Making Science Accessible to English Learners: A Guidebook for Teachers

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Making Science Accessible to English Learners A
Guidebook for Teachers

• Chapter 7 Applying Strategies in the Classroom,
  pp. 95133

Carr, J., Sexton, U., Lagunoff, R. (2006).
Making science accessible to English learners A
guidebook for teachers. San Francisco, CA WestEd.
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Chapter 7. Sample Lesson
ELL Considerations
Activity Rock Cycle Scenario, Grade 9 Establish respectful climate
TEKS
Materials
Assessment
Content Objective Language Objective
8.12 A Analyze and predict the sequence of
events in the lunar and rock cycles.
8.12 A Analyze and predict the sequence of
events in the lunar and rock cycles.
Students will analyze a sequence of events
illustrating portions of the rock cycle and
predict future events.
Students will work in small groups to develop a
sequence of events illustrating portions of the
rock cycle and predict future events.
Carr, J., Sexton, U., Lagunoff, R. (2006).
Making science accessible to English learners A
guidebook for teachers. San Francisco, CA WestEd.
3
Chapter 7. Sample Lesson
Procedures ELL Considerations
Engage Utilize Vocabulary Self-Rating with key terms in lesson. Show Illustration of earth as a sphere with interior layers volcanic eruptions earthquakes. Record unique ideas on a KWL. Provide students with an incomplete conceptual organizer graphic. Front-Load new vocabulary. Establish routines and familiar formats. Used controlled speech, repeating and rephrasing for beginning and early intermediate ELL students. Activate prior knowledge. Provide context for new vocabulary and concepts. Combine oral and visual instructions Use small group activities.
Carr, J., Sexton, U., Lagunoff, R. (2006).
Making science accessible to English learners A
guidebook for teachers. San Francisco, CA WestEd.
4
Chapter 7. Sample Lesson
Procedures ELL Considerations
Engage Show erupting volcano video clip and paper model of seafloor spreading. Post new vocabulary on word wall. Use a t-chart to discuss similarities and differences among natural disasters. Model note taking strategy for students to use in the discussion. Use hand signals as a formative assessment. Front-Load new vocabulary. Establish routines and familiar formats Used controlled speech, repeating and rephrasing for beginning and early intermediate ELL students. Activate prior knowledge. Provide context for new vocabulary and concepts. Combine oral and visual instructions. Use small group activities.
Carr, J., Sexton, U., Lagunoff, R. (2006).
Making science accessible to English learners A
guidebook for teachers. San Francisco, CA WestEd.
5
Your Turn

• As an ESC or table group
• Complete the ELL Lesson Plan on the template
  provided on your memory stick.
• Explore
• Explain
• Elaborate
• Evaluate
• We will stop at 930

Carr, J., Sexton, U., Lagunoff, R. (2006).
Making science accessible to English learners A
guidebook for teachers. San Francisco, CA WestEd.
6
Your Turn

• Each table in 2 minutes or less
• Describe the lesson enhance your group developed
• Show me
• Networking Lunch
• Use this time to ask other groups for the lessons
  and labs you would find useful in your work.

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Networking Lunch

• Use this time to ask other groups for the lessons
  and labs you would find useful in your work.