2016

A Conference for Teachers of English Learners

Across the Disciplines

SATURDAY, NOVEMBER 5
7:45 AM - 3:00 PM
UCLA Moore Hall

Keynote Speaker

H. Samy Alim THURSD

Stanford University

Folks Wanna Pop Off: What Barack Obama

Teaches Us about Language, Race, and
Power in Education
 Welcome
Very exciting to see so many teachers gather together for With Different Eyes 2016, our 26th annual conference
that focuses on social justice for all students, with English learners center stage.

We start our day with our keynote speaker, H. Samy Alim, who poses significant questions and offers
language that helps us wrap our heads around heady linguistic notions. What happens when you theorize and
analyze the intersection of race and language? (Just what is raciolinguistics, by the way?) Any advantages to
having a linguistic repertoire that includes standardized English, but encompasses a whole lot more? What are
the implications for teaching?

Then we visit hands-on workshops led by exquisite classroom teachers TK-University who share how they
reach the English learners in their schools. Well see the Three Little Pigs in a new light, remind ourselves
how important it is to affirm our students sense of identity and belonging, regain joy and hope as we see an
enhanced focus on multilingual lives, ethnic studies, and writing-to-learn in all the disciplines.

Looking forward to a wonderful day!

Faye Peitzman, Director

UCLA Writing Project

Program for the Day

WELCOME & KEYNOTE SPEAKER 8:30 - 9:30 AM
H. SAMY ALIM, Professor of Education, Stanford University

BOOK SIGNING 9:30 - 10:00 AM

SESSION 1 WORKSHOPS 10:00 - 11:15 AM

SESSION 2 WORKSHOPS 11:30 - 12:45 PM

LUNCH 12:45 - 1:45 PM

SESSION 3 WORKSHOPS 1:45 - 3:00 PM

 Keynote Speaker

H. Samy Alim
H. Samy Alim is professor of Education, Anthropology and
Linguistics at Stanford University. He directs the Program
in African & African American Studies, the Center for
Race, Ethnicity and Language, and the Institute for
Diversity in the Arts. Alim is also the founding director of
the Race, Inequality and Language in Education program
in Stanfords Graduate School of Education. His books
include Street Conscious Rap (1999), You Know My Steez
(2004), Roc the Mic Right: The Language of Hip Hop
Culture (2006), Tha Global Cipha (2006), Talkin Black Talk
(2007) and Global Linguistic Flows (2009).

Alims most recent books are Raciolinguistics: How

Language Shapes Our Ideas About Race (Oxford, 2016)
and Articulate While Black: Barack Obama, Language
and Race in the U.S. (with Geneva Smitherman, Oxford,
2012), which addresses language and racial politics
through an examination of President Obamas language
use and Americas response to it. Through these works
our keynote speaker offers us entre to a new field,
one that theorizes and analyzes racing language and
languaging race. Alims forthcoming volume is entitled
Culturally Sustaining Pedagogies (with Django Paris,
Teachers College Press).

Rather than insisting on the need for working-class Blacks (and other groups pushed to the margins
of American society) to speak standard English, we need to expose widely repeated American
cultural scripts for the myths that they are. We also need to call out approaches that merely pay lip
service to the systematic and highly verbal linguistic practices of Blacks, while turning around
and telling Black people to they face that Black way of speaking aint good enough for any important
or intellectual business.
Articulate While Black, pp. 190 - 191

