1. “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

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

3. 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 school year to the 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).

4. 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

5. 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.

6. 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 

7. 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.

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

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

10. 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

11. 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.

12. Strategies for Vocabulary Development
Silent Match
Personal Word Bank
Magic Flip Books
Stapleless Books

13. 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.

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

15. 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.

16. 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

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

18. Thank You! Lynn Toft sciteach66@centurylink.net Eric Mandell LIUMEP