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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
4. SOCRATIC CIRCLES IN A MIDDLE SCHOOL

1 SESSION 1
10:00 - 11:15 AM
HISTORY CLASS (6-12)
ISRAEL BAUTISTA, EL SERENO MS
MOORE 1048
Socratic Circles is a modified version of Socratic
1. ENGINEERING AND DESIGN WITH THE THREE
Seminars, with four-five seminars taking place at the
LITTLE PIGS FOR 3-5 YEAR OLDS (TK-K)
same time Getting all students to participate can be
LILIA SARMIENTO, CSU DOMINGUEZ HILLS; a challenge, especially in a class of 32+. Learn one
PATRICIA ALVAREZ, MONTEBELLO USD; CHRISTINA discussion strategy through an 8th grade history lesson
CORTEZ, MONTEBELLO USD that encourages even the shy students to participate
in meaningful and rigorous class discussions. There is a
MATH SCIENCES 5117 reading and writing component too!
Come to this hands-on session and learn how to
create engineering challenges for young children using 5. STRONG, CLEARLY CONSTRUCTED
the familiar tale of The Three Little Pigs. Science, RESPONSES: WRITING IN MATHEMATICS USING
Technology, Engineering and Math are integrated in KAGAN COLLABORATIVE STRATEGIES (6-12)
this unit to optimize opportunities that foster childrens
YVONNE HUANG, YOUNG OAK KIM ACADEMY
curiosity about how the world works around them. A
kindergarten classroom will be showcased. Resources MATH SCIENCES 5128
in English and Spanish will be shared.
In this workshop, we will examine how academic
discourse can lead to more insightful mathematical
2. CRITICAL MEDIA LITERACY: TOOLS TO arguments. Participants will experience a sample
EMPOWER ENGLISH LEARNERS (K-8) Mathematics Performance Task and use it as a
launching pad for strategies to write effective claims
HANNA KIM, EXTERA PUBLIC SCHOOLS & ZULEMA in mathematics. These strategies lead students to
TAPIA, SKYLINE ES collaborate through discussion, peer-to-peer support,
MOORE 2120 and reflection.

Our students, immersed in a media culture, are more 6. LONG TERM ENGLISH LEARNERS: CUENTOS,
comfortable communicating with emojis and txt-speak TESTIMONIOS, AND STORIES WITH MENTOR
than Socratic discourse and academic language. For TEXTS (6-12)
English Language Learners the media culture can be an
KATHLEEN ROWLEY, LOCKE COLLEGE
obstacle to academic success or it can be a powerful
PREPARATORY ACADEMY
tool to make subject matter come alive. This session
will focus on using Critical Media Literacy strategies to MATH SCIENCES 5137
create student-centered and student-led lessons and
discussions that engage and empower all students, Long term English learners (LTELs) are still acquiring
especially English Language Learners. 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,
3. SUPPORTING STUDENTS AS THEY DEVELOP
but also honor their voices? Drawing on mentor texts
UNSAFE STORIES (3-8)
and models of writing, all students learn techniques to
DANIELLE HOWARD-MEEKS, DR. OWEN LLOYD develop their writing abilities.
KNOX ES
7. OUT LOUD: YOUR WORDS, YOUR TRUTH (9-12)
MATH SCIENCES 5127
LAURIE KURNICK, CLEVELAND CHARTER HS
In this workshop, participants will be introduced to the
idea of an Unsafe Story, a personal narrative that MATH SCIENCES 5138
presents complicated feelings or emotions. We will read
This workshop focuses on the power of Spoken Word
examples of Unsafe Stories, discuss what makes a
for the English language learner and offers ideas for
story unsafe and engage in a mini-lesson on how to
bringing it into the classroom and the school. Learn
introduce this topic in your class.
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. 11. USING CULTURALLY RESPONSIVE TEXT
Finally, be inspired by a real-live student poet who has SETS TO ENRICH/ENHANCE CANONICAL
been through the process. TEXTS (9-12)
NO ALMENDARIZ, OSCAR DE LA HOYA ANIMO
8. UNCOVERING A PICTURES 1000 WORDS:
CHARTER HS
INCORPORATING IMAGE ANALYSIS IN
ARGUMENTATIVE WRITING (6-12) MOORE 1048

