As mentioned earlier, this unit emphasizes strategies to reach English Language Learners who may not have the background experiences and language proficiency to immediately interact with and master the scientific skills and vocabulary. In order to support these students, this unit incorporates strategies from two educational models found to be very successful in teaching academic vocabulary to ELL students: the SIOP (Sheltered Instruction Observation Protocol) model of instruction, and Project GLAD (Guided Language Acquisition Design). Lessons may be taught during the science block, but will extend to literacy instruction throughout the day as well.
SIOP Model
The SIOP model is a research–based method that was developed for teachers working with English language learners in "sheltered instruction" classes. Its goal is to "prepare teachers to teach content effectively to English learners while developing the students' language ability"
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. Teachers using SIOP develop lesson plans that present content knowledge while simultaneously placing an emphasis on language objectives to go along with the content objectives. They employ a number of techniques to assist student learning and make content accessible, such as the use of visual aids, connections to background knowledge and vocabulary, cooperative learning, peer tutoring, graphic organizers, and vocabulary previews
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. For more information on integrating the SIOP model into your instruction, please consult the book
Making Content Comprehensible for English Learners: The SIOP Model.
GLAD
In my previous experience teaching in Northern California, I was trained in a model of instruction called "Project GLAD." According to the Project GLAD website, it is a program which "develops metacognitive use of high level, academic language and literacy.
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Like the SIOP model, it trains teachers to use a variety of teaching techniques to develop language proficiency, make content material accessible, and create lasting learning experiences so that students retain the information and vocabulary presented through the unit. However, Project GLAD employs a number of specific activities that can be adapted to the content material being taught, including:
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Gallery walks:
Before beginning direct instruction on the content material, the teacher creates a number of visuals (posters or photographs) of images that pertain to the material, and hangs these images around the room. Students move around the room (often in pairs), and make observations about the images, recording their thoughts on sticky notes that are placed directly on the images. Once students have had the opportunity to interact with all of the images, the teacher can present the different students' ideas and foster a conversation about what students anticipate learning about the topic.
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Chants:
Another component of GLAD is the frequent use of chants to reinforce the vocabulary taught throughout the unit. As any adult can attest to by the fact that they remember nursery rhymes and songs from their own early educational days, the rhythm and repetition of chants are fun and easy ways to permanently remember language and make it automatic.
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Cognitive Content Dictionary:
An ongoing part of any GLAD unit is the cognitive content dictionary, a running list of new vocabulary words that are introduced throughout the unit. Each day, the teacher presents a new word, and students discuss whether or not they have heard the word, what possible definitions could be, and finally the teacher defines the word with an image next to it. The class also decides on a gesture to go along with the word, and this word is then used as a transition tool throughout the day; for example the teacher may say, "When I say the word 'exoskeleton,' you say 'hard covering', make the gesture, and then walk quietly to the carpet." As the cognitive content dictionary grows, the teacher can revisit the previously taught words and make sure students understand and can flexibly use them and define them in their own words.
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Pictorials:
Pictorials are a way to present and reinforce information visually. The teacher prepares a pictorial by sketching an image (for example, a skeleton) in pencil on chart paper. S/he also prepares information about the different parts of the image (more detailed than just labels). Then, in front of the class, s/he presents the different parts of the diagram, tracing over the pencil with a marker and writing in the information as it is presented. The teacher stops frequently to give students the opportunity to discuss the information they have learned thus far. As with the cognitive content dictionary, the teacher frequently revisits the information and checks for understanding throughout the course of the unit.
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Visual learning
Good teachers know that visualization is an integral part of learning and one of the most important metacognitive strategies students must master in order to be successful readers, thinkers, and learners. While we often encourage students to create their own mental images based on what they have read or heard, it is equally important to give them images on which to base new information. Images are especially critical for English learners who have not fully grasped the language, although it might be argued that all students involved in this unit are English learners, as they will not have heard many of the new vocabulary terms presented throughout the lessons. Therefore, I suggest that all teaching be accompanied by images, whether hand–drawn, pulled from the Internet and projected onto a screen, or photocopied from books. Students should be encouraged to demonstrate their understanding through the use of their own images, and science notebooks used in this unit are a great place for students to draw to demonstrate their understanding.
Hands–on learning
As the creators of the SIOP model have proven through scientific methods:
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English learners make more rapid progress in mastering content objectives when they are provided with multiple opportunities to practice with hands–on materials and/or manipulatives. […] Manipulating learning materials is important for ELs because it helps them connect abstract concepts with concrete experiences. Furthermore, manipulatives and other hands–on materials reduce the language load for students. Students with beginning proficiency in English, for instance, can still participate and demonstrate what they are learning.
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Therefore, another component that should be incorporated frequently into this unit is the use of hands–on activities to promote understanding of the material. Students may make representations of bones and skeletons using modeling clay, or cut out bones from paper and reassemble them using tape, glue, or paper fasteners. It is through these activities that the vocabulary and concepts students are learning become more meaningful and relevant. These activities also provide a way to assess less verbal students' understanding.