"Frontloading" training has been beneficial to my students because it provided a systematic way to focus on the skills taught in our daily Houghton Mifflin lessons.  I love that it takes what we have to do every day (HM) and gives teachers a way to make it more accessible to our students (most notably our EL students, but a useful strategy for all students).   ~TOSA Intervention Specialist

A Focused Approach to Frontloading English Language Instruction for Houghton Mifflin Reading, K-6

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DESCRIPTION:
The California Reading and Literature Project (CRLP) Focused Approach ELD Institutes are designed for California educators who have English Learners in their classrooms and who are implementing the 2002 Houghton Mifflin Reading program in grades K-6 The purpose of the Institutes is to prepare teachers to effectively teach language throughout the instructional day, with particular emphasis on how to link language instruction to reading instruction using the new California State Board-adopted Houghton Mifflin Reading program (A Legacy of Literacy). This program is designed to support teachers of English Learners using the appropriate components from Houghton Mifflin Reading. It gives teachers tools and strategies to provide English Learners with additional language support and instruction before, during, and after the reading lesson, with multiple opportunities for structured language practice and application.

“Frontloading Language” is pre-teaching for the upcoming language demands of a given lesson. Frontloading gives English Learners access to the core curriculum by teaching the sentence structures and vocabulary needed to learn content skills and concepts.

OUTCOMES:
Through presentation, demonstration, and group interaction, training participants will:

• Learn about the ELD components of the Houghton Mifflin Reading program to help organize and maximize ELD instruction for English Learners.
• Realize the distinction between teaching in English and effectively teaching English.
• Increase their knowledge of the competencies and instructional needs of students in each of the five levels of English proficiency.
• Become more familiar with the general principles of second-language learning.
• Learn an approach for planning additional frontloaded language instruction by analyzing the concept and skill requirements for Houghton Mifflin reading/language art lessons.
• Gain strategies for providing structured opportunities for both oral and written student language practice and application.

HOW WILL ENGLISH LEARNERS BENEFIT?
The mission of CRLP is to provide high-quality, standards-based professional development in reading and language instruction to help ensure that every California student PreK-12 achieves the highest standards of academic performance, CRLP has a longstanding tradition of providing professional development that helps teachers meet the needs of English Learners. Our highly qualified trainers have years of classroom experience and understand the everyday challenges of providing rigorous academic language instruction for English Learners. This training was developed in response to request from districts and schools around the state as they strive to close the achievement gap and ensure that all students are able to participate fully and successfully in the core language arts program.

PROFESSIONAL DEVELOPMENT INFORMATION AND RESOURCES:
The institute handbook includes:

• Grade level planning guide
• Teacher prompts
• Thematic overviews of all the appropriate resources available for English Learners
• Graphic organizers
• Sample lessons in every grade level
• ELD Matrix of Grammatical Forms
• Other tools and strategies
• CRLP will work with school and district leaders to customize a 20-hour training