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!