ELL Collaborative 2018 Summer Academy: TNTESOL Mini-Conference

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.

In this administrative discussion on developing a Title III procedure manual, Kim Henegar (Director of Title III and Testing, Warren County Schools) shares the procedures developed for her district.

Rebecca Welch focuses on how to use the WIDA Can Do Descriptors in the classroom and guides the group discussion around strategies that are working, best practices, grading, and ways to keep students motivated toward mastery.

Nona Hall identifies key characteristics of effective programs for English Learners including how the WIDA English Language Development Framework Training empowers all teachers to successfully serve their ELs.

Are you a new teacher? Or are you new to ESL and working with English Learners? This session is for you!

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.

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.

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.

In this dynamic session for lower elementary teachers, Rebecca Cogdal and Shannon Holland walk through the process of developing a balanced literacy lesson incorporating science/social studies standards and ELA standards while giving effective visible feedback.

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.

Students with limited or interrupted formal education are in every school. These are students who have missed two or more years of their education. In this Dr. Paraiso tackles specific strategies, remediation, post-traumatic stress in students, and building social skills as well as academic language.

Navigating the school environment can be challenging for any parent, but particularly for parents from a different cultural background. In this session, you will gain the tools and strategies to make your classroom welcoming for all parents regardless of language or culture.

Topics will include: social customs, culture shock, translation approaches, partnering with your educational assistant, and providing an orientation for parents.

This session is for teachers and leaders who work with upper middle and high school EL students who may have learning difficulties/disabilities. For educators who have not been specifically trained as reading teachers, this session will provide an overview of the process of learning to read for native speakers as well as for non-native speakers. Attendees will learn what reading disabilities look like in the classroom. We will explore typical reading development in ELs and effective instruction and support for English language learners who have learning difficulties/disabilities.

The concepts of visible learning are multi-faceted and can be critical components in the instruction of ELs. Scaffolding, modeling, and the use of strategic routines will be explored.

Subscribe to ELL Collaborative 2018 Summer Academy: TNTESOL Mini-Conference