WELCOME Science For English Language Learners

Training Objectives  Discover teaching strategies that meet the needs of ELL students in science  Explore Science For English Language Learners NSTA BOOK  Provide questioning tools to help ELL students connect to big ideas in Science Science For ELLs

Reference 4 Main Sections I. Parallels in Language and Science Teaching II. Strategies for Planning, Teaching, Assessing, and Extending Learning III. Lessons for science and language Learning IV. Contexts for Classroom implementation

How does journaling help teach English Language Learners? Learning experiences include – Visuals: such as mapping, drawing, comparing, contrasting – Vocabulary words: synonyms and describing when exact English words are not known – Serves as a reference tool – Written language production (Spanish & English journal guide included)

KEEP IN MIND English Language Learners BICS and CALPS Listening SpeakingReading Writing Beginning Intermediate Advanced Advanced-High Beginning Intermediate Advanced Advanced-High Beginning Intermediate Advanced Advanced-High Beginning Intermediate Advanced Advanced-High

Literacy and ELLs Please read the excerpt from Ellsworth’s Teaching Positions With a colleague, answer the questions that follow the excerpt.

Answers 1.A) The series of questions initially gets at the complex nature of words and our reliance on talking/reading in the classroom. 2.“How does one employ language that knows………….” 3.Based on Realistic Approach *Real world application mathematics

How Did You Do? What did you find easy? What knowledge did you draw upon? What did you find challenging? What insights can you draw about the act of reading?

Read sentences, paragraphs and short passages with 1-second pauses. Read and pause, read and pause. Look back and forth between words and related graphics From time to time, ask yourself if you are "on track" to understanding When you notice that the author is using comparisons and examples, link them to their descriptions and explanations If you are tired and meanings come very slowly into your mind, take a beak If you return to reading after an absence, scan the text and your notes again before reading to cue associations Teach students to pre-read

As a group generate a list of words related to your section Create a semantic map of words related to the topic on chart paper Semantic Maps

There are four main principles that should guide vocabulary instruction: 1.Students should be active in developing their understanding of words and ways to learn them This can include: – semantic mapping – word sorts –illustrating vocabulary words Academic Vocabulary --page 43

2.Students should personalize word learning through activities such as: Using mnemonic strategies - i.e.ROYGBIV Creating personal dictionaries (Address Books) Creating games to review words 3.Students should be immersed in words Language rich environment that focuses on words and learning words –Word walls –Science dictionaries –Comparing and contrasting words Academic Vocabulary

4.Students should be provided with multiple sources of information to learn words Key vocabulary should be taught and reviewed more than once Multiple sources of meaning should be provided Drawings Pictures Video Gestures Blachowicz and Fisher (2002) Academic Vocabulary

Construct Word Wall Translate cognates Pictures serve as great support Words should be chunked into common themes (not necessarily alphabetized) cycle ciclo force fuerza weather magnify

Highlight key paragraphs in textbook and magazine readings Using a lower grade textbook for that student may present problems in self esteem and limits science content. Make resources ELL accessible The stages in an organism’s life make up the life cycle. A plant goes through stages during its life cycle. The first stage in a plant’s life cycle is a seed. A seed contains a plant embryo that is beginning to grow. A seed that germinates needs water, nutrients, and the correct temperature to grow. The second stage in a plant’s life cycle is a seedling. This is a young plant that looks like its parent. A new plant looks like their parents due to heredity.

I will show you 20 words. Let’s see how many you can remember. Ready? Try This Exercise

Force

Gravity

Atom

Energy

Galaxy

Comet

Telescope

Microscope

Volcano

Theory

Planet

Recycle

Safety

Telescope

Nitrogen

Magnetism

Carnivore

Insulator

Reaction

Solution

Write down as many words as you can remember. You have one minute. How did you do?

Most student will remember more words that were in color. IMPLICATIONS: Students will asks “Do we have to color our graph, diagram, drawing etc? Many times they are more willing to do it if they see the “why.” Color Helps

Remove Frameworks Slowly We engaged in hands-on experience We had the opportunity to engage in cooperative learning Played a vocabulary game NOW  Create a TAKS-like item that would be appropriate for your grade level

Carmen Imai Thank You