2014 TNTESOL Meeting & Conference Guide

Tennessee Teachers of English to Speakers of Other Languages

2014

Annual Meeting & Conference

Speakers include Dr. Jana Echevarria, Drs. Yvonne & David Freeman, Rick Lavoie, Dr. Margarita Calderon, and many others.

March 19-22, 2014 Nashville Airport Marriott

Gateway to the South

Welcome

Contents

Welcome from the Conference Co-Chairs Welcome to the 36th TNTESOL State Conference and Annual Membership Meeting in Nashville, Tennessee! We are excited to be your hosts for what we envision to be one of the best conferences to date. Our Conference Planning Committee has worked tirelessly to ensure that your time here will be unforgettably rewarding.

This four-day conference brings together nationally renowned guest speakers and keynotes, along with English language professionals from across our very own state. We have planned a variety of workshops, sessions, and mini-institutes to satisfy every attendee's facet of interest.

We also want to thank our wonderful sponsors and exhibitors for their presence and support at this conference. To our fantastic volunteers, please know that we appreciate everything you have done to help make this conference an overwhelming success!

Table of Contents 3

Welcome Letter

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Interest Key

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Alphabetical Index of Sessions

Finally, we want to thank the Board of Directors for entrusting us with this arduous, yet rewarding task. It has been our honor to serve you as Conference Co-Chairs.

17 Topical Index of Sessions

Enjoy your stay with us in the “Country Music Capital of the World.”

24 TNTESOL Board Slate of

Sincerely,

Nominees

Cary and Jason

28 Conference At-A-Glance Cary and I also want to say thank you to each of you who made this year's conference possible. You have contributed in so many ways that have made this formidable task less daunting.

We could never thank you enough for all you have done to make TNTESOL 2014 the most amazing conference yet!

34 Chronological Index of Sessions

Cary and Jason Committee Chairs: LaWanna Shelton; Cary McPherson; Michael Thompson; Jill Dockins; Tena Bailey; Harriet Strahlman; Joseph Whinery; Jennifer Meyer; Shannon Holland; Dana Payne; Deana Conn; Lori Christensen; CJ Miller

46 Keynote & Invited Speakers’ Biographies 56 Presenters’ Biographies 64 Sponsors & Donors 65 Exhibitor Floor Plan

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Key

Session Type and Interest Key Session Type/Interest Academic Vocabulary Administrators Assessment Common Core Standards Content Area Elementary High School Higher Education Middle School Migrant Mini-Institutes Newcomers Special Education Panel Discussion

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Key Symbol

VOC ADM ASMT CC CONT ES HS HE MS MIGR MINI NEW SPED PANEL

Session Type/Interest Parent Involvement Post Conference Pre-Conference Institute Pre-School/Pre-Kinder Professional Growth Reading Research Response to Intervention Teacher Evaluation Technology Total Physical Response Writing WIDA-ACCESS &Standards

Key Symbol PI POST PCI PK PG RD RES RTI EVAL TECH TPR WR WIDA

Alphabetical Index of TNTESOL 2014 Presentations and Abstracts 2

A Level 2 Student Can Do What...? What About RTI ?

The Tennessee Department of Education (TDOE) has developed guidance that explains the expectations of the different levels of English Learners through the newly adopted WIDA standards. We will discuss the expectations for the students and for the presentation of instructional matter. The discussion will focus each level’s expectations.

J. Lanier, J. Lucero Salon D Session B ES-MS-HS-CC-RTI-ASMT A Portrait of Sacrifice and Love: Educational Perspectives of Immigrant Parents ESL teachers have all heard negative comments about how unimportant education is to the parents of our students, yet at the same time districts are pushing to increase grades and test scores for this same group of at-risk students. Do their parents really not care?

Join me to hear, in the parents’ own words, how the U.S. education system impacts immigrant families, and perhaps discover how to better understand, communicate, and relate to the educational goals and expectations of your students’ parents, and meet the assessment goals of state and federal government. Bring tissues: this session might make you cry!

H. Strahlman Salon C Session H ES-MS-MS-PI Aligning L2 Writing with Common Core in the ESL Classroom Many ESL teachers encounter challenges when attempting to integrate common core standards in their classrooms. The presenter will briefly share what the literature identifies as being effective instructional strategies for incorporating teaching with other mainstream classes and then demonstrate effective instructional practices that specifically reflect the common core in teaching writing to ELLs. Session participants will have hands-on practice with these resources.

S. Alkahtani Salon F Session BMS-HS-HE-WR-CC Assessing Language Proficiency Assessing language proficiency –in order to really ensure that you are accurately identifying students language proficiency levels, it is important to ensure that you are accurately describing their language skills in both languages whenever possible and feasible. This session will recommend a process and discussion regarding the importance of proper identification of student’s literacy skills and educational background. Group discussion and participation.

S. Saéz Salon H Session E ES-MS-HS-ASMT Bate, Bate Chocolate: Using Cacao as the Topic of ESL Instruction Everyone loves chocolate, right? Tempt your students with making delectable sweets and trick them into learning about tempering compounds, plant life cycles, Fairtrade practices, international child labor trafficking, climate and much more, all the while rigorously implementing the common core standards for ELA. You will come away from this presentation with a craving for chocolate, which might be quelled with samples, and common-core-rich lesson plans and ideas for your instruction. And you will learn why Dora’s abuela importantly sings, “Bate, bate chocolate!”

J. Meyers Salon E Session D MS-HS-CC Beyond Busy Work: Creating Effective Worksheets for the Flipped Language Classroom Worksheets, although common in language classrooms, are often just busy work meant to fill extra time or provide quick assessment.

Is it possible to create engaging worksheets through simple design principles and creative learning strategies? How can language teachers make worksheets work for, and not against, the learning process?

E. Wallace Salon B Session H ES-MS-HS-HE Collaboration and Co-Teaching with English Language Learners: New Strategies for Collaborative Teaching and Learning Some school districts are exploring a “push-in” or collaborative teaching model with ELLs. This workshop will examine strategies and methods of collaborative teaching that will help to teach our English Language Learners effectively as well as develop successful professional relationships with colleagues. We will discuss professional expectations, maintaining collegial relationships, establishing healthy boundaries, collaborative planning and avoiding common pitfalls.

A. Bontempi, J. Paraiso Salon G Session E ES-MS-HS-EVAL Culture Exchange: Somalia!Do you have students from Somalia or Kenya? What was school like before they came to the U.S.?

What is a refugee camp like? What do Somali parents expect of me? And how in the world did they end up here? In listening to our

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speaker’s story, participants will be able to describe elements of Somali experience, compare schools settings, and identify 2 or more supportive resources. Ask the questions on your mind as you get to know one of Tennessee’s fastest-growing refugee populations.S. Russ Salon G Session C ES-MS-HS-NEW Differentiation at Your Students’ Fingertips: Mastering T3Differentiating at Your Students’ Fingertips - Bring your computer and design a free Weebly to use for small group differentiation. Implementing Weebly will help you achieve Level 5 in TEM T3! Come to the workshop and leave with a website to use with your students immediately!

D. Sorensen, K. Nichols, D. Payne Salon F Session H ES-MS-HS-EVAL-TECH ELL and Deaf Learners: Student Needs and Effective Instructional Practices Teachers are always looking for new methods, tools and resources to meet the needs of their students. What if two educational fields (e.g., ESL and Deaf ED) have students with similar needs? Could they then share resources and instructional strategies to teach their students English? This session will overview what the literature (Cline, 1997; Easterbrooks & Stephenson, 2006; Luckner, Slike, & Johnson, 2012; Peercy, 2011; Singleton, et al., 2004; Strassman & Schirmer, 2013) and what the presenter’s empirical research study reports about the commonalities that exist between deaf and ELL students and which particular instructional strategies ELL teachers can successfully borrow from deaf educators. Audience participation will be encouraged throughout the session and at its end through a Q&A discussion.

R. Saulsburry Salon B Session E ES-MS-HS-HE-RES-SPED ELs in Higher Education This panel presentation and discussion will examine aspects of working with English Learners at three TN post-secondary institutions and include: current EL-specific programs and how both international and EL students meet the challenges of academic success with an English-demanding curriculum.

P. Davis-Wiley, P. Ryan, L. Shelton Salon D Pre-Conference HS-HE-PANEL-WR-PCI ESL and Common Core: The Basics and Creating Text-Dependent Questions The session gives a brief overview of the shift to the Common Core State Standards and explains the importance of utilizing text dependent questions to prepare students for PARCC assessments. Teachers will have the opportunity to practice creating text dependent questions.

A. Mckinsie Salon B Session B ES-MS-HS-RD-CC-ASMT ESL and Guided Reading- Combining Language and Literacy Objectives ESL teachers are often asked to assist with the reading and literacy development of ESL students and more specifically, do guided reading with their students. Contrary to popular belief, reading and language objectives are separate and must each be adequately addressed in order to support the needs of ESL students. This session will address the difference between language and literacy objectives as well offer suggestions and activities to link these two objectives together. This session will also offer suggestions for how to manage a mixed proficiency and reading level group.

L. Zachau Salon A Session E ES-RD-CC ESL Assessments and Accommodations Tennessee will be moving to a new English Language Proficiency Assessment(ELPA) in the winter of 2015. This presentation will focus on security and accommodations.

L. Nixon Salon E Session F ES-MS-HS-ASMT-WIDA-SPED Face up to Facebook in the ELD Classroom On the average, social networking keeps students engaged 30 minutes a day, a trend that could work to the ELD teacher’s advantage.

Some writing teachers find it difficult to provide timely feedback to students; therefore other venues such as blogs, online diaries, and Facebook can be used to solve this problem by providing students with an opportunity to publish their work and share it with others.

Facebook, in particular, provides a chance for students to comment and argue in an engaged and relaxed manner. This session, then, will demonstrate ways to integrate Facebook effectively into ELD classrooms of all levels B. Aljafen Memphis Room Session B ES-MS-HS-TECH Find free informational texts and online language learning program with the Tennessee Electronic Library With the new state standards, the search is on for instructional material! The Tennessee Electronic Library is a free source for provides free online access to curricular resources in a variety of languages. Learn how to search TEL, find articles by Lexile score, and share resources with students. The online language learning program, which includes ESL for Spanish speakers, will also be demonstrated.

W. Cornelisen Salon F Session G ES-MS-HS-CC-TECH

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Focus on Writing: The Importance of Asking Questions As we look at the process of writing, much of what we see in the classroom becomes very superficial from the student. How can we impact what they are writing in order to get it to the level desired by Common Core Standards? In this workshop, the presenter will guide the attendees through a developmental process of asking questions in order to achieve detailed writing. It isn’t complicated, but the results are remarkable!

K. Pruitt Salon A Session D ES-MS-HS-CC-WR FREE! Materials for ELs from the Migrant Education Program Yes, totally free! Attendees will explore web sites where they will find free academic materials created by migrant education programs across the nation. Materials will be in the areas of, but not limited to: life skills for ELs, math, reading, and science. Materials shared have been created primarily through the efforts of members of migrant multi-state consortiums through federal incentive grants. All materials shared will be free of copyright restriction. Nearly all are available in both English and Spanish.

P. Gaddis Salon C Session G ES-MS-HS-MIGR-TECH-CONT From Worksheets to WORK CREATIVE Students actively engaged in their work are more likely to retain what they have learned. Teachers will learn how to develop interactive graphic organizers to increase reading comprehension and vocabulary development as an alternative to using worksheets.

This can lead to deeper understanding of content concepts for English Learners. “The essential element in rigor is engagement.”

(Notice & Note Strategies for Close Reading. K. Beers, R. Probst. 2013) Participants will work collaboratively and share their new learning! C. Irwin, J. Polka Salon F Session C ES-MS-HS-CC-RD-WR Gateway to Collaboration: Developing a Grammar Diagnostic Instrument for an IEP In an IEP setting, it can be a challenge both to ensure appropriate student placement in grammar courses and to decide which grammar topics should be covered in each course. Two colleagues at the English Language Institute-UTK have been developing a grammar diagnostic instrument that allows instructors to meet these challenges head-on. In this session, participants will work in small groups to rate items from a diagnostic test bank, and they will then use sample test results to determine a grammar topics sequence.

D. Terry Salon A Session C HS-HE-ASMT-SPED Genius Hour: Bringing Out Your Students’ Inner Genius Performance-based learning (PBL) projects are a tried and true teaching method that has been around a long time. Genius Hour is modeled after Google’s 20% Time, in which Google’s employees are allowed 20% of their time to work on their own passion projects.

The new Common Core State Standards (CCSS) encourages students to initiate their own research projects and see them through to completion. Learn how Genius Hour will ignite students’ passion for learning while satisfying CCSS. M. Stein Salon F Session F ES-MS-HS-CC GoAnimate Your ELL Classroom: Lessons Ready to Go! Session participants will experience GoAnimate, a free, Web 2.0 tool, as an ELL student might, with a interactive demonstration of how ELLs can practice social and language skills created with this new virtual medium.

P. Davis-Wiley Memphis Room Session H ES-MS-HS-TECH “Grammar- No Labels” Strategies to teach a necessary but sometimes boring element of L2 instruction in an innovative, efficient, and interesting manner for the time-strapped ESL secondary teacher To be fluent in a second language, it is vital to not only know vocabulary, but also to be able to decipher the syntax. Historically, this has been done through direct teaching of grammar. This usually involves memorization of parts of speech, parts of a sentences, and verb tenses. This can also be done in context. However, without scaffolding, L2 learners are left to rely on what “sounds right” which invariably leads to errors. How can both of these approaches be combined in an interesting, student-centered, and time efficient manner? “Grammar- no Labels” is a novel approach which uses some direct teaching, graphic organizers, TPR, and games to reach each level of ELL student in the classroom from beginning to more advanced.

R. Combs Salon H Session A MS-HS-HE-RD-TPR Helping ELLs Experience Success with Numbers through Children's Literature Come and learn how it can be fun – and not too difficult –for elementary students to become comfortable communicating about numbers and math in English. We’ll read a story from children’s literature that contains division, then use readers’ theater and stick puppets to put on a play about dividing cookies amongst some very hungry folks! You will leave with a specific lesson that integrates math and children’s literature into the English language development curriculum. Bonus: We’ll play a few number games.

L. Arnold Salon A Session B PK-ES-RD-CONT

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Immigration Reform and the Impact on Foreign Students Join esteemed immigration attorney, Charles H. Kuck, for an Immigration Law Update covering immigration reform and changes that impact our daily work. Mr. Kuck was named by Atlanta Magazine a Georgia Super Lawyer in the field of Immigration Law for 2014, th marking the 11 year that he has been nominated for this high honor. His clients include technology firms, manufacturers, multinational corporations, EB-5 investors/entrepreneurs, and individual immigrants.

C. Kuck Salon D Sessions D & E ES-MS-HS-PI-MINI Intentful Sojourns: International Graduate Students Discuss their Experiences in Relocation, Education, and Language Learning This session presents the challenges and successes faced by international students as they pursue graduate degrees in U.S. universities.

Presenter narratives reflect the experiences that second language learners face with assimilation, coursework, and relocation.

Experiences shared focus on language, gender, and culture. Structured in panel format, personal journeys, narratives, struggles, and suggestions for success will be examined. Presenters will also discuss strategies, methods, and research processes to assist second language learners with English acquisition. The interactive “panel-like” session aims to encourage dialog and discussion in order to improve current practice and to encourage student success at any level.

D. Craig, A. Alahmed, M. Almogbil, A. Altaleb, R. Fujise, A. Jeddeeni, G. Khayyat, R. Ziyad Salon D Session A HE-PANEL Inviting Mr. Bean to the ELL Classroom to Teach English Grammar This session will present an innovative ESL instructional approach that is grounded in Krashen’s L2 Comprehensible Input theory--using humorous silent movies for teaching English grammar. What benefits can be derived from using silent movies to explicitly teach English grammar? How can teachers structure lessons to simultaneously develop the receptive and expressive skills in both the L1 (sign language) and L2 (written English) of Deaf learners? Participants in this hands-on, interactive session will leave with new ideas and resources to use in teaching English grammar to their ELL students.

