July 22nd Breakout Sessions

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July 23rd Breakout Sessions

10:15 - 11:30 Break-Out Session A

A.1 | Joyful Reading Thrives in a Supportive Community
(all levels)
Donalyn Miller
Room #140-Library
Evidence shows that positive reading communities at school and home influence the reading lives and literacy development of young people. In this session, Donalyn Miller shares the benefits of supportive reading communities, the pitfalls when building school wide reading initiatives, and abundant resources for fostering your school reading community.
Donalyn Miller’s work champions self-selected independent reading, providing guidance and resources that foster children’s love of reading and the development of positive reading identities. A national and international consultant and bestselling author, Donalyn’s published works include The Book Whisperer (Jossey-Bass, 2009), Reading in the Wild (Jossey-Bass, 2013), and Game Changer: Book Access for All Kids (co-written with Colby Sharp, Scholastic, 2018) as well as articles in Gifted Child International, Education Week Teacher, The Reading Teacher, Voices From the Middle, Educational Leadership, Horn Book, School Library Journal, and The Washington Post. Recipient of TCTELA’s Elementary Language Arts Teacher of the Year (2011) and TCTELA’s Edmund J. Farrell Distinguished Lifetime Achievement Award (2018) (for her contributions to the language arts teaching profession).
Donalyn is also a co-founder of The Nerdy Book Club, an online community which provides inspiration, book recommendations, resources, and advice about raising and teaching young readers. Donalyn and her husband, Don, live in Texas atop a dragon’s hoard of books. You can connect with her on her website BookWhisperer.com, or on Twitter at @DonalynBooks.

A.2 | Highlighting Our Writing Values: Celebrating Growth Through Writing Communities
(All Levels)
Carrie Hepburn, Ed.D.
Room # 151
When we make our writing values visible, we create a culture where students see themselves as growing writers. In this session, teachers will explore innovative ways to highlight writing through celebrations, bulletin boards, and authentic sharing opportunities—while also reimagining writing centers as dynamic spaces that support student choice and growth. We’ll move beyond traditional centers and explore flexible, high-impact writing stations that empower students to take ownership of their writing journey. Participants will leave with actionable ideas and tools to build a thriving writing community where every student sees their progress and potential.
Dr. Carrie Hepburn is an experienced educator with two decades in public education, serving as both a classroom teacher and a leader in curriculum, instruction, and assessment. Passionate about systems thinking, she specializes in curriculum design, including unpacking standards, backward design, instructional practices, and aligned assessments. As the creator and author of The Comprehensive Standards Guides, Dr. Hepburn is dedicated to providing high-quality professional learning that fosters collaborative communities of practice, empowering educators to create exceptional learning experiences for students.

A.3 | Beyond Cold-calling: Voice in the ELA Classroom
(Middle - Upper Levels)
Amanda Brewer & Chelsea Everly-Orman
Room #152
"Learning floats on a sea of talk." Educators know this to be true, but too often students' voices are not heard in the classroom. There may be many reasons why students do not speak (anxiety, fear of being wrong, being tuned out, or not knowing how to respond). While we can't always know their reasons, we can set classroom conditions that value student talk and encourage students to use their voices. Participants will leave the session having engaged in multiple ways to bring student voices into their classrooms.
Dr. Brewer has taught pre-service English teachers for the past four years at UCM. Prior to that, she taught 7th, 8th, and 10th grade ELA for 11 years.

Ms. Everly-Orman taught high school English for 7 years. For the past 8 years, she has been teaching composition and pre-service high school English teachers.

A.4 | Gateway to Learning: Place-Based Writing at the Arch
(High School)
Christina Andrade Melly
Room #153
How does a test-prep unit grow from snooze-worthy to authentic, critical, engaging, and even fun in less than three years? Join this session to learn how our sophomore ELA courses used source-based writing, place-based writing, and primary sources to explore students’ identities, expand their argument writing skills, practice their criticality, and experience joy as they visited the top of the Gateway Arch for the first time. Participants will also test drive source-based writing exercises to engage student writers at all levels.
Christina Andrade Melly is a kindergarten through master’s degree graduate of Missouri public schools, attending the Ritenour School District and University of Missouri before returning to teach at her alma mater. She is a Gateway Writing Project teacher-consultant and teacher-writer alongside her high school students. Serving as the 2023 Missouri Teacher of the Year taught her that student and teacher stories can change the conversation around public education: her joy is amplifying their voices.