LINDY MCCULLOCH, ANIMO JACKIE ROBINSON In this workshop, educators will learn to create culturally
CHARTER HS relevant text sets to enrich canonical texts. The text
sets raise engagement and improve students analytical
MATH SCIENCES 5147 writing by providing a frame of reference and background
knowledge. Students not only approach literary works
In this workshop, participants will practice a strategy like scholars, they also redefine personal struggles.
for analyzing images and generating conclusions about
them for the purpose of using figures as evidence 12. ACHOO! REVISING A SNEEZE: STRATEGIES
in argumentative writing. The workshop uses two THAT EASE STUDENTS INTO WRITING AND
strategies --OPTIC for image analysis and CER for REVISING (6-12)
constructing explanations. The content used to present
the strategies is science-based, but the workshop can EMILY WRIGHT, SUN VALLEY MAGNET SCHOOL
be applied to multiple grade levels and disciplines MATH SCIENCES 5127
This workshop explores how to introduce writing to

2 SESSION 2 students as an iterative, non-linear process in which


drafting and revision happen over and over again. Well
11:30 - 12:45 PM 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
9. WRITING ABOUT READING: THE REFUGEE empower students with audible editing marks, and
CRISIS THROUGH THE EYES OF A CHILD (1-5) discuss ways to adapt the Critical Friends Protocol for
meaningful peer revision that strengthens listening and
JACKIE BELLOSO, UCLA COMMUNITY SCHOOL speaking skills as well.

MATH SCIENCES 5117 13. PERFORMANCE TASKS IN MATHEMATICS:


In this workshop aspects of read-aloud and current TEACHING STRATEGIES AND RESOURCES (6-12)
events are combined to engage young writers in critical SUNANDA KUSHON & JAIME PARK, UCLA TEP
thinking, dialogue and writing. This allows reading to
come alive, and students find that they have much to MATH SCIENCES 5128
say about events taking place in the world today. New mathematics standards require students to
understand rich, complex word problems--and to make
10. ENHANCING LITERACY THROUGH ART (K-6) their thinking visible through speaking and writing. In
this session, well focus on several performance tasks
ELIZABETH LEE, HARBOR MAGNET/PARK typical in the Smarter Balanced assessment--and share
WESTERN PLACE teaching strategies to best support our English learners.
MOORE 2120
14. EXAMINING HISTORICAL ISSUES THROUGH
The universal language of art empowers students to POETRY, COMMENTARY, AND RESPONSE (7-12)
communicate, connect, and create as they develop
their literacy skills. For students learning English as a DANIEL BUCCIERI, VENICE HS
second language, art offers invaluable opportunities for MATH SCIENCES 5138
all to access their multiple intelligences. Art also serves
In this workshop, participants will experience strategies
to lower affective filters, increase cultural relevance for
to guide students in analyzing poetry to build
the content, build a stronger community, and scaffold
understanding of historical issues. These strategies
the learning of reading and writing. Get ready to explore
lead students to an enhanced understanding of history
your imagination as we story-tell, draw, color, act, and
and provide a rich environment for students to write
put theory into practice--the whole sha-bang!
responses to the poetry.
15. REIMAGINING CLIMATE CHANGE (4-12) 18. THE POWER OF ETHNIC STUDIES (9-12)
JEFF SHARE, UCLA TEP MELISA ANNE BAGASAO BAUTISTA, CSU LONG
MATH SCIENCES 5147 BEACH; ANDREW GUTIERREZ III, MANN UCLA
COMMUNITY SCHOOL; AND VERMA SORIA
As climate change becomes the biggest crisis to affect
ZAPANTA, RFK SCHOOL FOR VISUAL ARTS AND
life on earth, the media messages about humans
relationships with nature are an ideal space for students
HUMANITIES
to critically analyze and challenge assumptions, actions, MATH SCIENCES 5127
and inactions. Using a framework of critical media
literacy, educators can guide students to question and In this workshop we will draw on the importance of
create their own media messages about environmental students cultural wealth by placing their personal
justice and sustainability. In this presentation, narratives, lived experiences, and knowledge at the
participants will analyze popular media that address center of the discourse. Participants will gain resources
environmental justice and consider ways for students on how to implement Ethnic Studies curricula that will
to reimagine climate change. empower students and educators to embrace their
identities and stories.
16. BILINGUAL, BILITERATEAND GLAD OF IT: 19. USING MUSIC TO EMPOWER STUDENTS TO
PROPELLING OUR STUDENTS TOWARD RICH THINK CRITICALLY, BECOME AWARE OF SOCIAL
LANGUAGE ABILITIES (K-12) AND ENVIRONMENTAL JUSTICE ISSUES, AND
NORMA MOTA-ALTMAN, SAN GABRIEL HS, FIND THEIR CREATIVE VOICE (K-12)
EMERITA AND MARIO VEGA, CSU NORTHRIDGE
NICK KELLO, UCLA LAB SCHOOL
MATH SCIENCES 5137
MOORE 2120
How recently have you read Victor Villasenors Burro
Engaging students multiple intelligences, music serves
Genius? You may recall that teachers dont come off
as an ideal platform for developing critical media
very well; some readers might say that these educators
literacy rooted in themes of social and environmental
are caricatures--except this writing is a memoir, a true
justice. With its rhythmic, melodic and poetic attributes,
story. Luckily, today we have more enlightened views
music is a universal language that accesses not only
about multiliterate lives. But just what is it that propels
the literary aspects of the human brain, but also the
students to achieve advanced literacy in more than one
emotional, social and mathematical. Well look at how
language? Join a teacher and her former student as
music can be used by all educators, regardless of their
they share experiences and insights.
level of musical expertise, to foster a vibrant learning
environment that nurtures a truly global consciousness.