P. Skerritt Salon F Session D ES-MS-HS-HE-ADM-WR-SPED It Took a Village: How One Elementary School Worked Together to Raise ELL Student Achievement and Build a Solid School Community Smyrna Elementary School, in north Rutherford County, TN, experienced tremendous growth in the last several years. Much of this growth was due to increasing numbers of immigrant and refugee students, many of whom are economically disadvantaged. The school administration, teachers, ESL professionals, interventionists and parents collaborated to design a complete program that meets the needs of these emerging bilinguals. The program is comprised of technological interventions, extended learning time, parent outreach and bilingual paraprofessionals. As a result of these combined efforts, Smyrna Elementary shows the second highest growth in the state of Tennessee in reading for their English Language Learners.

A. Patton, J. Lester, L. Zellhofer, J. Gibbons, L. Burns Salon H Session D ES-NEW-TECH Landscape for English Language Learners in Tennessee The English Language Learner (ELL) population in TN has grown in recent years. This presentation includes analysis that attempts to understand more about the landscape of English Language Learners in the state by looking at how the population has changed over time, how district/school student populations and ELL exit practices differ, and how ELL students perform on state achievement tests.M. Batiwalla Salon E Session E ADM-ASMT-RES Let’s Fold! How to Engage Students and Enhance Learning Tired of copying millions of worksheets? Come experience foldables—an engaging approach to summarizing content, organized as a handy reusable reference!

D. Conn & L. Robinson Salon C Session B ES-MS-HS-CONT Let’s Hear it for the Boys: Engaging Male Students through Interaction and Competition Engaging boys with pencil and paper is a challenge. The presenter will share a set of activities that she has developed that make students active participants in their learning. See how these game-like, competitive activities can be implemented in the ESL class as well as other content areas.

E. Choi Salon G Session F ES-MS-HS-CONT-TECH Making Portfolio Assessment Work in Your ESL Classroom Portfolio assessments as formative evaluation tools can generate a multitude of benefits for ESL teachers as well as ELLs. This session

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will discuss how portfolio assessment can authentically and meaningfully chart ELLs’ learning progress and how formative assessment data guide ESL teachers to individualize instruction for their students.

G. Petschulat, C. Lee Brown Salon B Session D ES-MS-HS-ASMT Maximize Your Classroom Funds With Donors Choose Learn all about Donors Choose, a nonprofit organization that allows teachers to create classroom projects that can be funded by the public. Review the website and what types of materials you can request; see projects for EL students that have already been funded; and learn how to register as a user and get started on your first project.

J. Navarre Salon A Session F ES-MS-HS Meeting the Common Core Standards with Informational Texts The Common Core Standards place increased emphasis on the reading-writing connection, especially in regards to informational texts.

The presenters will show strategies for using non-literary texts to develop students’ reading and writing skills, ways to locate supplemental texts, and methods of helping students process the types of clauses and phrases that characterize academic discourse.

They will also discuss assignments that develop the writing fluency required for the new constructed response texts.

E. Thrush, T. Dalle, A. Thevenot Salon H Session B ES-MS-HS-CC-RD-WR Nearpod: An Effective Tool for Integrating Technology into TeachingIn this hands-on, interactive session, you will learn about nearpod, a free web-based, manipulative software/app that allows teachers to interact with their students through a controlled interface. The creators hold the philosophy that we learn from each other, rather than from computers. If you want to use technology in class effectively without compromising instruction (as well as engage your students), you need to use nearpod! Note: You will need to BYOD (bring your own device) and be a fast learner. Laptops: Macs and Windows Tablets: iPads or Androids. Observers are welcome, too!T. Beard Memphis Room Session A ES-MS-HS-ADM-TECH Negotiating the emerging identity of English Language Learners: Writing Journals, Cultural Identity, and the ELL Student ELL students encounter many challenges in the American classroom and at the core of many of these struggles is a loss of their cultural identity. It is evident that English Language Learners are in need of a voice. Writing is a powerful form of communication and needs to be utilized in the classroom to empower students. The question is to what extent do writing journals help ELL students negotiate their own unique cultural and personal identity within the boundaries of an unfamiliar language and how does that benefit the student teacher relationship?

M. Whitmer Salon A Session G ES-MS-HS-HE-WR NELB Students and Pre-K Instruction: Getting NELB Students ‘Kindergarten Ready’ with the Help of Digital InstructionTennessee’s Pre-K classrooms are growing….from 3,000 students enrolled 10 years ago to almost 19,000 in 2013.

Student diversity is a positive byproduct. However, many Pre-K teachers are not trained in multicultural teaching techniques. Two years ago a group of Memphis Pre-K teachers asked Pre-K leadership for and received new digital tools to serve NELB students. By incorporating these new assets in rotational models, whole group, and individual instruction the Pre-K experience and student outcomes have been enhanced not only for NELB students but for all 20 children in the classroom. Data show significant vocabulary growth as well as documented oral language development.

R. Brown, N. Cheatham Memphis Room Session F ES-VOC-TECH New Standards, New Assessment, New Growth for ELs Tennessee has adopted the WIDA standards for ESL instruction. We are moving to an aligned assessment in 2015. As the academic rigor increases in the regular classroom, ESL classrooms must keep pace and move students ahead in English language acquisition and help then make necessary academic gains. This short presentation will give the audience time to “play” with the standards as we plot our new academic growth for English Learners.

J. Lanier Salon D Post-Conference ES-MS-HS-CC-ASMT-WIDA-POST Practical Strategies for Close Reading with English Learners in the Elementary Classroom Common Core State Standards for English/Language Arts emphasize close reading of text for a variety of purposes. Close reading is one way to engage students in thinking critically about a text, and expressing their ideas in literature discussion with peers and adults.

M. Martin, J. Gilliam Fain Salon C Session F ES-RD-CC Principals Leading the Way with ELLs using SIOP A Metro Nashville Public School (MNPS) elementary, middle and high school administrator along with members of the EL Curriculum Department will discuss the implementation of Sheltered Instruction Operation Protocol (SIOP) in their schools. This session will give an overview of each school’s demographics, professional development, implementation struggles and triumphs in developing a professional development model for teachers in high EL populated schools. The session will also offer an overview on

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how MNPS uses the SIOP model to meet the ELL needs of the district. There will be time for questions and discussion from the participants.

C. Comer, J, Grandberry, S. Sheaffer, K. Stacy, M. Stovall Salon A Session A ES-MS-HS-CONT-ADM-PANEL Relevant Issues and Effective Classroom Strategies of English as a Second Language Teachers The participants of this round table discussion are asked to bring their own strategies and ideas that work in effectively increasing student achievement. Participants will also be involved in developing recommendations for the State of Tennessee Department of Education. The participants will be asked to share dynamic teaching strategies with the group. The participants will also collaborate on practical and useful methods and strategies when working with administrators and classroom teachers. Guided questions will be provided and the discussion will end with a summary of ideas, methods and strategies that promote best practices. Group participation is required.

J. Lanier, L. Kelly, L. Parker Salon E Session G ES-MS-HS-ADM-EVAL-PANEL Research-Proven Strategies for Improving Reading Vocabulary for Middle School English Language Learners The United States has experienced various waves of immigration through different periods in its history. Most newcomers arrive with a lack of English proficiency skills thus an increase in the number of English Language Learners in mainstream classrooms. Providing content area teachers of English Learners with research-proven strategies and techniques aimed at improving the comprehensible input of their students’ aims to promote academic achievement. How can teachers use word walls in their varieties as an essential component of teaching vocabulary to English Language Learners? Can the Five-Step Method combined with Personalized Word Lists in the ESL classroom strengthen academic vocabulary?

J. Russell Salon F Session A MS-NEW-VOC-RES RTI2 and Appropriate Referrals An understanding of the tiered process of intervention is essential to meeting the needs of all students. Framing our literacy and writing instruction with a Response to Instruction and Intervention model allows us to do all we can to meet the needs of every child we serve.

J. Grayum, A. Payne Salon B Session A ES-MS-HS-ASMT-RD-WR-SPED Reverse Culture Shock: Saudi Arabian Culture in American ESL Classrooms Teachers of English as a Second Language who have students from Saudi Arabia often encounter Arabic cultural attitudes in their classrooms, and an understanding of these attitudes will help teachers to be more successful in developing their students’ language skills.

An analysis of common academic and social practices found among Saudi Arabian students in an Intensive English Language program for adult learners will demonstrate how the two cultures may clash and how teachers can respond to facilitate cultural understanding and language learning. Teachers may find themselves “shocked” by the cultural divide, but this presentation will help to minimize that shock.

L. Higgs Kappel Salon C Session D HS-HE-RES Secrets to Success with Common Core Do you still have questions about how to make the Common Core standards accessible for your English language learners? If you do, the presenters of this session would like to share their review of the book Common Core for the Not-So-Common Core by Maria G. Dove and Andrea Honigsfeld. These presenters have read and compared notes during a book study and found that many of the suggestions and resources for meeting the challenges of facilitating the new Common Core curriculum for our diverse population of learners could be beneficial for many of their peers. The review of Dove and Honigsfeld’s book is packed with essential support strategies for a wide variety of areas including reading foundational skills, academic language, informational text, literary texts, as well as listening, speaking, and writing strategies. Come hear how these strategies have helped the ELs of these presenters. They hope you will find answers to instructional challenges you may face such as ways to promote comprehension of literary texts and how to deliver explicit instruction for building academic language through their review of this valuable resource.

B. Finney, M. Yoder Salon D Session C ES-MS-HS-CC-RES-VOC-RD Simple Specific Scaffolding Strategies that Purposefully Reduce Student Stress ELLs run the risk of falling into the chasm that grows between their worlds. This demonstration for K-12 educators will examine best practice strategies that provide necessary scaffolds to reduce that gap. Participants will leave with instructional tools they can use immediately.

A. Bontempi Salon C Session C ES-MS-HS-NEW-TPR-VOC-WR Specific Language Impairment As ESL teachers we work to help our ELL students gain competence in the English language. When our students fail to make progress despite our – and their – best efforts, how do we know if the problem is a language deficit or a language impairment? A deficit can be remediated in the classroom, but an impairment requires specific interventions for student success. Come join us and learn how to

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identify possible specific language impairments, what to do if you suspect a student has an impairment, and where to find resources to help both you and your student.

H. Stralhman, J. Meyer Salon B Post Conference ES-MS-HS-SPED-POST Soe Gay, Htoo Htoo, & Gravity: Understanding the Names of Our Karen Students Anyone who has worked with Karen students has likely been amused or confused by names like Soe Gay, Htoo Htoo, or Gravity. Why are so many students named Eh or Paw when they're not related? How am I supposed to pronounce K'moo or P'Nya? Come and learn how the Karen naming system differs from the American system, how to pronounce your students' names, and what your students' names actually mean.

C. Olson Salon E Session A ES-MS-HS-NEW Supporting English Learners in Common Core Classrooms The CCSS offer opportunities for English learners to make significant academic progress but they need to have appropriate instructional supports. In this session, we will discuss the cognitive and linguistic demands of the CCSS on English learners and ways that teachers can support their learning. In particular, the SIOP Model (Sheltered Instruction Observation Protocol) will be presented.

The SIOP Model is a research validated approach for improving the achievement of English learners. Participants will learn about the SIOP and its emphasis on building students’ academic language and making content comprehensible. Specific ideas for accessing complex text and supporting collaborative discussions will be presented.

J. Echevarria Salon D Sessions F-H MS-HS-CC-VOC-CONT-MINI Supporting English Language Learners’ Literacy without Native Language Proficiency Although the use of students’ native language and bilingual education have received applause in recent years, difficulties do exist for implementation as the ELL students may not come to school with adequate L1 literacy, and/or that the teacher is not familiar with the students’ languages. This presentation addresses the problems, summarizes some well-acclaimed practical instructions available in current research, and presents them under the seven principles for an effective plurilingual classroom approach adapted with considerations for Students with Limited or Interrupted Formal Education (SLIFE).

W. Li Apa Salon G Session C ES-MS-HS-HE-NEW-RES Teaching Academic Reading Skills Effectively through Extensive Reading Literacy among ESL students is a rising concern and roadblock for ESL teachers. Many ESL students come from cultures where either illiteracy is common or reading is not promoted. They often do not know how to even begin interacting with a text. How then do we get them engaged in reading? What activities are effective in getting them excited about the reading process?

M. Spencer Salon B Session F MS-HS-HE-RD Teaching and Learning Academic Vocabulary with Technology Back in the day, I learned vocabulary by writing the words on index cards and memorizing them. Through the consumption of television and computer video games, the youth of today have conditioned their brains to need constantly changing images to keep them on task and alert. Failure to assimilate to their learning styles puts them and us as educators at a disadvantage. Join me in exploring a variety of technology tools to help students learn academic vocabulary in rigorous settings that appeal to the learning styles of today’s youth.

J. Meyer Memphis Room Pre-Conference ES-MS-HS-VOC-TECH-PCI Teaching EL Newcomers: The Mystery, The Challenge, The Joy! Expectations for EL’s are becoming more rigorous. EL’s come from a variety of backgrounds. Some materials have proven to be highly successful with EL newcomers. What has enabled EL’s to be more successful in academic environments? What has frustrated both students and educators? What has worked for different attendees of the seminar?

D. Radcliffee Kimberly, K. Henegar Salon F Session G ES-MS-HS-NEW Technology for Little Folks!

This workshop will address the integration of today's technology into the classroom as an aid in helping EL students acquire oral language and content area skills. Attention will be given to the particulars of technology integration, to which websites and apps are conducive to both language and skill acquisition as well as how to get more technology into the classroom. Participants will have an opportunity to review sites and apps during the session and will leave with a list of resources to share with coworkers in their schools.

This workshop will be focused on needs of elementary students.

L. Likins Memphis Room Session E PK-ES-CONT-TECH

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The Beatles were ESL Teachers??: Teaching ELs through MusicThe presentation gives a brief overview of the utilization of music to assist students in acquiring English vocabulary and skills. Teachers will have the opportunity to begin creating their own lesson from songs in their playlist on their smartphones and tablets.A. McKinzie Salon H Session G ES-MS-HS-TECH-VOC The Efficacy of Multimodal Input on ESL Learners’ Listening and Speaking Abilities Language input in ESL classrooms can be achieved in many diverse ways. What is the impact of these multimodal ways of input on language learning? Is multimodal input capable of improving the listening and speaking abilities of students? Does multimodal input have positive effects on the attitudes of the students in their English study?

S. Li, M. Michieka Salon F Session E HE-RES Thinking About Our Thinking: Strategies That Make a Difference Common Core State Standards direct that students should think about text closely. And many teachers are struggling with exactly what that looks like. In this institute, Keith Pruitt will direct a conversation about our thinking regarding text using a number of strategies suggested by such notable researchers as Ellin Keene, Stephanie Harvey and Ann Goudvis, but will also demonstrate some “some out of the box” strategies he has used with students in the classroom. In this workshop such strategies as effective usage of T Charts, Jigsaw with a twist, and getting in character will be discussed and demonstrated for teachers. Getting students to think about texts involves more than telling students meaning, it is helping them to discover meaning K. Priutt Salon E Sessions B & C ES-MS-HS-RD-CC-MINI Total Physical Response (TPR) in Arabic The presenter will be giving a TPR demonstration in Arabic, showing how active and stress-free TPR activities are, even when dealing with a non-Western language. Your own experience will teach you that TPR puts information into long-term memory. Next year you will have easy recall of all this vocabulary. Busy teachers who can take only a level one CALA class one summer, come back for level two the following summer and tell us they easily transition into level two without any review A. Jeddeeni Salon G Session D ES-MS-HS-HE-NEW-TPR Total Physical Response (TPR) in Latin In this TPR demonstration, attendees will experience Latin just as the Romans did: as a living, spoken language. The sample lesson will show how active, stress-free TPR activities can be used to build listening comprehension skills that transition easily from commands to reading, speaking and writing – with no lengthy explanations or complex terminology whatsoever!

