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SCIENCE A
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LEARNING OBJECTIVES
CONTENT OBJECTIVE
Why is teaching language in science important?
LANGUAGE OBJECTIVE
We will discuss and then write an exit slip explaining the similarities between Next Generation Science Standards and Washington State Language Proficiencies
BACKGROUND/REVIEW
*BICSBasic Interpersonal Communication Skills
Highly contextualized
0-2 years to learn
*CALPSCognitive Academic Language Proficiency Skills
Required for all academic tasks
Takes 7-10 years to master
THE STANDARDS/ SCIENCE
Next Generation Science Standards
“Scientific Literacy” requires students to:
• Collect information through observation and measurement
• Construct graphs, tables, maps and charts
• Draw inferences using reasoning
• Identify patterns and properties
(Carrejo/Reinhartz, 2012)
ORGANIZATION OF STANDARDS FOR ELLS1. construct meaning from oral presentations and
literary and informational text through grade-appropriate listening, reading, and viewing
2. participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
3. speak and write about grade-appropriate complex literary and informational texts and topics
ELL STANDARDS (CONTINUED)
4. construct grade-appropriate oral and written claims and support them with reasoning and evidence
5. conduct research and evaluate and communicate findings to answer questions or solve problems
6. analyze and critique the arguments of others orally and in writing
7. adapt language choices to purpose, task, and audience when speaking and writing
(from OSPI website: http://www.k12.wa.us/MigrantBilingual/pubdocs/ELP/WA-ELP-Standards-K12.pdf#Intro)
WHERE IS THE OVERLAP?
At your tables, discuss the areas in these requirements that are the same. (5 minutes) Choose one person to report out your findings.
Exit slip: Write what you remember from our discussion and your knowledge of NGSS and ELL Proficiency standards
WHERE TO GET MORE INFORMATION:
Next Generation Science Standards:
http://www.nextgenscience.org/next-generation-science-
standards
OSPI Language Proficiency Standards:
http://www.k12.wa.us/MigrantBilingual/pubdocs/ELP/WA-ELP-Standards-K12.pdf#
Intro
(both of these web sites are accessible through my Swift site)
REFERENCES
Carrejo, David J and Judy Reinhartz (2012), Exploring the Synergy Between Science Literacy and Language Literacy with English Language Learners: Lessons Learned within a Sustained Professional Development Program. SRATE Journal, Summer 2012, Vol. 21, Number 2. (p. 33-38)
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(comments from exit slips of previous training would be posted here)
REVIEW
LEARNING OBJECTIVES
CONTENT OBJECTIVE:
How do I choose what words to teach students?
How do I support my students who are at different levels of language development?
LANGUAGE OBJECTIVE:
We will discuss how we approach teaching vocabulary.
We will read a science text and classify vocabulary.
HOMEWORK: We will come to our next meeting prepared to talk about one support idea we tried with our class.
THE IMPORTANCE OF VOCABULARY
Learning vocabulary “helps students understand what science, as a discipline, is like.” (Glen/Dotger, 2009)
Recommendation 1: Teach a set of academic vocabulary words intensively across several days using a variety of instructional activities. (Teaching Academic Content and Literacy to English Learners in Elementary and Middle School, 2014)
HOW STUDENTS USE VOCABULARY IS IMPORTANTTraditionally, vocabulary was one way to
assess student learning. But teachers found that using language exclusively to label and record data made it difficult to facilitate students’ construction of ideas, or their generation and validation of scientific knowledge because of the curriculum’s focus on labels.
(Glen/Dotger, 2009)
HOW DO YOU CURRENTLY TEACH SCIENCE VOCABULARY?Share out
How do you prepare students to learn new vocabulary?
How do you choose what words to teach?
SIOP:SHELTERED INSTRUCTION OBSERVATION PROTOCOL RECOMMENDATIONS:• Build background by linking concepts to
previous learning and students’ personal background knowledge
Classroom connections: Make explicit connections with prior learning.
Cultural connections: Be aware of cultural differences that students may have different assumptions based on cultural differences.
BUILDING BACKGROUND
http://inquiryproject.terc.edu/prof_dev/pathway/pathway4.cfm?pathway_step=step7&pathway_substep=substep3&case=4_cc4&case_step=
step2
This clip is part of a lesson on displacement. Although the demonstration illustrates how to set students up to engage in scientific argumentation, notice that the teachers 1) links the math concepts of volume and weight and 2) does not teach the word “displacement” before students engage in data collection and drawing conclusions.
