Core Knowledge^®  17^th National Conference

If you are attending the conference on Thursday, Nov. 20, 2008 (1-day or 3-day option) you must pre-register for one 2-hour workshop in the morning and another 2-hour workshop in the afternoon. Afternoon workshop descriptions can be found at the bottom of this page.

You can pre-register for your preferred workshops during conference registration.

17 workshops are offered at each session. Workshop strands include Core Knowledge implementation, character education, content areas, classroom management, and technology.

Discipline, Behavior Management, and School Safety:  Increasing student responsibility through effective and consistent classroom instructional styles

Successful schools focus on effective classroom instruction and comprehensive, meaningful curricula to maximize student achievement. Recent national reports have also emphasized the importance of a positive school climate that connects with students. A consistent classroom management style combined with teaching social, problem-solving, and conflict resolution skills reinforce the student’s ability to constructively engage with other students and adults. Focusing on the elementary and middle school levels, this workshop will discuss the building blocks of creating a practical discipline, behavior management, and school safety model for your classroom or school. Project ACHIEVE is a Core Knowledge partner.

Also known as a Positive Behavioral Support System (PBSS), the six components discussed will involve: 

1. social skills instruction, using the Stop & Think Social Skills Program;
2. school-wide behavioral accountability systems;
3. staff and student consistency;
4. creating positive and safe common areas of a school, while addressing teasing, taunting, bullying, harassment, and fighting;
5. crisis prevention and intervention; and
6. home and community outreach and involvement. 

Practical implementation strategies will be emphasized, linking the PBSS with school effectiveness and staff and student success.

Howard Knoff

After 22 years as a university professor, Howard M. Knoff, Ph.D. is now a national consultant, author, and lecturer, as well as the Director of the Arkansas Department of Education’s State Improvement Grant. As Director of Project ACHIEVE, an evidence-based school improvement program, through the U.S. Department of Health & Human Services, Dr. Knoff has trained over 1,500 schools or districts over a 20 year period, and worked closely with Core Knowledge since 2003. Dr. Knoff received his Ph.D. degree from Syracuse University, and is known for his work in organizational change and school reform, consultation and intervention processes, positive behavioral supports and school safety, and social skills and behavior management. He has published more than 75 articles or book chapters and delivered over 500 presentations nationally. His Stop & Think Social Skills Program, for both home and schools, is a top social skills program in this country. A recipient of the Lightner-Witmer Award from the American Psychological Association's School Psychology Division for early career contributions, and a recipient of over $10 million in grant funding, Dr. Knoff was the 21st president of the National Association of School Psychologists which represents over 24,000 school psychologists nationwide.

Making Horizontal Connections with the Core Knowledge^® K-8 Sequence 

Core Knowledge teachers and administrators enjoy the vertical spiraling of the Core Knowledge Sequence. It allows students to explore and discover rich content in all subject areas. But, the Core Knowledge Sequence is also an amazing tool for connecting classroom content horizontally between disciplines. This workshop is designed to help administrators and educators identify and outline horizontal connections in the Core Knowledge Sequence. It will demonstrate a new design for presenting and connecting content within a well defined, master unit. And, by seeking out meaningful horizontal ties to multiple disciplines, the workshop will explore new opportunities for increasing student understanding and teaching efficiency. During the workshop, attendees will experience the hands-on creation of horizontal connections from the Core Knowledge Sequence using a methodical and trial-tested approach. After going through the process, attendees will have a new tool for creatively developing Core Knowledge content in their schools.  

Tommy Reddicks

Tommy Reddicks is the Core Knowledge coordinator and music teacher at Flagstaff Academy Charter School in Longmont, CO. Tommy received his B. A. and M. A. in music and education from the University of Wyoming. Over the past 14 years, Tommy has taught in public, private, and charter schools in Arizona, Washington, Wyoming, and Colorado. Tommy's educational approach is famous for connections, multicultural flair, and technological capability. He has been recognized for his outstanding unit writing and his units can be found on the website of the Core Knowledge Foundation, www.coreknowledge.org. He writes and presents his units to state and national audiences yearly. Out of the classroom Tommy is involved in art, children’s theater, and music composition. He works as guest educator and consultant for the Denver Art Museum, and has aided in the musical research, designs, recordings, and installations within their African Gallery. Tommy has been featured on Denver's NBC News, and on Denver's CBS Morning Show.

Nursery Rhymes

How and why do you teach nursery rhymes to young students? Have you ever thought about the endless possibilities of incorporating other content areas into a simple nursery rhyme? This upbeat session will demonstrate the process of teaching rhymes and how to incorporate crucial content areas into a week’s plan. The workshop will cover demonstrations through areas of print, music, movement, and interactive activities for students.  Participants will also learn how to integrate cross-curricular concepts into the teaching of all rhymes.  A week's plan will be provided to participants.

Susan Smith lives in Little Rock, Arkansas.  She is a Core Knowledge consultant and a program coordinator for the Core Knowledge^® Preschool program in the Arkansas Delta which involves approximately 120 preschool classrooms.  She is the pilot coordinator for the Core Knowledge Reading Program for the 2007-2008 school year. 

Introduction to Core Knowledge^® K-8

What is Core Knowledge^®? Why should my school implement it? Begin the relationship between your school and the Core Knowledge Foundation and find the answers to these questions in this in-depth overview of the history, educational approach, and goals of the Core Knowledge curriculum. Gerald R. Terrell, vice president of the Core Knowledge Foundation, and Katie Hill, Director of K-8 Professional Development, will discuss the confirmed benefits in terms of student achievement, and practical ways to merge the Core Knowledge Sequence with existing curricular requirements.

Katie Hill is the director of K-8 Professional Development for the Core Knowledge Foundation. She came to the Foundation from Virginia's Albemarle County Public Schools, where she served as a seventh-grade pre-algebra and U.S. History teacher. Along with receiving a teaching degree from Vanderbilt University and a M.Ed. from the University of Virginia, Katie taught English classes abroad and in the upper elementary Montessori classroom. She wrote and designed curriculum materials for fourth-, fifth-, sixth- and seventh-grade history courses, as well as fourth-, fifth-, and sixth-grade science. She worked as a curriculum developer to align K-12 history curricula to the Virginia Standards of Quality in Learning Initiative.

