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April 28, 2009 —
Word Generation: Using Online Tools To Support Effective Implementation of an Academic Language Program (SERP Institute)
November 12, 2008 —
Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Encore Presentation)
This presentation is co-sponsored by SchoolsMovingUp and CREATE (Center for Research on the Educational Achievement and Teaching of English Language Learners) and focuses on the challenges English learners encounter in learning grade-level content (e.g., math, science, social studies) through a second language. In this interactive online presentation Jana Echevarria, Professor of Education at California State University, Long Beach, will provide an overview of the Sheltered Instruction Observation Protocol (SIOP) Model of instruction, which provides educators with a research-based approach for making standards-based lessons understandable for English learners. With an emphasis on engaging learners and providing ample opportunity for students to use academic English in meaningful ways, the SIOP’s 8 components and 30 features offer a framework around which lessons are organized. With its growing body of research, the SIOP Model has been shown to improve the achievement of students whose teachers implemented it to a high degree. The observation protocol is used by school administrators, teachers, staff developers, and university faculty for observing and quantifying a lesson’s effectiveness. Currently, the SIOP Model is used in all 50 states in the U.S. and in several countries.
May 28, 2008 —
RTI in a Secondary School Setting: Riverbank High School Story
Since school-wide implementation of the Content Literacy Continuum (CLC), a Response to Intervention (RTI) framework designed to address school-wide literacy needs of secondary school students, Riverbank High School has grown over 100 points on California’s Academic Performance Index (API) and exceeded growth targets for Latino students, students with disabilities, and English learners. In this session, a high school administrator, a central office administrator, and a project lead/instructional coach will share their experiences from four years of implementing the CLC in a high poverty, high minority, suburban/semi-rural high school identified for improvement. This session will provide an overview of the CLC, which is based upon a set of Content Enhancement Routines and Learning Strategies developed by the University of Kansas Center for Research on Learning.
April 30, 2008 —
Critical Science Vocabulary
If the concepts and vocabulary of science are not taught in grades one through four, students in middle school and beyond will be faced with an inordinate number of challenging words, representing complex and unknown concepts. In this presentation, Elfrieda H. Hiebert, Adjunct Professor at the University of California at Berkeley and facilitator of the California Vocabulary Forum, will discuss the need to make science vocabulary education a priority in grades one through four. She will include in her presentation the implications of findings from a recent study that indicates a significant decrease in the amount of time devoted to science instruction and also examine how the Seeds of Science/Roots of Reading project has supported students’ vocabulary and literacy learning with science content.
April 22, 2008 —
A County Immersed in Vocabulary
Learn how one California county office of education has immersed itself in vocabulary. Elfrieda H. Hiebert, Adjunct Professor at the University of California at Berkeley and facilitator of the California Vocabulary Forum (CVF), and Frank Smith, Director of Elementary Education at the Stanislaus County Office OF Education, will lead this webinar highlighting a county-wide effort emanating from the California Vocabulary Forum. Each grade span (elementary, middle to high school) has focused on a particular kind of vocabulary activity. For each vocabulary activity, an appropriate assessment was identified to verify that students were making the necessary gains. This presentation will provide examples of activities and assessments with photos of classrooms and interviews with teachers and county staff.
April 09, 2008 —
The Key Three Routine: Comprehension Strategy Instruction
This webinar with Joan Sedita, Founding Partner of Keys to Literacy, will review the research on effective comprehension instruction and introduce participants to a model for embedding comprehension strategy instruction into content classroom instruction. Three foundational skills will be introduced: main idea skills, note taking and summarizing. Activities that incorporate these skills will also be reviewed, including topic webs, generating questions from main idea, two-column notes, and summaries from reading and class lecture. This webinar will be particularly useful for classroom teachers, administrators, and literacy specialists working with grades 4-12.
March 18, 2008 —
A School Immersed in Vocabulary
Elfrieda H. Hiebert, Adjunct Professor at the University of California at Berkeley and facilitator of the California Vocabulary Forum (CVF), will lead this webinar highlighting one California school’s improvement in vocabulary instruction based on information from the CVF. The principal and on-site coaches have led school staff in translating 18 months of CVF webcast content into practice. This presentation will provide examples of how the entire kindergarten through sixth grade school staff has been applying information from the CVF to improve their students’ performances. This webinar will feature audio interviews with the school staff.
