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For science sometimes as a warm up or exit slips:

-Writing and thinking strategies, such as believing and doubting , sometimes FFC ( focused free writing ) about a science concept helps students revolve around key concepts.

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Preparing and providing content-specific science accountable talk discussion stems so students have help in starting to connect. They can start easy, saying things like "I think my word means... " or "How is your word related to mine," or "This reminds me of ...," but they should be using discussion sentence starters to clarify ideas, (Why do you think this happened?) cite evidence, (This data table shows that_____.) and build on ideas. For example: "That makes me think of how __________(earthquakes) can affect ________(volcanoes). Finally, providing sentence stems for synthesizing: "Plate motion helps us understand how........" (mountain ranges and trenches are formed). Sentence stems help students advance and stretch their thinking by making deep connections: If this type of plate boundary was near NYC...___________.

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Read through once to get the gist, then a second time for deeper meaning. The third time to annotate, then the best learning happens through discussion. What's the purpose of the article? What is challenging vocabulary? Annotating makes the process active. What is the main idea? Is it a credible source? Does the article provide strong evidence? How do I know? Is the article a good enough resource to cite for a scientific argument? If they apply what they read closely with questioning, they can discuss with elbow partners so they can learn from one another as a part of the close reading process.

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Vocabulary word walls are helpful displays for reference as the words come up in conversation, they are a visual cue to assist in long-term retention. Teachers can discuss morphemes, the parts of words, (especially helpful for anatomy in science, and also etymology, to discuss the origin. Another helpful vocabulary method is to classify words by tier, so children can make connections with science content-specific words, tier 3, versus tier 2 words they may see in other disciplines that are high-frequency, have multiple-meaning, or tier 1 basic vocabulary.

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Using the 5 Science core conversational skills to enhance the quality of discussion helps students with metacognition to prepare and participate in high-quality discussion and questioning: Elaborating and clarifying, supporting ideas with evidence, building on challenging ideas, paraphrasing, and synthesizing.

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RACE Constructed response for CER writing in science, with a focus on the use of transition words and phrases to improve the flow of writing. It is used for argumentation in science, agreement, opposition, cause and effect, purpose, time and space, and conclusions.

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Thought SWAP Discourse Routine from Amplify. Partner A shares with Partner B, then Partner B shares with the class.

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I used reciprocal teaching strategies which also promoted discussions and vocabulary. It gives the students ownership of the content and they seem to enjoy it.

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I plan to use articles from the NY Science Times. If some of the articles are above grade level they will be put in AI and translated to a grade 8 level for a pre read and then given the actual article to annotate.

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Math Instructional and Language Routines, such as "Notice & Wonder," Collect and Display, and Compare and Connect, can be leveraged across all content areas.

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Related to critical reading, but focusing on a single "Download Day" where students get all of the definitions / vocabulary / units / equations they will need for the week on a single day (typically Mon). Helps to isolate that particular skill of knowledge acquisition, and allows students to practice/apply for the rest of the week. Mondays become VERY important, and students are aware that missing Monday will have a major impact on their ability to proceed with the rest of the week (though there are supporting materials available the rest of the week for those that aren't present). Also allows for students to spend the rest of the week clarifying questions as well as creating flash cards from their Monday work (for use throughout the week).

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Common scaffolds & guiding questions for writing conclusions for laboratory activities. Helps students standardize their reflection and reinforces common scientific practices across all disciplines. Also reinforces independent / dependent variables, controls, etc that students learned in Biology but are not explicit content standards in other sciences.

"Letter To Jimmy" encourages students to write a playful letter to another student ("Jimmy") who is struggling with some common misconceptions around a particular topic. Helpful in reinforcing what NOT to do, and how NOT to think about a problem, and builds a student's confidence in identifying their own errors.

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See-Think-Wonder allows all students to be able to engage with new material, even if they have limited experience or lack confidence in a particular area.

Jigsaw Experts allow students to "own" a particular topic or problem and then are challenged to walk their fellow students through the solution without showing their paper (helps to color code the papers so each round you can quickly glance and see if the "expert" is cheating by showing their work).

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I post a "word of the week" that pertains to the current unit of study. It has a visual and definition for the word. When we have some extra time at the end of a lesson, students come up with a sentence that uses that word in a way that conveys meaning. This is done either individually or as a group. I sometimes use the same word for more than one week.

The New Visions, "In Here, Out There" strategy. Three circles are drawn all inside the other. In the middle is the focus word. The next circle outside it is for synonyms of the word. The outer circle is for connecting the word to what is being learned in class. Outside the circle is for connections to the real world.

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This year, we focused on the following strategies for Class Discussions:

1. Partner AB Activity

2. 4 A's Protocol

3. Domino Discover

4. Think,Pair Share

5. Read-generate-sort-solve

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For their summative tasks, I used the following writing template/ strategies:

1. Claim-Evidence-Reasoning

2. Hochman Writing Using SPO and MPO

For formative assessments:

1. Sentence Starters

2. Extract prefix /suffix connections

3. We started using SAY-MEAN -MATTER in Science Department

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When I planned for each unit, I made a list of vocabulary words which were expected for MLLs and the rest of our population to understand and master. Students were then provided with the list through GC before the learning unit started. It is their responsibility to look for and write the operational definitions of the learning unit vocabulary assigned in English and in their own native language on index cards. Each one of them has a Science Word Bank graded as a project (summative assessment) at the end of each learning unit.

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I assign the text to read in advance as homework using our GC. In class, we preview the text and ask volunteers then to share the main idea of each paragraph, then check for understanding through guide questions in Mini Lessons. - Milyn L Pilla TuVilla, 9th Grade Bio/Liv Env Teacher Women's Academy of Excellence

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We worked to created specific vocabulary strategies for our MLLs population in our ENL department.

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Our TLs facilitated PLs to review and revised the Think-Pair-Share protocol to increase student discussions school-wide. Using the think-pair-share protocol as a toll to elevate student voices in the classroom helped to increase overall student engagement.

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This year, APs provided professional learning writing series in collaboration with our TLs. We created structured differentiated PL in two groups- Humanities and STEM. Humanities teachers focused on the SAY-MEAN-MATTER writing strategy while the STEM department created tasks using the CER (Claim-Evidence-Reasoning) writing strategy. During the series, in both departments, teachers created tasks aligned to the writing strategies, and reviewed and revised teacher and student work using the tuning protocol.

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Provide students with opportunities to have group and whole class discussions to make real world connections that relates to their environment and experiences to foster deeper learning. Examples of topic/content: Homeostasis, Designing Solutions, DNA:Hereditary: Genetics, Human Impact, and Bioengineering.

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Students in my class produce a different piece of digital media for the summative assessment in each unit. It is amazing how much more willing students are to write a few paragraphs when you disguise it as "Script Writing". While it requires a lot of time investment up front, by the end of the year students become so engrossed in producing their films that they start to look at THAT as the hard part. Once that happens, writing the script looks like easy lifting and everyone just gets it done.

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Quick Writes

The 5 W's (What, Who, etc)

CER (Claim, Evidence, Reasoning)

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Front load domain specific vocabulary.

Present vocabulary with a visual.

Teach the root words in Biology: thermoregulation, cytoplasm, multicellular, and bronchial.

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Rumors Activity

Popcorn Discussion

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I use different colors to help my students understand what they are reading. Green for new word or definition and yellow for if its explains a process ( how or why something is happening.

I also have my students go line by line and write what they learned from each sentence. So when it comes to the questions, they can reiterate what they have learned and now know what evidence to use

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3 reads protocol works well

I2 for graphs is great but it is time consuming at first. With all of the scaffolds, the gradual release is key!