1. NGSS Appendix D and 7 Case Studies

2. Poverty: “Majority of U.S. public school students are in poverty” (51%), New York Times, January 16, 2015 Race and ethnicity: “U.S. school enrollment hits majority- minority milestone” (in fall 2015), Education Week, February 1, 2015 Disability: 13% of students received special education services in 2012-13 English language:  21% of students speak a language other than English at home in 2011  9% of students participate in ELL programs in 2012-13 Teaching science for diversity is teaching science for all Demographics in a Nutshell

3. 7 Case Studies

4. English Language Learners: Grade 2 Earth Scien ce Developing and Using Models to Represent Earth’s Surface Systems Emily Miller, NGSS Diversity and Equity Team Member ELL Case Study

5. 1. NGSS 3-dimensional learning Performance expectations  2-ESS2-1 Earth’s Systems  2-ESS2-2 Earth’s Systems  2-PS1-1 Matter and its Interactions  K-2-ETS1 Engineering Design Science and engineering practices Crosscutting concepts Disciplinary core ideas 2.Connections to CCSS for ELA and math 3. Science and language with ELLs As you listen to ELL case study, identify

6. 1)The investigation is carried out by a class of 2 nd grade students with 80% English language learners. While observing the soil in the school yard, they ask if all soil is the same. Some students think that sand is an example of different soil. They develop a conceptual web and discuss how they would be able to find out. ELL Case Study: Is All Soil the Same?

8. 2)The students ask their families the driving question in an interview for a homework assignment. They share the answers with their peers. They discuss the soil in different parts of the country and home countries where students come from. A grandmother from Laos visits the class and, through a school translator, describes the rich soil in the rice field and wonders how corn grows in the sandy soil in Wisconsin. ELL Case Study: Is All Soil the Same?

9. Making Home Language and Culture Connections

10. 3)Based on the evidence that soil is different around the world, the students wonder if it is different in the neighborhood. After choosing three different locations using an aerial map and a topographic map, they investigate whether soil within walking distance of the school is the same. ELL Case Study: Is All Soil the Same?

11. Using an Aerial Map and a Topographical Map in the Community

13. Field Notes Urban Marsh Coniferous Hill School Yard

14. 4)The students develop “expert groups,” and each group works on a soil profile model of one area in the neighborhood. Each group investigates (a) what makes up the soil (sand, silt, clay, and organic materials) in the area and (b) how quickly the soil filters water. The groups present their models to the whole class. They talk about patterns they observe across maps. ELL Case Study: Is All Soil the Same?

15. Modeling Soil Profiles to Explain Patterns Urban MarshConiferous Hill School Yard

16. 5) The students are given three unidentified soil samples that came from sites within walking distance of the school. They use the models to develop claims, based on evidence, as to where the soil came from. ELL Case Study: Is All Soil the Same?

17. Reasoning to Identify Soil Types

18. Using Evidence to Support Claims

19. Writing Claims and Evidence on the White board

20. 6)One of the locations the students investigate is the mucky and smelly soil under a highway (urban marsh). It has a lot of trash and sand in it. They argue that the trash ends up in the soil because of the wind blowing the trash there and the sand is washed into the soil from the highways. The students care about this soil because it is right next to the apartments where many students live. This finding leads the students to consider solutions to this problem, which is engineering. ELL Case Study: Is All Soil the Same?

21. Engineering Solutions to Trash Problem

22. Demographic Groups Student Engagement Classroom Support Strategies School Support Systems Home and Community Connections Economically Disadvantaged Students students’ sense of place project-based learningschool resources and funding students’ funds of knowledge Racial and Ethnic Groups multimodal experiences multiple representations; culturally relevant pedagogy role models and mentors community involvement; culturally relevant pedagogy Students with Disabilities accommodations and modifications differentiated instruction; Universal Design for Learning; Response to Intervention accommodations and modifications family outreach English Language Learners discourse practices language and literacy support home language support home culture connections Girls relevance; real-world application curricular focus school structurerelevance; real-world application Students in Alternative Education safe learning environment individualized academic support after-school opportunities; career & technology opportunities family outreach Gifted and Talented Students strategic grouping; self–direction opportunities fast pacing; challenge level school identification programs Family outreach