November 08, 2007 —
Making Standards-based Lessons Understandable for English Learners: The SIOP Model (Research from CREATE)
This presentation is co-sponsored by SchoolsMovingUp and CREATE (Center for Research on the Educational Achievement and Teaching of English Language Learners) and focuses on the challenges English learners encounter in learning grade-level content (e.g., math, science, social studies) through a second language. In this interactive online presentation Jana Echevarria, Professor of Education at California State University, Long Beach, will provide an overview of the Sheltered Instruction Observation Protocol (SIOP) Model of instruction, which provides educators with a research-based approach for making standards-based lessons understandable for English learners. With an emphasis on engaging learners and providing ample opportunity for students to use academic English in meaningful ways, the SIOP’s 8 components and 30 features offer a framework around which lessons are organized. With its growing body of research, the SIOP Model has been shown to improve the achievement of students whose teachers implemented it to a high degree. The observation protocol is used by school administrators, teachers, staff developers, and university faculty for observing and quantifying a lesson’s effectiveness. Currently the SIOP Model is used in all 50 states in the U.S. and in several countries.
October 24, 2007 —
Tools for Literacy: Technology to Support Reading Comprehension and Vocabulary Development
Technology provides a new opportunity to remove barriers to learning and improve the literacy skills of all students. Through discussion and demonstration, Kathleen H. McClaskey, President of EdTech Associates, and Joan Sedita, founding partner of Keys To Literacy, will introduce participants to accessible desktop and “no cost” online tools that can be used to support the teaching and learning of reading comprehension and vocabulary strategies. Suggestions will be provided for how these technology tools can be used to develop topic webs and graphic organizers; identify, highlight, and pull out main ideas and details into notes; generate summaries; and support word-study skills such as focusing on word parts and creating semantic webs. This event will emphasize the importance of direct comprehension and vocabulary instruction, as well as how to integrate the technology tools into this instruction.
October 03, 2007 —
Reading Science for Understanding in Middle and High School
In this interactive event, Cynthia Greenleaf and Willard Brown, both of WestEd’s Strategic Literacy Initiative (SLI), will engage participants in an examination of the possibilities and impact of integrating literacy instruction with science instruction at the middle and high school levels using the Reading Apprenticeship® instructional framework. This research-based instructional framework is designed to improve the teaching effectiveness of content-area middle and high school teachers, literacy coaches, and teacher educators.
September 06, 2007 —
Learning All-Purpose Academic Words (Research from CREATE)
In this presentation, Catherine Snow, Professor of Education at the Harvard Graduate School of Education, will provide an overview of Word Generation, a program that uses research-based principles for teaching vocabulary in designing instructional units focusing on all-purpose academic words for students in the middle grades. In addition to teaching vocabulary, it provides opportunities to engage in purposeful academic discussion and write persuasive essays. Discussion will also include results from a pilot implementation in three schools that provides some evidence of the program's effectiveness in its main goals as well as in leading to higher levels of student motivation.
June 14, 2007 —
Findings from the National Literacy Panel on Language Minority Children and Youth (Research from CREATE)
In this interactive online presentation, Diane August, Senior Research Scientist at the Center for Applied Linguistics, will review recent research on the development of literacy in language-minority children. Central to this discussion of current research will be the findings from the National Literacy Panel. The role of the panel was to identify, assess, and synthesize literacy research related to language-minority children and youth in six areas: the development of literacy, the relationship between second language oral proficiency and second language literacy, cross-linguistic relationships, sociocultural contexts and literacy development, instructional approaches and professional development, and student assessment. Participants are encouraged to download the Executive Summary of the panel report prior to the event.
May 24, 2007 —
Word Lists: Choices and Uses
Elfrieda H. Hiebert, Adjunct Professor at the University of California at Berkeley and facilitator of the California Vocabulary Forum, will lead this interactive online presentation on the role of word lists in vocabulary instruction. The uses of particular word lists in the design and implementation of vocabulary programs that seek to close the gap between high- and low-achieving students will be the focus of the presentation.