WHICH WORDS DO YOU TEACH?
Tier 1: Basic words
Tier 2: General academic and multiple meaning words
Tier 3: Content specific words
Knowing what level of vocabulary your individual students need helps with designing supports for them.
PRACTICE
Read the text on solids, liquids, and gasses to yourself.
Choose words you think are Tier 1, 2, and 3 to write in the boxes below.
Discuss your choices with the people at your table.
ACTIVELY DEVELOP KEY VOCABULARY
How can you support vocabulary learning?• Word sorts• Personal dictionaries• Word walls• Graphic organizers• Multiple exposures
OTHER RESOURCES (ON MY SWIFT SITE)
Mrs. Hilliker's ELL and SIOP web site: includes a section on vocabulary resources such as graphic orgaizers, dictionary template, flash cards, and lists of academic vocabulary
Cobb County ESOL: has information on teaching academic vocabulary and links to science web sites to build background
Building English Language Learners' Academic Vocabulary: Tips and Strategies by Claire Sibold: article on methods for giving ELL students practice with vocabulary
Teaching Academic Content and Literacy to English Learners in Elementary and Middle School: educator's practice guide/complete text
EXIT TASK
Choose one strategy to use with your class. Be prepared to report on how it worked at our next session.
REFERENCES
Echevarria, Jana, MaryEllen Vogt, and Deborah J. Short (2004), Making Content Comprehensible for English Learners/ The SIOP Model (second edition). Boston: Pearson
Glen, Nicole and Sharon Dotger (2009), Elementary Teachers’ Use of Language to Label/Interpret Science Concepts. Journal of Elementary Science Education, Vol. 21, No. 4. (p. 71-83)
SCIENCE A
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REVIEW
What language supports did you try?
How did they work for your students?
LEARNING OBJECTIVES
CONTENT OBJECTIVE:
How do I plan for learning language when teaching science?
LANGUAGE OBJECTIVE:
I will write a content objective and a language objective for my next science lesson
SIOP: THE IMPORTANCE OF LANGUAGE OBJECTIVES• Support Language Learners’
understanding of academic (Tier 2) vocabulary
• Should be stated clearly and simply
• Should follow content goals and activities of the lesson
• Can be used for reading comprehension, listening, discussion, and writing
DISCUSSION: DR. BRYAN BROWN ON LEARNING, LANGUAGE, AND IDENTITYhttps://www.youtube.com/watch?v=qm85NqofaUI
(Links to an external site.)
List
Label
Repeat
Restate
Form a question
State
Retell
Define
Describe
Give an example
Hypothesize
Paraphrase
Explain
Make a connection
Compare/Contrast
Narrate
Compose
Summarize
Defend
Justify
LANGUAGE OBJECTIVE STARTERS
In most cases, students have more difficulty expressing their understanding in writing, so they need additional supports.
EXAMPLES:• Graphic
organizers
• Sentence starters
• Journal templates
• Organizers for data collection
WRITING
LESSON PLANNING: SIOP METHOD
The SIOP Model was developed in a national research project sponsored sponsored by the Center for Research on Education, Diversity & Excellence (CREDE), developed by Jana Echevarria, MaryEllen Vogt, and Deborah J. Short.
PLANNING SHEET
ESL Standards(What to teach
How to Teach What Students NeedSIOP
Content Area Standards(What to Teach)
Listening in EnglishSpeaking in EnglishReading in EnglishWriting in English
PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice/ApplicationLesson DeliveryReview/Assessment
Next Generation Science Standards
FOSS kits
RESOURCES FOR SIOP LESSON TEMPLATEShttp://ellandsiopresources.weebly.com/siop-lesson-planning-and-preparation-
resources.html
(contains three templates—the link to this site is available on my Swift site as Mrs. Hilliker’s ELL and SIOP Toolbox)
THE 5E PEDAGOGY PHASES STUDENT BEHAVIOR
Developed and documented by by David J. Carrejo and Judy Reinhartz in “Exploring the Synergy Between Science Literacy and Language Literacy with English Language Learners: Lessons Learned within a Sustained Professional Development Program” SRATE Journal, Summer 2012, Vol. 21, Number 2
ENGAGE
Students encounter or identify the phenomenon to spark their interest. They make connections between past and present learning experiences providing opportunities for contextualizing science learning. They ask higher order questions to identify a situation or offer a solution to a problem.