A.5 | Strategies for Developing Readers and ELL Students
(Elementary - Upper + Interventionists)
Addie Boeving
Room # 154
This session will mainly focus on strategies to enhance literacy and language development with students who need additional support. We will discuss potential reasons why students need extra support in literacy and language. Based on these rationales, we will explore strategies to implement with these students or all of your students. Use these strategies in your classroom to assist your students in expanding their knowledge and targeting their full potential in academics. Let’s learn, share, and collaborate together to help our students!
Addie is currently an English Language Learner teacher in Grades 9-12 at Lindbergh High School. Previously, Addie worked in an urban school setting as a reading specialist Addie joined the Gateway Writing Project in 2022 and became a Teacher Consultant in 2023. Following the Gateway Writing Project, Addie participated in the Literacy Leadership Academy also through UMSL. Addie was able to put practices in for her students who struggle in various areas of literacy. She is passionate about wanting every student to feel confident and succeed to the fullest of their potential inside and outside of the classroom.

12:15 - 1:30 Break-Out Session B

B.1 | Do the Write Thing: Dedicating Time to the Writing Process through Play & Place
(All Levels & Positions)
Diana Hammond & Tracy Brosch
Room # 140-Library
Come to this session and give yourself the gift of some writing time! In this session, participants will experience play and place-based writing activities and reflect on opportunities to integrate these concepts in their school contexts.
Diana Hammond has taught English and ESL at the middle, high school, and college levels and currently works as a teacher educator, literacy grant coordinator, and co-director of the Gateway Writing Project.
Tracy Brosch co-directs the Gateway Writing Project at the University of Missouri - St. Louis. Most of her career, she’s taught English and loves all things tech related. Currently, she is a teacher educator and doctoral student studying teaching and learning processes.

B.2 | The Intimacy of Literacy: Cultural Responsive Literacy
(Elementary)
Julius B Anthony
Room # 151
Imagine you are a Black, Hispanic, or Indigenous child in any American elementary school classroom on any day in any school year. The expectation is for you to master all the skills, concepts, and ideas taught to you, especially during Reading and English Language Arts instruction. However, little to nothing in the story books or textbooks given to you shares the experiences of the people you know or who look like you, or dance, laugh, or sing like you. What then becomes of your time in school? In this scenario, and the reality for many children, you might become numb to learning, because you have been rendered invisible in the school’s instructional program.
This workshop will review this disconnection dynamic children experience and provide a pathway that lead them to Interest in books, Confidence in learning, and a Joy for reading!
Julius inspires kids to become readers and his signature initiative, The Believe Projects® has gained local and national attention. Julius says, “Representation in literature matters because children need to see themselves as essential elements of a story. The Believe Projects gives children an opportunity to have access to books that reflect their everyday life, and they get to meet the people who author books for them. These are the transformational experiences that ignite the much-needed behaviors, interest and excitement that lead children to becoming successful readers.” The Believe Projects literacy labs have grown to include three preschools, thirteen elementary schools, and one middle school serving 6,000 students throughout metropolitan St. Louis.

B.3 | Mapping the Way to Literacy Success in Small Groups: A Collaborative Approach
(Elementary & Support Faculty)
Mindy McBride & Ann McLaughlin
Room #152
This interactive session empowers K–2 educators with practical strategies for implementing orthographic mapping in small group literacy instruction. Participants will engage in hands-on activities, explore research-based practices, and collaborate with peers to design personalized action plans. Emphasizing the importance of teacher and student collaboration, this session equips educators to build stronger literacy foundations and increase student outcomes through high-yield, developmentally appropriate instruction.

