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Abstract:
Seeking a deeper, more personal experience for your adult ESOL learners? Looking for a way to make reading more interesting? Explore how to use high interest, low reading-level biographies to create 10 weeks of integrated language curriculum. Using books that feature inspirational global figures naturally draws in curious minds and brings out prior knowledge. You will practice how to look at text with an eye to expanding to the personal realm, encouraging deep and individual connection to material. You will also look beyond the words to bring the world of your book to life. In addition, you will see how to create extensive language practice, linking what you are reading to writing, speaking and listening activities. Come ready to practice planning as a teacher and also experience language activities as a student. This hands-on workshop provides routines and techniques you can use right away!
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Abstract:
In many classrooms reading comprehension is addressed by having students read passages and answer questions about what they have read. While this is definitely a necessary part of practice, it does not provide them with strategies to improve their ability to comprehend texts. In this session instructors will practice 10 specific reading strategies that they can use with students to help make the practices of successful readers a part of their classroom instruction. The goal is to give instructors the tools to expand their personal repertoire, but also to broaden the scope of reading instruction at their program sites.
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Abstract:
This webinar will provide a research-based framework for teachers and tutors to better understand the most effective sequence for teaching students to read. Understanding why sequence matters and being able to pinpoint where students are along their path will allow teachers to more effectively target lessons to focus on the students' current skill level. Components in learning to read include: phonemic awareness, phonics, fluency, vocabulary, and comprehension
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Abstract:
This session provides an overview of first language (L1) use in Ready to Work, a government funded program that combines English language instruction with digital literacy and case management to help beginning level immigrants and refugees gain job readiness skills and explore pathways to college and career success. The presenters review research and literature regarding L1 use in multilingual settings, offer examples from the Ready to Work ESOL classes and ask attendees to consider the role of home language inclusion in creating a collaborative and linguistically appropriate environment for immigrant and refugee students. The session also shares strategies to incorporate students’ L1 knowledge into administrative processes such as intake, registration and advising. Ultimately, the presenters argue, L1 inclusion plays an important role in challenging ideologically rooted monolingual principles and acts as a crucial part of dismantling English-language supremacy and “English Only” mentalities in ESOL settings.
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Abstract:
In the age of WIOA, Language Arts classroom is a place where reading, writing, test preparation, technology skills and career awareness peacefully coexist on a solid foundation of the Illinois Content Standards. This presentation focuses on providing creative strategies for seamless incorporation of career awareness in reading, writing, speaking and listening activities, as well as research projects and group assignments.
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Abstract:
Need exciting material that will make learners look forward to reading? Samantha is a romantic soap opera that is high interest, develops vocabulary, and stimulates discussion on moral, social, and cross cultural issues. Participants will review a chapter and discuss how to use this material in the classroom. http://www.amazon.com/dp/198167604X
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Abstract:
If you have ever worked with an I-BEST (Integrated Basic Education Skills Training) program, you will know that I-BEST students fast track through both GED® testing and skills training through this nationally recognized instructional model. I-BEST students are quicker than their traditionally enrolled contemporaries to improve their basic skills in reading, writing, and math, complete their GED exam, and arrive at a career entry point. The downside to I-BEST is that it’s expensive. Heather has taught 4 I-BEST programs and has come to realize that there are ways to replicate components of I-BEST at very low or no additional cost to your program. This webinar will look at how, by making a few simple changes, we can help our traditionally enrolled students also get the best that our programs can offer.
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Abstract:
The National Reporting System for Adult Education (NRS) is the accountability system for the Federally funded adult education program, authorized by Section 212 of the Workforce Innovation and Opportunity Act (WIOA). The NRS includes the WIOA primary indicators of performance, measures that describe adult education students and their program participation, methodologies for collecting performance data, and program reporting procedures.