Literacy Focused Science

Instruction for ELLs

Dr. Carolyn RileyISU New Teacher Conference

June 17, 2016

Normal, IL

Goal for today:

Discuss research based strategies that teachers

may use to ensure that English Language

Learners (ELLs) understand academic content

while developing English Language skills.

Apples

Imagine that you have never seen an

apple.

What would help you understand the

concept of an apple?

Turn and talk to your neighbor.

Keep your responses in mind as we go

through an apple observation.

Apple Observation Recording SheetGet out a piece of paper.

Fold it in half. Fold it in half again.

Picture of apple Model of apple

Real apple

Apple Observation

Using the picture of the apple, make as many observations of the apple as you can. Add to your recording sheet.

Remember that you cannot touch, smell, or taste the apple.

Apple Observation

using a Model

• Observe the model of an apple.

• Add your observations to your

record sheet.

• Note: You can touch it and smell it

(however, it does not smell like a

real apple) and of course you can’t

taste it.

Apple Model

If you only used a picture or a model of

an apple, what possible misconceptions

about an apple might students develop?

Discuss with your group.

Whole group sharing.

Apple Observation

with Real Apple

Holding the real apple, make as many

observations as you can.

Add to your recording sheet.

Remember now you CAN touch, smell,

taste and hear the apple (hear the sound of

eating the apple)

Discussion of Apple Activity

Why are real world, concrete experiences so

important in the teaching and learning of

science for English language learners?

Take 5 minutes and discuss with your group.

Add your discussion points to the last box on

your Apple Recording Sheet

Research tells us that . . .

Children develop science understanding best when given multiple opportunities to engage in science exploration and experiences through inquiry (Bosse, Jacobs, and Anderson 2009; Gelman, Brenneman, McDonald, and Roman 2010).

The key to effective science instruction appears to be setting up opportunities for students to engage with important science concepts and making sure that they make sense of these concepts through oral discourse and writing (Horizon Research, 2006).

Both oral discourse and writing help all levels of ELLs construct the meaning of science academic vocabulary and concepts (Hudelson, 1984; Samway, 2006).

Research also tells us that . . .

Language learning and content-matter

learning for ELLs go hand-in-hand and

should be taught at the same time (Cummins,

2000; Freeman and Freeman, 2001; Thomas & Collier, 1999).

Academic instruction for ELLs does not

need to wait until the ELLs have

developed a high level of English

proficiency (Herrera, S.G. and Murry, K. G., 2011)

Vygotsky reminds us that

Language should be something to use and

do rather than as content to be learned

(Vygotsky, 1986).

Reading Non Fiction

Data gathered from apple observations

allows students to read with deeper

understandings about apples.

Published in 2000.

Published in 2009.

Things you learn about apples when

you read Apples by Gail Gibbons . . . There are over 7500 varieties of apples grown

world wide.

◦ 2500 varieties are grown in the U.S.

The red delicious apples you are eating, are the

most popular apple in the U.S.

◦ The red delicious apple originated on a farm

in Iowa about 1881.

Americans eat more apples than any other fruit.

Some people say “You’re the apple of my eye”

when they like someone.

Fact Check: The text claims that

Americans eat more apples than any

other fruit. That no longer is true.

Fact Check: The text claims that

the red delicious apple is the most

popular apple in the U.S.

◦ In the past few years, the red delicious has been

replaced by other apples in popularity.

◦ Red Delicious Once the most popular apple in the

United States, Red Delicious now takes a backseat to

Fuji and Honeycrisp, crisper varieties that are equally

sweet. (Source: Retrieved on June 13, 2016 from

http://www.sciencefriday.com/articles/all-about-

apples-some-history-a-recipe-and-recommendations/)

What does this mean for your

teaching? Keep yourself Informed. Read and research to stay current .

Go beyond what is presented in the required text.

Question. Based on what I know does this ring true?

Teach your students to question.

In the case of an Apple Exploration: Do a class survey and/or survey other classes

◦ What is your favorite apple?

◦ Graph and discuss.

◦ Compare information from class survey with information presented in the text. Is our class information the same as was reported in the text?

How do people who write non fiction books get their information?

How do we know if we should trust the sources they used?

