1. A partnership of: Texas Institute for Measurement, Evaluation, and Statistics at the University of HoustonTexas Institute for Measurement, Evaluation, and Statistics at the University of Houston; California State University, Long Beach; Center for Applied LinguisticsCalifornia State University, Long Beach; Center for Applied Linguistics; Harvard UniversityHarvard University; University of California, Berkeley; and University of California, Berkeley Vaughn Gross Center at the University of Texas at AustinVaughn Gross Center at the University of Texas at Austin. QuEST: Quality English and Science Teaching Diane August Center for Applied Linguistics David J. Francis University of Houston Copyright © 2008 Center for Applied Linguistics

2. 18 August 20152 Overview Project located in middle schools in South Texas Most students are language minority and Spanish is their first language District in which there are high levels of poverty Two year study Major strand of the National Research and Development Center on English- language Learners—CREATE

3. 18 August 20153 Overview QuEST integrates –Science NSF model of science instruction that includes engagement, exploration, explanation, and elaboration, and evaluation –Activities to build language and literacy development, including writing Methods based on findings from the National Literacy Panel on Language Minority Children and Youth –Motivation Methods based on work by John Guthrie –Ongoing assessment –Professional development and mentoring

4. 18 August 20154 Year One –10 sixth grade science teachers in five middle schools –Approximately 1,000 students involved in the study –Within teacher, 2 science sections were randomly assigned to QuEST and 2 were randomly assigned to the regular curriculum (Prentice Hall) –Two 6-week units focused on Living Systems and Environment, aligned with state and district standards

5. 18 August 20155 Year One Curriculum-based measures of science knowledge and vocabulary were constructed for each science unit. –Each test consisted of 30 items. –Scores were summed across the assessments for the two different units to create a composite measure of science knowledge and a composite measure of vocabulary, each administered pre- and post-instruction. Treatment effects were tested separately for science knowledge and vocabulary using analysis of covariance, with the analogous pre-test serving as the covariate. –Analyses included fixed effects of treatment assignment and the covariate, and random effects for section and teacher. –Treatment effects were tested at the level of the section.

6. 18 August 20156 Year One Results indicated students in the treatment sections outperformed students in control sections on growth in vocabulary and in science knowledge. Examination of variance components showed significant variability across teachers and sections in the performance of students in both treatment and control sections.

7. Sample Size Table 18 August 20157 Teacher ControlTreatment Section 1Section 2Section 1Section 2 ELT0000132292225 ELT0000234262522 ELT0000330272829 ELT0000416222719 ELT0000520161722 ELT0000618251519 ELT0000718 1215 ELT0000813232118 ELT0000927232225 ELT00010252823

8. Year One Results Table 18 August 20158 MeasureGroup Pre TestPost TestAdjusted Post Means.dMeans.d.MeanS.E. Vocabulary Treatment10.911.518.816.219.60.83 Control12.211.915.514.615.40.65 Science Treatment8.53.912.76.713.040.76 Control8.94.312.16.412.080.83 Science p<.054; Vocabulary p<.0001

9. 18 August 20159 Q uEST Curriculum Cycle: Year One Days 1-4 –Engagement (warm-up) –Exploration, Explanation, Elaboration Hands-on science activity days 1, 2, and 3 Guided reading days 1 and 3 Language arts day 4 –Wrap up Day 5 –Evaluation (Week 1, vocabulary; Week 2, science)

10. 18 August 201510 Introduction, Application, and Wrap-up-- Teacher Guide

11. 18 August 201511 Application—Student Guide

12. 18 August 201512 Application and Wrap-up—Student Guide

13. 18 August 201513 Activities to Build Academic Language in the Context of Science Instruction Guided Reading Writing Word-learning strategies –Cognates –Base Words –Word Roots Academic and technical vocabulary –Glossaries and assessments Cooperative group work and partner work

14. 18 August 201514 Guided Reading--Teacher Guide

15. 18 August 201515 Writing--Student Guide

16. 18 August 201516 Writing--Student Guide

17. 18 August 201517 Word Learning Strategy--Student Guide

18. 18 August 201518 Word Learning Strategy—Student Guide

19. 18 August 201519 Word-learning Strategy: Student Guide

20. 18 August 201520 Selection of Vocabulary Choose the highest frequency words indicated by the Academic Word List

