This three-part professional development series will focus on planning and delivering specialized ENL instruction designed to meet the needs of middle and high school LTE students; students who have not attained the level of proficiency required to exit ENL and bilingual services.
- 1ST SESSION | REVIEW essential information about LTE students, including a careful review of their proficiency characteristics and the nature of ENL coursework that is required to advance their proficiency.
- 2ND SESSION | EXPLORE ways to expand the range and precision of the vocabulary they actively use as well methods for advancing their sentence length and complexity. We will also discuss strategies for building their academic speaking skills.
- 3RD SESSION | REVIEW reading comprehension strategies designed to support LTEs’ successful reading of demanding academic texts, as well as ways to increase the length and sophistication of the texts they can write, by analyzing and mirroring important features of academic texts, using more advanced text organization strategies and routinely revising the texts they write for academic purposes.
PRESENTER: NANCY CLOUD, ED.D., PROFESSOR EMERITA, RHODE ISLAND COLLEGE
AUDIENCE: This institute is designed for ENL and Bilingual Teachers, Paraprofessionals, Program Coordinators, Literacy Specialists and Special Educators, Grades 6-12.
A Padlet with Specialized Resources on the Topic Will Be Provided to Participants
SATURDAY | APRIL 18, 2026 | 9AM – 12PM | SESSION 1 | FOUNDATIONS
Understanding the Population & the Nature of the ENL Coursework They Need
- What We Know About LTEs in NYS and What are the Risks Associated with Being Labeled an LTE; Data to Collect to Understand Your LTE Population
- Understanding the Proficiency Characteristics of Transitioning and Expanding ELLs
- Designing Specialized Coursework for LTEs: Areas to Work on and Components that Must Be a Part of ENL Instruction Designed for LTEs
- The Importance of Providing Direct and Explicit Language Instruction to Advance Academic Listening, Speaking, Reading and Writing
- Collecting and Analyzing Written and Spoken Samples to Determine What to Work On
- Giving Meaningful Feedback to Grow Language Proficiency
- Making Sure that All Teachers Who Work with Our Students Know How to Support their Academic Language Development
SATURDAY | MAY 2ND, 2026 | 9AM – 12PM | SESSION 2 | APPLICATIONS 1
Building Vocabulary Range and Precision and Advancing Sentence Length and Complexity; Practicing Academic Speaking Skills
- Advancing Students’ Vocabulary Range and Precision
- Teaching Not Only a Range of Nouns, Verbs, and Adjectives/Adverbs, but Also Multiword Phrases
- Teaching Networks of Words on a Topic As Well As Cross-Curricular Vocabulary
- Teaching Word Analysis Skills
- Major Vocabulary Teaching Strategies for Intermediate and Advanced ELLs
- Using Revision to Eliminate Simple Vocabulary and Replace It with More Precise Vocabulary
- Advancing Students’ Sentence Length and Complexity
- Use of Subject-Matter Specific Models from Student’s Content Area Classes
- Tools for Identifying Grammatical Targets
- Evidence-Based Teaching Strategies to Construct and Practice More Complex Sentences
- Triggering More Complex Sentences with Explicit Directions
- Building Academic Speaking Skills through Opportunities to Practice
- Partner and Small Group Practice
- Listening to Models, Giving Presentations with Opportunities for Revision
SATURDAY | MAY 16TH, 2026 | 9AM – 12PM | SESSION 3 | APPLICATIONS 2
Building Reading Comprehension Strategies for Lengthy and Complex Academic Texts; Advancing Students Writing: their Text Organization Strategies and their Ability to Produce Longer and More Sophisticated Academic Texts
- Advancing Reading Comprehension of Lengthy and Complex Academic Texts
- Recognizing a Text’s Structure to Support Comprehension
- Handling Unknown Vocabulary When Reading
- Dissecting Complex Texts to Ensure Comprehension (Hartung-Cole, 2018); Juicy Sentences (Wong-Fillmore, 2012)
- High Mileage Text Engineering Strategies LTEs Can Use to Support Comprehension
- Building Active Reading Strategies
- Teaching More Advanced Text Organization Strategies
- Using Models to Teach the Organizational Features of Texts that Narrate, Inform, Explain and Persuade
- Ensuring Text Cohesion
- Teaching the Structure and Organizational Patterns of Different Types of Texts
- Expanding the Transition Words and Phrases Students Use
- Writing for Different Academic Purposes: Using Longer and More Sophisticated Sentences and Paragraphs
- Shifting Registers from Everyday Language to Academic Language
- Providing Guided Writing Tasks to Cue Students How to Construct an Effective Essay or Composition
- Teaching Revision Strategies to Remove Redundancy of Vocabulary and Sentence Structures; to Expand Upon Ideas and Add Details
- Providing Systematic Practice in Expanding the Length and Sophistication of the Texts Students Write
- Wrap Up: What’s In Your LTEL Toolbox?
The NYS Statewide Language RBERN is an approved Sponsor of CTLE pursuant to Section 80-6 of the Regulations of the NYS Commissioner of Education. All participants must fully attend all required parts of the professional development and be actively engaged in the learning process (as demonstrated in the breakout rooms and/or chat discussions) in order to be awarded CTLE credit.