bridging Reading and Writing: Balancing the Core
Local Committee
Contents

Executive Director Rob Wade
President Ivy Phillips
Program Amy Lawrence and Jennifer Futrell
Hospitality Rachael Schaeffer and Collin Buckner
Exhibits Tracy Duckworth and Carol Peterson
Tennessee English Journal editor Susan North
Visions and Revisions newsletter editors Melissa Comer and Kristen Trent
Website Melissa Comer
Publicity support Amy Brown, Christi Williams, Cindi Connell,
and Michelle McMillen


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With both monetary and in-kind donations, the following companies have displayed support for our PDI.

Supporting Sponsor

Bronze Sponsor

Platinum Sponsor

Sponsors

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Art Institutes
Houghton Mifflin Harcourt
Peace Corps
Pearson
Exhibitors
WIKISPACE
Presenters, you will need to request membership in order to upload your content. If you prefer, you
may send content to Melissa Comer (MComer@tntech.edu), who will upload it for you. Attendees may
access session presentations and documents via the TCTE wikispace:
http://tcteconferencewiki.wikispaces.com/

NOMINATIONS
Please take note of the open positions on our TCTE Officers and Board of Trustees page. If you are
interested in nominating yourself or a colleague for a position, please contact Rob Wade
(dwight.robert.wade3@gmail.com) or Ivy Phillips (ivybphillips@gmail.com).

BOOK SHARE
Please feel free to take books that you will find useful for your practice or that your students will enjoy
reading. The table is located in the hall between room 1 and 2.

SOCIAL MEDIA (@tctenglish)
Share information and images on Facebook, Twitter, and Instagram! Use #tcte2014 to connect with
others at the PDI and with those who were unable to attend.

Opening Announcements


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Follow TCTE on Twitter and Facebook!
@tctenglish #tcte2014

Wi-Fi
Network -- BRU2
Password -- bridges2013

Friday
7:45 8:15 Registration
8:30 9:45 Welcome and Opening Keynote High Hall
9:55 10:55 Workshop 1
11:00 4:00 Exhibits open
11:05 12:05 Workshop 2
12:15 1:30 Luncheon Keynote and Awards High Hall
1:45 2:45 Workshop 3
Saturday
7:30 Continental breakfast available
9:05 9:25 Open Space explanation and creation High Hall
9:30 10:30 Workshop 6 Open Space
10:35 11:35 Workshop 7
11:40 12:40 TCTE Announcements and Closing Keynote High Hall
Schedule

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Loft

Service Learning and the Secondary English Classroom: Combining Common Core Standards with
Core Values
Kimual Snow
Service learning and the Common Core state standards for English/language arts unite challenging
curriculum content and community-based learning. This will transform and champion literacy learning
that is rigorous, relevant, and reflective at both the secondary and postsecondary levels and will provide a
progressive and humanistic educational experience.

Room 1 Mommas, Mamaws, & Me: Exploring the Language, Culture, and Literature of Appalachia
Melissa Comer, Kathy Brashears, Queen Ogbomo
This session will be conducted through a panel format. The presenters will share literature and
instructional strategies that explore the Appalachian region by capitalizing on the linguistic and cultural
traits associated with Appalachian people. Participants will collaborate in hands-on activities that are
authentic in nature and in direct relationship to CCSS and NCTE standards. In addition, well engage in
conversations that explore literature targeting multiple ages, from picture storybooks to young adult
literature.

Friday, September 26, 2014
As the Director of Middle Level Services for the Association of Middle Level Education, Dru Tomlin has a
commitment to educational improvement and a passion for teaching, learning, and middle school. In 1994, Dru
began his 18-year career in education as an English teacher at Harrisonburg High School in Virginia and then, in
1998, he discovered the joys of middle school in Georgia as a language arts, reading, and social studies teacher
and then as a school administrator. Believing firmly in the power of professional learning, he has also been a
school system staff development trainer and a faculty member for AMLE's Leadership Institute. For his work,
Dru has been recognized as a school system Teacher of the Year and as Georgia's Middle School Assistant
Principal of the Year.