Six Steps to Unit Writing: A Practical Approach to Core Knowledge Unit Writing for All Grade Levels

As a Core Knowledge teacher, you know that the Sequence provides you with the "what" to teach at your grade level. What's exciting is that YOU get answer the "how" question. How will you make this rich content come to life for your students? Writing a unit may seem daunting, but this session will take you through the unit writing process in six practical steps. To get the most out of this workshop, come with a topic in mind for a unit you'd like to develop. You'll have the opportunity during the session to begin the initial phases of writing a unit. To help you carry on with the process once you're back home, you will receive a packet with handy forms and information that will guide you through the remaining steps. You'll leave with the knowledge and means to continue on and create an in-depth, conceptually-based unit to use in your classroom, and perhaps to present at next year's conference!

Laura Eberle has been a consultant for the Core Knowledge Foundation since 1995 and is one of the authors of the original Unit Writing training module. Her experience teaching Core Knowledge spans 15 years, three grade levels, and five different Core Knowledge schools. For the past nine years, she has served as Core Knowledge coordinator on her campus. A 12-year veteran presenter at Core Knowledge National Conferences, she is the author of the Teacher's Guide to Rats, Bulls and Flying Machines. She is currently coordinating Core Knowledge and teaching fifth grade at the Buckner Fanning Christian School in San Antonio, Texas. She holds a Master's Degree from Trinity University.

Electricity and Magnetism 

Let Discovery Science Center strengthen your basic knowledge of the concepts of electricity and magnetism in a variety of formats, including an electrifying demonstration, an illuminating experience using hands-on circuitry kits, and an educational creative design project. Observe the power of electricity while witnessing the operation of a Tesla coil and an electrostatic generator. This demonstration is sure to make your hair stand on end! Then create a simple circuit, a circuit in series, and a parallel circuit using hand-on kits. Design and build other circuits using components such as wires, batteries, bulbs, fan, and speakers. Make and take home a model that demonstrates how switches work. Also, learn about the different types of magnets and explore how magnetism and electricity are related. Investigate how temporary and permanent magnets are used.  

Janet Yamaguchi has over 27 years of experience in teaching, educational program design, curriculum development, and teacher training. She has been leading Discovery Science Center's educational programs for 15 years. In addition to teaching Life Sciences at the high school level, Janet has been a certified Field Naturalist and Curriculum Developer for the Orange County Department of Education in the Special Services Division for Environmental Education, and Curriculum Developer/Summer Program Manager and Instructor at the Santa Ana Zoo. She served on MacMillan McGraw-Hill's Textbook Company's California Science Advisory Board and is a middle school science lab writer for the Holt McDougal/Harcourt Publishing Company. Ms. Yamaguchi is responsible for science education programs that impact about 231,000 K-12 students per year, including a national program, Future Scientists and Engineers of America, a subdivision of Discovery Science Center.

Making History Global:  The Art and Trade of the Middle Ages and Renaissance

The term “global marketplace” may be relatively new to us, but intercontinental trade has existed for millennia. It was through traders that knowledge of other cultures was spread. This workshop will examine the history and culture of the Middle Ages and the Renaissance using Art. The important role trade played in the economies of various cultures will be discussed as well as its cross-cultural influences. Why did some cultural traits perpetuate while others disappeared? How and to what extent are these traits captured in the paintings, drawings, sculpture and crafts of the eras?  Art in our Western museum context can be used for more than an exploration of artistic elements and principals of design. We will explore how art can be used as a primary source; a window that offers us a glimpse of another time and place and sets the scene for a story about humanity and culture.

We will also discuss teaching methods that enhance the content of this workshop while addressing the multiple learning styles of students in our classrooms

Patricia Ancona

Patricia Ancona is a senior museum educator for the Los Angeles County Museum of Art. In this capacity, she has been the senior coordinator for the Maya Mobile, an outreach program that serves 5,000 students a year in the Los Angeles Unified School District, since it's inception in 1997. She has presented numerous lectures and workshops for museum educators and classroom teachers as well as written and published interdisciplinary curricula that incorporate art into the core subjects. Ms. Ancona has taught art and developing projects that tie art to language art, social science, and science.

Ms. Ancona has completed a B. A. in Art Education and Art History, specializing in Mesoamerican studies and non-Western art. She has completed the course requirements for a Masters in Art Education, Cultural Anthropology, and the Multiple Subject Teaching Credential. After living and working as an artist in Quintana Roo, Mexico for six years, Ms. Ancona now shares her love and respect of the Maya culture with young people and educators.

Exploring Our Earth from Space: Integrating Science, Math, Geography, and Technology

This workshop utilizes NASA's curriculum product, Mission Geography, to integrate geography, science, mathematics, and technology with real-life investigations exploring Earth and the physical and human landscapes in which we live. Participants will learn why the world's population is unevenly distributed, and understand the environmental factors that influence this distribution. People and animals make paths that take into account the terrain and other features of the landscape. Rivers, lava, glaciers and other natural phenomena follow paths. The workshop looks at different types of paths and considers why paths are where they are and how they are observed from space.

What do these observations tell us about links between the past and present? Paths imply movement of people, goods, animals, ideas, matter, and energy. How is movement influenced by environment, and how does it affect that environment? The workshop also explores ways scientists use remote sensing to uncover previously undiscovered sites of human occupation. Students apply remote sensing and map skills to study ancient and prehistoric sites.  

Carlo Cayetano

Carlo Cayetano is an Education Specialist for NASA's Jet Propulsion Laboratory in Pasadena, California. He supports elementary and secondary education activities including NASA INSPIRE, Hubble Space Telescope Servicing Mission-4, JPL SpaceSHIP summer interns, and serving as the Education Office representative to the Mars Exploration Program public engagement team. Prior to joining NASA in 2001, Mr. Cayetano taught high school physical science and human physiology. He lives in Los Angeles with his wife and two dogs.

Transition to Kindergarten 

Preschool and kindergarten teachers and school administrators will gain a clear understanding of how the Preschool Sequence is aligned with the Core Knowledge Sequence for Kindergarten. Participants will explore how specific skills from each sequence are related. Additionally, participants will learn the factors that influence a successful transition from preschool to kindergarten, and what strategies can be used to create a comprehensive transition plan for their program(s).

