1. ParaProfessional Training Day 1
1 min - Introduce myself – dissertation on mainstream teaching because early on I recognized the need for mainstream teachers to be trained to work with ELLs. Often you see the students for the majority of the day, but in Maryland there isn’t any mandatory training for mainstream teachers. Best instruction if we work as a team because we have the language knowledge and you have the content knowledge
Presented by:
Erin Sullivan 1

2. Icebreaker: Getting to Know the Team
What does your name mean? Who named you? Do you have any nicknames? Create a name plate with illustrations.
2/22/2019

3. Objectives Content Objectives: Language Objectives:
Build knowledge about our ESOL students and second language learning.
Utilize the Linguistically Responsive Teaching Checklist to begin planning effective supports.
Language Objectives:
Discuss appropriate supports that can be incorporated into content instruction.
2 min - Ask participants to read objectives

4. Agenda: Building Knowledge
Linguistically Responsive Teaching
Orientations
Language-Related Skills
BCPS’s ESOL Students
Supporting an Instructional Lesson
Breaking Down a Reading
I min

5. Linguistically Responsive Teaching
Three Orientations
An Understanding of Sociolinguistics
Inclination to Advocate for ELLs
Appreciation for Linguistic Diversity
8 min.
Need music.
Stand up; move around the room, when the music stops complete the four corners vocabulary sheet. Then the taller person will tell how would you define Linguistically Responsive Teaching but they cannot use the letter b.
2/22/2019

6. Linguistically Responsive Teaching
Four Language-Related Knowledge and Skills
Knowing your students
Knowing the process of second language acquisition
Knowing the language demands of your content
Scaffolding
Today we will be focusing on three of the four areas….the fourth is language demands of your content are individual to each content….for example history is very text driven…more important at the secondary level
2/22/2019

7. Our Students
Building Background

8. BCPS ESOL Program Languages Students Spanish Burmese Chinese Arabic
Urdu
Students
5300+ English learners
80 countries
80+ languages
4 dual-identified Special Education and ESOL
Majority?
2 min.
Immigrants, refugees and US born
Kids from Mexico, El Salvador, Dominican Republic, Honduras, United States
Cultural differences between the students from Asia and Latin America are vast.
How many Mixtec speakers do you have?
2/22/2019

9. Who are our ELLs? Proficiency Levels based on WIDA ACCESS (P Level)
Entering– 1
Beginning – 2
Developing – 3
Expanding– 4
Bridging – 5
Reaching– 6
Material(s)
“WIDA can do descriptors
5 & 6 – does not qualify for Title III services
Presenters’ Note
Title III services=ESOL services
Refer to the handout.

10. Who are our ELLs? Look at the roster’s from Parkville.
What information do you find useful? How?
What additional information or questions do you have about your students?
5 min
Highlighters
5 & 6 – does not qualify for Title III services
Going to show the teachers a roster – have them look at their own kids. Do you think this is a good idea? Presenters’ Note
Title III services=ESOL services

11. Second Language Acquisition
Material(s)
“Language Acquisition Anticipation Guide” handout
Building Background

12. Stages of 2nd Language Acquisition
Preproduction
Non-verbal (silent period)
Early Production
Rehearsing: pen-cil, pen-cil, pen-cil
Speech Emergence
Telegraphic speech: Recess?
Formulaic speech: You wanna play?
Intermediate Fluency
Productive language use
Advanced Fluency
5 min
Identify students at each level give one take one and explain why
Material(s)
Hand outs: “Asking the Right Questions?”
Language Development Stages
Presenters’ Note
Do not spend more than 5 minutes talking about the slide.
Preproduction – less than 500 words, gestures and nods
Early Production – about 1000 words, six months
Speech Emergence – complete sentences
Intermediate Fluency – know up to 6000 words, 2-3 years
My name is Maria. I have eight years. I am from Mexico. My dad speak a little English but my mommy no speak English.
Advanced – 5-9 years

