In or Out of the Classroom - Elementary ELD Thoughts

 Recently in a facebook group, the question was asked: 

There is alot to dive into with this question.  The argument for push-in and/or pulling students out of class is seriously complicated and contains years of research and practice to develop a true understanding.  It also really depends on the student and their langauge proficency. And the planning of 6 different grade levels is a whole other issue but I'll speak from experience and try and provide resources as I attempt an answer.  Here we go:

I would argue that true push in is always the best option for students above the newcomer stage.  There is no possible way for an ELD educator to possibly be able to cover grade level content and supports for elementary if they are responsible for more than one or two grade levels. In this question, it is understood that this person is responsible for K-5, therefore it would really be difficult. However, it can work - specifically if you can schedule around the literacy blocks of instruction and push in during station time, and group students in one or two classrooms per grade level. You become an additional station and allow students to interact with their peers while also supporting their language needs. For planning purposes, focusing on their gaps to acclerate their learning is important.

As for grouping and pulling students out of the classroom (if that was the only thing that worked for scheduling), I usually grouped based on whether the grade level was learning to read or reading to learn. So I would group 1st and 2nd grade and 3rd and 4th grades together. I would push in to 5th grade I would push into Kindergarten once a week (as they should be in a language rich environment already) to help booster their language and skills and prepare them for the Kindergarten ACCESS test.  None of this was finite and I was always working with my groups to ensure students were getting access to their mainstream content.  

This was mostly about time, the number of students, and my availability. Obviously, in a perfect world we would have an ELD specialist for each grade who could focus on supporting teachers, supporting students, and working with parents.  But - we don't live in a perfect world and when districts are struggling to find teachers, and fund teachers (depending on your budget etc) asking for three or four ELD specialists per building is a difficult ask.  

For planning - I usually focused on a literacy component and used a lesson plan similar to one provided by this blog: Science of Reading Lesson Plan or something like this: Science of Reading Lesson binder. This allowed me to plan by group and focus on commonalities of student needs. This also allowed for documentation and RTI supports should there be a concern for the student in reading.  I would help with Kindergarten on Friday's and if students needed additonal support (1-5th grade) I would often have my afternoons open to allow for that support (and for paperwork catch up).  

For the research - Here are some links to sources that might help you further dive into which model best supports your students, because again, it is so dependant on their language needs and your availability. 

Caught Between the Push and the Pull: ELL Teachers’ Perceptions of Mainstreaming and ESOL Classroom Teaching

Tan Huynh's Guide 

A look at different models from the Massachusetts Department of Education

Opportunity to Teach: Push-In and Pull-Out Models of English Learner Instruction

4 Strategies to Make Your Push-In Model Effective

Disclaimer:  All of my opinions are based on necessity and how I could support students doing the best I could with what I had.  I am always advocating for mainstream content teachers being certified in ESOL (the certification for ELD in my state) and advocating for students to STAY IN THE CLASSROOM as much as possible - as they are given authenticate communication oppurtunities and mainstream content instruction.  But I also highly value the support given by an ELD specialist so in my plans I usually tried to find a balance between these two models with a focus on what was best for EACH student. 

Hope this helps! 

Developing Professional Development for Mainstream teachers/District level

In many of the online educator groups, there are requests for advice on professional development and how to design and/or implement professional development for mainstream content teachers and/or administration.  I have, in the last seven years, had some really intentional and powerful professional development sessions, and some really pointless and overwhelming sessions.  Here are some things I have learned:

1. Treat preparing for your professional development sessions like you treat preparing for a classroom lesson.  Think about the background knowledge of your intended audience.  Do they understand the background of language instruction?  Do the participants understand the standards to which you are working under (in Missouri those standards are the WIDA English Language Proficiency standards). Start with these questions:

• What do the participants need to understand about the students they support that they do not already know?  
• What do the participants need to understand about language acquisition that they do not already know?
• What do the participants already know that I/you could/can build on?  

