NEW! The 7 Steps to a Language-Rich, Interactive Foreign Language Classroom are research-based strategies designed to increase comprehensible input and provide low-stress opportunities for language output and interaction. These practical techniques provide an essential foundation that ensures students are motivated and engaged, while offering access points to any target language in a way that is easy to implement and comprehensively scaffolded. This training was created for both novice and seasoned LOTE teachers to transform the foreign language classroom into an interactive environment in which students are engaging in the target language from day one.
Participants will learn:
• Experience-based classroom strategies (via simulations) in multiple foreign languages
• Innovative ways to use visuals and vocabulary as tools for building comprehension
• Easy-to-implement structures for speaking, reading, and writing in the target language
• Research-based, practical techniques from the new book, 7 Steps to a Language-Rich, Interactive Foreign Language Classroom: Strategies for Teachers of Languages other Than English (LOTE)
Upon completion, we also offer 38 Great: Target Language Builders for LOTE, and Talk, Read, Talk, Write for LOTE
Motivating English Language Learners Are you ready to learn how to motivate your ELLs? Seidlitz Education will guide you through a unique approach to bringing ELLs beyond mere participation. Learn user-friendly strategies that help teachers at all grade levels connect with and inspire their English Learners.
Participants will learn how to:
• build off student interests to fully engage them in academic content
• breathe new life into content and language objectives
• integrate linguistic techniques such as choral response, chants, role play, and music into lessons
• capitalize on student and teacher creativity and innovation
• facilitate enjoyable content writing for all ages
• incorporate physical movement for 100% participation
My Students are All Different! A User-Friendly Approach for Teaching ALL Kids (K-12) This valuable and timely training provides educators with classroom proven strategies to differentiate instruction in ways that maximize student success. Students enter school with different linguistic abilities, varied levels of background knowledge, a large range of language abilities and disabilities, and an array of learning differences. In this interactive, practical training, all of these areas will be addressed. Educators will discover ways to create student profiles, accommodate based on student characteristics, and incorporate highly effective academic and behavioral strategies. The Diverse Learner Flip Book will be the guide for this important training.
NEW! ¡Toma la palabra! - Teachers in bilingual and dual language programs are looking for ways to enhance the development of academic Spanish in their classrooms. They are also looking for ways to increase their own practice of academic Spanish. This training directly addresses those needs. It is based on the research and experience of Dr. Mónica Lara and her work in countless bilingual classrooms. Teachers will explore theory, strategies, and activities in Spanish that develop oracy and biliteracy. Attendees will receive the book ¡Toma la palabra!, an easy-to-follow resource that includes dozens of strategies and ideas, including the 7 Pasos. This training will be conducted in Spanish.
Coaching / Observations / Modeling
Coaching (pre-conference and post-conference): One-on-one interaction between teacher and Seidlitz consultant, usually in a conference room or meeting area, frequently with an administrator/specialist or another teacher present but not always. There is NO contact with students.
Observation/Modeling: Seidlitz consultant visits a classroom, usually after pre-conference with individual teachers. There IS direct interaction between Seidlitz consultant and student/students during both observation and modeling of a lesson.
NEW! Boosting Achievement of SIFE - Based on current research surrounding educational growth mindset and the practical experience of Carol Salva, a master teacher currently achieving success with SIFE students in Houston, this training demonstrates user-friendly techniques that close achievement gaps for Unschooled or Underschooled Learners. Experience the strategies that capitalize on the gifts of your diverse classroom. Discover ways to maximize the impact for SIFE, especially non-English speakers. Learn to empower these students
to work at grade-level in content classes and the ESL classroom.
The training will include:
• Practical methods based on recent research
• Classroom simulations
• Hands-on techniques you can start using tomorrow
• Video and testimony by teachers and students
Meeting the Challenges of Long Term ELLs - This session provides a comprehensive framework to meet the unique challenges of long-term English language learners. This session helps teachers, administrators, and central office personnel make informed decisions to increase the success of English learners while in school and beyond. As part of a system-wide framework, the following topics are addressed:
Assessment of Long Term ELLs
• Analyzing language demands of STAAR/EOC
• Advancing proficiency levels as reported on TELPAS
• Meeting ELLs progress measure
Best Practices for Long Term ELLs
• Modeling research-based sheltered instructional strategies
• Moving students toward successful independent reading and writing
• Structuring an ESL program that works for long-term ELLs
Meeting Affective Needs of Long Term ELLs
• Sustaining positive teacher-student relationships
• Fostering positive attitudes toward school culture
• Creating a school environment where ELLs are invested
Texas Student Refugee Framework: A Collaborative Approach
Do you know Texas currently leads the nation in refugee arrivals and resettlement? What does this mean for our schools? This training will allow participants to learn effective ways to help their refugee students while meeting the needs of their families. Support and resources will be given to instruct their students with best practices for meeting language and academic needs. Participants will also receive a copy of the manual, Texas Student Refugee Framework: A Collaborative Approach.
