Overview

This practical resource takes educators through a planning process—from selecting standards to designing learning activities—that weaves together language, literacy, and science in ways that are responsive to emergent bilinguals. Drawing on extensive and current research, the authors show how secondary educators can use students' own language and lived experiences, coupled with authentic science practices, to provide rich and relevant language support. Using a science unit as a shared text, readers will learn how to gather rich knowledge about emergent bilinguals, unpack the ideas and language demands of Next Generation Science Standards, strategically embed language and literacy standards in the curriculum, and sequence learning activities around an anchoring phenomenon, a text, and an assessment. In the process, readers will come away with a repertoire of planning tools and examples of how to support emergent bilinguals in using language to collaborate with others and to interpret and produce texts that are central to learning and doing science. Planning Science Instruction for Emergent Bilinguals blends theory and practice so readers understand both how and why this planning process can be used to disrupt social inequity for emergent bilinguals. Book Features: Describes intentional decisions that educators can make when planning a science unit or learning experience. Shows how to weave together Next Generation Science Standards, Common Core English Language Arts Standards, and language development. Provides a model unit about kelp forest ecosystems to illustrate how theory is translated into practice. Demonstrates how to use emergent bilinguals' assets (linguistic skills, family experiences, personal interests) to create engaging science instruction. Provides a set of planning tools, including both blank templates and completed examples, to guide educators through the planning process.

Full Product Details

Author:   Edward G. Lyon ,  Kelly M. Mackura ,  George C. Bunch
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.50cm , Height: 1.00cm , Length: 23.00cm
Weight:   0.363kg
ISBN:  

9780807768082

ISBN 10:   0807768081
Pages:   192
Publication Date:   24 February 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Out of stock  
The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available.

Table of Contents

Contents Foreword George C. Bunch  xi Introduction  1 Part I: Foundations for Teaching Science to Emergent Bilinguals 1.  Reenvisioning Science Teaching for Emergent Bilinguals  9 Emergent Bilinguals in PK–12 Science Classrooms  9 Next Generation Science Standards and Why They Matter for Emergent Bilinguals  11 Science Teacher Learning Through Core Teaching Practices  16 Concluding Reminders  17 2.  A Research Primer for Integrating Science Learning With Language and Literacy Development for Emergent Bilinguals  18 Theoretical Foundations for Integrating Science With Language and Literacy Development for Emergent Bilinguals  19 Language Demands and Rethinking the Notion of “Academic Language”  20 Translanguaging and the Fluidity of Language Use  24 The Secondary Science Teaching With English Language and Literacy Acquisition (SSTELLA) Framework  25 Concluding Reminders  28 3.  Ecosystem Interactions and Resources: A Sample Unit to Illustrate the Planning Process  29 Student and Curricular Context  29 Unit-Level Planning  30 Planning a Conceptual and Linguistic Progression  32 Concluding Reminders  36 Part II: Unit-Level Planning 4.  Knowing Your Emergent Bilingual Students and Their Families  41 Understanding Emergent Bilinguals as a Diverse Student Group  41 Planning Tool 1: Knowing Your Emergent Bilinguals and Their Families  42 Concluding Reminders  49 5.  Unpacking the Next Generation Science Standards and Curricular Resources  50 Understanding Your Curricular Context  50 Planning Tool 2: Unpacking the Next Generation Science Standards and Curricular Resources  51 Concluding Reminders  56 6.  Weaving Common Core English Language Arts and English Language Development Into Next Generation Science Standards  57 Common Core English Language Arts (ELA) Standards  57 English Language Development (ELD) Standards  59 Planning Tool 3: Weaving Together ELA/ELD Standards and NGSS  61 Differentiating ELA/ELD Standards by Knowing Your Emergent Bilinguals  64 Concluding Reminders  65 7.  Anchoring the Unit With Phenomena, Texts, and Assessment  66 Moving From Standards and Big Ideas to Phenomena, Texts, and Assessment  66 Planning Tool 4: Framing the Unit Through Rich and Relevant Phenomena, Texts, and Assessment  67 Concluding Reminders  77 Part III: Planning a Conceptual and Linguistic Progression of Learning 8.  Connecting a Conceptual Progression to Language and Literacy  81 From Standards and Anchors to a Conceptual Progression  81 Planning Tool 6: Analyzing the Anchor Text  83 Planning Tool 7: Unpacking the Unit’s Science-Specific Language Demands  87 From Analysis of Text and Language Demands to a Linguistic Progression of Learning  90 Concluding Reminders  90 9.  Interpretive Language Progression  91 Planning an Interpretive Language Progression  91 Noticing and Wondering About the Anchor Phenomenon  92 Identifying Key Features of the Anchor Phenomenon  93 Watching a Video Closely to Introduce Key Concepts  94 Make Sense of Key Vocabulary From a Text  96 Identifying Key Ideas From the Anchor Text  97 Using Leveled Inquiry Questions to Analyze Patterns and Trends  99 Citing Evidence for the Culminating Assessment Activity  101 Concluding Interpretive Language Reminders  102 10.  Collaborative Language Progression  104 Planning a Collaborative Language Progression  104 Pair-Shares and Intentional Grouping  105 Time to Think and Write  106 Collaboration Boards  106 Science Talks for Collaborative Thinking and Sharing  107 From Group Work to Collaborative Inquiry  108 Targeting Collaborative Language in the Culminating Assessment Activity  111 Concluding Collaborative Language Reminders  111 11.  Productive Language Progression  113 Planning a Productive Language Progression  113 Setting Up for Productive Language Through Interactive Science Notebooks  114 Developing and Using Vocabulary for Productive Language  115 Producing Written Analyses and Interpretations From a Science Article  116 Producing Graphs, Data Analyses, and Data Interpretations  118 Supporting “How Language Works”  120 Drafting, Revising, and Sharing Texts  122 Concluding Productive Language Reminders  124 Conclusion: Strengthening Science Instructional Planning for Emergent Bilinguals Through Collaboration  126 Collaboration Between Science Teachers and University Researchers/Teacher Educators  127 Collaboration Between Science Teachers and English Language Arts and English Language Development Teachers  128 Collaboration Between Mentor Science Teachers and Science Teacher Candidates  128 Collaboration Between Science Teachers and Families/Caregivers and Their Students  129 Appendix A: Sample Ecosystem Interactions and Resources Lesson Plans  131 Appendix B: Additional Unit Frames and Student Resources  137 Appendix C: Blank Forms for Unit and Lesson Planning  152 References  163 Index  167 About the Authors  173

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Author Information

Edward G. Lyon is associate professor and chair of the Department of Curriculum Studies and Secondary Education at Sonoma State University. Kelly M. Mackura is a science teacher at the Cesar Chavez Language Academy, Santa Rosa, California.

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