Introduction to Bilingual Education Certification Professional Development Teaching
Introduction to Bilingual Education Certification Professional Development ��
Teaching Science to Elementary Bilingual Students Designed by: Jo. Ann Montes Mc. Donald 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% 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 Curriculum Textbook Less is more … FOSS means spending more time on fewer concepts. STC Bridging To GEMS TAKS
TEKS Curriculum Textbook Texas Essential Knowledge and Skills FOSS GEMS Describes what students should know and be able to do. STC Bridging To TAKS
TEKS Curriculum Textbook Vertically align curriculum with the TEKS FOSS GEMS --Eliminate “love units” and repetition. STC Bridging To TAKS
Process Skills l Basic § § § l 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.
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 l l Concept mapping Flow charts Venn diagrams Charts/tables
Concept Mapping Travel by Used by people for • pets • flying • food • swimming Birds Body parts h e v a • walking Eat • wings • Seeds/Berries • beaks • Insects • feet • Other animals
Semantic Features Analysis 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 L 1 and/or L 2 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 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 e S c ic en l rna u Jo 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 l l l 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: l Expository – reports about science topics (weather, insects, stars) l Narrative/informational – factual information in story format l 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 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). ) l l l 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 cindy@kolakgroup. com
Bridging II TAKS Trainers available throughout the state! For more information contact: The Texas Regional Collaborative in your area. http: //ci 06. edb. utexas. edu/trc/
For More Information Contact: Dr. Frank Lucido Program Director Institute for Second Language Achievement flucido@falcon. tamucc. edu 361 -825 -2672
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