Talk, Read, Talk, Write (TRTW) is a practical approach to classroom instruction that helps students meet and exceed the state standards for learning in the core classes while also developing the literacy skills needed for success in the 21st century. During the training, participants will experience the TRTW approach as learners themselves, and receive step-by-step instructions for how to implement the approach using actual classroom examples. Other training topics include: how to facilitate structured conversations, how to hold students accountable for active participation, how to move students toward successful independent reading and writing, and how to troubleshoot common roadblocks to reading, writing and talking in the classroom. Participants will leave knowing how to give students consistent opportunities to orally process what they are learning, to make meaning in the company of their peers, and to read and write for an authentic purposes, all while mastering academic content.
RtI for ELLs: Considerations for Success with Diverse Learners (K-6) | Educators face many challenges when striving to adapt their Response to Intervention (RtI) program to meet the unique needs of English Language Learners (ELLs). Using The RtI for ELLs fold out chart, this training walks participants through the components of an RtI model specifically tailored for ELLs. In addition, participants will practice using accommodations, assessments, and strategies for ELLs, based on language proficiency levels and cultural backgrounds. This training also provides participants with hands-on activities that can be implemented immediately to support culturally and linguistically diverse students in K-6 classrooms.
ELPS Administrator Overview | Administrators will leave this training well-equipped to provide high-quality instructional leadership for their staff and their English Language Learners (ELLs). This overview is a follow up to the ELPS academies, and it gives administrators working knowledge of how to write language objectives, provide linguistic accommodations, and set up language practice opportunities for ELLs. Using the ELPS Flip Book, interactive strategies, and structured conversations, administrators can refine their understanding of the ELPS in order to fully support the achievement of their ELLs.
Navigating the ELPS | The English Language Proficiency Standards (ELPS) clearly defines the content-area knowledge and academic language instruction that districts must provide for English Language Learners. This training session addresses the requirements within the four sections of the ELPS, for teachers, administrators, and specialists. In addition, it offers a user-friendly process for meeting those requirements using a variety of hands-on, interactive strategies and activities. Participants receive a copy of the book, Navigating the ELPS, to use throughout the training and to take back to their districts.
•Navigating the ELPS in the Math Classroom
•Navigating the ELPS in the Science Classroom
•Navigating the ELPS in the English, Language Arts, and Reading Classroom
•Navigating the ELPS in the Social Studies Classroom
Making the Most of the ELPS Flip Book | Participants will realize the powerful impact the ELPS Flip Book can have on the academic achievement of their English Language Learners (ELLs). In this practical training, participants will use their own students' TELPAS data along with the ELPS Flip Book to identify their students' language domains, learn how to use the linguistic accommodations charts, and practice many research-based activities. Participants will create working lesson plans tailored specifically for their classes. This training is a user-friendly guide to academic language instruction for all teachers.
NEW! Sheltered Instruction in Texas: A Guide for Teachers of ELLs is a must for any Texas teacher serving ELLs. Educators will explore the true meaning of sheltered instruction with research-based strategies. Chapter 89 of the TAC, recommends “sheltered instructional approaches by trained teachers...in all content areas” to meet the needs of ELLs. This training is designed to give teachers the tools they need to meet these requirements.
Teachers will receive the book, Sheltered Instruction in Texas: A Guide for Teachers of ELLs by John Seidlitz, which includes approaches to integrating the ELPS into instruction and ways to align linguistic accommodations to the TELPAS descriptors. Understanding this will help empower content-area, ESL, and bilingual teachers to deliver comprehensible content while promoting academic language development.
Experience simulation of ELL experience of high-quality sheltered instruction
Explore the essentials elements of implementing a sheltered approach
Discover engaging ways to integrate ELPS into content-area lessons
Understand ways to linguistically accommodate instruction and assessment
38 Great Academic Language Builders - Students in content-area classrooms are required to manage increasing amounts of academic vocabulary in order to be successful. This training offers effective strategies that can be used to build academic vocabulary skills for students in an authentic and engaging way. During the training, participants will learn how to teach core content vocabulary, how to help students navigate the academic language found in textbooks and on tests, and how to help students become independent learners of new vocabulary. This training is valuable for teachers, specialists, and administrators. Those who attend the training gain a deeper understanding of the types of academic vocabulary students need to use. In addition, real life practice strategies enable participants to implement what they've learned when they return to their classroom. Participants will use 38 Great Academic Language Builders as their resource for this training.