J. Simpson Salon E Session H ES-MS-HS-HE-NEW-TPR Total Physical Response (TPR) in Spanish This presenter is known for his engaging, non-judgmental approach to teaching that puts humor to good use in the classroom. Brian will give a TPR demonstration in Spanish, showing how active and stress free TPR activities are. Your own experience will teach you that TPR puts information into long-term memory. Next year you will have easy recall of all this vocabulary. Busy teachers who can take only a level one CALA class one summer, come back for level two the following summer and tell us they easily transition into level two without any review B. Roberts Salon G Session G ES-MS-HS-HE-NEW-TPR TPRS: Teaching Proficiency Through Reading and Storytelling The presenter will give a demonstration of TPRS, a powerful literacy tool that scaffolds abstract grammatical structures onto simple, concrete TPR vocabulary. Participants will see how to transition from TPR commands to listening, speaking, writing and reading skills, enabling those who have had zero French to understand a story in French of over 200 words. She will share test results of last th summer’s CALA participants, many of whom were ESL teachers. The upcoming 12 Annual, CALA Summer Language Institute will offer 5-day intensive language classes through TPR/TPRS in Arabic, French, German, Latin and Spanish during June, July, and August. Three of her CALA instructors will be providing TPR demonstrations during the conference in Arabic, Latin, and Spanish.

Video clips of past CALA institutes participants’ comments and registration can be found at: www.acceleratedacquisition.com.

S. Thomas Salon F Pre-Conference ES-MS-HS-HE-NEW-VOC-WR-RD-TPR-PCI Understanding Text Complexity in the Times of Common Core Under the guidelines of CCSS, all students must be exposed to texts of high complexity in order to be college and career ready.

However, what does that mean for ELLs and their teachers? Choosing texts for ELLs is often difficult due to deficits in vocabulary and content knowledge, yet CCSS offer limited guidance when it comes to English language learners. Therefore, the presenters set out to examine the trifold nature of text complexity, as well as to investigate what resources are available for ESL teachers in selecting

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appropriate texts for ELLs at various proficiency levels.

N. Ward, B. Thomason, C. Evans Salon B ES-MS-HS-RD-CC-ASMT

Session G

Using Cultural Context to Increase the Efficacy of ESL Writing Feedback Developing effective feedback for Intensive English writing classes can feel like an overwhelming success for one class and then a complete failure for the next. By taking steps to examine both the student and instructor’s cultural expectations of writing, the productivity and efficiency of feedback can be greatly improved.

K. Sutzer Salon G Session A MS-HS-HE-WR Using Drama to Extend EL Students’ Language Comprehension and Acquisition Data reveals that EL students perform substantially lower than non-EL students on the TCAP Writing Assessment and Language Arts assessment. Using drama to increase EL students’ language comprehension and acquisition in intermediate and advanced EL classrooms allows instructor to design units around a central complex text, while also having students practice their critical thinking, listening, and speaking skills. How can an instructor design and implement a successful unit around a text using.

E. Tucker Salon B Session C ES-MS-HS-ASMT-WR-RD Using Google Docs Using Google Docs with kindergarten students is easier than you think. Student accounts aren’t needed and no student login is required. These ideas are adaptable in other grades, but the emphasis will be on kindergarten. Bring your laptop and participate!

M. Littlefield Memphis Room Session C ES-TECH Using song lyrics to teach Common Core and cross-curricular standards to ELLs Motivating students is fundamental to language acquisition. By incorporating songs into a lesson plan, the teacher is able to motivate students to learn a plethora of skills derived from Common Core Standards including: brainstorming vocabulary, practicing context clues, listening for key vocabulary, reading for main ideas, and discussing a songs’ meaning and use of figurative language while teaching social studies/science across the curriculum.

J. Auld Salon A Post Conference ES-MS-HS-CC-RD-VOC-CONT-POST Using Thinking Maps® with Teachers and Students to Create CCSS Skillful Thinkers English Learners need visual patterns to make connections between language learning and content. In order for ELs to be successful with the CSSS, students must be provided with appropriate instructional supports to scaffold their learning. Thinking Maps® can be used to with all ELD proficiency levels to help ELs succeed with the CCSS while acquiring both English language proficiency and content area knowledge L. Binkley, M. Stovall Salon H Session C ES-MS-HS-CC-WR-CONT Vocabulary: Current Theory and Promising Practices for the Elementary ESL Classroom Teaching students how to figure out vocabulary from context is important, but it is not enough. Explicit teaching and reinforcement of vocabulary learning strategies is essential to help English language learners succeed in academic classes. This presentation will provide an overview of current research on vocabulary learning, and will also present findings from classroom-based research on the gap between the perceptions of regular classroom teachers about their ELL’s vocabulary and the actual knowledge of their students.

Information on strategies and activities for teaching vocabulary and vocabulary learning strategies for both young, non-reading students and older elementary students will be provided.

S. Sather Salon C Session E ES-VOC-RES Web Quests as a Springboard to Writing According to the most recent data from the Center for Applied Linguistics: Second Language Learners are falling further behind their mainstream counterparts in writing proficiency. Faced with a significant number of my students scoring below basic on the state writing exam, I sought an innovative vehicle to engage students, increase conceptual. During the session, I will demonstrate how I create Web Quests, the resources I use to create Web Quests, and the worksheets developed and used to scaffold the writing component. Additionally, I will demonstrate how I used Web Quests specifically to address the singular needs of second language learners who struggle with writing. Learn how one ESL teacher addressed the deficiencies in writing skills through Web Quests.

I. Scaramucci Memphis Room Session A ES-MS-WR-TECH What Really Works? Developing a Flexible and Adaptive English Language Vocabulary for ELLs With the onset of Common Core an emphasis on reading informational texts and cross curricular reading has come to the forefront of classroom instruction. Unfortunately, our ELL students frequently experience vocabulary and skills deficits in reading that limit the amount of information they can access during reading activities. So what reading activity really works best to develop a flexible and

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adaptive vocabulary for ELLs? This session will explore the benefits and disadvantages of extended silent reading vs. supported group reading in ELL vocabulary acquisition and use, and show you how jokes and riddles can make vocabulary flexible, adaptive, and fun!H. Strahlman Salon H Session F ES-MS-CC-VOC-RD Write from the Beginning: Engaging Beginning ELs in the Writing Process From brainstorming to revising, it is often challenging for ELs to engage in all the steps of the writing process. Although the writing samples are smaller, it is crucial that the entirety of the writing process be applied to even beginning writers. How can teachers introduce these important concepts to beginning English language learners? What activities can simplify these processes for beginning writers.

L. Hurt Salon G Session B MS-HS-HE-WR Writing for Beginners: Giving K-2 LEP Students the Building Blocks to Become Successful Writers Teaching writing to young children can be challenging. When those children are also English Language Learners, the challenge becomes even greater. How can teachers help ELs to build writing skills as they are acquiring language?

B. Williams, J. Gibbons Salon C Session A ES-NEW-WR Writing for Publication Writing for publication is an essential skill in the education profession. The TNTESOL Journal and the TNTESOL Newsletter offer two avenues for publication. The TNTESOL Journal is a peer-reviewed scholarly journal that provides a forum for both researchers and practitioners to share ideas and research findings. Writing for the TNTESOL Journal is done in a formal, scholarly fashion. The TNTESOL Newsletter is an avenue for TNTESOL members to share their ideas and opinions in a more informal publication. Both the Journal and the Newsletter are well-respected regional publications that have had contributors from many places around the world.

This session will help participants learn about how articles are solicited and chosen for the Journal and the Newsletter and what they can do to become published authors.

A. Bontempi, J. Paraiso Salon A Session H HE-PG

Conference Notes:

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Sessions Listed by Type and Interest Academic Vocabulary (VOC) NELB Students and Pre-K Instruction: Getting NELB Students ‘Kindergarten Ready’ with the Help of Digital Instruction Research-Proven Strategies for Improving Reading Vocabulary for Middle School English Language Learners Secrets to Success with Common Core Supporting English Learners in Common Core Classrooms Teaching and Learning Academic Vocabulary with Technology Using song lyrics to teach Common Core and crosscurricular standards to ELLs Vocabulary: Current Theory and Promising Practices for the Elementary ESL Classroom Administrators (ADM) Inviting Mr. Bean to the ELL Classroom to Teach English Grammar Landscape for English Language Learners in Tennessee Nearpod: An Effective Tool for Integrating Technology into Teaching Principals Leading the Way with ELLs using SIOP Relevant Issues and Effective Classroom Strategies of English as a Second Language Teachers Assessment (ASMT) A Level 2 Student Can Do What...? What About RTI2?

Assessing Language Proficiency ESL and Common Core: The Basics and Creating TextDependent Questions ESL Assessments and Accommodations Gateway to Collaboration: Developing a Grammar Diagnostic Instrument for an IEP Landscape for English Language Learners in Tennessee Making Portfolio Assessment Work in Your ESL Classroom Negotiating the emerging identity of English Language Learners: Writing Journals, Cultural Identity, and the ELL Student RTI2 and Appropriate Referrals Understanding Text Complexity in the Times of Common Core Using Drama to Extend EL Students’ Language Comprehension and Acquisition Common Core Standards (CC) A Level 2 Student Can Do What...? What About RTI2?

Aligning L2 Writing with Common Core in the ESL Classroom Bate, Bate Chocolate: Using Cacao as the Topic of ESL Instruction

ESL and Common Core: The Basics and Creating TextDependent Questions ESL and Guided Reading- Combining Language and Literacy Objectives Find free informational texts and online language learning program with the Tennessee Electronic Library Focus on Writing: The Importance of Asking Questions From Worksheets to WORK CREATIVE Genius Hour: Bringing Out Your Students’ Inner Genius Meeting the Common Core Standards with Informational Texts Negotiating the emerging identity of English Language Learners: Writing Journals, Cultural Identity, and the ELL Student New Standards, New Assessment, New Growth for ELs Practical Strategies for Close Reading with English Learners in the Elementary Classroom Secrets to Success with Common Core Supporting English Learners in Common Core Classrooms Thinking About Our Thinking: Strategies That Make a Difference Understanding Text Complexity in the Times of Common Core Using song lyrics to teach Common Core and crosscurricular standards to ELLs Using Thinking Maps® with Teachers and Students to Create CCSS Skillful Thinkers What Really Works? Developing a Flexible and Adaptive English Language Vocabulary for ELLs Content Area (CONT) FREE! Materials for ELs from the Migrant Education Program Helping ELLs Experience Success with Numbers through Children's Literature Let’s Fold! How to Engage Students and Enhance Learning Let’s Hear it for the Boys: Engaging Male Students through Interaction and Competition Principals Leading the Way with ELLs using SIOP Supporting English Learners in Common Core Classrooms Technology for Little Folks!

Using song lyrics to teach Common Core and crosscurricular standards to ELLs Using Thinking Maps® with Teachers and Students to Create CCSS Skillful Thinkers Elementary (ES) A Level 2 Student Can Do What...? What About RTI2?

A Portrait of Sacrifice and Love: Educational Perspectives of Immigrant Parents Assessing Language Proficiency

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Beyond Busy Work: Creating Effective Worksheets for the Flipped Language Classroom Collaboration and Co-Teaching with English Language Learners: New Strategies for Collaborative Teaching and Learning Culture Exchange: Somalia!

Differentiation at Your Students’ Fingertips: Mastering T3 ELL and Deaf Learners: Student Needs and Effective Instructional Practices ESL and Common Core: The Basics and Creating TextDependent Questions ESL and Guided Reading- Combining Language and Literacy Objectives ESL Assessments and Accommodations Face up to Facebook in the ELD Classroom Find free informational texts and online language learning program with the Tennessee Electronic Library Focus on Writing: The Importance of Asking Questions FREE! Materials for ELs from the Migrant Education Program From Worksheets to WORK CREATIVE Genius Hour: Bringing Out Your Students’ Inner Genius GoAnimate Your ELL Classroom: Lessons Ready to Go! Helping ELLs Experience Success with Numbers through Children's Literature Immigration Reform and the Impact on Foreign Students Inviting Mr. Bean to the ELL Classroom to Teach English Grammar It Took a Village: How One Elementary School Worked Together to Raise ELL Student Achievement and Build a Solid School Community Let’s Fold! How to Engage Students and Enhance Learning Let’s Hear it for the Boys: Engaging Male Students through Interaction and Competition Making Portfolio Assessment Work in Your ESL Classroom Maximize Your Classroom Funds With Donors Choose Meeting the Common Core Standards with Informational Texts Nearpod: An Effective Tool for Integrating Technology into Teaching Negotiating the emerging identity of English Language Learners: Writing Journals, Cultural Identity, and the ELL Student NELB Students and Pre-K Instruction: Getting NELB Students ‘Kindergarten Ready’ with the Help of Digital Instruction Practical Strategies for Close Reading with English Learners in the Elementary Classroom Principals Leading the Way with ELLs using SIOP Relevant Issues and Effective Classroom Strategies of English as a Second Language Teachers RTI2 and Appropriate Referrals Secrets to Success with Common Core Simple Specific Scaffolding Strategies that Purposefully Reduce Student Stress

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Soe Gay, Htoo Htoo, & Gravity: Understanding the Names of Our Karen Students Supporting English Language Learners’ Literacy without Native Language Proficiency Specific Language Impairment Teaching and Learning Academic Vocabulary with Technology Teaching EL Newcomers: The Mystery, The Challenge, The Joy! Technology for Little Folks!

The Beatles were ESL Teachers??: Teaching ELs through Music Thinking About Our Thinking: Strategies That Make a Difference Total Physical Response (TPR) in Arabic Total Physical Response (TPR) in Latin Total Physical Response (TPR) in Spanish TPRS: Total Physical Response Storytelling (French) Understanding Text Complexity in the Times of Common Core Using Drama to Extend EL Students’ Language Comprehension and Acquisition Using Google Docs Using Song Lyrics to Teach Common Core and crosscurricular standards to ELLs Using Thinking Maps® with Teachers and Students to Create CCSS Skillful Thinkers Vocabulary: Current Theory and Promising Practices for the Elementary ESL Classroom Web Quests as a Springboard to Writing What Really Works? Developing a Flexible and Adaptive English Language Vocabulary for ELLs Writing for Beginners: Giving K-2 LEP Students the Building Blocks to Become Successful Writers High School (HS) 2 A Level 2 Student Can Do What...? What About RTI ?

A Portrait of Sacrifice and Love: Educational Perspectives of Immigrant Parents Aligning L2 Writing with Common Core in the ESL Classroom Assessing Language Proficiency Beyond Busy Work: Creating Effective Worksheets for the Flipped Language Classroom Collaboration and Co-Teaching with English Language Learners: New Strategies for Collaborative Culture Exchange: Somalia!

Differentiation at Your Students’ Fingertips: Mastering T3 ELL and Deaf Learners: Student Needs and Effective Instructional Practices Teaching and Learning ELs in Higher Education ESL and Common Core: The Basics and Creating TextDependent Questions ESL Assessments and Accommodations Face up to Facebook in the ELD Classroom Find free informational texts and online language learning program with the Tennessee Electronic Library

Focus on Writing: The Importance of Asking Questions FREE! Materials for ELs from the Migrant Education Program From Worksheets to WORK CREATIVE Gateway to Collaboration: Developing a Grammar Diagnostic Instrument for an IEP Genius Hour: Bringing Out Your Students’ Inner Genius GoAnimate Your ELL Classroom: Lessons Ready to Go! “Grammar- No Labels” Strategies to teach a necessary but sometimes boring element of L2 instruction in an innovative, efficient, and interesting manner for the time-strapped ESL secondary teacher Immigration Reform and the Impact on Foreign Students Inviting Mr. Bean to the ELL Classroom to Teach English Grammar Let’s Fold! How to Engage Students and Enhance Learning Let’s Hear it for the Boys: Engaging Male Students through Interaction and Competition Making Portfolio Assessment Work in Your ESL Classroom Maximize Your Classroom Funds With Donors Choose Meeting the Common Core Standards with Informational Texts Nearpod: An Effective Tool for Integrating Technology into Teaching Negotiating the emerging identity of English Language Learners: Writing Journals, Cultural Identity, and the ELL Student Principals Leading the Way with ELLs using SIOP Relevant Issues and Effective Classroom Strategies of English as a Second Language Teachers RTI2 and Appropriate Referrals Reverse Culture Shock: Saudi Arabian Culture in American ESL Classrooms Secrets to Success with Common Core Simple Specific Scaffolding Strategies that Purposefully Reduce Student Stress Supporting English Learners in Common Core Classrooms Specific Language Impairment Soe Gay, Htoo Htoo, & Gravity: Understanding the Names of Our Karen Students Supporting English Language Learners’ Literacy without Native Language Proficiency Teaching Academic Reading Skills Effectively through Extensive Reading Teaching and Learning Academic Vocabulary with Technology Teaching EL Newcomers: The Mystery, The Challenge, The Joy! The Beatles were ESL Teachers??: Teaching ELs through Music Thinking About Our Thinking: Strategies That Make a Difference Total Physical Response (TPR) in Arabic Total Physical Response (TPR) in Latin Total Physical Response (TPR) in Spanish TPRS: Total Physical Response Storytelling (French)

Understanding Text Complexity in the Times of Common Core Using Cultural Context to Increase the Efficacy of ESL Writing Feedback Using Drama to Extend EL Students’ Language Comprehension and Acquisition Using song lyrics to teach Common Core and crosscurricular standards to ELLs Using Thinking Maps® with Teachers and Students to Create CCSS Skillful Thinkers Write from the Beginning: Engaging Beginning ELs in the Writing Process Higher Education (HE) Aligning L2 Writing with Common Core in the ESL Classroom Beyond Busy Work: Creating Effective Worksheets for the Flipped Language Classroom ELL and Deaf Learners: Student Needs and Effective Instructional Practices ELs in Higher Education Gateway to Collaboration: Developing a Grammar Diagnostic Instrument for an IEP “Grammar- No Labels” Strategies to teach a necessary but sometimes boring element of L2 instruction in an innovative, efficient, and interesting manner for the time-strapped ESL secondary teacher Immigration Reform and the Impact on Foreign Students Intentful Sojourns: International Graduate Students Discuss their Experiences in Relocation, Education, and Language Learning Inviting Mr. Bean to the ELL Classroom to Teach English Grammar Negotiating the emerging identity of English Language Learners: Writing Journals, Cultural Identity, and the ELL Student Reverse Culture Shock: Saudi Arabian Culture in American ESL Classrooms Supporting English Language Learners’ Literacy without Native Language Proficiency Teaching Academic Reading Skills Effectively through Extensive Reading The Efficacy of Multimodal Input on ESL Learners’ Listening and Speaking Abilities Total Physical Response (TPR) in Arabic Total Physical Response (TPR) in Latin Total Physical Response (TPR) in Spanish TPRS: Total Physical Response Storytelling (French) Using Cultural Context to Increase the Efficacy of ESL Writing Feedback Write from the Beginning: Engaging Beginning ELs in the Writing Process Writing for Publication Migrant Education (MIGR) FREE! Materials for ELs from the Migrant Education Program

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Middle School (MS) 2 A Level 2 Student Can Do What...? What About RTI ?

A Portrait of Sacrifice and Love: Educational Perspectives of Immigrant Parents Assessing Language Proficiency Beyond Busy Work: Creating Effective Worksheets for the Flipped Language Classroom Culture Exchange: Somalia!

Collaboration and Co-Teaching with English Language Learners: New Strategies for Collaborative Teaching and Learning Differentiation at Your Students’ Fingertips: Mastering T3 ELL and Deaf Learners: Student Needs and Effective Instructional Practices ESL and Common Core: The Basics and Creating TextDependent Questions ESL Assessments and Accommodations Face up to Facebook in the ELD Classroom Find free informational texts and online language learning program with the Tennessee Electronic Library Focus on Writing: The Importance of Asking Questions FREE! Materials for ELs from the Migrant Education Program From Worksheets to WORK CREATIVE Genius Hour: Bringing Out Your Students’ Inner Genius GoAnimate Your ELL Classroom: Lessons Ready to Go! “Grammar- No Labels” Strategies to teach a necessary but sometimes boring element of L2 instruction in an innovative, efficient, and interesting manner for the time-strapped ESL secondary teacher Immigration Reform and the Impact on Foreign Students Inviting Mr. Bean to the ELL Classroom to Teach English Grammar Let’s Fold! How to Engage Students and Enhance Learning Let’s Hear it for the Boys: Engaging Male Students through Interaction and Competition Making Portfolio Assessment Work in Your ESL Classroom Maximize Your Classroom Funds With Donors Choose Meeting the Common Core Standards with Informational Texts Nearpod: An Effective Tool for Integrating Technology into Teaching Negotiating the emerging identity of English Language Learners: Writing Journals, Cultural Identity, and the ELL Student Principals Leading the Way with ELLs using SIOP Relevant Issues and Effective Classroom Strategies of English as a Second Language Teachers Research-Proven Strategies for Improving Reading Vocabulary for Middle School English Language Learners RTI2 and Appropriate Referrals Simple Specific Scaffolding Strategies that Purposefully Reduce Student Stress Secrets to Success with Common Core

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Specific Language Impairment Soe Gay, Htoo Htoo, & Gravity: Understanding the Names of Our Karen Students Supporting English Learners in Common Core Classrooms Supporting English Language Learners’ Literacy without Native Language Proficiency Teaching Academic Reading Skills Effectively through Extensive Reading Teaching and Learning Academic Vocabulary with Technology Teaching EL Newcomers: The Mystery, The Challenge, The Joy! The Beatles were ESL Teachers??: Teaching ELs through Music Thinking About Our Thinking: Strategies That Make a Difference Total Physical Response (TPR) in Arabic Total Physical Response (TPR) in Latin Total Physical Response (TPR) in Spanish TPRS: Total Physical Response Storytelling (French) Understanding Text Complexity in the Times of Common Core Using Cultural Context to Increase the Efficacy of ESL Writing Feedback Using Drama to Extend EL Students’ Language Comprehension and Acquisition Using song lyrics to teach Common Core and crosscurricular standards to ELLs Using Thinking Maps® with Teachers and Students to Create CCSS Skillful Thinkers Web Quests as a Springboard to Writing What Really Works? Developing a Flexible and Adaptive English Language Vocabulary for ELLs Write from the Beginning: Engaging Beginning ELs in the Writing Process Mini-Institute (MINI) Thinking About Our Thinking: Strategies That Make a Difference Immigration Reform and the Impact on Foreign Students Supporting English Learners in Common Core Classrooms Newcomers (NEW) Culture Exchange: Somalia!

Research-Proven Strategies for Improving Reading Vocabulary for Middle School English Language Learners It Took a Village: How One Elementary School Worked Together to Raise ELL Student Achievement and Build a Solid School Community Simple Specific Scaffolding Strategies that Purposefully Reduce Student Stress Soe Gay, Htoo Htoo, & Gravity: Understanding the Names of Our Karen Students Supporting English Language Learners’ Literacy without Native Language Proficiency Teaching EL Newcomers: The Mystery, The Challenge,

The Joy! Total Physical Response (TPR) in Arabic Total Physical Response (TPR) in Latin Total Physical Response (TPR) in Spanish TPRS: Total Physical Response Storytelling (French) Writing for Beginners: Giving K-2 LEP Students the Building Blocks to Become Successful Writers Panel Discussion (PANEL) ELs in Higher Education Intentful Sojourns: International Graduate Students Discuss their Experiences in Relocation, Education, and Language Learning Principals Leading the Way with ELLs using SIOP Relevant Issues and Effective Classroom Strategies of English as a Second Language Teachers Parent Involvement (PI) A Portrait of Sacrifice and Love: Educational Perspectives of Immigrant Parents Immigration Reform and the Impact on Foreign Students Post Conference (POST) New Standards, New Assessment, New Growth for ELs Specific Language Impairment Using song lyrics to teach Common Core and cross-curricular standards to ELLs Pre-Conference Institutes (PCI) ELs in Higher Education Teaching and Learning Academic Vocabulary with Technology TPRS: Total Physical Response Storytelling (French) Pre-School/Pre-Kindergarten (PK) Helping ELLs Experience Success with Numbers through Children's Literature Technology for Little Folks!

Professional Growth (PG) Writing for Publication Reading (RD) ESL and Common Core: The Basics and Creating TextDependent Questions ESL and Guided Reading- Combining Language and Literacy Objectives From Worksheets to WORK CREATIVE “Grammar- No Labels” Strategies to teach a necessary but sometimes boring element of L2 instruction in an innovative, efficient, and interesting manner for the time-strapped ESL secondary teacher Helping ELLs Experience Success with Numbers through Children's Literature Meeting the Common Core Standards with Informational Texts Practical Strategies for Close Reading with English Learners in the Elementary Classroom RTI2 and Appropriate Referrals

Secrets to Success with Common Core Teaching Academic Reading Skills Effectively through Extensive Reading Thinking About Our Thinking: Strategies That Make a Difference TPRS: Total Physical Response Storytelling (French) Understanding Text Complexity in the Times of Common Core Using Drama to Extend EL Students’ Language Comprehension and Acquisition Using song lyrics to teach Common Core and crosscurricular standards to ELLs What Really Works? Developing a Flexible and Adaptive English Language Vocabulary for ELLs Research (RES) ELL and Deaf Learners: Student Needs and Effective Instructional Practices Landscape for English Language Learners in Tennessee Research-Proven Strategies for Improving Reading Vocabulary for Middle School English Language Learners Reverse Culture Shock: Saudi Arabian Culture in American ESL Classrooms Secrets to Success with Common Core Supporting English Language Learners’ Literacy without Native Language Proficiency The Efficacy of Multimodal Input on ESL Learners’ Listening and Speaking Abilities Vocabulary: Current Theory and Promising Practices for the Elementary ESL Classroom Response to Intervention (RTI) 2 A Level 2 Student Can Do What...? What About RTI ?

RTI2 and Appropriate Referrals Special Education/Exceptional Education (SPED) ELL and Deaf Learners: Student Needs and Effective Instructional Practices ESL Assessments and Accommodations Gateway to Collaboration: Developing a Grammar Diagnostic Instrument for an IEP Inviting Mr. Bean to the ELL Classroom to Teach English Grammar RTI2 and Appropriate Referrals Specific Language Impairment Teacher Evaluation (EVAL) Differentiation at Your Students’ Fingertips: Mastering T3 Collaboration and Co-Teaching with English Language Learners: New Strategies for Collaborative Teaching and Learning Relevant Issues and Effective Classroom Strategies of English as a Second Language Teachers Technology (TECH) Differentiation at Your Students’ Fingertips: Mastering T3

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Face up to Facebook in the ELD Classroom Find free informational texts and online language learning program with the Tennessee Electronic Library FREE! Materials for ELs from the Migrant Education Program GoAnimate Your ELL Classroom: Lessons Ready to Go! It Took a Village: How One Elementary School Worked Together to Raise ELL Student Achievement and Build a Solid School Community Let’s Hear it for the Boys: Engaging Male Students through Interaction and Competition Nearpod: An Effective Tool for Integrating Technology into Teaching NELB Students and Pre-K Instruction: Getting NELB Students ‘Kindergarten Ready’ with the Help of Digital Instruction Teaching and Learning Academic Vocabulary with Technology Technology for Little Folks!

The Beatles were ESL Teachers??: Teaching ELs through Music Using Google Docs Web Quests as a Springboard to Writing Total Physical Response (TPR) “Grammar- No Labels” Strategies to teach a necessary but sometimes boring element of L2 instruction in an innovative, efficient, and interesting manner for the time-strapped ESL secondary teacher Simple Specific Scaffolding Strategies that Purposefully Reduce Student Stress Total Physical Response (TPR) in Arabic Total Physical Response (TPR) in Latin Total Physical Response (TPR) in Spanish TPRS: Total Physical Response Storytelling (French) Vocabulary (VOC) Research-Proven Strategies for Improving Reading Vocabulary for Middle School English Language Learners Simple Specific Scaffolding Strategies that Purposefully Reduce Student Stress Teaching and Learning Academic Vocabulary with Technology The Beatles were ESL Teachers??: Teaching ELs through Music TPRS: Total Physical Response Storytelling (French) Using song lyrics to teach Common Core and crosscurricular standards to ELLs Vocabulary: Current Theory and Promising Practices for the Elementary ESL Classroom World Class Instructional Design and Assessment (WIDA) ESL Assessments and Accommodations Negotiating the emerging identity of English Language

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Learners: Writing Journals, Cultural Identity, and the ELL Student Writing (WR) Aligning L2 Writing with Common Core in the ESL Classroom ELs in Higher Education Focus on Writing: The Importance of Asking Questions From Worksheets to WORK CREATIVE Inviting Mr. Bean to the ELL Classroom to Teach English Grammar Meeting the Common Core Standards with Informational Texts Negotiating the emerging identity of English Language Learners: Writing Journals, Cultural Identity, and the ELL Student RTI2 and Appropriate Referrals Simple Specific Scaffolding Strategies that Purposefully Reduce Student Stress TPRS: Total Physical Response Storytelling (French) Using Cultural Context to Increase the Efficacy of ESL Writing Feedback Using Drama to Extend EL Students’ Language Comprehension and Acquisition Using Thinking Maps® with Teachers and Students to Create CCSS Skillful Thinkers Web Quests as a Springboard to Writing Write from the Beginning: Engaging Beginning ELs in the Writing Process Writing for Beginners: Giving K-2 LEP Students the Building Blocks to Become Successful Writers What Really Works? Developing a Flexible and Adaptive English Language Vocabulary for ELLs

Conference Notes:

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2014 TNTESOL Board

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d - Slate of Nominees

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Wednesday at a Glance

Pre-Conference

Conference Notes:

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Thursday at a Glance

State Day

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Friday at a Glance Friday

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Semi-Formal Attire No Jeans – Friday Night

Friday at a Glance Friday

Semi-Formal Attire No Jeans – Friday Night

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Saturday at a Glance Saturday

2015 Conference Planning Meeting Please join us to hear more about TNTESOL 2015 and how you can assist with our upcoming conference.

3:15-4:00 Salon D

Conference Notes:

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Saturday at a Glance Saturday

2015 Conference Planning Meeting Please join us to hear more about TNTESOL 2015 and how you can assist with our upcoming conference.

3:15-4:00 Salon D

Conference Notes:

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Presentations and A WEDNESDAY MARCH 19, 2014 PRE-CONFERENCE Teaching and Learning Academic Vocabulary with Technology Back in the day, I learned vocabulary by writing the words on index cards and memorizing them.

Through the consumption of television and computer video games, the youth of today have conditioned their brains to need constantly changing images to keep them on task and alert.

Failure to assimilate to their learning styles puts them and us as educators at a disadvantage. Join me in exploring a variety of technology tools to help students learn academic vocabulary in rigorous settings that appeal to the learning styles of today's youth.

Jennifer Meyer, Rutherford County Schools, Tennessee Memphis Room ELs in Higher Education This session is a panel discussion This panel presentation and discussion will examine aspects of working with English Learners at three TN post-secondary institutions and include: current EL-specific programs and how both international and EL students meet the challenges of academic success with an Englishdemanding curriculum.