Alice Wiggins

Alice Wiggins is the Early Childhood Program Director at the Core Knowledge Foundation. Prior to joining the Foundation in the fall of 2007, Alice served as the Associate Director of the University of Virginia Preschool Language and Literacy Lab which is affiliated with the University's Center for Advanced Study of Teaching and Learning. At the lab, Alice managed several research initiatives funded by the U.S. Department of Education. She worked with preschool administrators, teachers, and students to ensure quality implementation of intervention curricula designed to enhance the language and literacy acquisition of at-risk preschoolers. Alice is author of Preschoolers at Play: Building Language and Literacy through Dramatic Play and contributing author to Scaffolding with Storybooks: A Guide for Enhancing Young Children's Language and Literacy Achievement and Assessment in Emergent Literacy. She is also the volunteer educational director for the Ukraine Special Needs Orphanages Fund, Inc.

Teaching Non-Fiction with Core Knowledge^® Read Alouds

The Core Knowledge Foundation and Storyteller/author Jim Weiss have joined together to create exciting new read-aloud stories designed to enhance units from the Core Knowledge curriculum. At the heart of each tale is Jim Weiss’ renowned ability to make even complex subjects comprehensible and memorable to young children while building valuable listening skills. Jim will introduce read alouds from such units as: ancient Egypt and Mesopotamia; Greek history and mythology; the Maya, Aztec and Inca civilizations; the voyages of Columbus; the Pilgrims; westward expansion, and more. Jim and session participants will also explore ways to integrate the stories into classroom activities.

Jim Weiss, award-winning storyteller and recording artist, has shared his magic, charm and expertise at 11 Core Knowledge National Conferences. He has received over 75 major national wards including awards from the American Library Association, Parents’ Choice Foundation, Instructor Magazine, and Learning Magazine. He and his wife Randy live in Charlottesville, Virginia where they run their own production company, Greathall Productions.

Using Core Knowledge Classics in the Middle School Classroom

The Core Knowledge Classics can be a part of any academic program. This workshop will demonstrate strategies for involving all students in the classics as a part of literacy instruction or integrated into the middle school curriculum. Strategies to reach the reluctant or struggling reader at the middle school level will be featured.

Dr. Jane Brower is an assistant professor at the University of Tennessee at Chattanooga. Her areas of study include middle school education, literacy instruction and diversity training. She has worked as a K-12 teacher, principal and administrator. She has been a professional development consultant with the Core Knowledge Foundation since 1991.

Character Education and Real Heroes: A Perfect Fit!

Without a doubt, there is no one who is better qualified to make character education and real heroes fit together more perfectly than Dennis Denenberg. You’ll have an opportunity to meet President Truman in this workshop, and more importantly, you'll learn how to bring heroes and the virtues they represent to your students. The heroes in the Core Knowledge Sequence will be the major source of content, along with material from Dr. D.'s book, 50 American Heroes Every Kid Should Meet. In addition, an activity will be used to help you think about how your classroom environment can help you exemplify virtuous behavior and instill values into your students. You’ll leave this engaging workshop with new ideas to help you teach your students values and virtues using great men and women who are heroes of the past and present.

Dennis Denenberg

Anyone who has attended a Core Knowledge National Conference knows Dr. Denenberg. A nationally known speaker and author, over 75,000 teachers in 38 states have learned about the importance of real heroes by attending his workshops, presentations, and keynote addresses. Dr. D. is a former teacher, principal, assistant superintendent, and professor of elementary education at Millersville University of Pennsylvania. He received his M. A. and Ph.D. from the Pennsylvania State University. His book, 50 American Heroes Every Kid Should Meet!, which was co-authored by Lorraine Roscoe, is in its second printing.

Math Strategies That Work in Every Elementary Classroom

Math is a combination of process and memorization. This workshop focuses on a variety of mental models for teaching and retaining basic concepts of elementary mathematics. Participants will discover that when mental models are taught directly to the students each student is able to learn and retain concepts much more quickly. A student-focused problem solving model will be presented which requires the student to plan, label and sort information. Teaching students that problem solving is a process rather than a lucky guess, encourages students to be deliberative rather than impulsive, leading to higher success and achievement. This method of teaching problem solving has been especially effective with students who are struggling with understanding basic math skills and fundamental concepts. Models for teaching question-making strategies to students are also included.

Marilane Dusterhoff

Marilane Dusterhoff has been a math teacher, district math supervisor, and math consultant at the elementary and secondary levels. She has successfully taught the gifted learner, the struggling learner, and all those in between. She directed a district program to train elementary math specialists and continues to assist teachers in improving math instruction and student learning. She has been a consultant with aha! Process, Inc. since 2000.

Differentiating Instruction in a Core Knowledge Classroom: A Preview 

Teachers seek to insure the success of all of their students. Differentiating instruction creates an educational environment that provides for that success. The work of Carol Tomlinson serves as the backdrop for this workshop that combines lectures, group activities, brainstorming and writing. By the end of the workshop participants will:

• understand that differentiation is a philosophy, not just a collection of strategies,
• develop instructional procedures and meaningful assessments that can meet lesson objectives and the unique needs of the students in your classroom,
• determine the students who need modifications, share differentiation strategies and activities for re-teaching or enrichment and select the most effective differentiation strategy
• create differentiated Core Knowledge lesson plans.

This workshop will provide an overview and highlight the activities used in the two-day, Core Knowledge professional development module.

Debra Mentzer

Debra Mentzer currently teaches eighth grade at Hawthorne Academy in San Antonio, TX. After teaching fifth grade for 10 years, Debra moved up with her class at Hawthorne and developed its middle school program design. She has taught sixth and seventh grade and recently served as the middle school coordinator. Debra also is an adjunct professor of education at the University of the Incarnate Word and a clinical faculty member of Trinity University. She is a National Board certified teacher and has been working with Core Knowledge for 15 years both in the classroom and as a national professional development consultant.

Reaching the Reluctant Writer

Many children appear to dislike writing. Why? This workshop will answer that basic question and present a specific and successful method of separating the complex process of writing into the smallest possible steps, making it possible for even the most reluctant writers to produce short but complete compositions. Students will experience success and be motivated to write again. By removing the problem of what to write, you will be free to help your class learn to write, and write well, using source texts from the Core Knowledge Sequence and/or reading-level appropriate fables and stories. Key Word Outlines and "Dress-up" checklists make it easy to communicate expectations and achieve immediate results. This hands-on workshop will transform your teaching — not only improving composition, but enhancing comprehension and retention of content as well.

