(This workshop will be repeated on 10/8 AND 10/12.) This session will review best practice to create valid and reliable multiple-choice questions to be used formatively throughout the year. Model items, sample quizzes, and examples of typical stems which correlate to concepts assessed on the RGDE and state reading test will be included.

(This is a repeat of the 7/30 workshop.) This session will review best practice to create valid and reliable multiple-choice questions to be used formatively throughout the year. Model items, sample quizzes, and examples of typical stems which correlate to concepts assessed on the RGDE and state reading test will be included.

(This workshop will be repeated on 12/7 AND 12/10.) This session will provide an opportunity for LaCA teachers to become calibrated and establish common expectations for writing performance levels on the LaCA opinion essay. The session will include training on holistic scoring using the district opinion essay rubric, student exemplars, and student training papers.

(This is a repeat of the 8/3 workshop.) This session will provide an opportunity for LaCA teachers to become calibrated and establish common expectations for writing performance levels on the LaCA opinion essay. The session will include training on holistic scoring using the district opinion essay rubric, student exemplars, and student training papers.

(This session will be repeated on 9/14 AND 9/16.) Based on ideas in George Hillock´s book, "Narrative Writing: Learning a New Model for Teaching", Culler´s 7th grade English teachers piloted some new techniques that resulted in students writing more effective personal narratives. Participants will learn these new methods and ways to incorporate them into existing curriculum. Teachers will also be given the 7th grade elements of fiction updates which improve student feedback and support the teaching of personal narrative.

(This is a repeat of the 7/31 workshop.) Based on ideas in George Hillock´s book, "Narrative Writing: Learning a New Model for Teaching", Culler´s 7th grade English teachers piloted some new techniques that resulted in students writing more effective personal narratives. Participants will learn these new methods and ways to incorporate them into existing curriculum. Teachers will also be given the 7th grade elements of fiction updates which improve student feedback and support the teaching of personal narrative.

(This session is repeated on August 31.) Explore ways that SSR can be used for progress monitoring. Teachers will apply the method of Scaffolded Silet Reading (ScSR) to the current mini-binder curriculum. *NOTE* Please bring a copy of the "Blackwater" mini-binder and a copy of the novel "Blackwater" to the session.

(This session repeats the July 15 session.) Explore ways that SSR can be used for progress monitoring. Teachers will apply the method of Scaffolded Silet Reading (ScSR) to the current mini-binder curriculum. *NOTE* Please bring a copy of the "Blackwater" mini-binder and a copy of the novel "Blackwater" to the session.

Investigate the use of games to help students reinforce vocabulary acquisition. Teachers will learn about and create games that encourage students to use words in a variety of contexts. *NOTE* Please bring copies of core text you will teach during first semester.

(This session repeats on 10/19 and 12/7.) Prerequisite: Participation in a Reader Traits cohort during ´08-´09 or Reader Traits Introduction sessions during fall ´09. Work with colleagues to further explore utilization of the Reader Traits rubric for formative assessment and progress monitoring. Collaborate in the development of model scenarios to increase reliability in scoring.

(This session repeats on 12/7 and is a repeat of the 8/5 session.) Prerequisite: Participation in a Reader Traits cohort during ´08-´09 or Reader Traits Introduction sessions during fall ´09. Work with colleagues to further explore utilization of the Reader Traits rubric for formative assessment and progress monitoring. Collaborate in the development of model scenarios to increase reliability in scoring.

(This is a repeat session of the 8/5 and 10/19 sessions.) Prerequisite: Participation in a Reader Traits cohort during ´08-´09 or Reader Traits Introduction sessions during fall ´09. Work with colleagues to further explore utilization of the Reader Traits rubric for formative assessment and progress monitoring. Collaborate in the development of model scenarios to increase reliability in scoring.

(This session repeats on 8/24 and 9/14.) Learn more about Summative Progress Assessments designed for use in Reading Ideas. Become familiar with formats for selected response and open-ended items to measure literal, inferential and critical comprehension. Calibrate scoring of open-ended items using a common rubric and exemplars.

(This session repeats on 9/14 and is a repeated session of 8/5.) Learn more about Summative Progress Assessments designed for use in Reading Ideas. Become familiar with formats for selected response and open-ended items to measure literal, inferential and critical comprehension. Calibrate scoring of open-ended items using a common rubric and exemplars.