Opening Keynote: Dru Tomlin

Write Your Literacy Success Story

Literacy is a vehicle for reflection and projection, and it's time to get behind the
wheel and drive! Using practical tools and ideas from the classroom, we will
embark on a literacy road trip that will steer us in exciting new directions. In
the process, we will gain critical insights about how to reach every student and
create great classrooms and schools with literacy in mind! Get ready for the
bright road ahead, TCTE!
Workshop 1: 9:55 10:55

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Room 2 Barry Gilmore, Clay Francis
Speaking Volumes: Discussion Activities to Get Students Reading, Writing, and Thinking Deeply
Using exciting discussion activities you can take back to your school right away, well explore how to get
middle and high school students grappling with deep questions about topics, texts, and issues. The
presenters will share several examples that place learning in the hands of students, clearly tie instruction
to the Common Core standards, and embrace twenty-first century skills such as collaboration, critical
thinking, inquiry, and technology use. Well explore discussion methods that work for all grade levels and
span content areas.

Room 3 Behind the Curtain: A Look into Readers Theatre
Chelcie Tuell, Tabitha Jeffers
Fluency is the ability to speak and read smoothly while using expression as needed. Readers Theatre
helps accomplish this task by impacting a students fluency and comprehension skills. At the end of the
session, participants will have an understanding of how to increase their students fluency using
interactive technology. Well introduce Voki, a Web 2.0 tool which allows students to create avatars, and
Puppet Pals 2, an iPad app that offers different locations for the setting as well as the opportunity for
students to make their own puppets to accompany the storyline. With the implementation of these
technology-based tools, students are exposed to Readers Theatre in a way that differs from the traditional
method.

Room 4 Tapping the Potential of Small-Group Word Study Instruction
Kathy Ganske
In most elementary classrooms, word study is a regular part of the reading/language arts curriculum.
However, is time being used to maximize students' learning, or has instruction become routine with
opportunities for learning missed? This session draws on current research to make the case that small-
group word study instruction develops learners' discussion abilities, vocabulary knowledge, and
understandings of the English spelling system used to read and write words. Strategies and activities that
maximize learning will be described and demonstrated during this interactive session.

Room 5 Reading, Argumentation, and Writing: Critical Thinking for Struggling Adolescent Readers
Susan Grogan
Teaching struggling adolescent readers to think critically about texts is challenging, especially if it
involves reading about more than one side of an issue. Reading multiple and varied short texts on the
same topic, constructing an argument map, orally arguing a position, and then writing an argumentative
essay creates a cycle of learning that helps students think critically about texts. A 10-week study with
struggling 5th graders provides teachers with an implementation guide for this method. (Appropriate for
grades 4-8 teachers, Special Education, Literacy Specialists, and Administrators.)

Loft When More is Less: Effective and Efficient Writing Feedback
Heidi Rubn de la Borbolla, Jennifer Vasil
How do English teachers provide better writing feedback that does not take eons to give? We will
discuss some strategies and best practices, and we ask participants to bring copies of their favorite
rubrics, peer editing, or self-evaluation tools with which they have had success so that we all may share
with the group. This session will focus on all four of these areas, and ultimately, it will open up a
discussion on how we can better provide the best feedback to help our students grow as learners and
writers.

Workshop 2: 11:05 12:05

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Room 1 One Good Idea for the World: Incorporating Common Core Standards in the Social Studies
Classroom
Nancy Smith
Are you looking for projects that incorporate Tennessee's Common Core Standards? Give your
students the opportunity to improve their mastery of informational text, writing, language, and
speaking and listening by researching, writing, and delivering persuasive speeches on the topic One
Good Idea for the World. Student selection of ideas deepens engagement with both the topic and the
process and frees the teacher to act as advisor and coach. Learn how this project was implemented in a
middle school classroom and view examples of the finished speeches. (Adaptable for ELA, Social
Studies, Drama, and Public Speaking classes. Scalable for intermediate, middle, and upper grades.)

