The 2013 Region 4 Bilingual/ESL Conference was held on September 7, 2013 in McKinney, Texas. The keynote speaker was Dr. Robert J. Marzano who spoke about teaching basic and advanced vocabulary. Over 50 breakout sessions were offered on topics impacting English Language Learners, including dual language programs, vocabulary, reading strategies, social studies instruction, and technology integration. The conference was well attended and provided educators with research-based practices to support academic achievement for ELLs.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
How Phonology in Bilingualism Contributes to Over Identification: A Case StudyBilinguistics
Find out which phonological processes to address in English when students are bilingual.
We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Self- Efficacy, Word Reading, and Vocabulary Knowledge in English Language Le...NOR RUBA'YAH ABD RAHIM
Mase, T. F. (2011). Self- Efficacy, Word Reading and Vocabulary Knowledge in English Language Learners. UMI Dissertation Publishing. United States: ProQuest LLC.
Collaborating with Educational Diagnosticians in the Referral and Evaluation ...Bilinguistics
Work effectively with other special education professionals who are testing students for learning disabilities. Learn to improve your referrals, improve the interactions on your campus, and reduce the amount of testing time that results in no qualification.
This presentation is a collaborative conversation between a speech pathologist and a educational diagnostician (LSSP Licensed Specialist in School Psychology in Texas). We discuss the similarities and differences between Receptive Language Delay and Difficulties with Listening Comprehension and between Expressive Language Delay and Difficulties with Oral Expression. We then explore reasons why we may obtain (apparently) conflicting testing results. Data from a research study sheds light on the commonalities among referrals that were most appropriate.
How Phonology in Bilingualism Contributes to Over Identification: A Case StudyBilinguistics
Find out which phonological processes to address in English when students are bilingual.
We have all seen comparisons of Spanish to English that help us work with children across languages. But what do we focus on in our English-only therapy with children who speak Spanish in other contexts such as with friends or at home?
This course presents a rare comparison of Monolinguals in English to Bilinguals in English to help us figure out what we should be focusing on to improve speech and move children off our caseload.
Self- Efficacy, Word Reading, and Vocabulary Knowledge in English Language Le...NOR RUBA'YAH ABD RAHIM
Mase, T. F. (2011). Self- Efficacy, Word Reading and Vocabulary Knowledge in English Language Learners. UMI Dissertation Publishing. United States: ProQuest LLC.
DANH MỤC SÁCH GiẢNG DẠY TIẾNG ANH, NGÔN NGỮ HỌC ỨNG DỤNG .
CHO GiẢNG VIÊN, CAO HỌC, NGHIÊN CỨU SINH, SINH VIÊN SƯ PHẠM ANH/NGÔN NGỮ ANH .
Toàn bộ file pdf. Chuyển nhanh qua email. Tính phí từ 5 đến 20% giá gốc tùy loại sách và nhu cầu. Liên hệ: Thầy Sa: 0985995934
https://www.facebook.com/TOEIC.tpHCM
فراخوان مقاله
سومین کنفرانس بین المللی بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی
اهواز
11-12 بهمن 1397
جهت اطلاعات بیشتر به وبسایت کنفرانس مراجعه نمایید
WWW.LLLD.IR
از تمامی پژوهشگران، دانشگاهیان و دانشجویان دعوت می گردد تا پژوهش های خود را به یکی از زبان های فارسی، انگلیسی یا عربی ارائه نمایند.
در صورت نیاز به تماس، خواهشمند است با ما تماس برقرار نمائید.
کمیته برگزاری کنفرانس،
اهواز/ صندوق پستی: 61335-4619
تلفن: 32931199(009861)
تلفکس:32931198 (009861)
شماره تلفن همراه : 9167765914(0098)
Email: info@pahi.ir
A study on urdu speakers’ use of english stress patterns phonological variationMehranMouzam
The aim of this research paper is to study Urdu Speakers’ use of English Stress Patterns and their phonological variation from native speakers of Pakistani EFL learners. The stress patterns of English language are affected by the influence of L1Urdu speakers’ perception in Pakistan which ultimately influences English pronunciation and sometimes its meanings as well. It also results difficulties faced by learners in our class rooms. Based on phonological differences between two languages, the researchers assume that there is a wide discrepancy in stress patterns among those spoken and used by native speakers and read and perceived by Pakistani students in our classrooms using English as second language. It carries a tangible impact of Urdu stress pattern with almost equal stress on all the syllables which is quite problematic both for teachers and learners of English whether it is as Second Language Learning or as Foreign Language Learning. To find out concrete results quantitative analysis of stress patterns was made on the selected sample taking from public sector university students. Findings of the research provide a useful pedagogical insight into the perspective of English language teaching with particular emphasis on spoken proficiency of English among students whose L1 is Urdu. The findings of the research suggest invariably the wrong placement of lexical stress in English words in Pakistan by Urdu speakers who have Urdu as L1 because they either place the stress on the syllable preceding the actual syllable or following it. Finally, it is suggested to follow the native speakers tone as a final remedy.
