Teacher: Maria Teresa S

1
Teacher Maria Teresa Sánchez and Mentor
Judith Burton Second Year Mentor
ProjectAustin Independent School
DistrictWooten Elementary Pre-Kindergarten
ESL/Science

• Department of Education Transition to Teaching
  Grant, 2004

2
Plan

• This project will entail introducing winter
  weather concepts to ELL students who live in a
  warmer climate who do not see the traditional
  weather attributes associated to winter.
• The lessons will use direct teach, interpersonal
  communication skills and sheltered science to
  teach English as a second language.
• These lessons will provide students with
  opportunities to show their understanding of
  science concepts through representational
  drawings and simple investigations.
  Pre-kindergarten students are just learning how
  to record their thinking on paper and the science
  drawings provide a springboard to using
  accountable talk and new science vocabulary when
  discussing their work with the teacher. Visual
  charts, hands-on science materials and simple
  investigations introduce our very young students
  to formal academic science study.

3
Steps to be Taken

• 1. Introduction of winter theme and accessing
  prior knowledge on winter attributes.
• 2. Introduction of new science vocabulary.
• 3. Inclusion of activities that encourage
  students use of new vocabulary in accountable
  talk.
• 3. Review of procedures when conducting simple
  investigations.
• 4. Closure and reflection activities.

4
Objectives

• Are based on the Pre-kindergarten Curriculum
  Guidelines
• Listening Comprehension increases listening
  vocabulary and begins to develop a vocabulary of
  object names and common phrases in English (ESL)
• Verbal Expression attempts to use new vocabulary
  and grammar in speech (ESL)
• Print Awareness understands that different text
  forms are used for different functions
• Science begins to observe changes in weather
• Science begins to use scientific words and
  phrases to describe objects and events
• Science begins to offer explanations using own
  words

5
Process

• Language Experience Activities
• whole class discussions
• graphic organizers and visuals
• Direct instruction with teacher modeling
• Content based literature
• read aloud
• shared readings
• Science simple investigation
• Snow powder
• Small group work
• Learning centers
• writing
• science
• painting

6
Resources Needed

• Fiction and Non fiction literature on winter
• Instructional DVD
• The Snowman
• Districts Curriculum
• The DLM Early Childhood Express, Book B, Theme
  9, Winter
• Avenues ESL vocabulary builders
• Local winter environment and winter objects
• Branch, cotton balls, pinecones, plastic icicles
• Science simple investigation materials
• Snow Powder synthetic polymer
• Water and clear plastic container

7
Assessments

• Students participation in discussions and
  activities given in both Spanish and English
• Students willingness to engage in English oral
  language usage
• Students use of sentence patterns
• Students use of accountable talk when describing
  his/her work products

8
Data Collected

• Teacher observation and checklists
• Student identifies attributes and changes in
  simple science investigation
• Student work product
• Writing sample
• Snowman picture
• Winter Clothing picture
• Appropriate use of winter vocabulary

9
Expected Results

• Students will describe general and local winter
  weather attributes
• Students will be able to identify appropriate
  winter clothing choices
• Students will be able to describe winter outdoor
  activities and calendar holidays
• Students will use / extend both Spanish and
  English vocabulary skills

10
Results of Project
We added water to a synthetic polymer to make
snow. It felt cold, soft and wet!
Your nose turns red because its cold outside.
11
Conclusion

• In conclusion, the students are able to
  communicate thoughts and describe attributes
  associated with winter. The lessons were based
  on direct teach, interpersonal communication
  skills and sheltered science. The use of these
  methods has created a comfort zone in which the
  students can learn without the fear of error. In
  addition, the students have discovered a
  willingness to participate, learn and enjoy a new
  language.

12
Teacher Reflection/Picture
The students had the opportunity to enjoy snow
that was donated to the school. They were able
to use their senses to find out for themselves
what snow looks and feels like. They were able
to make statements such as Jonathan The snow
was cold Rosario The snow was wet. Adair
I made a snowball Brandon The snow was
white. Christy The snow made my hands cold.