Room 2 I Can Do PBL, Too!: How Project-Based Learning and Thinking Routines Can Thrive in Any
Classroom
Julia Porter, Annie Stuckslager, Renee Norris, Crystal Higgenbottom
If our desire is for students to become lifelong learners, why do we consistently present them with
information that isnt meaningful or enjoyable? A group of inner city charter, rural charter, and
suburban private school teachers will share their common belief that learning thrives when it is
relatable, real, and fun. Through Project-Based Learning, students are connected with content-based
curriculum that is authentic and meaningful. By utilizing Harvard's Project Zero Thinking Routines,
students are held accountable not only for the product but also the process. Participants in this session
will have a hands-on experience with a mini PBL unit and leave understanding how to implement it
in their classroom.

Room 3 Rigor without the Red Ink: Saving Our Time and Their Self-Esteem
Kimberly Coyle, Carmen Watts
The standards have changed, and the students have changed, yet the vast amount of content remains
consistent. Two new English teachers aim to condense the workload for teachers and students without
compromising the demands of Common Core standards. Our goal is to avoid the defeatist attitude of
novice writers accustomed to "bleeding" papers of discouragement.

Room 4 Multigenre Projects in Grades 4-6: Win-Win Learning Situations
Kathy Ganske
Common Core State Standards demands writing expertise in multiple genres and requires the
integration of writing with other disciplines. Multigenre projects can be highly engaging and can serve
as ways to develop and reinforce students writing in different genres, connect writing to texts, and
deepen content knowledge while tapping into students interests. This session will explore the why
and how of implementing multigenre projects in grades 4-6, and numerous concrete examples and a
variety of resources will be shared.

Room 5 Straddling the Great Divide: Teaching the Common Core Standards But Testing on SPIs
Susan Dold, ELA Advisor, Shelby County Schools Curriculum Department
In this session, teachers in grades 3-5 will unpack some of the Common Core State Standards to
discover the SPIs that are embedded within them. They will also engage in a variety of hands-on
activities to help them plan and deliver instruction that is deep, rigorous, and focused on the Common
Core but also provides students with the skills they need to be successful on the TCAP Achievement
Test.


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Kwame Alexander is a two-time NAACP Image Award Nominee and author of 17 books, including the middle
grade novel, The Crossover, Acoustic Rooster and His Barnyard Band, a picture book about a Rooster that starts a
jazz band with Duck Ellington, which has been optioned for a TV show, and the YA/teen novel He Said/She Said, a
Junior Library Guild Selection. Hes also a poet, publisher, literary editor, playwright, producer, speaker,
performer, teacher, and book festival founder. He believes that poetry and literature can change the world, and
he uses it to inspire and empower young people. Hes the poet-laureate of LitWorld, and, through his Book-in-a-
Day literacy program, he has created more than 3,000 student authors of 64 anthologies of poetry and fiction. A
regular speaker and workshop presenter at conferences in the U.S., he also travels the world planting seeds of
literary love (Brazil, Italy, France, Turkey, Canada, and Ghana are recent stops). Recently, Alexander led
delegation of 20 writers and activists to Ghana, where they delivered books, built a library, and provided literacy
professional development to 300 teachers as part of LEAP for Ghana, a literacy program he co-founded.
Don Jenkins Award Recipient
Janis Little of Brentwood High School

The nominee must (a) have served as a classroom teacher for at least ten years, the last five of which must have
been in Tennessee schools; (b) at the time of nomination be serving as a classroom teacher in Language Arts,
English or English education in elementary school, middle school, secondary school or college in the state of
Tennessee; (c) be willing to accept the award at the TCTE Fall Conference; (d) be nominated by a colleague
using the nomination form; (e) be a member of TCTE or join TCTE by sending in dues and membership form
with application.
http://tncouncilofteachersofenglish.webs.com/annual-awards

