SPECIAL INTEREST:

Promoting Equity for Long Term English Learners

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This institute focuses on the design and implementation of effective participation structures for secondary language arts/literacy classrooms as a way to develop language for high -need English Learners. The week will provide a particular focus on students who remain classified as English Learners for more than five years and as a result are placed at risk of academic failure over time. Accordingly, some of the topics to be learned in this institute include:

 

• How to design quality lessons which both challenge and support students as they engage in rigorous, accelerated learning

• How to focus on oracy and invite students into classroom interactions with peers that apprentice them into reading and writing explanatory and argumentative texts

• How to develop meta-cognitive awareness of accomplishments, needs, and strategies to move ahead academically

• How to increase long-term English Learners’ access to rich, complex texts by increasing quality peer interactions as they read and write explanatory and argumentative texts

• How to use the QTEL approach to design lessons and/or units around a spiraling design that scaffolds long-term English Learners’ metacognitive awareness about genres, their purposes, organization, and typical language with the goal of building their autonomy as readers and writers of explanatory and argumentative texts