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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
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.
Explore
The 5 E Instructional Model
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
The 5 E Instructional Model
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
The 5 E Instructional Model
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
The 5 E Instructional Model
During the Evaluation phase, students demonstrate their understanding of the concept.
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
cindy@kolakgroup.com
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/
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