With this in mind - create your objectives and goals for the professional development you will be providing.  

2.  Decide on the how of the sessions.  Will this be virtual (HELLO COVID-19), will this be a slow learn (book study type environment), lunch & learn, will this be during a professional learning community time?  When structuring your activity understanding how the learning occurs helps keep the objectives and goals on track.  It also helps you plan through any of the circumstances that might arise for the participants and helps you create the norms expected prior to jumping into the actual learning.

3.  What aspects of language development will you be focusing on based on the background knowledge of the participants and the structure of the professional development?  Will you be focusing on language acquisition, how to modify and differentiate, using technology for EL in the mainstream classroom?  This should be based on the answers to one and two (and or how you were voluntold to do).  

4.  What feedback will you ask for?  

No matter what, make sure you remember you are there to advocate and instruct best practices for EL.  If at the end of the professional development you have made an impact on even one teacher - you've done your job.

Teaching Numbers Words

Some people make the assumption that because English Language Learners don't know the labels for our number system, they need to learn everything there is about numbers... when really after third or fourth grade, ELL students understand numeracy and one to one correspondence.  If there is a SLIFE/SIFE issue, you might reference this blog post about screening students in math.

So when you go to teach the words for English numbers, I focus on the pattern and focus on speaking it.  I developed a 100 chart that I have them use and fill out - then have them record themselves speaking it aloud.  I introduce the lesson with this video:  

I give students a blank number chart and ask students to fill it out.  I then have them record themselves saying the words while being able to watch me say it and/or watch other number naming videos.  The goal is to get them started learning the pattern.  Once they can read and speak them, we move on to writing them out one through twenty, twenty through forty, forty through sixty, sixty through eighty, and finally eighty through one hundred.  Once I have taught them these words, most EL students are able to do the rest. 

How do you teach numbers as words?

 

It all starts with the ABC's

 I think sometimes as educators when we get a newcomer, we forget for a second where we all start and why it is so important.  So I thought I would share with you where I start.. and why it is so important.  It is NOT rocket science.  It is simple, I start with the alphabet.  When I say I start with the alphabet I mean literally - I have the students listen to it and create an alphabet chart for themselves that is personalized to things they enjoy.  The things they use don't have to be in English - but the sound HAS to correspond.  

For example, if my Russian student wanted to put M and they put this food as their letter M - AWESOME, I just make them say it for me so we can ensure what they are solidifying in their head as an English sound - is an English sound.  

The Oxford English Dictionary curriculum shows their progression of learning as the following: Alphabet, Number system (1-100), Colors, Shapes, School Objects, Common Verbs, Body Parts, Clothes, the Home (rooms), the Home (objects), Food and drink Opposite Adjectives,   People (family), People (jobs), Places (within the town), transportation, directions/prepositions, nature, animals, seasons, weather, months/days of the week.

I traditionally have students who come in and know some of these already so I give them a very informal pre-assessment that afterward looks something like this (but filled out):  

Typically, once this filled out, I can see where we need to start (and we usually still start with the alphabet either way). (See here for more WHY) They have taken each assessment in groupings of five and are asked to write the basics of what is being tested in their native language and then in English.  This helps me identify possible SIFE/SLIFE and also what to focus on.  We start with the alphabet, move on to numbers, colors, shapes, and school objects.  Each activity is focused on students showing what they know so it is individual but also done together. Either way, it all starts with the ABC's.  This is not set in stone, it is fluid.  But I also remember each time I have received a student with little to no English and the panic that sets in.  It should be a daunting task to advocate, instruct, and teach a student who is coming to the United States and with limited English.  Daunting tasks are what teachers face every day.  The daunting part is often what keeps us from remembering who we are and our calling.  We are prepared and together we can continue to advocate and do what is best for our and ALL students! 

