ScienceCentered Language Development through FOSS Ellen Dunn FOSS

Science−Centered Language Development through FOSS Ellen Dunn, FOSS Project Facilitator Instructional Design and Professional Learning Division

Session Outcomes Participants will increase their understanding of : § The components of the FOSS Science−Centered Language Development section. § How to integrate writing, reading, and discussion strategies within the context of a science lesson.

Introduction

Language Components in the FOSS Instructional Design

Language Roles in Science Learning Communicate Externally Thinking Internally Conceptual Information Making Sense Procedural Information Developing Understanding

Language in Scientific and Engineering Practices 1. Asking Questions and Defining Problems 2. Developing and Using Models 3. Planning and Conducting Investigations 4. Analyzing and Interpreting Data 5. Using Mathematics and Computational Thinking 6. Constructing Explanations and Designing Solutions 7. Engaging in Argument From Evidence 8. Obtaining, Evaluating, and Communicating Infomation

Speaking and Listening Domain § Discourse →Process + Organize § Investigations begin and end with discussion. § § Review Activate prior knowledge Focus question Challenge

Speaking and Listening Strategies 99 Ideas and Activities for Teaching English Learners with the SIOP Model by Mary. Ellen Vogt and Jana Echevarria

Speaking and Listening Strategies Find Your Match § Read through discussion protocols. § Mingle with others in the room, reading the information on the card you were given as you move about the room. § When time is called, find your match by describing (not reading) what is on your card. § When you have found your match move to the side of the room. (Source: 99 Ideas and Activities for Teaching English Learners with the SIOP Model by M. Vogt and J. Echevarria)

Writing Recursive Cycle Descriptive Writing Expository Persuasive Narrative

Reading SQ 3 R Survey Question Read Recite Review

Vocabulary Student Teacher Play with ideas to make sense of content. Connect informal and academic language. Communicate understanding with others. Introduce vocabulary within the context of a lesson.

English−Language Development

FOSS Investigation Fifth Grade Physical Science

Mixtures and Solutions―Investigation ITLU−Instructional Design and Professional Learning Division 2, Part 1 15

Investigation 2, Part 1: Black Boxes 16

Collaboration is working together. You will come together to according to the letter on the black box in which you investigated. As a group, you will analyze and revise your models and come to a consensus or an agreement on what is inside the black box, not by vote but through scientific discussion and collaboration.

One reporter from each group will record their revised model on the chart.

Focus Question What is the process to develop a model of the black box? FQ Answer: Students should write something about each of the four processes : observing, constructing, analyzing, and revising.

FOSS Science Resources for Mixtures and Solutions p. 18

Session Outcomes Participants will increase their understanding of : § The components of the FOSS Science-Centered Language Development section. § How to integrate writing, reading, and discussion strategies within the context of a science lesson.

Ticket Out the Door: Reflect and Connect § What ELA strategies did we use? § What connections to the NVACS in ELA are present? § How is are both the lesson and the ELA strategies connected to the NEPF?

Ellen Dunn FOSS Science Project Facilitator Instructional Design and Professional Learning Division, K− 5 Science 702 -799 -2351 ext. 5084 eedunn@interact. ccsd. net