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Participant folder link

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Agenda

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Presentation

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1. Review your responses to the following:

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

2. Post your reflections.

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Activity #1: Let's Review the Scientific Argumentation Process!

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Activity #1: Let's Review the Scientific Argumentation Process!

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1. Watch a brief video clip on scientific argumentation.

2. Review the following documents on argumentation: Structure, Elements and Activities

3. In your groups, discuss the following:

How is this connected to what you already know and do?

What new ideas did you get that broadened your thinking or extended it in different directions?

What challenges emerge for you?

4. Be prepared to share.

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The Argumentation Toolkit website includes videos and other resources to support teachers in successfully integrating argumentation into science lessons. Scientific argumentation is a social process...

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Activity #2: Let's Analyze a Student Argumentative Writing Sample!

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Activity #2: Let's Analyze a Student Argumentative Writing Sample!

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1. Review the student’s final argumentative writing sample from New Visions’ Humans vs. Bacteria Unit.

2. Discuss and post the following on the Padlet:

What is the student’s claim?

Identify the student’s evidence and scientific reasoning

Identify the explanation for the counterclaim.

What academic language features are used by this student?

Think about a time when your students completed a task similar to this one. Which parts of the tasks were simple to complete? Which weren’t?

3. Be prepared to share.

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Activity #3 (MIDDLE SCHOOL): Let's Examine Core Curriculum for Embedded Argumentative Writing Scaffolds

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Activity #3 (MIDDLE SCHOOL): Let's Examine Core Curriculum for Embedded Argumentative Writing Scaffolds

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1. Review the Amplify Science argumentative writing task

2. Review the differentiation strategies for MLs/ELLs for this lesson.

What supports would be helpful for your students?

What supports do you currently use?

3. Discuss how academic language features may be integrated into your existing scaffolds for argumentative writing.

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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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We've detected that Javascript is not enabled. It is required for an optimal survey taking experience. Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

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Office of Multilingual Learners Teacher Survey

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Office of Multilingual Learners Teacher Survey

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We've detected that Javascript is not enabled. It is required for an optimal survey taking experience. Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

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Attendance Link

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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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Literacy in Science for MLs/ELLs Reflections

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Literacy in Science for MLs/ELLs Reflections

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Make a copy, reflect and share at TOcol@schools.nyc.gov , AGonzalez4@schools.nyc.gov and IBuntsc@schools.nyc.gov

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06. CALS Reflection | Summer 2022 Virtual Session 3 - Participant

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Activity #3 (HIGH SCHOOL): Let's Examine Core Curriculum for Embedded Argumentative Writing Scaffolds

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Activity #3 (HIGH SCHOOL): Let's Examine Core Curriculum for Embedded Argumentative Writing Scaffolds

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1. Review the rubrics and supports in the New Visions student materials.

What supports would be helpful for your students

What supports do you currently use?

2. Discuss and post how academic language features may be integrated into your existing scaffolds for argumentative writing.

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Activity #4: Developing MLs/ELLs Academic Language Skills in Argumentative Writing

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Activity #4: Developing MLs/ELLs Academic Language Skills in Argumentative Writing

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1. Review the Amplify Science argumentative writing task and the Writing an Argument document.

2. Discuss the following questions:

What do you notice about the responses for Student #1 and #2?

What scaffolds are present to support scientific argumentative writing?

Which academic language feature(s) would you leverage to further develop this student’s argumentative writing and how would you do this? Provide examples if you can.

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Session 1 Padlet

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Session 2 Padlet

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1. In your groups, one individual, click on this Flippity link and share your screen

2. Create 2 columns: independent clause and dependent clause

3. Click-and-drag the clauses under the correct column

4. Discuss how else you would use this Flippity Manipulatives to develop your MLs/ELLs Core Academic Language Skills (CALS) (e.g., connecting words, tracking participants and themes, using complex sentences)?

5. If you have time, try it out!

6. Be prepared to shareout