Mindy McBride and Ann McLaughlin are experienced educators and current doctoral candidates in Teacher Leadership at Maryville University. Together, they bring over 30 years of experience in early childhood and primary education. They have a deep expertise in literacy, math, SEL and instructional leadership. Their work centers on teacher growth through collaboration, coaching, and equity-focused practices. Grounded in research and relationships, Mindy and Ann believe empowered teachers lead to stronger schools and improved student outcomes.

B.4 | Structuring and Running Book Clubs & Using Socratic Seminar Format for Discussions
(Middle School)
Mindy Resnick
Room # 153
This two-part session will explore effective strategies for implementing Book Clubs and student-led discussions in the middle school classroom.
In the first segment, we will examine how to structure Book Clubs using the Reading Workshop model. Participants will receive Google Slide decks, mini-lessons, and collaborative learning strategies, which we will actively practice together.
In the second segment, we will focus on facilitating student-led discussions through the Socratic Seminar format, promoting deeper critical thinking. Participants will receive structural materials, real-world examples, and opportunities for hands-on practice.
By the end of the session, you will have a comprehensive collection of resources and strategies to integrate into your own classroom.
Mindy Resnick:20 years in the classroom6, 7, 8th grade English Language ArtsCurrently teaching ELA 8 & Honors ELA 8 in the Francis Howell School DistrictTrained in Kagan Collaborative Learning StrategiesMaster’s Degree in Curriculum & DevelopmentNational Board CertifiedNational Board Candidate Support Provider for Francis Howell School DistrictMember of MNEA

B.5 | Engaging Readers Through Classroom-Book-A-Day
(All Levels)
Gracie LaBlance
Room # 154
Engaging young readers and cultivating a love for reading are essential to building lifelong literacy habits. In this session, we will explore the power of the Classroom Book-A-Day strategy, where teachers commit to reading aloud a picture book each day to create a rich and consistent reading routine. Classroom Book-A-Day increases students' exposure to diverse texts, sparks curiosity, and strengthens motivation. Attendees will learn about the effects of implementing Classroom Book-A-Day and how it contributes to creating a classroom environment where reading is celebrated daily. We’ll also discuss the impact on students’ engagement and how it cultivates a growth mindset toward literacy.
Gracie LaBlance recently graduated from Saint Louis University with a bachelor's degree in Elementary Education. She completed her student teaching in a second-grade classroom in Pattonville School District. This fall, she looks forward to starting her first year as a teacher. Gracie is passionate about ensuring that all learners see themselves and others' identities in the books they read.

B.6 | The Pinnacles and Pitfalls of PBL in ELA: One Teacher's Journey
(Middle - Upper Levels)
Andi Dubitsky
Room # 155
Experience and evidence tell us that problem-based learning is one of today's strongest and most critical pedagogies teachers can provide students, but it is also one of the most difficult to learn and implement. This session includes one high school ELA teacher's journey through a year of PBL units, highlighting the high points and offering collaboration to raise up the low points.
As a teacher with as many years experience as her teenage students have been alive, Andi Dubitsky brings candor, humor, and immediately actionable instructional strategies that serve students and teachers alike. She believes lifelong learning is the fountain of youth and is always seeking new strategies and voices to enrich the lives of those with whom she works. In her free time, Andi enjoys chauffeuring, doodle-walking, reading scholarly research, and writing APA-formatted papers.

