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On- Demand Webinars

How do you lead your students to reading proficiency? Hear directly from the nation's foremost thought leaders in literacy education. With specialties in learning mindsets, long-term English learning, translanguaging, assessments, word skills, and more, these experts share their latest research and best practices to improve reading performance. Together, we can help lead the way to literacy for all students.

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Intentional, Interactive Writing Support for Academic English Learners

KATE KINSELLA, Ed.D. | October 4, 2017 at 3 PM ET

English learners and reticent readers in Grades 3–12 need informed, interactive, and systematic instruction across the curriculum that addresses their academic English language and rhetorical voids. Rather than spending abundant class time silently journaling, completing graphic organizers, or receiving misinformation from peer editors, neophyte writers need every teacher to serve as the over-the-shoulder writing coach their parents cannot generally be. Dr. Kinsella details cross-curricular writing instruction imperatives for educators serving English learners and striving readers, including a focused yet accessible analytic rubric for each assignment, targeted lessons on language and rhetorical devices for specific writing types, explicit analysis of an appropriate writing model, and brief, frequent doses of interactive, teacher-meditated writing practice to build critical competencies for longer, independent assignments. Participants leave with digital and print resources to support implementation and site-based professional learning.


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Translanguaging: Making Strategic Use of Emergent Bilinguals’ Complete Linguistic Repertoires

DAVID AND YVONNE FREEMAN | October 10, 2017 at 3 PM ET

Translanguaging, the strategic use of students’ home languages, promotes the acquisition of academic language and content knowledge in English. The presenters define translanguaging and explain the constant presence of a translanguaging corriente (current) as emergent bilinguals learn. They distinguish translanguaging from code switching and refute misconceptions about the use of students’ home languages in instruction. They then suggest strategic uses of translanguaging in classrooms showing pictures of strategies including linguistic comparisons, grouping strategies, the use of bilingual children’s literature, and preview, view, review.


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Using Assessment to Improve Teaching and Learning

SHELIA VALENCIA | October 12, 2017 at 3 PM ET

Assessment is an integral feature of good instruction. Nevertheless, it is often perceived as at odds with good instruction. This webinar will help you learn how to make assessment work FOR you and FOR your students. We will examine research and strategies for using results of several different types of assessments to guide instruction. We will have a special focus on formative classroom assessment, a process that has been shown to improve achievement for students of all abilities and actively engage them in learning.


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Can We Nudge Students to Be Better Learners?

DAVID DOCKTERMAN | October 19, 2017 at 3 PM ET

Our lives are peppered with little nudges to influence our behavior. Timed discounts temp us to buy now. Charts from our home energy provider try to compel us to be more like our most energy efficient neighbors. Counters show our progress toward daily step goals. These types of behavioral nudges have been used to support social policy, and in this webinar, we’ll explore how to nudge students to be more engaged and productive learners. We’ll play with examples of nudges to establish academic identities, reinforce norms for learning behaviors, motivate student engagement, and more. Be ready to experiment!


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Engaging, Effective Instruction in Phonics, Spelling, Vocabulary

SHANE TEMPLETON | October 24, 2017 at 3 PM ET

We examine how developmentally based instruction in phonics, spelling, and vocabulary guides children in learning words and learning about words. What are the relationships among decoding, encoding, and fluency instruction? What is the relationship between word-specific and generative vocabulary instruction, and how does this relationship evolve as children advance through the grades? How do we effectively teach the important Latin and Greek roots and affixes? How do teachers effectively differentiate instruction in word study, and how does this differentiation relate to grade-specific expectations in our English Language Arts standards? Our discussion should reaffirm but also stretch your approach to instruction about words!

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