Saturday Speaker Series: Academic Language and Literacy for the Common Core
San Francisco, CA
Join us for a morning with leading experts in the field of academic language and literacy. Registration & Breakfast starting at 8:45 a.m. will be provided at each session.
Lily Wong-Fillmore-October 19, 2013
University of California at Berkeley
After earning a doctorate in linguistics at Stanford University, Fillmore joined the faculty of the Graduate School of Education at the Berkeley campus of the University of California in 1974. Over the next 3 decades, she conducted research in the public schools in California. Her earlier research efforts dealt with children’s cognitive and social strategies and sources of variation in second language learning (1972-1983), the influence of instructional policies and practices on language and academic outcome (1983-2004), primary language retention and loss (1990-2004), and socialization for learning across cultures (1972-2004). She has conducted research in Yup’it villages along the lower Yukon River in Alaska (1999-2002), and directed a UC Berkeley doctoral program for American Indian leaders in several pueblos in New Mexico (1991-2000).
Since her retirement from the University of California’s Berkeley faculty, Fillmore has delved deeply into the question of why so many language minority students have difficulty getting beyond the most basic levels of reading proficiency. She has been working with former English learners to discover what stands in the way of their developing the language skills and reading facility and fluency required for text understanding. Her present research efforts focus on discovering how academic English works in school texts, and on how teachers can support their students’ development of such language through literacy. She worked with many of New York City's school networks between 2007 and 2012 to apply that research to practice in K-12 schools.
Kate Kinsella-January 25, 2014
Dr. Kate Kinsella is an adjunct faculty member in San Francisco State University’s Center for Teacher Efficacy. Her extensive national consultancy, training, and publications focus upon improving achievement of less proficient readers and immigrant youth. She provides guidance to state departments and districts on evidence-based instructional practices to promote gains for English Learners and under-resourced students in states as varied as New York, California and Texas. A teacher’s teacher, Dr. Kinsella has maintained active classroom involvement by teaching high school English Learners in her University’s Step to College Program and providing regular in-class coaching and model lessons. Her areas of particular professional interest are academic oral language, vocabulary, reading and writing development for career and college readiness.
Dr. Kinsella is particularly proud of the instructional programs she has recently developed for English learners and less proficient readers. English 3D (2011) and READ 180: Next Generation (2011), published by Scholastic, address the advanced academic oral language and writing needs of adolescent English learners. The Academic Vocabulary Toolkit (2012) published by National Geographic Learning develops mastery of high-utility vocabulary for secondary school success. Dr. Kinsella also served as the architect and pedagogy guide for Oxford University’s Content Area Picture Dictionaries for newcomers in grades K-8 and Pearson Longman’s entire suite of dictionaries for K-12 English learners.
Jeff Zwiers-February 8, 2014
Jeff Zwiers is a senior researcher at the Stanford Graduate School of Education. He supports the Understanding Language Initiative and co-directs the Academic Language Development Network, a research and professional development project focused on the education of academic English learners. He has consulted for national and international teacher development projects that promote literacy, curriculum development, and authentic assessment practices. He has published articles and books on literacy, cognition, discourse, and academic language. His current research focuses on classroom practices that foster academic interactions and disciplinary literacy.
P. David Pearson-Apri 12, 2013
P. David Pearson is a Professor in the Graduate School of Education at the University of California, Berkeley, where he pursues research on assessment, instruction, and curriculum reform in literacy. With colleagues at Lawrence Hall of Science, he is building and validating an integrated science and literacy curriculum for grades K-8. Among his recent writings are 3 chapters analyzing the implementation of the Common Core State Standards. With degrees from Berkeley (BA) and Minnesota (PhD) and professorial stints at Minnesota, Illinois, and Michigan State, he began his career as a 5th grade teacher in Porterville, CA.
10/19/2013- West Portal Elementary- 5 Lenox Way San Francisco, CA 94127
ALL Other Dates-Division of Curriculum and Instruction
750 25th Avenue
California Reading and Literature Project
The mission of the California Reading and Literature Project (CRLP) is to provide high quality, standards-based prefessional development in reading and language instruction to help ensure that every California student PreK-12 achieves the highest standards of academic performance.