Andrew Pudewa

Andrew Pudewa is the director of the Institute for Excellence in Writing and a father of seven. Presenting throughout North America, he addresses issues relating to teaching, writing, thinking, spelling, and music with clarity, insight, practical experience, and humor. His seminars for parents, students and teachers have helped transform many a reluctant writer and have equipped educators with powerful tools to dramatically improve students' skills. Although he is a graduate of the Talent Education Institute in Japan, and holds a Certificate of Child Brain Development from the Institutes for the Achievement of Human Potential in Philadelphia, Pennsylvania, his best endorsement is from a young Alaskan student who called him "the funny man with the wonderful words." He and his beautiful, heroic wife Robin currently live with four of their seven children in Atascadero, California.

Handwriting Without Tears - Cursive Workshop

Understand the basic relationship between teaching penmanship and improving literacy skills for students in grades 3–5. Identify key curriculum components that build correct habits and fluency with cursive instruction. Students who can write quickly perform better in class and in test taking situations. Students who have struggled with printing skills can learn a new, faster method to express their ideas, thoughts and knowledge of all core curriculum areas. Learn a method of instruction that enables all students to succeed. Participants will learn how to teach and remediate writing using a simple vertical style of cursive.

This hands-on, interactive session demonstrates the learning sequence and motor requirements for legible, fluent cursive handwriting. Following a developmental sequence and multi-sensory approaches, both teachers and students succeed. Instruction includes cursive letter skill, connection skill, and word and sentence skills. Mastery of cursive handwriting is achieved with fun, engaging grammar lessons, poetry, and short story writing. Help children develop this life skill with a developmental approach that builds a foundation for academic success.

An additional $18.60 workshop materials fee is required.

Carol Rushing-Carr

Carol Rushing-Carr received her B. S. in Child Development from Northern Illinois University in 1980 and her M. S. in Occupational Therapy from Texas Women's University in 1985. She has worked exclusively with pediatric patients from neonates to those 21 years old. Carol owns a pediatric occupational therapy practice in Eastern Kentucky where helping children and families achieve skills-related success is her goal. Carol is certified as a pediatric Neuro-developmental Treatment Therapist, a certified Infant Massage Instructor and is Level One Certified with Handwriting Without Tears^®. Carol has found great success using the Handwriting Without Tears methods with students from preschool to high school. She began working for Handwriting Without Tears in 2001 and is a national workshop presenter as well as trade show staff and school curriculum adoption presenter.

Ethics in the Classroom - Part I 

The Core Knowledge curriculum clearly indicates what should be taught to help students perform well academically. As educators, we also have a responsibility to provide students with a clear sense of what it means to be a person of character. To do this does not require another class to teach or subject to schedule. Rather, the Core Knowledge curriculum presents one of the best vehicles to teach the understandings, skills, and predispositions that lead to the development of a student's character. This interactive two-part workshop will share a comprehensive approach to the introduction of character education into the K-8 classroom. You will leave with practical strategies to make character education an integral component of the curriculum at all grade levels. Be assured that after this workshop you will be motivated to reach out to help your students build strong character as the solid foundation for a purposeful, fruitful and rewarding life.

Gary Smit

Dr. Gary Smit has served as a superintendent for 25 years in Illinois and Wisconsin school districts. Previously, he was an elementary school teacher and principal. In 1997, he graduated from a CHARACTER COUNTS! Character Development Seminar and since then has successfully led efforts to make CC! a strong presence throughout the community. The initiative is now enthusiastically embraced not only in schools but in local government, media, law enforcement, sports programs, and faith communities. Gary presents one-day awareness seminars throughout the country on CHARACTER COUNTS! and Pursuing Victory With Honor and is a trainer for the three-day Character Development Seminar. In addition to his work in schools, Gary teaches CC! to the Child and Youth Services staff of the U.S. Army and does one-day workshops on "Living Up to the Public Trust: Ethical and Risk Management Issues for School Superintendents and Board of Education Members." He also speaks at numerous local, state, and national conferences on integrating character education into the life of a school and community.

If you are attending the conference on Thursday, Nov. 20, 2008 (1-day or 3-day option) you must pre-register for one 2-hour workshop in the morning and another 2-hour workshop in the afternoon. Morning workshop descriptions can be found at the top of this page.

You can pre-register for your preferred workshops during conference registration.

17 workshops are offered at each session. Workshop strands include Core Knowledge implementation, character education, content areas, classroom management, and technology.

Implementing Core Knowledge at the Middle School Level

Education at the middle school level should enable students to understand complex concepts and make multidisciplinary connections while respecting their desire to see the world in terms of their personal experience. Come to this presentation to gain insights on how you can ensure that your middle school students receive challenging content knowledge through engaging instruction. Katie Hill, Director of K-8 Professional Development, and Debra Mentzer, A National Board certified teacher at Hawthorne Academy will preview the new Core Knowledge middle school professional development and middle school support web page, as well as provide information on resources to back up Core Knowledge middle school topics and where to locate them.

Katie Hill is the Director of K-8 Professional Development for the Core Knowledge Foundation. She came to the Foundation from Virginia Albemarle County Public Schools, where she served as a seventh-grade pre-algebra and U.S. History teacher. Along with receiving a teaching degree from Vanderbilt University and a M.Ed. from the University of Virginia, Katie taught English classes abroad and upper elementary Montessori. She wrote and designed curriculum materials for fourth-, fifth-, sixth- and seventh-grade history courses, as well as fourth-, fifth-, and sixth-grade science. She worked as a curriculum developer to align K-12 history curricula to the Virginia Standards of Quality in Learning Initiative.

Debra Mentzer

Debra Mentzer currently teaches eighth grade at Hawthorne Academy in San Antonio, Texas. After teaching fifth grade for 10 years Debra moved up with her class at Hawthorne and developed its middle school program design. She has taught sixth and seventh grade and recently served as the middle school coordinator. Debra also is an adjunct professor of education at the University of the Incarnate Word and a clinical faculty member of Trinity University. In addition, she is a National Board certified teacher and has been working with Core Knowledge for 15 years both in the classroom and as a national consultant.

