1. CHOOSING TO TEACH ENGLISH LANGUAGE LEARNERS BIOLOGY
National Association of Bilingual Educators, Dallas, Texas
Hilton Anatole, February 24, 2017, 4:40 – 6:30 pm, De Salle
Dr. Cindy Watson, Teach North Texas
Hannah Hintz, Denton High School, Denton
Mun Kyu (Kevin) Kim, Teach North Texas
Pre-Service Teacher
Natalie Rivas, Fossil Ridge High School, Keller
Cecilia Rodriguez, Lewisville High School-Killough, Lewisville

2. Serving math and science teachers &
pre-service teachers in the metroplex

3. With the Final Expectation to:
Therefore the Purpose of this SIOP Professional Development is to:
Enhance the ELL education knowledge base of middle and high school mathematics and science in-service teachers and pre-service teachers.
Increase the academic achievement of English language learners in mathematics and science and to help narrow the achievement gap as evidenced in STAAR scores.
With the Final Expectation to:

4. UNT Pre-Service Teachers with Mathematics and Science Secondary
Teach North Texas
Mathematics and Science Secondary
More that 25 pre-service teachers present and/or attend local, state or national conferences with faculty and/or project staff.
More than 150 pre-service teachers participate in SIOP training during their student teaching semester. The Project Nexus initiative propels continued mandatory professional development after the funding cycle ends.

5. Cecilia says we are going to do a science and Kevin will lead it.

6. What proficiency level were you during the bead activity?
Levels of Proficiency
Level I
Level II
Level III
Level IV+V
Lep Pupil Descriptors
-minimal comprehension
-no verbal production
- limited comprehension
- one-/two word response
-increased comprehension
- simple sentences
- some errors in speech
- very good comprehension
-more complex
-complex errors in speech
Lep Pupil Performance Indicators
listen draw
Point select
Move choose
mime act/act out match circle
name list
label categorize
group tell/say
respond answer
(with one/two words)
recall summarize
retell describe
define role-play
explain restate
compare contrast
analyze evaluate
create justify
defend support
debate examine
complete describe (detail)
Pre-
production Stage
Early Production Stage
Speech Emergence Stage
Intermediate Fluency Stage

7. Natalie’s Story Fossil Ridge High School, Keller ISD
First-Year Teacher
Sheltered Biology / Biology Remediation Pull-outs
Population: Hispanic, Vietnamese, Burmese, Korean
My Story to Serve to English Language Learners
Raised by ELL parents
Found my calling
Challenged to serve ELLs
Deepened personal and professional experiences
5 minutes
Tell your story
Discuss briefly assumptions

8. Teaching Through the Eyes of an English Language Learner
Topics of discussion:
Recognizing assumptions
Considering the mindset of an English Language Learner
Recognizing high-yield strategies with consistent implementation
Serving different proficiency levels through SIOP (Sheltered Instruction Observation Protocol)
5 minutes
Tell your story
Discuss briefly assumptions

9. Non-ELL Student Assumptions
Recognizing Assumptions
Teacher Assumptions
Non-ELL Student Assumptions
All ELL learners come from the same background
English-language proficiency is an indicator of intellect
Classroom partners are used as a translator
ELL learners are terrible partners to have
ELL learners are only capable of doing the easiest parts of a group project
Sheltered classes are for students who are very low level
5 minutes
Tell your story
Discuss briefly assumptions

10. Cecilia’s Story Killough-Lewisville High School, Lewisville ISD
First-Year Teacher
AVID I & ESL Biology
Population: Hispanic, Burmese, and Vietnamese
My Story to Serve to English Language Learners
Introduction TNT
SIOP Training (Project Nexus)
Interview (Support System)
How I wanted to serve English Language Learners
Relatable
Memorable
Life Skills
Mind set
FUN
5 minutes
Tell your story
Discuss briefly assumptions

11. Motivating students through kinesthetic activities and cooperative learning
Beginner
Interm.
Advanced
Advanced High
High
MiddleHigh
Low
MediumLow
ELPS (English Language Proficiency Standards)
Lesson Planning
Assembling Cooperative Groups & Pairs(Proficiency Levels)
Cooperative Strategies
Kagan
TRTW (Talk Read Talk Write)
Thinking Maps (Increase Rigor)
Thinking Maps

12. Hannah’s Story Denton High School, Denton ISD
Veteran Teacher and Mentor
Summer Biology and
AP Environmental Science
Population: Hispanic, Chinese, Algerian
My Story to Serve to English Language Learners
Introduction TNT
SIOP Training (Project Nexus)
How serve English Language Learners
Solidifying science concepts through word walls
Providing concrete experiences to comprehend
abstract processes in order to parallel and
support student learning
Deepening scientific knowledge
Serving different proficiency levels
5 minutes
Tell your story
Discuss briefly assumptions

13. Take turns sharing answers for each question.
Round Robin with your partners from earlier.
Take turns sharing answers for each question.
Write down one answer for each person in the group.
You have 5 minutes to share!

14. Learn more details about how we serve English Language Learner.
Take notes using your roundtable paper.
Natalie Rivas
Assumptions about ELLs
Cecilia Rodriguez
Cooperative Learning
Hannah Hintz
Word Walls in S.T.E.M.
People will choose stations
15 minutes rotations

15. Wrapping up
Q & A
What is on the mind of bilingual educators about serving ELL learners after participating in this workshop?
As bilingual educators, what can be done on individual campuses to serve ELL learners better?
How can assumptions be changed in both teachers and students?

16. TIMELINE Time Activity Who’s Responsible 4:40-4:45 pm Introduction
Cindy
4:45-5:15 pm
Classifying Beads
Cecilia and Kevin
5:15-5:20 pm
Natalie’s Story
Natalie
5:20-5:25 pm
Cecilia’s Story
Cecilia
5:25-5:30 pm
Hannah’s Story
Hannah
5:30-5:35 pm
Roundtable Discussion
5:35-5:50 pm
Rotation #1
Cecilia, Hannah, Natalie
5:55-6:05 pm
Rotation #2
6:05-6:20 pm
Rotation #3
6:20-6:30 pm
Q & A
Cindy, Cecilia, Hannah, Natalie, Kevin