certification professional development introduction to bilingual education

Certification Professional Development

Introduction toBilingual Education

Teaching Science to Elementary Bilingual

Students

Designed by:

JoAnn Montes McDonald and Sheryl Roehl

Texas A&M University-Corpus Christi

Elementary ScienceOutcomes

2003 2004 2005 2006 ’03 all ’04 all ’05 all

%

Met Standard

74% 69% 64% 75% 70% 72% 66%

%

Commended

4% 16% 26% 24%

Average

Scale Score

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.

Curriculum

Less is more …

means spending

more time on

fewer concepts.

TEKS

FOSS

GEMS

STC

Bridging

To

TAKS

Textbook

Curriculum

Texas Essential Knowledge and Skills

Describes what

students should

know and be able

to do.

TEKS

FOSS

GEMS

STC

Bridging

To

TAKS

Textbook

Curriculum

Vertically align curriculum with the

TEKS

--Eliminate “love

units” and

repetition.

TEKS

FOSS

GEMS

STC

Bridging

To

TAKS

Textbook

Process Skills

Basic observing classifying communicating inferring predicting

Higher Order 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.

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?

Discussion of Apple Activity

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

Concept mapping Flow charts Venn diagrams Charts/tables

Concept Mapping

Birds

Used by people for

• pets

• food

Travel by

• flying

• swimming

• walking

Body parts

• wings

• beaks

• feet

Eat

• Seeds/Berries

• Insects

• Other animals

have

Semantic Features Analysis

Able to swim

Able to fly

Teeth Feathers Legs Beaks

Mammals

Birds

Reptiles

Fish

+ yes - no ? unsure

- + - + -

+most - ? + + +

- + - + -

- + - - -

+

+some

+some

+

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

Learning the Language of Science

Teach the Language of Science

Word wall in L1 and/or L2

Cognates

Scientific discourse patterns

Student journals

Sistema Solar/Solar System

Español English Picture

sol sun

planeta planet

órbita orbit

luna moon

cráter crater

galaxia galaxy

metéoro meteor

Word Wall

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 ___.

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

Scienc

eJournalScience Journals

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

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)

Include a balance of informational and fiction books Check informational books for scientific accuracy Use a variety of types of informational books

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.

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.

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.

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.

Evaluate


During the Evaluation phase, students demonstrate their understanding of the concept.


Now, create a 5 E science lesson of your own.

Elementary Spanish Science

To download copies: http:www.tea.state.tx.us/curriculum/biling Go to documents and Science Chart 1 & 2

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).)

For More Information Contact: The Kolak Group

[email protected]

Trainers available throughout the state!

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

certification professional development introduction to bilingual education

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