English as a Second Language (ESL)

My students are speaking; now what? Building oral language is more than just talking. This session introduces structures to build students’ oral language through core academic conversations using the 5 core skills of academic conversations. The presenter offers strategies to increase interaction and facilitation of conversations and to develop methods for intentional practice of oral language.

This session will provide an overview on The Adverse Childhood Experiences Study (ACEs) and the impact of ACEs overall. Additionally, the presenter will discuss the relationship between ACEs and brain development, cognition, language development and issues related to immigration.

This presentation includes a description of collaboration between ELL teachers and classroom teachers, a research-based discussion of why collaboration is a beneficial ELL instructional option, and how to implement a collaboration plan with key tips for elementary and secondary settings.

Strategies and best practices for English Learners apply to students of various needs. This presentation has three areas of focus: 1) Newcomers and those with the lowest levels of English proficiency; 2) Instruction and assessment in the content areas; and 3) Cross-cultural understanding and diversity. Participants will learn how the combination of a district’s scope and sequence with ESL resources such as the individual learning plan provides both teacher and learner with a set of tools for rigorous instruction and learning.

Developing Sheltered Math Classes for ESL Students

Rose Murray goes through the pros and cons of different ELL testing materials through different entites.

A group discussion of different progress monitoring tools and methods for English language proficiency.

In Part 1 of the ELL District Collaborative: SPED Procedures for ELL Students we learn how to identify a potential ELL student that is a SPED student as well, the support and resources that WIDA offers, and other FAQs regarding the subject. All this with a small group discussion following the presentation.

A whole group discussion on the topic with an emphasis on the following two questions:
1. Skills that students need to exit ELL and ways to document how they are progressing
2. Kinds of tests for students to determine if a student has special needs or if there is an English language barrier

This session will outline the challenges and successes of developing a newcomer program for high school students, highlighting techniques used in newcomer classes to bolster language development. Presenters will offer tips on how to create and develop curriculum.

This video addresses ACCESS Scores and the WIDA Can Do Descriptors.

Incorporating Technology in ELL Instruction

Dr. Joanne Coggins and Dr. Laura Clark Briggs dive into the differences between students who have second language issues and those who have second language issues PLUS learning difficulties/disabilities. They take a look at an overview of reading development and language acquisition for typical EL elementary students. This session takes a focus on English language learners who may have a reading disability and how to provide effective instruction and supports for these students.

Linguistic Funds of Knowledge: Building on Bilingual Students' Home Language Resources

What do you do with a high school student that does not know the alphabet? Struggling learners in grades 6-12 have the same literacy needs as younger students, but they require different strategies. This session will focus on appropriate materials and methods for building literacy in middle and high school students.

The six principles laid out by TESOL for exemplary teaching of English Learners gives teachers a framework to align their classroom practices. Using this framework, the presenter will share strategies and information to increase teachers’ and administrators’ capacity to improve instruction for older EL’s. In addition, the presenter will share ways teachers can leverage student voice in reading and writing activities.

This video supports the application of the Integrated, Expanded, and Complementary Strands in WIDA.

Professional development in the 21st century is changing to accommodate busy schedules and to promote connections across the miles. Dr. Tennyson builds on past experiences with professional learning networks and online book studies to encourage educators to explore new opportunities for professional growth.

Brenda Mulanda uses dash facts to summarize a piece of text both verbally and in writing . This strategy is used to improve reading comprehension and writing for intermediate EL students in Grades 2 through 8 but can be useful for older English Learners.

Long-term English language learners (LTELs) have been served for six years without making adequate progress. Accountability requires all students to succeed, but how? The presenters will share best practices, attitudes, and strategies to meet the needs of our long-term language learners, as well as how to prevent ELs from becoming LTELs.


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