1 SESSION 1
10:00 - 11:15 AM
1. ENGINEERING AND DESIGN WITH THE THREE
LITTLE PIGS FOR 3-5 YEAR OLDS (TK-K)
LILIA SARMIENTO, CSU DOMINGUEZ HILLS;
PATRICIA ALVAREZ, MONTEBELLO USD; CHRISTINA
CORTEZ, MONTEBELLO USD
MATH SCIENCES 5117
Come to this hands-on session and learn how to
create engineering challenges for young children using
the familiar tale of The Three Little Pigs. Science,
Technology, Engineering and Math are integrated in
this unit to optimize opportunities that foster childrens
curiosity about how the world works around them. A
kindergarten classroom will be showcased. Resources
in English and Spanish will be shared.
2. CRITICAL MEDIA LITERACY: TOOLS TO
EMPOWER ENGLISH LEARNERS (K-8)
HANNA KIM, EXTERA PUBLIC SCHOOLS & ZULEMA
TAPIA, SKYLINE ES
MOORE 2120
Our students, immersed in a media culture, are more
comfortable communicating with emojis and txt-speak
than Socratic discourse and academic language. For
English Language Learners the media culture can be an
obstacle to academic success or it can be a powerful
tool to make subject matter come alive. This session
will focus on using Critical Media Literacy strategies to
create student-centered and student-led lessons and
discussions that engage and empower all students,
especially English Language Learners.
3. SUPPORTING STUDENTS AS THEY DEVELOP
UNSAFE STORIES (3-8)
DANIELLE HOWARD-MEEKS, DR. OWEN LLOYD
KNOX ES
MATH SCIENCES 5127
In this workshop, participants will be introduced to the
idea of an Unsafe Story, a personal narrative that
presents complicated feelings or emotions. We will read
examples of Unsafe Stories, discuss what makes a
story unsafe and engage in a mini-lesson on how to
introduce this topic in your class.
4. SOCRATIC CIRCLES IN A MIDDLE SCHOOL
HISTORY CLASS (6-12)
ISRAEL BAUTISTA, EL SERENO MS
MOORE 1048
Socratic Circles is a modified version of Socratic
Seminars, with four-five seminars taking place at the
same time Getting all students to participate can be
a challenge, especially in a class of 32+. Learn one
discussion strategy through an 8th grade history lesson
that encourages even the shy students to participate
in meaningful and rigorous class discussions. There is a
reading and writing component too!
5. STRONG, CLEARLY CONSTRUCTED
RESPONSES: WRITING IN MATHEMATICS USING
KAGAN COLLABORATIVE STRATEGIES (6-12)
YVONNE HUANG, YOUNG OAK KIM ACADEMY
MATH SCIENCES 5128
In this workshop, we will examine how academic
discourse can lead to more insightful mathematical
arguments. Participants will experience a sample
Mathematics Performance Task and use it as a
launching pad for strategies to write effective claims
in mathematics. These strategies lead students to
collaborate through discussion, peer-to-peer support,
and reflection.
6. LONG TERM ENGLISH LEARNERS: CUENTOS,
TESTIMONIOS, AND STORIES WITH MENTOR
TEXTS (6-12)
KATHLEEN ROWLEY, LOCKE COLLEGE
PREPARATORY ACADEMY
MATH SCIENCES 5137
Long term English learners (LTELs) are still acquiring
academic English, but they are expected to keep up
with peers who are more experienced with analytical
reading and writing. How can we scaffold their writing,
but also honor their voices? Drawing on mentor texts
and models of writing, all students learn techniques to
develop their writing abilities.
7. OUT LOUD: YOUR WORDS, YOUR TRUTH (9-12)
LAURIE KURNICK, CLEVELAND CHARTER HS
MATH SCIENCES 5138
This workshop focuses on the power of Spoken Word
for the English language learner and offers ideas for
bringing it into the classroom and the school. Learn
ways to facilitate as students respond in writing to the
joys and pressures of their lives. Help them to shape
these authentic responses into stage-ready pieces.
Finally, be inspired by a real-live student poet who has
been through the process.
8. UNCOVERING A PICTURES 1000 WORDS:
INCORPORATING IMAGE ANALYSIS IN
ARGUMENTATIVE WRITING (6-12)
LINDY MCCULLOCH, ANIMO JACKIE ROBINSON
CHARTER HS
MATH SCIENCES 5147
In this workshop, participants will practice a strategy
for analyzing images and generating conclusions about
them for the purpose of using figures as evidence
in argumentative writing. The workshop uses two
strategies --OPTIC for image analysis and CER for
constructing explanations. The content used to present
the strategies is science-based, but the workshop can
be applied to multiple grade levels and disciplines
2 SESSION 2
11:30 - 12:45 PM
9. WRITING ABOUT READING: THE REFUGEE
CRISIS THROUGH THE EYES OF A CHILD (1-5)
JACKIE BELLOSO, UCLA COMMUNITY SCHOOL
MATH SCIENCES 5117
In this workshop aspects of read-aloud and current
events are combined to engage young writers in critical
thinking, dialogue and writing. This allows reading to
come alive, and students find that they have much to
say about events taking place in the world today.
10. ENHANCING LITERACY THROUGH ART (K-6)
ELIZABETH LEE, HARBOR MAGNET/PARK
WESTERN PLACE
MOORE 2120
The universal language of art empowers students to
communicate, connect, and create as they develop
their literacy skills. For students learning English as a
second language, art offers invaluable opportunities for