EXPLORE
Students interact with materials and resources and rely on these experience(s) to guide their exploration to satisfy their curiosity. They observe situations, collect data, dialogue with peers to confirm hypotheses, and begin to analyze results.
EXPLAIN
Based on student experiences during the ‘explore,’ the teacher introduces the appropriate science content language associated with the experience(s). The teacher guides the students through the discourse to build science understanding over time, encourage them to use their language skills to make connections between inscriptions, representations, and hands-on experiences, and provide a learning environment for understanding the difference between facts and the big ideas (concepts).
ELABORATE
Based on student experiences during the ‘explore,’ the teacher introduces the appropriate science content language associated with the experience(s). The teacher guides the students through the discourse to build science understanding over time, encourage them to use their language skills to make connections between inscriptions, representations, and hands-on experiences, and provide a learning environment for understanding the difference between facts and the big ideas (concepts).
EVALUATE
Students are assessed in a variety of ways to identify level of learning of fundamental skills, academic language, science big ideas, and interpretations of visual representations and graphics through writing, oral and written exercises such as a vocabulary loop, and interactions with peers/their teacher.
(Carrejo/Reinhartz, 2012)
FOSS LANGUAGE SUPPORTS
https://www.fossweb.com/delegate/ssi-wdf-ucm-webContent/groups/public/@guestmktgfoss/documents/document/mdax/mzg4/~edisp/d567151.pdf?MappedFolderRedirect
THE GOAL: SCIENTIFIC ARGUMENTATION
Individuals stating and defending claims
Individuals questioning one another’s claims and defense
Individuals evaluating one another’s claims and defense
Individuals revising their own and other’s claims.
(Berland/McNeill, 2009)
http://inquiryproject.terc.edu/prof_dev/pathway/pathway4.cfm?pathway_step=step7&pathway_substep=substep3&case=4_cc4&case_step=step2
REFERENCES
Berland, Leema K. and Katherine L. McNeill (2009), A Learning Progression for Scientific Argumentation: Understanding Student Work and Designing Supportive Instructional Contexts. Wiley Online Library(wileyonlinelibrary.com). p. 775-793
Carrejo, David J and Judy Reinhartz (2012), Exploring the Synergy Between Science Literacy and Language Literacy with English Language Learners: Lessons Learned within a Sustained Professional Development Program. SRATE Journal, Summer 2012, Vol. 21, Number 2. (p. 33-38)
REFERENCES (CONTINUED)
Echevarria, Jana, MaryEllen Vogt, and Deborah J. Short (2004), Making Content Comprehensible for English Learners/ The SIOP Model (second edition). Boston: Pearson
SCIENCE A
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LEARNING OBJECTIVES
CONTENT OBJECTIVE
How do I learn more about my students’ culture?
What does it have to do with teaching science?
LANGUAGE OBJECTIVE
I will brainstorm ideas to include cultural awareness in my teaching
CULTURE AND LEARNING
Learning takes place in a cultural context, even in science.
Students bring with them the understandings of the world around them. Their cultural background is one of those factors.
“Most school reading material, such as content area text, relies on the assumption that students’ prior knowledge is knowledge that is common to all children.” (Echevarria, et. al. 2004)
KEEPING CULTURE IN MIND
RELEVANCE
Linking new information to students’ experiences makes the information more relevant and allows students to link it to what they know.
IDENTITY
Students “cannot be people whom they view are impossible to become. But possibility comes with experience” (Tucker et. al. 2007)
HOW CAN WE INCREASE OUR CULTURAL AWARENESS?Connections with families
Listen to what students share to find cultural clues
Recognize and honor knowledge students bring from their communities
Create common experiences in the classroom (inquiry learning experiences)
WHAT ARE YOUR IDEAS?
REFERENCES
Echevarria, Jana, MaryEllen Vogt, and Deborah J. Short (2004), Making Content Comprehensible for English Learners/ The SIOP Model (second edition). Boston: Pearson
Tucker et al (2007) “They probably aren’t named Rachel: Young children’s science identities as emergent multimodel narratives. Cultural Studies in Science Education. 1:559-592.