ELD Strategies Applied to Science

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ELD Strategies Applied to Science

• FEATS Summer Institute
• June 16, 2009

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Recent Trends in the U.S.

• In 2005 reports to the US Department of Education
• 25 SEAs reported at least a 10 growth in EL
• 11 SEAs reported a growth of 25 or more
• EL increases were predominately in Spanish
  speaking students
• Overall a 72 increase in Spanish speaking
  students since 2000.
• Many EL students are assigned to remedial
  programs that emphasize language acquisition at
  the expense of content.

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Why integrate science and literacy?

• There is evidence that an integrated approach is
  beneficial for student achievement in both
  science and literacy
• Science provides a context for reading, writing
  and talk
• Has potential for EL student development of
  academic language
• Inquiry strategies and comprehension strategies
  are similar

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Inquiry and Comprehension

• Posing questions
• Making predictions
• Setting goals and making plans
• Visualizing and using mental models
• Making inferences
• Synthesizing information from multiple sources
• Making evidenced-based conclusions

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What About EL Students?

• ELD Strategies
• SIOP Sheltered Instruction Observation Protocol
• CALLA -Cognitive Academic Language Learning
  Approach
• Academic Content Language Development

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English Language Development Levels
Reading Level I
Writing Level I
Speaking Level I
Listening Level 2
Speaking Level 2
Reading Level 2
Writing Level 2
Reading Level 3
Writing Level 3
Speaking Level 4
Reading Level 4
Writing Level 4

• Jill K. Mora

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Basic ELD Strategies (Fathman and Crowther, 2006)

• Repeat directions and then ask for a student to
  repeat the directions back to you
• Use pictures of familiar things or the real thing
  relia
• Use a word wall with specific words, definitions
  and meaningful sentences
• Make no assumptions words have multiple
  meanings
• Use partner pair share whenever possible

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Overview - Framework
Learning language in the context of science is
crucial. Language and content learning are
inseparable.
Sentence Structure
Function Words
Lexicon of Science
Discourse of Science
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Strategies in Science and Literacy

• Literacy
• Word wall
• Graphic organizers
• Questioning strategies
• Text structure
• Academic Language
• Dialogues and conversations (scientific
  discourse)
• Reading Comprehension (focus on informational
  text)
• Writing strategies (scientific method)
• 5 Es

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Literacy Strategies Used for Science Learning
Concept-Mapping
Visuals
Cues
Science Notebooks
Sentence Starters
Think Pair - Share
Think-Alouds
Summarizing
KWL
CLOZE
Reciprocal Teaching
Frayer Model
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Science Inquiry

• Science Reasoning
• Science Talk Science Writing

Science Investigation
Worth, 2008
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Talk

• When students talk about science, they
• Clarify and develop their thinking and ideas
• Hear the thinking and ideas of others
• Consider and evaluate multiple perspectives and
  ideas
• Reconsider their ideas
• Challenge a current idea or thinking
• Support and rehearse their ideas for writing

Worth and Winokur, 2006
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Making Connections

• It is important for instruction to focus on
  connecting new words with what students already
  know.
• Cognates (liquid liquido)
• At your table come up with one more!

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Words Are Concepts
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Kit Inventory Objectives

• Vocabulary development
• Oral language practice
• Active experiences

Science and Children, January 2006
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Kit Inventory Big Idea

• Introduction to unit
• Where have you seen this before?
• What color is it?
• What will we use this for in the unit?

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Kit Inventory
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Kit Inventory

• Prior Knowledge
• Students discuss which items theyve previously
  used and how
• Description
• Students take an item from kit and describe it by
  using their senses. They can play a guessing
  game with class/partner.
• Prediction
• Student/Teacher pull out one item at a time.
  Students predict what they think it might be used
  for.
• Classifying
• Teacher distributes items. Students match items
  they feel are used together or fall under the
  same category. Students may identify properties
  of items.

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Working Word Walls and Charts

• Comprehensible input
• Scientific vocabulary
• Kit vocabulary
• Facilitates notebook entries

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Using the Object Wall
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Word Maps (Frayer)
Erosion
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Labeling Comparison
Charts
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CLOZE Paragraph Venn Diagrams
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Grade 2 SEI Classroom Example
What can you tell me about the cup? Maria, the
cup is What shape is the cup? Use the item at
your table to complete a similar chart. Be
prepared to share. (Amaral, 2001)
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Concept Mapping Declarative Knowledge

• SEI Classroom
• 10 or fewer terms
• relationships
• misconceptions

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Writing
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Student Work
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Using Science Notebooks as Evidence
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BenefitsOral Language Development

• Precise science terminology,
• Academic Content Language Development (ACLD)
• Introduction and repetition of vocabulary
• Word walls
• Oral presentations
• Posing questions
• Appropriate framing in grammar structures
• Association of vocabulary to items
• in real world context

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Benefits - Reading

• Repeating
• Sequencing
• Predicting
• Comparing
• Contrasting
• Inferring
• Analyzing
• Summarizing

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Benefits - Writing

• Expository genre is reinforced
• Use of precise language
• Language is connected to students immediate
  experiences
• Enhancing writing conventions

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Evidence from Imperial County, CA
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Evidence from Imperial County, CA
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The Recent Studies

• Imperial County, CA
• Fresno, CA
• Dade County, FL
• Guthrie (2004)
• Romance and Vitale (1992, 2001)

• Positive relationship between teacher
  professional development, student opportunity to
  learn and impact on student achievement and
  closing the achievement gap

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Evidence from Imperial County, California

• Stanford Achievement Test Reading Scores
• 1998-99 NPR Grade 4 Sorted by Years in Program
• Years EL EO
• CUM 33
• 0 21 30
• 1 22 39
• 2 39 51
• 3 34 57
• 4 49 64

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Evidence from Imperial County, California

• Stanford Achievement Test Reading Scores
• 1998-99 NPR Grade 6 Sorted by Years in Program
• Years EL EO
• CUM 40
• 0 23 38
• 1 28 42
• 2 34 46
• 3 35 56
• 4 51 69

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Evidence from Fresno, California

• Stanford Achievement Test Reading Scores
• Study found that students who received 4 years of
  exposure to a systemic science program
  (1998-2001) scored significantly higher on the
  SAT 9 Reading subtest compared to students who
  did not receive the science instruction
• Opportunity to learn in the systemic science
  program produced achievement results that closed
  the reading achievement gap between ethnic groups
• In all cases, a positive relationship was found
  between the number of years of participation in
  the systemic science program and SAT 9 Reading
  Score gains

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Evidence from Dade County, Florida

• Stanford Achievement Test Reading Scores 1996
• Study found that students ( n 2420) in grades 3
  and 5 who received instruction in a systemic
  science program (1996) scored significantly
  higher (10 percentile points in both grade
  levels) on the SAT 9 Reading subtest compared to
  students
• (n 4145) who did not receive the systemic
  science instruction.
• The same students also scored significantly
  higher
• (11 and 14 percentile points) in Mathematics
  Application on the same SAT 9 test.