Day 2

Friday, February 7, 2025

Registration 7:00 - 4:00 pm

8:00 - 8:15

Welcome

WSRA President
2025 WSRA Conference Chair
WSRA Awards

8:30 - 9:30

Keynote Address

Reyna Grande

In this keynote, Reyna Grande shares how storytelling empowered her to overcome the language, cultural, and legal barriers she faced while pursuing her dreams across physical and metaphorical borders.

9:45 - 11:00

Breakout Session A

The “Science of Reading” and the Educational Reform Movement: Actors, Networks, and Agendas
~Dr. Elena Aydarova

A wave of science of reading (SOR) reforms that swept across the US raises the question of how those policies were conceptualized and by whom. Drawing on the findings of a comparative case study, this talk will consider the ties between organizations influential in SOR decision-making and the private sector, venture philanthropy, and conservative educational reform movements. The talk interrogates the roles different advocates play and agendas they pursue through their advocacy efforts.

Camilla (The Tail-Wagging Tutor)

~Jennifer Brandt & Camilla

If you love dogs and books, this session's for you! Camilla, a certified therapy dog, inspired this author’s first children’s book about Camilla's adventures as an elementary school reading dog. Attendees will meet Camilla and learn about how she was trained to be a reading dog, the research-supported benefits of children reading to dogs, and how to begin a reading dog program at their school or local library. Jennifer will also share her journey to publication.

How to Make “Non-Readers” Obsolete: It’s Easier Than You Think!
~Berit Gordon

This session will provide engaging structures that get even reluctant readers to read at higher volumes, engage more in their reading, and identify as readers. We’ll look at approaches that set students up for the high reading volume they need to get better as readers, that older students will be expected to navigate in college, and that support students who have lost (or never found) a love for reading. The pace will be swift, user-friendly, and engaging. Participants will leave with resources they can implement immediately to help every student succeed as a reader.

What’s Hip-Hop Got to do with Literacy Development & Dignity-Affirmation?
~Dr. Decoteau J. Irby

Comprehensive literacy is the ability to use reading, writing, speaking, listening, viewing and technological skills and strategies to access and communicate information effectively inside and outside of the classroom and across content areas. Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. This session explores hip-hop culture, its associated literacy practices, and how educators can draw on hip-hop culture to develop high school students' critical literacy engagement practices.

Creating Meaning with Print: A Neurocognitive Approach to Reading Instruction
~Dr. Andy Johnson

Understanding how the brain creates meaning with print is necessary for designing effective reading instruction. The phonological processing model defines reading as sounding out words. Here, the brain uses only a single type of information to recognize words during reading. This model is severely limited in helping to understand the reading process. The neurocognitive model defines reading as creating meaning with print. Here the brain uses multiple sources of information to recognize words during reading. This model more accurately portrays the reading process. In this presentation, the neurocognitive model will be described as well as tips and strategies for effective reading instruction.

My First Nonfiction Picture Book
~Andy Rash

After decades of publishing books about entirely fictional characters including daredevil penguins, competitive stink bugs, and emotional bivalves, Andy Rash took the leap into nonfiction, telling the true story of his journey to view an eclipse with his son. The challenge of balancing emotional narrative and accurate science in a picture book, as well as Andy's professional experience in publishing will be discussed.

Unveiling the Intersection: Exploring Educational Marginalization Through the Lens of Reading Science in K-12 Schools
~Nasif K. Rogers, Dr. Elise Frattura

In this illuminating session, we delve into the intricate relationship between the historical roots of educational marginalization and the contemporary imperative of applying reading science in K-12 schools. Drawing from extensive research and real-world case studies, we dissect how historical inequities have perpetuated disparities in literacy outcomes among diverse student populations. By unraveling the layers of systemic marginalization, we aim to elucidate how these factors intersect with the science of reading, shaping instructional practices and educational policies. Join us in understanding the complex historical and systemic dynamics shaping education today.

The Gift of Story
~John Schu

When we share our hearts through story, we inspire others to think more deeply about their own hearts and how stories connect us all. John Schu invites readers to consider literacy beyond its academic benefits, highlighting the ways story speaks to our hearts and brings us together. Presented through a study of five affective elements of story --- healer, inspiration, clarifier, compassion, and connector --- John will discuss how the universal truths found in stories can change us, inspire us, connect us to others, answer our deepest questions, and help us heal.

