# data[].attributes.headline
Science On The Grand '23 presentation slides

# data[].attributes.subject
Science On The Grand '23 presentation slides

# data[].attributes.body
Take a look at the SIOP strategies used to teach MiSTAR science curriculum to newcomers in a sheltered classroom, and how those strategies are adopted in the mainstream classroom

# data[].attributes.body
Google Slides presentation of KPS' MABE Presentation. Within the slides, you will find KPS' logic model for its Newcomer progam.

# data[].attributes.body
An archive of resources used by KPS Newcomer teachers at all levels

# data[].attributes.attachment_link.readable_text
In this blog, I would like to talk about how English can be taught to elementary age children through science. Many classroom teachers that I have worked with have reported that science was especially hard for their multilingual learners (MLLs). This post shows how these students can succeed in science class-and make great strides in their English language acquisition-if the language and content of science is modified for them and they are provided with the appropriate supports. Here are four ways to do this.

1. Support MLLs in Learning the Language of Science

Choose what vocabulary words need to be taught for your unit of study. Don't overwhelm your students with too many new words during one lesson.

Preteach all new words through the use of charts, graphs, diagrams, and pictures. Present new vocabulary in a science context.

Give MLLs plenty of opportunities to practice new vocabulary and use it during the science lesson and subsequent class discussions.

Put the new vocabulary on a science word wall. It's important to separate science vocabulary from everyday words so that MLLs can concentrate on it during science lessons. Eventually, you'll want to have students use these new words during experiments and other science activities.

2. Make Science Content Comprehensible

Some teachers who teach science to MLLs have told me that they provide a packet of science notes to their students at the beginning of each unit. This allows MLLs to concentrate on teacher instruction and class discussion. These notes should contain pictures and other visuals so that students can better understand what is being taught. The notes can provide a supplement or alternative text to the science textbook for MLLs, who may find that the sentence structure in science textbooks is too difficult and that too many ideas are presented on a single page.

Another issue that MLLs often have in science class is the rate of speaking by the teacher. My MLLs often felt that teachers speak too fast. If educators slow down their rate of speech and differentiate the content, students should be able to get much of what is being taught. Most MLLs will not be able to follow what is being said in the typical science classroom-and take notes at the same time-if the content is not differentiated for them.

3. Model Experiments and Science Reading and Writing

All science teachers should model how to do experiments, take lab notes, and conduct other key science procedures. However, they also need to model for MLLs how to pronounce science vocabulary, what kind of procedures are appropriate for science class, and how to read science material. Here are a few strategies:

Teach MLLs to highlight important concepts and to find the main idea in reading.

Follow up reading with writing exercises.

Use word banks, sentence starters, and diagrams to help students to write about science topics.

4. Provide MLLs With Real Reasons to Study Science

My elementary school held a science fair every year in March. Completing an experiment became a part of my curriculum so that MLLs could participate in the fair. It is important for MLLs of all ages to learn scientific language that is appropriate for their grade and English language development level and to give them a real reason to learn science. My students in Grades K-3 completed a group project on animals in different biomes. Those in Grades 4-6 prepared their own experiments using the scientific method.

All of the work was done in class so that the experiments were produced by the students without outside help. For MLLs to participate in the fair, it was important to teach them how to do the following:

1. Ask a central question about what they want to find out.

2. Understand the language of science, such as experiment, research, observe, analyze, and hypothesize, which are key terms when teaching an experiment.

3. Hypothesize what they think will happen based on research that is done.

4. Test the hypothesis by conducting an experiment.

5. Modify the hypothesis if necessary.

6. Share the results at the fair.

What I loved about this project is that MLLs got to talk about their projects with their classmates during the fair, providing rich and authentic interaction and communication. They also showed their work to their families, who all turned out the night of the fair

# data[].attributes.attachment_link.title
4 Tips for Teaching English Through Science | TESOL | International Association

# data[].attributes.attachment_link.description
In this blog, I would like to talk about how English can be taught to elementary age children through science. Many classroom teachers that I have worked with have reported that science was especially hard for their multilingual learners (MLLs).

# data[].attributes.attachment_link.authors[].name
Jana Echevarria (Author), MaryEllen Vogt (Author), Deborah Short (Author) & 0 more

# data[].attributes.attachment_link.title
Making Content Comprehensible for English Learners: The SIOP Model (SIOP Series)

# data[].attributes.attachment_link.description
Amazon.com: Making Content Comprehensible for English Learners: The SIOP Model (SIOP Series): 9780134045238: Echevarria, Jana, Vogt, MaryEllen, Short, Deborah: Books

# data[].attributes.attachment_link.title
Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy

# data[].attributes.attachment_link.description
Amazon.com: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy: 9781338594898: Muhammad, Gholdy: Books

# data[].attributes.attachment_link.title
Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students

# data[].attributes.attachment_link.description
Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students [Hammond, Zaretta L.] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigo…

# data[].attributes.attachment_link.title
Culturally Responsive Teaching for Multilingual Learners: Tools for Equity

# data[].attributes.attachment_link.description
Culturally Responsive Teaching for Multilingual Learners: Tools for Equity [Snyder, Sydney Cail, Fenner, Diane Staehr] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching for Multilingual Learners: Tools for Equity

# data[].attributes.attachment_link.title
DIY PD a Guide to Self-Directed Learning for Educators of Multilingual Learners

# data[].attributes.attachment_link.description
In our ever-changing world, it is more important now than ever to feel connected as a global community of educators working with students who are culturally and linguistically diverse. DIY PD: A Guide to Self-Directed Learning for Educators of Multilingual Learners will offer new teachers and vet...

