West Jersey Reading Council Fall Conference 2017

Are y'all interested in participating in the option committee for our new NJCTE Visual Literacy Honour? Please email Fall Conference Committee Co-Chair Denise Weintraut, njctemembership@gmail.com.

We promise to inaugurate this award at our 2020 Fall Conference, Sabbatum, Oct 24, 2020, in Lawrence Township School District.

The selected author/illustrator:

1. Should be ane who illustrates/creates works with illustrations or visual art for children and/or teens. The work can include graphic literature or any form of visual communication that has touched immature people.

2. Should be a creator of visual work of the highest caliber with sufficient depth for multiple layers of understanding.

3. Should reflect the all-time of positive ideals that inspire immature people to lifelong literacy.

4. Should have a body of work that appeals to young people.

5. May exist a rising star or well-established author.

by Audrey Fisch

At the NJCTE Fall 2019 conference, nosotros inaugurated a new tradition – the authors' breakfast. More than 10 local and regional authors gathered to socialize and share their work with NJCTE members and briefing attendees. Information technology was a wonderful new effect, initiated by NJCTE Board Member and Fall Briefing Co-chair Denise Weintraut.

At the event, I had the great privilege to speak with Hilary Reyl, writer of Kids Similar Us, published in 2017 past Square Fish/Macmillan. She gifted me a signed copy of her novel, which I had the dandy delight of finishing on a recent cold evening. I know that many NJCTE members share with me the feeling of wonder and please of coming together an author and marveling at their power to create a moving, compelling universe in the words of their text. Across the pleasures of the classroom and the work we do with our students, surely this is i of the nifty delights of our roles equally teachers of English.

Allow me recommend to you lot, and then, the world of Kids Like The states, the brilliant and deeply satisfying work of Hilary Reyl. The novel revolves around Martin Dubois, a bilingual, autistic immature teen who finds himself navigating a "general-ed" school and a constellation of neurotypical kids in France while his filmmaker mother does her work and his sister prepares for medical school and navigates a break-upward. Martin is also processing the loss of his male parent to prison house and navigating a long-distance friendship with Layla, his best friend from the Center, the special school for kids on the spectrum they attend together in Los Angeles.

Martin processes life through the bending of Proust'south In Search of Lost Time ; his friend Layla has an "affinity" to Downtown Abbey. They and their peers at the Center employ affinities as a "portal into existent life," and so Search, as Martin calls it, functions as a kind of ur-text, the prism through which he makes sense out of everything and everyone.

It's a marvelous conceit, and information technology functions perfectly well even for those who don't know (or have forgotten, like me) their Proust. We watch equally Martin falls for a girl who to him is Proust'southward Gilberte, and we encounter him navigate how Alice (Gilberte) is and is not a magical Proustian graphic symbol. Martin makes his way in this globe, coming to recognize his strengths and weaknesses as an autistic person, and to recognize the strengths and weaknesses of the people around him every bit they do and do not successfully navigate the complex social interactions of the globe.

Along the way, Reyl gently raises some primal questions nigh whether the therapeutic model in relation to people on the autism spectrum needs to move away from cures and normalization. Martin, at one bespeak, asks his mother if she would be okay if he were gay and then spells out the analogy for her: "I call back the betoken is that we don't need to be cured, like gay people don't need to be cured." This thoughtful, provocative moment in the novel, yet, is in no way strident or pedantic. Instead, what makes the novel so charming and moving is how it allows the reader to journey alongside Martin, and in then doing gloat his growth and success at making friends and finding dearest at his general-ed school.

Kids Similar The states volition, of form, be compared with The Curious Incident of the Dog in the Night-Time . Reyl's novel, however, unlike Mark Haddon's, is young developed literature at its finest. The novel is first and foremost focused on the young man at the middle of the novel. Reyl needs no greater drama than the struggle of a boyfriend working to find his voice and identify in the world. Martin, like the protagonists of many slap-up YA texts, comes to understand and appreciate what makes him unique and to connect with and empathize with his peers.

Forth the fashion, of class, readers practise the same: We come to sympathise and appreciate what makes Martin and Layla unique and special, merely besides what they have in common with their neurotypical peers, also struggling with acrimony, emotion, and a complicated globe of form, adults, beer, and kissing.

Thanks, Hilary Reyl, for bringing me into that world for the infinite of the novel (and beyond). Thanks to all the wonderful authors who and then generously came to the Fall 2019 NJCTE briefing and shared their work with the states. And thanks, Denise Weintraut and NJCTE, for making all of this happen and bringing me together with more great authors and books.