School Book Clubs: Keep Reading Fun!
~Stef Wade

Join best-selling author, Stef Wade, to learn more about leading an elementary or middle school book club! From her years of experience as an author, presenter, and school library volunteer, Stef will share ways to make book clubs a success at your school. Join this session to help keep reading fun for everyone!

Fighting Fake News: Helping Learners to Identify and Interrogate Information Pollution
~Dr. Jeffrey D. Wilhelm

Explore how to help students understand their own minds, including the ways in which we are all susceptible to information pollution. We will consider how to recognize and control pervasive cognitive biases. We will then proceed to consider strategies of critical reading necessary to identifying information pollution, interrogating it, and figuring out what kinds of information, evidence and sources are credible, justified and helpful. Learn strategies for evaluating evidence (evidence ranking and semantic scales), questioning of sources (Authoritative Sourcing, Evaluating Research Questions), lateral reading (putting texts into conversation, document based inquiry) and critical reading (e.g. Civic Online Reading Questions) and more!

Mitigating Singular Perspectives in Core Curriculum Resources
~Amber Garbe, Stacy Gray

Whose voices and experiences are missing in the core texts of your curriculum resource(s)? Pause and uncover the missing voices and identify relevant texts to create a rich learning experience that honors multiple perspectives and employs culturally-sustaining pedagogy. This session will guide participants to evaluate core texts and consider supplementing culturally-relevant texts to enhance learning outcomes, promote diverse perspectives, cultivate social consciousness, encourage critical thinking, and support diverse children.

The Unfolding Story of the Literacy Educator: Learner, Educator and Retiree
~Thomas Leis

As children we learned to become literate, and as professionals we helped others grow in literacy and celebrate literacy. For the educator, literacy is truly an unfolding story that does not end in retirement! This session will celebrate personal stories of the literacy retiree. What opportunities are there for us personally, in our local schools, our communities and yes, even with the Wisconsin State Reading Association? This session will have a moderator, but it will be personalized by each attendee who walks into the room. If you are retired or dream of retirement...this session is for you!

Unlocking Close Reading: Enhancing Teacher Skills for Deeper Student Comprehension
~Ingrid Schultz, April Frankmann

This session is designed to empower educators with strategies to implement close reading that increases student comprehension. We will delve into the intricacies of close reading, a critical practice that enhances students’ comprehension and analytical skills. Participants will explore research based methods to guide students in dissecting complex texts. Teachers will gain tools to deepen students’ understanding of both fiction and nonfiction texts. By the end of this session, teachers will be equipped to inspire a love for reading and critical thinking in their students, building critical literacy skills needed across all content areas.

Teaching Civil Rights History through Children's Picture Books
~Dr. Jacqueline Witter-Easley

We are at a critical time in our nation where history classes are either non-existent in elementary schools or dependent on textbooks that may or may not include impactful moments in our nation's never-ending quest to "be a more perfect union." This includes creating civil rights policies. Elementary teachers can create pathways toward ensuring their inclusion by reading aloud quality children's picture books with our students. In this session, we will explore ways to evaluate quality picture books that are culturally inclusive and focus on civil rights movements. We will then experience methods for creating authentic social-justice activities that build your students' literacy skills, community involvement, and content knowledge.

11:15- 12:30

Breakout Session B

Learning through Leadership
~Chelsea Brown

Chelsea Brown will share her journey of non-renewal to respect as an educator and Wisconsin's Teacher of the Year. She focuses heavily on how the leadership of those around her built her up to become an outstanding art educator and teacher leader. Attendees should leave feeling empowered, hopeful, and with practical strategies to lead effectively in their own classrooms and school buildings.

ACT 20 Legislation and Mandates: Confronting the Issues We Face
~Kathryn Champeau, Megan Miller, Lori Menning

Wisconsin’s new reading law, ACT 20, raises significant questions and concerns about literacy learning for our diverse students and their unique needs. Trading teacher professionalism and expertise for one-size-fits all curricula, this new mandate obscures the differences among districts, schools, and their students, jeopardizing educational equity. Join us to explore some of the implications of the law, its impacts on students and teachers, and ways to advocate for educational equity that enhances Wisconsin public school students’ literacy achievements.

