Gain a deep understanding of the equity dimensions related to addressing language needs and build urgency around interrupting current outcomes for ELLs and ALLs in Oakland.

Use qualitative and quantitative data (story-telling) to deepen our understanding of who our ELLs are, their strengths and needs.  

Build our understanding of the why and the what of the role of language in content instruction. 

Articulate how teaching complex text to ELLs connects to equity 

Identify “before, during and after” reading strategies to support ELLs in accessing complex text

Strengthen my toolkit of strategies to plan for structured talk opportunities in my classroom.

Identify scaffolds and supports to move students from speaking to writing (the mode continuum).

Develop understanding of genre based pedagogy and how it makes language demands transparent for students. 

Analyze genre elements of common written communication used in and out of school

Begin to plan for content language based instruction for an upcoming lesson or unit.

Read chapter 8 of Gibbons to synthesize how to plan for content language based instruction

Plan for a language and equity-focused lesson or unit.

Templates and "cheat sheets" for lesson and unit planning.

Resources to support language development.

Classroom strategy and routines for quick reference.