Join united states and technology guru andNJCTE board fellow member Katie Nieves on Monday, August 26th, at 6:30 PM for our get-go professional person development webinar!Nosotros will focus ontechnology to use every bit we head into the new school year.

Come up discover some engineering science tools that y'all could immediately integrate into your classroom! Register using this Google Class to receive the webinar URL. Following the webinar, all attendees will receive a certificate for ane hour of PD for their participation.

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As well, don't forget to register for the NJCTE Fall Conference — Early REGISTRATION ENDS SEPTEMBER iv!

Mark your calendar forA Vision for the Hereafter – Practices Designed for Success: September 21, 2019, at Kenneth R. Olson Middle School in Tabernacle, NJ. Every bit usual, we will have 3 dynamic sessions with presentations from a wide range of teacher educators sharing best practices. You will likewise hear from keynote speaker, Dr. Kristen Turner.

And new this yr: Join usa for an authors' breakfast (extra fee required). Start the solar day off right with breakfast with over xx authors!

Connected Reading by Troy Hicks and Kristen Hawley Turner

Weekdays August fifth-16th on Twitter

In apprehension of Kristen Hawley Turner'due south keynote address at the 2019 Fall Conference: Practices Designed for Success and in recognition of the importance of summer professional development for teachers, we have designed the outset annual NJCTE Summer Book Social club Irksome Chat on Twitter. Join usa and earn half-dozen professional evolution credits while connecting with boyfriend literacy educators in New Jersey.

Take you purchased your copy of Connected Reading withal? If not, there is still plenty of time! You can purchase the impress version or the eastward-book from the NCTE Store until August 16th. NJCTE and NCTE members can employ the code READ19 to receive a 15% discount. Mark your agenda, buy your copy of the book, and go gear up to bring together our conversation on Twitter!

Read a chapter a day or read the entire book before the chat dates — whatever works for y'all! Below are the conversation questions for those of y'all who similar to prepare in accelerate. About volition appear in an abbreviated class in tweets, and so reference this for more than details:

Monday, Baronial 5th: Introduction

Slow Chat Q1: Welcome! Before we begin discussing the volume, please innovate yourself, and share which digital texts you well-nigh enjoy reading. If possible, share a link to the text itself or a summary of the text. #NJCTE

Tuesday, August 6th: Chapter I

Slow Conversation Q2: Why might some literacy educators marginalize digital texts in their instructional choices? What actions might we take in our classrooms and schools to "motility beyond these hesitancies" (14)? #NJCTE

Midweek, Baronial 7th: Chapter Two

Deadening Chat Q3: In Affiliate Two, Turner and Hicks focus on the recursive processes of connected reading: ENCOUNTERING, ENGAGING and EVALUATING texts. In what ways do you enter into this process yourself as you read digital texts? #NJCTE

Thursday, August 8th: Affiliate Iii

Slow Chat Q4: In Chapter Iii, the authors share a number of anecdotes and experiences to illustrate what mindfulness about digital reading looks like. How are you more than mindful of your digital reading practices after reading this chapter? #NJCTE

Fri, August 9th: Affiliate Iv

Slow Conversation Q5: In Affiliate Four, Turner and Hicks show how students "motility fluidly between print and digital texts" (58). Nonetheless, "they may not realize that digital tools can help them to curate in a style that keeps them focused" (67). How might we help students clear and detect their intentions and purposes equally they navigate both print and digital texts? #NJCTE

Monday, Baronial 12th: Chapter Five

Tiresome Conversation Q6: In Chapter Five, the authors unpack a variety of approaches and rationales for creating shared digital annotations as they read print texts. What might shared annotation look like in your classroom and school? #NJCTE

Tuesday, August 13th: Chapter Six

Dull Chat Q7: Throughout Affiliate Vi, Turner and Hicks offering abundant examples of "intentional instruction surrounding digital texts" (124). What practices were you rethinking as you read this chapter? #NJCTE

Wednesday, August 14th: Chapter Seven

Irksome Chat Q8: In Chapter Seven, the authors underscore the value of offering students "micro-bursts of curt- and mid-form reading that tin can fuel their learning" (127). What unit of education or area of required curriculum might be notably improved through the introduction of digital texts — curt-, mid-, and long-form? #NJCTE