21. 18 August 201521 Academic Glossary

22. 18 August 201522 Technical Glossary

23. 18 August 201523 Vocabulary Assessment—Student Guide

24. 18 August 201524 Science Assessment-Student Guide

25. 18 August 201525 QuEST: Year One Summary Successful elements: focus on district and state standards; strong science expertise; hands-on activities aligned with text-book content; exposure of all students to grade-level text with scaffolding; partner work; extensive professional development Lessons learned: need for more professional development with on-going mentoring; importance of partner training; need for more integration of science text and hands-on activities; importance of writing associated with reading; context matters (lack of native-speaking models, less district capacity) Teacher overall rating of curriculum at 9.2 on a 10 point scale, with guided reading rated as the weakest element

26. 18 August 201526 QuEST: Year Two January – May (including testing) Sample –15 6 th grade science classrooms –7 middle schools Same design

27. 18 August 201527 QuEST: Year Two Modifications to the curriculum –More professional development –More explicit use of a 5-E model consistent with district curricular model Engagement Exploration, Explanation, Elaboration Evaluation –Integration of guided reading with hands-on activities –Partner work instead of cooperative groups

28. 18 August 201528 QuEST: Year Two Additions to the curriculum –Posting of language and science objectives –Additional methods to develop vocabulary Language typical of assessments that poses difficulty for second-language learners like nominalization Concept maps Content-specific glossaries with illustrations Review materials (teacher vocabulary cards, student activities) –Addition of comprehension strategies Question generation Summarization

29. 18 August 201529 Language and Science Objectives

30. 18 August 201530 Word Learning Strategies

31. 18 August 201531 Teacher Concept Map

32. 18 August 201532 Student Concept Map

33. 18 August 201533 Glossary

34. 18 August 201534 Glossary

35. 18 August 201535 Teacher Review Cards

36. 18 August 201536 Differentiating Instruction Use same curriculum in different ways –Concept map example Partnering with high and low proficient students working together, while teacher pulls group of struggling learners Guided reading where teacher reads the text Use of on-level supplementary materials for students who are more advanced Lots of teacher modeling –Written examples of what students have to produce –Use of visuals prior to reading the text

37. 18 August 201537 Additional Resources www.cal.org National Literacy Panel –August, D. & Shanahan, T. (2007). Developing literacy in second- language learners. Mahway, NJ: Lawrence Erlbaum Associates. –August, D. & Shanahan, T. (2008). Developing reading and writing in second-language learners. Routledge, IRA, and CAL Acquiring Literacy in English Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Optimizing Outcomes for English Language Learners: Project SAILL Testing and Assessment: Diagnostic Assessment of Reading Comprehension (DARC)

38. 18 August 201538 About CREATE CREATE is a National Research and Development Center funded through the National Center for Education Research (NCER), Institute of Education Sciences (IES), U.S. Department of Education. It addresses specific challenges in the education of English language learners in the middle grades (Grades 4-8) CREATE is a partnership of researchers from several institutions: Texas Institute for Measurement, Evaluation, and Statistics, University of Houston Texas Institute for Measurement, Evaluation, and Statistics, University of Houston David J. Francis, Coleen D. Carlson California State University at Long Beach California State University at Long Beach Jana Echevarria,Catherine Richards Center for Applied Linguistics Center for Applied Linguistics Diane August,Deborah Short Harvard University Harvard University Catherine Snow University of California-Berkeley University of California-Berkeley Elfrieda Hiebert Vaughn Gross Center, University of Texas at Austin Vaughn Gross Center, University of Texas at Austin Sharon Vaughn, Sylvia Linan-Thompson

39. 18 August 201539 Contact CREATE Find out more about CREATE’s projects and activities at www.cal.org/create.www.cal.org/create Subscribe to the email announcement list to receive regular updates from CREATE: www.cal.org/create/join. www.cal.org/create/join