(This is a repeat of the 8/5 and 8/24 sessions.) Learn more about Summative Progress Assessments designed for use in Reading Ideas. Become familiar with formats for selected response and open-ended items to measure literal, inferential and critical comprehension. Calibrate scoring of open-ended items using a common rubric and exemplars.

In this two-part session, participants will practice, reflect on and discuss use of the Reader Traits Rubric for formative assessment. Research-based practices will be examined in the context of reading course objectives. *You must attend both sessions to receive flex credit. Partial credit will not be given.*

In this two-part session, participants will practice, reflect on and discuss use of the Reader Traits Rubric for formative assessment. Research-based practices will be examined in the context of reading course objectives. *You must attend both sessions to receive flex credit. Partial credit will not be given.*

Feeling like your lesson plans are defined by worksheets du jour? Examine ways to enrich instruction and increase student proficiency with reading strategies using integrated lessons with the HS Reading Ideas curriculum binders.

(This session is repeated on 12/2.) The Nebraska System for Accountability in Reading will be operational this year. Results of this test will be reported for AYP in place of the CRTs, which will now be used for local reporting only. Learn about the format and content of this assessment and explore strategies to support student success.

(This is a repeat of the 11/4 session.) The Nebraska System for Accountability in Reading will be operational this year. Results of this test will be reported for AYP in place of the CRTs, which will now be used for local reporting only. Learn about the format and content of this assessment and explore strategies to support student success.

(This session is repeated on 12/2/09 and 2/1/2010.) The Nebraska System for Accountability in Reading will be operational this year. Results of this test will be reported for AYP in place of the CRTs, which will now be used for local reporting only. Learn about the format and content of this assessment and explore strategies to support student success.

(This session is repeated on 2/1/2010 and is a repeat of the 11/4 session.) The Nebraska System for Accountability in Reading will be operational this year. Results of this test will be reported for AYP in place of the CRTs, which will now be used for local reporting only. Learn about the format and content of this assessment and explore strategies to support student success.

(This is a repeat of the 11/4 and 12/2 sessions.) The Nebraska System for Accountability in Reading will be operational this year. Results of this test will be reported for AYP in place of the CRTs, which will now be used for local reporting only. Learn about the format and content of this assessment and explore strategies to support student success.

(This session will be repeated on 2/1/10 and is a repeat of the 11/4 session.) The Nebraska System for Accountability in Reading will be operational this year. Results of this test will be reported for AYP in place of the CRTs, which will now be used for local reporting only. Learn about the format and content of this assessment and explore strategies to support student success.

(This is a repeat of the 11/4 and 12/2 sessions.) The Nebraska System for Accountability in Reading will be operational this year. Results of this test will be reported for AYP in place of the CRTs, which will now be used for local reporting only. Learn about the format and content of this assessment and explore strategies to support student success.

We all want our students to choose reading. Consider some research findings on the topic of reading engagement, discuss ways to engage your students in independent reading, and hear about titles that Ideas and Investigations students may enjoy.

In this session, MS and HS reading teachers will model use of reading strategies with Elements, Ideas and Investigations curriculum materials. Strategies will be drawn from "Building Reading Comprehension Habits in Grades 6-12", by Jeff Zwiers, a professional strategy resource in your building. Bring a copy of the Zwiers book, if possible.

Prerequisite: Participation in Reader Traits Follow-up Session 1. Receive anchor scenarios for the Reader Traits rubric. Discuss use of the rubric and anchors for classroom assessment. Session will meet for one hour. Remaining required time will be met by utilizing the rubric and anchors, then submitting documentation and written reflection.