all to access their multiple intelligences. Art also serves
to lower affective filters, increase cultural relevance for
the content, build a stronger community, and scaffold
the learning of reading and writing. Get ready to explore
your imagination as we story-tell, draw, color, act, and
put theory into practice--the whole sha-bang!
11. USING CULTURALLY RESPONSIVE TEXT
SETS TO ENRICH/ENHANCE CANONICAL
TEXTS (9-12)
NO ALMENDARIZ, OSCAR DE LA HOYA ANIMO
CHARTER HS
MOORE 1048
In this workshop, educators will learn to create culturally
relevant text sets to enrich canonical texts. The text
sets raise engagement and improve students analytical
writing by providing a frame of reference and background
knowledge. Students not only approach literary works
like scholars, they also redefine personal struggles.
12. ACHOO! REVISING A SNEEZE: STRATEGIES
THAT EASE STUDENTS INTO WRITING AND
REVISING (6-12)
EMILY WRIGHT, SUN VALLEY MAGNET SCHOOL
MATH SCIENCES 5127
This workshop explores how to introduce writing to
students as an iterative, non-linear process in which
drafting and revision happen over and over again. Well
begin with a low-stakes sneeze writing exercise,
followed by a color-coded twist on the STAR strategy
for fun and accountable revision. Well learn how to
empower students with audible editing marks, and
discuss ways to adapt the Critical Friends Protocol for
meaningful peer revision that strengthens listening and
speaking skills as well.
13. PERFORMANCE TASKS IN MATHEMATICS:
TEACHING STRATEGIES AND RESOURCES (6-12)
SUNANDA KUSHON & JAIME PARK, UCLA TEP
MATH SCIENCES 5128
New mathematics standards require students to
understand rich, complex word problems--and to make
their thinking visible through speaking and writing. In
this session, well focus on several performance tasks
typical in the Smarter Balanced assessment--and share
teaching strategies to best support our English learners.
14. EXAMINING HISTORICAL ISSUES THROUGH
POETRY, COMMENTARY, AND RESPONSE (7-12)
DANIEL BUCCIERI, VENICE HS
MATH SCIENCES 5138
In this workshop, participants will experience strategies
to guide students in analyzing poetry to build
understanding of historical issues. These strategies
lead students to an enhanced understanding of history
and provide a rich environment for students to write
responses to the poetry.
15. REIMAGINING CLIMATE CHANGE (4-12)
JEFF SHARE, UCLA TEP
MATH SCIENCES 5147
As climate change becomes the biggest crisis to affect
life on earth, the media messages about humans
relationships with nature are an ideal space for students
to critically analyze and challenge assumptions, actions,
and inactions. Using a framework of critical media
literacy, educators can guide students to question and
create their own media messages about environmental
justice and sustainability. In this presentation,
participants will analyze popular media that address
environmental justice and consider ways for students
to reimagine climate change.
16. BILINGUAL, BILITERATEAND GLAD OF IT:
PROPELLING OUR STUDENTS TOWARD RICH
LANGUAGE ABILITIES (K-12) AND ENVIRONMENTAL JUSTICE ISSUES, AND
NORMA MOTA-ALTMAN, SAN GABRIEL HS,
EMERITA AND MARIO VEGA, CSU NORTHRIDGE
MATH SCIENCES 5137
How recently have you read Victor Villasenors Burro
Genius? You may recall that teachers dont come off
very well; some readers might say that these educators
are caricatures--except this writing is a memoir, a true
story. Luckily, today we have more enlightened views
about multiliterate lives. But just what is it that propels
students to achieve advanced literacy in more than one
language? Join a teacher and her former student as
they share experiences and insights.
3 SESSION 3
1:45 - 3:00 PM
17. IDENTITY AND BELONGING: HOW TO USE
CULTURALLY RELEVANT TEXTS TO FOSTER A
SENSE OF IDENTITY IN OUR STUDENTS (1-5)
ERIKA MORENO-MASSA, MAGNOLIA AVENUE ES
MATH SCIENCES 5117
All students have a story to tell about themselves. In
this workshop, participants will learn about the power
of identity and belonging, and how to best foster that
in student writing through the use of culturally relevant
texts. More specifically, participants will explore
narratives, figurative language, and concrete sensory
details within the context of Common Core and the new
ELD Standards to best support student experiences.
18. THE POWER OF ETHNIC STUDIES (9-12)
MELISA ANNE BAGASAO BAUTISTA, CSU LONG
BEACH; ANDREW GUTIERREZ III, MANN UCLA
COMMUNITY SCHOOL; AND VERMA SORIA
ZAPANTA, RFK SCHOOL FOR VISUAL ARTS AND
HUMANITIES
MATH SCIENCES 5127
In this workshop we will draw on the importance of
students cultural wealth by placing their personal
narratives, lived experiences, and knowledge at the
center of the discourse. Participants will gain resources
on how to implement Ethnic Studies curricula that will
empower students and educators to embrace their
identities and stories.
19. USING MUSIC TO EMPOWER STUDENTS TO
THINK CRITICALLY, BECOME AWARE OF SOCIAL
FIND THEIR CREATIVE VOICE (K-12)
NICK KELLO, UCLA LAB SCHOOL
MOORE 2120
Engaging students multiple intelligences, music serves
