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Introduction to Bilingual Education

Introduction to Bilingual Education. Certification Professional Development. Teaching Science to Elementary Bilingual Students. Designed by: JoAnn Montes McDonald and Sheryl Roehl Texas A&M University-Corpus Christi. Elementary Science Outcomes.

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Introduction to Bilingual Education

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  1. Introduction toBilingual Education Certification Professional Development

  2. Teaching Science to Elementary Bilingual Students Designed by: JoAnn Montes McDonald and Sheryl Roehl Texas A&M University-Corpus Christi

  3. Elementary ScienceOutcomes The 2006 data listed are preliminary results and ‘06 all is not available at this time.

  4. Elementary Science Outcomes • In 2006, the preliminary state passing rate for English science TAKS was 75% while the passing rate for Spanish Science TAKS was 31%. • Of all subjects tested at the elementary level, the preliminary passing rate is lowest for science.

  5. Textbook TEKS STC FOSS Bridging To TAKS GEMS Curriculum Less is more … means spending more time on fewer concepts.

  6. Textbook TEKS STC FOSS Bridging To TAKS GEMS Curriculum Texas Essential Knowledge and Skills Describes what students should know and be able to do.

  7. Textbook TEKS STC FOSS Bridging To TAKS GEMS Curriculum Vertically align curriculum with the TEKS --Eliminate “love units” and repetition.

  8. Process Skills • Basic • observing • classifying • communicating • inferring • predicting • Higher Order • hypothesizing • interpreting data • controlling variables • investigating

  9. Observation-gathering information through the senses Example: You look at a whole, uncut apple and say, “The apple is red.” Inference-interpretations of observations based on prior knowledge and experiences Example: You look at a whole, uncut apple and say, “The apple is juicy.” Observing vs. Inferring

  10. Observe your apple carefully. Write down as many observations as possible in 3 minutes. Apple Observations What is an observation?

  11. Observe the model of an apple. Mark through any observations on your list that you can no longer make about apples. Apple Observations Apple Model

  12. Make observations about apples using the picture. Mark through any observations on your list that no longer apply. Apple Observations Apple Picture

  13. Mark through every observation listed that you can no longer make about apples. Apple Observations Reading About Apples

  14. Discussion of Apple Activity • Why are real world, concrete experiences so important in the teaching and learning of science? • What is the best approach to teaching science to all students – especially English language learners?

  15. Hands-on Activities and Field Experiences • Required by TEKS • Activate prior knowledge • Provide common, shared experiences for all students in classroom • Accommodate diverse learning styles

  16. Effective Teaching Strategies for ELL • Use ESL or sheltered English strategies (as appropriate) • Use culturally familiar objects, examples and analogies • Use visual representations • models • pictures • diagrams • drawings

  17. Effective Teaching Strategies for ELL Use graphic organizers • Concept mapping • Flow charts • Venn diagrams • Charts/tables

  18. Concept Mapping • Travel by • flying • swimming • walking • Used by people for • pets • food Birds • Eat • Seeds/Berries • Insects • Other animals • Body parts • wings • beaks • feet have

  19. Semantic Features Analysis - + - + - +most - ? + + + - + - + - - + - - - + +some +some + + yes - no ? unsure

  20. Learning the Language of Science • Vocabulary is best taught through • direct experience • Identify and study a limited number of • new words • Use new words in a variety of contexts • Employ a variety of instructional • approaches and activities

  21. Teach the Language of Science • Word wall in L1 and/or L2 • Cognates • Scientific discourse patterns • Student journals

  22. Word Wall

  23. Cognates

  24. Describe: The ___ has ____ and ____. Estimate: Looking at the ___, I think there are ___. Retell: First, __, next, ___ and then ___. Predict: I think ___ will ___. Give/Support Opinions: I think ___ is ____ because ___. Concludes: The ___ was ___, so ___. Hypothesize: If ___, then ___. Scientific Discourse Patterns

  25. Science Journals Science Journal • Integrates science and language arts skills • Helps students develop cognitive knowledge of science content and processes • Enhances writing skills • Serves as an assessment tool to gather • information on students’ thinking

  26. Integrating Reading and Science While the use of children’s literature can enhance science instruction, reading about science is NOT the same as doing science.

  27. Strategies for Integrating Literature and Science Types of informational books: • Expository – reports about science topics (weather, insects, stars) • Narrative/informational – factual information in story format • Mixed text – combines narrative and expository (example: Magic School Bus series) • Include a balance of informational and fiction books • Check informational books for scientific accuracy • Use a variety of types of informational books

  28. Engage Explore Explain Elaborate Evaluate The 5 E Instructional Model

  29. Engage Engagement activities stimulate curiosity and activate prior knowledge. A problem or event is used to raise questions and motivate students to discover more about a concept. The 5 E Instructional Model

  30. The Exploration phase provides opportunities for students to explore a concept through hands-on activities. This gives students a commonly shared classroom experience from which they can socially construct understanding. The 5 E Instructional Model Explore

  31. The 5 E Instructional Model Explain During the Explanation phase, the teacher helps students make sense of their observations and experiences and the questions prompted by those experiences. The teacher introduces scientific explanations and terms at appropriate times during the discussion.

  32. The 5 E Instructional Model Elaborate Elaboration activities provide new opportunities for students to continue to explore the same concept addressed in earlier stages of the learning cycle. Students can apply and extend their understanding of the concept in a new setting.

  33. The 5 E Instructional Model Evaluate During the Evaluation phase, students demonstrate their understanding of the concept.

  34. The 5 E Instructional Model Now, create a 5 E science lesson of your own.

  35. Elementary Spanish Science • Has TAKS Science Spanish Objectives and TEKS Student Expectations that are assessed from grades 3-5. • To download copies: • http:www.tea.state.tx.us/curriculum/biling • Go to documents and Science Chart 1 & 2 • Includes grades 1-5 in Spanish! • Gives highlights from TAKS and Texas English Language Proficiency Standards (ELPS).)

  36. Trainers available throughout the state! For More Information Contact: The Kolak Group cindy@kolakgroup.com

  37. Bridging II TAKS Trainers available throughout the state! For more information contact: The Texas Regional Collaborative in your area. http://ci06.edb.utexas.edu/trc/

  38. For More Information Contact: Dr. Frank Lucido Program Director Institute for Second Language Achievement flucido@falcon.tamucc.edu 361-825-2672

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