(This workshop will be repeated on 1/27/2010.) As the title suggests, this will be a hands-on session of narrative strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This is a repeat of the 8/24 session.) As the title suggests, this will be a hands-on session of narrative strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This session will be repeated on 1/27/2010.) As the title suggests, this will be a hands-on session of narrative strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This is a repeat of the 8/24 session.) As the title suggests, this will be a hands-on session of narrative strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This session will be repeated on 1/27/2010.) As the title suggests, this will be a hands-on session of narrative strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This is a repeat of the 8/24/09 session.) As the title suggests, this will be a hands-on session of narrative strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This session will be repeated on 1/28/2010.) As the title suggests, this will be a hands-on session of expository strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This is a repeat of the 8/31 session.) As the title suggests, this will be a hands-on session of expository strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This session will be repeated on 1/28/2010.) As the title suggests, this will be a hands-on session of expository strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This is a repeat of the 8/31/09 session.) As the title suggests, this will be a hands-on session of expository strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This session will be repeated on 1/28/2010.) As the title suggests, this will be a hands-on session of expository strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This is a repeat of the 8/31/09 session.) As the title suggests, this will be a hands-on session of expository strategies for teachers of writing-support courses. Teachers will be given teaching materials and prompts designed specifically for the struggling writer.

(This session will be repeated on 3/1/2010.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

(This is a repeat of the 2/15/10 session.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

(This session will be repeated on 3/1/2010.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

(This will be a repeat of the 2/15/10 session.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

(This session will be repeated on 3/1/2010.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

(This is a repeat of the 2/15/2010 session.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

(This session will be repeated on 3/1/2010.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

(This is a repeat of the 2/15/2010 session.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

(This session will be repeated on 3/1/2010.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

(This is a repeat of the 2/15/2010 session.) Teachers will be given the opportunity toward the end of the school year to share the prompts they´ve used for progress monitoring. Participants will leave with a bank of prompts to use in the upcoming year.

Participants attend professional development sessions planned by the conference committee. **Of special note: poet Don Welch will be the keynote speaker, and competing in Poetry Out Loud will be a featured session.** Teachers are responsible for paying their own registration and other expenses. Teachers may not receive contractual professional development attendance credit if they are already claiming their time for extra standard reimbursement or salary advancement.

(This session will be repeated on 3/15/2010.) This session provides initial scoring training for the WGDE. Participants must be signed up to score the WGDE or have permission from the instructor to participate.

(This is a repeat of the 10/14/09 session.) This session provides initial scoring training for the WGDE. Participants must be signed up to score the WGDE or have permission from the instructor to participate.

(This session will be repeated on 12/2/09 and 2/1/10.) This session will review the NeSA-R: what skills are included in the test, how those skills will be measured, what the format of the test will look like, and what reading strategies teachers can share in class to prepare students for the exam.

(This session will be repeated on 2/1/10 and is also a repeat of the 11/4/09 session.) This session will review the NeSA-R: what skills are included in the test, how those skills will be measured, what the format of the test will look like, and what reading strategies teachers can share in class to prepare students for the exam.

(This is a repeat of the 11/4 and 12/2 sessions.) This session will review the NeSA-R: what skills are included in the test, how those skills will be measured, what the format of the test will look like, and what reading strategies teachers can share in class to prepare students for the exam.

(This workshop will be repeated on 9/16.) Teachers will review the basic orientation that will be presented by all media specialists to all 9th graders across the district. In this orientation, media specialists will also give information about personal reading lists, reading strategies, and media events.

(This is a repeat of the 9/14 workshop.) Teachers will review the basic orientation that will be presented by all media specialists to all 9th graders across the district. In this orientation, media specialists will also give information about personal reading lists, reading strategies, and media events.

Teachers will review the basic orientation that will be presented by all media specialists to all 9th graders across the district. In this orientation, media specialists will also give information about personal reading lists, reading strategies, and media events.

(This workshop is repeated on 10/7.) This session is focused on moving the research requirement from the 10th grade to the 9th. Teachers will go over use of online databases and Noodletools. Students will go over ethical use, the research process, topic and resource selection, evaluating information, and documentation. This workshop fits State Standards 12.4.1 a, b, c, and e.

(This is a repeat of the 10/5 workshop.) This session is focused on moving the research requirement from the 10th grade to the 9th. Teachers will go over use of online databases and Noodletools. Students will go over ethical use, the research process, topic and resource selection, evaluating information, and documentation. This workshop fits State Standards 12.4.1 a, b, c, and e.

(This workshop will be repeated on 9/23.) This workshop is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1 d and f. Students will gather and share information and opinions with learners from a variety of cultures using various electronic means (e.g.,podcasts, video/audio chats, interviews, distance learning, and multimedia presentations).

