[et_pb_section fb_built=”1″ _builder_version=”4.16″ da_disable_devices=”off|off|off” global_colors_info=”{}” da_is_popup=”off” da_exit_intent=”off” da_has_close=”on” da_alt_close=”off” da_dark_close=”off” da_not_modal=”on” da_is_singular=”off” da_with_loader=”off” da_has_shadow=”on”][et_pb_row _builder_version=”4.16″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.19.4″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” global_colors_info=”{}”]<\/p>\n
Presenter:<\/strong> Adam Drake-Eastham Through a series of hands-on activities, group reads and collaborative discussions, participants will explore the impact of facilitating greater opportunities for fluent writing in the classroom, such as mitigating student difficulties with text generation (oral language), transcription skills (spelling, grammar and handwriting) and executive functions such as working memory.<\/p>\n Adam Drake-Eastham is Resource Recovery Specialist with a dual teaching credential in Special and General Education. Following a 13 year career in Fire and EMS, Adam decided to follow in his wife’s footsteps and pursue a career in education. He states, “it continues to be one of the best decisions I have made, and I truly love what I do.”<\/p>\n [\/et_pb_text][et_pb_text _builder_version=”4.19.4″ _dynamic_attributes=”content” _module_preset=”default” text_font=”||on||||||” text_font_size=”13px” border_width_top=”1px” border_color_top=”#ffcc00″ global_colors_info=”{}”]@ET-DC@eyJkeW5hbWljIjp0cnVlLCJjb250ZW50IjoicG9zdF9jYXRlZ29yaWVzIiwic2V0dGluZ3MiOnsiYmVmb3JlIjoiQ2F0ZWdvcmllczogIiwiYWZ0ZXIiOiIiLCJsaW5rX3RvX3Rlcm1fcGFnZSI6Im9uIiwic2VwYXJhdG9yIjoiIHwgIiwiY2F0ZWdvcnlfdHlwZSI6InByb2plY3RfY2F0ZWdvcnkifX0=@[\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" Session 2<\/strong>\u00a0| ERC<\/strong> | Adam Drake-Eastham<\/strong> Presenter:<\/strong> Gloria Topelowski<\/p> Children's experiences with being read to plays a critical role in their early language and literacy development. The Dialogic Reading approach is an interactive, developmentally informed approach that engages children by making the most of their natural tendency to learn best from active participation. This approach supports 21st-century skills like communication and critical thinking while building foundational pre-literacy skills such as vocabulary, concepts of print, and story comprehension. Dialogic Reading is best used in small groups, so this is the perfect session for paraprofessionals and teachers who utilize small groupings in their daily schedules.<\/p> Gloria Topolewski has supported young children's learning and development and promoted family engagement for nearly two decades in Humboldt County. In her current role as the California Preschool Instructional Network (CPIN) Region 1 lead, she shares research-based, developmentally-informed practices for supporting preschool-TK-aged children's learning by providing hands-on, minds-on professional development sessions to UPK teachers and providers in the North Coast region. To learn more about CPIN visit CPIN.us.<\/p>","_et_gb_content_width":""},"project_category":[14,15,22,16,3,9,25,18,20],"project_tag":[],"_links":{"self":[{"href":"https:\/\/events.hcoe.org\/blf\/wp-json\/wp\/v2\/project\/27124"}],"collection":[{"href":"https:\/\/events.hcoe.org\/blf\/wp-json\/wp\/v2\/project"}],"about":[{"href":"https:\/\/events.hcoe.org\/blf\/wp-json\/wp\/v2\/types\/project"}],"author":[{"embeddable":true,"href":"https:\/\/events.hcoe.org\/blf\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/events.hcoe.org\/blf\/wp-json\/wp\/v2\/comments?post=27124"}],"version-history":[{"count":0,"href":"https:\/\/events.hcoe.org\/blf\/wp-json\/wp\/v2\/project\/27124\/revisions"}],"wp:attachment":[{"href":"https:\/\/events.hcoe.org\/blf\/wp-json\/wp\/v2\/media?parent=27124"}],"wp:term":[{"taxonomy":"project_category","embeddable":true,"href":"https:\/\/events.hcoe.org\/blf\/wp-json\/wp\/v2\/project_category?post=27124"},{"taxonomy":"project_tag","embeddable":true,"href":"https:\/\/events.hcoe.org\/blf\/wp-json\/wp\/v2\/project_tag?post=27124"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Session 2<\/strong>\u00a0| ERC<\/strong><\/p>\nDescription<\/h2>\n
About the Presenter<\/h2>\n
Participants will explore the impact of facilitating greater opportunities for fluent writing in the classroom, such as mitigating student difficulties with text generation (oral language), transcription skills (spelling, grammar and handwriting) and executive functions such as working memory.<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"Description<\/h2>
About the Presenter<\/h2>