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X-WR-CALNAME:Center for Applied Linguistics
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X-WR-CALDESC:Events for Center for Applied Linguistics
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DTSTART:20210101T000000
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DTSTART;VALUE=DATE:20220428
DTEND;VALUE=DATE:20220513
DTSTAMP:20260417T221331
CREATED:20220420T194328Z
LAST-MODIFIED:20220706T012729Z
UID:7972-1651104000-1652399999@www.cal.org
SUMMARY:Teaching Reading to Students Learning English: Direct Strategies
DESCRIPTION:Learn effective strategies and activities to develop English learners’ literacy skills as they develop greater language proficiency. \nPlease join us at this three-day virtual Direct Strategies Institute based on CAL’s widely used What’s Different About Teaching Reading to Students Learning English? professional development program. The training will provide participants with an understanding of the methodology and strategies for teaching English learners how to decode and gain meaning from reading as they strengthen their language skills in English. \nThis research-based curriculum incorporates key findings from the National Literacy Panel (2006) on teaching reading comprehension\, vocabulary\, fluency\, phonemic awareness and phonics to English learners with key research-based updates. Connections will be made to college and career readiness standards (such as CCSS) including reading and writing in the content areas. \nThe engaging three-day institute is designed for classroom\, ESL\, and literacy teachers as well as school administrators who want to ensure reading progress on the part of English learners. High school teachers working with newcomers or students acquiring early literacy skills will also benefit. CAL encourages teams of ESL\, reading\, and classroom teachers to attend. Facilitators will model classroom and online learning strategies that can be used directly with students to improve literacy outcomes for language learners. \nTo find out how we can customize this workshop for your school or district\, including online options\, please contact solutions@cal.org. \nWhat you will receive: \n\nThe What’s Different? Study Guide\nAn understanding of the similarities and differences between teaching reading to English learners and teaching reading to native English speakers.\nEffective practical strategies for teaching reading to English learners in the areas of oral language development\, vocabulary development\, phonemic awareness\, phonics\, fluency and comprehension strategies.\nImplications of college and career readiness standards and the science of reading on literacy instruction for English learners.\nStep-by-step guidance on how to use and adapt effective reading strategies for English learners in your classroom.\n\nInstitute Agenda \nSelf-Paced Content \n\nOn April 28\, May 5\, and 12\, 2022 participants will be expected to complete approximately 7 hours of self-paced work in CAL’s asynchronous Moodle platform.\n\nApril 28\, 2022\, 9:30 am -12:30 pm & 2:00 pm – 3:30pm EST. \nIntroductions\, the Nature of Reading\, Comprehension \n\nPrinciples of effective instruction for English Learners\nDefining literacy and the components of literacy\nModels of literacy\nWhat makes a skilled reader?\nReading comprehension and oral language development\nLanguage functions\n\nMay 5\, 2022\, 9:30 am -12:30 pm & 2:00 pm – 3:30pm EST. \nVocabulary Acquisition and Foundations of Literacy \n\nVocabulary acquisition\nThe three tiers of vocabulary for English learners\nSelecting and analyzing the characteristics of vocabulary terms\nPhonological awareness\, phonemic awareness\, and phonics—in a second language\nCentering meaning in the Foundations of Literacy\n\nMay 12\, 2022\, 9:30 am -12:30 pm & 2:00 pm – 3:30pm EST. \nFluency\, Content Area Reading & Putting it all Together \n\nDefining fluency\nDeveloping reading fluency in a second language\nLiteracy assessments and English learners\nDisciplinary language\nReading in content area classrooms\nWrap-Up\n\nCost \n\nEarly bird registration by April 1\, 2022: $855/person\nAfter April 1\, 2022: $1\,030/person. Send 2 people or more and pay $855/person.\nCost includes all training materials.\n\nCredit \nGraduate Credit Option\nAn option for two graduate credits from Trinity Washington University is available for this CAL Institute. The cost is $495. Participants must attend all workshop days and complete an assignment to be distributed during the institute. If you have questions about requirements and registration for the CAL Institute graduate credits\, please contact CAL Solutions. \nQuestions? Email CAL with any questions you may have about our offerings. \nREGISTER HERE
URL:https://www.cal.org/event/teaching-reading-to-students-learning-english/
CATEGORIES:Calendar of Events
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DTSTART;VALUE=DATE:20220503
DTEND;VALUE=DATE:20220518
DTSTAMP:20260417T221331
CREATED:20220111T204820Z
LAST-MODIFIED:20220705T222025Z
UID:3926-1651536000-1652831999@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:The Multi-tiered System of Support (MTSS) process is designed to assist in the identification of all students who are in need of additional support in the classroom\, school environment and in online instruction. These students may include those who are working to acquire English as a second language\, students who face academic difficulties due to factors such as low socio-economic status (SES)\, poor quality instruction\, or other intervening factors; those students who may have an undiagnosed learning issues\, or those who may need help due to interrupted or limited schooling. \nSuccessful implementation of the MTSS [also referred to as Response to Intervention (RTI)] process is key to ensuring that English learners receive appropriate intervention to maximize their academic achievement and language acquisition and are not disproportionately identified for special education services. \nThis workshop will focus on the MTSS process as it relates to the growing number of students from diverse linguistic and cultural backgrounds as they work to acquire a new language and succeed in the classroom. \nDuring this two and a half day informative workshop\, participants will examine the steps of the MTSS/RTI process; differentiate among the characteristics of second language acquisition\, learning difficulties\, cultural differences and influences and issues for students with limited or interrupted formal education (SLIFE); and identify the process for the development of an MTSS/RTI plan that will promote students’ academic as well as linguistic success. Participants will also review instructional practices that support teachers’ implementation of MTSS/RTI plans in the classroom; discuss with colleagues and team members the processes for monitoring and documenting student progress; identify curriculum development and instructional practices to support classroom/content areas teachers with Tier 1\, 2\, and 3 students; and\, explore issues that challenge the practice of correctly identifying and assessing English learners with possible learning disabilities. \nParticipants will review case studies and consider possible areas for observation\, data collection\, assessment\, interventions\, and key points of discussion for school/district faculty\, staff\, related service providers\, and administrators in regards to academic achievement and second language acquisition. As a blend of synchronous and asynchronous online content\, this workshop will include a variety of activities\, such as jigsaw/partner readings\, small group tasks\, analysis of instructional strategies that support Tiers 1\, 2\, and 3 interventions\, and the development of instructional goals and implementation plans. \nThis interactive institute is designed for K-12 general education/content area teachers\, English as a Second Language educators\, Title I teachers\, ELL coordinators\, administrators\, and school personnel/related service providers and interventionists who are either members of MTSS/RTI teams\, or who support the MTSS/RTI process in their schools. Special education teachers\, coaches\, and district personnel who are active in their schools’ MTSS/RTI planning and implementation are encouraged to attend as turnkey support. MTSS/RTI team members are encouraged to attend together to allow for a collaborative approach in developing effective English learner implementation plans for their schools or districts. \nQuestions? Email CAL with any questions you may have about our offerings. \nRegistration \nPlease click here to register for this institute.