This study aims to establish the phonology of Bareilly Urdu. Bareilly is a city of Uttar Pradesh state in
northern India and the capital of Rohilkhand region. The name Bareilly Urdu is given to the regional
language of Bareilly and adjacent villages.The data for the present study was collected through field work
in the old city area of Bareilly district. The task of collecting and collating the data was started by
preparing a wordlist of monosyllabic words appearing in ‘A Dictionary of Urdu, Classical Hindi and
English’ by John T. Platts. Then, we moved to the target field for finding the equivalents of these
monosyllabic words in the target language community. After analyzing the data, we have established a
total of 60 phonemes. Out of which 36 are consonantal phonemes and 24 are vocalic phonemes (including
vowels and diphthongs).
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
DANH MỤC SÁCH GiẢNG DẠY TIẾNG ANH, NGÔN NGỮ HỌC ỨNG DỤNG .
CHO GiẢNG VIÊN, CAO HỌC, NGHIÊN CỨU SINH, SINH VIÊN SƯ PHẠM ANH/NGÔN NGỮ ANH .
Toàn bộ file pdf. Chuyển nhanh qua email. Tính phí từ 5 đến 20% giá gốc tùy loại sách và nhu cầu. Liên hệ: Thầy Sa: 0985995934
https://www.facebook.com/TOEIC.tpHCM
فراخوان مقاله
سومین کنفرانس بین المللی بررسی مسائل جاری زبان ها، گویش ها و زبان شناسی
اهواز
11-12 بهمن 1397
جهت اطلاعات بیشتر به وبسایت کنفرانس مراجعه نمایید
WWW.LLLD.IR
از تمامی پژوهشگران، دانشگاهیان و دانشجویان دعوت می گردد تا پژوهش های خود را به یکی از زبان های فارسی، انگلیسی یا عربی ارائه نمایند.
در صورت نیاز به تماس، خواهشمند است با ما تماس برقرار نمائید.
کمیته برگزاری کنفرانس،
اهواز/ صندوق پستی: 61335-4619
تلفن: 32931199(009861)
تلفکس:32931198 (009861)
شماره تلفن همراه : 9167765914(0098)
Email: info@pahi.ir
A study on urdu speakers’ use of english stress patterns phonological variationMehranMouzam
The aim of this research paper is to study Urdu Speakers’ use of English Stress Patterns and their phonological variation from native speakers of Pakistani EFL learners. The stress patterns of English language are affected by the influence of L1Urdu speakers’ perception in Pakistan which ultimately influences English pronunciation and sometimes its meanings as well. It also results difficulties faced by learners in our class rooms. Based on phonological differences between two languages, the researchers assume that there is a wide discrepancy in stress patterns among those spoken and used by native speakers and read and perceived by Pakistani students in our classrooms using English as second language. It carries a tangible impact of Urdu stress pattern with almost equal stress on all the syllables which is quite problematic both for teachers and learners of English whether it is as Second Language Learning or as Foreign Language Learning. To find out concrete results quantitative analysis of stress patterns was made on the selected sample taking from public sector university students. Findings of the research provide a useful pedagogical insight into the perspective of English language teaching with particular emphasis on spoken proficiency of English among students whose L1 is Urdu. The findings of the research suggest invariably the wrong placement of lexical stress in English words in Pakistan by Urdu speakers who have Urdu as L1 because they either place the stress on the syllable preceding the actual syllable or following it. Finally, it is suggested to follow the native speakers tone as a final remedy.
