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Project MSSELL

Project MSSELL. Project MSSELL Middle School Science for English Language Learners. Middle School Science for English Language Learners. Advisory Board Meeting 6 th Grade Implementation November 12, 2010. Funded by National Science Foundation, DRL-0822343 and DRL-0922153.

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Project MSSELL

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  1. Project MSSELL Project MSSELL Middle School Science for English Language Learners Middle School Science for English Language Learners Advisory Board Meeting 6th Grade Implementation November 12, 2010 Funded by National Science Foundation, DRL-0822343 and DRL-0922153

  2. Dr. Rafael Lara-Alecio, Principal Investigator Dr. Beverly J. Irby, Principal Investigator Dr. Fuhui Tong, Internal Evaluator Dr. David Francis, External Evaluator Dr. Linda Rodriguez, Aldine Area-Superintendent Cindy Guerrero, M.Ed., Coordinator Tracy Mansfield, M. Ed., Coordinator

  3. Objective • To implement a rigorous, two-year randomized trial longitudinal evaluation of enhanced instructional science models for middle school monolingual English and Spanish speaking students with the hypothesis being a research-based model for improved science achievement and academic English proficiency.

  4. Reverse Site Visit NSF Comments / Strengths: • Project team has formed and effective, enthusiastic partnership across two colleges and a school district, all represented at visit • Team has articulated important, testable hypotheses about the utility of focusing on language (both English and academic) to improve science content learning • Team has refined and strengthened research design through consultation with evaluator • Team expressed challenges associated with recruitment of control-condition student participants and should be commended for choosing a rigorous design to test their intervention hypotheses • Learning gains on district benchmark science tests have demonstrated promising preliminary results from the intervention for both the non-ELL students and ELL students

  5. 6th grade implementation • Challenges • district zoning • student electives resulting in scheduling difficulties • science teachers also teaching social studies • state mandated re-teaching and re-testing • 85 minute science blocks on Tuesday, Wednesday, and Thursday

  6. Two Levels, Three Tiers Level I Teacher Professional Development Level II Student Instructional Intervention Tier I District curriculum taught in all content areas, except in science Tier 2 Academic science intervention components Tier 3 Tutorials for lowest achieving students

  7. Level I:Teacher Professional Development • Systematic and structured training, monitoring, mentoring, feedback, and self-assessment through reflection via professional portfolio • Bi-weekly staff development sessions: • English science vocabulary building and fluency • Oral and written academic science language development • Integrated science content reading comprehension • Imbedded ESL strategies in science • Enhanced instruction for science teaching • 5E Instructional Model • Questioning strategies • Bi-weekly staff development for paraprofessionals

  8. Two Levels, Three Tiers Level I Teacher Professional Development Level II Student Instructional Intervention Tier I District curriculum taught in all content areas, except in science Tier 2 Academic science intervention components Tier 3 Tutorials for lowest achieving students

  9. Level II:Student Instruction • Tier I: District curriculum taught in all content areas, except science.

  10. Two Levels, Three Tiers Level I Teacher Professional Development Level II Student Instructional Intervention Tier I District curriculum taught in all content areas, except in science Tier 2 Academic science intervention components Tier 3 Tutorials for lowest achieving students

  11. Level II:Student Instructional Intervention • Tier 2: Academic in-class science intervention (80 minutes daily) using 5E Model of instruction (Bybee et al., 2006): • Engage: make connections between past and present learning, focus students’ thinking • Explore: provides students with common base of experience through manipulating materials or exploring environment • Explain: students verbalize understandings, teachers introduce formal definitions, explanations for concepts • Elaborate: students develop deeper and broader understandings by practicing skills or learning more information • Evaluate: students and teachers evaluate understandings of concepts