Practical Strategies to Get Your Students Really Writing (And How to Give High Impact Feedback Without Losing Your Weekends)
~Berit Gordon

If you hear, “I’m done,” after they’ve written just a few lines or words, “Is this good?” while they pass their writing to you to “check,” or “How long does it have to be?” before you’ve finished sharing the assignment, this workshop is for you. This workshop will present easy-to-use methods to engage every writer, increase writing stamina and volume, lift essential grammar skills, and, most importantly, help students identify as writers. Come see how to make the blank page inviting, not intimidating, and how to make writing come alive. We’ll also explore ways to provide high-impact feedback without taking up your weekends. You’ll leave with assessment methods that have an impact but aren’t time-intensive.

AI in Education, Grades 4-12 ELA: Problems, Potentials, and Possible Futures
~Dr. Troy Hicks

Hyped by some as the single-most consequential shift in computing ever and repudiated by others who fear that it will stifle our students' critical and creative thinking, various forms of artificial intelligence continue to pervade our lives and the technology tools we use each day. As a response, scholars and educators are grappling with what it means to be "AI literate" and how to engage with these tools in productive, ethical ways. In this session, we will explore a number of generative AI tools for writing (such as ChatGPT, Perplexity, Quillbot, and Rytr), considering the ways in which we may choose to integrate AI into our own scholarship, instruction, and assignment design. For all of us in education, as we teach our students to be readers, writers, and thinkers in various disciplines, AI tools will continue to become enmeshed in the work that we all do, both as instructors and as learners. Here, we begin to explore how we might engage with these tools in productive, ethical, and responsible ways.

What the Neuroscience Research on Reading Says Today
~Dr. George G. Hruby

What does current neuroscience reveal about effective reading instruction? Dr. George Hruby has published widely on what the neuro-, developmental, and life sciences suggest about literacy instruction and development. Surprise alert: You probably already know most of what scientists have discovered already on the basis of your teaching experience. But it feels good to be right, so join Dr. Hruby as he outlines how current neuroscience demonstrates the diverse ways children develop the ability to recognize patterned representational forms (phonological and alphabetic) and associate them with memorable experience to create prioritized networks of personal significance (aka learning).

What’s Hip-Hop Got to do with Literacy Development & Dignity-Affirmation?
~Dr. Decoteau J. Irby

Strengthen Students’ Reading Muscles to Build Stamina and Confidence
~Carol Jago

What can teachers do when students balk at doing the assigned reading? Why do so many students have difficulty staying with a book for more than a few minutes? In this session Carol Jago will demonstrate instructional moves that help students increase their reading stamina and develop greater confidence in themselves as readers. Based upon current research in adolescent literacy, the session offers texts and tasks designed to engage today’s teenagers while enlarging their capacity for comprehending what they read.

The Three Cueing Systems: Context Matters
~Dr. Andy Johnson

The 3 cueing system is not an approach to reading instruction, a skill that is taught, or a method for teaching foundational skills. It is an understanding that the brain uses multiple sources of information to identify words during the act of reading including semantic, syntactic, and grapho-phonetic information. This presentation will first examine research from a variety of fields showing the existence of the three cueing systems. It will then describe simple research-based strategies that can be incorporated as one part of a comprehensive reading program to develop students’ abilities to recognize words while reading. These include cloze, maze, writing, and word order activities.

Leading Change: Integrating Science of Reading Policy for Equity in K-12 Schools
~Nasif K. Rogers, Dr. Elise Frattura

This session explores the pivotal role of leadership in driving equity-focused systems-change through the lens of reading science policy in K-12 education. Through the ICS Equity framework and process, educators can dismantle the entrenched barriers that hinder literacy development across schools and systems. Participants will gain insights into how leveraging the science of reading policy through an equity framework can empower educators to dismantle historical inequities and cultivate integrated, proactive, identity-affirming learning environments. Join us as we navigate the nexus of history, policy, education, and science, unraveling the threads of educational marginalization to pave the way for transformative change.

