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GWC 500-46 Reading Supports for Multilingual Learners is a Course

GWC 500-46 Reading Supports for Multilingual Learners

Sep 16 - Dec 17, 2019
1 credit

$45 Enroll

Full course description

Event Sponsor: 

ND Department of Public Instruction

Event Contact Name: 

Lodee Arnold

Position or Title: 

Assistant Director

Event Contact Phone: 

(701) 328-1876

Event Contact Email: 

laarnold@nd.gov

Event Location: 

Virtual

Event Start Date:

Monday, September 16, 2019

Event End Date: 

Monday, December 16, 2019

Objective and Outcomes: 

Objectives - Participants will be able to:
• Articulate best practices for teaching multilingual learners related to reading supports for those struggling with reading in English.
• Implement reading supports that help multilingual students to comprehend and produce texts in their own classrooms.
• Carry out language play activities that help multilingual learners develop a deep curiosity for the way language works.

Resources/Course Materials: 

• Allington, R. L., & Gabriel, R. E. (2012). Every child, every day. Educational Leadership, 69, 10-15. Retrieved from http://www.ascd.org/publications/educational-leadership/mar12/vol69/num06/Every-Child,-Every-Day.aspx (Links to an external site.)
• Anonymous. (2017, April 12). Introducing and reading poetry with English language learners. Retrieved from http://www.colorincolorado.org/article/introducing-and-reading-poetry-english-language-learners (Links to an external site.)
• Antunez, B. (2002). English language learners and the five essential components of reading instruction. Retrieved from https://www.readingrockets.org/article/english-language-learners-and-five-essential-components-reading-instruction (Links to an external site.).
• Escamila, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, Ruiz-Figueroa, O., Escamilla, M. (2014). Lotta Lara, Excerpt from Chapter 2, Oracy. In Biliteracy from the start: Literacy squared in action (pp. 25-27). Philadelphia: Caslon Publishing.
• Escamila, K., Hopewell, S., Butvilofsky, S., Sparrow, W., Soltero-González, Ruiz-Figueroa, O., Escamilla, M. (2014). Reader's theater, excerpt from Chapter 2, Oracy. In Biliteracy from the start: Literacy squared in action (pp. 24-25). Philadelphia, PA: Caslon Publishing.
• Fisher, D. & Frey, N. (2007). Chapter 7 Writing models. In Scaffolded writing instruction: Teaching with a gradual release framework (pp. 107-126). New York, NY: Scholastic Teaching Resources.
• Gordon, J. (n.d.). Language Experience Approach (LEA)[Scholarly project]. Illinois Resource Center.
• Herrell, A., & Jordan, M. (2012). Strategy 41 Dictogloss: Improving listening and communication skills.In Fifty strategies for teaching English language learners (pp. 246-249). Upper Saddle River, NJ: Pearson Prentice Hall.
• Herrell, A., & Jordan, M. (2012). Strategy 22 Syntax surgery: Visually manipulating English grammar. In Fifty strategies for teaching English language learners (pp.132-135). Upper Saddle River, NJ: Pearson Prentice Hall.
• Klinger, J. K, Hoover, J. J., & L. Baca. (2008). Why do English language learners struggle with reading?: Distinguishing language acquisition from learning disability (pp. 57-74). Thousand Oaks, CA: Corwin Press.
• Miramontes, O., Nadeau, A. & Commins, N. L. (2011) Language Experience Approach In Restructuring schools for linguistic diversity: Linking decision making to effective programs, 2nd edition, (p. 135-137). Teachers College Press.
• Opitz, M. & Guccione, L. (2009). Why not use Round Robin (aka Popcorn Reading)? In Comprehension and English Language Learners: 25 oral language strategies that cross proficiency levels. Portsmouth, NH: Heinemann.
• Robertson, K. (2017, April 13). Writing poetry with English language learners. Retrieved from http://www.colorincolorado.org/article/writing-poetry-english-language-learners (Links to an external site.)
• Shepard, A. (n.d.). Reader's theater editions. Retrieved from http://www.aaronshep.com/rt/RTE.html (Links to an external site.)

Attendance: 

Attendance is documented in each session and participation recorded.

Evaluation and Evidence of Learning and Application: 

Participants earn a certificate if all sessions are attended and participation is documented.
Participants will submit a 2-page summary of the event including how they will use the information in their current role in education.