A Comparison of Language

Development and Science

UnderstandingLanguage Development Needs

Multiple opportunities to hear and use language

Rich contexts and the opportunity to engage and contribute

Appropriate supports

Acceptance of “flawed” language

Science Understanding Needs

Multiple opportunities to hear and use language

Rich contexts and the opportunity to engage and contribute

Appropriate supports

Acceptance of “flawed” language

The Role of Language in Science

(Science Practices are BOLD; Language Functions are RED.)

Asking questions and defining problems

Ask questions about objects, organisms, systems, and events in the natural world (science) or define a problem (engineering).

Planning and carrying out investigations; analyzing, and interpreting data

Plan and conduct investigations.

Observe and record data.

Measure to extend the senses to acquire data.

Organize observations (data), using numbers, words, images, and graphics.

Source: https://www.fossweb.com/delegate/ssi-wdf-ucm-webContent?dDocName=D567151

Examples of Language

Functions used in Science

Analyze Apply Ask Clarify

Classify Communicate Compare Conclude

Construct Design Develop Discuss

Draw Estimate Evaluate Experiment

Identify Infer Interpret Justify

Label List Measure Observe

Plan Predict Reason Revise

Sequence Solve Sort Summarize

Source:

https://www.fossweb.com/delegate/ssi-wdf-ucm-webContent?dDocName=D567151

A Caution: What Does Not Work

forVocabulary Instruction for ELLs

Guessing words from context (Nation & Waring, 2004)

Teaching vocabulary in semantic sets (Tinkhan, 1993, 1997;Waring, 1997)

◦ (Eg. Semantic sets = colors, family members, days of the week.

◦ Building vocabulary through themes in context is more effective.

Too much information too soon

◦ Many words have multiple meanings and uses.

◦ Return to words often and build deeper meanings over time.

Exposure only (Miller, 1993)

Source: Levine, L.N. & McCloskey M. (2013). Teaching English language and content in mainstream classes: One class, many paths. 2nd Ed.Upper Saddle River, NJ: Pearson pp. 149 -150

Characteristics of Effective

Vocabulary Instruction for ELLs (Beck, McKeown, & Kucan, 2002; Folse, 2004)

Develop word awareness Teach important words directly Analyze and explore words Build learner control Expand exposure

Source: Levine, L.N. & McCloskey M. (2013). Teaching English language and content in mainstream classes: One class, many paths. 2nd Ed. Upper Saddle River, NJ: Pearson, p. 151

Inquiry Question: How are wool and burlap

the same and how are they different?

Set up a Box T Chart.

Wool BurlapDIFFERENT

Wool v. Burlap

Inquiry Question: How are wool and burlap the same and how are they different?

Find the following materials in the blue container:◦ Three hand lens ◦ Two pieces of wool◦ Two pieces of burlap

• Take 5 minutes to discuss and then record your observations of the wool and burlap in your Box T Chart.

Share your observations

with your neighbor.

Inquiry Question: How are wool and

burlap the same and how are they

different?

Inquiry Question: How are wool and burlap

the same and how are they different?

Responses from a 6th grade ELL classroom

Wool Burlap

Animal

Different colors

Soft

No smell

Pattern caused by different

colored thread

Hemp plant

Rough

Strong odor

Large weaving on holes

Neutral color

itchy

Same

Cloth

Woven

Stretches

Both came from living organism

Next Step: Compare and Contrast

Writing Frame

The ________and the __________are the

same because they both ______________.

In addition, they ____________________.

They are different because the

_______________, and the __________.

Also, ____________________________.

Finally ___________________________.

Compare and Contrast--6th Grade

Whole class dictation to teacher. The burlap and the wool are the same

because they are both made of cloth and come from nature or living things. In addition, the burlap and the wool both have little squares for their shape and they are bendable and stretchable on the bias.

They are both different because the burlap has a rough texture and the wool has a soft texture. Also, the burlap is a natural color and the wool has dyed threads. Finally, the burlap comes from a plant the the wool comes from an animal, the sheep.

Language Functions Applied in

Science Notebooks

Language Function Language Objectives

for Writing in

Notebooks

Language Forms,

Structures, and

Scaffolds for Writing

Describe

Compare

Contrast

Write narratives: use

details, sensory

observations, and

connections to prior

knowledge.

