Science and STEP T for ELLs in Howard County

Dr. John QuinnCoordinator of Secondary

Science

History

HCPSS and UMBC set up a 12 graduate credit cohort program

Emphasis on: Teacher Leadership Use of Inquiry in Science Classroom

Alignment with district initiative - Cultural Proficiency

Culturally Responsive Teaching

Cultural Proficiency

Howard County has recognized that it has an achievement gap: African American Hispanic ESOL FARMs

Cultural Proficiency - an approach that was adopted by the district -

helps organizations to respond in healthy ways to diversity.

Culturally Responsive Teaching

Course taught by HCPSS Science Office

Cultural Proficiency Training (Awareness Level)

Pedagogy that Engages Students and Promotes Achievement Marzano’s Instructional Strategies TCI Framework Differentiation STEP T ELL Training Modules

ELL Module Focus Areas

Awareness Unit - Understand who ELLs are and challenges they face.

Understand need for “strategic” instruction in terms of text and kinds of reading activities that will make a difference.

Assessment and lesson planning.

Useful Language Activities

Example: Vocabulary Building Strategy

High Frequency Words (see Dolch or Frye word lists)

Academic Words (see AWL) Content-specific Words (i.e. new science concepts/vocabulary)

Passage from Biology Text

Organisms can be classified according to how they get energy. Organisms that use energy from sunlight or from chemical bonds in inorganic substances to make organic compounds are called autotrophs. Most autotrophs use the process of photosynthesis to convert light energy from the sun into chemical energy in the form of organic compounds, primarily carbohydrates.

The tree in Figure 6-1 is an autotroph because it convert light energy from the sun into organic compounds. The tree uses these compounds for energy, as it cannot manufacture organic compounds itself. Animals and other organisms that must get energy from food instead of directly from sunlight or inorganic substances are called heterographs. The bird is also a hetrograph. The food that fuels the bird originates with an autotroph (the tree), but it passes indirectly to the bird through the caterpillar. In similar ways, almost all organisms ultimately depend on autotrophs to obtain the energy necessary to carry our the processes of life.

Photosynthesis involved a complex series of chemical reactions in which the product of one reaction is consumed in the next reaction. A series of chemical reactions linked in this way is referred to as a biochemical pathway.

Deciding Which Words to Teach

To help you know which words to teach, consider the different types of words.

Which ones would you work on with your ELLs?

Tool: http://www.lextutor.ca/vp/eng

WEB VP OUTPUT

0-1000 [ families 58 : types 69 : tokens 134 ] a a a a according all almost also an an and animals are are as as be because bird bird bird but called called can cannot carry classified depend directly figure food food for form from from from from from from get get how in in in in in in in indirectly instead into into is is is is it it it itself life light light make manufacture most must necessary next number of of of of of of of on one or or other our passes product substances substances sun sun sunlight sunlight that that that the the the the the the the the the the the the the the the the these they this through to to to to to to to tree tree tree use use uses way ways which with

1001-2000 [2:2:2] originates referred

AWL [16:18:36] bonds chemical chemical chemical chemical complex compounds compounds compounds compounds compounds consumed convert convert energy energy energy energy energy energy energy energy involved linked obtain primarily process processes reaction reaction reactions reactions series series similar ultimately

OFF LIST [?:13:24] autotroph autotroph autotrophs autotrophs autotrophs biochemical carbohydrates caterpillar fuels heterographs hetrograph inorganic inorganic organic organic organic organic organisms organisms organisms organisms pathway photosynthesis photosynthesis

Which Words to Teach?

K2 Words Academic WordsOff-list Words

originates

referred

bondschemicalcomplexcompoundsconsumedconvert

energy involves linked obtain primarily process reaction series similar ultimately

autotrophbiochemicalcarbohydratescaterpillar

fuelsheterotrophyinorganicorganicorganismpathway

photosynthesis

SCIE 533 ESOL MODULE Shin

Preview Vocabulary

Before reading input: Use the “Lexical Tutor” to find words in the text or scan text for AWL or content vocabulary (ask for student helpers).