Thursday, Baronial 15th: Chapter Eight

Slow Chat Q9: In their final chapter, Turner and Hicks reference Will Richardson'southward claim that "teachers must be users before they ask their students to engage with technologies" (142). Today, take some time to tinker with several of the many resources the authors have mentioned in this chapter or in previous ones. Share your learning as a user of the technology. How might information technology inform your hereafter practices this yr? #NJCTE

Friday, August 16th: Closing Reflections

Tiresome Conversation Q10: Delight share how yous programme to implement strategies shared by the authors this coming school year. In the spirit of the book'southward intent, please include screenshots and/or digitally annotated passages from this volume or another one yous are reading to share your learning with this network. #NJCTE

Continued Reading by Troy Hicks and Kristen Hawley Turner

Weekdays August 5th-16th on Twitter

NJCTE is thrilled to feature Kristen Hawley Turner at our 2019 Fall Conference: Practices Designed for Success , Saturday, September 21, 2019, 9-i:30 (with an authors' breakfast 8-9) at Kenneth R. Olson Eye School, Tabernacle, NJ. Registration is now open up!

In apprehension of Kristen Hawley Turner's talk and in recognition of the importance of summer professional development for teachers, nosotros have designed the get-go almanac NJCTE Summer Book Club Slow Conversation on Twitter. Join usa and earn six professional evolution credits while connecting with fellow literacy educators in New Bailiwick of jersey.

Accept y'all purchased your copy of Connected Reading yet? If not, at that place is all the same enough of time! You can buy the print version or the e-volume from the NCTE Shop between July 1st and August 16th. NJCTE and NCTE members can use the code READ19 to receive a 15% discount. Marker your calendar, purchase your re-create of the book, and become fix to bring together our conversation on Twitter!

Read a chapter a day or read the entire book before the conversation dates — whatever works for yous! Below are the conversation questions for those of you who like to prepare in accelerate. Most volition appear in an abbreviated form in tweets, so reference this for more details:

Monday, August 5th: Introduction

Slow Chat Q1: Welcome! Earlier we begin discussing the volume, please innovate yourself, and share which digital texts you lot most enjoy reading. If possible, share a link to the text itself or a summary of the text. #NJCTE

Tuesday, August 6th: Chapter One

Slow Chat Q2: Why might some literacy educators marginalize digital texts in their instructional choices? What deportment might nosotros take in our classrooms and schools to "move beyond these hesitancies" (14)? #NJCTE

Wed, August 7th: Chapter Ii

Slow Conversation Q3: In Chapter Two, Turner and Hicks focus on the recursive processes of continued reading: ENCOUNTERING, ENGAGING and EVALUATING texts. In what ways practise you lot enter into this procedure yourself as you lot read digital texts? #NJCTE

Thursday, August 8th: Chapter Three

Irksome Chat Q4: In Chapter Three, the authors share a number of anecdotes and experiences to illustrate what mindfulness virtually digital reading looks like. How are you more than mindful of your digital reading practices subsequently reading this chapter? #NJCTE

Friday, August 9th: Chapter Four

Tiresome Chat Q5: In Chapter Four, Turner and Hicks show how students "motion fluidly betwixt print and digital texts" (58). Notwithstanding, "they may not realize that digital tools can assist them to curate in a way that keeps them focused" (67). How might we assist students articulate and find their intentions and purposes as they navigate both print and digital texts? #NJCTE

Monday, Baronial 12th: Chapter Five

Boring Chat Q6: In Chapter Five, the authors unpack a diversity of approaches and rationales for creating shared digital annotations as they read print texts. What might shared annotation wait like in your classroom and school? #NJCTE

Tuesday, August 13th: Chapter Vi

Tedious Chat Q7: Throughout Chapter Half-dozen, Turner and Hicks offer abundant examples of "intentional education surrounding digital texts" (124). What practices were you rethinking as you lot read this chapter? #NJCTE

Wednesday, August 14th: Chapter Seven

Tiresome Conversation Q8: In Affiliate Vii, the authors underscore the value of offering students "micro-bursts of short- and mid-form reading that tin fuel their learning" (127). What unit of instruction or expanse of required curriculum might be notably improved through the introduction of digital texts — brusque-, mid-, and long-form? #NJCTE

Thursday, August 15th: Chapter 8

Slow Chat Q9: In their terminal chapter, Turner and Hicks reference Will Richardson's claim that "teachers must exist users before they ask their students to engage with technologies" (142). Today, take some time to tinker with several of the many resources the authors take mentioned in this chapter or in previous ones. Share your learning equally a user of the technology. How might it inform your hereafter practices this yr? #NJCTE