# data[].attributes.headline
Nearpod can help scaffold content with their EL section 

# data[].attributes.subject
Nearpod can help scaffold content with their EL section 

# data[].attributes.headline
Create interactive Google Slides through Peardeck. With the draw feature, students have the ability to produce high quality content mastery with low stakes language expectations

# data[].attributes.subject
Create interactive Google Slides through Peardeck. With the draw feature, students have the ability to produce high quality content mastery with low stakes language expectations

# data[].attributes.body
https://www.peardeck.com/

# data[].attributes.attachment_link.description
Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

# data[].attributes.attachment_link.title
SIOP Strategies for English Language Learners

# data[].attributes.attachment_link.description
SIOP strategies according to the 8 components of SIOP. Strategies for English Language Learners. Lesson preparation, building background...

# data[].attributes.body
Students' effective filters may shoot up if they are assessed on oral language skills in front of their peers. Therefore, using Flip may lessen the stressors of students.

# data[].attributes.attachment_link.title
Slotkuni : Situs Slot Gacor Gampang Menang, Resmi & Terpercaya

# data[].attributes.attachment_link.description
Slotkuni adalah situs bermain slot online auto spin!, Permainan slot gacor terbaru 2025 yang Resmi & Terpercaya serta gampang jp maxwin setiap jam.

# data[].attributes.attachment_link.readable_text
Inquiry - based learning is an approach that emphasizes the student's role in the learning process. Students learn by doing which allows them to build knowledge through discovery, experience, and discussion. In many ways inquiry-based learning resembles what researchers do: formulate a question about a topic that piques interest, collect data, analyze the data and draw conclusions, write a report about the findings, and present the findings to peers. Of course, inquiry lessons don't necessarily follow a particular process, but most inquiry-based activities share at least some characteristics of research. Inquiry is most effective when it permeates the classroom culture; students routinely think deeply, ask questions, share opinions, and research topics.

"By allowing English learners to tap their curiosity, follow their instincts, and learn through discovery, they grow and develop as independent learners."

Not surprisingly, inquiry-based learning has its roots in science education but has application to and is used across the curriculum. With the right supports in place, inquiry lessons have the potential to level the academic playing field for English learners . In many cases inquiry lessons, or lessons with an inquiry activity, reduce the language demands on English learners by providing opportunities for exploration with hands-on materials and peer discussion. By allowing English learners to tap their curiosity, follow their instincts, and learn through discovery, they grow and develop as independent learners. Working with a partner or small group scaffolds English learners' participation in the reading and writing aspects of the lesson.

For readers familiar with the , you undoubtedly recognize many shared characteristics between SIOP and inquiry-based learning. In classes with English learners, teachers using an inquiry approach need to be mindful of several linguistic considerations and instructional supports for these students.

Content and Language Objectives

Research shows that establishing clear learning objectives that are relevant and understandable to students can lead to improved student motivation and higher academic achievement (Dean, et al., 2012). Thus, the SIOP Model promotes having both content and language objectives for every lesson since English learners are learning new content and a new language simultaneously. Teachers sometimes misinterpret objectives as being incompatible with an inquiry approach when in fact all lessons, inquiry or not, have expected outcomes for students. We have seen in science, for example, that some teachers say providing the objectives at the start of the lesson gives away the inquiry process. We have worked with those teachers in two ways:

1. Improving how they formulate the objective.
For example, the content objective, Students will investigate what factors influence plant growth, is better with an inquiry lesson than, Students will investigate the effect of water on plant growth. A language objective such as, Students will fill out an observation report using complete sentences, doesn'treveal what students will discover. However, Students will describe, using complete sentences, the effects of water and light on plant growth, gives too much detail.

2. Considering when to present the objectives.
Some teachers have their students do an introductory activity or experiment at the start of the lesson and then present the objectives after that. The exploration aspect is preserved yet the purpose of the lesson and learning outcomes are clarified for students.

Content objectives are based on content standards and are typically tied to curriculum or pacing guides. Teachers have more latitude with writing language objectives and can connect language learning specifically to each lesson.

Teachers using an inquiry approach need to provide sufficient language supports so that English learners aren't at a disadvantage. There are innumerable ways to provide language supports with inquiry-based learning.

1. Introduce key vocabulary. At a minimum, English learners need to understand the essential vocabulary and procedures necessary to participate in the lesson. From the sample objectives above, words such as investigate, factors, influence, and plants would need to be explicitly taught or reviewed and an observation report form would be shown so English learners clearly understand what they'll be doing. During the lesson , students likely will become frustrated if they don't understand the key terms their peers are using when talking about the activity. Previewing key vocabulary and posting it for reference increases English learners' full participation.