Luncheon Keynote: Kwame Alexander

Dancing Naked: A Life Spent Writing Poems That Matter

When students are immersed in rich, lively poetry, they are introduced to
intense, concise, skillfully crafted language. Participants will move beyond the
staid notions of what poetry is and discover poetry as a treasure that brings
light to language and literature. Kwame will illustrate how teachers, and
inevitably their students, can become engaged and empowered in their lives
through poetry.
Luncheon Awards and Keynote: 12:15-1:30


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Loft Visual Effects: Using Visuals to Enhance and Enrich English Instruction
Terry J. Nesmith, Instructional Facilitator, Shelby County Schools Board Approved Presenter
Explore ways that visuals might be incorporated into a lesson to provoke higher-order thinking
skills and create rewarding connections and conversations that support student growth and
achievement.

Room 1 Beyond the Core
Glenda Pera, Christina Scott, Martina Cole
Common Core standards are nothing new to serious English teachers. Taking some commonly
taught upper school works, a group of upper school teachers will lead attendees through several
units of study and address how learners begin, develop, and strengthen their verbal skills, which
are aligned with Common Core Standards. (Units under consideration at this time include Their
Eyes Were Watching God, Jane Eyre, A Tale of Two Cities, and In the Time of the Butterflies.)

Room 2 A Return to Writing Based on Organization and Content: Crucial Essay Writing Skills
Matthew Burgess
Crucial Essay Writing helps students to overcome blind spots on assigned academic essays. By
focusing on what makes argument and analysis important, Crucial Essay Writing uses all the old
skills in new ways and creates a step-by-step process that reduces writing time and promotes
efficacy. This process has been used to help ESL, remedial, and reluctant writers (as well as
experienced writers) focus on content over style. Each participant will receive a free e-book of
Crucial Essay Writing.

Room 3 Pre-AP Vertical Team Strategies
Jan Little
All writing begins with close reading and annotating to generate ideas for sharing in groups and
then organizing into analytical writing. In this session, teachers will learn how to structure class
reading assignments for analytical discussions and essays through the use of a flow chart that
adapts to both nonfiction and fiction selections. This "yellow brick road" graphic design applies to
nonfiction essays, short stories, and novels; it traces the opening situation and how events change
the writer or narrator's initial point of view. In addition, this session will focus on selecting
nonfiction and fiction texts for analysis in class discussions and essay writing.

Room 4 Book-in-a-Day
Kwame Alexander
In this energetic, inspirational, and hands-on workshop, participants will listen to and engage in
an exciting culture of poetry and performance. Many teachers are unsure how creative writing in
general and poetry in particular meet the standards. Among other things, does not poetry
encourage and require analysis, literary response, social interaction, and comprehension? Through
activities successfully implemented around the world by Kwame's Book-in-a-Day program, this
workshop will show teachers how to enhance their students understanding and appreciation of
various forms of verse: haiku, free verse, rhyme, etc.

Workshop 3: 1:45 2:45

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Room 5 Argumentative Writing Decoded
Jennifer Chandler, Master Teacher, Department of Teacher Talent and Effectiveness
Effective teachers use argumentative writing to enhance their students' ability to think critically at a
deeper level. By exploring the classic argument model and breaking down each step for students, a
teacher is able to share argumentative writing with all levels of students in grades 4 to 12. This
session takes a look at a seventh grade argumentative writing assignment and outlines how the
students studied the classical model and its implementation in an exemplar. In addition, we will
explore the use of cooperative groups to add rigor to the writing process. Participants will take with
them the tools needed to begin an argumentative writing unit right away.

Loft

Reading Fair: A New and Exciting Way to Promote Reading and Writing
Bethany Baird, Brandy Gates
Common Core State Standards place an emphasis on reading non-fiction and complex text; by
participating in a Reading Fair, students will have the opportunity to dig deeper into this type of
reading, learn to ask their own questions, and find their own ways to answer those questions. We
will explore how Reading Fair is much more in-depth than just reading a book and designing a
poster board. This poster presentation will display research findings, highlight positive and negative
aspects of the program, and showcase student work.