3 SESSION 3
1:45 - 3:00 PM
20. WRITING WITHOUT FEAR: BUILDING
CONFIDENCE, OWNERSHIP, AND GROWTH IN
DEVELOPING WRITERS (9-12)
ELIZABETH MEE, CRENSHAW ARTS/TECH
17. IDENTITY AND BELONGING: HOW TO USE
CHARTER HS
CULTURALLY RELEVANT TEXTS TO FOSTER A
SENSE OF IDENTITY IN OUR STUDENTS (1-5) MATH SCIENCES 5128

ERIKA MORENO-MASSA, MAGNOLIA AVENUE ES How can educators coax students away from their
fears and build courage and risk-taking for writing
MATH SCIENCES 5117 in the classroom? Drawing on language acquisition
All students have a story to tell about themselves. In theory, scaffolding for students who speak Standard
this workshop, participants will learn about the power American English as a second language, and the social-
of identity and belonging, and how to best foster that emotional factors related to home languages and
in student writing through the use of culturally relevant identities, this workshop will explore practical strategies
texts. More specifically, participants will explore to help students build confidence and own their
narratives, figurative language, and concrete sensory writing processes and products. Participants will walk
details within the context of Common Core and the new away with a deeper understanding of how we can help
ELD Standards to best support student experiences. students skillfully navigate between home/informal and
formal linguistic registers.
21. CALIFORNIAS NEW HISTORY-SOCIAL 24. GETTING SMARTER WITH SMARTER
SCIENCE FRAMEWORK (K-12) BALANCED: TEXT SETS, STRATEGIES, AND
SKILLS THAT WILL SERVE YOUR STUDENTS
EMMA HIPOLITO, UCLA HISTORY-GEOGRAPHY
WELL (9-12)
PROJECT
JASON TORRES-RANGEL, SMARTER BALANCED
MATH SCIENCES 5137
ELA DIRECTOR & UCLA COMMUNITY SCHOOL
The new California History-Social Science Framework
MOORE 1048
seeks to be more inclusive of the states diverse learners
and responsive to the needs of English learners. In this Lets delve into and demystify the Smarter Balanced
session you will have the opportunity to explore the High School Performance Task, recognizing that it is a
recently adopted document that aims to be a resource text set-- an important component of ELA instruction
for social studies teachers in the state. at any grade level. Well use the assessment itself as
a springboard for exploring strategies and text sets
22. STEPS TO TRANSITIONING TO NGSS (6-12) that engage all students. Well examine ways to make
this assessment meaningful for our students and our
IMELDA NAVA, UCLA TEP
instruction, and well think about how other content
MATH SCIENCES 5147 teachers and grade levels can plug in.
Its no secret that science teachers are currently figuring
out how best to engage their students with the kind of
25. SAME STRUGGLE, NEW LAW: WEAVING
reading, writing and speaking experiences Common LGBTQI THEMES INTO HIGH SCHOOL
Core and the Next Generation Science Standards call CURRICULA WITHIN AND BEYOND SOCIAL
for. Join us for an NGSS experience, with one of the SCIENCES (7-12)
district and Achieve assessments as an anchor.
KELLY MALONEY, MIGUEL CONTRERAS
LEARNING COMPLEX - SCHOOL OF BUSINESS &
23. THINKING OUTSIDE THE LINES: MAKING TOURISM
MEANING THROUGH VISUAL NOTE TAKING (6-12)
MATH SCIENCES 5137
MEGAN GERIG, HUMANITAS ACADEMY OF ART
AND TECHNOLOGY For some time, progressives have fought to incorporate
LGBTQI curricula into their classes. This year, California
MATH SCIENCES 5147 legislation has finally backed a more socially just
Note taking in the classroom often becomes a means education, calling for LGBTQI inclusion in social studies
to an enda task to complete on the road to the courses. This workshop looks into and beyond the
actual assignment. This workshop examines practical history lens, exploring how educators can incorporate
strategies to reclaim the productive process of making LGBTQ identity with an interdisciplinary approach.
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.
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