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Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National Science Foundation, DRL-0822343 and DRL- 0922153 Advisory Board Meeting 6 th Grade Implementation November 12, 2010

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Page 1: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 2: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 3: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

• 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

Page 4: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 5: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

• 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

Page 6: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 7: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 8: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 9: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

Level II:Student Instruction

• Tier I: District curriculum taught in all content areas, except science.

Page 10: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 11: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 12: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

Level II: Student Instructional

Intervention• Integrated curriculum components:

Page 13: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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)

Page 14: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 15: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 16: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 17: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 18: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 19: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 20: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

Lesson Plan:

Force, motion, and energy – Unbalanced Forces

Page 21: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

Alignment

Page 22: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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.

Page 23: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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.

Page 24: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 25: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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Page 26: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 27: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

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

Page 28: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

Level II: Student Instructional

Intervention

Page 29: Project MSSELL Middle School Science for English Language Learners Project MSSELL Middle School Science for English Language Learners Funded by National

•Questions?•Comments?•Suggestions?

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