Room 1 Becoming Literary Detectives: Where's the Evidence?
Jessica Holloway
One of the major shifts in ELA with Common Core Standards concerns evidence, and this session
focuses on how to support students in finding textual evidence and using it in reading, writing, and
speaking. The session will provide strategies for educators to use in teaching students to find and use
textual evidence in both literary and informational texts. This focus requires students to go beyond
just answering a question or making a claim to proving those answers and claims. Resources such as
using evidence sentence starters, unpacking questions/prompts to locate evidence tips, and reasoning
out the use of the evidence questions are included. Session participants will be asked to "try out"
strategies and discuss ideas for implementation.

Room 2 It's All in How You Look at It: Point of View in YA Novels
Tracy Barrett
My YA novels explore familiar stories (Homers Odyssey, the Minotaur, and Cinderella) from the
point of view of characters who are secondary in the original work. In all cases, my
narrator/protagonist is a teenager, bringing an adolescents concerns to the fore. Common Core
Standards require students to read a wide range of literature to build an understanding of the
many dimensions of human experience. I will show how teachers can use critical reading of
novels presented from an unaccustomed point of view to help students move toward that
understanding.

Workshop 4: 2:55 3:55

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Room 3 Rigor without the Restraints: Writing Students Identities through Imitation and Personal
Narrative
Kimberly Coyle, Carmen Watts
Two teachers will showcase their teaching of personal narrative and imitation writing to help
students formulate their writer identity and to alleviate students insecurities about the writing
process. Lesson plans, strategies, and student examples will be used to show how to teach
storytelling while adhering to the Common Core Standards.

Room 4 Writing Strategies for the Common Core and More!
Dru Tomlin
How do you get students excited about writing and then maintain that excitement throughout the
school year? How do you help kids get the lead out, get their ideas down, and get inspired about
writing? These questions will be posed and addressed during this interactive session geared for
teachers, literacy coaches, administrators, and anyone else who has a passion for literacy. We will
discuss best instructional practices for writing in the classroom as well as how we can create
cultures of literacy in our schools. Walk into this riveting session and walk away with potent
writing strategies you can use right away!

Room 5 Student Blogs
Samantha Bates, Crystal Nolen
If you've ever wanted your students to beg to write and genuinely be interested in correct
grammar, usage, mechanics, and spelling, then student blogging may be a great fit for your class!
Learn how blogs meet Common Core standards, motivate students, streamline grading, and foster
discussion.

Saturday, September 27, 2014
7:30 Continental breakfast available
Workshop 5: 8:00-9:00

Loft Kim's List is Back!
Kim Ford
Kim Ford presents her wildly popular list of books you and your students will want to explore.
Picture books, fiction, graphic novels, and non-fiction for readers of all ages it'sall here! This
presentation will appeal to Language Arts and Reading teachers, as well as librarians. Come and
find out what's hot and what's not in 2014. Handouts will be provided, and there will be door
prizes.


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Room 1 Heroic Journey Narrative
Whitney Schmidt
The Heroic Journey Narrative project was created to set aside a special place for ction in the English
classroom so that students have a creative anchor to build upon throughout the school year; in
addition, it supports instruction of several Reading, Literature, and Writing Common Core State
Standards. By the end of the year, the result of this project is a published class anthology of student-
written short stories, which may be read as a free text online or purchased individually as a hard
copy. Free web tools that students can use for writing, editing, revision, collaboration, reading,
presentation, and publishing in the English classroom will be presented in this session.

Room 2 The Great Gatsby and Reading Comprehension: A Look at the Traditional Text and Its Graphic
Adaptation
Kelly Paschall
This session explores how students performed on a reading comprehension assessment based on the
traditional version of The Great Gatsby and its graphic adaptation. The study that was conducted
analyzed how motivation and achievement predicted the outcome on the assessment. This session
will also offer attendees an opportunity to share ideas and insight regarding the use of graphic texts in
the classroom.