This study aims to establish the phonology of Bareilly Urdu. Bareilly is a city of Uttar Pradesh state in
northern India and the capital of Rohilkhand region. The name Bareilly Urdu is given to the regional
language of Bareilly and adjacent villages.The data for the present study was collected through field work
in the old city area of Bareilly district. The task of collecting and collating the data was started by
preparing a wordlist of monosyllabic words appearing in ‘A Dictionary of Urdu, Classical Hindi and
English’ by John T. Platts. Then, we moved to the target field for finding the equivalents of these
monosyllabic words in the target language community. After analyzing the data, we have established a
total of 60 phonemes. Out of which 36 are consonantal phonemes and 24 are vocalic phonemes (including
vowels and diphthongs).
An overview of knowledge required by a teacher prior to teaching children of Non English Speaking Background (NESB). A comprehensive overview is provided here.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015Martin Cisneros
Are your EL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELs in meeting the Common Core State Standards.
Speech and language development is integral for future learning .docxwilliame8
Speech and language development is integral for future learning success. It is the educators’ responsibility to recognize milestones in learning and to differentiate developmental delays from learning English as a second language. Early intervention, especially in hearing and sight, leads to higher likelihood of success in the students’ education.
In a 1,000-1,250 word essay, address the following related to the speech and language development of children:
Briefly discuss development of written language and spoken language.
Describe how developmental delays or disabilities can affect children’s speech and language development.
Describe how culture, family background, and bilingual language development can affect children’s speech and language development.
Describe three strategies that can be used to enhance children’s speech and language development.
Provide an example of how the three strategies described above could be modified to address the unique needs of ESL students and students with speech impairments.
Support your essay with 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
2013 Bilingual/ESL Conference Program
1. R e g i o n 4 E S C
7 1 4 5 W . T i d w e l l R d .
H o u s t o n , T x . 7 7 0 9 2
713.462.7708
713.744.6514
9 / 7 / 2 0 1 3
This year’s keynote speaker is the
internationally renowned author and
researcher Dr. Robert J. Marzano.
Dr. Marzano will deliver insights into
his book Teaching Basic and Advanced
Vocabulary.
Additionally, numerous presentations
will be given on relevant topics that
directly impact the academic success of
ELLs.
2.
3. Dr. Robert J. Marzano is the cofounder
and CEO of Marzano Research
Laboratory in Denver, Colorado.
Throughout his 40 years in the field of
education, he has become a speaker,
trainer, and author of more than 30 books
and 150 articles on topics such as
instruction, assessment, writing and
implementing standards, cognition,
effective leadership, and school
intervention. His books include The Art
and Science of Teaching, Leaders of
Learning, On Excellence in Teaching,
Effective Supervision, the Classroom
Strategies series, Using Common Core Standards to Enhance Classroom
Instruction and Assessment, and Vocabulary for the Common Core. His
practical translations of the most current research and theory into
classroom strategies are known internationally and are widely practiced
by both teachers and school leaders. He received a bachelor’s degree
from Iona College in New York, a master’s degree from Seattle University,
and a doctorate from the University of Washington.
SPONSORED BY
4. Thank you to our other Sponsors
Thank you to Lakeshore for their sponsorship for this year’s lunch.
6. Schedule at a Glance – First Floor Rooms
8:30-
9:00
9:00
-
10:15
Break-VendorExhibits
10:15-10:45
10:45
-
11:45
Lunch
11:45-1:00pm
Breakout
Session
A
1:00-2:00
Breakout
Session
B
2:15-3:15
100A
Welcome-Introductions
Dr.RobertJ.Marzano
Dr.RobertJ.Marzano
Two-Way Dual
Immersion: What
Administrators Have
to Say About 1st
Year
Implementation
(K-5)
Dr. Faviola Cantu
Connie Graves
Two-Way Dual
Immersion: What
Kindergarten
Teachers Have to Say
About 1st
Year
Implementation
(K-5)
Marlene Olvera
Alejandra Moino
Ana Castillo
Gabriela Gonzalez
100B
Language-Rich
Classrooms Through
Interaction
(3-5)
Ana Segulin
Laugh Your Way to
STAAR!
(3-12)
Lorraine Young
100C
The Appropriate Use
of the Accent Marks
in Spanish - Part 1
(K-5)
Gustavo Gallardo
The Appropriate Use
of the Accent Marks
in Spanish - Part 2
(K-5)
Gustavo Gallardo
100D
The Critical Link
Between Vocabulary
and Comprehension
(K-5)
Jay Dudley
The Critical Link
Between Vocabulary
and Comprehension
(K-5) *Repeat*
Jay Dudley
100E
Vocabulario de alta
frecuencia vs.
vocabulario
académico?