Friday, August 16th: Closing Reflections

Slow Conversation Q10: Delight share how y'all plan to implement strategies shared past the authors this coming school year. In the spirit of the volume's intent, delight include screenshots and/or digitally annotated passages from this book or another 1 you are reading to share your learning with this network. #NJCTE

Connected Reading by Troy Hicks and Kristen Hawley Turner

Weekdays Baronial 5th-16th on Twitter

NJCTE is thrilled to feature Kristen Hawley Turner at our 2019 Autumn Conference: Practices Designed for Success , Sabbatum, September 21, 2019, 9-1:thirty (with an authors' breakfast viii-ix) at Kenneth R. Olson Middle School, Tabernacle, NJ. Registration is now open!

In anticipation of Kristen Hawley Turner's talk and in recognition of the importance of summer professional development for teachers, nosotros have designed the kickoff annual NJCTE Summertime Book Society Slow Chat on Twitter. Bring together us and earn 6 professional development credits while connecting with young man literacy educators in New Jersey.

Have you lot purchased your copy of Continued Reading all the same? If non, there is still plenty of time! You tin can purchase the print version or the e-book from the NCTE Shop betwixt July 1st and August 16th. NJCTE and NCTE members can use the code READ19 to receive a 15% discount. Mark your calendar, buy your re-create of the book, and get ready to join our chat on Twitter!

Read a chapter a 24-hour interval or read the entire book earlier the chat dates — whatever works for you! Below are the chat questions for those of you who like to ready in advance. Most will appear in an abbreviated class in tweets, so reference this for more details:

Monday, August 5th: Introduction

Slow Conversation Q1: Welcome! Before we begin discussing the book, please innovate yourself, and share which digital texts y'all near enjoy reading. If possible, share a link to the text itself or a summary of the text. #NJCTE

Tuesday, August 6th: Chapter One

Slow Chat Q2: Why might some literacy educators marginalize digital texts in their instructional choices? What actions might nosotros take in our classrooms and schools to "move beyond these hesitancies" (xiv)? #NJCTE

Wednesday, August 7th: Chapter Two

Ho-hum Conversation Q3: In Chapter Two, Turner and Hicks focus on the recursive processes of connected reading: ENCOUNTERING, ENGAGING and EVALUATING texts. In what ways do y'all enter into this process yourself as you read digital texts? #NJCTE

Thursday, August eighth: Affiliate Three

Tiresome Conversation Q4: In Affiliate Three, the authors share a number of anecdotes and experiences to illustrate what mindfulness nearly digital reading looks like. How are you more mindful of your digital reading practices later reading this chapter? #NJCTE

Friday, August 9th: Chapter Four

Slow Chat Q5: In Chapter Four, Turner and Hicks show how students "move fluidly betwixt print and digital texts" (58). All the same, "they may not realize that digital tools tin can help them to curate in a way that keeps them focused" (67). How might we aid students articulate and notice their intentions and purposes every bit they navigate both impress and digital texts? #NJCTE

Monday, August 12th: Chapter Five

Slow Chat Q6: In Affiliate 5, the authors unpack a diverseness of approaches and rationales for creating shared digital annotations as they read impress texts. What might shared annotation expect similar in your classroom and school? #NJCTE

Tuesday, Baronial 13th: Chapter Vi

Ho-hum Conversation Q7: Throughout Chapter Six, Turner and Hicks offer arable examples of "intentional instruction surrounding digital texts" (124). What practices were you rethinking as you read this chapter? #NJCTE

Wednesday, August 14th: Chapter Seven

Slow Chat Q8: In Chapter 7, the authors underscore the value of offer students "micro-bursts of brusque- and mid-form reading that tin fuel their learning" (127). What unit of instruction or area of required curriculum might exist notably improved through the introduction of digital texts — short-, mid-, and long-form? #NJCTE

Th, August 15th: Chapter Viii

Slow Conversation Q9: In their final affiliate, Turner and Hicks reference Will Richardson's claim that "teachers must be users before they ask their students to appoint with technologies" (142). Today, take some time to tinker with several of the many resources the authors have mentioned in this chapter or in previous ones. Share your learning as a user of the engineering. How might information technology inform your time to come practices this year? #NJCTE

Fri, August 16th: Endmost Reflections

Slow Chat Q10: Please share how you programme to implement strategies shared by the authors this coming school year. In the spirit of the volume'southward intent, please include screenshots and/or digitally annotated passages from this volume or another one yous are reading to share your learning with this network. #NJCTE

A Vision for the Future: Practices Designed for Success

Chaired past Joe Pizzo and Denise Weintraut

Saturday, SEPTEMBER 21, 2019

Kenneth R. Olson Center School, Tabernacle, NJ

REGISTRATION NOW OPEN

Equally usual, we volition have 3 dynamic sessions with presentations from a wide range of teacher educators sharing best practices. You will also hear from keynote speaker, Dr. Kristen Turner (more details beneath).