as an ideal platform for developing critical media
literacy rooted in themes of social and environmental
justice. With its rhythmic, melodic and poetic attributes,
music is a universal language that accesses not only
the literary aspects of the human brain, but also the
emotional, social and mathematical. Well look at how
music can be used by all educators, regardless of their
level of musical expertise, to foster a vibrant learning
environment that nurtures a truly global consciousness.
20. WRITING WITHOUT FEAR: BUILDING
CONFIDENCE, OWNERSHIP, AND GROWTH IN
DEVELOPING WRITERS (9-12)
ELIZABETH MEE, CRENSHAW ARTS/TECH
CHARTER HS
MATH SCIENCES 5128
How can educators coax students away from their
fears and build courage and risk-taking for writing
in the classroom? Drawing on language acquisition
theory, scaffolding for students who speak Standard
American English as a second language, and the social-
emotional factors related to home languages and
identities, this workshop will explore practical strategies
to help students build confidence and own their
writing processes and products. Participants will walk
away with a deeper understanding of how we can help
students skillfully navigate between home/informal and
formal linguistic registers.
21. CALIFORNIAS NEW HISTORY-SOCIAL
SCIENCE FRAMEWORK (K-12)
EMMA HIPOLITO, UCLA HISTORY-GEOGRAPHY
PROJECT
MATH SCIENCES 5137
The new California History-Social Science Framework
seeks to be more inclusive of the states diverse learners
and responsive to the needs of English learners. In this
session you will have the opportunity to explore the
recently adopted document that aims to be a resource
for social studies teachers in the state.
22. STEPS TO TRANSITIONING TO NGSS (6-12)
IMELDA NAVA, UCLA TEP
MATH SCIENCES 5147
Its no secret that science teachers are currently figuring
out how best to engage their students with the kind of
reading, writing and speaking experiences Common
Core and the Next Generation Science Standards call
for. Join us for an NGSS experience, with one of the
district and Achieve assessments as an anchor.
23. THINKING OUTSIDE THE LINES: MAKING
MEANING THROUGH VISUAL NOTE TAKING (6-12)
MEGAN GERIG, HUMANITAS ACADEMY OF ART
AND TECHNOLOGY
MATH SCIENCES 5147
Note taking in the classroom often becomes a means
to an enda task to complete on the road to the
actual assignment. This workshop examines practical
strategies to reclaim the productive process of making
meaning that sometimes gets lost. Participants will gain
experience with sketch notes and ideas to embolden
students in all content areas to synthesize and represent
big concepts in challenging texts.
24. GETTING SMARTER WITH SMARTER
BALANCED: TEXT SETS, STRATEGIES, AND
SKILLS THAT WILL SERVE YOUR STUDENTS
WELL (9-12)
JASON TORRES-RANGEL, SMARTER BALANCED
ELA DIRECTOR & UCLA COMMUNITY SCHOOL
MOORE 1048
Lets delve into and demystify the Smarter Balanced
High School Performance Task, recognizing that it is a
text set-- an important component of ELA instruction
at any grade level. Well use the assessment itself as
a springboard for exploring strategies and text sets
that engage all students. Well examine ways to make
this assessment meaningful for our students and our
instruction, and well think about how other content
teachers and grade levels can plug in.
25. SAME STRUGGLE, NEW LAW: WEAVING
LGBTQI THEMES INTO HIGH SCHOOL
CURRICULA WITHIN AND BEYOND SOCIAL
SCIENCES (7-12)
KELLY MALONEY, MIGUEL CONTRERAS
LEARNING COMPLEX - SCHOOL OF BUSINESS &
TOURISM
MATH SCIENCES 5137
For some time, progressives have fought to incorporate
LGBTQI curricula into their classes. This year, California
legislation has finally backed a more socially just
education, calling for LGBTQI inclusion in social studies
courses. This workshop looks into and beyond the
history lens, exploring how educators can incorporate
LGBTQ identity with an interdisciplinary approach.
 2016
CREDITS & SPONSORS

CONFERENCE CHAIR
FAYE PEITZMAN

CONFERENCE SPONSORS
UCLA GSE&IS, MARCELO SUAREZ-OROZCO, DEAN
CENTER X, ANNAMARIE FRANCOIS, EXECUTIVE DIRECTOR
JOHN ROGERS, FACULTY DIRECTOR

CONFERENCE PROGRAM COORDINATOR

KATE BECKMANN

ABOUT THE UCLA WRITING PROJECT

The UCLA Writing Project, a site of the California Writing Project and the National Writing Project since 1977,
is a professional development network for teachers of writing from elementary school through university. Each
summer, we offer invitational institutes which draw together experienced teachers who share expertise, work on
their writing and grapple with current issues in education. Year round we are available to facilitate professional
development workshops K-12--all aligned with the CCSS--at school sites. Analyzing writing and responding to
student writers, leveraging the abilities of English learners, teaching and assessing analytical writing based on
sources--these are just a few of the workshop series we offer. We invite you to contact us!

Directors Associate Directors

Faye Peitzman and Jane Hancock Marlene Carter and Norma Mota-Altman

Find out more about us at www.uclawp.org

CENTER X