  12. Level II:Student Instructional Intervention • Integrated curriculum components:

  13. CRISELLAContent Area Reading In Science for English Literacy and Language Acquisition • Supporting science and reading skills with expository (informative) text: • Science vocabulary development and extensions • Word reading instruction • Paired Science Reading • Using text from Scott Foresman Science textbook, Internet, Science Journals/Magazines, and ScienceSaurus that directly align to 6th grade science TEKS (Texas Essential Knowledge and Skills, state guidelines)

  14. WAVESWritten and Academic oral language Vocabulary development in English in Science • Individual science notebooks to help students process science content by: • Predicting • Recording • Organizing • Drawing • Questioning • Reflecting

  15. TIELLASTechnology Integration for English Language and Literacy Acquisition in Science • Technology integrated into intervention: • Equipping classrooms with instructional technology (ELMO document camera, projector, Mimio interactive white-board, Mimio pad, digital camera, science learning tools) • Integration of science educational software (EduSmart) • Exploring internet science resources to support learning • Suggesting related websites in Family Involvement in Science take-home books • Communicating with science mentors through email

  16. TIELLASTechnology Integration for English Language and Literacy Acquisition in Science • Mimio interactive whiteboard and pad • Teachers can control computer wirelessly • Use interactive software to reinforce science strategies • Put technology into students hands

  17. SRM²Scientists as Role Models and Mentors • Mentoring program involving science professors and graduate students • Assist with teaching specific topics • Students generate questions and email scientists • Science Saturdays at Sam • students visit SHSU science labs and mentored on various science topics

  18. FISFamily Involvement in Science • Take-home science materials developed for students to work with parents/family • Provides family members with opportunities to conduct science activities and become citizen scientists • Materials in both English and Spanish • Materials lists • Safety information • Reference reading materials and websites

  19. 6th grade implementation • Additions: • Based on recommendations by Dr. Koch, science consultant, we included science big ideas • Engage – added more scenarios (science stories) to help make connection to real world • Science Vocabulary – added weekly word wall poster or science concept poster

  20. Lesson Plan: Force, motion, and energy – Unbalanced Forces

  21. Alignment

  22. Day 1 Warm Up: Students describe force Engage: Scenario – How can I measure force? Explore: How can you weigh an object with a spring? Explain: Vocabulary preview EduSmart “What is force?” Textbook “What happens when forces act on objects?” Evaluate: Students explain how force acts on an object (cue ball) Closure: Define force. Identify a tool used to measure force. Explain what happens when a force acts on an object.

  23. Day 2 Warm Up: Students explain whether objects have to touch in order for a force to act Engage: Observe and describe double pan balance Explore: Investigate balanced and unbalanced forces using double pan balance Explain: Vocabulary Review EduSmart “Balanced and Unbalanced Forces” Reading “Forces and Motion” Evaluate: Concept web outlining balanced and unbalanced forces Closure:Give example of a balanced force. Give an example of an unbalanced force. Describe how an unbalanced force affects an object.

  24. Day 3 Warm Up: Students describe the effect of the force on dominoes and identify if the force is balanced or unbalanced Engage: Students observe soccer ball and describe motion Explore: Tug-of-War Explain: Vocabulary Review EduSmart “Effect of Force on Motion” Reading “Forces and Motion” Evaluate: Students illustrate and label example of an unbalanced force Closure:Explain how unbalanced an unbalanced force changes the position of an object. Explain how unbalanced forces changed the direction of an object in tug-of-war. How do you think unbalanced forces effect the speed of an object? Review homework using science strategies

  25. Concept Poster

  26. Two Levels, Three Tiers Level I Teacher Professional Development Level II Student Instructional Intervention Tier I District curriculum taught in all content areas, except in science Tier 2 Academic science intervention components Tier 3 Tutorials for lowest achieving students

  27. Level II:Student Instructional Intervention • Tier 3: Additional tutorials provided for lowest achieving students: • MSSELL-X (Middle School Science for English Language Learners – eXtra) • Tutoring focuses on science concepts, vocabulary, oracy, and writing

  28. Level II:Student Instructional Intervention

  29. Questions? Comments? Suggestions? Feedback

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