Room 3 Our Teams Top Test Prep Tips
Christi Williams, Chris Dowlen, Kevin Edwards, Sue Gilmore, Jesse Tidyman
Teachers of high achievers must help students progress and not merely maintain scores on high-
stakes tests. Our vertical team will share strategies to reach this goal with avid readers and the
students who claim they hate reading. We will show how we build the skills necessary for 7
th

graders taking TCAP all the way to AP Language juniors and AP Literature seniors. These tried-and-
true lessons and activities remain effective for reading closely and reviewing grammar and
vocabulary, even with existing uncertainties about specific tests.

Room 4 Using Exemplary Texts and Readers Theatre to Prevent Bullying
Kristen Trent, Stephanie Richards
Are there bullies in your classroom? Do you have students who miss school because they are afraid?
Come experience Readers Theatre as a powerful instructional and bullying prevention strategy. Learn
statistics about bullying and why it is a critical issue for students of all ages; how to use Readers
Theatre as a powerful instructional strategy for comprehension and fluency as well as content; and
how readers' theatre can be used to develop empathy and reduce the incidences of bullying.

Room 5 Engaging Nonfiction
Jill Henderson
This session will be a presentation of various nonfiction texts that are fun to teach and engaging for
students. The following nonfiction titles (plus other highlight recommended new finds) will serve as
springboards for rich and diverse instruction: How They Croaked: The Awful Ends of the Awfully Famous
by Georgia Bragg; Lady Altima and the Real Downton Abbey: The Lost Legacy of Highclere Castle by The
Countess of Carnarvon; and Trinity: A Graphic History of the First Atomic Bomb by Jonathon Fetter-
Vorn. Specific, ready-to-use materials will assist teachers in integrating any or all of these works into
language arts content and into cross-curricular work for specific language arts and science content, for
development of critical thinking, as prompts for constructed responses, and as relevant cultural and
content connections for young learners.


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Explanation of Open Space
Open Space is a place for you to explore and ponder ideas; the emphasis of an open space session is on discussion.
Open space is organized on the premises of the conference and is meant to let you, the attendee, decide what to
discuss. Below, you will notice that the rooms are open; as explained in the opening keynote, the rooms fill with
ideas when you bring them to the table. If you have an idea you would like to explore with other educators, please
add it to the open space schedule at the registration desk. We will display the open space options as they are added,
and you will be able to add the topics to your program.
Workshop 6 Open Space: 9:05-10:30

Loft

Room 1

Room 2

Room 3

Room 4

Room 5

High Hall


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Room 1 From Boring to Bodacious: Elevating Vocabulary Instruction
Terry J. Nesmith, Instructional Facilitator, Shelby County Schools Board Approved Presenter
This session will explore the following question: How do we move vocabulary instruction from being
what weve always done to something engaging and exciting for both teachers and students?
Room 2 Getting to the Core: Building Better Readers
Catherine Turnage
How can I get and keep my students engaged with a text? How do I get them to actually read what I
ask them to read? What exactly is close reading? What are some ways I can get them to meet the new
standards in reading? These questions and many others will be answered in this session. With the new
standards come higher levels of text and more complex thinking. As teachers, it is our job to challenge
our students with the things we read in class. During this in-depth session, we will explore this
struggle and discuss simple strategies to use to help engage students in texts. In addition, we will
explore activities that can be done in class before, during, and after reading to get the students to the
high level of thinking that the CCSS require.

Room 3 The Projector: A Reading
Kevin Marshall Chopson
This high school teacher, adjunct professor, and two-time Pushcart Prize nominated poet will read
from his developing manuscript. Poems that have been published in English Journal, The Southern
Poetry Anthology Volume Six: Tennessee, The Broad River Review, Poem, The Baltimore Review, New Madrid,
Birmingham Arts Journal, The South Carolina Review, Tennessee English Journal, Nashville Arts Magazine,
Poetry Salzburg Review (Austria), Nazar Look (Romania), and REAL: Regarding Arts & Letters will be
featured, in addition to more recent work. Selected poems, thick with allusions, will demonstrate how
our interaction with various texts influences our writing as teachers and artists; and, how these results
can serve as effective models for our students.