Estrategias para la
mejora de la
comprensión lectora
(K-5)
Ana Carlton
Extrinsic and
Intrinsic Ways to
Motivate Bilingual
Students
(K-5)
Miriam Saravia
100F
Yo soy diferente
(K-12)
Li Ruiz
Consistent Linguistic
and Academic
Growth for ELLs
(3-8)
Ilce Perot
Janeth Cornejo
7. Breakout
Session
A
1:00-2:00
Breakout
Session
B
2:15-3:15
101
Top 10 Things
Teachers of English
Language Learners
Should Know About
Special Education
(K-12)
Dr. Corinna V. Cole
Asking the Right
Questions Before
Referring an ELL to
Special Education
(K-12)
Rosalina Martinez
102
Using Spanish Poetry
and Informational
Text to Support TEKS
& STAAR
(K-6)
Rick Villasanta
How to Reach and
Teach Immigrant and
Refugees –
Differentiation that
Works!
(3-8)
Marie Moreno
104
Mathematically
Speaking
(3-5)
Danielle H. Leuschen
A Classroom Full of
Engaged Students
Producing High
Academic
Language...It's
Easier Than You
Think
(K-12)
Carol Salva
113A
Science
lab
Enseñanza divertida,
significativa y
acelerada de la
lectura y escritura en
español
(K-2)
Dr. Timoteo Soria
113B
Science
Lab
iELPS, Using the
iPad to Engage and
Support ELL
Students
(K-12)
Gary Loss
8. Schedule at a Glance – Second Floor Rooms
Lunch
11:45-1:00pm
Breakout
Session
A
1:00-2:00
Breakout
Session
B
2:15-3:15
201
Reading Strategies for
English Language
Learners
(K-5)
Flor Liñan-Shaw
Mini-Lessons for
Supporting ELLs
During Writer’s
Workshop
(K-2)
Kathy Hogan
202
Improving Spanish the
Language Proficiency
of Dual Language
Teachers and Teacher
Candidates
(K-6)
Dr. Luis Rosado
Why Do Some Students
Learn a Second
Language Faster Than
Others?
(K-5)
Magdalena Tarlovsky
203
Small Group
Instruction in
Secondary Social
Studies Classes
(6-12)
Mandy Sandlin
Theresa Douglas
Small Group
Instruction in
Secondary Social
Studies Classes
(6-12) *Repeat*
Theresa Douglas
Mandy Sandlin
204
El uso de
programación
neurolingüística en un
salón de clases
(K-5)
Monica Ibarguengoytia
Help I See Strugglers!
Interactive Reading
and Writing Strategies
to Support Students
(3-8)
Felisha Branford
205
English Language
Development
Strategies Come Alive:
Developing Academic
Language Utilizing
Research-Based
Strategies in a Dual
Language Classroom
(K-5)
Dr. Higinia Torres-
Rimbau
Work with Poems and
Develop Phonological
Awareness in the
Bilingual Classroom
(K-5)
Dr. Valentina Hardin
206
Using TPR (Total
Physical Response) for
Second Language
Acquisition
(K - 5)
Jesica Tanis
Vanessa Simpson
Don’t Forget the
Fluency!
(3-5)
Terri Washington
207
Practical Instructional
Strategies for ELL
Transitioning into the
Mainstream
Classroom
(K - 8)
Dr. Stephen A. White
Write a Thesis
Statement With
English Language
Learners
(4-10)
Christina Nash
9. CONFERENCE PLANNER
Time Event / Breakout Session Presentation Notes
8:30 am – 9:00 am Opening - Welcome
9:00 am – 10:15 am Dr. Robert J. Marzano
10:15 am – 10:45 am
Break
Vendor Exhibits
10:45 am – 11:45 am Dr. Robert J. Marzano
11:45 pm – 1:00 pm LUNCH
Breakout Session A
1:00 pm – 2:00 pm
2:00 pm -2:15 pm Break
Breakout Session B
2:15 pm – 3:15 pm
10. 1
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Opening
8:00 am - 12:00 pm Registration
8:30 am - 9:00 am Opening Ceremony Conference Room
9:00 am - 10:15 am Keynote Speaker Address Conference Room
Dr. Robert J. Marzano
Sponsored by National Geographic Learning and Cengage Learning
Break
Vendor Exhibits
10:15 am – 10:45 am
10:45 am - 11:45 am Keynote Speaker Address Conference Room
Dr. Robert J. Marzano
Sponsored by National Geographic Learning and Cengage Learning
Lunch
11:45 am - 1:00 pm
Sponsored by Lakeshore
11. 2
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Breakout Session A
1:00 pm – 2:00 pm
Room: 100A
Presenter: Dr. Faviola Cantu, and Connie Graves, Pearland ISD
Presentation: Two-Way Dual Immersion: What Administrators Have to Say About 1st
Year Implementation
Description: Principal, Dr. Faviola Cantu, and Bilingual Coordinator, Connie Graves, will discuss the challenges,
struggles, and highlights of the first year of implementation in Pearland ISD’s Kindergarten Dual Language 50/50 Model.
