Transcript Teaching Science to Elementary Bilingual Students

Introduction to
Bilingual Education
Certification
Professional
Development
Teaching Science to
Elementary Bilingual
Students
Designed by:
JoAnn Montes McDonald and Sheryl Roehl
Texas A&M University-Corpus Christi
Elementary Science
Outcomes
2003 2004 2005 2006 ’03 all ’04 all ’05 all
74%
%
Met Standard
69% 64% 75%
4%
16% 26% 24%
%
Commended
Average
Scale Score
70%
72%
66%
1940 2016 2100 2202
The 2006 data listed are preliminary results and ‘06 all is not available at this time.
Elementary Science
Outcomes
In 2006, the preliminary state passing rate
for English science TAKS was 75% while
the passing rate for Spanish Science TAKS
was 31%.
Of all subjects tested at the elementary
level, the preliminary passing rate is lowest
for science.
TEKS
Textbook
Curriculum
Less is more …
STC
FOSS
means spending
more time on
fewer concepts.
Bridging
To
GEMS
TAKS
TEKS
Textbook
Curriculum
Texas Essential Knowledge and Skills
FOSS
GEMS
Describes what
students should
know and be able
to do.
STC
Bridging
To
TAKS
TEKS
Textbook
Curriculum
Vertically align curriculum with the
TEKS
STC
FOSS
GEMS
--Eliminate “love
units” and
repetition.
Bridging
To
TAKS
Process Skills
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Basic
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observing
classifying
communicating
inferring
predicting
Higher Order

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hypothesizing
interpreting data
controlling variables
investigating
Observing vs. Inferring
Observation-gathering information through
the senses
Example: You look at a whole, uncut apple
and say, “The apple is red.”
Inference-interpretations of observations
based on prior knowledge and experiences
Example: You look at a whole, uncut apple and say,
“The apple is juicy.”
Apple Observations
What is an observation?
Observe your apple carefully.
Write down as many observations as
possible in 3 minutes.
Apple Observations
Apple Model
Observe the model of an apple.
Mark through any observations on your
list that you can no longer make about
apples.
Apple Observations
Apple Picture
Make observations about apples using the
picture.
Mark through any observations on your list
that no longer apply.
Apple Observations
Reading About Apples
Mark through every observation listed that
you can no longer make about apples.
Discussion of Apple Activity
Why are real world, concrete experiences
so important in the teaching and learning of
science?
What is the best approach to teaching
science to all students – especially English
language learners?
Hands-on Activities and Field
Experiences
Required by TEKS
Activate prior knowledge
Provide common, shared experiences for all
students in classroom
Accommodate diverse learning styles
Effective Teaching Strategies
for ELL
Use ESL or sheltered English strategies
(as appropriate)
Use culturally familiar objects, examples
and analogies
Use visual representations
•
•
•
•
models
pictures
diagrams
drawings
Effective Teaching Strategies
for ELL
Use graphic organizers
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Concept mapping
Flow charts
Venn diagrams
Charts/tables
Concept Mapping
Travel by
Used by people for
• pets
• flying
• food
• swimming
Birds
Body parts
• walking
Eat
• wings
• Seeds/Berries
• beaks
• Insects
• feet
• Other animals
Semantic Features Analysis
Able to Able to
swim
fly
Mammals
+
-
Teeth
Feathers
Legs
Beaks
+
-
+
-
Birds
+some +most
-?
+
+
+
Reptiles
+some
-
+
-
+
-
+
-
+
-
-
-
Fish
+ yes
- no
? unsure
Learning the
Language of Science
Vocabulary is best taught through
direct experience
Identify and study a limited number of
new words
Use new words in a variety of contexts
Employ a variety of instructional
approaches and activities
Teach the
Language of Science
Word wall in L1 and/or L2
Cognates
Scientific discourse patterns
Student journals
Word Wall
Sistema Solar/Solar System
Español
sol
planeta
órbita
luna
cráter
galaxia
metéoro
English
sun
planet
orbit
moon
crater
galaxy
meteor
Picture
Cognates
Español
English
galaxia
galaxy
cráter
crater
atmósfera
atmosphere
metero
meteor
órbita
orbit
asteroide
asteroid
sistema solar
solar system
Scientific Discourse Patterns
Describe:
The ___ has ____ and ____.
Estimate:
Looking at the ___, I think there are ___.
Retell:
First, __, next, ___ and then ___.
Predict:
I think ___ will ___.
Give/Support
Opinions:
I think ___ is ____ because ___.
Concludes:
The ___ was ___, so ___.
Hypothesize:
If ___, then ___.
Science Journals
Integrates science and language arts skills
Helps students develop cognitive knowledge of
science content and processes
Enhances writing skills
Serves as an assessment tool to gather
information on students’ thinking
Integrating Reading and Science
While the use of children’s literature can
enhance science instruction,
reading about science is NOT the
same as doing science.
Strategies for Integrating
Literature and Science
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Include a balance of informational and fiction books
Check informational books for scientific accuracy
Use a variety of types of informational books
Types of informational books:
 Expository – reports about science
topics (weather, insects, stars)
 Narrative/informational – factual
information in story format
 Mixed text – combines narrative and
expository
(example: Magic School Bus series)
The 5 E Instructional Model
Engage
Explore
Explain
Elaborate
Evaluate
The 5 E Instructional Model
Engage
Engagement activities stimulate curiosity and
activate prior knowledge. A problem or event
is used to raise questions and motivate
students to discover more about a concept.
The 5 E Instructional Model
Explore
The Exploration phase provides
opportunities for students to explore a
concept through hands-on activities. This
gives students a commonly shared
classroom experience from which they
can socially construct understanding.
The 5 E Instructional Model
Explain
During the Explanation phase, the teacher helps
students make sense of their observations and
experiences and the questions prompted by
those experiences. The teacher introduces
scientific explanations and terms at appropriate
times during the discussion.
The 5 E Instructional Model
Elaborate
Elaboration activities provide new
opportunities for students to continue to
explore the same concept addressed in earlier
stages of the learning cycle. Students can
apply and extend their understanding of the
concept in a new setting.
The 5 E Instructional Model
Evaluate
During the Evaluation phase, students
demonstrate their understanding of the
concept.
The 5 E Instructional Model
Now, create a 5 E science lesson of
your own.
Elementary
Spanish Science
 Has TAKS Science Spanish Objectives and TEKS
Student Expectations that are assessed from grades 3-5.
 Includes grades 1-5 in Spanish!
 Gives highlights from TAKS and Texas English Language
Proficiency Standards (ELPS).)
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To download copies:
http:www.tea.state.tx.us/curriculum/biling
Go to documents and Science Chart 1 & 2
Trainers available
throughout the
state!
For More
Information
Contact: The
Kolak Group
[email protected]
Bridging II TAKS
Trainers available
throughout the state!
For more information
contact: The Texas
Regional Collaborative
in your area.
http://ci06.edb.utexas.edu/trc/
For More Information Contact:
Dr. Frank Lucido
Program Director
Institute for Second Language Achievement
[email protected]
361-825-2672