Room 4 Using Primary Sources in the Social Studies Classroom to Improve Literacy
David R. Barrett, Social Studies Instructional Advisor, Shelby County Schools Curriculum
Department
The various subjects under the Social Studies heading are full of dynamic and highly interesting
primary sources because they are actual events. Harnessing the power of these sources to engage
students in learning is a key to improving student literacy and achievement. This session will focus on
how to use such sources, where to find them, resources to help obtain them and strategies to use them
effectively; in addition, it will be highly interactive and inspire participation.

Room 5 Choice, Comfort, and Challenge: Literature Circles in the Middle Grades Classroom
Jenn Futrell, Alicia Glenn, Amy Lawrence
This session will consist of a roundtable discussion for teachers grades 3-8. Discussion will focus on
literature circles and the many components that make up this important teaching tool. We will delve
into example book lists, literature circle implementation in your classroom, and the right balance
between choice, comfort, and challenge. Feel like you have some great ideas to share? Want to learn
more about fun and effective new ways to conduct literature circles? Come ready to discuss at the
roundtable!

Workshop 7: 10:35-11:35


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Closing Keynote: Barry Gilmore

15 Verbs: The Core Academic Moves Todays Students Must Perform

Working together with co-author Jim Burke, Barry has drawn 15 essential
skills that your students must master from the Common Core, prompts for the
ACT/SAT/AP exams, state tests, and national curricula. Are your students
ready to analyze a visual text? Do they really know what to do when an essay
prompt tells them to develop an idea? How will they perform on tests that
ask them to argue, integrate, or organize material? We'll discuss the 15 skills
(along with corresponding sub-skills) through ready-to-use activities for the
classroom and student samples. Most importantly, we'll consider the mental
moves a student must make to perform these tasks, such as the five steps of
analysis or choosing an organizational strategy.

Working together with co-author Jim Burke, Barry has drawn
15 essential skills that your students must master from the Common
Core, prompts for the ACT/SAT/AP exams, state tests, and national
curricula. Are your students ready to analyze a visual text? Do they
really know what to do when an essay prompt tells them to develop an
idea? How will they perform on tests that ask them to argue, integrate,
or organize material? We'll discuss the 15 skills (along with
corresponding sub-skills) through ready-to-use activities for the
classroom and student samples. Most importantly, we'll consider the
mental moves a student must make to perform these tasks, such as the
five steps of analysis or choosing an organizational strategy.

Barry Gilmore taught English and social studies for nearly twenty years before becoming a middle
school principal at Hutchison School. He is the author of seven books for English teachers,
including Common Core CPR (Corwin, 2013). A national board certified teacher, Gilmore is past-president
of TCTE and currently serves on NCTE's anti-censorship committee. His teaching awards include being
named as TCTE's Don Jenkins winner, NCTE's High School Teacher of Excellence, the Tennessee
Holocaust Commission's Teacher of the Year, and an American Star of Teaching by the U.S. Department
of Education.
Closing Announcements

1. The 2015 PD Institute will be held in Nashville, TN at Scarritt Bennett (1008 19
th
Avenue South, Nashville,
TN 37212).
2. TCTE encourages you to guide your students in participating in the following NCTE writing opportunities:
a. Promising Young Writers eighth-grade students (http://www.ncte.org/awards/student/pyw)
b. Achievement Awards in Writing high school juniors (http://www.ncte.org/awards/student/aa)
c. Norman Mailer Writing Awards variety of ages (http://www.ncte.org/awards/student/nmwa)
d. Program to Recognize Excellence in Student Literary Magazines (PRESLM) - recognizes students,
teachers, and schools for producing excellent literary magazines
(http://www.ncte.org/awards/student/PRESLM)
3. TCTE has two annual awards: the Don Jenkins Award for Excellence in the Teaching of English Language
Arts and the Adrian McClaren Scholarship. Visit the TCTE website for application materials
(http://tncouncilofteachersofenglish.webs.com/annual-awards).

