BEGIN:VCALENDAR PRODID:-//eluceo/ical//2.0/EN VERSION:2.0 CALSCALE:GREGORIAN BEGIN:VEVENT UID:184141126c81d58a67cbf0f657a40022 DTSTAMP:20260718T003200Z SUMMARY:English Learner Students DESCRIPTION:This webinar series\, presented by REL West and the Leading wit h Learning program at WestEd\, shares practical strategies for teachers to promote literacy and language development for English learners and dual l anguage learners in the early grades. They are grounded in evidence-based practices through the Teaching and Learning Cycle framework.The teaching a nd learning cycle (TLC) is a framework for scaffolding oral language devel opment and emergent academic reading and writing by weaving together conte nt\, language\, and literacy. This approach uses interactive reading\, tex t-based discussions\, and language awareness building to engage all studen ts\, including dual language learners (DLLs)/English learners (ELs)\, and is intended to provide equitable opportunities to learn and thrive. \; WEBINAR 1Scaffolding Emergent Reading\, Oral Language\, and Writing for Du al Language Learners/English Learners in PreK–1st GradeDATE: May 15\, 20 19This webinar provided practical\, evidence-based resources for teachers to promote language and literacy learning for young DLLs/ELs in the early years of schooling.Using the TLC\, presenters discussed how to provide abu ndant opportunities for children to think\, talk\, and write to develop co ntent knowledge.Participants:  \;  \;Learned about the TLC framewo rk and considered its uses for promoting language and literacy development  \;Heard about examples of interactive reading and text-based discuss ions aligned with the TLC framework  \;Discussed how the TLC framework is a shift from traditional approaches to teaching Els  \;  \;The presentation drew on several evidence-based practicesfrom What Works Clea ringhouse Practice Guides and the National Academies’ Promising Futures Report\, including:Use culturally responsive and sustaining pedagogy and m aterials \;Provide interactive book reading experience that support hi gher order thinking and oral language developmentGuide students through fo cused\, high-quality discussion on the meaning of complex texts  \;&nb sp\; \;WEBINAR 2Language &\; Literacy Development in PreK–1st Gra de: Words and MoreDATES: December 9 &\; 12\, 2019In this webinar\, pres enters addressed how teachers can build language and vocabulary-rich class room environments to support the language development of young students\, with an emphasis on supporting DLLs. Using the TLC framework\, presenters shared practical strategies for explicit vocabulary instruction.Participan ts:Learned about how to boost young children’s academic language use\, w ith a special focus on vocabulary and language-rich environments \;Exp erienced an example of interactive academic vocabulary instructionDiscusse d ways to incorporate daily academic language learning in fun and engaging ways  \;  \;This webinar shared several evidence-based strategies for improving vocabulary from What Works Clearinghouse Practice Guides an d the National Academies’ Promising Futures Report\, including:Provide i nteractive book reading experiences that support higher order thinking and oral language development  \;Teach academic vocabulary words intensiv ely and over time using a variety of approaches  \;Provide regular\, s tructure opportunities to develop written language skills and daily time f or students to write  \;  \;AUDIENCE  \;  \;This webinar s eries was designed for teachers\, instructional coaches\, teacher educator s\, administrators\, and applied researchers.Speakers:  \;  \;Pame la Spycher\, Project Director for Leading with Learning \;Thea Fabian\ , Teacher for Fresno Unified School District \;Pamela Spycher is the P roject Director for Leading with Learning\, a U.S. Department of Education grant focused on the implementation of the California English Language Ar ts (ELA)/English Language Development (ELD) Framework and ELD Standards. S he has led several initiatives in California to implement best practices f or teaching English learners in California\, including as lead writer for the state’s ELD standards for math and science. Pamela received a PhD in education with an emphasis in language\, literacy\, and culture and a des ignated emphasis in second language acquisition from the University of Cal ifornia\, Davis.Thea Fabian is a Teacher on Special Assignment for Fresno Unified School District in Fresno\, California. She works with colleagues to improve the success of English learners/emergent bilingual students by promoting high-quality instruction using the teaching and learning cycle. She’s also currently working to expand students’ access to biliteracy\ , including native language literacy. \; \; DTSTART;VALUE=DATE:20191219 END:VEVENT END:VCALENDAR