URL:https://www.cal.org/event/mtts-strategies/
CATEGORIES:Calendar of Events
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DTSTART;VALUE=DATE:20220503
DTEND;VALUE=DATE:20220518
DTSTAMP:20260417T221331
CREATED:20220121T143539Z
LAST-MODIFIED:20220529T160030Z
UID:5060-1651536000-1652831999@www.cal.org
SUMMARY:English Learners and Effective Multi-Tiered Systems of Support (MTSS) Strategies
DESCRIPTION:Learn to distinguish between typical second language development and the needs of students who may demonstrate academic difficulties or possible disabilities and develop a proactive plan for effective classroom interventions to promote student success. \nThe Multi-tiered System of Support (MTSS) process is designed to assist in the identification of all students who are in need of additional support in the classroom\, school environment and in online instruction. These students may include those who are working to acquire English as a second language\, students who face academic difficulties due to factors such as low socio-economic status (SES)\, poor quality instruction\, or other intervening factors; those students who may have an undiagnosed learning issues\, or those who may need help due to interrupted or limited schooling. \nSuccessful implementation of the MTSS [also referred to as Response to Intervention (RTI)] process is key to ensuring that English learners receive appropriate intervention to maximize their academic achievement and language acquisition and are not disproportionately identified for special education services. \nThis workshop will focus on the MTSS process as it relates to the growing number of students from diverse linguistic and cultural backgrounds as they work to acquire a new language and succeed in the classroom. \nDuring this two and a half day informative workshop\, participants will examine the steps of the MTSS/RTI process; differentiate among the characteristics of second language acquisition\, learning difficulties\, cultural differences and influences and issues for students with limited or interrupted formal education (SLIFE); and identify the process for the development of an MTSS/RTI plan that will promote students’ academic as well as linguistic success. Participants will also review instructional practices that support teachers’ implementation of MTSS/RTI plans in the classroom; discuss with colleagues and team members the processes for monitoring and documenting student progress; identify curriculum development and instructional practices to support classroom/content areas teachers with Tier 1\, 2\, and 3 students; and\, explore issues that challenge the practice of correctly identifying and assessing English learners with possible learning disabilities. \nParticipants will review case studies and consider possible areas for observation\, data collection\, assessment\, interventions\, and key points of discussion for school/district faculty\, staff\, related service providers\, and administrators in regards to academic achievement and second language acquisition. As a blend of synchronous and asynchronous online content\, this workshop will include a variety of activities\, such as jigsaw/partner readings\, small group tasks\, analysis of instructional strategies that support Tiers 1\, 2\, and 3 interventions\, and the development of instructional goals and implementation plans. \nThis interactive institute is designed for K-12 general education/content area teachers\, English as a Second Language educators\, Title I teachers\, ELL coordinators\, administrators\, and school personnel/related service providers and interventionists who are either members of MTSS/RTI teams\, or who support the MTSS/RTI process in their schools. Special education teachers\, coaches\, and district personnel who are active in their schools’ MTSS/RTI planning and implementation are encouraged to attend as turnkey support. MTSS/RTI team members are encouraged to attend together to allow for a collaborative approach in developing effective English learner implementation plans for their schools or districts. \nQuestions? Email CAL with any questions you may have about our offerings. \nAgenda\nTopics include: \n\nReview of the RTI/MTSS History\, Processes\, and Continuum of Services\nIssues in the misidentification of special needs among English learners\nEnglish learner’s second language acquisition characteristics\, content learning\, and cultural perspectives\nIdentification\, data collection\, and goal development for both content and language learning\nTiers I\, 2\, and 3 instructional practices for second language learners\, intervention\, documentation\, planning\, monitoring\, and decision-making and support\nWorking with all stakeholders (i.e. parents\, translators/ interpreters\, guidance counselors\, psychologists\, special educators\, related service providers\, instructional leaders/coaches\, content teachers\, and students).