Life's Lessons Learned from The Three Little Pigs!

The focus of this Preschool-Grade 2 workshop is the "life's lessons" that are provided through the various interpretations of The Three Little Pigs. The presenter will demonstrate and share examples of activities covering seven "life's lessons", which include: Architecture/Construction, Manners, Health, Family, Money Matters, Society/Stereotyping, Bad Behavior/Crime Doesn't Pay, and Multi-Cultural Influences. These activities will be useful during circle, small group, center, outdoor, and computer/technology. Learn how to helps students identify emotions and the consequences of bad behavior. and guide them through experiments with architecture and test the effects of tornadoes, hurricanes, and earthquakes, in addition to the "hot air" of B.B. Wolf. Finished projects will be represented in written format including computer projects Kid's Pix and Inspiration.. Other project formats will include art, journaling, experiments, digital photography/camcorder scrapbooking.

Sonja Burnett

Sonja Burnett is the Coordinator/Instructor of the Elementary Education Department at Arkansas Northeastern College for 11 years. She also has 25 years of experience in public and private schools in Gifted/Talented Education, music, and self-contained classrooms. Ms. Burnett is a member of Kappa Delta Pi Honor Society and Delta Kappa Gamma. She is published in Cambridge Who's Who, America's Who's Who in Teaching, and American Women Leaders. In 2005 she was selected as ANC's Distinguished Faculty Member, Arkansas' ATTYC Distinguished Instructor and NISOD National Teacher of the Year. She is married to Judge David Burnett and they have two children and three grandchildren.

Let’s Move It!

Does the idea of teaching physical fitness excite you or does it make you tremble in your white sneakers? Either way you will not want to miss this very interactive workshop including hands-on and feet-on movement ideas and experiences. In this 2-hour workshop, best movement practices and techniques will be taught to manage students in an environment other than the traditional classroom. Integration throughout the curricular areas will be the top focus of the workshop. Some curricular areas where integration may take place within Physical Education block include: Language Arts, Math, Science, History, Music, Art. Additional time will be spent on execution and performance to build yourself-confidence to make you feel secure with immediate implementation. And don't forget to wear your white tennis shoes!

Jason Finch

Jason Finch loves Physical Education, but he hasn't always felt that way. As a child, dodge ball seemed to be the only game on the playground on most days. The other days found Jason at the bottom of the food chain, the last member to be picked for the team. Physical Education quickly turned into a mandatory activity instead of a chosen one. As a teacher he decided to change the way his class had P.E. by making it an extension of the school day with meaningful activities that inspired confidence and excitement. As a classroom teacher he has taught in the traditional public and private schools, and in public charter schools. He has taught internationally as well as in his home state of Utah. For the past two years, he has been working as a National Core Knowledge^® consultant and as a school administrator.

Kelli Park

Kelli Park is a fifth-grade teacher at Timpanogos Academy, a Core Knowledge^® Visitation Site in Lindon, UT. She has taught for the past six years is a Core Knowledge consultant for the Core Knowledge Foundation. Kelli enjoys traveling around the nation to visit other Core Knowledge schools. She is also the Core Knowledge coordinator for her school. Kelli has presented units, such as "It's Not Easy Bein' Green!" at previous Core Knowledge conferences with her teaching partner Jason Finch. Kelli loves the Core Knowledge curriculum, and loves sharing her ideas of how she uses it in her classroom.

Chemical Reactions and the Periodic Table

Let Discovery Science Center introduce you to the science of chemical reactions and the periodic table starting with an investigation of the differences between the physical and chemical properties of common household items. Explore the structure of matter and how, during chemical reactions, atoms can be rearranged. Help even young students understand the mathematics involved in balancing a chemical equation. Incorporate biology into your chemistry lesson by modeling how photosynthesis works. Perform some chemical reactions, during a study of pH and polymers, and learn how to determine if a reaction has occurred. Visually experience other chemical reactions by observing changes of colors and the formation of gas bubbles. Also investigate some of the properties of matter and understand how elements are classified on the periodic chart.

Janet Yamaguchi has over 27 years of experience in teaching, educational program design, curriculum development and teacher training. In addition to leading Discovery Science Center's educational programs for 15 years, Janet taught high school Life Sciences, was a certified Field Naturalist and Curriculum Developer for the Orange County Department of Education in the Special Services Division for Environmental Education, and Curriculum Developer/Summer Program Manager and Instructor at the Santa Ana Zoo. She served on MacMillan McGraw-Hill's Textbook Company's California Science Advisory Board and is a middle school science lab writer for the Holt McDougal/Harcourt Publishing Company. Ms. Yamaguchi is responsible for science education programs that impact about 231,000 K-12th grade students per year, including a national program, Future Scientists and Engineers of America, a subdivision of Discovery Science Center.

Teaching with Tall Tales: An interdisciplinary workshop for middle grade teachers

This workshop will explore ways to use tall tales to teach American history, American literature, and creative writing in elementary classrooms, with an emphasis on grades 3–8. Tall tales are the only indigenous literary genre in America; and (contrary to common perceptions) are not folk tales, but the products of professional writers such as Mark Twain. Why are these funny, tongue-in-cheek stories found only in America, and what do they tell us about ourselves and our past? Anne Isaacs, who has garnered national awards for her book Swamp Angel and other tall tales, will show participants how to use tall tales as windows to understanding our unique American culture and history. 

Since they are funny and depend on exaggeration and (winking) lies, tall tales appeal strongly to students and make exciting introductions to understanding and writing our American stories.  Participants will practice classroom activities that use tall tales to teach basic writing elements such as figures of speech or rhythm. A special feature will be 'living history' activities, in which students look at their lives as part of history.

Participants will engage in creative writing exercises that connect students to local (family and community) history. All activities are hands-on and multi-disciplinary, and adaptable to a wide range of class settings and grades. This will be a 'learning by doing' workshop and handouts will be given to participants.  A pen and sense of humor are the only requirements.

