Jo Gusman’s Workshops

The Science of Reading and Your Emergent Bilingual Learners: Guiding Principles, Curriculum and Instruction Frameworks, Processes and Strategies (2-3 days)

Presenter: Jo Gusman
Participants: District-level and school site administrators, general education teachers, English Language Development (ELD) educators, literacy specialists

Description: What does the most current neuroscience, biliteracy and translanguaging research say about teaching Culturally and Linguistically Diverse Emergent Bilingual learners how to read? What are the factors that facilitate and roadblocks that inhibit Emergent Bilingual students from learning how to read in English? What must a school district do prior to implementing the Science of Reading policies, procedures, processes, and programs? Using Mind-Brain-Health-Education Science (MBHE) principles, neurobiology of bilingualism and biliteracy research, EL Program guidelines, and four decades of teaching Culturally and Linguistically Diverse learners as her foundation, Jo Gusman will answer these questions. She will also share her innovative and effective language and literacy curriculum and instruction frameworks, processes and strategies for enhancing ELA/Reading and English Language Development (ELD) instruction for English learners at all levels of English language proficiency (ELP). this workshop. This Seminar Resource Handbook includes workshop materials and classroom-ready frameworks, processes, strategies and techniques that participants can use immediately with their students.
Seminar Resource Handbook: Each person participating in this professional development opportunity will receive the required Seminar Resource Handbook that accompanies

Participants will:

  • use the most current biliteracy, translanguaging and Mind-Brain-Health-Education (MBHE) science research to influence and inform English Language Development (ELD), ELA/reading instruction, and the Science of Reading policy, program and practice implementation.
  • understand the power of mindset and its effect on reading assessment data interpretation, program design, and daily instruction – sufficient to make the distinction between a “struggling reader” and an Emergent Biliterate learner.
  • implement Jo Gusman’s 4 Cs – CULTURE, CONTEXT, CONTACT, CONTENT – Lesson Planning  Framework© to plan assets-based and biography-driven ELA/reading lessons. The curriculum is geared to better meet the diverse language and biliteracy needs of different types of English learners, including recently arrived/newcomer, long-term, students with limited or interrupted formal education (SLIFE) and normatively progressing students.
  • implement Jo Gusman’s Mind-Brain-Health-Education Science Processes, Strategies and Techniques© to enhance phonics, phonemic awareness, reading comprehension, vocabulary development and fluency instruction for English learners at all levels of English language proficiency.