Give these words to ELLs to study before a difficult reading assignment or before the start of a unit.

Recent and Future Collaboration with UMBC

Professional Development Days with Science Staff (general)

Introduction to Ecological Systems (targeted) Course to prepare students for Bio HAS Training Modules with teachers most likely to teach ELL students

Future - Principals Institute - expand to schools

Funds of Knowledge in a Biology Classroom

A STEP-T Collaboration with A Baltimore-City High School

Lori M. Edmonds

Digital Harbor High School

Magnet School, Technology Focus Students are from Baltimore City 70% receive free or reduced lunch Predominantly African-American

10th Grade Biology Students

24 Students 13 ESOL students 4 Students with IEPs

Biology Teachers/Instructors

Ms. Boddupalli Ms. Callaghan Ms. Go Ms. Edmonds

The Role of STEP T in the Collaboration

Met once per month Acted as an aide to ESOL students

Gave feedback on lesson plans

Developed a Funds of Knowledge Ecology Unit

Funds of Knowledge (Moll, 1992)

Students have valuable knowledge thatStudents have valuable knowledge that comes from their home/community culture.comes from their home/community culture.

Teachers should discover what the students’ funds of Teachers should discover what the students’ funds of knowledge are and allow students to be teachers in their knowledge are and allow students to be teachers in their areas of expertise.areas of expertise.

The Ecology Unit Overview

PowerPoint Presentation Native Animal Project Niche/Habitat/Food Chains Ecological Identity Tree

Ecological Identity Trees

Ms. Boddupalli

Provided the biology objectives

Developed an introductory PowerPoint presentation

Delivered some of the lessons

Ms. Callaghan

Gave feedback on the lesson plan

Developed supplemental materials for ELLs

Co-instructed a class Assisted ELL students with creating their ecological identity trees

Ms. Go

Created a PowerPoint Presentation to model her Funds of Knowledge

Told a powerful story about her ecological roots

Assisted students with creating their ecological identity trees

The Biology Teacher’s Post-Unit Reflection

STEP T for ELLs

Chris BrowderChris Browder

christopher_browder@hcpss.org

•High school ESOL social studies teacherHigh school ESOL social studies teacher

•Developer of STEP T for ELLs module:Developer of STEP T for ELLs module:Building Literacy Skills for ELLs in Social Building Literacy Skills for ELLs in Social Studies ClassesStudies Classes

My Original Teaching Strategies

Cover less content slower and more carefully.

Fill in gaps in the students’ background knowledge.

Use visual presentations with many pictures to support comprehension.

Simplify the language of instruction.

Use easier readings.

= make input comprehensible

Realization

Students could learn the content, but still not be able to answer the questions on standardized tests because they lacked the language or higher order thinking skills.

LAS scores are associated with HSA LAS scores are associated with HSA passing rates.passing rates.

0

20

40

60

80

100

algebra biology english government

LAS 2

LAS 3

LAS 4

LAS 5

non ELL

HSA performance dependent on literacy as HSA performance dependent on literacy as much as content subject matter knowledgemuch as content subject matter knowledge

“No freeman [person] shall be taken or imprisoned,...or outlawed, or banished, or in any way destroyed, unless by the lawful judgment of his peers, or by the law of the land...” –Magna Carta, 1215

Which of these principles found in the Bill of Rights is based on the Magna Carta?

A. provision for due process B. prohibition against excessive bail and

finesC. guarantee of free speech D. protection of the right of the state to

organize a militia

HSA performance dependent on literacy as HSA performance dependent on literacy as much as content subject matter knowledgemuch as content subject matter knowledge

Which of these regulatory agencies is responsible for inspecting airline equipment, maintenance, and safety procedures? A. Environmental Protection Agency

(EPA) B. Federal Trade Commission (FTC) C. Federal Communications Commission

(FCC) D. Federal Aviation Administration

(FAA)

Re-evaluating the role of literacy:Re-evaluating the role of literacy:

Social studies literacy is a legitimate objective of a social studies course, not simply a departure, distraction, or addition. Social studies literacy can facilitate future social studies learning.