Anne Isaacs is the author of many highly-honored books for young readers, including the Caldecott Honor book, Swamp Angel, and a holocaust novel, Torn Thread. Her latest book is The Ghosts of Luckless Gulch which will be published by Simon and Schuster and released in November, 2008. It is the second in an eventual series of five tall tales. Known for her originality and sense of humor, Ms. Isaacs has carved a unique place for herself in the world of children’s books. Overlapping her writing career, Anne has worked in the field of educational curriculum design, and has contributed to several Core Knowledge texts. 

In teacher workshops and school visits, she combines her understanding of literature with her ability to develop curriculum that excites teachers and students alike.  When not writing or presenting workshops, Anne enjoys wilderness travel, daily hikes near her home, and quilting.  She lives with her husband in Berkeley, California, where they enjoy frequent visits from their grown children.

Dramatic Play in the Preschool Classroom: Using Thematic Play to Build Language and Literacy 

This workshop provides participants with background information on the development and importance of play for preschool children. Topics addressed include the stages of play development, the importance of symbolic play, and the relationship between symbolic play and the development of literacy skills. During this interactive workshop, participants will develop a dramatic play lesson plan as they learn guidelines for implementing dramatic play in the classroom and how to incorporate language and literacy goals, which are aligned with the Core Knowledge Preschool Sequence into their dramatic play centers.

Alice Wiggins

Alice Wiggins is the Early Childhood Program Director at the Core Knowledge Foundation. Prior to joining the Foundation in the fall of 2007, Alice served as the Associate Director of the University of Virginia Preschool Language and Literacy Lab which is affiliated with the University's Center for Advanced Study of Teaching and Learning. At the lab, Alice managed several research initiatives funded by the U.S. Department of Education. She worked with preschool administrators, teachers, and students to ensure quality implementation of intervention curricula designed to enhance the language and literacy acquisition of at-risk preschoolers. Alice is author of Preschoolers at Play: Building Language and Literacy through Dramatic Play and contributing author to Scaffolding with Storybooks: A Guide for Enhancing Young Children's Language and Literacy Achievement and Assessment in Emergent Literacy. She is also the volunteer educational director for the Ukraine Special Needs Orphanages Fund, Inc.

The Role of Core Knowledge Parents

Learn how to encourage parents to become active supporters of Core Knowledge in the classroom and at home. Workshop presenters will share ideas about building and strengthening parental support that worked at their schools. Small group activities will lead you through the steps of developing a parent involvement plan. You’ll leave this workshop with an action plan that is ready for implementation in your classroom or on your campus.

Elie Gaines

Elie Gaines has served in the field of education for 26 years. She received a B. A. in early childhood and special education and M. Ed.in Leadership from Northern Arizona University, and a M. A. in elementary education math and science from University of Missouri-Kansas City. She is currently the Administrative Intern at Grayhawk Elementary, a K-6 Core Knowledge Official Visitation Site, in the Paradise Valley USD, in Scottsdale, AZ. She has served as a Core Knowledge coordinator and is a national consultant and Advocate for the Core Knowledge Foundation. Elie was a recipient of a Milken National Educator Award in 2004. She serves on various local, state, and national boards and committees in support of PS-20 education and education reform.

Making History Global:  The Art and Trade of the Middle Ages and Renaissance

The term “global marketplace” may be relatively new to us, but intercontinental trade has existed for millennia. It was through traders that knowledge of other cultures was spread. This workshop will examine the history and culture of the Middle Ages and the Renaissance using Art. The important role trade played in the economies of various cultures will be discussed as well as its cross-cultural influences. Why did some cultural traits perpetuate while others disappeared? How and to what extent are these traits captured in the paintings, drawings, sculpture and crafts of the eras?  Art in our Western museum context can be used for more than an exploration of artistic elements and principals of design. We will explore how art can be used as a primary source; a window that offers us a glimpse of another time and place and sets the scene for a story about humanity and culture.

We will also discuss teaching methods that enhance the content of this workshop while addressing the multiple learning styles of students in our classrooms

Patricia Ancona is a senior museum educator for the Los Angeles County Museum of Art. In this capacity, she has been the senior coordinator for the Maya Mobile, an outreach program that serves 5,000 students a year in the Los Angeles Unified School District, since it's inception in 1997. She has presented numerous lectures and workshops for museum educators and classroom teachers as well as written and published interdisciplinary curricula that incorporate art into the core subjects. Ms. Ancona has taught art and developing projects that tie art to language art, social science, and science.

Ms. Ancona has completed a B. A. in Art Education and Art History, specializing in Mesoamerican studies and non-Western art. She has completed the course requirements for a Masters in Art Education, Cultural Anthropology, and the Multiple Subject Teaching Credential. After living and working as an artist in Quintana Roo, Mexico for six years, Ms. Ancona now shares her love and respect of the Maya culture with young people and educators.

Exploring Our Earth from Space: Integrating Science, Math, Geography, and Technology

This workshop utilizes NASA's curriculum product, Mission Geography, to integrate geography, science, mathematics, and technology with real-life investigations exploring Earth and the physical and human landscapes in which we live. Participants will learn why the world's population is unevenly distributed, and understand the environmental factors that influence this distribution. People and animals make paths that take into account the terrain and other features of the landscape. Rivers, lava, glaciers and other natural phenomena follow paths. The workshop looks at different types of paths and considers why paths are where they are and how they are observed from space.

What do these observations tell us about links between the past and present? Paths imply movement of people, goods, animals, ideas, matter, and energy. How is movement influenced by environment, and how does it affect that environment? The workshop also explores ways scientists use remote sensing to uncover previously undiscovered sites of human occupation. Students apply remote sensing and map skills to study ancient and prehistoric sites.  

Carlo Cayetano

Carlo Cayetano is an Education Specialist for NASA's Jet Propulsion Laboratory in Pasadena, California. He supports elementary and secondary education activities including NASA INSPIRE, Hubble Space Telescope Servicing Mission-4, JPL SpaceSHIP summer interns, and serving as the Education Office representative to the Mars Exploration Program public engagement team. Prior to joining NASA in 2001, Mr. Cayetano taught high school physical science and human physiology. He lives in Los Angeles with his wife and two dogs.

