California ASCD and Yolo County Office of Education present:
3/14/18-Tools to Support English Learners and Struggling Readers in Constructing Competent Written Responses
with Presenter Kate Kinsella, Ed.D.
Wednesday, March 14, 2018
Hosted by: Yolo County Office of Education
Location: 1280 Santa Anita Court
8:30 a.m.— 3:00 p.m. - Registration Includes Lunch
English learners and struggling readers in grades 3-10 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 extensive practical resources to facilitate immediate implementation and provide site-based support to colleagues.
Participants will learn essential ELD instructional routines including effective ways to:
¨ Introduce and unpack a model paper exemplifying the critical elements of a writing type: informative, opinion, argument
¨ Provide a student-friendly analytical rubric that specifies the elements of the writing type
¨ Frontload rhetorical conventions and academic language for specific writing types
¨ Design academic interactions that guide students in applying vocabulary, syntax and rhetorical devices they can deploy in subsequent written work
¨ Structure teacher-mediated doses of scaffolded writing to build foundational competencies for extended responses
¨ Facilitate productive peer feedback sessions targeting appropriate rubric criteria
¨ Review well-written language objectives addressing lesson writing demands
Kate Kinsella, Ed.D. is an adjunct teacher educator at San Francisco State University and a highly-sought after speaker and consultant to school districts and state departments throughout the US regarding development of academic language and literacy across the K-12 subject areas. Her 25 year teaching career focus has been equipping youths from diverse backgrounds with the communication, reading and writing skills to be career and college ready. A consummate “teacher’s teacher”, Dr. Kinsella maintains active K-12 classroom involvement by writing and implementing curriculum, co-teaching lessons, and providing practical mentoring for teachers and instructional coaches. Her extensive publishing record includes articles, chapters, English learners’ dictionaries, English Language development curriculum, and reading intervention programs. She is particularly proud of the research validated and extensively implemented programs she has written to support English learners in making academic strides: READ 180, English 3D, and the Academic Vocabulary Toolkit.