(This is a repeat of the 9/21 workshop.) This workshop is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1 d and f. Students will gather and share information and opinions with learners from a variety of cultures using various electronic means (e.g.,podcasts, video/audio chats, interviews, distance learning, and multimedia presentations).

This workshop is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1 d and f. Students will gather and share information and opinions with learners from a variety of cultures using various electronic means (e.g.,podcasts, video/audio chats, interviews, distance learning, and multimedia presentations).

This workshop is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1 d and f. Students will gather and share information and opinions with learners from a variety of cultures using various electronic means (e.g.,podcasts, video/audio chats, interviews, distance learning, and multimedia presentations).

This workshop is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1 d and f. Students will gather and share information and opinions with learners from a variety of cultures using various electronic means (e.g.,podcasts, video/audio chats, interviews, distance learning, and multimedia presentations).

(This session is repeated on 11/18.) This session is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1g. Students will use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools, web pages, and blogging.)

(This is a repeat of the 11/16 session.) This session is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1g. Students will use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools, web pages, and blogging.)

This session is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1g. Students will use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools, web pages, and blogging.)

This session is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1g. Students will use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools, web pages, and blogging.)

This session is to review with teachers what 10th graders will be taught in the media center regarding multiple literacies 12.4.1g. Students will use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools, web pages, and blogging.)

(This workshop is rpeated on 8/27 and 1/20/2010.) This session will cover the theory portions of the textbook. Participants will review communication theory, verbal and nonverbal theory, intercultural communication, and group communication as they are covered in the new textbook. Teaching ideas will be shared.

(This workshop is rpeated on 1/20/2010 and is a repeat of the 8/26 workshop.) This session will cover the theory portions of the textbook. Participants will review communication theory, verbal and nonverbal theory, intercultural communication, and group communication as they are covered in the new textbook. Teaching ideas will be shared.

(This is a repeat of the 8/26 and 8/27 workshops.) This session will cover the theory portions of the textbook. Participants will review communication theory, verbal and nonverbal theory, intercultural communication, and group communication as they are covered in the new textbook. Teaching ideas will be shared.

(This workshop is repeated on 9/9 and 1/20/2010.) This session will cover the oral presentation portions of the textbook. Participants will review speech structure, research, argumentation, and presentation as they are covered in the new textbook. Teaching ideas will be shared.

(This workshop is repeated on 1/20/2010 and is a repeat of the 9/2 workshop.) This session will cover the oral presentation portions of the textbook. Participants will review speech structure, research, argumentation, and presentation as they are covered in the new textbook. Teaching ideas will be shared.

(This is a repeat of the 9/2 and 9/9 workshops.) This session will cover the oral presentation portions of the textbook. Participants will review speech structure, research, argumentation, and presentation as they are covered in the new textbook. Teaching ideas will be shared.

This session will present changes to the elements of fiction standard instruction and assessment. These materials were piloted by 7th English teachers last year and are being implemented across the district this year. Besides going over the changes to the plot chart and assessment, this session will include materials which provide students with feedback and help teachers to monitor students´ progress.

During the 2009-10 school year, a few teachers will pilot a pair of novels. These novels will not only provide students the opportunity to independently read a wonderful story, it will also serve a basis for instructing on essential reading, writing, and literary analysis skills. This session will present an overview of the selection and provide a preview of current materials and strategies being developed to accomplish these goals in ways that engage students and are manageable for teachers.

During the first half of this session, participants will use the information they´ve receivedon writing valid, reliable multiple-choice reading items to collaborate on writing NEW items on reading comprehension and other English standards represented on the NeSA-R. During the second half of the session, participants will collaboratively review and provide feedback on participants´ items. Beyond the items written at the session, participants are encouraged to bring any multiple-choice assessments they use in the classroom in order to get some peer response.

(This session is repeated on 3/1/2010.) In grade level groups, participants will each share five progress monitoring writing prompts they wrote that reinforce key concepts and essential skills or that enhance comprehension and discussion of text from their curriculums. Then participants will then be given time to work in their groups to compose some writing prompts that connect to upcoming instruction.