Dr. Patricia Davis-Wiley, University of Tennessee, Knoxville, Dr. Phillip Ryan, Union University, Jackson, Tennessee and Dr. LaWanna Shelton, Michigan Department of Education Salon D TPRS: Teaching Proficiency Through Reading and Storytelling The presenter will give a demonstration of TPRS, a powerful literacy tool that scaffolds abstract grammatical structures onto simple, concrete TPR vocabulary. Participants will see how to transition from TPR commands to listening, speaking, writing and reading skills, enabling those who have had zero French to understand a story in French of over 200 words. She will share test

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results of last summer's CALA participants, many of who were ESL teachers. The upcoming 12th Annual, CALA Summer Language Institute will offer 5-day intensive language classes through TPR/TPRS in Arabic, French, German, Latin and Spanish during June, July, and August. Three of her CALA instructors will be providing TPR demonstrations during the conference in Arabic, Latin, and Spanish. Video clips of past CALA institutes participants' comments and registration can be found at: www.acceleratedacquisition.com.

Dr. Shelly Thomas, CALA, Middle Tennessee State University, Murfreesboro, Tennessee Salon F

FRIDAY MARCH 21, 2014 SESSION A: 8:30-9:25 Principals Leading the Way with ELLs using SIOP This session is a panel discussion A Metro Nashville Public School (MNPS) elementary, middle and high school administrator along with members of the EL Curriculum Department will discuss the implementation of Sheltered Instruction Observational Protocol (SIOP) in their schools. This session will give an overview of each school's demographics, professional development, implementation struggles and triumphs in developing a professional development model for teachers in high EL populated schools. The session will also offer an overview on how MNPS uses the SIOP model to meet the ELL needs of the district. There will be time for questions and discussion from the participants.

Dr. Carlos Comer, Juana Grandberry, Stephen Sheaffer, Kevin Stacy, and Molly Stovall, Metro Nashville Public Schools Salon A RTI2 and Appropriate Referrals An understanding of the tiered process of intervention is essential to meeting the needs of all

Abstracts by Sessions students. Framing our literacy and writing instruction with a Response to Instruction and Intervention model allows us to do all we can to meet the needs of every child we serve.

Jess Grayum and Alison Payne, Murfreesboro City Schools, Tennessee Salon B

or P'Nya? Come and learn how the Karen naming system differs from the American system, how to pronounce your students' names, and what your students' names actually mean.

Collin Olson, Smyrna High School, Rutherford County, Tennessee Salon E

Writing for Beginners: Giving K-2 LEP Students the Building Blocks to Become Successful Writers Teaching writing to young children can be challenging. When those children are also English Language Learners, the challenge becomes even greater. How can teachers help ELs to build writing skills as they are acquiring language?

Beth Williams and Jenna Gibbons, Rutherford County Schools, Tennessee Salon C

Research-Proven Strategies for Improving Reading Vocabulary for Middle School English Language Learners The United States has experienced various waves of immigration through different periods in its history. Most newcomers arrive with a lack of English proficiency skills thus an increase in the number of English Language Learners in mainstream classrooms. Providing content area teachers of English Learners with research-proven strategies and techniques aimed at improving the comprehensible input of their students' aims to promote academic achievement. How can teachers use word walls in their varieties as an essential component of teaching vocabulary to English Language Learners? Can the Five-Step Method combined with Personalized Word Lists in the ESL classroom strengthen academic vocabulary?

Jane Russell, Indiana University Salon F

Intentful Sojourns: International Graduate Students Discuss their Experiences in Relocation, Education, and Language Learning This session presents the challenges and successes faced by international students as they pursue graduate degrees in U.S. universities. Presenter narratives reflect the experiences that second language learners face with assimilation, coursework, and relocation. Experiences shared focus on language, gender, and culture. Structured in panel format, personal journeys, narratives, struggles, and suggestions for success will be examined. Presenters will also discuss strategies, methods, and research processes to assist second language learners with English acquisition. The interactive “panel-like” session aims to encourage dialog and discussion in order to improve current practice and to encourage student success at any level.

Dr. Dorothy Craig, AAmjad Alahmed, Mogbil Almogbil, Ahmad Altaleb, Ryoko Fujise, Ahmad Jeddeeni, Ghaliah Khayyat, Ream Ziyad, Middle Tennessee State University, Murfreesboro, Tennessee Salon D Soe Gay, Htoo Htoo, & Gravity: Understanding the Names of Our Karen Students Anyone who has worked with Karen students has likely been amused or confused by names like Soe Gay, Htoo Htoo, or Gravity. Why are so many students named Eh or Paw when they're not related? How am I supposed to pronounce K'moo

Using Cultural Context to Increase the Efficacy of ESL Writing Feedback Developing effective feedback for Intensive English writing classes can feel like an overwhelming success for one class and then a complete failure for the next. By taking steps to examine both the student and instructor's cultural expectations of writing, the productivity and efficiency of feedback can be greatly improved.

Kassandra Sutzer, Center for English as a Second Language, Southern Illinois University, Carbondale Salon G “Grammar- No Labels” Strategies to teach a necessary but sometimes boring element of L2 instruction in an innovative, efficient, and interesting manner for the time-strapped ESL secondary teacher To be fluent in a second language, it is vital to not only know vocabulary, but also to be able to decipher the syntax. Historically, this has been done through direct teaching of grammar. This usually involves memorization of parts of speech,

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parts of a sentences, and verb tenses. This can also be done in context. However, without scaffolding, L2 learners are left to rely on what “sounds right” which invariably leads to errors. How can both of these approaches be combined in an interesting, student-centered, and time efficient manner?

“Grammar- no Labels” is a novel approach which uses some direct teaching, graphic organizers, TPR, and games to reach each level of ELL student in the classroom from beginning to more advanced.

Renee Tolliver Combs, Campbell County, Tennessee Salon H Web Quests as a Springboard to Writing Technology for this presentation is sponsored

by Nashville Media Services According to the most recent data from the Center for Applied Linguistics: Second Language Learners are falling further behind their mainstream counterparts in writing proficiency.

Faced with a significant number of my students scoring below basic on the state writing exam, I sought an innovative vehicle to engage students, increase conceptual. During the session, I will demonstrate how I create Web Quests, the resources I use to create Web Quests, and the worksheets developed and used to scaffold the writing component. Additionally, I will demonstrate how I used Web Quests specifically to address the singular needs of second language learners who struggle with writing. Learn how one ESL teacher addressed the deficiencies in writing skills through Web Quests.

Isabella Scaramucci, Oakhaven Elementary, Memphis, Tennessee Memphis Room

SESSION B: 9:30-10:25

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Helping ELLs Experience Success with Numbers through Children's Literature Come and learn how it can be fun – and not too difficult –for elementary students to become comfortable communicating about numbers and math in English. We'll read a story from children's literature that contains division, then use readers' theater and stick puppets to put on a play about dividing cookies amongst some very hungry folks!

You will leave with a specific lesson that integrates math and children's literature into the English language development curriculum. Bonus: We'll play a few number games.

Dr. Linda Arnold, Tusculum College, Tennessee Salon A

ESL and Common Core: The Basics and Creating Text-Dependent Questions The session gives a brief overview of the shift to the Common Core State Standards and explains the importance of utilizing text dependent questions to prepare students for PARCC assessments. Teachers will have the opportunity to practice creating text dependent questions.

Dr. Abasi McKinzie, Shelby County Schools, Memphis, Tennessee Salon B Let's Fold! How to Engage Students and Enhance Learning Tired of copying millions of worksheets? Come experience foldables—an engaging approach to summarizing content, organized as a handy reusable reference!

Deana Conn and Lynne Robinson, Metro Nashville Public Schools, Nashville, Tennessee Salon C A Level 2 Student Can Do What...? What About RTI2?

The Tennessee Department of Education (TDOE) has developed guidance that explains the expectations of the different levels of English Learners through the newly adopted WIDA standards. We will discuss the expectations for the students and for the presentation of instructional matter. The discussion will focus each level's expectations.

Jan Lanier and Joann Lucero, Tennessee Department of Education Salon D Thinking About Our Thinking: Strategies That Make a Difference This session is a mini-institute Common Core State Standards direct that students should think about text closely. And many teachers are struggling with exactly what that looks like. In this institute, Keith Pruitt will direct a conversation about our thinking regarding text using a number of strategies suggested by such notable researchers as Ellin Keene, Stephanie Harvey and Ann Goudvis, but will also demonstrate some “some out of the box” strategies he has used with students in the classroom. In this workshop such strategies as effective usage of T Charts, Jigsaw with a twist, and getting in character will be discussed and demonstrated for teachers. Getting students to think about texts involves more than telling students meaning, it is helping them to discover meaning Keith Priutt, Words of Wisdom Educational Consulting Salon E

Aligning L2 Writing with Common Core in the ESL Classroom Many ESL teachers encounter challenges when attempting to integrate common core standards in their classrooms. The presenter will briefly share what the literature identifies as being effective instructional strategies for incorporating teaching with other mainstream classes and then demonstrate effective instructional practices that specifically reflect the common core in teaching writing to ELLs. Session participants will have hands-on practice with these resources.

Saeed Alkahtani, University of Tennessee, Knoxville Salon F Write from the Beginning: Engaging Beginning ELs in the Writing Process From brainstorming to revising, it is often challenging for ELs to engage in all the steps of the writing process. Although the writing samples are smaller, it is crucial that the entirety of the writing process be applied to even beginning writers. How can teachers introduce these important concepts to beginning English language learners? What activities can simplify these processes for beginning writers.

Leah Hurt, English Language Services of Nashville, Nashville, Tennessee Salon G Meeting the Common Core Standards with Informational Texts The Common Core Standards place increased emphasis on the reading-writing connection, especially in regards to informational texts. The presenters will show strategies for using nonliterary texts to develop students' reading and writing skills, ways to locate supplemental texts, and methods of helping students process the types of clauses and phrases that characterize academic discourse. They will also discuss assignments that develop the writing fluency required for the new constructed response texts.

Dr. Emily Thrush, Dr. Teresa Dalle, Dr. Angela Thevenot, University of Memphis Salon H Face up to Facebook in the ELD Classroom Technology for this presentation is sponsored

by Nashville Media Services On the average, social networking keeps students engaged 30 minutes a day, a trend that could work to the ELD teacher's advantage. Some writing

teachers find it difficult to provide timely feedback to students; therefore other venues such as blogs, online diaries, and Facebook can be used to solve this problem by providing students with an opportunity to publish their work and share it with others. Facebook, in particular, provides a chance for students to comment and argue in an engaged and relaxed manner. This session, then, will demonstrate ways to integrate Facebook effectively into ELD classrooms of all levels Bandar Aljafen, University of Tennessee Memphis Room

SESSION C: 10:30-11:25 Gateway to Collaboration: Developing a Grammar Diagnostic Instrument for an IEP In an IEP setting, it can be a challenge both to ensure appropriate student placement in grammar courses and to decide which grammar topics should be covered in each course. Two colleagues at the English Language Institute-UTK have been developing a grammar diagnostic instrument that allows instructors to meet these challenges headon. In this session, participants will work in small groups to rate items from a diagnostic test bank, and they will then use sample test results to determine a grammar topics sequence.

Doug Terry, University of Tennessee, Knoxville Salon A Using Drama to Extend EL Students' Language Comprehension and Acquisition Data reveals that EL students perform substantially lower than non-EL students on the TCAP Writing Assessment and Language Arts assessment. Using drama to increase EL students' language comprehension and acquisition in intermediate and advanced EL classrooms allows instructor to design units around a central complex text, while also having students practice their critical thinking, listening, and speaking skills. How can an instructor design and implement a successful unit around a text using.

Erica Tucker, Shelby County Schools, Memphis, Tennessee Salon B Simple Specific Scaffolding Strategies that Purposefully Reduce Student Stress ELLs run the risk of falling into the chasm that grows between their worlds. This demonstration for K-12 educators will examine best practice strategies that provide necessary scaffolds to reduce that gap. Participants will leave with

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instructional tools they can use immediately.

Andrea Bontempi, Rutherford County, Tennessee Salon C Secrets to Success with Common Core Do you still have questions about how to make the Common Core standards accessible for your English language learners? If you do, the presenters of this session would like to share their review of the book Common Core for the Not-SoCommon Core by Maria G. Dove and Andrea Honigsfeld. These presenters have read and compared notes during a book study and found that many of the suggestions and resources for meeting the challenges of facilitating the new Common Core curriculum for our diverse population of learners could be beneficial for many of their peers. The review of Dove and Honigsfeld's book is packed with essential support strategies for a wide variety of areas including reading foundational skills, academic language, informational text, literary texts, as well as listening, speaking, and writing strategies. Come hear how these strategies have helped the ELs of these presenters. They hope you will find answers to instructional challenges you may face such as ways to promote comprehension of literary texts and how to deliver explicit instruction for building academic language through their review of this valuable resource.

Barbara Finney, Elementary, Memphis Tennessee and Margaret Yoder, Teach for America Salon D From Worksheets to WORK CREATIVE Students actively engaged in their work are more likely to retain what they have learned. Teachers will learn how to develop interactive graphic organizers to increase reading comprehension and vocabulary development as an alternative to using worksheets. This can lead to deeper understanding of content concepts for English Learners. “The essential element in rigor is engagement.” (Notice & Note Strategies for Close Reading. K. Beers, R. Probst. 2013) Participants will work collaboratively and share their new learning!

Carol Irwin and Jan Polka, Metro Nashville Public Schools , Nashville, Tennessee Salon F Supporting English Language Learners' Literacy without Native Language Proficiency Although the use of students' native language and bilingual education have received applause in

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recent years, difficulties do exist for implementation as the ELL students may not come to school with adequate L1 literacy, and/or that the teacher is not familiar with the students' languages.

This presentation addresses the problems, summarizes some well-acclaimed practical instructions available in current research, and presents them under the seven principles for an effective plurilingual classroom approach adapted with considerations for Students with Limited or Interrupted Formal Education (SLIFE).

Wanqing Li Apa, Vanderbilt University, Nashville, Tennessee Salon G Using Thinking Maps® with Teachers and Students to Create CCSS Skillful Thinkers English Learners need visual patterns to make connections between language learning and content. In order for ELs to be successful with the CSSS, students must be provided with appropriate instructional supports to scaffold their learning.

Thinking Maps® can be used to with all ELD proficiency levels to help ELs succeed with the CCSS while acquiring both English language proficiency and content area knowledge Lauren Binkley and Molly Stovall, Metro Nashville Public Schools, Nashville, Tennessee Salon H Using Google Docs Technology for this presentation is sponsored

by Nashville Media Services Using Google Docs with kindergarten students is easier than you think. Student accounts aren't needed and no student login is required. These ideas are adaptable in other grades, but the emphasis will be on kindergarten. Bring your laptop and participate!

Mark Littlefield, University School of Nashville, Nashville, Tennessee Memphis Room

SESSION D: 1:15-2:30 Focus on Writing: The Importance of Asking Questions As we look at the process of writing, much of what we see in the classroom becomes very superficial from the student. How can we impact what they are writing in order to get it to the level desired by Common Core Standards? In this workshop, the presenter will guide the attendees through a developmental process of asking questions in

order to achieve detailed writing. It isn't complicated, but the results are remarkable!

Keith Pruitt, Words of Wisdom Educational Consulting, Old Hickory, Tennessee Salon A Making Portfolio Assessment Work in Your ESL Classroom Portfolio assessments as formative evaluation tools can generate a multitude of benefits for ESL teachers as well as ELLs. This session will discuss how portfolio assessment can authentically and meaningfully chart ELLs' learning progress and how formative assessment data guide ESL teachers to individualize instruction for their students.

Dr. Clara Lee Brown and Genny Petschulat, University of Tennessee, Knoxville, Knoxville, Tennessee Salon B Reverse Culture Shock: Saudi Arabian Culture in American ESL Classrooms Teachers of English as a Second Language who have students from Saudi Arabia often encounter Arabic cultural attitudes in their classrooms, and an understanding of these attitudes will help teachers to be more successful in developing their students' language skills. An analysis of common academic and social practices found among Saudi Arabian students in an Intensive English Language program for adult learners will demonstrate how the two cultures may clash and how teachers can respond to facilitate cultural understanding and language learning.

Teachers may find themselves “shocked” by the cultural divide, but this presentation will help to minimize that shock.

