Carol Rothenberg is a staff developer in the area of literacy and English language learners. Providing support and guidance to both new and experienced teachers, she plans, coaches, and helps teachers reflect on instruction across the content areas and across the grade levels. She is currently the coordinator of the San Diego Unified School District New Arrival Center, an intensive, accelerated program for adolescents who are new to English and new to the U.S. She is also a consultant to the Springdale School District in Arkansas where she has been the primary trainer for their district wide initiative on literacy and English language learners. Carol has worked with elementary and secondary schools throughout the San Diego Unified School District, training teachers and administrators on effective programs and instruction for English language learners. An experienced classroom teacher, Carol has taught English to adult migrant workers, bilingual special education, and Spanish in addition to teacher education classes in masters’ programs at the University of San Diego and the University of California San Diego. She co-authored Teaching English Language Learners: A Differentiated Approach (with Douglas Fisher), English Language Learners in the English Classroom (with Douglas Fisher and Nancy Frey), and Content Area Conversations: How to Plan Discussion-Based Lessons for Diverse Learners (with Douglas Fisher and Nancy Frey), and Response to Intervention: Solutions for English Language Learners (forthcoming, 2011).
View Carol Rothenberg'sResume/Vita, Publications and Workshops.
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Level: K-12
- Quality Instruction for English Language Learners
- Adolescent Literacy across the Curriculum
- Oral Language
- Sheltered Instruction
- Response to Intervention and English Language Learners
Content-area Conversations: How to plan discussion-based lessons for diverse language learners
Teaching English Language Learners: A Differentiated Approach
Teaching English Language Learners Across the Content Areas
Audience: Teachers across grade levels and content areas, literacy coaches, administrators
Outcomes:
Assess their own level of expertise in providing instruction that meets the needs of English language learners
Plan lessons that incorporate key elements of effective instruction for ELL students
Utilize a variety of strategies to scaffold instruction for ELL students
Plan lessons that integrate language and literacy development across the content areas
Use English language development/English language proficiency standards to differentiate instruction for ELL students
Developing Academic Oral Discourse
Audience: Teachers, literacy coaches, administrators
Outcomes:
Understand the role that oral language plays in literacy and content learning
Utilize numerous strategies to facilitate student-to-student interaction around academic content
Implement flexible, purposeful grouping configurations
Plan lessons that incorporate multiple opportunities for students to practice academic oral language
Plan lessons that develop oral language proficiency as a foundation for reading and writing
Integrating Language, Literacy and Content
Audience: Teachers, literacy coaches, administrators
Outcomes:
Identify language objectives that support content objectives
Identify key vocabulary and strategies to teach vocabulary in meaningful contexts
Integrate multiple opportunities for students to write, speak, read and listen as they learn grade-level content
A Framework for Instruction
Audience: Teachers, literacy coaches, administrators
Outcomes: