Powerpoint- NGSS for English Language Learners

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A Framework for

K-12 Science Education:

Practices, Crosscutting Concepts

and Core Ideas

Implications for

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Basic Webinar Logistics

1. Tina Cheuk will be facilitating this webinar.

2. Participants will be on MUTE (via computer and/or by phone).

3. Type in your questions or comments in the CHAT box in the bottom right hand corner (addressed to Tina Cheuk or to the whole group).

4. Webinar is recorded and archived on our website: ell.stanford.edu

5. Presentation slides and recording will be available on our website by tomorrow morning.

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Context

 _{Education in US is controlled at the state and local level.}  _{Common Core Math and Language Arts – 45 states, 3}

territories, including D.C. choosing common standards1

Next Generation Science Standards (NGSS)  _{Stage 1 NRC Framework – July 2011}

 _{Stage 2 Achieve Standards – under development, first}

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Lead State Partners

4

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Framework Standards

Instruction Curricula Assessments

Teacher Preparation

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Three Dimensions



_{Scientific and engineering practices}



_{Crosscutting concepts}



_{Disciplinary core ideas}

Download full report at www.nap.edu

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Goals of the Framework

 _{Coherent investigation of core ideas across multiple}

years of school

 _{More seamless blending of practices with core ideas and}

crosscutting concepts

 _{Multidimensional standards and assessments}  _{ALL students learn science}

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Questions

General questions about the Framework and NGSS

Please type in your questions in the CHAT box.

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Scientific and Engineering Practices

1. Asking questions and defining problems 2. Developing and using

models

3. Planning and carrying out investigations 4. Analyzing and

interpreting data

5. Using mathematics and computational thinking

6. Developing explanations and designing solutions 7. Engaging in argument from

evidence

8. Obtaining, evaluating, and communicating

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S5. Use mathematics & computational thinking M6. Attend to precision

M7. Look for & make use of structure

E3. Respond to the varying demands of audience, talk, purpose, & discipline

E1. Demonstrate independence

E7. Come to understand other perspectives & cultures

S2. Develop and use models

M4. Model with mathematics M1. Make sense of

problems & persevere in solving them

M8. Look for & express regularity in repeated reasoning

S1. Ask questions & define problems

S3. Plan & carry out investigations

S4. Analyze & interpret data

E2. Build strong content knowledge E4. Comprehend as well as critique E5. Value evidence

M2. Reason abstractly & quantitatively

M3. Construct viable argument & critique reasoning of others S7. Engage in argument from evidence

S6. Construct explanations & design solutions S8. Obtain, evaluate & communicate information E6. Use technology & digital media

M5. Use appropriate tools strategically

MATH SCIENCE

ELA

Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

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How Language Develops

 _{Multiple opportunities to hear and use (language)}

 _{Rich contexts – desire and opportunity to engage and}

contribute

 _{Appropriate supports}

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How Science Understanding Develops

 _{Multiple opportunities to hear and use (science ideas)}  _{Rich contexts – desire and opportunity to engage and}

contribute

 _{Appropriate supports}

 _{Acceptance of “flawed” language; for example}

non-scientific language

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Promoting Both Science and Language

Learning for ELLs

 _{ELLs can participate in classroom discourse focused on}

rich and exciting academic content

 _{ELLs learn language best when they engage with}

academic content

 _{Focusing on both text and discourse gives ELLs}

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Example: Argument from Evidence

Language tasks

Listen or read to understand arguments Speak or write to express own arguments Analyze arguments

Science tasks

Analyze, support, and refute claims of others Present and support own claims

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Questions

General questions about the theory of learning

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Teacher Role

 _{Set culture of respectful argumentation}  _{Ensure all voices can contribute}

 _{Elicit contributions or expansion of contributions}

 _{Accept and support incomplete thoughts and “flawed”}

language (help student to clarify)

 _{Ensure that students are understanding contributions of}

others (rephrase, question)

 _{Support student questioning of others}

(whether for clarification or argumentation)

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Teacher Role

 _{Clarify rather than correct (language or concept)}

 _{Provide language support as needed (offer or elicit from}

other students a needed word, or the rephrasing of a poorly expressed idea)

 _{Reward engagement (sense-making effort)}

 _{Value logic of argument, not correctness of claim or}

language

 _{Trust and support both language and science learning}

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Literacy Strategies for All Students

Incorporate reading and writing strategies

 _{Activate prior knowledge}

 _{Promote comprehension of expository science texts}

 _{Promote scientific genres of writing}

 _{Connect science process skills (e.g., describe, explain,}

predict, conclude, report) to language functions (e.g., explain, compare, contrast)

 _{Encourage use of graphic organizers (e.g., concept map,}

word wall, Venn diagram, KWL)

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ESOL Strategies for ELLs

Use language support strategies

 _{Use realia (real objects or events)}

 _{Encourage multiple modes of representations (gestural,}

oral, pictorial, graphic, textual)

 _{Use graphic devices (graphs, charts, tables, drawings,}

pictures)

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Home Language Support

 _{Present science terms in multiple languages in the}

beginning of each lesson

 _{Use cognates (and highlight false cognates) in home}

language

 _{Allow code-switching}

 _{Encourage ELLs to use home language to read, discuss}

or write about science

 _{Encourage bilingual students to assist less English}

proficient students in their home language (group, not one to one)

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 _{Build on students’ lived experiences at home and in the}

community (i.e., funds of knowledge)

 _{Explore culturally-based ways students communicate}

and interact in their home and community (i.e., cultural congruence)

 _{Use students’ cultural artifacts, culturally relevant}

examples, and community resources

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Questions

Teacher role to support science and language learning

Please type in your questions in the CHAT box.

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Resources

1. Language Demands and Opportunities in Relation to the Next Generation

Science Standards, by Helen Quinn, Okhee Lee, and Guadalupe Valdés. http://ell.stanford.edu/publication/3-language-demands-and-opportunities-relation-next-generation-science-standards-ells

2. A Framework for K-12 Science Education: Practices, Crosscutting Concepts,

and Core Ideas.

http://www.nap.edu/catalog.php?record_id=13165

3. Diversity and Equity in the NGSS: All Standards, All Students

http://www.nextgenscience.org/next-generation-science-standards

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Thank you!

Thank you to everyone who participated today.

We will post the presentation and recording on our website in the morning.

Please give us feedback on this presentation and any other information that would be helpful to our team in supporting your work.

For more information, contact

UnderstandingLanguage@stanford.edu (Tina Cheuk)