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K-12 Dream Day Schedule


Schedule at a Glance

6:30 am-8:15 am  Registration 
8:30 am-9:45 am Concurrent Sessions 1 
10:00 am-11:15 pm Concurrent Sessions 2
11:30 am-12:30 pm Keynote
12:30 pm-1:30 pm Lunch
1:30 pm-2:45 pm Concurrent Sessions 3 
3:00 pm-4:15 pm  Concurrent Sessions 4
4:30 pm-5:30 pm  STEM Panel

Strands

A. Ensuring Equity and Enriching Opportunities to Learn

B. Meaningful Assessment

C. 21st Century Excellence

D. Responsive Teaching

E. Rethinking Student Engagement

Concurrent Sessions 1

8:30 am-9:45 am

A. Engaging Students in Academic Literacies: Deconstructing Informational/Explanatory Text Types
María Estela Brisk

Analyzed through the lens of systemic functional linguistics, informational/explanatory text types (U.S. Common Core) include a number of genres: procedure, report, explanations, biographies, and historical recounts. These genres’ distinct text structure and language features are presented with suggestions for instruction to teaching writing within science and social studies units.

B. Supporting Newcomers With Limited Prior Schooling
Ann Woomert, Shirley Hu, and Sandra Mills

A team of elementary and secondary educators shares strategies and resources used to support ELLs with limited prior schooling. The presenters discuss how schools can help with the overall settlement needs of learners and the development of students' literacy skills and content-area concepts.

C. Technology in the Language Classroom: Relevant and Authentic Learning
Mauro Aristegui

The presenter offers suggestions for language educators on how social media and various Internet tools can help teachers organize, plan, and deliver inspiring lessons that motivate learners while tapping into their interests and styles. Suggestions for both English and other language classrooms provided.

D. Communication Disorders and the Emergent Bilingual Student: Key Indicators
Fern Westernoff

Speech and language disorders are presented with particular relevance to ELLs. Key indicators suggesting the need to involve a speech-language pathologist are reviewed.

E. Building Cross-Curricular Literacy through the Visual Arts
Susan Hind

Explore the richness of collaborative planning and co-teaching when an ESL teacher and an elementary classroom teacher plan, teach and assess a unit. See the steps taken to integrate language, visual art, and social studies. Learn how to construct a painting in style of Canadian First Nations' artist Norval Morrisseau.

Concurrent Sessions 2

10:00 am-11:15 am

A. Eye of the Storm: Academic Vocabulary = Successful Secondary ELLs
Diane Carter and Eric Dwyer

As the Common Core storm gains momentum, all teachers become “navigators” of reading. Teachers need additional tools to steer students through the maelstrom of rigor and relevance. Learn how setting teachers’ compasses with research and the practicality of vocabulary-focus for lesson planning will pilot your ELLs to the eye’s calm.

B. Intake and Assessment of Newcomers
Robyne Warren, Nicki Dunlop, and Halimah Shaw

This presentation focuses on an overview of two school boards and their reception center models for intake and assessment of newcomer students. The presenters demonstrate how they work in collaboration with school teams to provide support for planning evidence-based instructional first steps for students.

C. Reconceptualizing Roles of ESL Teachers in the Common Core Era
Diane Staehr Fenner

This session focuses on the changing role of the ESL teacher during the implementation of the Common Core State Standards. Participants examine and redefine their roles in response to the shifting educational landscape. They apply strategies to deepen their leadership skills within the new standards framework.

D. Engaging English Learners in Content Curricula Through Linguistic Differentiation
Shelley Fairbairn and Stephaney Jones-Vo

Utilizing student vignettes and data, presenters model the use of differentiated strategies to engage ELLs at all levels of linguistic development. Using a template, participants practice and take away immediately applicable strategies for tailoring instruction and assessment to engage ELLs in the simultaneous learning of language and content.

E. There is no E session available at this time.

Concurrent Sessions 3

1:30 pm-2:45 pm

A. Innovative Approaches to Intervention: A Standards-Based Approach
Leslie Kirshner-Morris and Lovinda Weaver

Participants review the process of delivering a continuum of services for ELLs within the Response to Instruction and Intervention (RtII) Framework: identifying and practicing strategies for ensuring culturally and linguistically appropriate instruction at all tiers of RtII. Walking through current research, case studies and implementation guidance, participants evaluate current practices and plan for appropriate interventions.

B. Monitoring Progress to Advance ELLs' Writing Development With Standards-Based Tools
Nancy Cloud

In this session participants review holistic and analytic tools for evaluating the writing development of ELLs, explore rubrics that combine best practices in writing assessment with understandings of how writing develops in second language learners, and identify progress-monitoring tools that aid teachers in moving student writing forward in significant ways towards grade level standards.

C. Content and ELL Collaborations: Worldwide Models of Practice
Tracy Hodgson-Drysdale

Successful learning for ELLs depends on students having thorough knowledge of topics across the curriculum and the language to express that knowledge. Teachers around the world are developing models to guide ELLs to become independent learners across content areas. Implications for professional development and teacher education are be discussed.

D. Linguistically Responsive Practice With Young Immigrant Children
Roma Chumak-Horbatsch

This presentation reports on linguistically appropriate practice (LAP), a strength-based approach to working with young children who arrive in classrooms with limited proficiency in the majority language. Veering away from the traditional deficit view, LAP focuses on language strengths and potential. Findings from two Canadian studies are presented.

E. Using Identity Texts to Build ELLs’ Learning and Self-Image
Paula Markus, Sharon Newmaster, and Debasree Banerji

Identity texts represent the product of inclusive initiatives, as well as the efforts of educators to use good pedagogy to develop the multiple literacies of learners. The presenters demonstrate various multimedia projects and school initiatives that involved student-teacher collaborations to create identity texts representative of students' lives and voices.

Concurrent Sessions 4

3:00 pm-4:15 pm

A. Thinking to Learning: Learning to Think About Social Justice
Garfield Gini-Newman

Through the use of popular culture and accessible visuals, all students can engage in deep learning about social justice issues. Framing learning around authentic challenges and helping to nurture the intellectual tools necessary for success supports student learning that can have a transformative impact on student lives.

B. It's in the Task! Assessment Planning for Language Learning
Constantine Ioannou

Task-based teaching has always been a key feature in communicative classrooms. Come to consider ideas for unit planning through backward design, rich performance-based tasks, and assessment considerations for teaching (in) English and other languages. Participants review process, task features, and strategies for content and language teacher collaboration.

C. ELL Leadership: Navigating and Advocating on the Periphery
Trish Morita-Mullaney

The presenter discusses the complex conditions of ELL leadership. ELL leaders are often adopted tangentially into districts with their unique positionalities being secondary. This session focuses on how ELL leaders enact culturally and linguistically responsive praxis and identify strategies to embolden their presence and expertise as an ELL leader.

D. How Instructional Coaching Helps ELLs and All Learners
Pino Buffone

Ottawa schools have become known worldwide for their instructional coaching model, a practice particularly helpful when preparing school staff to better accommodate the needs of ELLs. Find out about how the instructional coaching model was developed and how TESOL educators participated in transforming planning, instruction and assessment for ELLs and others.

E. Something Old and Something New: Rethinking In-between Spaces for ELL Engagement
Denise Taylor-Edwards and Shelley Taylor

This session relates Cummins' engagement frameworks to spaces in-between curricular guidelines, and student and educator backgrounds. Common underlying principles of practices that promote engagement and academic achievement are presented and collectively explored, including practices that reshape old views of pedagogy and engagement, and reflect the ecologies of new classroom communities.