| Marina Michalski |
|
Scaling the Expository Mountain: Strategies for ELLs and Overwhelmed Readers in Content Classes For ELLs and struggling readers, attaining true reading comprehension may be an arduous climb, but the view from the top is worth the work! Come discuss and practice sure-fire strategies to guide students through expository and functional text while increasing their comprehension and reading independence. The Fluency Factor: Academic Shared Reading and Read Aloud Transform word-callers into fluent readers through shared reading! Come discover the research-based advantages of shared reading for the instruction of ELLs, struggling students, and emergent readers. We will discuss the particulars of when and how to conduct shared reading, as well as how to support language development, concepts of print, and vocabulary through text selection. Share ideas, and come away with great titles! The Foundation Building Background Knowledge and Vocabulary for Non-fiction Reading (Part 1 of 2) Accessing prior knowledge, tapping long-term memory, and assigning names to new concepts are especially important parts of the reading process for ELLs, emergent readers, and impoverished students. But how is this done? We will discuss the most recent research on background knowledge and its link to vocabulary. We will also share teacher-tested methods to effectively build and draw on students’ experiential knowledge while developing their vocabulary in both explicit and incidental ways. The Foundation Building Background Knowledge and Vocabulary for Non-fiction Reading (Part 2 of 2) Accessing prior knowledge, tapping long-term memory, and assigning names to new concepts are especially important parts of the reading process for ELLs, emergent readers, and impoverished students. But how is this done? We will discuss the most recent research on background knowledge and its link to vocabulary. We will also share teacher-tested methods to effectively build and draw on students’ experiential knowledge while developing their vocabulary in both explicit and incidental ways. Are We Speaking the Same Language Here? Considerations in Teaching Linguistically, Culturally, and Economically Diverse Students Since 1990, the immigrant population in public schools has increased 101 per cent. Many of these students are unable to relate to the cultural norms of American classrooms. However, ELLs are not the only students stymied; many native-born students are also perplexed by traditional school expectations. What can teachers do to help? A lot! Come examine the unspoken rules of the classroom, test your cultural understanding, and try hands-on activities proven to help students respond appropriately to the culture of the class. Test-Taking Strategies and Assessments for English Language Learners (ELLs) in Content Area Classes Regardless of how proficiently class content is sheltered for mainstreamed ELLs, final assessment often remains a daunting challenge for both teacher and student. Can we truly provide a valid and authentic measurement of ELL academic growth? Yes! We will discuss and practice creating and modifying exams for use in content area classes, as appropriate for each ELL level of language learning, from beginners to fluent students. ** Attend one or both sessions Marina's Bibliography Handout |
| < Prev | Next > |
|---|