Also - I want to be clear and state - this is just one part of their introduction to English.  In programs like the one I support, we are an immersion program.  The students are immersed in English for the full school day.  That immersion is aiding in their hearing of sounds, their speaking (if they are speaking yet), their listening skills, and hopefully their writing skills as well.  When I have time to meet with them for specific ELD instruction, I'm focusing on the above.

I hope this helps someone.  If you want my alphabet activity - which is in NO WAY perfect, it is available on my teachers pay teachers site.  Let me know how I can help if you need it.  We EL advocates and teachers have to stick together!

Using Google for ELL

Google Apps for Education (GAFE) are free resources available for any school district K-12. The G-Suite for education is a simple and effective way to implement tech use in your schools. When utilized correctly it can be useful in bridging gaps, accelerating reading, and moving students to proficiency in English Language Development. Google has literally done the hard work and schools across the nation are jumping on board with using G-Suite. The Google Apps for Education includes Google Docs, Google Sheets, Google Calendar, Google Classroom, Google Translate and other various add-ons and apps that support learning.

Most of us have used or heard of GAFE, however in this blog post I'm going to share how I use GAFE to cross barriers in the mainstream classrooms in support of EL students. These are practical and necessary and not our #dreamsolution.
My dream solution would actually put me out of a job, as I'm monolingual and can't speak Russian (my highest demographic in the schools I support). My dream would be a certified educator for every language represented that can build bilingualism in my students. The teacher would support their languages they speak while increasing their ELD... but that isn't the world I live in, so this is what I have done to utilize technology to help me here and now. The following weeks I will highlight areas of GAFE in order to show how I use it and to open discussion on how others are using in the ELL world.

Google translate - yes that is a bad word for many in ELL but for me and in my teaching practice it is a life saving tool. It has helped me teach words and phrases like bathroom, teacher, class, "WEAR PANTS👖 TOMORROW IT IS COLD🥶" (hello middle school teachers...I know you can relate), or even "PLEASE DON'T STAND ON THE TOILET" 🚽, it is clean so you can sit on it"). It has also helped me with bridging the mainstream content with key vocabulary needed for understanding... with Google Translate, students do not need a hand held bilingual dictionary as the dictionary is readily available at their fingertips.

The blue G is Google Translate. You can click on it and translate a whole web page or a word.
For how to change the native language (which should be done for each student) watch the silent video below the blog and feel free to use it with your newcomers or students)

Google translate has multiple options for use from an extension (don't know what that is? Check this out) to translating documents, pdfs, rtf, etc on the website www.translate.google.com, to being utilized in Google Docs to translate or type whole documents in native language.

Google Translate Document options 

There are a million and one different ways for a student to use Google Translate in and outside the classroom and I strongly feel like if you are using technology, G Translate should be an option. I know that a colleague of mine has struggled with the notion that Google Translate can often ruin the data of the parent if Translate is being used to communicate with a parent.  I recognize that concern and agree that we as a district and/or school should be supplying the devices when communicating at school... and we are only google translating real life communication with parents and students.  G Translate for written letters and communication home should only be used in an emergency situation where getting a live translator isn't an option with the time-frame being given and the translator should still be contacted to format a translation that is legible.

Here is an example:

When I worked in a middle school a student had brought a gun to school.The situation was handled quickly by the school police and local authorities so no one was harmed and the incident handled quickly without the student body knowing. The English speaking parents were getting a letter home stating the situation and how it was handled.  I didn't have time to speak to my principal and the administration to discuss how important this communication was and how it needed to be distributed etc. I could start conversations about what to do if and when there was a next time, but I needed to communicate NOW with the parents of the students I supported and advocated for. I simply translated, reverse translated the document, and retranslated the document sent it home with the English document and then sent the formal one off to be translated and sent home the next day. It was by far not a perfect situation, but a real one in a real situation that needed handled ASAP.  I had over seven languages represented and had to do what I could do to ensure parents were notified in a timely manner and communication was followed up with proper translations and parents had a way to get any concerns handled.