Audience: K - 5
--------------------------------------------------------------------------------------------------------------------------------------------
Room: 100B
Presenter: Ana Segulin, Alvin ISD
Presentation: Language-Rich Classrooms Through Interaction
Description: We learn to speak by speaking, and we think in terms of language. As ESL, Bilingual or Dual Language
teachers, it is imperative that we foster interaction in our classes to help our students in their language acquisition and
comprehension of the content knowledge.
Audience: 3 - 5
--------------------------------------------------------------------------------------------------------------------------------------------
Room: 100C
Presenter: Gustavo Gallardo, Houston ISD
Presentation: The Appropriate Use of the Accent Marks in Spanish - Part 1 (Part 2 will be at 2:15 pm - 3:15 pm)
Description: Participants will increase their Cognitive Academic Language Proficiency by learning that the purpose of the
accent marks is to discover how to pronounce each word in the Spanish language.
Audience: K - 5
--------------------------------------------------------------------------------------------------------------------------------------------
Room: 100D
Presenter: Jay Dudley, Lakeshore Learning Materials (vendor presentation)
Presentation: The Critical Link Between Vocabulary and Comprehension (Repeated at 2:15 pm - 3:15 pm)
Description: Numerous educational researches have proven that the connection between vocabulary and reading
comprehension and successful achievement in all content areas is very strong. This connection becomes even stronger
when students are learning and functioning in more than one language. Join this interactive workshop and discover
classroom and research-based strategies to improve vocabulary and reading comprehension for all students.
Audience: K – 5
12. 3
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Breakout Session A
1:00 pm – 2:00 pm
Room: 100E
Presenter: Ana Carlton, Klein ISD
Presentation: Vocabulario de alta frecuencia vs. vocabulario académico? Estrategias para la mejora de la comprensión
lectora
Description: Esta sesión tiene como objetivo examinar la influencia del vocabulario cognitivo académico y el vocabulario
de alta frecuencia en el desempeño de la compresión lectora. Se presentan estrategias de enseñanza para la adquisición del
vocabulario, el mejoramiento de la lectura y los procesos metalingüísticos en estudiantes de primaria.
Audience: K – 5
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Room: 100F
Presenter: Li Ruiz, Alief ISD
Presentation: Yo soy diferente
Description: La presentadora hablará acerca de su experiencia personal y profesional, explicando porque es importante
entender al estudiante. Ms. Ruiz describirá sus experiencias vividas en un país hispanohablante como Argentina siendo
ella de descendencia asiática. Los participantes tendrán la oportunidad de realizar preguntas. La audiencia también podrá
compartir brevemente sus experiencias personales y profesionales.
Audience: K -12
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Room: 101
Presenter: Dr. Corinna Villar Cole, Sam Houston State University
Presentation: Top 10 Things Teachers of English Language Learners Should Know About Special Education
Description: This presentation will provide teachers of English Language Learners with important information about
special education issues as they relate to their students.
Audience: K – 12
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Room: 102
Presenter: Rick Villasanta, Santillana USA (vendor presentation)
Presentation: Using Spanish Poetry and Informational Text to Support TEKS & STAAR
Description: This professional learning session will provide hands-on text activities to effectively use poetry and
informational text in the bilingual classroom. Participants will learn how to model, practice, and make connections to text
feature strategies that support instruction and connect to the STAAR test.
