1. Investigations: Why Science Is Challenging for ELLs "It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of theories to suit facts." - Sherlock Holmes –

2. 2 Content Objectives  Be introduced to reasons why Science is challenging for ELLs  Learn about using ELL student case studies as a learning tool.  Use WIDA “Can Do” standards as a source for improving language development.

3. Example of a science text: The members of the kingdom Monera, the prokaryotes, are identified on the basis of their unique cellular organization and biochemistry. Members of the kingdom Protista are single-celled eukaryotes, both autotrophs and heterotrophs. 3

4. Why is Science Difficult for ELLs? DISCOURSE  Expository discourse is used to introduce new concepts in science.  Within sections, important words appear in italics or in dark print with definitions accompanying new words as they are introduced.  Language is organized in a sequence of steps which are to be followed in a given order. 4 The CALLA Handbook, Chamot & O'Malley, 1994

5. Why is Science Difficult for ELLs? STRUCTURES  Grammatical forms and structures in written science texts become increasingly complex in higher grades.  Use of passive voice, multiple embeddings, long noun phrases serving as subjects or objects of a sentence, if…then constructions, and expressions indicating causalities can impede the comprehension of ELLs. 5 The CALLA Handbook, Chamot & O'Malley, 1994

6. Example of a difficult sentence using a noun phrase: “Growing a new plant from a part of another plant is called vegetation propagation.” The student must read to the end to discover that the noun phrase which acts as the subject is in fact the definition of a new term. 6

7. Why is Science Difficult for ELLs? ACADEMIC LANGUAGE SKILLS  Students are expected to learn many important science concepts through listening to the teacher’s explanations which are often lacking concrete referents.  Higher grade levels demand greater literacy skills because students need to be able to read for information and to write, expressing what they have learned. 7 The CALLA Handbook, Chamot & O'Malley, 1994

8. Why is Science Difficult for ELLs? CONCEPTUAL UNDERSTANDING  Lack of background knowledge and/or naïve understanding of scientific principles may interfere with the acquisition of new information.  Students who are less experienced in science tend to organize information poorly and have less information readily available to retrieve during problem- solving. 8 The CALLA Handbook, Chamot & O'Malley, 1994

9. Why Is Science Difficult for ELLs? STUDY SKILLS  Students need to locate information in textbooks and reference books.  They need to take notes on class presentations.  Understand and use diagrams, tables and charts.  Use classification systems to recall important information. 9 The CALLA Handbook, Chamot & O'Malley, 1994

10. 10 Making the Case… Graciela “Nothing clears up a case so much as stating it to another person.” - Sherlock Holmes –  Age: 13 (Girl)  Grade: 7  Country of Origin: Puerto Rico  Home/Native Language: Spanish (rarely uses English at home)  Time in US Schools: 2 years

11. 11 Making the Case… Graciela  Time in Schools in Puerto Rico: 4 years (instruction primarily in Spanish with some 90-minute English classes)  Is Student Literate in Native Language? YES NO SOMEWHAT  ESL/Other Supplemental Services (describe service type and frequency): Student is pulled out two times/week for one hour.

12. 12 Making the Case… Graciela Student’s WIDA English Proficiency Levels: (1 – Entering, 2 – Beginning, 3 – Developing, 4 – Expanding, 5 – Bridging)  LISTENING (1 2 3 4 5) SPEAKING (1 2 3 4 5)  READING (1 2 3 4 5) WRITING (1 2 3 4 5) Student’s Strongest Language Abilities:  LISTENING (4.0) READING (3.6) Weakest language abilities:  SPEAKING (3.0) WRITING (2.6)  Rate Student’s BICS (everyday English) and CALP (academic English) on a 1 – 5 Scale (1 = least proficient, 5 = most proficient)  BICS 1 2 3 4 5 CALP 1 2 / 3 4 5

13. 13 Background Information - Clues Graciela is:  Smart and motivated.  Frustrated by the gap between her understanding of a concept and her ability to express her thoughts in English.  Beginning to give up on her dream of becoming a lawyer.  Fond of Math.  Not using English much at home.  Hanging out with only her Spanish-speaking friends at school.

14. 14 Be a Language Detective! Graciela:  Decodes words but has a heavy accent.  Focuses so intently on decoding while reading that her comprehension suffers.  Is experiencing “language interference” – the structure and pronunciation of Spanish are interfering with her English grammar and speech.  Lacks “automaticity” in almost all aspects of English.

15. 15 WHAT DO YOU THINK?

16. 16 What Will Happen to Graciela if the Case Is Not Solved? A) She will become bored and less dedicated to her studies. B) She will struggle even more as the subject matter becomes more challenging. C) She may give up on her dreams and drop out of school. D) All of the above.

