Day 2

9:30 - 10:00

Welcome and Reviewing Yesterday's Reflections

• Here's a document we can use for Parking Lot questions, setting up Special Interest Groups (SIGs), and sharing resources.

• Read and reflect on yesterday's reaction sheet responses using a text rendering protocol.

  • • Identify one sentence, one phrase, and one word.

    • Read a sentence aloud in a circle, followed by a phrase and then a word without comment.

• Reflect on the text rendering protocol experience:

  • • What themes stood out to you?

    • What about the experience worked for you?

10:00 - 11:00

Morning Reading: Whose Core is It?

• Read "Whose core is it?" (Puntel, 2008).

• As you read, think about what resonates with you. Also, consider what tensions and/or challenges emerge for you as you think about your own teaching.

• Discuss importance of practitioner inquiry.

• Learn from Dina's inquiry: teaching "within, against, and beyond."

11:00 - 12:00

Journal Groups

12:00 - 1:00

Lunch and Reading

1:00 - 2:00

Using Writing + Primary Sources to Build an Inquiry Community

• Introduce today's focus question: What is inquiry? How do we use writing to build an inquiry community?

  • This question can help us think about...

1. inquiries we might pursue with students

2. inquiries into our teaching practice that we might pursue in community with other practitioners

• As whole group, analyze a primary source that might help us think about:

  • • What does it mean to be part of a community?

    • What do we like about our community?

    • Is there something we might change?

    • What might it look like to try to make our community better?

• Facilitator models writing down what teachers see, think, and wonder about

  • • Thinking routines used:

      • Primary source analysis tool from the Library of Congress

      • "See, think, wonder" from Project Zero

      • "What makes you say that?" from Project Zero

    • Here's what a group of third graders and a group of sixth graders, who analyzed the same image saw, thought, and wondered

    • Write down questions (from the ones we already generated, that students generated, or that they haven't shared yet) that they think could drive further investigations

• Using JamBoard, analyze additional primary sources that could help us think about the first photo we analyzed

  • • Primary sources:

      • United farm worker musicians, 1969

      • Boycott lettuce & grapes, 1978

      • United farm workers picket A&P, 1973

    • Here's what one third grader saw, thought, and wondered about the same images

• After analyzing sources, students might be interested in investigating their questions (and our unit focus questions) further with secondary sources

  • • Harvesting Hope: The Story of Caesar Chavez (2003)

    • Dolores Huerta: A Hero to Migrant Workers (2012)

    • Side by Side / Lado a Lado (2010)

    • Read Works: Cesar Chavez

    • Read Works: Dolores Huerta

2:00 - 2:30

Practitioner Inquiry and Using Writing to Build an Inquiry Community

• Since 1986, the Philadelphia Writing Project’s Invitational Summer Institute (ISI) on Writing and Literacy has supported teachers in developing an inquiry stance on teaching practice.

• Today's focus question: What is (practitioner) inquiry? How do we use writing to build an inquiry community?

  • • Reading that discusses practitioner inquiry and inquiry as stance: Lytle, S. L. (2008). At last: Practitioner inquiry and the practice of teaching: Some thoughts on "Better." Research in the Teaching of English, 42(3), 373-379.

    • Video: Dr. Susan Lytle discusses "inquiry as stance"

• Whole group writing: How can we use our inquiry community to, as Susan Lytle states in the video clip, “...understand what is possible”?

2:30- 2:45

Opportunities for Inquiry

• What spaces are there for engaging in inquiry with others?

  • • Annual Celebration of Writing and Literacy

    • Using Primary Sources to Support Civically Engaged Argument Writing

    • Seminar on the Construction of Race

    • Poetry Inside Out

    • Kid Writing

2:45 - 3:00

Closing and Afternoon Activities

1. Add a word to a shared slide to describe how you are feeling after day 2.

2. Reaction Sheet

3. Reading to Prepare for Day 3:

• Baldwin, J. (1963). A talk to teachers. The Saturday Review, 39(42-44, 60).

• Vasquez, M. (2017). Writing to disrupt inequities. In Critical literacy across the K-6 curriculum (pp. 37-51). Routledge.