\nNext Steps: Tier 2 and Tier 3\, Structured Interventions and Special Education Evaluation and support\n\nSchedule\nSelf-Paced Content \nBetween May 3rd and May 17th\, 2022\, participants will be expected to complete four hours of self-paced content to apply learning from the synchronous sessions. \n\nMay 3\, 2022: 9:30am-12:30pm and 2-3:30pm EST\nMay 10\, 2022: 9:30am-12:30pm and 2-3:30pm EST\nMay 17\, 2022: 2021\, 9:30am-12:30pm and 2-3:30pm EST\n\nCost\n\nEarly bird registration by February 1\, 2022: $785/person.\nAfter February 1\, 2022: $955/person.\nSend 2 people or more and pay $785 each\nCost includes all training materials provided electronically\n\nVenue\nhis Institute will be held online through a combination of interactive online mini-workshops and through self-paced assignments to be completed in CAL’s online learning platform. \nCertificate of Completion\nParticipants will receive a CAL Certificate of Completion for 15 hours which may be used for continuing education credit \n\nQuestions? Email CAL with any questions you may have about our offerings. \n\n\nCertificate of Completion\n\n\nParticipants will receive a CAL Certificate of Completion which may be used for continuing education credit. \n\n\nREGISTER
URL:https://www.cal.org/event/mtss-may-2022/
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20220516
DTEND;VALUE=DATE:20220521
DTSTAMP:20260417T221331
CREATED:20220111T210934Z
LAST-MODIFIED:20220705T222405Z
UID:3936-1652659200-1653091199@www.cal.org
SUMMARY:CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
DESCRIPTION:Learn SIOP methods that are especially tailored for your bilingual classrooms. \nThis 15-hour institute (12 hours synchronous and 3 hours asynchronous) is designed to help leaders\, specialists\, coaches\, and teachers plan for and implement CAL SIOP methods in their programs. \nPreK-8 DL teachers and coaches will learn about\, and practice using\, the eight components of the SIOP Model to effectively teach language and content while addressing the three pillars of DL programs: bilingualism and biliteracy\, high academic achievement\, and socio-cultural competence. The Institute will include a variety of activities to make the online learning engaging\, including chats\, polls\, and breakout-room games and discussions. The institute will encourage reflection needed for each teacher to adapt the CAL SIOP methods to their own unique circumstances. No prior knowledge of the SIOP Model is required for participation. \nThe SIOP Model is a research-based lesson design and delivery system for teaching language and content. Originally designed as an observation protocol for measuring the quality of sheltered lessons for language learners\, the SIOP Model evolved into a method for teachers to plan\, teach\, and assess meaningful lessons\, and to reflect on their own practice. Each component of the SIOP Model is supported by empirical studies (August & Shanahan\, 2006; Genesee\, Lindholm-Leary\, Saunders\, Christian\, 2006) and the model itself has a solid and growing research base (Echevarria\, Richards-Tutor\, Canges\, & Francis\, 2011; Short\, Fidelman\, & Louguit\, 2012; Friend\, Most\, & McCrary\, 2009; McIntyre\, et al.\, 2010; Song\, 2016; Watkins & Lindahl\, 2010). The CAL SIOP Model for Dual Language programs has been enhanced for use in programs in which English and a partner language are used to deliver content instruction. \nReflecting eight major components of sheltered instruction\, the SIOP Model provides a framework for teachers to plan integrated language and content lessons (Short\, 2013).  Educators will collaboratively plan activities\, specifically for dual language classrooms\, including content\, language\, and cultural objectives\, developing techniques for teaching metalinguistic-awareness strategies\, and scaffolding for understanding and production. \nAdministrators\, specialists\, coaches\, and teachers are encouraged to attend in district or school teams. \nCERTIFICATE OF COMPLETION\nParticipants who attend every session will receive a CAL Certificate of Completion for 15 hours\, which may be used for continuing education credit depending on the requirements of your state or district. \nQuestions? Email CAL with any questions you may have about our offerings. \nRegistration\nPlease\, click here to register for this insitute.