May 17, 2007 —
Promising Technology Practices for Struggling Readers
This interactive event will be led by Heidi Silver-Pacuilla, Deputy Director of the, National Center for Technology Innovation and Bridget Dalton, Chief Literacy and Technology Officer at the Center for Applied Special Technology The webcast will focus on research-based and promising technology-based approaches to improving outcomes for struggling readers. Assistive and learning technologies that support reading and communicating in the content areas will be featured, related resources will be shared, and practical solutions to common instructional and implementation challenges will be demonstrated.
April 05, 2007 —
Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent ELLs (Research from CREATE)
In this interactive online presentation, participants will explore research on adolescent English language learners (ELLs) and examine the findings and policy recommendations from a recent report, Double the Work. The study’s co-author, Deborah Short, Senior Research Associate at the Center for Applied Linguistics, will discuss the development of academic literacy for second language learners, identify the backgrounds of adolescent ELLs in U.S. schools, and compare model programs for these students with current practices. Specific instructional strategies that promote academic literacy for language and content classrooms will also be described.
March 14, 2007 —
District & School-Based Professional Development Approaches for Content Area Literacy Improvement
During this interactive presentation, Diane Waff, Senior Program Associate with the Strategic Literacy Initiative at WestEd, and Cathleen Kral, Instructional Leader for Literacy with Boston Public Schools, will share characteristics of successful school and district professional development initiatives that help teachers acquire the knowledge and skills needed to become teachers of other teachers. The presenters also will discuss features of effective literacy coaching at one culturally diverse high school and in a large urban school district. These examples show the importance of using a strong conceptual framework such as the Reading Apprenticeship® model to inform the work, develop a supportive professional learning community, and promote teacher leadership. All are key components of an integrated approach to improving student learning and achievement.
January 29, 2007 —
What’s Happening in Vocabulary Research?
In this interactive presentation, Elfrieda (Freddy) H. Hiebert, Adjunct Professor at the University of California, Berkeley, will review recent research on vocabulary instruction. Central to this discussion of current research is the article "Vocabulary: Questions From the Classroom," written by Camille Blachowicz and colleagues and published in the December 2006 issue of Reading Research Quarterly. Videoclips of Professor Blachowicz's responses to a series of questions in an interview with Professor Hiebert will be part of the presentation. Participants will have the opportunity to download the Blachowicz et al. article prior to the event and also read a summary of a weblog that is designed to encourage thinking and interacting around current issues in vocabulary research.
September 28, 2006 —
What Does the Research Say About Designing Quality Literacy Instruction?
This interactive event will provide the K-12 literacy community with an opportunity to meet and talk with Jane Braunger and Jan Lewis, authors of Building a Knowledge Base in Reading, 2nd Edition (IRA and NCTE, 2006). Participants will deepen their knowledge of the latest research on literacy teaching and learning, with an emphasis on reading as a process, the teaching of reading, and professional development to support literacy learning throughout the school years. Through a collaborative exploration of 13 research-based core understandings about reading, participants will wrestle with dilemmas of practice and exchange ideas about research that supports literacy instruction. Literacy in the content areas will also be discussed, with Reading Apprenticeship® serving as an example of a research-based framework for content-area literacy instruction.
April 27, 2006 —
IDEA and Literacy
The recent reauthorization of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) includes several important components related to literacy instruction, including early intervention, the use of a Response to Intervention (RTI) model in providing services, and the implementation of research based strategies. In this interactive presentation, Catherine Christo, professor of school psychology at California State University, Sacramento, will focus on strategies for fostering reading success that are aligned with IDEA 2004. Topics will include the characteristics of research-based interventions and essential elements of a Response to Intervention model.
October 26, 2005 —
Evaluating English Learner Services & Results for Accountability & Instructional Improvement, Part 2
English Learners (ELs) are one of the nation's fastest growing student populations, comprising 7% of all K-12 students nationwide. In this two-part, interactive presentation, WestEd's Robert Linquanti and Linda Carstens, recognized experts in the field, will share tools and strategies district and site leadership teams can use to evaluate practices and systematically improve outcomes for EL students.
