69th MRA Conference

Creating a sense of belonging starts with building strong, meaningful foundations through connection. When kids feel accepted as they form their identities, there are positive mental health effects. In this session, many ideas and literacy connections will be shared to create a classroom atmosphere where kids see themselves reflected and respected.

Computational Thinking (CT) is a set of strategies for tackling complex problems. In this hands-on session, participants will discover how CT skills—decomposition, pattern recognition, algorithm design, and abstraction—can strengthen students' literacy skills, boost teacher efficacy, and integrate technology to enrich reading and writing instruction.

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.

This session will explore strategies and best practices for teaching English Language Arts to create the most equitable experience possible for all students in a classroom setting regardless of race and ethnicity, disability status, language background, and socioeconomic status.

"Do you want me to do real reading or just read fast?" was the question from a student that stopped me in my tracks. I will tell the story of our journey in searching for a way to help our students become fluent and confident readers that supported "real reading".

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.

In this interactive session we will explore together how literacy communities can be reimagined as more just and transformative spaces by: 1) building collective professional learning opportunities in liberatory education; and 2) centering community-based literacy educators as equal partners alongside school-based educators.

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.