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Project MSSELLMiddle School Science for English Language Learners
Project MSSELLMiddle School Science for English Language
Learners
Funded by National Science Foundation, DRL-0822343 and DRL-0922153
Advisory Board Meeting6th Grade Implementation
November 12, 2010
Dr. Rafael Lara-Alecio, Principal Investigator
Dr. Beverly J. Irby, Principal Investigator
Dr. Fuhui Tong, Internal Evaluator
Dr. David Francis, External Evaluator
Dr. Linda Rodriguez, Aldine Area-Superintendent
Cindy Guerrero, M.Ed., Coordinator
Tracy Mansfield, M. Ed., Coordinator
• To implement a rigorous, two-year randomized trial longitudinal evaluation of enhanced instructional science models for middle school monolingual English and Spanish speaking students with the hypothesis being a research-based model for improved science achievement and academic English proficiency.
Objective
NSF Comments / Strengths:• Project team has formed and effective, enthusiastic
partnership across two colleges and a school district, all represented at visit
• Team has articulated important, testable hypotheses about the utility of focusing on language (both English and academic) to improve science content learning
• Team has refined and strengthened research design through consultation with evaluator
• Team expressed challenges associated with recruitment of control-condition student participants and should be commended for choosing a rigorous design to test their intervention hypotheses
• Learning gains on district benchmark science tests have demonstrated promising preliminary results from the intervention for both the non-ELL students and ELL students
Reverse Site Visit
• Challenges– district zoning– student electives resulting in scheduling
difficulties– science teachers also teaching social
studies – state mandated re-teaching and re-
testing– 85 minute science blocks on Tuesday, Wednesday, and Thursday
6th grade implementation
Level I
Teacher Professional Development
Level II
Student Instructional Intervention
Two Levels, Three Tiers
Tier I
District curriculum taught in all content
areas, except in science
Tier 2
Academic science intervention components
Tier 3
Tutorials for lowest achieving students
Level I:Teacher Professional
Development
• Systematic and structured training, monitoring, mentoring, feedback, and self-assessment through reflection via professional portfolio
• Bi-weekly staff development sessions:– English science vocabulary building and fluency– Oral and written academic science language
development– Integrated science content reading comprehension– Imbedded ESL strategies in science– Enhanced instruction for science teaching
• 5E Instructional Model• Questioning strategies
• Bi-weekly staff development for paraprofessionals
Level I
Teacher Professional Development
Level II
Student Instructional Intervention
Two Levels, Three Tiers
Tier I
District curriculum taught in all content
areas, except in science
Tier 2
Academic science intervention components
Tier 3
Tutorials for lowest achieving students
Level II:Student Instruction
• Tier I: District curriculum taught in all content areas, except science.
Level I
Teacher Professional Development
Level II
Student Instructional Intervention
Two Levels, Three Tiers
Tier I
District curriculum taught in all content
areas, except in science
Tier 2
Academic science intervention components
Tier 3
Tutorials for lowest achieving students
Level II: Student Instructional
Intervention• Tier 2: Academic in-class science intervention (80 minutes
daily) using 5E Model of instruction (Bybee et al., 2006):– Engage: make connections between past and present
learning, focus students’ thinking– Explore: provides students with common base of
experience through manipulating materials or exploring environment
– Explain: students verbalize understandings, teachers introduce formal definitions, explanations for concepts
– Elaborate: students develop deeper and broader understandings by practicing skills or learning more information
– Evaluate: students and teachers evaluate understandings of concepts
Level II: Student Instructional
Intervention• Integrated curriculum components:
CRISELLAContent Area Reading In Science for
English Literacy and Language Acquisition
• Supporting science and reading skills with expository (informative) text:– Science vocabulary development and
extensions– Word reading instruction– Paired Science Reading– Using text from Scott Foresman Science
textbook, Internet, Science Journals/Magazines, and ScienceSaurus that directly align to 6th grade science TEKS (Texas Essential Knowledge and Skills, state guidelines)
WAVESWritten and Academic oral language Vocabulary development in English in
Science
• Individual science notebooks to help students process science content by:
•Predicting•Recording•Organizing•Drawing•Questioning•Reflecting
TIELLASTechnology Integration for English
Language and Literacy Acquisition in Science
• Technology integrated into intervention:– Equipping classrooms with instructional
technology (ELMO document camera, projector, Mimio interactive white-board, Mimio pad, digital camera, science learning tools)
– Integration of science educational software (EduSmart)
– Exploring internet science resources to support learning
– Suggesting related websites in Family Involvement in Science take-home books
– Communicating with science mentors through email
TIELLASTechnology Integration for English Language
and Literacy Acquisition in Science
• Mimio interactive whiteboard and pad– Teachers can control computer wirelessly– Use interactive software to reinforce science
strategies– Put technology into students hands
SRM²Scientists as Role Models and
Mentors
• Mentoring program involving science professors and graduate students– Assist with teaching specific topics– Students generate questions and email
scientists– Science Saturdays at Sam
• students visit SHSU science labs and
mentored on various science topics
FISFamily Involvement in Science
• Take-home science materials developed for students to work with parents/family
• Provides family members with opportunities to conduct science activities and become citizen scientists
• Materials in both English and Spanish– Materials lists– Safety information– Reference reading materials and
websites
6th grade implementation
Additions:
• Based on recommendations by Dr. Koch, science consultant, we included science big ideas
• Engage – added more scenarios (science stories) to help make connection to real world
• Science Vocabulary – added weekly word wall poster or science concept poster
Lesson Plan:
Force, motion, and energy – Unbalanced Forces
Alignment
Day 1
Warm Up: Students describe force
Engage: Scenario – How can I measure force?
Explore: How can you weigh an object with a spring?
Explain: Vocabulary preview
EduSmart “What is force?”
Textbook “What happens when forces act on objects?”
Evaluate: Students explain how force acts on an object (cue ball)
Closure: Define force.
Identify a tool used to measure force.
Explain what happens when a force acts on an object.
Day 2Warm Up: Students explain whether objects have to touch in order for a force
to act
Engage: Observe and describe double pan balance
Explore: Investigate balanced and unbalanced forces using double pan balance
Explain: Vocabulary Review
EduSmart “Balanced and Unbalanced Forces”
Reading “Forces and Motion”
Evaluate: Concept web outlining balanced and unbalanced forces
Closure: Give example of a balanced force.
Give an example of an unbalanced force.
Describe how an unbalanced force affects an object.
Day 3Warm Up: Students describe the effect of the force on dominoes and identify
if the force is balanced or unbalanced
Engage: Students observe soccer ball and describe motion
Explore: Tug-of-War
Explain: Vocabulary Review
EduSmart “Effect of Force on Motion”
Reading “Forces and Motion”
Evaluate: Students illustrate and label example of an unbalanced force
Closure: Explain how unbalanced an unbalanced force changes the position of an object.
Explain how unbalanced forces changed the direction of an object in tug-of-war.
How do you think unbalanced forces effect the speed of an object?
Review homework using science strategies
Con
cep
t P
oste
r
Level I
Teacher Professional Development
Level II
Student Instructional Intervention
Two Levels, Three Tiers
Tier I
District curriculum taught in all content
areas, except in science
Tier 2
Academic science intervention components
Tier 3
Tutorials for lowest achieving students
Level II: Student Instructional
Intervention
• Tier 3: Additional tutorials provided for lowest achieving students:– MSSELL-X (Middle School Science for English
Language Learners – eXtra)• Tutoring focuses on science concepts,
vocabulary, oracy, and writing
Level II: Student Instructional
Intervention
•Questions?•Comments?•Suggestions?
Feedback
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