In this session, led by Linda Carstens, participants will examine a systemic approach to EL instruction, based on a coherent philosophy, pedagogy, and set of instructional practices. The session explores the link between language and literacy and language and content.
To access the first Online Event in the series, please go to http://www.schoolsmovingup.net/cs/wested/view/e/503.
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March 09, 2005 —
English Learners and the Language Arts (Follow-up Presentation)
Due to the popularity of this event and the interest in this topic, Vanessa Girard, Senior Research Associate at WestEd, will return to present this session in more depth. This interactive presentation will provide teacher leaders, principals, and district administrators with research-based, foundational knowledge in teaching academic English to K-12 English learners.
November 10, 2004 —
English Learners and the Language Arts
Vanessa Girard, Senior Research Associate at WestEd, will provide teacher leaders, principals, and district administrators with research-based, foundational knowledge in teaching English literacy to K-6 English Learners.
January 21, 2004 —
Understanding How to Use the Essential ELD Standards for Teaching and Assessment (Intermediate)
This interactive, online presentation will help participants understand and use the Map of Standards for English Learners: Integrating Instruction and Assessment of ELD and ELA Standards in California. The Intermediate Session is designed for participants who are familiar with the Map of Standards for English Learners or who are very familiar with California's English Language Development (ELD) standards and will help those participants locate the essential ELD standards and use them for powerful teaching and assessment.
January 14, 2004 —
Understanding How to Navigate the Map of Standards for English Learners (Introductory)
This interactive, online presentation will help participants understand and use the Map of Standards for English Learners: Integrating Instruction and Assessment of ELD and ELA Standards in California. The Introductory Session is designed for participants who are unfamiliar with the Map of Standards for English Learners and will help those participants understand how to navigate the map and its uses for powerful teaching.
Preview and Review Gives Students a Leg Up on New Standards
Schools in Napa Valley Unified School District have found a fun, fast-paced way to help elementary students better grasp standards they need to master in math and language arts.
The Gift of Reading
Garden Gate Elementary School found that some of their parents did not have the time or the skill to read with their children. The Gift of Reading helped overcome that obstacle.
Lexile Framework for Reading
Achieving Reading Proficiency for All
Author: Daggett, W.R.
Publication Date: 2003
Publisher: International Center for Leadership in Education
Apprenticing Adolescent Readers to Academic Literacy
Author: Greenleaf, CL., Schoenbach, R., Cziko, C., Mueller, F.L.
Publication Date: 2001, Spring
Publisher: Harvard Education Publishing Group
Apprenticing Adolescents to Reading in Subject-Area Classrooms
Author: Schoenbach, R., Braunger, J., Greenleaf, C., Litman, C.
Publication Date: 2003, October
Publisher: Phi Delta Kappa
Catch Them Before They Fall
Author: Torgesen, J.K.
Publication Date: 1998, Spring/Summer
Publisher: American Federation of Teachers (AFT)
Creating a Culture of Literacy: A Guide for Middle and High School Principals
Publication Date: 2005, October
Publisher: National Association of Secondary School Principals
Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners
Author: Short, D.J., & Fitzsimmons, S.
Publication Date: 2007
Publisher: Alliance for Excellent Education
Every Child Will Read — We Guarantee It
Author: Wheaton, C., Kay, S.
Publication Date: 1999, Oct.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Every Young American a Strong Reader
Publication Date: 2004, June
Publisher: U.S. Department of Education
Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners in Grades K–5
Author: Blachowicz, C.L.Z., Fisher, P.J., Watts-Taffe, S.
Publication Date: 2005
Publisher: Learning Point Associates
Lessons and Recommendations from the Alabama Reading Initiative: Sustaining Focus on Secondary Reading
Author: Bacevich, A., Salinger, T.
Publication Date: 2006, June
Publisher: American Institutes for Research
Literacy Instruction in the Content Areas: Getting to the Core of Middle and High School Improvement
Author: Greenleaf, C., Heller, R.