Building Blocks of Literacy in a Montessori Early Childhood Program
~Deepa Shreekumar

The Montessori Early Childhood Classroom is built on the premise that students are in a sensitive period for the development of language. Therefore the student’s entire learning experience is steeped in precise, rich and diverse language. Vocabulary, oral language and opportunities to read and write are intentionally woven into the presentations and daily life of the student. Communication - oral and written - is encouraged and nurtured through games, lessons and activities. This session details the unique materials, methods and ways of assessing literacy development in a Montessori Early Childhood classroom.

They Don’t See Me
~Ernice A. Brown

There is a hidden population at the Milwaukee Jail (MCJ), students age 17-21, who are being tried as adults. There is a safety net. The net, however, is filled primarily with students who are reading at a 3rd grade reading level. The GED program offered at the MCJ is available to those who score at roughly 6th grade and above in reading. If someone were able to "see" and invest in the student earlier, perhaps we wouldn't have to incarcerate and rehabilitate later. This session will provide a work sample walk-through and discussion of how low literacy is being addressed in the classroom at the Milwaukee County Jail.

Read Between the Clicks: Guiding Students to Effective Online Inquiry
~Amber Garbe, Corinthia Soukup

Unfortunately there is no algorithm that can be applied to ensure information online is correct and believable. We don’t live in a world where we can always find the hard line between reliable information and fake news. The waters are muddy and perplexing. Participants will learn how to guide students to analyze websites by looking beyond .com and .org with a framework to guide website analysis in any K-12 classroom and content area. Ultimately, this teaching can develop students who are engaged in their own learning, able to appreciate multiple perspectives, and believe in their own civic efficacy.

Wisconsin Adventures: Roll for Initiative!
~Kurt Griesemer

Proven education methods and dragon-slaying go hand in hand! Wisconsin Adventures combines the myths and legends of Wisconsin’s past with the inherent learning opportunities of fantasy roleplaying games. This dynamic, play-based learning resource builds literacy skills and opens new strategies for educational engagement. Storytelling has been the primary means of transmitting learning throughout human history. Players work together to create their own adventures in mythical lands, finding golden treasures and slaying dragons. Along the way, they refine literacy skills they will use throughout their lifetimes. In our session we'll go through the history behind the game and why it's solid ELA learning. Roll for initiative!

What Does This Look Like in My Teaching?: Connecting Practitioners and Professors to Support Evidence-Based Literacy Instruction
~Susan Tily, Hiawatha Smith

This session will provide opportunities for attendees to interact in small groups with professors of reading from across Wisconsin to discuss evidence-based practices in literacy instruction that can be immediately applied in practice. Session attendees will rotate through approximately six to eight tables to discuss literacy strategies rooted in research. This session draws from the varied literacy expertise of the professors of reading and supports attendees in growing their literacy practices. This session is an opportunity to bridge the connections between theory, research, and practice as we navigate the current landscape of literacy instruction across the state and a variety of literacy legislation/reform, including Act 20.

12:30 - 2:00

Lunch

2:15 - 3:30

Breakout Session C

The Home We Carry: A Writing Workshop
~Reyna Grande

Home is not merely a pin on a map; it's the tapestry of memories, traditions, and the very essence of who we are. In this writing workshop, Reyna Grande will lead participants in exploring their roots, embracing their heritage, and defining what home means to them.

Learning through Leadership
~Chelsea Brown

How to Thrive, Not Survive, as a New or Overwhelmed Literacy Teacher
~Berit Gordon

Get ahead of potential struggles for literacy teachers (especially the new ones) before they’re overwhelmed and students miss out on a high-impact year. This doable framework and strategies set literacy teachers up to feel good and be good at their essential work all year. The strategies problem-solve the hard parts of reading and writing instruction and get to quick, energizing wins. Rather than slogging through the year, let’s look at ways to sustain literacy educators so they stay in teaching, feel good at teaching, and help students grow.

Digging Deeper Into (and Across) Our News Sources
~Dr. Troy Hicks

Every day, we are inundated by information -- as well as opinions and misinformation -- across multiple screens and devices. These digital texts influence what we buy, who we vote for, and what we believe about ourselves and the world. In this workshop, we will explore ways to help students dig deeper into the news that we read, view, and listen to by exploring sites like AllSides to examine the way that information is presented to us and how we can explore a variety of perspectives on topics that affect our families, friends, and community.

