Making Science Accessible to
English Learners: A
Guidebook for Teachers
Chapter 7: Applying Strategies in
the Classroom, pp. 95–133
Carr, J., Sexton, U., & Lagunoff, R. (2006). Making science accessible to English learners: A guidebook for teachers. San Francisco, CA: WestEd.
Chapter 7. Sample Lesson
ELL Considerations
Activity: Rock Cycle Scenario,
Establish respectful climate
Grade 9
TEKS:
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.
Materials:
Assessment:
Content Objective:
Students will analyze a sequence of events
illustrating portions of the rock cycle and predict
future events.
Language Objective:
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.
Chapter 7. Sample Lesson
Procedures
ELL Considerations
•Front-Load new vocabulary.
•Establish routines and familiar
Utilize Vocabulary Self-Rating
formats.
with key terms in lesson.
•Used controlled speech, repeating
Show Illustration of earth as a
and rephrasing for beginning and
sphere with interior layers &
early intermediate ELL students.
volcanic eruptions &
•Activate prior knowledge.
earthquakes.
•Provide context for new vocabulary
Record unique ideas on a KWL+.
and concepts.
Provide students with an
•Combine oral and visual instructions
incomplete conceptual organizer
•Use small group activities.
graphic.
Engage:
1.
2.
3.
4.
Carr, J., Sexton, U., & Lagunoff, R. (2006). Making science accessible to English learners: A guidebook for teachers. San Francisco, CA: WestEd.
Chapter 7. Sample Lesson
Procedures
Engage:
5.
6.
7.
8.
9.
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.
ELL Considerations
•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.
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 9:30
Carr, J., Sexton, U., & Lagunoff, R. (2006). Making science accessible to English learners: A guidebook for teachers. San Francisco, CA: WestEd.
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.
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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