Down by the Riverside: Exploring Vocal Music for the Classroom Teacher

Using Maya Angelou's monumental poem, "On the Pulse of Morning" as a springboard into vocal music, participants will explore songs about rocks through "I Am a Rock" by Simon & Garfunkel; rivers through "The River" by Garth Brooks, "Let the River Run" by Carly Simon, and "Down by the Riverside," an African-American spiritual; and trees through "We Shall Not Be Moved," an African-American spiritual. Outcomes of the workshop include

• learning to sing in front of, and with students and others with poise, confidence and proper technique
• refining the ability to guide students through vocal music exercises to develop their music literacy
• discovering and tapping within oneself the creativity to develop works of musical art based on an anchor work, even with little or no prior musical experience.

Participants will concentrate on musical concepts addressed in the Core Knowledge K-8 Sequence such as rhythm, breath control, duration or notes (long/short), steady beat, pitch (high/low), dynamics (loud/soft), articulation (legato/staccato), rehearsal and performance.

Workshop participants will play a game with M&M candies using sound and silence, take part in group movement exercises such as the Walk/Freeze with musical ideas, and create simple four-part medleys of song interspersed with text from the anchor work. Using modifications appropriate to each teacher's grade-level, participants will experiment with simple music notation, explore the historical and cultural context of the songs, learn basic music vocabulary and have plenty of chances for creative expression. Whether participants have a great deal of musical education or none at all, this 2-hour workshop will give teachers of all grade levels several easy, fun, hands-on curriculum ideas to instruct their students in Vocal Music.

Aimee Young Hopkins, M. A. and California Credentialed Teacher, has worked extensively in literacy and arts education since 1988. Originally from Rhode Island, Aimee achieved her B.A. Magna Cum Laude from Middlebury College in Vermont and her M. A. in Theatre from Trinity Rep Conservatory in Rhode Island. Holding both the Multiple Subject Teaching Credential and the Cross-cultural, Language and Academic Development (CLAD) Certificate, Aimee received the prestigious "Golden Apple Award" from LA Unified School District in 2002. Aimee has taught English in Latin America and toured the U.S. as an Artist-in-Residence. Before settling in Los Angeles, she won First Place in Rhode Island's NATS (National Association for Teachers of Singing) Vocal Competition and several honors at the Solo/Ensemble Competition for Vocal Music. Since coming to the west coast, Aimee has performed in musical theatre and in her own musical one-woman shows and original plays. With her company, Aimee Art Productions and with the Music Center of Los Angeles, Aimee continues to offer quality arts instruction at schools and non-profits throughout the Los Angeles area. She is passionate about using the arts as a tool to build literacy and self-esteem and about sharing her expertise with classroom teachers.

Getting Started with Core Knowledge: The Adventure Begins

This workshop is the next best thing to experiencing the full three-day Getting Started professional development module offered by the Core Knowledge Foundation. Join Julie Krch, a Core Knowledge consultant and educator for over thirty years as she shares her passion for Core Knowledge. She will demonstrate the time-tested steps for implementing and sustaining Core Knowledge at your campus and discuss proven implementation strategies that will invigorate experienced teachers and engage the newest members of your faculty. You’ll leave the workshop with your personal copy of the K-8 Core Knowledge® Sequence

Workshop participants will learn how to

1. analyze the specific topics in the Core Knowledge Sequence, study their sequential presentation, and compare them to what is presently being taught
2. integrate Core Knowledge into your district or school requirements
3. connect content areas throughout your school’s curriculum
4. use the  Core Knowledge Day-by-Day Planner
5. develop a school-wide plan including scheduling common planning time, communicating with parents and community members, inventorying current resources and developing a plan for acquiring additional resources. The Getting Started workshop is a three day workshop during the professional development phase of Core Knowledge.

Julie Krch

Julie Krch has been a Core Knowledge consultant for the past 10 years and an educator for the past 30 years. She received her B. S. from Southwestern University in Keene, TX. A seasoned Core Knowledge National Conference presenter, Julie has presented at numerous state literacy, technology, and social studies conferences and is a math facilitator for Nevada. She was nominated for the State of Nevada Social Studies and Mathematics teachers of the year awards and has been active at the state level through her participation in the revision of the state standards for math, language arts and social studies. Julie has been married to her husband, Warren, for forty years. They raised three children and have six grandchildren

From Revolution to Constitution: How the Framers Created a New Nation Professor

Carol Berkin and master teacher Beth Scarbrough present a seminar on the creation of the United States Constitution. The session aims to provide elementary teachers with detailed knowledge about this era and equip them with the pedagogical tools to use this knowledge in the classroom. Professor Berkin will begin the workshop by discussing the Constitutional Convention, focusing on the important issues and people involved. Beth Scarbrough will follow with a presentation on how teachers can use elements from the Gilder Lehrman Institute of American History's Elementary History in a Box to support student learning about this momentous period in American history.

Carol Berkin

Carol Berkin received her B. A. from Barnard College and her M. A. and Ph.D. from Columbia University where she won the Bancroft Dissertation Award. She is Presidential Professor of history at Baruch College and a member of the department of history at the Graduate Center. She teaches early American and women's history. Her publications include:

• Jonathan Sewall: Odyssey of an American Loyalist (1974)
• Women of America: A History (1980)
• First Generations: Women of Colonial America (1996)
• A Brilliant Solution: Inventing the American Constitution (2001)
• Revolutionary Mothers: Women in the Struggle for American Independence (2003)

Carol Berkin has worked as a consultant on several PBS and History Channel documentaries, including, The Scottsboro Boys, which was nominated for an Academy Award as the best documentary of 2000. She has also appeared as a commentator on screen in the PBS series by Ric Burns, New York and in the MPH series, The Founding Fathers, both of which aired in 2000.

Going Deeper with Developing Assessments in Core Knowledge^® Units for Grades 4-8

This workshop is designed for teachers who wish to engage older elementary and middle school students through authentic, well-designed assessments. Developing good assessments ensures quality of instruction and guarantees student learning. This can be accomplished by clearly stating student goals at the beginning of a unit of instruction and planning ahead for assessment. Varying assessments can also be an important way to accommodate students with different learning styles as well as students with learning differences. Assessments of Core Knowledge content should focus on understanding of material, not just knowledge of facts. Participants will discuss techniques for developing assessments that move beyond recall questions and utilize higher level thinking skills. Assessing students for understanding can be a challenge, but every teacher can match her instruction to her assessments and achieve student understanding at a deep level. The presenter will share a variety of assessments she has used successfully with students and that can be easily adapted to other classrooms.