23. ELL Case Study: Developing and Using Models to Represent Earth’s Surface Systems... Ms. H. tried to center her science investigations in culturally relevant contexts, in this case their neighborhood. (This “place-based” strategy established connections between school science and the students’ community and lives.) Ms. H. encouraged students to gather physical evidence for their claim that “soil was different in different places.” They decided that the best way to support their claim was to observe soil taken from different places near the school. (Practice: Planning and Carrying Out Investigations.) They used a topographical map and an aerial photo map of the neighborhood to determine soil sites that seemed different: a hill, the marsh, and the school yard. They noticed that the sites had different trees—deciduous trees, no trees, and coniferous trees—and they also had different elevations. (DCI: K-2-ESS2.B Earth’s Systems.) It was at these sites that the students collected and investigated the soil, forming the basis for comparisons based on evidence and the soil profile diagrams each group constructed. The following week, Ms. H. helped her students think in terms of patterns when exploring similarities and differences in the soil in the neighborhood. (CCC: Patterns.) Performance Expectations (PEs) 2-ESS2-1 Earth’s Systems 2-ESS2-2 Earth’s Systems 2-PS1-1 Matter and its Interactions K-2-ETS1 Engineering Design

24. Raise the bar for content (academically rigorous) Raise the bar for language (language intensive) Call for a high level of classroom discourse for all students, including ELLs Science and Language

26. CCSS for ELA and Literacy ELA Practices (or capacities) 1. Demonstrate independence 2. Build strong content knowledge 3. Respond to the varying demands of audience, task, purpose, and discipline 4. Comprehend as well as critique 5. Value evidence 6. Use technology and digital media strategically and capably 7. Understand other perspectives and cultures (Handout 2, CCSS ELA, 2010, p. 7) Key Features Reading: Text complexity and the growth of comprehension Writing: Text types, responding to reading, and research Speaking & Listening: Flexible communication & collaboration Language: Conventions, effective use, and vocabulary

27. Mathematical Practices 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning (Handout 3, CCSS Math, 2010, pp. 6-8) Core Ideas K-5 Counting & Cardinality (K) Operations & Algebraic Thinking Number & Operations Fractions (3) Measurement & Data Geometry 6-8 Ratios & Proportional Relationships Number System Expressions & Equations Functions (8) Geometry Statistics & Probability 9-12 Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability CCSS for Math

28. Science & Engineering Practices 1. Ask questions (for science) and define problems (for engineering) 2. Develop and use models 3. Plan and carry out investigations 4. Analyze and interpret data 5. Use mathematics and computational thinking 6. Construct explanations (for science) and design solutions (for engineering) 7. Engage in argument from evidence 8. Obtain, evaluate, and communicate information Framework for K-12 Science Education (National Research Council, 2012, pp. 41-82) Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Disciplinary Core Ideas 1. Physical Sciences 2. Life Sciences 3. Earth and Space Sciences 4. Engineering, Technology and Applications of Science NGSS

30. ELLs: Old Paradigm ContentLanguage Vocabulary Grammar Native-like fluency Source: Linquanti & Hakuta, 2012; ell.stanford.edu

31. Discourse Modeling Explanation Argumentation** Text (complex text) Text structure Sentence structure Vocabulary Grammar Language Content Source: Linquanti & Hakuta, 2012; ell.stanford.edu ELLs: New Paradigm

32. Discourse Text (complex text) Explanation Argumentation Text structures Sentence structures Vocabulary Grammar Discourse Text (complex text) Explanation Argumentation Text structures Sentence structures Vocabulary Grammar Discourse Text (complex text) Explanation Argumentation Text structures Sentence structures Vocabulary Grammar Math ELA Science Language

33. Development of Language-Focused Three-Dimensional Science Instructional Materials to Support English Language Learners in Fifth Grade Okhee Lee Lorena Llosa (New Jersey Research Site) Guadalupe Valdés Helen Quinn (California Research Site) This work is supported by the National Science Foundation (NSF Grant DRL-1503330). Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the position, policy, or endorsement of the funding agency.

34. Questions

35. Thank you!