SCLC+2012

__Donald Bear,__ author of //Words Their Way//
[], bear@unr.edu He stressed the importance of word study with all students. Intermediate and advanced learners should work with affixes (prefixes and suffixes), Greek & Latin roots, and derivational relations. Suggested activities: (1) match prefixes, suffixes, bases, and roots (2) progressive root web (3) vocabulary concept sorts. Recommended website: []

__Isoke Nia,__ founder of //All Write Literacy consultants, Inc.//
She discussed the shifts in Common Core with the most important being nonfiction texts. Nonfiction book awards: Orbis Pictus [], Robert F. Sibert Informational Book Medal [] , IRA's Children's and Young Adult book list [] She read an exceprt (ch.1) of Sharon Draper's Out of My Mind. Powerful text: talks about inanimate objects as if they were alive (personification), several one word sentences, compares one thing to another (metaphor), acts as if words are tangible - times to be touched and felt. Tests will include text excerpts from real texts, no longer "for" test created texts. Recommendations: Naomi Shihab Nye: across genres and across grade levels [] Anne Stillman, author //Grammatically Correct// Janet Wong [] Hester Bass, The Secret World of Walter Anderson Jacqueline Woodson, Visiting Day Katie Wood Ray, Wondrous Words Sandra Cisneros, Hair from House on Mango Street Ralph Fletcher, Moving Day (memoir in form of poetry) Susan Patron, Higher Power of Lucky Hope Anita Smith, The Way a Door Closes Susie Morgenstren, I Will Make Miracles Patricia MacLachlan, Word After Word After Word Jon Scieszka, Guys Write for Guys Read Thea Feldman, Who You Callin' Chicken Gail Gibbons, Lila Prap, Niola Davies, Steve Jenkins, Andrea Pinkney, Virginia Hamilton Richard Allington, What Really Matters (Struggling Readers) Isoke states, "Everyone has to see themselves in a book. Come armed with good books." Craft chart for reading

__Poetry - Jennifer Whitlock & Katie Stewart__
Why? non-traditional texts, short, voice, force students to think about words, figurative language, higher level of interpretation, "all about me" genre, reading and writing Celebrate: silent read & sticky note, class anthology (blurb.com), guest poets, paired poems (self-written and published), digital presentation Holloway and Warwick thoughts for vertical poetry project: 6th - Where I'm from, 7th - I am what I am, 8th - Why I write

__Turning a Common Text into an Uncommon Conversation - Rhonda Fraley__
She stresses a common core shift in using text dependent questions because... requires explicit text referral, does not rely on specific background information, experiences or knowledge, privileges the text itself and what students can extract is before them, shared reading - levels the playing field Implied > uncertain > unstated but supported by the text : How would meaning shift? How does it affect the story? Why? requires thinking within, beyond, and about text; ensures careful comprehension, levels the field Good TDQ (text dependent questions)... often linger over specific phrases and sentences, help students see something worthwhile, prepare students to make inferences and synthesize text []