The ________and the

__________are the

same because they both

__________________.

In addition, they _____.

They are different

because the _______,

and the __________.

Also, _____________.

Finally, _________

Find my Shell!

In this scientific observation, students

◦ practice measuring and recording data by

observing a shell

◦ share notes and observations with other

classmates to practice their descriptive

note taking skills

◦ use observation data to write a descriptive

paragraph of the shell

Find my Shell

Find the bag bag of shells in the blue

container.

Each person should select one shell from

the bag.

Take 5 minutes and individually, get to know

your shell.

◦ Record as much information as you can

about your shell: shape, color, markings,

pattern, measurements, etc.

◦ Be as accurate as you can.

Find my Shell

Return your shell to the blue container.

Mix up the shells.

Now try to locate your shell.

Next, put the shells back in the blue

container and trade notes with a partner.

Partners try to locate the shell based on the

notes.

Find my Shell

Writing Descriptive Paragraphs Ask students to create a rubric with

indicators of what a descriptive paragraph should contain.

Then, direct students to write a descriptive paragraph introducing their shell.

Next, trade paragraphs and see if the shells can be found based on the descriptions.

Finally, ask students to use the rubric to analyze the descriptive paragraphs.

◦ What worked? What could be improved?

Challenge

Find your walnut.

Building Science Content

for ELLs Activate prior knowledge through inquiry

Provide hands-on/minds-on experiences

Promote scientific genres of writing

Connect science process skills (e.g., describe,

explain, predict, conclude, report) to language

functions (e.g., explain, compare, contrast)

Encourage use of graphic organizers (e.g.,

concept map, word wall, Venn diagram, KWL)

Promoting Both Science and

Language Learning for ELLs

ELLs can participate in classroom discourse

focused on rich experiences and exciting

academic content.

ELLs learn language best when academic

content is integrated with engaging, rich

experiences.

ELLs can have opportunities for extended

engagement with complex ideas when

focusing on both text and discourse.

Don’t Forget

Home Culture Connections that

support vocabulary learning.

Build on students’ lived experiences at home

and in the community (i.e., funds of knowledge)

Explore culturally-based ways students

communicate and interact in their home and

community (i.e., cultural congruence)

Use students’ cultural artifacts, culturally

relevant examples, and community resources

37

Clean Up Check List

Easy as 1,2, 3!

Contents of Bag #1

2 pieces of burlap

2 pieces of wool

3 magnifying glasses

Contents of Bag #2

8 shells

Contents of Bag #3

Bag #1

Bag #2 and

Apple model

Clean Up Tasks

1. Please put all materials back in the baggies as you found them.

2. Once your group has cleaned up please sign your names indicating

that your group has completed the clean-up tasks.

3. Return materials in the blue tub to the instructor.

Clean Sign Out

Gary Bern

References Bosse, S., Jacobs, G., & Anderson, T. L. (2009). Science in the air. Young children, 64, 10-15.

Cummins, J. (2000). This place nurtures my spirit: Creating contexts of empowerment in linguistically diverse schools. In R. Phillipson (Ed.), Rights to language: Equity, power and education (pp. 249-258), Mawah, NJ: Lawrence Eirbaum.

Freeman, D. E., & Freeman, Y. S. (2001). Between worlds: Access to second language acquisition(2nd ed.) Portsmouth, NH: Heinemann.

Herrera, S. G. & Murry, K. G. (2016). Mastering ESL/EFL methods. (3rd Ed.). New York: Pearson.

Horizon Research (2012). 2012 national survey of science and mathematics educational highlights report. Retrieved on March 20, 2016 at http://www.horizon-research.com/2012-national-survey-of-science-and-mathematics-education-highlights-report-2/

Hudelson, S. Y Serna, I. (1994). Beginning literacy in English in a whole-language bilingual program. In A. Flurkey & R. Meyer (Eds.), Under the whole language umbrella: Many cultures, many voices (pp. 278-294). Urbana, IL; National Teachers of English.

Samway, K. D. (2006). When English language learners write: Connecting research to practice. K-8. Portsmouth, NH: Heinemann

Vygotsky, L. (1986). Thought and Language. Cambridge, Massachusetts: The MIT Press.

Alameda, CACarolyn Riley

cfriley3@gmail.com