1:45 - 3:00 Break-Out Session C

C.1 | Thoughtfully Choosing Mentor Texts for Every Writer
(Elementary - Upper Levels+ Support Faculty)
Sarah Valter & Leah Thomas
Room # 140-Library
How can teachers provide mentor text choices that prioritize and celebrate students’ diverse identities and interests? This session with co-authors from the Two Writing Teachers Blog will equip educators with ideas, practices, and resources for finding and using diverse, inclusive mentor texts that inspire young writers. Participants will explore specific mentor texts we love, discover strategies for curating text collections, and learn how to create charts that highlight key craft moves for teaching and learning. Let’s explore how to ensure every student can see themselves—and possibilities for their writing—within the mentor texts we choose.
Sarah Valter is the district Literacy Coordinator for Lindbergh Schools in St. Louis, MO and serves as the Chair of Missouri Literacy Association. In her two decades in education, Sarah has taught in the primary and intermediate grades, mentored new teachers, coached at the building and district levels, and led professional development in literacy. She is also an adjunct instructor at St. Louis University, working with undergraduate and graduate students. Sarah has been a co-author on the Two Writing Teachers team since 2022 and is proud to contribute ideas about writing and promote literacy. She believes strongly that all children and adults should not only have the skills to read and write, but also the motivation to live as lifelong readers and writers.

Leah teaches 2nd grade (formerly Kindergarten) in Kirkwood and is passionate about young writers. Leah is a Co-Author at Two Writing Teachers Blog.

C.3 | AI as a Thinking Partner: Teaching Students to Engage, Prompt, and Revise
(Upper Level)
Justin Scheuer
Room # 152
How can we contextualize AI as a thinking partner rather than a glorified search engine? This session explores the art of inquiry in AI-assisted writing, showing educators how to teach effective prompting, iterative dialogue, and AI as a tool for revision and learning. Walk away with practical strategies to help students ask better questions, refine their work, and engage AI as an active writing partner.
Justin Scheuer has been an educator for 17 years, inspiring students through theatre, literature, and storytelling. He spent 11 years at Bentonville High School, where he taught International Baccalaureate Theatre, acting, mythology, and dramatic literature. Currently, he is in his sixth year at Eureka High School, where he teaches theatre, creative writing, and science fiction literature. Justin has directed over 40 productions. His own creative work as a writer includes a one-person show based on Chekhov’s "The Seagull", which premiered at the Berkshire Theatre Festival in Massachusetts. He is currently pursuing his EdD at Maryville University.

C.4 | We're All Authors!: Publishing a Class Book with Studentreasures
(All Levels)
Kristen deJong
Room # 153
In this session participants will explore the process of how to guide students into becoming real, published authors through the company Studentreasures. Publishing a class book is a great way to connect ideas across many content areas (such as writing about a social studies or science topic), celebrate student successes and autonomy during the writing process, and even involve families in creating the final product. The kit of book materials is completely free and sent directly from Studentreasures, but there is also an option to publish online for the older grades. Students/families can also order a personal copy of the book to keep.
This session will give teachers an opportunity to learn more about what the publishing process entails, the time to sign up for a kit for the future school year, and engage in meaningful writing activities/brainstorming with one another to prepare their students for success.
Kristen is a National Board Certified Teacher that has worked at the elementary level for the past 10 years in both kindergarten and second grade. She also currently serves as the K-2 ELA curriculum chair in her building. Kristen completed her Bachelor's degree in Elem. Education at Mississippi State University and Master's degree in Literacy through Missouri State University. In 2022, Kristen was named the District Teacher of the Year. Her passions in this profession include all things literacy, supporting student and teacher growth, and bringing back the joy in teaching.

C.5 | Cooking Up A Reader: The Essential Ingredients for Student-Driven Learning
(Upper Levels & Support Faculty)
Amy Leatherberry
Room # 154
Now more than ever, we need readers. We need curious young people capable of expansive imagination, critical thinking, and empathetic leadership, who understand that reading is one of the most powerful tools they have to make sense of the world and shape their place in it. But how do we get there? How do we move a classroom of students from passive compliance to a vibrant community of readers? This session will explore how student-driven reading goals and authentic assessment empower students to take ownership of their reading lives, build durable habits, and engage with texts in ways that matter to them. Participants will leave with practical strategies to foster a culture where students see themselves as capable, self-directed readers.
I began my career in Wellston through Teach for America. When the district was shuttered, I was hired at Kirkwood. In my 17 year career, I’ve taught a variety of grade levels and across a variety of contexts including alternative settings and Honors settings. In 2020, I moved to the library where I continue to focus on my passion of showing young people how to use stories to making meaning of their lives.

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