1. Part Three: Try It Out! Team member’s name: Emily Herndon Name of strategy implemented: Consequence Wheel/Ripple Effect With whom the strategy was implemented (grade-level/content area, other teachers, etc.): 3 rd grade, Science-whole group Student/participant examples and pictures (if available) to document the outcome of the strategy attached. Sociocultural Benefits Students were able to develop ideas about pollution from what they have learned at home from their parents. Students who are from America with English as their L1 had more knowledge about pollution and its effects on Earth. After listening to what they knew I saw that the students whose parents speak another language had more difficulty coming up with ways that pollution affects the world. They either had never heard of the word pollution or have never been talked to about how any type of pollution can effect our environment. Classroom Tips: ELL students need to listen to their English speaking peers to get ideas. It may spark something they have read in a book or saw on television. Linguistic Benefits The students need to think about what pollution is and how it affects them. They should ask questions for a better understanding of the topic. Many times a quick explanation floods their minds with knowledge from their L1. Classroom Tips: You should front load the students learning English. Give them books or internet sites to look at. Have them talk to a peer of the same L1 to clear up any misconceptions. Academic Benefits Doing this activity whole group allows the CLD students to hear native English speakers use “new” vocabulary. It allows the CLD students to add new vocabulary to their word bank. The students that were participating in this lesson knew some things that are polluting Earth but had lots of problems coming up with positive/negative effects. Classroom Tips: Allow CLD students to pair up in small groups with students of same L1 and have them discuss things from home or their home country or other resources that could be examples of positive or negative. After the students have had time to discuss then have them come back a whole group setting and discuss what was talked about or their ideas that they came up with. Cognitive Benefits This activity was a type of social affective strategy where the CLD learner was interacting with another student and others in the class. This activity allowed them to make assumptions about their knowledge on pollution. Classroom Tips: Allow CLD students to tell what they know from prior knowledge on the topic. What do they know from home/native country or what have they learned from every day life. Questions for the team regarding implementation of the strategy (e.g., length of time, supplementary materials, recommendations for implementing/adapting the strategy) written as a bulleted list by the team member who implemented the strategy. - This activity would be great for discussing cause and effect which is a strategy we have to teach. - It is a great activity to start a new topic and also an activity that starts up a lot great discussion on a topic. - It allows students to connect to real world experiences because you have to find the positive and the negative effects that it has on the topic. - It would be good before doing this activity to allow the CLD students to read or listen to some material on the topic. - Some problems with finding books on nonfiction topics is the schools libraries don’t always have enough on a topic or the books are way above their reading and comprehension levels.