Audience: K - 6
13. 4
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Breakout Session A
1:00 pm – 2:00 pm
Room: 104
Presenter: Danielle H. Leuschen de Pico, Spring Branch ISD
Presentation: Mathematically Speaking
Description: The presenter will explain an easy-to-implement strategy known as “Mathematically Speaking.” This
activity incorporates cooperative learning, speaking and listening ELPS, and problem solving in bilingual and ESL math
classrooms.
Audience: 3 - 5
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Room: 113A
Presenter: Dr. Timoteo Soria, Galena Park ISD
Presentation: Enseñanza divertida, significativa y acelerada de la lectura y escritura en español
Description: Actividades multisensoriales, dramatización, canciones, historias, personajes, marionetas, juegos y
manipulativos sumergen a los estudiantes en un proceso de aprendizaje integrado que facilita su éxito en la lectura y la
escritura.
Audience: K - 2
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Room: 113B
Presenter: Gary Loss, Region 4 ESC
Presentation: iELPS, Using the iPad to Engage and Support ELL Students
Description: Learn how to use a variety of iPad apps to engage and motivate ELL students while simultaneously
improving their English language skills via the ELPS.
Audience: K - 12
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Room: 201
Presenter: Flor Liñan-Shaw, Alief ISD
Presentation: Reading Strategies for English Language Learners
Description: During this session, we will discover strategies to help ELLs make reading more comprehensible. We will
explore each strategy and how it can be apply within our reading/content areas. Lastly, we will discuss how we can
integrate writing!
Audience: K -5
14. 5
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Breakout Session A
1:00 pm – 2:00 pm
Room: 202
Presenter: Dr. Luis Rosado, University of Texas at Arlington
Presentation: Improving Spanish the Language Proficiency of Dual Language Teachers and Teacher Candidates
Description: This presentation will describe the Spanish proficiency test required for the bilingual EC-6 teacher
certification in Texas—the BTLPT. It will highlight the test format and the Spanish language structures that candidates
must master to be successful in the test. The presenters will introduce a new book designed to improve the language
proficiency of teachers and teacher candidates. A screening instrument, developed by the presenters, will be used to
determine the language proficiency needed to become effective dual language teachers.
Audience: K - 6
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Room: 203
Presenter: Mandy Sandlin and Theresa Douglas, Waller ISD
Presentation: Small Group Instruction in Secondary Social Studies Classes (Repeated at 2:15 pm - 3:15 pm)
Description: Participants will partake in an in-depth example of small group instruction in secondary social studies
classes. This strategy can be used in any content area; however, we will be focusing on social studies content. The small
group instruction will be modeled, and then practiced by small groups in the session.
Audience: 6-12
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Room: 204
Presenter: Monica Ibarguengoytia, Kipp-SHINE Prep
Presentation: El uso de programación neurolingüística en un salón de clases
Description: Distintas técnicas para aumentar el aprendizaje de nuestros alumnos, enseñándolos a pensar utilizando y
conectando sus 2 hemisferios cerebrales.
Audience: K - 5
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Room: 205
Presenter: Dr. Higinia Torres-Rimbau, University of St. Thomas
Presentation: English Language Development Strategies Come Alive: Developing Academic Language Utilizing
Research-Based Strategies in a Dual Language Classroom
Description: The goal of this presentation is to share the professional development experiences and insights of a bilingual
educator when implementing a highly successful and proven method utilized to provide English Language Development
training to teachers in bilingual and dual language classrooms.
Audience: K - 5
15. 6
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Breakout Session A
1:00 pm – 2:00 pm
Room: 206
Presenter: Jesica Tanis and Vanessa Simpson, Language Kids Private School
Presentation: Using TPR (Total Physical Response) for Second Language Acquisition
Description: This session will focus on how to use TPR in the bilingual classroom.
Audience: K - 5
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Room: 207
Presenter: Dr. Stephen A. White, University of Houston, Downtown
Presentation: Practical Instructional Strategies for ELL Transitioning into the Mainstream Classroom
Description: This session provides a whole new perspective on teaching ELLs, and complete techniques to improve the
effectiveness of your teaching in the classroom. You will leave with new perspectives, exciting new ideas and practical
instructional strategies to help strengthen your classroom.
Audience: K - 8
Breakout Session B
2:15 pm – 3:15 pm
Room: 100A
Presenter: Marlene Olvera, Alejandra Moino, Ana Castillo, Gabriela Gonzalez, Pearland ISD
Presentation: Two-Way Dual Immersion: What Kindergarten Teachers Have to Say About 1st
Year Implementation
Description: Bilingual Kinder teachers will talk about the challenges and successes of the first year implementation of a
dual language 50/50 model in Pearland ISD. They will also discuss how the second year is progressing in 2013-14.
Audience: K - 5
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Room: 100B
Presenter: Lorraine Young, Cypress Fairbanks ISD
Presentation: Laugh Your Way to STAAR!
Description: Feeling a little stressed over testing and it's only September? Learn how to regulate your mood, reduce
stress, boost your attitude and add a couple of new strategies to your tool kit for working with ELLs.
Audience: 3 - 12
16. 7
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Breakout Session B
2:15 pm – 3:15 pm
Room: 100C
Presenter: Gustavo Gallardo, Houston ISD
Presentation: The Appropriate Use of the Accent Marks in Spanish - Part 2 (Part 1 is at 1:00 pm - 2:00 pm)
Description: Participants will increase their Cognitive Academic Language Proficiency by learning that the purpose of the
accent marks is to discover how to pronounce each word in the Spanish language.
Audience: K - 5
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Room: 100D
Presenter: Jay Dudley, Lakeshore Learning Materials (vendor presentation)
Presentation: The Critical Link Between Vocabulary and Comprehension (Repeated at 1:00 pm - 2:00 pm)
Description: Numerous educational researchers have proven that the connection between vocabulary and reading
comprehension and successful achievement in all content areas is very strong. This connection becomes even stronger
when students are learning and functioning in more than one language. Join this interactive workshop and discover
classroom and research-based strategies to improve vocabulary and reading comprehension for all students.
Audience: K – 5
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Room: 100E
Presenter: Miriam Saravia, Spring ISD
Presentation: Extrinsic and Intrinsic Ways to Motivate Bilingual Students
Description: Research-based ideas to ensure all of your students are extrinsically and intrinsically motivated to learn!
Learn to implement solutions to the following challenges: (1) How do you motivate bilingual students? (2) How do you
help students see the importance of personal responsibility? (3) How do you deal with a student who is being disruptive in
class? (4) How do you regain control of an out-of-control class? and (5)much more!
Audience: K - 5
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Room: 100F
Presenter: Ilce Perot and Janeth Cornejo, Aldine ISD
Presentation: Consistent Linguistic and Academic Growth for ELLs
Description: This session is designed for classrooms that are not experiencing consistent academic growth and success
with English language learners (ELLs). This session requires participants to rethink and examine best practices in the
ELL, Balanced Literacy Classroom. Teachers will leave with interactive experience and cognitive strategies to meet
students’ linguistic and academic needs.
Audience: 3 – 8
17. 8
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Breakout Session B
2:15 pm – 3:15 pm
Room: 101
Presenter: Rosalina Martinez, Klein ISD
Presentation: Asking the Right Questions Before Referring an ELL to Special Education
Description: There are specific cultural and linguistic issues that school personnel should address before deciding to refer
an English Language Learner to special education. Has the student received targeted intervention? What about the RtI
process? How much time should we give a student to develop language? Is the difficulty related to language acquisition
or a learning disability? This session will address ways to gather answers to specific questions critical to separating
difference from disability.
Audience: K - 12
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Room: 102
Presenter: Marie Moreno, Las Americas Newcomer Center, Houston ISD
Presentation: How to Reach and Teach Immigrant and Refugees – Differentiation that Works!
Description: Do you find yourself teaching to the middle? What about those students that speak Arabic, Nepali, Urdu or
some other languages, and you don’t know if they are understanding? Learn about a school that has made differentiation
easy for all to do. Las Americas Newcomer School has students from 32 countries who speak 29 languages. Learn more
about newcomer centers and how setting up your classroom for success will allow you to teach smarter not harder.
Audience: 3 - 8
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Room: 104
Presenter: Carol Salva, Spring Branch ISD
Presentation: A Classroom Full of Engaged Students Producing High Academic Language...It's Easier Than You Think
Description: We know that vocabulary is what opens or closes doors for people. We also know that our students must
produce the language to internalize the content and own the vocabulary. But how do we get them to do this willingly?
How do we include every learner in this critical experience of producing academic language? Learn how we use proven
research and strategies to engage learners in meaningful activities that reinforce and extend learning. This session will
present a strong focus in reviewing vocabulary through games as well as the foundations of why we must be thoughtful
about how we facilitate these activities.