(This is a repeat of the 2/15/2010 session.) In grade level groups, participants will each share five progress monitoring writing prompts they wrote that reinforce key concepts and essential skills or that enhance comprehension and discussion of text from their curriculums. Then participants will then be given time to work in their groups to compose some writing prompts that connect to upcoming instruction.

Participants of this session will share copies of their students´ scored LaCA opinion essays and receive colleague feedback on the scores. In small groups, teachers will take turns reading each other´s papers, scoring them according to the rubric and exemplars, and resolving any discrepant scores to reach consistent and reliable scoring across the district.

Join Linda as she shares the LaCA curriculum option she developed and implemented at Mickle. During weeks 7 through 9 in the LaCA curriculum, Linda uses anti-bullying information as the organizing theme and purpose for teaching the LaCA concepts of scriptwriting and oral performance skills.

Patsy Bruner, 6th grade teacher leader, shares essential learning objectives of 6th grade and how these connect to and support English 7, LaCA, and English 8.

Conference sessions include John Archambault, Herm and MJ auch, David Biedrzycki, Carmen Deedy, John Erickson, Gordon Korman, Preston McDaniels, as well as nearly a dozen literacy experts giving presentations. Participants pay their own registration and travel expenses to attend. Access conference information at: http://www.cune.edu/about/2040/

Come hear how Deb Sharp had her students research the 1930s and the Dust Bowl in order to write scripts and create a radio show that includes world news, sports, jokes, and commercials from this decade. Deb has created an engaging way for students to practice reading,writing, and oral presentation skills while building background for the novel, "Out of the Dust".

Participants attend professional development sessions planned by the conference committee. Teachers are responsible for paying their own registration and other expenses. Teachers may not receive contractual professional development credit if they are already claiming their time for extra-standard reimbursement or salary advancement.

(This session is repeated on 9/17.) Teachers will review the descriptive essay genre. They will write their own descriptive essay models for instructional purposes. This workshop is "optional" for Grade 6 language arts teachers.

(This is a repeat of the 9/10 session.) Teachers will review the descriptive essay genre. They will write their own descriptive essay models for instructional purposes. This workshop is "optional" for Grade 6 language arts teachers.

This session will be repeated on 8/20.) Teachers will see ways to create a learning environment for a writer´s workshop. Each teacher will begin a writer´s notebook with his/her own entries. This workshop is "optional" for Grade 6 language arts teachers.

(This is a repeat of session 8/11.) Teachers will see ways to create a learning environment for a writer´s workshop. Each teacher will begin a writer´s notebook with his/her own entries. This workshop is "optional" for Grade 6 language arts teachers.

Walsworth staff will conduct a day-long workshop showing updates in publishing and submission process. Recommended for all yearbook advisors.

Hand in Hand is a unique theatre experience seen through the touch of hands and the mind´s eye, conceived and performed by acclaimed Minneapolis playwright and actress, Leslye Orr. Leslye created this play to "celebrate the possibilities of disabilities". Hand in Hand is a play in which audience members experience a heightened awareness of their senses. Once seated in a spiral arrangement, with their eyes closed, they are brought in touch with the world of Helen Keller, who was deaf and blind, and her teacher, Anne Sullivan, who was legally blind since birth. A myriad of objects are passed around the audience spiral while the actress, who is herself legally blind since birth, tells a riveting story inspired by the witty and profound letters and lectures of the great educator and her spirited pupil.

Hand in Hand is a unique theatre experience seen through the touch of hands and the mind´s eye, conceived and performed by acclaimed Minneapolis playwright and actress, Leslye Orr. Leslye created this play to "celebrate the possibilities of disabilities". Hand in Hand is a play in which audience members experience a heightened awareness of their senses. Once seated in a spiral arrangement, with their eyes closed, they are brought in touch with the world of Helen Keller, who was deaf and blind, and her teacher, Anne Sullivan, who was legally blind since birth. A myriad of objects are passed around the audience spiral while the actress, who is herself legally blind since birth, tells a riveting story inspired by the witty and profound letters and lectures of the great educator and her spirited pupil.

This session will be interactive with an exchange of ideas focused on, but not limited to, the poetry in the text, "Approaching Literature in the 21st Century". Bring any ideas you would like to share or plan on collecting some ideas for poetry work in American Literature.