• A Cross Content Multilingual-Literacy Summit

    Presented by the PPS Humanities Department

    Growing in Language Together: Racial and Linguistic Equity in Every Classroom, Every Day

    Thursday, June 17 and Friday, 18, 2021 

     

    Hear students share their experience of being a multilingual learner and the Superintendent's response.

     

    A virtual summit for PK-12 educators of all subject areas!

    We are excited to invite all Portland Public Schools teachers and administrators, across grade levels and content areas, to join local and national speakers and workshop leaders to explore the practices, perspectives and pedagogies that best promote equitable access to content through authentic and meaningful language and literacy development for all students, in all subjects.  

     “Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history.  They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and conduct their personal lives.”

                    Vacca, Vacca, & Mraz (2017). Content Area Reading: Literacy and Learning Across the Curriculum

    We have so much content information we want to share with students.  However, it is crucial cognitive and communicative literacy skills that are the key to opening up these worlds of content knowledge to our students.  As all learning requires language, this summit is designed to provide teachers with a range of session options relevant to promoting students’ authentic use and development of academic language when reading, writing, listening or speaking in any classroom. 

    Strands

    Sessions will surround these three thematic areas:

    • Leveraging students’ linguistic and cultural identities as an asset in our classrooms
    • Engaging all students in academic language and literacy development in all of our content classrooms
    • Promoting authentic student discourse as students engage in higher-order thinking about our content

     


    KEYNOTE PRESENTER

    Dr. Kate Kinsella

    Teacher Educator & Author - Kate Kinsella, Ed.D. is an emeritus teacher educator at San Francisco State University and a highly-sought after speaker and consultant to school districts throughout the U.S. Her 30-year career focus has been equipping youths from diverse backgrounds with the academic communication, reading, and writing skills to be truly college and career ready. A teacher’s teacher, Dr. Kinsella maintains active K-12 classroom involvement by writing curriculum, conducting research, teaching demonstration lessons, and coaching both teachers and administrators. She is the author of multiple widely-used instructional programs to support English learners and striving readers, including READ 180, English 3D, Language Launch, and the Academic Vocabulary Toolkit. Dr. Kinsella serves as the lead scholar and pedagogy guide on three U.S. Department of Education funded research initiatives to improve educational outcomes for K-12 multilingual learners.

    Title

    Tools for Promoting Inclusive and Engaging Scholarly Interactions Across the School Day

    Description

    Orchestrating classroom interactions that significantly improve students’ language and literacy skills is both a science and an art. Simply providing text-dependent questions and opportunities to “turn and talk” with peers will not yield impressive linguistic results. Students at every age and reading level serve to gain from informed guidance in targeted language to achieve a range of communicative goals within lesson interactions, from justifying perspectives to comparing and building upon others’ ideas. Drawing on extensive experience serving under-resourced youths and English learners in K-12 classrooms, Dr. Kinsella details the language demands posed by standards-aligned scholarly interactions, and provides practical guidance and resources to help all students become more agile and confident communicators.


    PRESENTER

    Dr. Andrea Honigsfeld 

    Associate Dean and Director of the Doctoral Program in Educational Leadership for Diverse Learning Communities at Molloy College, Rockville Centre, NY - Before entering the field of higher education, she was an English as a  Foreign Language teacher in Hungary (grades 5-8 and adult), an English as a Second Language teacher in New York City (grades K-3 and adult), and taught Hungarian at NYU. A Fulbright Scholar and sought after national presenter, Andrea is the coauthor or coeditor of over 20 books on education and numerous chapters and articles related to linguistically and culturally diverse learners.