This was not a perfect solution, but G Translate allowed me to begin the notification and communication with parents.  If you are one to one you can also add the native language on their Chromebook so they can use it and its keyboard as part of the Chromebook itself.

G Translate can be used in Google Docs seamlessly.  This is a tool that can be used to make content more comprehensible while students are building proficiency.  Google Translate can not replace a teacher but G Translate CAN bridge gaps!

In conclusion, G Translate gets a bad rap because we all know those districts, classrooms, or teachers who ONLY use G translate and don't differentiate and teach the language.  Those instances drive me insane, but to invalidate the usefulness of a form translator because of the potential for harm keeps the benefits from being realized.  What are your concerns and/or uses for G Translate? 

Understanding numbers and English Language Learners

As a secondary teacher, I was often confused by why some teachers would revert back to teaching EL students numbers. There are students who have limited understanding of numerical operations, especially if they are coming from a SLIFE/SIFE background or struggling with a disability, however the majority of language learners are truly just needing the language. This really changes the focus of the teaching the language of math to a newcomer.

To begin, I recommend using a screener of some sort to ensure students are mathematically sound.  According to RTI4success.org, "Using screening and formative assessment data to identify students at risk for poor learning outcomes" begins the identification of student needs (RTI4Success).  Do your due diligence and ensure the math is what is being tested and NOT language. Before looking outside your district, check and see what your district already has. For example, if your district has I-Ready and your students are primarily Spanish - you can give them the I-Ready in Math in Spanish. If you district utilizes Dreambox, ask for your student to take their initial placement. Look at what K-12 resources your district provides. I have a template that I use to write down and analyze what resources my district has available.

IF you still find yourself in need of a screener - check out the resources below. The reason I prefer to utilize what the district already has is that mainstream classroom teachers are already familiar with it. I have a built in expert on that screener to help me identify and review gaps. I also have an instant advocate and resource when collaborating about the student needs in math from that expert mainstream classroom teacher. If you are where I am, you are differentiating and advocating for Kindergarten through twelfth grade.... and you are an island.  Without the support of administration, mainstream classroom teachers, and interventionists it is next to impossible to be successful with my  job.

Whatever screener you give, DO NOT GIVE WORD PROBLEMS unless you can translate them into the native language and you understand the proficiency of your student... word problems are LANGUAGE! For example, this screener found at: 

https://www.mathmammoth.com/preview/tests/End_of_Year_Test_Grade1.pdf

Screener from MathMammoth 1st Grade

This screener has moved from screening math ability and moved into a mixture of math abilities and language.  TAKE THE WORDS OUT.  Number twelve could easily be changed to 6+9=14

____ - _____ = ______ use 6, 9, 14.  You can translate the word use via an online translator.    Use common visuals for words like more or less.  I have an emoji keyboard I use attached to my Google Chrome account called JoyPixels.  It gives you the whole emoji keyboard to help add visuals.
If you have math interventionists, work with them to figure out how to remove the language but still assess the students ability.  These can be reused so once you put in the work - you'll be able to use it with other students.

Once you determine the student need, assess what language the student will need.  If the student is entering the US school system and is a true newcomer I start with teaching the number patterns of English numbers.  I use visuals, videos, and have students create their own visual in their native language and speaking English.  You can see more about this on my teacherspayteachers website https://www.teacherspayteachers.com/Product/1-100-Numbers-System-4832381.

Once a student masters the number system, specifically the language of the numbers, I move on to the the language of math academically.  What thoughts do you have about teaching newcomers language?  What screeners does your district have for your EL students to use?

Screeners I found online that can help:
BVSD Math Screeners
Education Development Center  intervention resources (some have screeners)
Math Mammoth
EasyCBM (costs around $1.00 a student at time of this publishing however when it was free I utilized this resource often).


Links to cited websites.
RTIforELLs