Challenged and Challenging Texts and Teaching
~Carol Jago

Many teachers are grappling with how to work with books that are valuable for students’ growth as readers and thinkers but that can be troubling and difficult for them to navigate. One purpose of literature is to “trouble” conventional ideas and challenge readers to stretch. Reading lists, rather than expanding their range of authors and content, seem to be shrinking. This session will provide a rationale for embracing rich, powerful literature and demonstrate classroom practices that provide scaffolding for students who may find complex text challenging to navigate. You will come away from this session with ideas for books sure to capture your students’ interests.

Good Books That Promote Literacy and Lift Native American People and Their Culture!
~Ron Duff Martin

Finding the right resources isn't always easy, especially when the literature is about a group of people, their culture and identity. Learn about some great resources available to help educators better understand Native Americans and to help non-Native young people better understand and appreciate Native people today. Identify resources for classrooms and school libraries to help Native students see themselves in the school environment and create a sense of pride in who they are and where they came from. This session will also allow participants to learn a bit about Native Americans in Wisconsin.

My First Nonfiction Picture Book
~Andy Rash

This is a Story
~John Schu

The best booktalks are those delivered from the heart. It’s the way we share our love and passion for favorite titles and books that inspires students and colleagues. Join children’s book author and librarian John Schu as he invites us to imagine the many ways books can foster connection and understanding. He’ll share some of the best new books and ways to easily incorporate them into your school reading culture to increase reading motivation, stamina, and growth.

School Book Clubs: Keep Reading Fun!
~Stef Wade

Responsive Word Work
~Tracee Farmer

Teachers need to select word work that can be transferred to reading and writing to support acceleration. What data might impact what word work is selected? How does word work support processing and independent problem-solving? We'll examine these questions and more in this interactive session through the use of student data and video.

Embrace Oracy: Empower All Children to Find Their Voice and Build a Foundation for Literacy
~K Mallery Keenan, Heidi Marchetti

Students come to school with varying degrees of expressive and receptive language and all learners benefit from opportunities to oracy. Multilingual students may need increased attention to bridge between languages. With the growing use of technology in homes, children may have limited opportunities to increase vocabulary and engage in meaningful conversations. Purposeful attention to strengthening oral language is vital to building a strong foundation for literacy learning. Participants will gain the rationale, research, and resources needed to get started assessing students and planning these groups to build essential early literacy skills.

Storytelling Empathetic Listening: Building Rapport and Improving Student Outcomes
~Leigh-Anne Peper & Dr. Nikki Pitcher

Co-authors of a chapter in Empathetic Storytelling: Igniting Change in Education explore the impact both teachers’ and students’ personal stories have on their ability to be successful in the classroom from kindergarten through college, from Title 1 elementary to elite private university. The presenters will focus on the importance of educator self-reflection and awareness of their educational stories as a source of empathy and connection to their students. The highly engaging workshop will include opportunities for the attendees to share, collaborate and reflect on the circumstances in which they teach and their students live, and will also provide resources on bringing storytelling into their classrooms.

Expanding the Gradual Release of Responsibility: A New Model
~Antony T. Smith, Adrienne Minnery

The Cycle of Responsibility (COR) shifts the Gradual Release of Responsibility model to a cyclical process that better reflects the complexities of early literacy. Learning is at the center of the model, surrounded by five instructional practices–confer, model, instruct, facilitate, and construct—highlighting collaboration in early literacy instruction. Surrounding these practices are five motivators: challenge, creativity, collaboration, choice, and independence—essential to developing nurturing learning communities and fostering student growth. The outside ring of the COR consists of trusting relationships built between teacher and students through instructional practices and key motivators in response to learning needs.

Reading Professors Meet: Literacy Collaboration and Empowerment
~Hiawatha Smith, Susan Tily, Amber Garbe

This session will provide Wisconsin professors of reading with a formal opportunity to connect as a community. During this collaborative time, professors will discuss topics and issues relevant to preparing and supporting in-service teachers of reading. This will involve disseminating new research and strategies aligned with ACT 20, the FORT assessment, and advocacy efforts to expand the role of professors in the Wisconsin State Reading Association (WSRA). Attendees will leave empowered to continue advancing the literacy performance of Wisconsin students by preparing knowledgeable, effective teachers of reading.

1:00 pm

Book Signing

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