The
National Council of La Raza
Summer 2006 Leadership
Institute for Latino Literacy (LILL)
Developed and Presented by:
The
Center for Equity and
Excellence in Education
July 31-
The focus of this Institute is developing the
academic literacy and achievement of students learning English as another
language through integrated practices across the disciplines.
The Summer 2006 Leadership Institute will help
participating teachers to develop the knowledge and skills necessary to:
Identify students’ academic, language, and literacy
learning needs;
Provide instruction
that helps students’ develop:
(a) Academic
background and vocabulary knowledge,
(b) Oral academic
language skills,
(c) Strategies for
comprehending informational text in the content areas,
(d) Knowledge of the
features of academic texts,
(e) Strategies for
using text features to aid in comprehension;
Use a common framework for integrated academic,
language, and literacy instruction; and
Collaborate to support their continuing professional
development in language and literacy teaching throughout the school year.
EXPECTED OUTCOMES
Teachers
who participate in the Institute will be better able to address students’ needs
related to academic language and literacy, reflect on their teaching, and
collaborate to support ongoing professional development.
(1) Plan for continued professional development
(2) Lessons that can
be used/adapted for the first week of school
Monday, July 31
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LILL
Participant Welcome Reception at The |
Hosted by
the National Council of La Raza |
Tuesday, August 1
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Continental
Breakfast |
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Welcome/Warm-up
and Overview of Institute Goals, Syllabus, and Materials |
P. DiCerbo |
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I. Considering Learners and Literacy in the Classroom This session will illustrate how differences in students’
educational backgrounds, academic language and literacy skills, and interests
contribute to their “readiness” to learn grade-level content. |
P. DiCerbo |
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Break |
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II. Finding Out About Your Students Through Assessment
This session will describe
approaches to identifying and assessing students’ backgrounds,
language/literacy skills, and interests.
Opportunities will be provided to use/adapt tools and strategies for
assessment purposes. |
L. Willner |
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LUNCH ON YOUR OWN
A list of
nearby restaurants and a map to help you find them will be provided. |
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This
session will demonstrate tools and techniques to build on student interests
and address their literacy needs. |
J. Brown |
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Break with Snack
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IV. Building Students’ Background Knowledge This session will present
instructional strategies for building students content-area background
knowledge and knowledge of text genres, and provide an introduction to text structures. |
E. Greer |
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V. Reflection Prompt
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P. DiCerbo |
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VI. Building Community
and Commitment In this session, participants
will work within and across school teams to learn strategies to support their
continued professional development throughout the school year. |
E. Powers |
Wednesday, August 2
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Continental
Breakfast |
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VII. Developing Students’
Academic Vocabulary This session will provide
participants with opportunities to learn about the characteristics of
academic language and academic vocabulary; practice identifying specialized
and non-specialized academic vocabulary used in different content areas; analyze
texts similar to those used in participant classrooms to determine the
non-specialized and specialized academic vocabulary critical to text
comprehension will be provided; and learn instructional strategies for
teaching academic vocabulary. |
K. D’Avolio |
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Break |
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VIII. Using Classroom Talk to Develop Students’ Academic Language
This session will feature instructional strategies to expand and
develop students’ oral academic language skills. Model explicit strategy
instruction. An introduction to explicit strategy instruction will also be provided. |
K. Anstrom |
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P. DiCerbo |
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Early Release for Sightseeing Information
about the places of interest in the DC metro area will be provided by the
National Council of La Raza. |
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Thursday, August 3
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Continental
Breakfast |
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X. Teaching Features of Informational Text (Part I) In Part I of this session, participants will learn: different
features of informational texts and how these features influence reading
comprehension; how to analyze informational texts to determine organizational
patterns and presentation formats; and different types of graphic organizers
for teaching informational text structures. |
P.
DiCerbo |
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Break |
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Teaching Features of Informational Text (Part II) In Part II of this session, participants will identify
organizational patterns in informational texts, decide on the best graphic
organizers to teach common organizational patterns, develop lessons for
teaching informational text structures, and practice using a common
instructional framework to organize
their lessons. |
C.
Parker |
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LUNCH ON YOUR OWN
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XI. Developing This session will show participants how to use Reciprocal
Teaching to teach students four important strategies (prediction,
questioning, clarifying, and summarizing) useful for comprehending
informational text. |
E. Greer |
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Break
with snack |
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Planning for First Week of School
In this
session, participants will work within and across school teams to learn
strategies to
support their
continued professional development throughout the school year, and plan for
the first week of school. |
E.
Powers |
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XIII. Reflection prompt
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P. DiCerbo |
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Continental
Breakfast |
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XIV.. Planning for First Week of School
In this
session, participants will continue to work within school teams to plan for
the first week of school. |
E.
Powers |
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Break |
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XV.
Institute Wrap-Up
In this
final session, participants will discuss lessons learned and share
reflections, suggest topics for follow-up sessions, and provide an evaluation
of the Institute. |
E.
Powers |