Making Science Accessible to English Learners: A

Guidebook for Teachers

A Matchbook Version

Carr, J., Sexton, U., & Lagunoff, R. (2006). Making science accessible to English learners: A guidebook for teachers. San Francisco, CA: WestEd.

Matchbook Versions

• Facilitator Notes—– Use short time frames to focus group on

concepts that may be complex.– This strategy is particularly useful for

utilization of large amounts or complex information.

Activity drawn from Wellman, B., & Lipton, L. (2004). Data-driven dialogue: A facilitator’s guide to collaborative inquiry. Sherman, CT: MiraVia, LLC, pp. 106-107.

Instructions• Facilitator

– Describe the operational definition of “matchbook”

• Succinct

• Brief report of pages assigned

• Captures concepts

– Work time is intentionally short

– Use public timer to allow groups to monitor progress

• Participants– Produce matchbook

version that is a brief 10–12 word description that captures the concept’s critical elements.

– 20 minutes production time• The product is a rough

draft, not a polished document.

– 3–5 minutes to share the essential elements of your matchbook.

Modified activity from Wellman, B., & Lipton, L. (2004). Data-driven dialogue: A facilitator’s guide to collaborative inquiry. Sherman, CT: MiraVia, LLC, pp. 106-107.

Contents

1. Teaching Science

2. Understanding Language Development

3. Understanding 5 Levels of English Language Development

Carr, J., Sexton, U., & Lagunoff, R. (2006). Making science accessible to English learners: A guidebook for teachers. San Francisco, CA: WestEd.

4. Teaching the Language of Scientists

5. Scaffolding Science Learning

6. Assessing English Learners

7. Applying Strategies in the Classroom

4. Teaching the Language of Scientists

• Academic language should be selected and deliberately taught through six steps.

(Pp. 41-51)

Carr, J., Sexton, U., & Lagunoff, R. (2006). Making science accessible to English learners: A guidebook for teachers. San Francisco, CA: WestEd.

Textbook Example, p. 220: Engage: Front-load

• Atom• Proton• Neutron• Electron• Charge

5. Scaffolding Science Learning

• Scaffolding is temporary support that is reduced as students become more proficient.

(Pp. 65-68)

Carr, J., Sexton, U., & Lagunoff, R. (2006). Making science accessible to English learners: A guidebook for teachers. San Francisco, CA: WestEd.

Textbook Example, p. 166: Cues: orally and visually

draw attention to the vocabulary and objectives

Your Turn

• Form groups of 3– Science– ELL– A person of your choice

• Review Tools & Strategies Card assignment.

Your Turn

• In the next 20 minutes provide the following information on chart paper:

– A description of the big idea from the assigned page(s) in 10–12 words.

– An appropriate place to use the strategy in a textbook lesson.

One Example:

Reciprocal Teaching• Structured dialogue between students that question,

summarize, clarify, and predict. (Pp. 80-81)

Carr, J., Sexton, U., & Lagunoff, R. (2006). Making science accessible to English learners: A guidebook for teachers. San Francisco, CA: WestEd.

Textbook Example, pg 166:• How is a floating tire and

marbles thrown at it like Brownian motion?

• Why do scientists use the term “Brownian Motion”?

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Time Is Up!

Share Your Matchbooks

• Select your spokesperson by finding out which group member has been in their current job assignment the longest.

• In three minutes or less share your group’s matchbook with the whole group.

• As you listen, note at least one item from each presentation.

• Share with your table one of the ideas that stuck with you.

• Share with the large group a common theme the table group found among the ideas you just discussed.

Thank you for sharing your expertise.