Closing Keynote and Announcements: 11:40-12:40

18

Don Jenkins Award Recipients
1997-1998 Roberta Daws, Chair
Chrissie Allen
Judy Champney
Mary Loy Entzminger
Sheri Johnson
Glenda McCaleb
Betty Lou Morris
Shannon Mowrer
Pam Pruett

Joan Todd Gray
Nichole Jones-Wallace
Andrea O.E. Lindsey
Kathleen Crockett Mance
Harriet L. Medlin
Pat Newberry
Michael Semore

1999-2000 Sharon Chaney, Chair
Karen A. W. Barksdale
William R. Brown
Cathy N. McCurdy
Terry J. NeSmith
Brenda Thornton
Gwen H. White
Patricia Wright

Geraldine Pat Barnes
Orlean Gibson Baumon
Joyce B.Condry
Linda K. Davis
Cathy G. Donaldson

Romelle Henry
Patti Sanders

Elizabeth Hankins
Donna Hardy
Cathy L. Parsons
Brenda Coulter
Betty S. Tidwell
1992-1993 Judy Champney, Chair
Joy Marshall
Kenneth Newman
Mark Christiansen
Joyce Wilson Meador
Kim Ford
Miriam Wankerl

Sharon Chaney
Marilou Mulrooney
Bobbie Williams
Judy Warren
Ruth Owen
David Booker
Carroll Vierra

Lucy Stansbury
Teresa Dalle
Kathy Moore
Mary Ann Stewart
Addie Massey
Bill Hull
Penny Ferguson
Emily Elliott

Rebecca Argall
Laura beem
Thelma Gann
Suellen Alfred
Judi Bell
Faye Newton
Jamye Meritt
Carolyn Phipps

Beverly Coleman
Terri Bradshaw
Wanda Jared
Dian Rutherford
Patricia Denny

Linda L. Wyatt
Dianne L. Young
Brenda C. Robinette

Patricia Demetriou
Carol McMurray
Diana Womble

Billy Pullen
Shari Ray
Ginger Reese

Diana Eldredge
Sue Chaney Gilmore
Leigh Baim Mansberg

2006-2007 Penny Ferguson, Chair
Scott Harrison
Kathy Reiss
Linda Null

Barry Gilmore
Carol Yoakley-Terrell

Caroline Goodman

Steve Clark
Cathy Tudor Forester

Carol Peterson
Glenda Pera

Christopher Dowlen

2012-2013Penny Ferguson, Chair
Amy Lawrence

19

Tennessee Council of Teachers
of English
tncouncilofteachersofenglish.webs.com
Twitter: @tctenglish
Facebook: /tctenglish
Instagram: tctenglish
Scribd: scribd.com/tctenglish
2013-2014 Officers and Board of Trustees

President Ivy Phillips
President-elect nominee Kimberly Coyle
Immediate Past President Melissa Comer
West Vice President Carol Peterson
East Vice President Open Position
Middle Vice President Open Position
Secretary Open Position
Historian Open Position
Don Jenkins Award Coordinator Penny Ferguson
McClaren Chair Carolyn Phipps
Tennessee English Journal Editor Susan North
Visions and Revisions (Newsletter) Editors Melissa Comer and Kristen Trent
SLATE Sharon Chaney
Executive Director Rob Wade
Orbus Pictus Kim Ford
Literary Magazine Chair Kathy Dooley-Smith
Past President Amanda Pettit-Shaheen
Past President Sue Gilmore
Past President Michael Feuer
Past President Barry Gilmore
Past President Joan Todd Gray
Past President Tracy Duckworth
Past President Christi Williams
Past President Melissa Comer

TCTE 2014 Program - August 27 - Draft

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