Publication Date: 2007, June
Publisher: Alliance for Excellent Education
Meeting the Literacy Needs of English Language Learners (ELLs)
Publisher: Education Alliance at Brown University
Motivating Struggling Readers in Middle School Through an Engagement Model of Classroom Practice
Author: Guthrie, J., Davis, M.
Publication Date: 2003, January
Publisher: Taylor and Francis
On the Mind of a Child: A Conversation with Sally Shaywitz
Author: D'Arcangelo, M.
Publication Date: 2003, April
Publisher: Association for Supervision and Curriculum Development (ASCD)
Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for Instruction and Academic Interventions
Author: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H.
Publication Date: 2006
Publisher: RMC Research Corporation, Center on Instruction
Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for Serving Adolescent Newcomers
Author: Francis, D., Rivera, M., Lesaux, N., Kieffer, M., Rivera, H.
Publication Date: 2006
Publisher: RMC Research Corporation, Center on Instruction
Preventing Early Reading Failure
Author: Torgesen, J.K.
Publication Date: 2004, Fall
Publisher: American Federation of Teachers (AFT)
Professional Development for Literacy: Building a Community of Readers
Author: Braunger, J.
Publication Date: 2003, June
Publisher: National Middle School Association
Promising Practices for Elementary Literacy Instruction
Publisher: Education Alliance at Brown University
Reading Comprehension Requires Knowledge — of Words and the World
Author: Hirsch, E.D., Jr.
Publication Date: 2003, Spring
Publisher: American Federation of Teachers (AFT)
Reading Next: A Vision for Action and Research in Secondary Literacy
Author: Biancarosa, G., Snow, C.E.
Publication Date: 2004
Publisher: Alliance for Excellent Education
Reciprocal Teaching: A Review of the Research
Author: Rosenshine, B., Meister, C.
Publication Date: 1994
Publisher: AERA
Schools That Work: Where All Children Read and Write, 2nd edition
Author: Allington, R.L., Cunningham, P.M.
Publication Date: 2002
Publisher: Allyn & Bacon
Seven Literacy Strategies That Work
Author: Fisher, D., Frey, N., Williams, D.
Publication Date: 2002, November
Publisher: Association for Supervision and Curriculum Development (ASCD)
Standards for Middle and High School Literacy Coaches
Author: International Reading Association
Publication Date: 2006
Publisher: International Reading Association
Teaching All Students to Read in Elementary School
Author: Torgesen, J., Houston, D., Rissman, L., Kosanovich, M.
Publication Date: 2007
Publisher: RMC Research Corporation, Center on Instruction
Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature
Publication Date: 2000
Publisher: National Reading Panel
Teaching Reading in Mathematics and Science
Author: Barton, M.L., Heidema, C., Jordan, D.
Publication Date: 2002, November
Publisher: Association for Supervision and Curriculum Development (ASCD)
Technology and Teaching Children to Read: What Does the Research Say?
Author: Northeast & Islands Regional Technology in Education Consortium (NEIRTEC)
Publication Date: 2004
Publisher: Education Development Center
The Literacy Coach: A Key to Teaching and Learning in Secondary Schools
Author: Sturtevant, E.G.
Publication Date: 2005
Publisher: Alliance for Excellent Education
The Writing Rubric
Author: Saddler, B., Andrade, H.
Publication Date: 2004, October
Publisher: Association for Supervision and Curriculum Development (ASCD)
Understanding Young Readers: The Role of Early Literacy Assessment
Author: Rabinowitz, S.N., Wong, J., Filby, N.
Publication Date: 2002
Publisher: WestEd
Walking with Rosie: A Cautionary Tale of Early Reading Instruction
Author: Juel, C., Biancarosa, G., Coker, D., Deffes, R.
Publication Date: 2003, April
Publisher: Association for Supervision and Curriculum Development (ASCD)
You Can't Learn Much from Books You Can't Read
Author: Allington, R.
Publication Date: 2002, November
Publisher: Association for Supervision and Curriculum Development (ASCD)
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