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Participant folder link

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Agenda

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Presentation

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Activity #1: Let's Analyze a Student Explanatory Writing Sample!

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Activity #1: Let's Analyze a Student Explanatory Writing Sample!

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1. Individually, review a student’s final explanatory model and writing sample modified from New Visions’ Marathon Runner Unit.

2. What do you see, think, and wonder about this writing sample?

3. Post your thoughts.

4. Be prepared to share.

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Student Explanatory Model and Writing Sample

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Student Explanatory Model and Writing Sample

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Student explanatory model and writing sample (modified from New Visions Marathon Unit, pp. 180-181)

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Activity #2: Stronger and Clearer Routine

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Activity #2: Stronger and Clearer Routine

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1. Complete the Stronger and Clearer routine handout.

2. After completing the task, discuss the following questions with your partners:

How did it go? How do you think this routine would support your MLs/ELLs with their explanatory writing?

How would you modify this for your diverse group of MLs/ELLs?

How would you implement this or parts of this in your practice?

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How comfortable are you with the following academic language features?

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Core Academic Skills (CALS) Tool for Science

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Core Academic Skills (CALS) Tool for Science

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05. CALS for Science Tool (Shortened Version) - GROUPS

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Activity #3: Developing MLs/ELLs Academic Language Skills in Explanatory Writing

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Activity #3: Developing MLs/ELLs Academic Language Skills in Explanatory Writing

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1. Discuss and complete the tasks in the Using Complex Sentences to Achieve Concision document.

2. Discuss the following questions:

How is this similar/different from how you develop your MLs/ELLs explanatory writing skills?

How would you modify this for your diverse group of MLs/ELLs?

How would you implement this or parts of this in your practice?

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05. Explanatory Writing Using Complex Sentences - PARTICIPANT COPY

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Theresa Ocol, NYC DOE Division of Multilingual Learners

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Theresa Ocol, NYC DOE Division of Multilingual Learners

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Senior Director of Content Areas
Email: tocol@schools.nyc.gov
NSTA Blog
NYS TESOL article
CTLE PL Series
DML Website
DML Teacher Survey

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Ingrid Buntschuh, NYC DOE Office of Teaching and Learning

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Ingrid Buntschuh, NYC DOE Office of Teaching and Learning

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Citywide Instructional Lead, High School Science
Department of STEM
Email: IBuntsc@schools.nyc.gov

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Adaliz Gonzalez, NYC DOE Office of Teaching and Learning

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Adaliz Gonzalez, NYC DOE Office of Teaching and Learning

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Citywide Instructional Lead, Middle School Science
Department of STEM
Email: AGonzalez4@schools.nyc.gov

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1. Review your responses to the following:

After yesterday’s session, I felt...

What new ideas or concepts did I learn? What teaching practices or concepts were reinforced?

2. Post your reflections.

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On the back of the agenda, respond to the following:

After this session, I feel…

What new ideas or concepts did I learn? What teaching practices or concepts were reinforced?

What changes would I like to make to my teaching?

What new ideas or concepts did I learn? What teaching practices or concepts were reinforced?

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Feedback Survey Link

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Advancing Literacy in Science for MLs/ELLs Exit Survey | Summer Virtual Series

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Attendance Link

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Session 1 Padlet

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I see a student using 2 different ways (graphically and via writing) to display their understanding of homeostasis. I see the student linking a variety of body system interactions.

I wonder if this was a summative assessment after a homeostasis unit or was the activity chunked and teacher led.

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I see that the student included definitions/expanded explanations for some of the vocabulary words they used.

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I see that the student included definitions/expanded explanations for some of the vocabulary words they used.

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I wonder if the student is working from one prompt, "what caused the runner to go into a coma" or a series of questions that were complied into an essay.

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Wonder- to much water in the body

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See: Evidence from another source, student understanding and explanation of their model

Wonder Did the student have any other scaffold/differentation to help understand this topic , did the sttudent have extra time

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Notice - student provided supporting evidence from read.

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Great visual with lots of details

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I see good use of information from the text. 

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I see good use of information from the text. 

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I wonder whether vocabulary was front loaded and how much time the student spent on it.

I think the student was able to complete a piece that showed understanding of the task and was able to use what they read in the article to do so.