Judy O’Loughlin and Lynore Carnuccio
10:30 am–12:00 pm ET
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Who Should Attend?
K-12 teachers including both mainstream and ESOL teachers.
Deadline: 15 February 2013
Cost: Free for members; US$45 for nonmembers
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More About This Seminar
The Common Core State Standards (CCSS) are recognized as an over-arching guide for language arts and mathematics curriculum, with applications and connections for science, social studies and technical subjects, for instructional planning in public schools throughout the United States. They connect a content focus to a language skill and are designed as broad statements rather than discrete point curriculum. These standards indicate that academic success must be exhibited in various language domains; however, they do not address the specific instructional needs of diverse groups such as English Language Learners in the schools. The instructional challenge for teachers of ELL is determining how this can be accomplished across the domains at various proficiency levels while maintaining rigorous standards-based expectations for their students across all content areas. The TESOL Prek-12 English Language Proficiency Standards (2006) provide the necessary framework that, when blended with CCSS, will delineate instruction targeting academic content while guiding the academic language to appropriately address students’ level of language proficiency.
What Will I Learn?
- recognize the registers of language and levels of English language proficiency
- delineate language demands across registers and levels of language proficiency
- identify the language demands of CCSS
- make connections between CCSS and TESOL PreK-12 English Language Proficiency Standards
- apply a hierarchy of standards to instructional design
What are the key elements of the TESOL PreK-12 English Language Proficiency Standards Framework?
What relationships exist between TESOL PreK-12 English Language Proficiency Standards and CCSS?
How can CCSS be addressed within instructional design for students who have not achieved native English speaking proficiency?
About the Presenter
Judith B. O’Loughlin, M.Ed., Past-Chair of TESOL’s Professional Development Committee, is an independent education consultant, certified in English, ESL, and special education/learning disabilities teacher consultant. She works closely with K–12 teachers, providing professional development short and long-term workshops, as well as pre-service graduate level courses leading toward TESOL endorsement and/or advanced degree programs. Ms. O’Loughlin is a frequent presenter at TESOL, NABE, CABE, NASDME, and CATESOL. She is the author of the Academic Language Accelerator (Oxford University Press) and has written chapters in edited books and newsletter/journal articles, focused on co-teaching, sheltered standards-based instruction, and low incidence populations. In her work, Ms. O’Loughlin advocates for standards-based differentiated instruction focused on the teaching of academic language and content through sheltered instruction and assessment.
Lynore Carnuccio has worked in K-12, Intensive English, Adult Education, Workplace ESL, graduate level TESOL Certification Courses and is currently the Director of Curriculum for the Language Company. Her teaching career spans over 4 decades during which she has been a frequent presenter at state and national conferences including TESOL, NABE, ASCD, NASDME, Learning Forward, and NAFSA, and she has contributed to a variety of publications including NABE News, TESOL Connections, and Teaching Tolerance. Lynore is co-author of the 2006 TESOL PreK-12 English Language Proficiency Standards. She has been a consultant on Low Incidence ELL issues and for the WIDA Consortium.
It is Lynore’s belief that ELL teachers’ experience with “language across the curriculum” as illustrated in the TESOL PreK-12 English Language Proficiency Standards puts them at the “head of the class” when blending TESOL’s Standards and Common Core State Standards to serve the English Language Learners across the United States.