7 Pasos Este taller provee a los maestros/as con las estrategias necesarias para incrementar el desarrollo de lenguaje en español en aulas bilingües a través de conversaciones estructuradas. Los participantes reciben ideas prácticas basadas en investigaciones recientes que les ayudan a implementar una instrucción comprensible y facilitar el desarrollo del vocabulario. Los docentes practican la escritura de objetivos académicos y de lenguaje. El cuaderno incluye:
This workshop provides bilingual teachers with strategies that are necessary to create a language rich interactive bilingual classroom. Participants review how to build in language practice opportunities using structured conversations so students can use vocabulary independently. Teachers also review important principles to increase student engagement and to accurately check for understanding during instruction. This workshop is presented in Spanish. The booklet includes:
7 Steps to a Language-Rich Interactive Classroom This innovative training will help all teachers transform their classrooms into vibrant spaces where students can use academic language to talk, read, write, and think about each lesson's content. This 7 Steps training outlines a dynamic process for structuring, planning, and facilitating a language-rich classroom. In addition, participants gain knowledge of helpful ways to integrate both content and language standards when planning instruction. They also receive specific strategies for differentiating instruction so that all learners within the classroom can build their ability to discuss and communicate academic concepts effectively.
ELLs in Texas: What Administrators Need to Know:
Administrators need a convenient and accessible resource that integrates the voluminous amounts of information in their binders, books, and manuals into one easy to read resource. ELLs in Texas: What Administrators Need to Know responds to this need with an understanding of the overwhelming tasks required of administrators on a daily basis. This training will ensure that Bil/ESL programs for ELLs are compliant and effective; address the legal, programmatic, and instructional issues that administrators and other leaders face in their work, and provide a take-home copy of the newest publications from Seidlitz Education—ELLs in Texas: What Administrators Need to Know (2014).
giving kids the gift of academic language
ELLs in Texas: What TEACHERS Need to Know:
Discover a heart for working with ELLs
• Advocate for the local program(s)
• Overcome barriers to parent participation
• Create an accessible, interactive classroom
• Prioritize language development
• Focus on progress and proficiency
*aligned to TExES ESL and bilingual teacher competencies
NEW! Rapid Literacy: ELL Strategies for Secondary Emergent Readers: Do you serve English learners who struggle to decode text at grade level? Decoding is an essential skill, because it is the foundation in which all other reading is built upon. Come hear practical methods to help non-English readers accelerate their literacy in the target language. Secondary teachers deserve training in foundations of literacy that make sense for the secondary classroom. Learn strategies that are based on research and Carol Salva’s current classroom experience.
The training will include:
* Hands-on techniques educators can start using tomorrow.
* Overview of balanced literacy and foundations of literacy development.
Practical methods that build decoding skills while supporting students at grade level.
Modeling of sheltered instruction practices that boost achievement of all learners.
NEW! Using Tech to Boost Achievement of ELLs - Are you looking for innovative ways to boost achievement and build language skills with technology? This training will provide teaching strategies that support authentic technology use for ELL (English Language Learners) in their ESL and content area classes. Participants will go beyond just looking at apps that teach a second language; they will discover the five keys to using technology effectively with ELLs. Participants will learn to leverage tech tools and platforms to even the playing field for these students, give them a voice, and allow them to participate meaningfully at the highest cognitive levels.
1. Experience hands-on, user-friendly techniques that engage and motivate language learners at all proficiency levels.
2. Discover powerful uses of open-source technology that lead to success for underserved students.
3. Gain an understanding of technology that is effective for culturally responsive teaching.
4. Explore ways to use technology to facilitate a student-centered approach to learning.
5. Learn how to use technology to promote authentic language use in academic settings
NEW! Pathways to Greatness for ELL Newcomers: A Comprehensive Guide for Schools and Teachers - Newcomer ELLs face a complex and daunting set of challenges. How can educators appropriately provide support to this population? Based on research of the social, emotional, and academic needs of secondary immigrant students, this session will offer useful strategies and techniques for content-area teachers of newcomer ELLs. Additionally, campus and district leaders will gain practical advice about a systemic approach to meeting the needs of this ever-increasing population.
This comprehensive training will highlight several components relevant to newcomer instruction including: cultural proficiency, second language acquisition strategies, scheduling/credits, and effective content-area instruction
Teaching Social Studies to ELLs is an in-depth approach to differentiation in the secondary social studies classroom. The session will feature specific examples of engaging accommodations for all language proficiency levels and strategies that maximize content mastery while students acquire academic language. Participants will receive a copy of Tina Beene’s book, Teaching Social Studies to ELLs which outlines her unique practical approach.
Participants will learn how to:
• support and engage all ELLs with social studies content
• accelerate language acquisition in social studies classrooms
• meet the unique needs of their ELLs in each component of a typical social studies lesson