1. ecallms@cudenver.edu  ecallms.ucdsehd.net COTESOL Conference 2015 Chris Carson christopher.carson@ucdenver.edu Opportunities and Challenges for Bilingual Students in the Science Classrooms

2. ecallms@cudenver.edu  ecallms.ucdsehd.net

3. Observe this phenomenon Use any language I notice…I wonder...

4. ecallms@cudenver.edu  ecallms.ucdsehd.net Model this What if you had a super-powerful microscope! Draw what you see. Use words to label. Use arrows to show forces and movement. Use any language

5. ecallms@cudenver.edu  ecallms.ucdsehd.net Agenda Overview of science framework shift and alignment with linguistically responsive teaching eCALLMS Modules, including sample Activities Discussion: Questions, Next Steps

6. ecallms@cudenver.edu  ecallms.ucdsehd.net Change in science education Next Generation Science Standards (NGSS) + Framework for Science Education = Less memorizing, more sense-making More inquiry about core ideas Emphasis on teaching ideas in context Explicit language and literacy connections

7. ecallms@cudenver.edu  ecallms.ucdsehd.net Observed Science Instruction Practice Facts, Core Ideas Concepts

8. ecallms@cudenver.edu  ecallms.ucdsehd.net Shift in Science Instruction Practices Core Ideas Concepts

9. ecallms@cudenver.edu  ecallms.ucdsehd.net Science and Engineering Practices Develop models Plan investigations Design solutions

10. ecallms@cudenver.edu  ecallms.ucdsehd.net Language Practice All science and engineering practices necessitate student language use and acquisition. Rich opportunities for “social interaction for an authentic communicative purpose” (Lucas and Villegas 2012)

11. ecallms@cudenver.edu  ecallms.ucdsehd.net Opportunities for bilingual learners Focus on educational equity Focus on linguistically responsive teaching Shifting focus for science education

12. ecallms@cudenver.edu  ecallms.ucdsehd.net Observe NGSS in action What are the opportunities you see for bilingual learning? What are the challenges you see? https://www.youtube.com/watch?t=277&v=BA NW37RM6JM https://www.youtube.com/watch?t=277&v=BA NW37RM6JM

13. ecallms@cudenver.edu  ecallms.ucdsehd.net NAEP 4 th Grade Question A bird-watcher wants to see many birds in a one-hour period. She decides to investigate which type of food will attract more birds in her backyard. She has a choice of two types of bird food. Sunflower seeds Thistle seeds Describe a fair test the bird watcher could conduct to help her decide which food will attract more birds. 

14. ecallms@cudenver.edu  ecallms.ucdsehd.net What kind of scientific knowledge does a student need? What is the language demand of the task? What strategies might teachers use to better facilitate bilingual learning? Task

15. ecallms@cudenver.edu  ecallms.ucdsehd.net Leverage Opportunities and Challenges Shifting science standards Alignment with best practices for linguistically responsive teaching Need for educators to develop skills and disposition for bilingual excellence

16. ecallms@cudenver.edu  ecallms.ucdsehd.net eCALLMS e-Learning Communities for Academic Language Learning in Math & Science Overarching Goal: Prepare educators to provide linguistically responsive instruction that improves multilingual learner’s acquisition of language, literacy, and content knowledge, especially in math and science. $1.9 million dollars over 5 years (2011-2016) U.S. Dept. of Education, Office of English Language Acquisition

17. ecallms@cudenver.edu  ecallms.ucdsehd.net eCALLMS: Integrate Language and Content

18. ecallms@cudenver.edu  ecallms.ucdsehd.net Connecting science to language Foster linguistically responsive orientations: – sociolinguistic consciousness – value for linguistic diversity Develop specific linguistically responsive teaching practices and skills

19. ecallms@cudenver.edu  ecallms.ucdsehd.net Who is our audience? Elementary teacher Secondary science teacher ESL teacher Literacy Teacher University/adult education Researcher PD provider

20. ecallms@cudenver.edu  ecallms.ucdsehd.net Professional Development Modules 6-week, unmoderated, online 2 hours a week For teams of teachers to use in flexible ways Designed by teams: science + language+ technology Free! iGratís!

21. ecallms@cudenver.edu  ecallms.ucdsehd.net Science 5E Model (3-5) Science Inquiry (4-8) Electricity (3-5) Supporting Multilingual Learners in Science Fractions (3-5) Ratios (5-8) Numbers & Operations (K-2) Geometric Measurement (3) Functions (8) Supporting Multilingual Learners in Mathematics Second Language Acquisition (K-12) Learning through Two Languages (K-12) Language & Concept Development (K-12) Culturally & Linguistically Diverse Education Current Module Topics (Year 4 of 5)

22. ecallms@cudenver.edu  ecallms.ucdsehd.net Weekly 3-Step Learning Cycle

23. ecallms@cudenver.edu  ecallms.ucdsehd.net Your turn: Make It Work Science Electricity – Word sort to assess and assist in making meaning of science vocabulary.

24. ecallms@cudenver.edu  ecallms.ucdsehd.net

25. Open Sort – 2 minutes Electricity words Sort/categorize the words into groups Create the number of the groups and the name of groups Share your categories with the group next to you

26. ecallms@cudenver.edu  ecallms.ucdsehd.net Tier 1 Most Basic Words Baby, clock, happy, walk. Tier 2 High frequency, Mature language users, Across a variety of domains Coincidence, absurd. Tier 3 Low frequency, Limited to specific domains Isotope, lathe, peninsula Beck, I. L., McKeown, M. G., and Kucan, L. (2002). Margarita Calderón, (2007)

27. ecallms@cudenver.edu  ecallms.ucdsehd.net Take-aways Higher-level thinking Prioritizing Tier 2 words Caution: Academic language is much more than vocabulary TPS: How will you apply to your educational setting?

28. ecallms@cudenver.edu  ecallms.ucdsehd.net Will this work in your context? What professional development style can bring together the best teaching in all disciplines? Contact us if you think these modules can be of use to help you achieve bilingual excellence.

29. ecallms@cudenver.edu  ecallms.ucdsehd.net Feedback? Questions? How to learn more.