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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)

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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

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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.