    Title

    Principles and Evidence-Based Best Practices for English Language Learners

    Description

    If English learners (ELs) are to progress linguistically and academically, teachers will be required to work together in professional learning communities to talk about their craft, to reflect upon their practice, to discuss student progress, and to continuously improve their instruction. This virtual workshop is built on five tenets that offer an overarching framework for effective and impactful work with multilingual learners. The purpose of the workshop is to align evidence-based, ready-to-use strategies that reflect an assets-based philosophy, individual variations, integrated content and language instruction, culturally and linguistically sustaining instructional and assessment practices, and purposeful interaction and collaboration. Special attention will be paid to face-to-face versus online or hybrid learning contexts to support ELs.


    PRESENTER

    Dr. Jeff Zwiers  

    Jeff Zwiers, Ed.D., is a senior researcher at the Stanford Graduate School of Education and the director of professional development for the Understanding Language initiative. He has taught in diverse elementary and secondary schools. His research consists of collaborating and co-teaching with teachers to learn what works best for educating all learners. He also writes books and articles on literacy, thinking, communication, conversation, and language development, along with bilingual curriculum materials for oral language development in rural schools in Guatemala.
     
    Day 1 - Enhancing All Instruction with Authentic Communication
     
    Description
    This session highlights how to engage students to use more language more often in all types of academic communication tasks. It emphasizes helping students work on their oral language in preparation for having rich conversations. Participants will engage in activities and analyze videos.

    Day 2 - Developing Students' Academic Conversation Skills

    Description

    This session builds on Day 1 to highlight ways in which to build students' conversation skills so that they can effectively collaborate with others to build up key ideas across disciplines and engage in collaborative arguments in which they objectively seek the truth in an issue, not just a way to "win." Participants will engage in activities and analyze classroom videos.

     

    PRESENTER

    Jennifer Finney-Ellison  

    Jennifer Finney-Ellison is an experienced teacher educator and ELD consultant. Her nearly three decades of educational experiences include 16 years of teaching in striving and high-achieving schools, teaching pre-service teachers, supporting in-service teachers in Stanford University’s CTEL certification program, and being an English learner coach in one of California’s largest school districts. As an associate of Dr. Kate Kinsella, she works closely with teachers, instructional coaches, and administrators by providing training on Dr. Kinsella’s research-validated programs, English 3D and Academic Vocabulary Toolkit (AVT), presenting at institutes, and consulting with school districts and agencies to enhance ELD programs and advance K-12 ELD instruction. Along with Dr. Kinsella, in partnership with the U.S. Department of Education’s Office of English Language Acquisition (OELA) National Professional Development grants program, Ms. Finney-Ellison has co-authored a supplemental K-2 academic vocabulary program that serves as a curricular anchor for the Early Learner Academic Vocabulary Development grant that focuses on improving (K-3) teacher efficacy in language instruction to promote reclassification of English learners in primary grades. Through her intensive partnership with Dr. Kinsella, Ms. Finney-Ellison has worked extensively to advance initiatives for K-12 English learners and striving students in districts throughout California and the U.S. 
     
    Day 1 - Implementing Tools for Promoting Inclusive and Engaging Scholarly Interactions Across the School Day (6-12)
    Day 2 - Implementing Tools for Promoting Inclusive and Engaging Scholarly Interactions Across the School Day (K-5)
     
    Description
    Drawing from research and extensive classroom practice, Jennifer Finney-Ellison will focus on implementation of a core set of potent instructional practices that will be introduced in Dr.  Kinsella’s keynote session. The two-hour practicum session will introduce and highlight grade-specific ways for educators to begin to: • Engage learners at every English proficiency level in brief and accountable academic discussions • Structure productive and accountable language-focused student interactions • Integrate accountable listening tasks with clear language targets • Provide mindful modeling of academic language throughout lesson delivery • Set up lesson tasks with verbal clarity, visual support, and requisite modeling • Utilize evidence-based practices that promote supportive and interactive reading of informational text. Participants will receive resources to support further understanding and implementation of practices from session.