Sarah Hayden

Sarah Hayden received her Masters of Arts in Teaching degree from Trinity University. She worked for five years as a teacher at Hawthorne Academy, an inner city public school in San Antonio that was the third in the nation to adopt the Core Knowledge curriculum. At Hawthorne, Sarah was instrumental in designing and implementing the addition of middle school grades. Her sixth grade students consistently scored above state averages, while also producing an annual rendition of Shakespeare's Romeo and Juliet. Sarah was trained as a Core Knowledge consultant in 2005 and now lives in north Texas with her husband and one-year-old son.

Math Strategies That Work in Every Elementary Classroom

Math is a combination of process and memorization. This workshop focuses on a variety of mental models for teaching and retaining basic concepts of elementary mathematics. Participants will discover that when mental models are taught directly to the students each student is able to learn and retain concepts much more quickly. A student-focused problem solving model will be presented which requires the student to plan, label and sort information. Teaching students that problem solving is a process rather than a lucky guess, encourages students to be deliberative rather than impulsive, leading to higher success and achievement. This method of teaching problem solving has been especially effective with students who are struggling with understanding basic math skills and fundamental concepts. Models for teaching question-making strategies to students are also included.

Marilane Dusterhoff

Marilane Dusterhoff has been a math teacher, district math supervisor, and math consultant at the elementary and secondary levels. She has successfully taught the gifted learner, the struggling learner, and all those in between. She directed a district program to train elementary math specialists and continues to assist teachers in improving math instruction and student learning. She has been a consultant with aha! Process, Inc. since 2000.

Handwriting Without Tears - Cursive Workshop

Understand the basic relationship between teaching penmanship and improving literacy skills for students in grades 3–5. Identify key curriculum components that build correct habits and fluency with cursive instruction. Students who can write quickly perform better in class and in test taking situations. Students who have struggled with printing skills can learn a new, faster method to express their ideas, thoughts and knowledge of all core curriculum areas. Learn a method of instruction that enables all students to succeed. Participants will learn how to teach and remediate writing using a simple vertical style of cursive.

This hands-on, interactive session demonstrates the learning sequence and motor requirements for legible, fluent cursive handwriting. Following a developmental sequence and multi-sensory approaches, both teachers and students succeed. Instruction includes cursive letter skill, connection skill, and word and sentence skills. Mastery of cursive handwriting is achieved with fun, engaging grammar lessons, poetry, and short story writing. Help children develop this life skill with a developmental approach that builds a foundation for academic success.  

An additional $18.60 workshop materials fee is required.

Carol Rushing-Carr

Carol Rushing-Carr received her B. S. in Child Development from Northern Illinois University in 1980 and her M. S. in Occupational Therapy from Texas Women's University in 1985. She has worked exclusively with pediatric patients from neonates to those 21 years old. Carol owns a pediatric occupational therapy practice in Eastern Kentucky where helping children and families achieve skills-related success is her goal. Carol is certified as a pediatric Neuro-developmental Treatment Therapist, a certified Infant Massage Instructor and is Level One Certified with Handwriting Without Tears^®. Carol has found great success using the Handwriting Without Tears methods with students from preschool to high school. She began working for Handwriting Without Tears in 2001 and is a national workshop presenter as well as trade show staff and school curriculum adoption presenter.

Ethics in the Classroom - Part II

The Core Knowledge curriculum clearly indicates what should be taught to help students perform well academically. As educators, we also have a responsibility to provide students with a clear sense of what it means to be a person of character. To do this does not require another class to teach or subject to schedule. Rather, the Core Knowledge curriculum presents one of the best vehicles to teach the understandings, skills, and predispositions that lead to the development of a student's character. This interactive two-part workshop will share a comprehensive approach to the introduction of character education into the K-8 classroom. You will leave with practical strategies to make character education an integral component of the curriculum at all grade levels. Be assured that after this workshop you will be motivated to reach out to help your students build strong character as the solid foundation for a purposeful, fruitful and rewarding life.

Gary Smit

Dr. Gary Smit has served as a superintendent for 25 years in Illinois and Wisconsin school districts. Previously, he was an elementary school teacher and principal. In 1997, he graduated from a CHARACTER COUNTS! Character Development Seminar and since then has successfully led efforts to make CC! a strong presence throughout the community. The initiative is now enthusiastically embraced not only in schools but in local government, media, law enforcement, sports programs, and faith communities. Gary presents one-day awareness seminars throughout the country on CHARACTER COUNTS! and Pursuing Victory With Honor and is a trainer for the three-day Character Development Seminar. In addition to his work in schools, Gary teaches CC! to the Child and Youth Services staff of the U.S. Army and does one-day workshops on "Living Up to the Public Trust: Ethical and Risk Management Issues for School Superintendents and Board of Education Members." He also speaks at numerous local, state, and national conferences on integrating character education into the life of a school and community.

CultureQuest: Collaboration of content knowledge and technology

Learn how you can increase your students awareness of other peoples, countries and cultures through the use of the Internet and e-mail. CultureQuest projects are student-centered, inquiry-based investigations into the history, geography, art, music, everyday life, customs, foods, and religion of other cultures As a final project you and your students will create a CultureQuest website that will permit you to share the results of your class’s investigation with others. During this workshop, you’ll sharpen you Internet skills while learning abouth the various technology needed to complete a CultureQuest project. The cultural investigation part of the project will strengthen your research skills The particular value ofCultureQuest is that it provides a good model of how technology may be integrated into most areas of classroom learning.  CultureQuest enhances literacy standards and technology skills and provides students with an appreciation of other peoples and cultures. 
NOTE:  You do not need to be expert in using technology to participate in this workshop.  This workshop is open to all grade levels and to all levels of technology background.

Sheila Gersh

Dr. Sheila Offman Gersh, Associate Director of International and Technology Projects at the Center for School Development, School of Education, City College of the City University of New York, is an expert on the uses of technology for education. For the past 17 years she has directed a variety of instructional technology programs that engage students in inquiry-based, collaborative telecommunications projects. Most recently she has been co-directing the CultureQuest project. She has a B. A. from City College of the City University of New York, an M. S. from Hunter College of the City University of New York, and an Ed.D. from New York University.