“All words are pegs to hang ideas on.” STEM & ELLs “All words are pegs to hang ideas on.” Henry Ward Beecher Thursday, October 18, 2012

Think-Pair-Share Prior Knowledge of Words & Ideas WIDA ABC LBC LEP NEP BICS CALP L1 L2 PHLOTE CLD 4C’s UDL STEAM

Review of Research English Language Learners still need the 3 R’s, yet combined with the 4C’s (Critical thinking, creativity, collaboration and communication) to thrive in today’s global community. (Partnership for 21st Century Skills 2011). From the 1997-1998 school year to the 2008-2009 school year, the number of English Language Learners enrolled in public schools increased by 51% (NCELA 2011). Nationwide, only 5% of eighth grade English Language Learners scored at or above proficient in math on the National Assessment of Educational Progress (Slavin, Madden & Calderon 2010).

English Language Learners in the STEM Workforce English Language Learners comprise one in ten students in US schools and are projected to show continued growth in years ahead. English Language Learners present a unique opportunity for our educational system to develop a skilled, multilingual STEM workforce for the global economy of the 21st Century. It is imperative that all students, including English Language Learners, have access to STEM-rich content and opportunities to learn about and explore the many STEM-related fields and careers. Paradigm shift in thinking →Cultural Deficit→ Cultural Capital

Parent, Family and Community Involvement Parents are the key to the success of a student’s STEM career. Develop an understanding for significance of STEM by creating short term STEM programs with their children. Family involvement contributes to early exposure to STEM Community involvement allows for cultural understanding and allows for the development of the communities future workforce.

Parent, Family and Community Involvement NASA Family Science Night Key Partners include: Dickinson College First United Methodist Church CASD via Title III & ESL Department Example of a short-term program  http://www.youtube.com/watch?v=TvHn392TVTE&feature=plcp

Integrating Content & Language Using effective educational practices for ELL’s in content classrooms is a means to ensure these students have equal access to challenging academic content. Clear content and language outcomes for each lesson Learners are provided goal-directed opportunities to interact, reflect on and build specific content knowledge and skills. Learning tasks include the four language development domains: speaking, reading, listening and writing.

Making Content Comprehensible for ELL’s Key Components Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review / Assessment

Activating or Building Background Explicitly link concepts to student’s backgrounds and experiences. Explicitly link past learning and new concepts. Emphasize key vocabulary.

Activities to Activate / Build Prior Knowledge Draw a picture Carousel Brainstorming – Gallery Tour Activate your five senses – I see, I hear, I feel, etc… Wondering Cube – Teacher created question cube List-group-label – Brainstorm, cluster, share Picture This! Match vocab. terms to pictures Write 5 words when you think of… Anticipation Guide – Agree or disagree with 5-8 statements

Teaching ELL’s Vocabulary in Context Vocabulary instruction for ELL readers should be connected to the subject matter being taught. Vocabulary should be tailored to the ELL student’s English and literacy levels. Cooperative learning plays a critical role in vocabulary development.

Strategies for Vocabulary Development Silent Match Personal Word Bank Magic Flip Books Stapleless Books http://www.readwritethink.org/classroom-resources/student-interactives/stapleless-book-30010.html

Development of Academic Language is fundamental to academic success in all domains (listening, speaking, reading and writing). is the primary source of ELL’s difficulties with academic content at all ages and grade. can remain a challenge even after students achieve proficiency on current state language proficiency tests. affects ELL’s performance on large scale assessments.

Comprehensible Input Use speech appropriate for student’s proficiency level. Explain academic tasks clearly. Use a variety of techniques to make content concepts clear.

Tackling Textbooks Appropriateness of the Text Once the teacher has selected the content standard for the unit, the teacher scans the text for information that addresses the standard. Parsing of Text: The teacher previews the expository of narrative text (textbook chapter, literature section, poem, etc…) to select, condense and eliminate unnecessary information and segment the text for explicit instruction.

Tackling Textbooks Teach the text backwards. Increase comprehensibility by Doing applications first, relevance & prior knowledge Discuss main points using oral language & hands-on activities Examine study questions by providing an overview & key concepts Read text made manageable for ELL’s

Resources WIDA CAN DO Descriptors AccEllerate! Scaffolding Assessment by Language Proficiency Level Graphic Organizers

Thank You! Lynn Toft sciteach66@centurylink.net Eric Mandell LIUMEP ermandell@iu12.org