    PRESENTER

    Green Schools National Network

    Using Education for Sustainability to Engage, Empower, and Excite

    Description

    This session considers how Phenomenon, Place, Problem, and Project Based Learning (4PBL), layered with Education for Sustainability provides powerful authentic learning experiences, while deepening learning. Participants will walk away with interdisciplinary ideas that cross a wide range of grade bands.


    PRESENTER

    Pamela M. Wesely

    Centering Multilingual Students in the World Language Classroom

    Description

    Although many practices in the world language classroom already address complex issues related to culture and language, issues relating to racial and linguistic equity are often unaddressed, or only addressed in an ad hoc, improvised manner. In this session, we will identify ways that world language teachers can systematically and consistently recognize, center, and uplift culturally and linguistically diverse students. We will discuss the ways that a close consideration of concepts like classroom language policies, language variants, and translanguaging can transform and expand the world language classroom. Participants will leave the session with concrete ideas about how to recenter their multilingual students throughout all of their instructional practices.


    PRESENTER

    Karen Beeman and Cheryl Urow

    Teaching for Biliteracy: Premises for Taking Action

    Description

    This session will present the three socio-linguistic premises for teaching for biliteracy which describe how teaching for biliteracy differs from teaching for monoliteracy. Examples will be given for how to elevate the status of the non-English languages, accept and build on student linguistic creativity (when students use both languages together) and ensure that instruction reflects the linguistic and cultural rules of the language. The Biliteracy Unit Framework will also be explained and described, focusing on building oracy as a precursor for literacy, integrating content and language arts, and the Bridge for transfer and contrastive analysis.


    PRESENTER

    Andrea Leech

    Day 1 - Using a Broad Spectrum of Materials to Expand Language Supports

    Description

    Teachers will go over some of the data that explains why we need expanded language supports. Afterward, we will review multiple examples of supports using the current science curriculum. If we want engagement of all our students in learning the material, we cannot rely on text driven instructions and sentence frames. We need a broader spectrum of materials. In this talk, additional methods of support will be demonstrated: visual word banks, videos, visual instructions, and more. The goal is to both show what kinds of materials are being created so that our support teachers know what is available and inspire the creation of additional materials.

    Day 2 - Methods for Making Curriculum More Anti-Racist

    Description

    How does racism show up in curriculum? How do we identify it and work on resolving it? None of us go into teaching to be racist educators, but racism is normalized in society. We will look at some reasons why racism persists in education and how to identify it. We will talk about what HS science is doing to identify issues and review stem teaching tools that address inequity.


    PRESENTER

    Carol Lam

    Meaning-Based Literacy for Students with Special Needs: Using Technology for Visual Support During Distance Learning

    Description

    Literacy for students with special needs must base on multi-modal meanings. This presentation discusses using technology for visual support of meaning in reading and writing, and suggests ways to enhance student thinking and expand sentences for discourse. This session will demonstrate applications, such as Jamboard, Padlet, and NearPod, to design a reading and writing lesson that enhances teacher-student interaction during discussion of a thematic idea in spoken and written forms. The presenter will further suggest ways that help scaffold student thinking, expand sentences to make connections, and develop fine grained ideas.


    PRESENTER

    Duncan Carranza

    Let Our Powers Combine: Multilingual Language Learners, Equitable Grading, and Everybody Does Everything

    Description

    Supporting multilingual learners can be challenging and this session will explore two strategies to help them grow. We'll examine how decisions you make with your grading practices and assessments can help students understand where their skills are and where they need to go, and how to ensure that your grading practices and assessments don't impede your students' growth. We'll also revisit foundational classroom activities to make sure that your multilingual learners are expected to and supported with practicing their skills every day in class.


    PRESENTER

    Jenifer Bird and Morgan Hallabrin

    Day 1 - Academic Language and Literacy for All Students

    Description

    We will focus on developing instructional routines that support ALL students as academic language learners so they can successfully navigate rigorous academic content and conversations. We will: (a) Explore academic conversation starters, and language functions, to support academic and content language development; and (b) Identify collaborative speaking and coaching routines so students will be able to self-reflect, regulate, and celebrate the use of academic language.

