Jo Gusman’s Workshops

What All School District Administrators Need To Know About How To Differentiate Reading Instruction for Superdiverse EL/ML/Emergent Bilingual Learners: Policies, Procedures, Processes, and Practices©

Presenter: Jo Gusman
Participants: School superintendents, Categorical Program administrators, school site administrators

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 roadblocks that inhibit Emergent Bilingual students from learning how to read in English – and the factors that facilitate their learning? What must a school district do prior to implementing the Science of Reading policies, procedures, processes, and programs? Using Mind-Brain-Health-Education (MBHE) science 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 also will share innovative and effective language and literacy curriculum and instruction frameworks, processes and strategies for enhancing ELA/reading and English Language Development (ELD) instruction of English learners at all levels of English language proficiency.

Seminar Resource Handbook: Each person participating in this professional development opportunity will receive the required Seminar Resource Handbook that accompanies 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.

Participants will:

  • reflect upon and discuss The State of ELA/Reading in America – the laws and policies that have and will change the course of reading assessment data analysis, curriculum development, and daily English Language Development (ELD) and reading instruction for Superdiverse English learners (EL), Multilingual learners (ML) and Emergent Bilingual (EB) learners.
  • explore the roadblocks that inhibit optimization of learning how to read for Bilingual-Biliterate-Bicultural-Bicognitive© Emergent Biliterate learners – and the factors that facilitate learning.
  • understand the power of mindsets and false narratives about ELA/reading instruction on reading assessment data interpretation, program design, and daily instruction – sufficient to make the distinction between a “struggling reader” and an Emergent Biliterate learner. Learn how to differentiate a “struggling reader” from inappropriate use of reading assessment data, amid misguided Core and Intervention reading program purchases, and “one size fits all” implementation directives.
  • acquire the most current biliteracy, translanguaging, and Mind-Brain-Health-Education (MBHE) science research, and learn how to use it to influence and inform English Language Development (ELD) and ELA/reading instruction, and the Science of Reading program and practices implementation.
  • discuss the meaning of “Dual Responsibility” and the directive for school districts to provide ELD and ELA/reading programs specifically designed for Superdiverse English learners/Multilingual learners/Emergent Bilingual learners.
  • learn how to differentiate reading instruction for Superdiverse English Learners at all levels of English Language Proficiency (ELP).
  • learn about the Due Process for adopting evidence-based ELA/reading programs – absence of, misuses, misunderstandings and the affects on EL/ML/Emergent Bilingual learners.
  • acquire the mindsets, skills, and tools all superintendents and school district leaders need to effectively lead, guide, encourage, and support all district stakeholders into-through-and beyond culturally and linguistically responsive reading program implementation.
  • learn how to use Jo Gusman’s 4 Cs – CULTURE, CONTEXT, CONTACT, CONTENT – Lesson Planning Framework© to plan assets-based and biography-driven ELA/reading lessons to better meet the diverse language and biliteracy needs of all Superdiverse English learner typologies – recently arrived/newcomer, long-term, students with limited or interrupted formal education (SLIFE), normatively progressing.
  • learn about Jo Gusman’s Mind-Brain-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.
  • create an implementation plan that describes the different ways in which they will share the ideas they learned with school board members, principals, teachers, parents and students.