Language and language-related activities play a large role in the science classroom, especially during inquirybased activities (Bresser, 2020). To access content-area texts and discuss and write about science concepts, students need to have a grasp on academic language and content-related terms. In each unit of Connect, students are introduced to and given practice with the academic language they will encounter in science. Students learn basic scientific processes and build background knowledge about science concepts, both of which will support their academic success (Bautista & Castaneda, 2011). They also gain practice asking questions about and discussing topics, which helps them to build skills and confidence they can apply across content areas. References Bautista, Nazan, and Martha Castañeda. “Teaching Science to ELLs Part 1: Key Strategies Every Science Teacher Should Know.” The Science Teacher, Mar. 2011, pp. 35–39., www.researchgate.net/profile/Nazan_Bautista/ publication/256975712_Teaching_Science_to_ELLs_ Part_I/links/0c9605241ad54d17fa000000.pdf. Bresser, Rusy. “Communication and Language Strategies for the Science Inquiry Classroom (Part 2).” Colorín Colorado, 29 Jan. 2020, www.colorincolorado.org/ article/communication-and-language-strategiesscience-inquiry-classroom-part-2. SCIENCE Instructional routine • Explore and learn Preview activities and text with students and point out any academic and contentrelated language that is introduced. Ask students to say what they know about the topic or related science topics. Help students make connections between the science concept and the unit theme as appropriate. Read through the informational materials once for students as they follow along. Pause at key points to check comprehension. Give students a chance to ask questions. • Practice Check in with students as they complete the science activities. Remind students to use the resources provided in the directions and text, if necessary, model where to find information that pertains to specific questions. Have students share their responses in pairs. • Communicate Ask students to identify new science terms they learned in the activities and to use at least 2-3 new terms in a conversation with a classmate. Have students say what they learned and connect the new information with other science concepts they know. Provide students with sentence frames that help them phrase questions about the concepts and content. Once students have completed the activities, ask volunteers to share their responses with the class and discuss any areas of confusion. • Assess Collect student responses to assess their understanding of the concepts and their abilities to interpret and use newly introduced science terms. Use data collected to inform any reteaching or reinforcement. Txxx
RkJQdWJsaXNoZXIy MjUyNzA0NQ==