Audience: K - 12
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Room: 201
Presenter: Kathy Hogan, Region 4 ESC
Presentation: Mini-Lessons for Supporting ELLs During Writer’s Workshop
Description: Investigate minilessons for supporting ELLs at the emergent and early writing stages. Minilessons include:
capturing small moments throughout the day, zooming in, and sketching to add details. Learn how to plan a story using
two effective methods.
Audience: K - 2
18. 9
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Breakout Session B
2:15 pm – 3:15 pm
Room: 202
Presenter: Magdalena Tarlovsky, Klein ISD
Presentation: Why Do Some Students Learn a Second Language Faster Than Others?
Description: This presentation is a brief analysis of different factors that impact the way we learn a second language.
Information will also include what educators can do to identify essential factors that influence each student to be able to
make a difference in their learning experience.
.
Audience: K -5
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Room: 203
Presenter: Theresa Douglas and Mandy Sandlin, Waller ISD
Presentation: Small Group Instruction in Secondary Social Studies Classes (Repeated at 1:00 pm - 2:00 pm)
Description: Participants will partake in an in-depth example of small group instruction in secondary social studies
classes. This strategy can be used in any content area; however, we will be focusing on social studies content. The small
group instruction will be modeled, and then practiced by small groups in the session.
Audience: 6-12
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Room: 204
Presenter: Felisha Branford, Region 4 ESC
Presentation: Help I See Strugglers! Interactive Reading and Writing Strategies to Support Students
Description: Participants will acquire knowledge about the needs of struggling learners and how to use powerful
interactive strategies to improve reading and writing for these students.
Audience: 3 - 8
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Room: 205
Presenter: Dr. Valentina Hardin, Region 4 ESC
Presentation: Work with Poems and Develop Phonological Awareness in the Bilingual Classroom
Description: Participants will be introduced to the continuum of phonological awareness and will practice using poems to
help students move through its various levels. The practice will focus on collecting, writing down, and reading traditional
poems and popular rhymes to connect oral language to print. The presenter will show how to work/play with the poems
at the word, syllable, and sound level (phonemes) to develop literacy skills.
Audience: K - 5
19. 10
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
Breakout Session B
2:15 pm – 3:15 pm
Room: 206
Presenter: Terri Washington, Region 4 ESC
Presentation: Don’t Forget the Fluency!
Description: Are you missing the important component of fluency in your reading instruction? While fluency alone is not
enough to create good readers, it does relieve one major impediment to comprehension. In this session, we will explore 10
ideas to foster fluent reading in grades 3-5 using direct, explicit instruction, opportunities for repeated reading, reading
with expression and much more. Fluency is often viewed as the bridge between word recognition and comprehension. So
please, “Don’t forget the fluency.”
Audience: 3 - 5
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Room: 207
Presenter: Christina Nash, Region 4 ESC
Presentation: Write a Thesis Statement with English Language Learners
Description: Learn how to model the construction of an effective thesis statement for various types of essays: analytical,
expository, and descriptive. A strong thesis statement is the essential element of the essay. Participants will learn how to
effectively guide student writing through the construction of a strong thesis statement followed by compositional
elements that build from the thesis statement.
Audience: 4 – 10
20. 11
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
2013 Region 4 Bilingual/ESL Conference
September 7, 2013
21. 12
2013 Region 4 Bilingual/ESL Conference – September 7, 2013
2013 Region 4 Bilingual/ESL Conference Survey
Region 4 wants to ensure that we are meeting the needs of our school districts. Please take a few minutes to complete this
survey. Rate each session from 1 to 5, and add any comments you may have. Place the survey in the bins located by the
exit doors when leaving the conference. THANKS!
1 = Poor 2 = Fair 3 = Good 4 = Very Good 5 = Excellent
Keynote Presentation 1: Dr. Robert J. Marzano
1 2 3 4 5
Comments: ___________________________________________________________________________________
Keynote Presentation 2: Dr. Robert J. Marzano
1 2 3 4 5
Comments: ___________________________________________________________________________________
Breakout Session- A: Title______________________________________________________________________
1 2 3 4 5
Comments: ___________________________________________________________________________________
Breakout Session- B: Title_______________________________________________________________________
1 2 3 4 5
Comments: ___________________________________________________________________________________
General Comments: ___________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Suggestions/Topics for next year: ________________________________________________________________
_____________________________________________________________________________________________
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