Project Liberty - A Celebration of Learning - Teacher Resources

*Must Have Acrobat
Reader to View

Click to Download
Acrobat Reader

Top

Accomodating English Language Learners
in the Science Content Area

Modifications of the Science curriculum should be based on the proficiency level of the English language learner as indicated by the stages of proficiency outlined by the Pennsylvania Department of Education. Teachers should use these descriptors to align teaching and learning strategies with students’ English language proficiency and their educational experiences. The descriptors should also be used to help determine learning expectations and assessment and evaluation strategies.

Objectives of lessons should include:

*	Acquiring knowledge of the basic concepts in the subject area.
*	Development of inquiry and design skills.
*	Relating science and technology to self, school, and outside world.
*	Development of English language skills.

Instructional strategies:

*	Activate prior knowledge: Think-pair-share; K-W-L; Make daily links between lessons.
*	Provide extra time for processing.
*	Provide students with an outline of the unit before starting instruction, reading, and discussion.
*	Provide hard copies of overhead materials, notes, handouts, etc.
*	Introduce key vocabulary as needed for the unit.
*	Provide numerous and varied visual supports (e.g. pictures, graphs, maps, charts) to communicate and clarify information and concepts.
*	Formulate concrete questions when investigating the topic.
*	Teach special vocabulary of the scientist such as: discover, classify, hypothesis.
*	Stress definitions of terms based on students’ observations.
*	Encourage careful, thoughtful reading of short selections in which one main idea is presented.
*	Encourage students to underline or highlight key words or important facts in text.
*	Teach learning strategies to help all students learn: Notes, graphic organizers, mnemonic devices, etc.
*	Limit the number of variables in a science experiment.
*	Practice cause and effect relationships by providing language and visual clues.
*	Read a variety of sources to highlight contributions of scientists, inventors, and researchers.
*	Contrast interrogative, negative, and affirmative statements drawn from the science lesson.
*	Maintain a culturally sensitive and supportive environment.
*	Use bilingual dictionaries, glossaries, and word lists.
*	Model instructions and examples.

Providing activities (practice) for the English language learner:

*	Encourage collaborative group work.
*	Encourage discussion of new ideas and divergent thinking.
*	Have students listen to a tape recording of a lesson (repetition), or a tape of directions for an assignment.
*	Development of English language skills.
*	Use a word bank.
*	Have students complete charts and diagrams, identify similarities/differences, and investigate solutions to problems.
*	Have students use key vocabulary and simple sentence structures to communicate ideas, procedures, and results – orally and in writing.
*	Allow the students to make choices in tasks (not all reading and writing).
*	Give opportunities to revise, rethink.
*	Give real-world opportunities (or simulations) to apply new knowledge
*	Include concrete experiences (manipulatives, links to prior personal experience).

Click to Download Printable Version (pdf)

Administration Building, 4900 Curry Road, Pittsburgh, PA 15236

Phone: 412-884-6300

Fax: 412-885-7802