And new this twelvemonth: Join united states of america for an optional authors' breakfast at 8am. Kickoff the mean solar day off right with breakfast with over 20 authors!

Register now to ensure that you get the early registration charge per unit.

What is the future of literacy instruction? Whether in our classrooms, online, or with new AI applied science on the horizon, change is inevitable, and we must set up ourselves for the futurity.

Keynote Speaker: Dr. Kristen Hawley Turner (@teachkht)– professor and director of instructor teaching at Drew Academy in New Bailiwick of jersey.  Her enquiry focuses on the intersections between technology and literacy, and she works with teachers across content areas to implement effective literacy didactics and to incorporate technology in meaningful ways. She is the co-author ofContinued Reading: Pedagogy Adolescent Readers in a Digital Earth ( the focus of our Summer Book Study Slow Chat  starting Baronial 5th!) and Argument in the Existent World: Instruction Students to Read and Write Digital Texts. She is as well the founder and director of the Drew Writing Project and Digital Literacies Collaborative.

Educators at whatever level and at any phase of their career, including pre-service teachers, are encouraged to attend.

The briefing is an affordable professional development opportunity. Conference registration includes lunch and an NJCTE membership. A carve up Authors Breakfast featuring 20+ writers, 8am-9am, is planned for an boosted accuse (discounted with conference registration).

Give thanks y'all for expressing interest in the NJCTE Fall Conference Authors Breakfast! We are excited to have you lot share your piece of work with our membership.

The  Authors Breakfast volition requite you an opportunity to

• showcase your writing
• meet teachers and school administrators
• arrange for school visits
• sell books through our onsite bookseller, Inkwood Books
• sign books

The NJCTE Fall Conference will be held at the Kenneth R. Olson Middle School in Tabernacle, NJ. Authors will receive free briefing registration and a free light breakfast and luncheon. Authors are also invited to nourish all conference sessions. Authors wishing to be part of a panel presentation at the conference should notify u.s.a. as shortly as possible.

Later on a cursory introduction of all the authors, attendees may then visit with authors. Authors are free to set up upwardly small tabular array displays (with books, flyers, etc.) and to share promotional materials with attendees. Authors are asked to stop signing at eight:50 so that attendees can get to the briefing opening. Additional times for signings will be offered later in the conference, if then desired.

If y'all would like to participate in the NJCTE Authors Breakfast on ix/21/19 from 8:00 – 9:00 am, delight confirm that you lot volition be attending by completing the brief survey linked here https://forms.gle/mW35g31EvUhtnzbRA so that nosotros have the appropriate contact and biographical information to promote your involvement with the briefing. Feel free to e-mail any boosted promotional materials likewise to NJCTEMembership@gmail.com . Should you take whatever further questions, please experience free to reach out to Denise Weintraut, NJCTE Fall Briefing Co-Chair at NJCTEMembership@gmail.com or by calling at (856) 261-2633. If your plans alter after committing to the Authors Breakfast, kindly let the states know equally before long as possible.

Link for confirming your participation in the NJCTE 2019 Fall Conference Authors Breakfast.

Thanks for promoting literacy and a love of reading!

Let'southward go along the free energy and excitement of the NJCTE Fall Conference going on Twitter! Join Co-Chair Denise Weintraut this Tuesday, October 2d, from 7:00-7:30pm for a sharing session on Twitter. Utilise the hashtag #NJCTE18 to follow the discussion. We'll be request the questions beneath. When you go to respond, just use A1, A2, etc., in your reply so that nosotros know which question you are answering. Contact Denise with any questions. Her Twitter handle is @SmilingTeach, and you can electronic mail her at NJCTEMembership@gmail.com.

Q1: What did you capeesh near the conference?

Q2:  What session was your favorite and why?

Q3:  What was the best thing y'all learned that day?

Q4: What will you share with your colleagues?

Q5: What else would you like to see adjacent time?

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