Laura Higgs Kappel, ELS Language Center, Johnson City, Tennessee Salon C Immigration Reform and the Impact on Foreign Students This session is a mini-institute Join esteemed immigration attorney, Charles H. Kuck, for an Immigration Law Update covering immigration reform and changes that impact our daily work. Mr. Kuck was named by Atlanta Magazine a Georgia Super Lawyer in the field of Immigration Law for 2014, marking the 11th year that he has been nominated for this high honor. His clients include technology firms, manufacturers, multinational corporations, EB-5 investors/entrepreneurs, and individual immigrants.

Charles Kuck, JD, Immigration Attorney at Law, Atlanta, Georgia Salon D

Bate, Bate Chocolate: Using Cacao as the Topic of ESL Instruction Everyone loves chocolate, right? Tempt your students with making delectable sweets and trick them into learning about tempering compounds, plant life cycles, Fairtrade practices, international child labor trafficking, climate and much more, all the while rigorously implementing the common core standards for ELA. You will come away from this presentation with a craving for chocolate, which might be quelled with samples, and common-core-rich lesson plans and ideas for your instruction. And you will learn why Dora's abuela importantly sings, “Bate, bate chocolate!”

Jennifer Meyers, Rutherford County, Tennessee Salon E Inviting Mr. Bean to the ELL Classroom to Teach English Grammar This session will present an innovative ESL instructional approach that is grounded in Krashen's L2 Comprehensible Input theory---using humorous silent movies for teaching English grammar. What benefits can be derived from using silent movies to explicitly teach English grammar? How can teachers structure lessons to simultaneously develop the receptive and expressive skills in both the L1 (sign language) and L2 (written English) of Deaf learners?

Participants in this hands-on, interactive session will leave with new ideas and resources to use in teaching English grammar to their ELL students.

Paulson Skerritt, University of Tennessee Salon F Total Physical Response (TPR) in Arabic The presenter will be giving a TPR demonstration in Arabic, showing how active and stress-free TPR activities are, even when dealing with a non-Western language. Your own experience will teach you that TPR puts information into long-term memory. Next year you will have easy recall of all this vocabulary.

Busy teachers who can take only a level one CALA class one summer, come back for level two the following summer and tell us they easily transition into level two without any review Ahmad Jeddeeni, Middle Tennessee State University, Murfreesboro, Tennessee Salon G It Took a Village: How One Elementary School Worked Together to Raise ELL Student Achievement and Build a Solid School Community Smyrna Elementary School, in north Rutherford County, TN, experienced tremendous growth in the last several years. Much of this growth was due to increasing numbers of immigrant and refugee students, many of whom are economically disadvantaged. The

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school administration, teachers, ESL professionals, interventionists and parents collaborated to design a complete program that meets the needs of these emerging bilinguals. The program is comprised of technological interventions, extended learning time, parent outreach and bilingual paraprofessionals. As a result of these combined efforts, Smyrna Elementary shows the second highest growth in the state of Tennessee in reading for their English Language Learners.

Amy Patton, Jill Lester, Lori Zellhofer, Jenna Gibbons, and Lori Burns, Smyrna Elementary School, Tennessee Salon H Nearpod: An Effective Tool for Integrating Technology into Teaching Technology for this presentation is sponsored by Nashville Media Services In this hands-on, interactive session, you will learn about Nearpod, a free web-based, manipulative software/app that allows teachers to interact with their students through a controlled interface. The creators hold the philosophy that we learn from each other, rather than from computers. If you want to use technology in class effectively without compromising instruction (as well as engage your students), you need to use Nearpod! Note: You will need to BYOD (bring your own device) and be a fast learner. Laptops: Macs and Windows Tablets: iPads or Androids. Observers are welcome, too!

Todd Beard, Murfreesboro City Schools, Murfreesboro, Tennessee Memphis Room

SESSION E: 2:45-3:30 ESL and Guided Reading- Combining Language and Literacy Objectives ESL teachers are often asked to assist with the reading and literacy development of ESL students and more specifically, do guided reading with their students. Contrary to popular belief, reading and language objectives are separate and must each be adequately addressed in order to support the needs of ESL students. This session will address the difference between language and literacy objectives as well offer suggestions and activities to link these two objectives together. This session will also offer suggestions for how to manage a mixed proficiency and reading level group.

Lisa Zachau, Chattanooga, Tennessee Salon A

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ELL and Deaf Learners: Student Needs and Effective Instructional Practices Teachers are always looking for new methods, tools and resources to meet the needs of their students. What if two educational fields (e.g., ESL and Deaf ED) have students with similar needs?

Could they then share resources and instructional strategies to teach their students English? This session will overview what the literature (Cline, 1997; Easterbrooks & Stephenson, 2006; Luckner, Slike, & Johnson, 2012; Peercy, 2011; Singleton, et al., 2004; Strassman & Schirmer, 2013) and what the presenter's empirical research study reports about the commonalities that exist between deaf and ELL students and which particular instructional strategies ELL teachers can successfully borrow from deaf educators.

Audience participation will be encouraged throughout the session and at its end through a Q&A discussion.

Rachel Saulsburry, University of Tennessee, Knoxville, Knoxville, Tennessee Salon B Vocabulary: Current Theory and Promising Practices for the Elementary ESL Classroom Teaching students how to figure out vocabulary from context is important, but it is not enough.

Explicit teaching and reinforcement of vocabulary learning strategies is essential to help English language learners succeed in academic classes.

This presentation will provide an overview of current research on vocabulary learning, and will also present findings from classroom-based research on the gap between the perceptions of regular classroom teachers about their ELL's vocabulary and the actual knowledge of their students. Information on strategies and activities for teaching vocabulary and vocabulary learning strategies for both young, non-reading students and older elementary students will be provided.

Sheri Sather, Cumberland County Schools, Tennessee Salon C Landscape for English Language Learners in Tennessee The English Language Learner (ELL) population in TN has grown in recent years. This presentation includes analysis that attempts to understand more about the landscape of English Language Learners in the state by looking at how the population has changed over time, how district/school student populations and ELL exit practices differ, and how ELL students perform on state achievement tests.

Mary Batiwalla, Tennessee Department of Education, Nashville, Tennessee Salon E The Efficacy of Multimodal Input on ESL Learners' Listening and Speaking Abilities Language input in ESL classrooms can be achieved in many diverse ways. What is the impact of these multimodal ways of input on language learning? Is multimodal input capable of improving the listening and speaking abilities of students? Does multimodal input have positive effects on the attitudes of the students in their English study?

Suzhen Li and Dr. Martha Michieka, East Tennessee State University, Johnson City, Tennessee Salon F

helping EL students acquire oral language and content area skills. Attention will be given to the particulars of technology integration, to which websites and apps are conducive to both language and skill acquisition as well as how to get more technology into the classroom. Participants will have an opportunity to review sites and apps during the session and will leave with a list of resources to share with coworkers in their schools.

This workshop will be focused on needs of elementary students.

Lori Likins Memphis Room

SATURDAY MARCH 22, 2014

Collaboration and Co-Teaching with English Language Learners: New Strategies for Collaborative Teaching and Learning Some school districts are exploring a “push-in” or collaborative teaching model with ELLs. This workshop will examine strategies and methods of collaborative teaching that will help to teach our English Language Learners effectively as well as develop successful professional relationships with colleagues. We will discuss professional expectations, maintaining collegial relationships, establishing healthy boundaries, collaborative planning and avoiding common pitfalls.

Andrea Bontempi and Dr. Johnna Paraiso Rutherford County Schools, Tennessee Salon G

Maximize Your Classroom Funds With Donors Choose Learn all about Donors Choose, a nonprofit organization that allows teachers to create classroom projects that can be funded by the public. Review the website and what types of materials you can request; see projects for EL students that have already been funded; and learn how to register as a user and get started on your first project.

Jennifer Navarre, Metro Nashville Public Schools, Nashville, Tennessee Salon A

Assessing Language Proficiency Assessing language proficiency –in order to really ensure that you are accurately identifying students language proficiency levels, it is important to ensure that you are accurately describing their language skills in both languages whenever possible and feasible. This session will recommend a process and discussion regarding the importance of proper identification of student's literacy skills and educational background. Group discussion and participation.

Sharon Saéz, CTB McGraw-Hill Education Salon H

Teaching Academic Reading Skills Effectively through Extensive Reading Literacy among ESL students is a rising concern and roadblock for ESL teachers. Many ESL students come from cultures where either illiteracy is common or reading is not promoted. They often do not know how to even begin interacting with a text. How then do we get them engaged in reading? What activities are effective in getting them excited about the reading process?

Meredith Spencer, English Language Services of Nashville, Nashville, Tennessee Salon B

Technology for Little Folks!

Technology for this presentation is sponsored

by Nashville Media Services This workshop will address the integration of today's technology into the classroom as an aid in

Practical Strategies for Close Reading with English Learners in the Elementary Classroom Common Core State Standards for English/Language Arts emphasize close reading of text for a variety of purposes. Close reading is one way to engage students in thinking critically about

SESSION F: 8:30-9:25

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a text, and expressing their ideas in literature discussion with peers and adults.

Molly Martin, Metro Nashville Public Schools and Dr. Jeanne Gilliam Fain, Lipscomb University Salon C Supporting English Learners in Common Core Classrooms This session is a mini-institute The CCSS offer opportunities for English learners to make significant academic progress but they need to have appropriate instructional supports. In this session, we will discuss the cognitive and linguistic demands of the CCSS on English learners and ways that teachers can support their learning. In particular, the SIOP Model (Sheltered Instruction Observation Protocol) will be presented. The SIOP Model is a research validated approach for improving the achievement of English learners. Participants will learn about the SIOP and its emphasis on building students' academic language and making content comprehensible. Specific ideas for accessing complex text and supporting collaborative discussions will be presented.

Dr. Jana Echevarria, California State University, California Salon D ESL Assessments and Accommodations Tennessee will be moving to a new English Language Proficiency Assessment(ELPA) in the winter of 2015. This presentation will focus on security and accommodations.

Lori Nixon, Tennessee Department of Education, Nashville, Tennessee Salon E Genius Hour: Bringing Out Your Students' Inner Genius Performance-based learning (PBL) projects are a tried and true teaching method that has been around a long time. Genius Hour is modeled after Google's 20% Time, in which Google's employees are allowed 20% of their time to work on their own passion projects. The new Common Core State Standards (CCSS) encourages students to initiate their own research projects and see them through to completion. Learn how Genius Hour will ignite students' passion for learning while satisfying CCSS. Mike Stein, Coffee County High School, Tennessee Salon F

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Let's Hear it for the Boys: Engaging Male Students through Interaction and Competition Engaging boys with pencil and paper is a challenge. The presenter will share a set of activities that she has developed that make students active participants in their learning. See how these game-like, competitive activities can be implemented in the ESL class as well as other content areas.

Elizabeth Choi, Knox County Schools, Tennessee Salon G What Really Works? Developing a Flexible and Adaptive English Language Vocabulary for ELLs With the onset of Common Core an emphasis on reading informational texts and cross curricular reading has come to the forefront of classroom instruction. Unfortunately, our ELL students frequently experience vocabulary and skills deficits in reading that limit the amount of information they can access during reading activities. So what reading activity really works best to develop a flexible and adaptive vocabulary for ELLs? This session will explore the benefits and disadvantages of extended silent reading vs. supported group reading in ELL vocabulary acquisition and use, and show you how jokes and riddles can make vocabulary flexible, adaptive, and fun!

Harriet Strahlman, Cumberland County, Tennessee Salon H NELB Students and Pre-K Instruction: Getting NELB Students 'Kindergarten Ready' with the Help of Digital Instruction Technology for this presentation is sponsored

by Nashville Media Services Tennessee's Pre-K classrooms are growing‌.from 3,000 students enrolled 10 years ago to almost 19,000 in 2013. Student diversity is a positive byproduct. However, many Pre-K teachers are not trained in multicultural teaching techniques. Two years ago a group of Memphis Pre-K teachers asked Pre-K leadership for and received new digital tools to serve NELB students. By incorporating these new assets in rotational models, whole group, and individual instruction the Pre-K experience and student outcomes have been enhanced not only for NELB students but for all 20 children in the classroom. Data show significant vocabulary growth as well as documented oral language development.

Rhiannon Brown and Nova Cheatham, Shelby

County Schools, Memphis, Tennessee Memphis Room

SESSION G: 9:30-10:25 Negotiating the emerging identity of English Language Learners: Writing Journals, Cultural Identity, and the ELL Student ELL students encounter many challenges in the American classroom and at the core of many of these struggles is a loss of their cultural identity. It is evident that English Language Learners are in need of a voice. Writing is a powerful form of communication and needs to be utilized in the classroom to empower students. The question is to what extent do writing journals help ELL students negotiate their own unique cultural and personal identity within the boundaries of an unfamiliar language and how does that benefit the student teacher relationship?

Meghan Whitmer, Smyrna Middle School, Rutherford County, Tennessee Salon A Understanding Text Complexity in the Times of Common Core Under the guidelines of CCSS, all students must be exposed to texts of high complexity in order to be college and career ready. However, what does that mean for ELLs and their teachers? Choosing texts for ELLs is often difficult due to deficits in vocabulary and content knowledge, yet CCSS offer limited guidance when it comes to English language learners. Therefore, the presenters set out to examine the trifold nature of text complexity, as well as to investigate what resources are available for ESL teachers in selecting appropriate texts for ELLs at various proficiency levels.

Natalia Ward, Betty Thomason and Christy Evans, The University of Tennessee, Knoxville, Tennessee Salon B FREE! Materials for ELs from the Migrant Education Program Yes, totally free! Attendees will explore web sites where they will find free academic materials created by migrant education programs across the nation. Materials will be in the areas of, but not limited to: life skills for ELs, math, reading, and science. Materials shared have been created primarily through the efforts of members of migrant multi-state consortiums through federal incentive grants. All materials shared will be free

of copyright restriction. Nearly all are available in both English and Spanish.

Paula Gaddis, Tennessee Department of Education, Nashville, Tennessee Salon C Relevant Issues and Effective Classroom Strategies of English as a Second Language Teachers This session is a panel discussion The participants of this round table discussion are asked to bring their own strategies and ideas that work in effectively increasing student achievement. Participants will also be involved in developing recommendations for the State of Tennessee Department of Education. The participants will be asked to share dynamic teaching strategies with the group. The participants will also collaborate on practical and useful methods and strategies when working with administrators and classroom teachers. Guided questions will be provided and the discussion will end with a summary of ideas, methods and strategies that promote best practices. Group participation is required.

Jan Lanier, Tennessee Department of Education, LeeAnn Kelly, and Leslie Parker, Shelby County Schools, Memphis, Tennessee Salon E Teaching EL Newcomers: The Mystery, The Challenge, The Joy! Expectations for EL's are becoming more rigorous.

EL's come from a variety of backgrounds. Some materials have proven to be highly successful with EL newcomers. What has enabled EL's to be more successful in academic environments? What has frustrated both students and educators? What has worked for different attendees of the seminar?

Kimberly Jones Swift, Cason Lane Elementary, Murfreesboro, Tennessee, Kimberly Jones Swift, Murfreesboro City Schools, and Kimberly Henegar, Warren County Schools, Tennessee Salon F Total Physical Response (TPR) in Spanish This presenter is known for his engaging, nonjudgmental approach to teaching that puts humor to good use in the classroom. Brian will give a TPR demonstration in Spanish, showing how active and stress free TPR activities are. Your own experience will teach you that TPR puts information into long-term memory. Next year you will have easy recall of all this vocabulary.

Busy teachers who can take only a level one

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CALA class one summer, come back for level two the following summer and tell us they easily transition into level two without any review Brian Roberts, CALA, Middle Tennessee State University, Murfreesboro, Tennessee Salon G The Beatles were ESL Teachers??: Teaching ELs through Music The presentation gives a brief overview of the utilization of music to assist students in acquiring English vocabulary and skills. Teachers will have the opportunity to begin creating their own lesson from songs in their playlist on their smartphones and tablets.