2. Teach students strategies for finding the meaning of words. With guidance, they can discover the exponential power of identifying roots and affixes (prefixes and suffixes) to derive word meaning. Also, students might explore resources for defining words and their meaning.

3. Use vocabulary in context. After the inquiry portion of the lesson, additional vocabulary terms that students need to learn are highlighted or explicitly taught (if needed), discussed, and identified in the product created during group work. This kind of reinforcement of vocabulary in context makes the words more relevant and meaningful for students - and more likely to be retained.

4. Provide language frames so students can talk about what they're discovering. To advance students' English proficiency, be sure to connect the language frames to a language target such as language functions, e.g., compare, predict, explain, or formulate questions. For example, When I observe _____________ I notice ___________. My prediction is that _________________.

5. Incorporate language skills. Many of the skills needed for inquiry lessons can be taught to English learners and other students who need instruction in, for instance, how to read research and take notes, how to write up observations, how to write a summary, and so on.

An important aspect of inquiry-based learning is teaching students how to ask the kind of questions that elicit 's Features (#15) is to, higher levels of thinking such as analysis or evaluation. Teachers need to think about the kinds of questions that get students to think more deeply about a topic, and then model those questions. Otherwise, students likely will rely on lower-level questions during exploration that can be answered with a Google search. One of SIOP Use a variety of questions or tasks that promote higher-order thinking skills . Provoking complex thinking is an explicit goal in both inquiry-based learning and SIOP lessons.

Inquiry learning is characterized by a classroom environment that allows students to learn through exploration and discovery. It is student-centered and encourages independent learning. SIOP teaching also recognizes each student's background, culture, language and interests and considers each one an asset that can be connected to learning.Here are several ways that both inquiry and SIOP are student-centered:

1. Build background. Teachers can make lessons relevant by connecting, for example, historical documents to students' lives. Asking students to think about how the Bill of Rights might be different if it were written by people of color allows them to think deeply about the issues from their own perspective. Student-driven inquiry connects students' interests and curiosity to the lesson by encouraging them to ask their own questions and seek answers. SIOP Feature #8 asks teachers to link students' background experiences to the lesson's concepts. Teachers encourage students to use what they know and have experienced to make sense of information and may guide them to see the connection between the two.

2. Develop expertise. A goal in many inquiry lessons is for each student to become an expert in an aspect of the content being studied. As students present the results of their inquiry, their understanding of the content is deepened and their knowledge is expanded by the presentations of others. SIOP 's Practice & Application Component encourages hands-on experiences, grappling with content, and applying it in meaningful ways including presenting their findings to peers. There are many that encourage students to become experts on a topic.

3. Provide meaningful activities. Inquiry lessons need to be meaningful and relevant to students to be effective. A topic or question is unlikely to spark curiosity or enthusiasm if it isn't of interest to students or if the activities aren't motivating. SIOP 's Feature #6 suggests that lessons include meaningful activities that integrate the lesson's concepts with opportunities to practice and develop reading, writing, speaking, and listening skills. In this way, English learners gain proficiency in English while participating in interesting, relevant learning.

An important aspect of being a good researcher is to reflect on your outcomes. Ask students to reflect on both what they learned and how they learned it. SIOP 's Strategies Component promotes the use of learning strategies such as metacognition or thinking about thinking. Similarly, students should reflect on what worked and what they might have done differently. Here is an opportunity to bring in the lesson's content and language objectives. Students can assess whether the outcomes gained from their experiences met the objectives, citing evidence like good researchers do.

In looking through SIOP 's Features, its alignment with inquiry-based learning is clear. A proponent of inquiry-based learning said, . When teachers design inquiry-based learning activities, they should integrate them with the curriculum, relate them to students' past experiences and promote them with lifelong learning and critical thinking skills. -a description completely compatible with SIOP

Registration is now open! https://t.co/7WzLhoEZ2F This event offers both new and seasoned teachers of English learners a great opportunity to reinvigorate and strengthen their teaching practices. #ellchat #edchat #ELLs @SIOPModel pic.twitter.com/vSzlm5duiR

- Savvas Learning (@SavvasLearning) May 30, 2021

# data[].attributes.attachment_link.title
Yes, Inquiry-based Learning and SIOP® Are Compatible - Fresh Ideas for Teaching

# data[].attributes.attachment_link.description
Inquiry-based learning is an approach that emphasizes the student's role in the learning process. Students learn by doing which allows them to build knowledge through discovery, experience, and discussion. In many ways inquiry-based learning resembles what researchers do: formulate a question about a topic that piques interest, collect data, analyze the data and draw conclusions, [...]

# data[].attributes.attachment_link.title
Using SIOP® Model With Newcomer Students - Fresh Ideas for Teaching

# data[].attributes.attachment_link.description
Bringing in real-world items (realia) has been a great way for our Newcomer students to grasp certain concepts being introduced and taught.