Unit 5: Science: A Setting for English Language Development

Learning Objectives • Learn strategies that incorporate CA CCSS for ELA/Literacy and the

California English Language Development (CA ELD) Standards into science instruction.

• Engage in the following activities– View a video a science classroom in which the teacher

incorporates standards-based instruction that supports English learners

– Indentify practices in the video that develop speaking and listening skills as a precursor to writing for English learners

– Develop a lesson for your classroom that integrates CA ELD standards with science content and CA CCSS for ELA/Literacy

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Quickwrite

Describe what you know about the relationship between the CA CCSS for ELA/Literacy and the new CA ELD Standards.

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“The CA ELD Standards are not intended to replace the Common Core State Standards for ELA but instead to amplify the language knowledge, skills and abilities of those Common Core State Standards that are critical in order for ELs to simultaneously be successful in school while they are developing English.”

The Link At Your Grade

Re-Select the CCSS-ELA/literacy from Unit 2 that you wanted to use in your instruction…..Or Select a New Standard

Select the ELD standards for your grade level (Part I Interacting in meaningful Ways (Collaborative, Interpretive, Productive)

What do you notice? How are the ELD and CCSS linked?

Partner Reflection

• Which of the CA CCSS for Speaking and Listening and Language correspond with the communicative mode for the CA ELD Standards?

• How will this correspondence assist teachers in developing lessons?

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Grade 8 ELD Standards

• Read Section 2 of the grade 8 Standards. – What do you notice about the levels?

• Compare and contrast the descriptors for Strand 1: Exchanging information/ideas across the levels– What do you notice?

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Classroom ExampleELD and Science in Practice

• Non-native English speakers (85%) who have been enrolled in US schools since Kindergarten with beginning levels of English proficiency.

• 40% of the students are still at an intermediate level of fluency

• 30% of the students have an early advanced level of proficiency

• 30% of the students formerly classified as English learners as proficient in the last three years (15%) and native English speakers (15%).

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Teacher Learning Goals

• Become familiar with the organization of the periodic table by manipulating images of simple figures

• Understand that the periodic table is both a tool and an organized arrangement of elements that reveals the underlying electron structure of each element

• Use speaking and listening standards (SL8.1, SL8.4) from the CA CCSS ELA/Literacy as a precursor the writing standard WHST8.1

• Exchange information and ideas through conversations and collaboration (CA ELD Standards for grade 8, Part I, A Collaborative, 1 and 3).

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View Video

As you view the video, think about language needed for students to ask questions, communicate their understanding and summarize concepts implied in the teacher’s learning goals.

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Video Debrief #1

During the lesson, students were engaged in conversations with each other about the activity and the science content. •What strategies support the learning goals of students interacting in meaningful ways and exchanging information and ideas in conversation (collaboration)?

•How did these strategies guide students to increase their level of academic language proficiency during the lesson?

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Video Debrief #2

Several strategies were used by the teacher to combine science standards, CA CCSS for Speaking and Listening (SL8.1, SL8.4) and Language (L8.1, L8.6) with the CA ELD Standards.

Which strategies did you observe?

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Sentence Frames and Graphic Organizers

• How might the use of a sentence frame help increase academic vocabulary and address SL8.1, L8.1 and L8.6?

• How might the use of graphic organizers help students build a learning bridge from the CA CCSS for Speaking and Listening (SL8.3) to the Writing standards (WHST8.1 and WHST8.2)?

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Pathways for EL’s Expression of Ideas and Academic Language

Cite two pieces of evidence from the video that showed students involved in collaborative conversations.

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When to Include Academic Language

• The word “hierarchy” is important to the context of this lesson. – When and how was it introduced?

• The words “periods and families/groups” were related to the science learning goal for the lesson. – When and how were these words introduced?

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ProgressionELD Level Continuum

• “All the big fat ones have the same finger pattern.”

• “All the big fat ones have the same finger pattern.”: • “These two, right here.”• “These two, right here.”: • “She came up with the idea that. . .

• “I agree with you that the larger bodies have three

arms.”   

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Reflection

• Review your initial reflection at the beginning of this unit.

• Reflect on what you now know about the CA ELD Standards.

• Modify and/or add to your reflection.

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Planning for Science, CCSS-ELA and ELD

• Consider a lesson you currently teach.

• Identify one standard from for Speaking and Listening and Language that you want to integrate into this lesson.

• Find the corresponding CA ELD Standard(s) to the CA CCSS ELA Standards

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Planning Continued: Supporting Student Conversation

• What strategies could you use?• What words will need to be defined before

the lesson begins and what words can students learn through participating in the lesson?

• How will you support this academic vocabulary development?

• What would conversations look like for students: Emerging, Expanding, Bridging?

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