Dr. Abasi McKinzie, Shelby County Schools, Memphis, Tennessee Salon H Find free informational texts and online language learning program with the Tennessee Electronic Library Technology for this presentation is sponsored

by Nashville Media Services With the new state standards, the search is on for instructional material! The Tennessee Electronic Library is a free source for provides free online access to curricular resources in a variety of languages. Learn how to search TEL, find articles

by Lexile score, and share resources with students.

The online language learning program, which includes ESL for Spanish speakers, will also be demonstrated.

Wendy Cornelisen, Tennessee State Library Memphis Room

SESSION H: 10:30-11:25 Writing for Publication Writing for publication is an essential skill in the education profession. The TNTESOL Journal and the TNTESOL Newsletter offer two avenues for publication. The TNTESOL Journal is a peerreviewed scholarly journal that provides a forum for both researchers and practitioners to share ideas and research findings. Writing for the TNTESOL Journal is done in a formal, scholarly fashion. The TNTESOL Newsletter is an avenue for TNTESOL members to share their ideas and opinions in a more informal publication. Both the Journal and the Newsletter are well-respected regional publications that have had contributors from many places around the world. This session will help participants learn about how articles are solicited and chosen for the Journal and the

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Newsletter and what they can do to become published authors.

Andrea Bontempi and Dr. Johnna Paraiso, Rutherford County, Tennessee Salon A Beyond Busy Work: Creating Effective Worksheets for the Flipped Language Classroom Worksheets, although common in language classrooms, are often just busy work meant to fill extra time or provide quick assessment. Is it possible to create engaging worksheets through simple design principles and creative learning strategies? How can language teachers make worksheets work for, and not against, the learning process?

Elizabeth Wallace, English Language Services of Nashville, Nashville, Tennessee Salon B A Portrait of Sacrifice and Love: Educational Perspectives of Immigrant Parents ESL teachers have all heard negative comments about how unimportant education is to the parents of our students, yet at the same time districts are pushing to increase grades and test scores for this same group of at-risk students. Do their parents really not care? Join me to hear, in the parents' own words, how the U.S. education system impacts immigrant families, and perhaps discover how to better understand, communicate, and relate to the educational goals and expectations of your students' parents, and meet the assessment goals of state and federal government. Bring tissues: this session might make you cry!

Harriet Strahlman, Cumberland County, Tennessee Salon C Total Physical Response (TPR) in Latin In this TPR demonstration, attendees will experience Latin just as the Romans did: as a living, spoken language. The sample lesson will show how active, stress-free TPR activities can be used to build listening comprehension skills that transition easily from commands to reading, speaking and writing – with no lengthy explanations or complex terminology whatsoever!

Jason Simpson, Giles County, Tennessee Salon E Differentiation at Your Students' Fingertips: Mastering T3 Differentiating at Your Students' Fingertips - Bring

your computer and design a free Weebly to use for small group differentiation. Implementing Weebly will help you achieve Level 5 in TEM T3! Come to the workshop and leave with a website to use with your students immediately!

Diann Sorensen, Karen Nichols, and Dana Payne, Shelby County Schools, Tennessee Salon F Culture Exchange: Somalia!

Do you have students from Somalia or Kenya?

What was school like before they came to the U.S.? What is a refugee camp like? What do Somali parents expect of me? And how in the world did they end up here? In listening to our speaker's story, participants will be able to describe elements of Somali experience, compare schools settings, and identify 2 or more supportive resources. Ask the questions on your mind as you get to know one of Tennessee's fastest-growing refugee populations.

Sarah Russ, Nashville International Center for Empowerment, Nashville, Tennessee Salon H GoAnimate Your ELL Classroom: Lessons Ready to Go! Technology for this presentation is sponsored by Nashville Media Services Session participants will experience GoAnimate, a free, Web 2.0 tool, as an ELL student might, with a interactive demonstration of how ELLs can practice social and language skills created with this new virtual medium.

Dr. Patricia Davis-Wiley, University of Tennessee, Knoxville, Knoxville, Tennessee Memphis Room

Jonathan Auld, Croft Middle School, Metro Nashville Public Schools, Nashville, Tennessee Salon A Specific Language Impairment As ESL teachers we work to help our ELL students gain competence in the English language.

When our students fail to make progress despite our – and their – best efforts, how do we know if the problem is a language deficit or a language impairment? A deficit can be remediated in the classroom, but an impairment requires specific interventions for student success. Come join us and learn how to identify possible specific language impairments, what to do if you suspect a student has an impairment, and where to find resources to help both you and your student.

Harriett Stralhman, Cumberland Country, Tennessee and Jennifer Meyer, Rutherford County Schools Salon B New Standards, New Assessment, New Growth for ELs Tennessee has adopted the WIDA standards for ESL instruction. We are moving to an aligned assessment in 2015. As the academic rigor increases in the regular classroom, ESL classrooms must keep pace and move students ahead in English language acquisition and help then make necessary academic gains. This short presentation will give the audience time to “play” with the standards as we plot our new academic growth for English Learners.

Jan Lanier, Tennessee Department of Education, Nashville, Tennessee Salon D

POSTCONFERENCE Using song lyrics to teach Common Core and cross-curricular standards to ELLs Motivating students is fundamental to language acquisition. By incorporating songs into a lesson plan, the teacher is able to motivate students to learn a plethora of skills derived from Common Core Standards including: brainstorming vocabulary, practicing context clues, listening for key vocabulary, reading for main ideas, and discussing a songs' meaning and use of figurative language while teaching social studies/science across the curriculum.

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Conference Notes:

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Presenters' Biographies Listed by Last Name Amjad Alahmed Amjad (Maggie) is currently a graduate student pursuing her Masters in ESL. She is from Saudi Arabia. Maggie is an English teacher in her country and will return to teaching once she completes her degree.

Bandar Aljafen Bandar is a Ph.D. student in Literacy Studies (ESL Education) at The University of Tennessee. He holds Bachelor's and Master's degrees in applied linguistics and TESOL and has taught English language skills for 4 years.

Saeed Alkahtani Saeed Alkahtani, PhD student at UTK (Literacy, ESL Education), has a bachelor's degree in Applied Linguistics and a master's degree in TESOL and has taught English as a Foreign Language at the college level for over 7 years.

Mogbil Almogbil Mogbil is an English teacher in his home country of Saudi Arabia. He is a second year graduate student pursuing the M.Ed. Ahmad Altaleb Ahmad plans to graduate with his Masters in May, 2014. He is from Saudi Arabia and teaches English at the university level.

Linda Arnold Linda Arnold teaches classes to help prepare future elementary teachers at Tusculum College and has her doctorate in Education with concentration in Teacher Education. She taught ELLs sheltered mathematics content in urban Phoenix, Arizona before moving to Tennessee.

Jonathan Auld Jonathan has been an IELTS examiner, taught ESL at Nashville State, and is a 5th/6th grade ELL teacher at Croft Middle School for MNPS. He has a MAT in elementary education, a CELTA and has taught on three continents.

Mary Batiwalla Mary Batiwalla is a Policy Analyst in the Office of Research and Policy at the Tennessee Department of Education (TDOE). She is a former high school Spanish teacher and has taught in schools in Arkansas and Georgia. Before joining the TDOE, Mary assisted in education research at the National

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Center on Scaling Up Effective Schools, the State Collaborative on Reforming Education (SCORE), and a project funded by the National Science Foundation studying the effectiveness of mentoring for beginning middle school math teachers. She completed a Master degree in Public Policy at Peabody College of Education, Vanderbilt University.

Todd Beard Todd works for Murfreesboro City Schools as an EL Teacher, where he integrates technology in his daily lessons. Before returning to Tennessee, he worked in the UK with the International School of London as the Coordinator of the English as an Additional Language Program. There, he used iPads and first learned about Nearpod's uses in the classroom.

Andrea Bontempi Andrea is the ESL Instructional Facilitator for Rutherford County Schools. She has taught ESL at all grade levels and has served as an adjunct professor at Long Island University. Andrea currently serves as the Newsletter Editor for the TNTESOL Board of Directors.

Dr. Clara Lee Brown Dr. Lee Brown is an Associate Professor of ESL Education in the Department of Theory and Practice in Teacher Education at The University of Tennessee, Knoxville. She currently teaches content-based ESL methods, assessment, and bilingualism to graduate students.

Rhiannon Brown Rhiannon Brown teaches Pre-K in Memphis, Tennessee's Shelby County Schools. Ms. Brown has a Masters in Curriculum and Instruction with an emphasis in Reading in Elementary Education.

Lori Burns Lori Burns is a National Curriculum Specialist at Imagine Learning.

Nova Cheatham Nova Cheatham teaches Pre-K in Memphis, Tennessee's Shelby County Schools. Ms. Cheatham is a National Board Certified Teacher.

Her Masters is in Curriculum and Technology Integration.

Elizabeth Choi

Elizabeth Choi, a graduate of King College and Carson Newman College, has educated secondary English Learners in South Korea, Metro Nashville, and, currently, Knox County Schools. She grew up with two mischievous brothers and worked many summers at Camp Rockmont for Boys.

Dr. Carlos Comer Principal, J.E. Moss Elementary, Metro Nashville Public Schools, Nashville, Tennessee Deana Conn Deana has been working with English learners for more than sixteen years. She has master's degree in teaching English learners, and currently works as an ELD teacher in Metro Nashville Public Schools. Deana is now in her second year of serving on the TNTESOL Board of Directors Wendy Cornelisen Wendy has been the TEL Coordinator at the Tennessee State Library since 2010. A dedicated advocate for information access, she has a master's degree in Information Science, and is a past president of the Tennessee Library Association Dr. Teresa Dalle Teresa Dalle is an Associate Professor of Applied Linguistics at the University of Memphis. She has published and presented extensively in the field of ESL methods, second language acquisition, language testing and assessment, and general linguistics. She has also participated in a number of grants, the latest being Teachers GET IT, a federal grant to train content area teachers in ESL methods. Over that last thirty years, she has consulted with the local schools systems and presented a number of workshops in the US, Mexico, China, and the Czech Republic. Dr. Dalle is a former TNTESOL President.

Dr. Patricia Davis-Wiley Dr. Davis-Wiley is Professor of WL/ ESL ED at The University of Tennessee where she teaches WL/ESL methods and research classes. She has been an active TNTESOL presenter and served on both the TNTESOL and 2012 SETESOL Executive Boards.

Christy Evans Christy Evans has been an educator at Alcoa Elementary School for seven years. She teaches ESL students in grades K-4. She is a licensed

Reading Specialist and is working on her doctorate in Literacy Studies at the University of Tennessee.

Barbara Finney Barbara Finney is in her eighth year of teaching ESL to elementary children in Memphis, TN and has taught elementary, middle, and high school Spanish for 10 additional years in Tennessee, Kentucky, and Florida. She became a National Board Certified Teacher in English as a New Language in 2012. Her article on digital storytelling was published in the TNTESOL Journal, and she has presented at in-service for her district and at TNTESOL in March, 2010.

Ryoko Fujise Ryoko is a Graduate Teaching Assistant and teaches Japanese to undergraduates at MTSU. She is originally from Japan and hopes to continue to teach once her degree is complete Paula Gaddis Paula Gaddis currently serves as the Migrant Education Director, Federal Programs Private School Participation Consultant, and Homeless Director for the TN Department of Education. She has also served as ESL Test Coordinator for the State and Title VI, Rural and Low Income Consultant. Ms. Gaddis currently serves as the President of the Board of Directors for the National Association of State Directors of Migrant Education. Prior to service with TN, she worked with a national not-for-profit school reform institute. Her classroom experience includes twenty years in secondary and adult education in public schools in both rural and urban settings.

Jenna Gibbons Jenna has been an educator for 6 years. She currently teaches K-3 ESL students with the Rutherford County School System.

Jess Grayum Jess is a Nationally Certified School Psychologist serving Murfreesboro City Schools. She is also currently employed as an RTI2 consultant for the TN DOE. She currently holds an Ed.S. in Curriculum and Instruction is pursuing an Ed.D. in Educational Leadership Dr. Jeanne Gilliam Fain Dr. Gilliam Fain is an Associate Professor at Lipscomb University. She has worked with

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multilingual learners for the past twenty years. Her research interests include critical literacy, literature discussion, close reading, and biliteracy. She holds a Ph.D. in Language, Reading, and Culture from University of Arizona (2003).

Juana Grandberry Principal, Bancroft Middle School Metro Nashville Public Schools, Nashville, Tennessee.

Kimberly Henegar Kim is an ESL Instructional Coordinator for Warren County Schools. She taught ESL for 6 years, and has been an ESL Instructional Coordinator for the last 4 years. She has endorsements in Business Education, Elementary Education, English as a Second Language, and Instructional Leadership. Kim is a current TNTESOL Board of Directors member and serves as the organization's secretary.

Leah Hurt Leah Hurt is an Instructional Specialist at the ELS center in Murfreesboro, TN where she has worked with academically-bound ELs in a variety of levels for 2.5 years. She has a B.A. in English from Millikin University.

Carol Irwin Carol Irwin has been with Metropolitan Nashville Public Schools for 8 years as an EL teacher and a district level coach. She is currently an ELD Secondary Coach working with middle and high schools with high numbers of EL students. Prior to that, she worked for the TNDOE as the Title III Consultant. She has been involved in ESL education for almost 20 years.

Ahmad Jeddeeni Ahmad Jeddeeni is a native of Syria. He earned his bachelor's degree in English Literature in 2006 from the University of Damascus, Syria. In 20072008 he worked for the University of Damascus as an English instructor at the Higher Language Institute and as a lecturer in the Spanish and the German Departments. In 2009 he received a Fulbright FLTA (Foreign Language Teaching Assistant). As part of the Fulbright FLTA program, he attended Middle Tennessee State University (MTSU) as a graduate student and taught Arabic classes for two semesters. In 2010 and shortly after he returned to Syria, he was selected to teach Arabic to the American diplomats at the U.S

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Embassy in Damascus. In spring of 2012 he returned to work for the Center for Accelerated Language Acquisition at MTSU, teaching Arabic through TPR/TPRS. Ahmad will be giving a TPR demonstration in Arabic, showing how active and stress-free TPR activities are, even when dealing with a non-Western language.

Dena Radcliffe Kimberly Dena Radcliffe Kimberly is an EL educator at Cason Lane Academy in Murfreesboro, Tennessee.

She has taught ESL in the Murfreesboro City Schools for eleven years. She has an Elementary Education degree with minors in English and Music and a Masters in Education with an emphasis in History and Government. She also has endorsements in English as a Second Language and Special Education.

Laura Higgs Kappel Laura Higgs Kappel has been an English teacher at the college and adult level for 25 years. She is currently an instructor at the ELS Language Center in Johnson City. She holds a Master's Degree in English and Certification in TESL. Ghaliah Kyayyat Ghaliah is a M.Ed. candidate. Her specialized area is communications and journalism in her country of Saudi Arabia.

Charles Kuck, J.D. Dr. Kuck received his B.A. Degree from Brigham Young University in 1986. He earned his J.D. degree, cum laude, from Arizona State University Law School in 1989. He is admitted to practice law in Georgia, Washington, D.C., and Arizona.

He is the Managing Partner of Kuck Immigration Partners LLC and oversees its nationwide immigration practice. His practice focuses on U. S. Immigration and Nationality Law and international migration matters. He assists international immigrant investors, and employers and employees with business and professional visas, labor certifications, immigrant visas, consular representation, and citizenship matters. Chuck also maintains an active Federal Court practice focusing on immigration issues. He has represented asylum seekers in more than 600 trials before the Immigration Courts. He also advises employers on compliance procedures in verifying the work eligibility of all new employees as required under the I-9 employer sanctions

provisions of the Federal Law and is a leader in training and compliance programs on the E-Verify and IMAGE. His clients include technology firms, manufacturers, multinational corporations, individual EB-5 investors and entrepreneurs, as well as families, individual immigrants and asylum seekers.

