1. Dr. Karen Terrell University of Massachusetts Dartmouth May 28, 2019
Many Languages, Many Ideas, Many Approaches: Strategies for Teaching Science in Bilingual Classrooms
Dr. Karen Terrell
University of Massachusetts Dartmouth
May 28, 2019

2. Agenda
About me
Our goals
Key Vocabulary
Comprehensible input
summary

3. A little about me…

4. A little about me…
EDU 518, Week 1

5. Our goals
Learn strategies for teaching science and mathematics to English Language Learners and in bilingual classrooms. 
Interact with Dr. Terrell and other participants in discussions about bilingual STEM instruction
Discover ways to apply new instructional and assessment approaches in their classrooms. 

6. Key Vocabulary
After identifying the content to teach, we need to determine the vocabulary that may be involved
Tier 1: words of everyday speech, usually 1-2 syllables
Tier 2: general academic words, typically multiple syllables or a word cluster, often overlooked but critical, often have multiple meanings
Tier 3: domain-specific words  all students enrolled in this class will have to learn these terms
Beck et al

7. Key Vocabulary
After identifying the content to teach, we need to determine the vocabulary that may be involved
Tier 1: words of everyday speech, usually 1-2 syllables
Tier 2: general academic words, typically multiple syllables or a word cluster, often overlooked but critical, often have multiple meanings
Tier 3: domain-specific words  all students enrolled in this class will have to learn these terms
Beck et al

8. What Tier 2 and Tier 3 terms do you see?
Key Vocabulary
Read this excerpt:
“Not all of the light from the Sun makes it to the surface of the Earth. Even the light that does make it here is reflected and spread out. The little light that does make it here is enough for the plants of the world to survive and go through the process of photosynthesis. Light is actually energy, electromagnetic energy to be exact. When that energy gets to a green plant, all sorts of reactions can take place to store energy in the form of sugar molecules.”  
Note the idioms here, too!!!  “makes it”, “:all sorts”
What Tier 2 and Tier 3 terms do you see?

9. Key Vocabulary What are some ways to provide vocabulary instruction?
Brainstorm and discussion  Concept map

10. Key Vocabulary What are some ways to provide vocabulary instruction?
Comparison  Venn Diagram

11. Key Vocabulary What are some ways to provide vocabulary instruction?
Investigation  Frayer Model

12. Key Vocabulary What are some ways to provide vocabulary instruction?
Investigation  Frayer Model

13. Key Vocabulary: Your TURN
Consider an upcoming lesson or one you would like to enhance next school year:
What key vocabulary would you like to highlight?
Determine a use for the Concept Map, Venn Diagram, or the Frayer Model in your vocabulary instruction
Share out!!!
10 minute pause

14. Key Vocabulary There’s more strategies out there, of course!!!
Concept Circles:
Choose common attributes or relationships among a number of terms.
Draw a circle divided into sections (3-6) and put a term into each section, all of which have related in some way or all but one are related.
Can also leave a section blank for students to add in their own example or a non- example.
Direct students to identify the common attributes, name the relationship that exists among the terms in the circle, or to explain why the one term does not belong in the circle.

15. Key Vocabulary There’s more strategies out there, of course!!!
Concept Circles:
Sun
Energy
Concept: __________
Plants
Chloroplast
Sun
Energy
Concept: __________
Plants
______
Sun
Energy
Concept: __________
Plants
Digestion

16. Key Vocabulary Now you try it!
There’s more strategies out there, of course!!!
Concept Circles:
Sun
Energy
Concept: __________
Plants
Chloroplast
Sun
Energy
Concept: __________
Plants
______
Sun
Energy
Concept: __________
Plants
Digestion

17. Key Vocabulary Word Sort:
Helps students recognize the semantic relationships among key concepts
Helps students develop a deeper understanding of key concepts, and also are an excellent method of teaching the complex reasoning skills of classification and deduction
Students are asked to sort vocabulary terms into different categories and explain their choices.
The strategy can be used in two different ways:
“Closed sort” = the teacher provides the categories into which students are to assign words
“Open sort” = students group words into categories and identify their own labels for each category
Have teachers do one

18. Key Vocabulary Now you try it! Word Sort: acceleration displacement
force
free fall
inertia
kinetic energy
kinetic friction
mechanical energy
momentum
motion
potential energy
power
projectile motion
speed
static friction
terminal velocity
velocity
work
Have teachers do one physics
Need post-its if possible

19. Key vocabulary Word Splash:
Content vocabulary is arranged randomly on a board, chart, or paper.
Students are asked to use the words in a sentence, paragraph drawing or diagram.
Can be open or closed
Have teachers use words from Word Sort as their splash to write as many sentences as possible in 5 minutes.

20. Comprehensible input Term coined by Stephen Krashen (1981)
Making adjustments to speech so that the message to the student is understandable
GOAL: Provide ACCESS to language for all students
Multiple methods:
Visuals
Gestures
Modifying speech (e.g., slow down, wait time, clear explanations, etc.)
Modeling

21. Comprehensible input Comprehension Strategies
3 Read: Have students read a problem 3 times in order to make sense of it.
Context
Question
Information
Distribute handouts and start tech/engineering problem

22. Comprehensible input Comprehension Strategies
3 Read: Have students read a problem 3 times in order to make sense of it.
From 2015 HS Tech/Eng MCAS
Answer: A

23. Comprehensible input Comprehension Strategies
3 Read: Have students read a problem 3 times in order to make sense of it.
From 2015 HS Tech/Eng MCAS
Answer: A

24. Comprehensible input Comprehension Strategies
With which statements do you agree?
Elementary Science example (p.105)

25. Comprehensible input Comprehension Strategies Anticipation Guides
Identify major concepts you want students to learn
Create 4-6 statements that support or challenge students’ beliefs and experiences about the topic.
Share the guide with the students.
Discuss the statements with the class.
Have students read the text or receive direct instruction.
Reshare the guide with the students.
Have a discussion with students about what they learned.
Split table group to develop anticipation guides
Then administer to the opposite group

26. Comprehensible input Now you try it! Comprehension Strategies
Anticipation Guides
Identify major concepts you want students to learn
Create 4-6 statements that support or challenge students’ beliefs and experiences about the topic.
Share the guide with the students.
Discuss the statements with the class.
Have students read the text or receive direct instruction.
Reshare the guide with the students.
Have a discussion with students about what they learned.
Split table group to develop anticipation guides
Then administer to the opposite group

27. Summary Complete this sentence:
“I plan to use the ________________ strategy in my future instruction, because ______________.”

28. Thank you for your time!!!
Dr. Karen terrell