URL:https://www.cal.org/event/content-in-two-languages/
CATEGORIES:Calendar of Events
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END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20220516
DTEND;VALUE=DATE:20220525
DTSTAMP:20260417T221331
CREATED:20220121T144109Z
LAST-MODIFIED:20220529T160124Z
UID:5062-1652659200-1653436799@www.cal.org
SUMMARY:CAL SIOP for Dual Language Programs: Developing Academic Language and Content in Two Languages
DESCRIPTION:Learn SIOP methods that are especially tailored for your bilingual classrooms \nThis 15-hour institute (12 hours synchronous and 3 hours asynchronous) is designed to help leaders\, specialists\, coaches\, and teachers plan for and implement CAL SIOP methods in their programs. \nPreK-8 DL teachers and coaches will learn about\, and practice using\, the eight components of the SIOP Model to effectively teach language and content while addressing the three pillars of DL programs: bilingualism and biliteracy\, high academic achievement\, and socio-cultural competence. The Institute will include a variety of activities to make the online learning engaging\, including chats\, polls\, and breakout-room games and discussions. The institute will encourage reflection needed for each teacher to adapt the CAL SIOP methods to their own unique circumstances. No prior knowledge of the SIOP Model is required for participation. \nThe SIOP Model is a research-based lesson design and delivery system for teaching language and content. Originally designed as an observation protocol for measuring the quality of sheltered lessons for language learners\, the SIOP Model evolved into a method for teachers to plan\, teach\, and assess meaningful lessons\, and to reflect on their own practice. Each component of the SIOP Model is supported by empirical studies (August & Shanahan\, 2006; Genesee\, Lindholm-Leary\, Saunders\, Christian\, 2006) and the model itself has a solid and growing research base (Echevarria\, Richards-Tutor\, Canges\, & Francis\, 2011; Short\, Fidelman\, & Louguit\, 2012; Friend\, Most\, & McCrary\, 2009; McIntyre\, et al.\, 2010; Song\, 2016; Watkins & Lindahl\, 2010). The CAL SIOP Model for Dual Language programs has been enhanced for use in programs in which English and a partner language are used to deliver content instruction. \nReflecting eight major components of sheltered instruction\, the SIOP Model provides a framework for teachers to plan integrated language and content lessons (Short\, 2013).  Educators will collaboratively plan activities\, specifically for dual language classrooms\, including content\, language\, and cultural objectives\, developing techniques for teaching metalinguistic-awareness strategies\, and scaffolding for understanding and production. \nAdministrators\, specialists\, coaches\, and teachers are encouraged to attend in district or school teams. \nVirtual Institute Design \n\nVirtual\, synchronous sessions take place in one week with 2-hour sessions each day followed by an application assignment and sharing session held during the following week.\nYou will have the opportunity to interact with educators from your own and other schools and districts.\n\n\nYou will be able to immediately apply what you learned to your instruction.\n\nInstitute Objectives \nParticipants will be able to (on a foundational level): \n\nDefine sheltered instruction in the context of dual language instruction.\n\n\nDevelop effective content\, language\, and cultural objectives to meet the language and cultural demands of lessons.\nCreate activities for vocabulary development and background building.\nScaffold language for content learning and use L1 to scaffold to L2 content.\nDesign interactive activities that promote sustained oral language use.\nDistinguish between practice and application and apply to bilingual environments.\n\n\nDescribe fundamentals of effective lesson delivery.\nDesign assessments for language learners.\n\nSchedule of Interactive Webinars – Monday through Friday\, May 16-20\, and Tuesday\, May 24\, 2022  \n\n\n\nMonday\, May 16: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar I: \n\nOverview of CAL SIOP for DL Model\nLesson Preparation\n\n\n\n\nTuesday\, May 17: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar II: \n\nBuilding or Eliciting Background\nComprehensible Input\n\n\n\n\nWednesday\, May 18: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar III: \n\nStrategies\n\n\n\n\nThursday\, May 19: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar IV: \n\nInteraction\nPractice and Application\nLesson Delivery\n\n\n\n\nFriday\, May 20: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar V: \n\nReview and Assessment\nResources for the 3rd Pillar: Socio-cultural competence\nExpectations for sharing on May 24 (3 hours of on-own time allotted for planning; participants are encouraged to plan collaboratively)\n\n\n\n\nTuesday\, May 24: \n1:00 – 3:00 pm PT \n2:00 – 4:00 pm MT \n3:00 – 5:00 pm CT \n4:00 – 6:00 pm ET\nWebinar VI: \n\nCompletion of institute content\nSharing Our Ideas for using CAL SIOP methods in our dual language instruction\n\n\n\n\n\n\nCertificate of Completion \nParticipants who attend every session will receive a CAL Certificate of Completion for 15 hours\, which may be used for continuing education credit depending on the requirements of your state or district. \n\n\nQuestions? Email CAL with any questions you may have about our offerings. \n\nREGISTER
URL:https://www.cal.org/event/calsiopdlmay2022/
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