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!