    Day 2 - Beyond Marking the Text

    Description

    We will dig into using the Critical Reading Process to develop a better understanding of how to teach students what it means to mark the text like a content expert, emphasizing the integration of Academic Thinking Skills and intentionally aligning markings with the reading purpose. We will consider how to utilize the Marking the Text reading strategy to balance content knowledge and academic thinking skills in order to support reading comprehension in their content classrooms and investigate the Gradual Release of Responsibility for marking the text.


    PRESENTER

    Kim Kanof and Camila Arce Torres Goitia

    Challenging Immigration Myths: Strategies to support a variety of learners in a social studies classroom

    Description

    From travel bans to eliminating DACA: misleading rhetoric creates an atmosphere of exclusion and misunderstanding. We will present a variety of humanities strategies to use in a 6-12 grade social studies classroom. We are currently social studies teachers at McDaniel High School. Participants will walk through a few introductory lessons that challenge some popular myths around immigration. The purpose is to broaden students and teachers understanding of immigration by focusing on push factors as opposed to pull factors and by looking into real people’s immigration stories. These lessons are part of a larger unit on immigration policy in the United States. Through an interactive experience we hope to model strategies that can be used with a variety of learners to scaffold and challenge popular myths of immigration through jigsaw articles, tech tools like padlet to share collaborative thinking, poetry models, and scaffolded stories that reveal harsh realities immigrants face. We wrote this unit for teachers to encourage them to include immigrant voices in their classroom and curriculum.


    PRESENTER

    Dr. Bonnie Robb

    Leveraging Neuroscience Informed Strategies to Engage All Learners Through Literacy Processes in Content Focused Classrooms

    Description

    Understanding how the brain functions (neuroscience) can provide valuable insights to shift classroom practices and experiences to better match how the brain functions for better academic and social learning outcomes. Participants will have the opportunity to learn neuroscience and linguistic principles supporting the use of three high leverage learning strategies that can be used in all grade levels and subject areas. The three strategies we will explore are: how to make content meaningful on a neurobiological level by drawing for learning, the neuroscience of storytelling to understand how both teachers and students can use their personal experiences to connect to content., and the importance of dissemination and project based learning as a way to promote authentic student discourse and purposeful learning.


    PRESENTER

    Katie Honeyman-Colvin and Kerri West

    Literacy Scaffolds are Social Justice: Using Linguistics Scaffolds within Content Classes to Support Literacy on the Top and Bottom of the Reading Rope

    Description

    How do we learn how to read? How can content teachers support literacy through scaffolds in every lesson/every unit? What is my role in all this? In this interactive session participants will experience key, researched-based, implementable scaffolds that support literacy for all students including: Morpheme Jamboards for vocabulary instruction, Nearpod as a tool for explicit instruction coupled with frequent comprehension checks, and Sentence frame “driven” Breakout Rooms discussions.


    PRESENTER

    Himlicon Incarte, National LETRS Trainer

    Using principles of Universal Design for Learning (UDL) to teach syntax

    Description

    Academic language hinges on syntax: how do writers use sentences to convey ideas? Using UDL as a planning framework, this session will offer approaches to teaching syntax that are both relevant and accessible. We start from the premise that in academic writing, the sentence is the basic unit of communication. Educators will learn how to help students turn a kernel—a simple sentence conveying a complete but not-very-descriptive thought—into a more vivid and accurate rendition of the author’s idea. From here, we’ll explore the topic of sentence variety using mentor sentences as examples. Educators will understand that the texts we choose should be used for multiple purposes: in this case, to teach both comprehension and craft.


    DAY 2 KEYNOTE 

    Orly Klapholz - Inlier Learning

    Title

    Stronger Together: How Collaboration Supports All Learners

    Description

    Collaboration amongst education stakeholders is necessary in supporting multilingual learners' success in school and beyond. In this session we talk about how all parts of the school eco-system can work together in order to support all learners.