Social studies literacy is just as important to the social studies field and related professions as learning content subject matter.

Guiding Principles for Effectively Making Literacy an Integral Part of Each Lesson

Principle #1: Make sure every lesson involves at least a few minutes of silent reading.

Create daily routines that always involve reading so the kids expect to read in your class and come prepared.

For example, a warm up activity may require students to silently read a short piece of text before writing their answer.

Why not give open book tests?

Guiding Principles for Effectively Making Literacy an Integral Part of Each Lesson

Principle #2: Instead of the usual “stand and deliver” teaching (chalk and talk), content subject matter can be taught or at least reinforced through activities that build literacy skills.

Avoid being the only source of input. Let a text be the source sometimes.

Guiding Principles for Effectively Making Literacy an Integral Part of Each Lesson

Principle #3: Focus on thinking skills and strategies when doing reading activities.

Students can “think aloud” when they share their answers and tell their peers how they found them.

Instead of simply asking them the answer to a question and telling them “right” or “wrong” ask them “Why do you think so?” or “Where did you find the answer to the question?”

LCDs or OHPs can be used to project texts on to screens so students can literally point to the parts of the text that give them the answers when “thinking aloud.”

Guiding Principles for Effectively Making Literacy an Integral Part of Each Lesson

Principle #4: Give outside reading assignments.

Make sure that everything you teach comes in written form. Give students assignments they can do that prepare them for their lessons. Then, hold them accountable for what they read when they come for your lesson.

Give reading assignments that reinforce what you teach in class. Students who didn’t understand your lesson when they were in class might be able to understand it later when they are reading it.

Guiding Principles for Effectively Making Literacy an Integral Part of Each Lesson

Principle #5: Foster independence in reading and learning

Create student led reading groups with activities such as

Reciprocal teaching ReQuest KWL Student generated focus questions

Guiding Principles for Effectively Making Literacy an Integral Part of Each Lesson

Principle #6: Make reading a purposeful activity

Reading should have a purpose. Never just ask students to read. Give them a task.

Usually, the task is to find the answer to some questions, but why not have the students write the questions for each other?

Why not use the readings to prepare students for a fun activity such as a role playing activity or game?

Guiding Principles for Effectively Making Literacy an Integral Part of Each Lesson

Principle #7: Make reading fun, interactive, and social

Use cooperative learning activities such as reading jigsaws, or decision making activities.

Create activities that allow learners to move around and solve problems with text.

Guiding Principles for Effectively Making Literacy an Integral Part of Each Lesson

Principle #8: Support students when they are reading challenging texts.

Pre-teach vocabulary. Allow first language supports. Fill in gaps in background knowledge.

Activate background knowledge. Scaffold the reading with guiding questions.

Supply extra pictures or other such supports to aid comprehension.

Guiding Principles for Effectively Making Literacy an Integral Part of Each Lesson

Principle #9: Give students differentiated reading assignments for independent reading and learning.

Offer students versions of the text in their first language.

Give readings slightly above each students’ reading level.

Give students extra readings to fill in the gaps in their background knowledge and prepare them for other readings.

Suggested Practices Language Experience Approach Cooperative learning activities that involve

reading (e.g. Jigsaws) Unscrambling scrambled Texts Student led reading groups (e.g. Reciprocal

Teaching or ReQuest) Prereading activities that activate background

knowledge Role plays, debates, or simulations based on

text Thinking aloud, talking to the text, and

cognitive coaching KWL Analyzing text organization (identifying

patterns) Making personal connections to a text Structured note taking based on text

(Cambridge Notes & Graphic Organizers) Creating foldables based on text

Teacher development through role reversalTeacher development through role reversal

Simulation of second language reading the importance of activating background knowledge and applying global reading strategies

how instructional practices can help students read and learn from challenging texts