Meeting the unique needs of English Language Learners

Strategic reading is vital for English Language Learners because they tend to spend more time on decoding than on comprehending the text’s message. ELLs can become strategic readers when they are provided with opportunities to build upon their individual strengths and apply strategies the teacher has modeled. This interactive course examines research on best practices for strategic reading. Teachers will learn and practice teaching strategic reading strategies that will enhance ELLs’ reading understanding and comprehension. The gradual release of responsibility model will be used to further develop ELLs’ reading skills. Teachers will leave the course with strategies they can apply immediately in the classroom.

Length:
One day

Objectives:

• Know the essential research on strategic reading strategies to support ELLs
• Use methods to teach reading strategically with explicit instruction
• Apply various techniques to support ELLs in reading independence
• Assess ELLs’ strategic reading strategies and use the results to inform instruction

College Credit Pending

Not only do English Language Learners need to learn subject-area content; they also need to learn academic English — the words needed to read, write, and engage in classroom discussions. This course prepares teachers to meet the academic language needs of ELLs. Research-based strategies will be used to show ways to develop language by organizing instruction around themes and attending to both content objectives and language objectives. Additionally, participants will learn how to differentiate instruction for ELLs at different stages of English proficiency.

Length:
One day

• Understand the two types of language proficiency
• Know strategies to foster use of academic language
• Apply research-based techniques for developing academic language
• Understand proficiency levels and how to use the information to develop appropriate academic language instruction

College Credit Pending

Good writing instruction for English Language Learners mirrors good instruction for all learners. However, knowledge of the specific needs of ELLs leads to emphasis and modification of techniques that most benefit these students. This course will explore research-based writing strategies that will strengthen ELLs’ understanding of the writing process and how this process can expand to every area of the curriculum. Participants will explore the use of graphic organizers and other tools as a way to stimulate vocabulary and concepts before writing. Teachers will practice writing techniques essential for creating successful ELL writers and discover how writing can be an effective bridge to reading.

Length:
One day

Objectives:

• Apply skills to help ELLs develop into effective writers
• Understand ways to enhance ELLs’ practice of the writing process
• Explore research-based writing strategies that will aid in the success of ELLs
• Use students’ writing to inform instruction

College Credit Pending

Children must be able to hear and recognize sounds before they are able to pronounce them. This workshop examines research-based best practices for phonological awareness and phonics focusing on developmentally appropriate sequences for ELLs. Topics include explicit phonics instruction, teaching sounds and symbols, and word study. Teachers will learn the critical importance of providing opportunities for students to hear, say, sing, chant, rhyme, repeat, and practice as they learn the sounds and symbols of English. Participants will have opportunities to apply new learning to ensure successful transfer of knowledge into the ELL classroom.

Length:
One day

Objectives:

• Apply key research in the area of phonemic awareness, phonics and word study for ELLs
• Merge explicit skill instruction with authentic contexts
• Understand the importance of linking ELL phonics instruction to students’ prior language development

College Credit Pending

Assessment is the heart of an educational program because sound instruction rests on knowledge. The English Language Learners: Assessment for Learning and Teaching course prepares teachers to use the Rigby ELL Assessment Kit to quickly and accurately assess English learners in all four domains of language: listening, speaking, reading, and writing. During this hands-on course teachers learn how to use each component of the kit to accurately administer the benchmark and formative assessments. Teachers practice using the assessments and interpreting the data in order to support second language learners and give them the scaffolded instruction needed to access the academic content of the curriculum.

Length:
One day
Participants must have a Rigby ELL Assessment Kit

Objectives:

• Use proven strategies for assessing language and literacy skills
• Assess the use of oral academic language
• Assess reading and writing skills to inform instruction
• Use assessment to plan for small- group instruction
• Use data to improve student performance

College Credit Pending

The Leadership for Literacy for English Language Learners course gives administrators the unique opportunity to expand their own knowledge of English language acquisition and research-based best practices in ELL instruction. The strategies address language, literacy, and content development critical to the success of ELLs. During this two-day course, administrators will also explore research-based leadership practices to facilitate the change process and create an action plan to support the professional growth of staff working with ELLs. Strategies learned can support implementation of Rigby’s On Our Way to English, or other instructional resources being implemented.

Length:
Two days

Objectives:

• Identify best instructional practices for ELLs
• Address the language, literacy, and content knowledge needs of ELLs in all classrooms
• Analyze school academic and literacy programs and how to strengthen them
• Utilize research-based models for instructional leadership
• Plan and implement professional development utilizing all resources available
• Provide the ongoing leadership necessary for sustained growth and success

College Credit Pending

This interactive, hands-on course details the challenges English Language Learners face in the math classroom. Teachers will learn the cultural misconceptions faced by ELLs and how they affect learning in the classroom setting. The importance of intentionally making content comprehensible while developing academic language skills for students acquiring English as a second language will be explored. Additionally, teachers will learn instructional strategies for engaging ELL students, modifying existing lessons, and designing lessons that meet the needs of the ELL student.

Length:
One day

Objectives:

• Recognize how cultural differences may affect the classroom setting
• Learn how to incorporate students’ native language, English, and academic language in mathematics
• Examine effective instructional strategies for teaching ELL students
• Discover how to enhance math lessons to boost the achievement of ELL students

College Credit Pending

Migrant students encounter many challenges in school — learning the language, making academic progress, keeping up with grade-level expectations, taking tests, making friends, and adjusting to a new teacher. Supporting Migrant Students is a one-day professional development course designed to explore ways teachers can support migrant students by making minor adjustments to instruction. Teachers will examine techniques to welcome and support migrant students as they enter the school. Time will be devoted to ways to keep migrant students engaged in learning and motivated — even when they are no longer in the school setting. Techniques to communicate with and involve parents will also be shared. Teachers leave the course with strategies they can apply directly to the classroom to support migrant students.

Length:
One day

Objectives:

• Know the characteristics of and instructional challenges faced by migrant students
• Understand the difference between Basic Interpersonal Communication Skills (BICS) & Cognitive Academic Language Proficiency (CALPS) and the importance of teaching academic language
• Learn strategies that migrant students can apply when not in school
• Apply interactive teaching techniques to lesson plans
• Explore new ways of communicating with migrant parents

College Credit Pending