    PRESENTER

    Orly Klaphoz - Inlier Learning

    Growing Literacy: The What, Why, and How of Foundational Skills in Content Classes

    Description

    Participants will learn about the importance of integrating foundational skills into content classes in order to support all multilingual learners. We will discuss how to choose culturally and linguistically accessible text, how to adapt it, how to determine which foundational skills to work on, how to integrate them, and how to create a unit plan and lesson plan that supports the acquisition of these skills.


    DAY 2 KEYNOTE

    Jesus Sandoval - Education Empowered

    Supporting and Teaching Emergent Bilinguals

    Description

    J. Jesus Sandoval, an experienced educator, will share his own experiences as a multilingual learner and talk about what educators can do to have an improved cultural lens and awareness, along with new tools to support emergent bilingual students. Educators working with emergent bilinguals in a multiculturalism context, run the risk of overlooking an increasingly diverse student population that deserves special consideration and attention: emergent bilinguals students are very commonly integrated into immigrant communities and/or immigrant backgrounds whose families toil an imbalance access to resources and educational opportunities to support their children. The goal of the sessions is to guide educators to think deeply about their roles and responsibilities in the education of servicing and supporting emergent bilinguals in our public schools.


    PRESENTER

    Jesus Sandoval - Education Empowered

    Supporting and Guiding Families, and Parents of Emergent Bilinguals

    Description

    We will view and approach this topic in a broad and inclusive manner, viewing through a lens of cultural sensitivity, which can inform staff about development models that work effectively with emergent bilingual students and their families in and out of the classroom. Participants will learn about research-based best practices in supporting students and families in a way that is culturally responsive, deeply engaging, and respectful of a students' particular socio-cultural reality.

     

     


    PRESENTER

    Dawn Samples - Avant Learning

    Engaging and Motivating ALL Learners, ALL the Time: Facilitating Target Language Comprehensibility in All 4 Skills

    Description

    This interactive workshop will involve participants in an engaging experience where they will collaborate, share and practice strategies they can take and use in their own instructional practice. These engagement strategies help to develop learners' use of the target language in all 4 skills. Learn to support your learners through the stages of guided practice to independent use of the language through a strong learning cycle. Participants will also explore ways that formative performance data, collected from these formative tasks and assessments, supports and informs instructional practices and decisions. Come prepared to share and learn from each other!


    PRESENTER

    Kate Good

    Beyond “Academic Language”: Research-Based Strategies to Recognize and Valorize Students’ Home Languages in the Classroom

    Description

    Ample time will be given to engage in the strategies that can immediately be used in both in-person and distance learning. Help your students find deeper meaning, personal connections, and purpose to classroom content!


    PRESENTER

    William Macklin

    Getting the Message: Use Snap&Read to Access Textual Content & Meaning

    Description

    This session will explore the powerful features in the Snap&Read Universal accessibility reading tool. Participants will learn about audio-supported text reading, text levelling, translation, and how to access all formats of text. Snap&Read has something for ALL students.


    PRESENTER

    Jen Scherzinger, Geoff Stonecipher, and Kate Yocum

    Building Knowledge and Community Through Student Discourse

    Description

    Participants will make predictions and models as they engage in discourse around a science phenomenon. They will then reflect on how academic discourse and structured language routines can build classroom community and further student understanding in all K-5 subject areas. Participants will: Engage in discourse around a science phenomenon; Practice using scaffolds that support student talk; Reflect on how discourse builds knowledge and community in the classroom and may be applied to all subject areas.


  •  Teacher Resources

    • Teachers will be paid extended hours for their active attendance and participation; the event platform automatically records individual participants’ attendance so that they may be reimbursed for the hours they were able to attend.

    • PDUs will be available through Pepper.
    • Email humanities@pps.net with questions.
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