17. 17 Questions for Reflection/ Discussion – Unlocking the Case How can we provide Graciela with more structured opportunities to use English (especially oral and written)  During and after school?  At home?

18. 18 Solutions – Cracking the Case! Structured opportunities to use English during and after school might include:  Dialogue journals which get her talking about subjects she likes and is familiar with (e.g. her Spanish “telenovelas”)  Assigning her to work in small groups that engage in experiments or reviewing of key facts and terminology. Have group members ask questions that would encourage clarification.

19. 19 Solutions – Cracking the Case! Structured opportunities to use English during and after school might include:  Encouraging Graciela to join heterogeneous groups both during and after school.  Asking her to practice choral reading and reading aloud in a “safe” small group setting.  Checking on her comprehension frequently.  Developing language objectives that address some of her difficulties with English grammar.

20. 20 Solutions – Cracking the Case! Structured opportunities to use English at home might include:  Sending Graciela home with audio books or podcasts that match reading that she has done in class.  Suggesting high interest magazines and materials in English that she can share with other family members.

21. 21 Follow-up – What Have We Learned? After trying out the suggested approaches:  Share specific strategies (and resources) that were used with Graciela.  What worked? Why?  What did not work? Why?  Do you think some of these ideas would work well with other ELLs?  What next?

22. 22 Clues for Formulating Language Objectives… What are Graciela’s weakest areas in her ACCESS test scores?  Speaking (3.0)  Writing (2.6) Think about Graciela’s case study description and writing sample and spend 5 minutes discussing with a partner: some areas of English language development that could be a focus of language development/objectives.

23. 23 Clues for Formulating Language Objectives… Common Verbs for Language Objectives: Write……. Read with a partner……. Think……… Listen……... Read………. Discuss……… Retell…….

24. 24 Clues for Formulating Language Objectives… Let’s take a look at some WIDA “Can Do” descriptors, and decide which ones are most appropriate for Graciela: SPEAKING a) Retell/Rephrase ideas b) Defend a point of view and give reasons c) Answer Yes/No questions d) Express time using multiple tenses

25. 25 Clues for Formulating Language Objectives… SPEAKING a) Retell/Rephrase ideas b) Defend a point of view and give reasons (too challenging) c) Answer Yes/No questions (Not challenging enough) d) Express time using multiple tenses

26. 26 Clues for Formulating Language Objectives… WRITING a) Complete pattern sentences b) Fill in graphic organizers with own ideas c) Draw content-related pictures d) Produce research reports using multiple sources

27. 27 Clues for Formulating Language Objectives… WRITING a) Complete pattern sentences b) Fill in graphic organizers with own ideas c) Draw content-related pictures (not challenging enough) d) Produce research reports using multiple sources (too challenging)

28. 28 Strategies That Will Help Make Content- Area Language Accessible Advance organizers Use of cognates Cooperative groups

29. 29 Practice Writing Language Objectives for Graciela Content Objective (7 th grade science):  Analyze the impact of deforestation of tropical rain forests on the environment. Language Objectives:  Ask questions and predict key concepts prior to reading about tropical rain forests.  Select and define 2-3 key vocabulary words related to deforestation and rain forests.  Write summary sentences about deforestation, tropical rain forests, and the impact on the environment.

30. 30 Practice Writing Language Objectives for Graciela Language Objectives:  Ask questions and predict key concepts prior to reading about tropical rain forests.  Select and define 2-3 key vocabulary words related to deforestation and rain forests.  Write summary sentences about deforestation, tropical rain forests, and the impact on the environment. Let’s practice solving the case together! (Your team will be given 10 minutes for this activity) First: 1) Select one LO that Graciela can do independently, and 2) Select one LO that Graciela can do either with a partner or with a small group.

31. 31 Practice Writing Language Objectives for Graciela Language Objectives:  Ask questions and predict key concepts prior to reading about tropical rain forests.  Select and define 2-3 key vocabulary words related to deforestation and rain forests.  Write summary sentences about deforestation, tropical rain forests, and the impact on the environment. Let’s practice solving the case together! Second: 1) Decide whether the independent and group LO’s that you have selected need further refinement for Graciela.

32. 32 Closing THANKS! KEEP UP THE GOOD DETECTIVE WORK Pamela Wrigley Mid-Atlantic Comprehensive Center/ESCORT www.escort.org

33. 33 Contact Information  Pamela Wrigley  Eastern Stream Center – www.easternstream.org  Main office 800.451.8058  Pamela’s office – 202.483.3957  Pamela’s e-mail: pgwrig@worldnet.att.net