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Next Generation Science Standards for English Language Learners. Washington Association of Bilingual Education May 11, 2012 Okhee Lee New York University. Topics. Diversity Changing demographics Persistent science achievement gaps National Initiatives Next Generation Science Standards
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Washington Association of Bilingual Education
May 11, 2012
New York University
3. What (Science) Teachers Need to Know and Do with ELLs
According to the 2010 U.S. Census:
U.S. Census Bureau. (2012). Statistical abstract of the United States, 2012. Washington, DC: Government Printing Office. Accessed online at http://www.census.gov/compendia/statab/cats/education.html
U.S. Census Bureau, Income, Poverty, and Health Insurance Coverage in the United States: 2009, Current Population Reports, series P60-238, and Historical Tables -- Tables 2 and 6, September 2010.
Accessed online at http://www.census.gov/hhes/www/poverty/poverty.html
National Center for Education Statistics. (2011). The condition of education 2011 (NCES 2011-033). Washington, DC: U.S. Department of Education.
National Assessment of Educational Progress (NAEP) in Science
National Center for Education Statistics. (2011). The nation’s report card: Science 2009. Washington, DC: U.S. Department of Education.
What does the information about changing demographics and persistent achievement gaps urge you to think about your own practices?
1. Next Generation Science Standards2. Understanding Language
- To reflect diversity and equity issues
- To avoid bias
- Context (demographics, achievement, policy)
- Implementation (classroom/school, home/community)
- Teacher professional development
- Implementation: Effective strategies
As we strive to close achievement gaps among demographic subgroups,how do you think the Next Generation Science Standards will impact science education of all students, especially ELLs?
M1.Make sense of
S1. Ask questions &
and use models
problems & persevere in solving them
S3. Plan & carry out
S5. Use mathematics & computational thinking
M6.Attend to precision
M4. Model with mathematics
S4. Analyze & interpret
M7.Look for & make use of structure
E2. Build strong content knowledge
E4. Comprehend as well as critique
E5. Value evidence
M2. Reason abstractly & quantitatively
M3. Construct viable argument & critique reasoning of others
S7. Engage in argument from evidence
S6. Construct explanations & design solutions
S8. Obtain, evaluate & communicate information
E6. Use technology & digital media
M5. Use appropriate tools strategically
M8.Look for & express
regularity in repeated reasoning
E3. Respond to the varying demands of audience, talk, purpose, & discipline
E7. Come to understand other perspectives & cultures
Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu
How can teachers promote science learning according to the NGSS while supporting language development for ELLs?
Literacy strategies for all students
ESOL strategies for ELLs
Discourse strategies for ELLs
Home language support
Home culture connections
Incorporate reading and writing strategies
Use language support strategies
Reduce language load while maintaining the rigor of science content and process
Use home language support
Incorporate the ways students’ cultural experiences influence science instruction