Jan Lanier Jan has worked with English Learners from 1979 to the present time. She currently serves as the ESL Services Coordinator for the Tennessee Department of Education. Previously she worked with Metropolitan Nashville Public Schools both in the ESL office and in the classroom. She also worked at the Center for Orientation Programs in English at Vanderbilt University. Jan is a former TNTESO President and continues to serve on the Board of Directors as an ex-officio member in the role of State Department of Education Liaison.

Jill Lester Smyrna Elementary School Interventionist Mark Littlefield Mark Littlefield is the lower school technology coordinator at University School of Nashville. He also serves as a technology consultant for website and app development. Mark is available for school or district workshops and can be found online at www.mrlittlefield.com and on Twitter @littlemarkfield.

Suzhen Li Suzhen is a Visiting scholar at the Department of Language and Literature, East Tennessee State University. Her area of interest includes ESL teaching, linguistics. She has taught ESL at college level for several years.

Wanquig Li Apa Wanqing Li is currently a graduate student for TESOL. She is recognized as a member of ΚΔΠ International Education Honor Society, and will graduate in May 2014 with an M. Ed degree in ELL from Vanderbilt Peabody College.

Lori Likins st Lori Likins is a 1 grade EL teacher. She has a MS in Special Ed and is working on an Ed D in Curriculum and Instruction. Ms. Likins uses technology to promote language and skills acquisition through choice and engagement.

Joann Lucero Joann Lucero has 10 years of education experience, during this time she was a general education teacher for primary and intermediate students for 7 years and served as one of the school districts English Language Development Coach and Reading Interventionist Specialists for three years. As an English Language Development coach, she was blessed with the opportunity to work with newcomers and all levels of ELL as it applied to the success of listening, speaking, reading, and writing. Her instruction/roles consisted of small group instruction, classroom push-in, team teaching, lesson development, and lesson modeling.

Molly Martin Molly teaches third grade in Metro Nashville Public Schools. She has taught ELs in integrated & self-contained classes throughout her career.

She holds a M.Ed. in Curriculum/Instruction: Reading, and achieved her National Board Certification in the area of Early Childhood: Generalist) in 2013.

Dr. Abasi McKinzie Dr. McKinzie is an ESL teacher for Shelby County Schools and has been in education for 13 years.

He teaches grades K-8 and has his doctorate in Education Admin.

Jennifer Meyer Jennifer Meyer, MA, Ed.S. MTSU, Erste Staatsexamen Universität Hamburg, Germany, has been teaching ESL for over 20 years in the USA and Germany. She currently teaches middle school ESL in Rutherford County. Jennifer is a former TNTESOL Travel Grant Winner.

Dr. Martha Michieka Martha is an associate professor at East Tennessee State University where she teachers ESL and linguistics courses. She researches second language teaching and has published several articles on best practices in the TNTESOL journal.

Jennifer Navarre st Jennifer teaches 1 grade EL students in MNPS. She holds a masters degree from Trevecca Nazarene University and has completed her masters plus 30 at Lipscomb University and MTSU. This is her tenth year of teaching

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Karen Nicols Karen Nichols holds a Bachelor's and Master's of Teaching degrees from University of Memphis.

Dana, Diann, and Karen are currently Shelby County ESL teachers; together they have over 70 years of teaching experience.

Dr. Lori Nixon Dr. Nixon is the Director of Assessment Design for Special Populations for the Tennessee Department of Education.

Collin Olson Collin teaches ESL at Smyrna High School in Rutherford County. He will receive his MA this May with research on the Karen language.

Dr. Johnna Paraiso Dr. Paraiso is the ESL Instructional Technology Facilitator for the Rutherford County Schools.

She has taught various subjects and grade levels for over thirty years. Her research includes ESL teacher isolation and marginalization, ELLs and instructional technology, and educational uses for social media. Dr. Paraiso currently serves as the Journal Editor on the TNTESOL Board of Directors.

Amy Patton Smyrna Elementary principal Alison Payne Alison has been an educator with the Murfreesboro School System for 26 years. She has previously been a resource teacher, classroom teacher, and school counselor. She is currently a Nationally Certified School Psychologist with an Ed.S. in Curriculum and Instruction with an emphasis in School Psychology.

Dana Payne Dana Payne holds a Bachelor's degree from University of Knoxville and University of Memphis. She has been trained in Smila and Montesori methods. Dana, Diann, and Karen are currently Shelby County ESL teachers; together they have over 70 years of teaching experience.

Genny Petschulat Genny is a student in the UT Elementary Education and ESL Education programs. She has taught ESL as a volunteer in pre-K and adult classrooms and holds a bachelor's degree in

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Second Language Acquisition and Creative Writing.

Jan Polka Jan Polka has been with Metropolitan Nashville Public Schools for 12 years as an EL teacher and a district level coach. She is currently an ELD Specialist working with elementary schools with high numbers of EL students. Her educational background includes ESL, general education in early childhood, and Special Education.

Keith Pruitt Keith Pruitt's has a multifaceted educational career that spans more than three decades. His passion is infectious and his presentations are high octane. A literacy researcher, Pruitt speaks at many national and state conferences, provides workshops and materials to school districts, and has authored ten books including the 2013 released Sharpshooter (historical fiction) as well as hundreds of articles.

He is founder of Words of Wisdom Educational Consulting, minister, father, and grandfather.

Brian Roberts Brian Roberts graduated summa cum laude with baccalaureate degrees in psychology, philosophy, and Spanish from Middle Tennessee State University (MTSU). After living and traveling extensively in Spain and France, he graduated from MTSU with a Master of Arts in Teaching (M.A.T.). He was then hired as the first “language specialist� at MTSU's Tennessee Center for Child Welfare, providing accelerated CALA Spanish classes to child welfare professionals across the state of Tennessee. Brian now serves as the assistant director of CALA and enjoys working to bring its fresh, exciting, and effective brand of language-learning to students of all ages and backgrounds from our communities.

Lynn Robinson Lynne is a 20+ year veteran in education in the US and abroad. Currently she is in her fourteenth year of teaching ELD at McGavock High School in Nashville.

Sarah Russ Sarah Russ has Master's level ESL certification and has taught and coordinated education programs for English Learners of all backgrounds, ages 4-79. She currently serves as Youth Education

Coordinator with the Nashville International Center for Empowerment.

Jane Russell Jane Russell has been an educator of English Learners in Kenya, Ecuador and Kentucky. She currently provides professional development and coaching to mainstream teachers of English Learners for Indiana University's New Neighbors Center. She is Ph.D. student at Bellarmine University.

Dr. Phillip Ryan Dr. Ryan is a professor of language and the coordinator of the ESL Program at Union University located in Jackson, Tennessee. He holds a B.A. from Union University, a M.A from University of Memphis and a Ph.D from Indiana University of Pennsylvania. Dr. Ryan is a former TNTESOL Board member.

Sharon Saéz Sharon M. Sáez is a State Solutions Advisor at CTB McGraw-Hill Education, throughout her career; she has been a fervent champion of equal educational opportunity. Sáez's professional focus has been on matters of policy and practice that support the educational attainment of poor, minority and disabled students in both K-12 and higher education.

Harriett Schahlman Harriet Strahlman is a district wide ESL teacher in Cumberland County, where she also presents ESL topic trainings. She has a B.A., an M.B.A., an Ed.S. in Curriculum and Instruction, and is a Ph.D. in Exceptional Learning candidate at TTU. Stephen Sheaffer Assistant Principal Overton High School, Metro Nashville Public Schools, Nashville, Tennessee.

Dr. LaWanna Shelton Dr. Shelton is a Pre-K/16 educator who has worked in education for over 25 years, coast to coast, north to south in bilingual, sheltered, and English only instruction. Her educational background includes a BA and MA in Spanish & Foreign Language, a second MA in Special Education, Applied Behavior Analysis, and a Doctorate in Education. Dr. Shelton currently serves as TNTESOL President.

Sheri Sather Sheri teaches ESL in the Cumberland County school system. She has an M.S. in Applied Linguistics/TESOL from Georgia State University and has taught at Georgia Perimeter College, Georgia Tech and Georgia State University.

Jason Simpson Jason Simpson holds a Master of Arts in Teaching from MTSU. He began teaching as an adjunct at MTSU and is a former Sylvan instructor, freelance translator and graphic designer, and soccer coach.

Jason currently works in the Giles County school system, where he teaches local and distancelearning French, theatre arts, and serves as a band assistant and chair of the county-wide department of foreign languages. He was named Teacher of the Year for Giles County Schools in 2011 and has been nominated for the award nearly every year of his tenure in the system. Jason has taught several languages through TPR and TPRS, including French, Latin, Irish and Scottish Gaelic.

Rachel Saulsburry Rachel, doctoral student (in Literacy Studies, ESL ED) and GRA at UTK, has taught deaf and hard of hearing students for 6 years. Her research interests include studying the similarities and differences between ESL and Deaf Education.

Paulson Skerrit Paulson is a doctoral student at The University of Tennessee in Education with a concentration on Literacy Studies. His research focuses on developing a visual framework for teaching Deaf students.

Isabella Scaramucci th Isabella is a 4 Grade ESL Teacher and Learning Coach at Oakhaven Elementary School in Memphis, Tennessee. She has presented a number of sessions at TNTESOL, SETESOL, and International TESOL.

Diann Sorensen Diann Sorensen holds a Bachelor's of Science from Indiana Wesleyan University and a Master's of Arts in Teacher Leadership. Dana, Diann, and Karen are currently Shelby County ESL teachers; together they have over 70 years of teaching experience.

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Meredith Spencer Meredith has been an instructor at English Language Services (ELS) for four years. She is currently pursuing a master's in Curriculum Development and Instruction with an emphasis in English as a Second Language from Middle Tennessee State University.

Kevin Stacy Interim Executive Director, Office of English Language Learners, Metro Nashville Public Schools, Nashville, Tennessee.

Mike Stein Mike Stein has taught high school English for ten years and is in his second year of teaching ESL. He teaches at Coffee County High School. He has a Master's in Instructional Technology and an Ed.S. with a concentration in ESL. Follow him on Twitter @Mike_Stein33.

Molly Stovall Interim Director, Office of English Language Learners, Metro Nashville Public Schools, Nashville, Tennessee Kassandra Sutzer Kassandra Sutzer has worked as an ESL instructor for IEPs at Southern Illinois University in Carbondale (SIUC) and the University of Idaho, specializing in advanced reading and writing. She earned her B.A. in Spanish and her M.A. in TESOL from SIUC. Kimberly Jones Swift Kimberly Jones Swift is an EL educator at Blackman Middle and Blackman Elementary Schools in Murfreesboro, Tennessee. She has taught ESL in middle Tennessee for six years. She has a Bachelors in Accounting and a Masters in Teaching English Language Learners with an endorsement in Library Sciences.

Doug Terry Doug Terry has taught English learners for the past 13 years, both in K-12 and higher education settings. He is currently an instructor at the English Language Institute-UTK. He has a Master's degree in ESL Education from UTK.

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Dr. Angela Thevenot Dr. Thevenot has a Ph.D. in Applied Linguistics from the University of Memphis. She has delivered workshops on methods in TESL and the Common Core Standards for the Memphis City and Shelby County school districts, and teaches the methodology course at UOM. Betty Thomason Betty Thomason has taught ESL from kindergarten to adult education for over fifteen years. She is currently teaching in Maryville City Schools Renee Tolliver Combs Renee has been teaching ESL in Campbell County, Tennessee since 2002 where she designed and implemented the program. Since its inception, she has been the only ESL teacher in the county serving between 20-30 students at 4 schools per day. At the age of eighteen, she left her home in Kentucky to work in Paris and spent the next eight years in Paris, Milan, and Hamburg. Living in various countries and traveling for work to many others, Renee has an intimate knowledge of her students' struggles. She also learned what it took to learn different languages and is fluent in Spanish, Italian, and English. Upon returning to the United States, Renee completed her B.A. In Spanish at the University of Tennessee with a Masters in Education (emphasis: Spanish and ESL) Shelly Thomas Dr. Shelley Thomas is an associate professor of French in the Department of Foreign Languages and Literatures at Middle Tennessee State University. After discovering TPR/TPRS at a professional conference in 1998, she did a 3 year certification program with Eric Jensen in brainbased learning and founded the Center for Accelerated Language Acquisition (CALA), housed in the Honors College at MTSU. It is a center for the research and application of braincompatible tools like TPR [Total Physical Response] and TPRS [Teaching Proficiency through Reading and Storytelling]. Partnerships for language classes and teacher-training workshops have been formed locally and internationally between CALA and public school systems, the Tennessee Department of Children's Services, The University School of Nashville, O'More College of Design, the Confucius Institute, and The Isha Foundation, a non-profit organization in southern India.

Dr. Emily Thrush Emily A. Thrush is a professor of Applied Linguistics and Professional Writing at the University of Memphis. She is a co-author on several books in the McGraw-Hill Interactions/Mosaics textbook series, and has conducted teacher training for the U.S. State Department and the Fulbright Organization in Brazil, the Czech Republic, Germany, Italy, Japan, Lebanon, Mexico and Peru Erica Tucker Erica has been an educator for Shelby County Schools for two years. After finishing her Master's in Education with an emphasis in English and English Language Learners from Vanderbilt University, she has been instructing ELs in ESL and language arts classrooms Elizabeth Wallace Elizabeth Wallace has taught adult ELL's for the past nine years. She has an MA in Applied Linguistics from UMass Boston and currently teachers at The English Language School at MTSU, and at Nashville State Community College

M.Ed. in Curriculum and Instruction with concentration in English as a Second Language Margaret Yoder Margaret Yoder has been teaching ESL to adults and children for 15 years in California and Tennessee schools. She is currently the ESL content specialist for Teach for America, Memphis and is a PhD student at the University of Memphis. She is the ESL Peer Coach for Shelby County Schools.

Elisabeth Zachau Elisabeth Zachau is originally from Sewanee, TN has been teaching ESL for eight years in a variety of contexts. She taught in Secondary Schools through a Fulbright grant in Vienna, Austria for four years and has a master's degree in TESOL from the University of Maryland and is currently teaching ESOL at the middle school level in Chattanooga, TN Lori Zellhofer ESL Teacher Smyrna Elementary School

Natalia Ward Natalia Ward has been an ESL educator in Knox County Schools. She is currently taking an educational leave from teaching to pursue her PhD degree in Education from the University of Tennessee, Knoxville Meghan Whitmer Meghan Whitmer is currently in her second year of teaching in Rutherford County. At Smyrna Middle School she teaches a sheltered science class for ELs. She received her M.Ed in English Language Learning from Lipscomb University in 2012 Beth Williams Beth has been an educator for 13 years. She has taught Kindergarten and First Grade ESL students in both the Memphis City School and Metropolitan Nashville Public School systems. Currently, she teaches K-2 ESL students in the Rutherford County School system. She has experience with self-contained, integrated and pull-out models of ESL instruction Dr. Dorothy Valcarcel Craig Dr. Craig is currently a Professor of Education at Middle Tennessee State University and directs the

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We Thank Our

2014 TNTESOL Sponsors & Donors TENNESSEE

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TEACHERS

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19 25 WIDA

Heinemann Publishing

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17 27 Thinking Maps

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16 28

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18 26

Imagine Learning

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31 Gifts

11

National Geographic/Cengage

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8

Townsend Press

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ators, Dear Educ L Annual 14 TNTESO xcited 0 2 e h t o Welcome t onference! I am e anning C pl Meeting & ference sponsor, on ipant. to be a c ember, and partic m e e t t i m com ducators of City E enjoy yourself, f l a h e b n O u I hope yo to your Magazine, hings, and return ed t n i w a ideas g learn ne th fresh i or EL w f s e t c n n e e d r stu PD confe t s e b e . h e from t ennesse nals in T professio k! essed wee Have a bl , Sincerely hompson Michael T