69th MRA Conference

Teachers use goal setting to direct many elements of the curriculum. Why not author visits?
Authors Alice B. McGinty and Sarah Aronson share a new approach to planning and implementing school visits. This includes a checklist of social-emotional and curriculum goals which will provide the tools to give students empowering, meaningful interactions with authors, bringing reading and writing to life.

The virtual presentation will unveil the winners of the 2024-25 Great Lakes Great Books Award, as voted on by Michigan students! We will also reveal the nominees for grades K-12 for the 2025-26 list for the first time and provide resources for sharing the nominees with a class, voting instructions, and information on submitting a title for nomination for the next year. Streamed on Facebook LIVE.

Participants will explore how to develop student voice through quick writes that align with a theme from a text. Through thoughtful book choice, conversation, and writing prompts, participants will explore ways to use text to garner opportunities for students to write about their own lives. Sample structures and collaboration with others around text and through quick writes will also be explored.

This session will introduce educators to student-appropriate Native American books. It explores how Native American literature can be used in the classroom to introduce students to culture, heritage, and ways of life that may differ from their own. This session will celebrate diversity and inclusion of students and focus on building a safe learning environment.

In this workshop-style session, we model how to critically and strategically build culturally relevant text sets that amplify diverse voices in literacy/ELA education. Attendees will articulate their criteria for selecting texts, explore sample text sets, and experiment with instructional activities that center students’ intersectional identities through intentional text selection and integration.

Our presentation can be accessed here.

Sharing our experiences as educators and authors, we will highlight the power of using novels-in-verse to create space for students to wrestle with identity and complex topics. Participants can expect to engage in examples of hands-on lessons that use excerpts from various verse novels as we experiment and discover together.

Museum visits can provide an abundance of learning opportunities, but how can we support early literacy during these visits? Learn how The Henry Ford Museum of American Innovation in Dearborn, MI is centering literacy in its programming and creating opportunities for young learners to expand and strengthen their reading skills during their time spent within the exhibit halls.

Integrate STEM seamlessly into read-alouds to boost comprehension and engagement without extra time. Learn to pair beloved stories with simple engineering challenges that bring texts to life while also building STEM skills. Discover new favorite picture books and walk away ready to enrich your read-alouds with interactive, story-based STEM activities.

This session will introduce participants to “Stories of Leadership & Liberation,” an innovative curriculum that uses select picture books to affirm, challenge, and deepen notions of leadership for children and adult learners. The liberatory texts center themes of communication, trust, and decision making. Participants will engage in dialogue, interactive read-aloud, and critical text analysis. Maren Oberman is a Clinical Assistant Professor at the University of Michigan Marsal Family School of Education in Ann Arbor, MI. She teaches in both undergraduate- and graduate- teacher- and leader-preparation programs. Her work uses both literature and history to support students' growth and development, advance justice-oriented education, interrogate white supremacy, and de-center whiteness, through the teaching of courses such as Stories of Leadership & Liberation, Exploring Whiteness, Introduction to Leadership Development, and Teaching to Transgress. Oberman also provides consultation and professional development to individuals, teams, schools, and organizations in the areas of racial identity development, intergroup dialogue, and justice aims.

How do you assess independent reading when you can’t read every book? How do you know if students are fake reading? How can you improve reading skills and practice important writing skills? How do you repair students’ relationships with reading? This session will tackle all this and provide adaptable solutions/ideas that can be taken from this session and used in classrooms.

Diverse works inspire empathy and good student writing. We will analyze poems by women, Hispanic, Native-American, Black, Arab-American, and Asian-American poets: Alberto Ríos, Langston Hughes, Gwendolyn Brooks, Mong-Lan, Joy Harjo, Naomi Shihab Nye, Robert Hayden, etc. We will discuss what makes a poem outstanding. Participants will get handouts with poems, lesson plans, and a bibliography.

One small rural county came together to make big things happen in literacy! Learn how the Lapeer County Literacy Team intentionally planned and implemented initiatives such as professional learning cohorts, model classroom libraries, and instructional rounds. Participants will walk away with ideas on how to optimally support teachers during initiatives and strive for high levels of participation.

How can we become more aware and attentive to our classroom culture? Based on research by Dr. Ernest Morrell, we explore instructional strategies that tap students’ experiences. From interacting with literature to infusing popular culture, educators will leave this session equipped with ways to create a more culturally-responsive and engaging classroom community.