13. Factors that Affect 2nd Language Acquisition
Exposure to the language (frequent interaction)
Level and type of L1 proficiency
Affective filter
Comprehensible Input
10 min
Material(s)
Read each brief reading and define your area in 15 words or less. Share with group.
Dry erase board and markers
Presenters’ Note
Total: 8 min
Do not include the list of factors on the slide in participants’ copy.
Table reflection: one answer from each table (Use Dry Erase Board) 1 min.
Motivation & attitude: Teacher’s motivation & attitude is also crucial.
Age: Older age can be beneficial if a student has good L1 skill
Access to the language: Hearing and accessing are different. ELs hear language all day long but often don’t have access to it.
Personality: Extrovert (risk taker) – helps a little but in a long run, it doesn’t make that much of difference.
Quality of instruction:
Basic model of teaching
a) Where the learner is  b) where you want the learner to be
Connect Ss with what they know and aim for new, meaningful and important learning
Intelligence: Is your IQ lower than the others or are the questions culturally biased?
Disability: Check how S is doing at home, with peers and L1

14. Scaffolding
Building Background

15. Scaffolding for ESOL students
Provide extra linguistic support
Modify and supplement oral and written language
Support their native language and background
2/22/2019

16. Scaffolding Checklist
Take a moment to read and annotate the checklist.
Sample Activities:
Vocabulary Development (Four Corners, Act It Out, Associations)
Move It
Inside Outside Circle
You are the Teacher!
5 min
Make copies – ask teachers to share how they’ve used this or something similar in the past – Reciprocal teaching – Kate, Move it – Kylee
2/22/2019

17. Scaffolding Checklist
Review the checklist.
Watch the videos.
Social Studies class
Math Class
How could you incorporate some additional supports into your lesson that would help ESOL students access the curriculum?
10 min
Divide the participants into the following groups: PK, K, 1, 2, I can work with 1, Anna PK, Kylie K, Elizabeth 2, and Kate Does that work for everyone?
2/22/2019

18. Colorin Colorado Reading
2/22/2019

19. ParaProfessional Training Day 2
1 min - Introduce myself – dissertation on mainstream teaching because early on I recognized the need for mainstream teachers to be trained to work with ELLs. Often you see the students for the majority of the day, but in Maryland there isn’t any mandatory training for mainstream teachers. Best instruction if we work as a team because we have the language knowledge and you have the content knowledge
Presented by:
Tema Encarnacion
Erin Sullivan 19

20. Objectives: Content Objectives: Language Objectives:
Create videos to inform teachers, parents and other paraprofessionals about how to support native language, collaborate and the role of the bilingual paraprofessional.
Language Objectives:
Read and discuss ways to support native language, how to collaborate with teachers and how to communicate with parents.
2/22/2019

21. Guidelines and Best Practices
2/22/2019

22. Tools Graphic organizers Cornell Notes Cognates Vocabulary – 4 corners
Skits
Sentence frames
Text coding
2/22/2019

23. Breaking-down Difficult Texts
Fossils
Syria
Income Inequality
2/22/2019

24. Using the Native Language
Native Language Support
While you read:
Underline new information
Put a question mark (?) next to things you would like clarification on
Put an exclamation point (!) next to things that surprise you
Discussion
Additional resources
After you read:  
What strategies would be relatively easy to implement?
What challenges do you anticipate in implementing some of the strategies?
How could you overcome these challenges?
2/22/2019

25. Working with Content Teachers
5 Models
As a para in the classroom, which of these models seems the most appropriate?
In order for the model to be effective, what do you and/or the teacher need?
What challenges do you anticipate?
What are some benefits of the different models?
2/22/2019

26. Working with Content Teacher
Act It Out!
Role Play
Scenario: You are in an Algebra I class. The teacher has been instructing in the front of the class for 35 minutes. You can see that the students are not engaged in the lesson.
Scenario: You are in a U.S. History class. The teacher has assigned a group project, with very little support, for students to complete during the remainder of the class (50 minutes).
Read the article
Act out the scenarios with resolutions.
2/22/2019

27. Communicating with Families
Communication Log
2/22/2019

28. Making a Video Audience: Parents Topic: What is your role?
Audience: Teachers
Topic: How can you utilize the native language effectively?
Audience: ParaProfessionals
Topic: How can you collaborate with the content teachers?
2/22/2019