Next Generation Science Standards and Common Core: Engaging English
Language Learners
Okhee LeeNew York University
NYC-2/LIAdelphi UniversityFebruary 21, 2014
TopicsTopic 1: Student Demographics
National New York State New York City
Topic 2: Disciplinary Practices in CCSS and NGSS with a Focus on ELLs
Topic 3: Content and Language
Four Accountability Groups1. Economically disadvantaged students
2. Students from major racial and ethnic groups
3. Students with disabilities
4. Limited English proficient (LEP) students (the federal term)
Topic 1:Student Demographics
Poverty
U.S. Census BureauNational Center for Children in PovertyNYC Department of Education
Nationally, 48% of students are eligible for free or reduced price lunch in 2010In New York, 49%In New York City, 78%
Nationally, 22% of children live in poverty in 2010In New York, 21%
Race
Nationally, 45% under 19 years old are racial minorities in 2010In New York, 51%In New York City, 85%
U.S. Census BureauNYC Department of Education
Students with Disabilities
Individuals with Disabilities Education Act (IDEA):
Nationally, 13% of students ages 3-21 received special education services in 2009In New York, 16% in 2010In New York City, 16% in 2010
National Center for Education StatisticsNYC Department of Education
National Center for Education StatisticsNYC Department of Education
English Language Learners
Nationally, 1 in 5 students (21%) speak a language other than English as primary language at home in 2011In New York, 30%In New York City, 41%
Nationally, 10% participate in programs for ELLs in 2010In New York, 8%In New York City, 14%
• The school-aged population is becoming increasingly diverse.
• Science achievement gaps persist.
• Academically rigorous standards and assessments are expected of all students in English language arts, math, and science.
Take Home Message
What information about changing demographics:
1. surprise you?
2. urge you to think about your own practices?
Discussion
Topic 2:Disciplinary Practices in CCSS
and NGSS with a Focus on ELLs
How can teachers promote CCSS and NGSS while supporting language development for ELLs?
Understanding Language Initiative at Stanford Universityhttp://ell.stanford.edu/
How Language Develops
• Rich contexts – desire and opportunity to engage and contribute
• Multiple opportunities to hear and use (language)
• Appropriate supports
• Acceptance of “flawed” language
How Science Understanding Develops• Rich contexts – desire and opportunity to
engage and contribute
• Multiple opportunities to hear and use (science ideas)
• Appropriate supports
• Acceptance of “flawed” language; for example non-scientific language
Promoting Both Science and Language Learning for ELLs• ELs learn academic content as they participate
in classroom discourse
• ELs learn language as they engage with academic content
• Focusing on both text and discourse gives ELs opportunities for extended engagement with complex ideas
Disciplinary Practices in CCSS and NGSS
• Raise the bar for content (academically rigorous)
• Raise the bar for language (language intensive)
• Call for a high level of classroom discourse (oral and written) across all content areas for all students
Premise: what students do with language as they engage in content area learning
Disciplinary Practices:From a Content Perspective
• Raise the bar for content (academically rigorous)
• Call for a high level of classroom discourse (oral and written) across all content areas for all students
Student Capacities 1. Demonstrate independence 2. Build strong content knowledge 3. Respond to the varying demands of audience, task, purpose, and discipline 4. Comprehend as well as critique 5. Value evidence 6. Use technology and digital media strategically and capably 7. Understand other perspectives and cultures
Key FeaturesReading: Text complexity and the growth of comprehension
Writing: Text types, responding to reading, and research
Speaking & Listening: Flexible communication & collaboration
Language: Conventions, effective use, and vocabulary
CCSS ELA and Literacy
Mathematical Practices 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning
Core IdeasK-5 Counting & Cardinality (K) Operations & Algebraic Thinking Number & Operations Fractions (3) Measurement & Data Geometry
6-8 Ratios & Proportional Relationships Number System Expressions & Equations Functions (8) Geometry Statistics & Probability
9-12 Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability
CCSS Math
Science StandardsScience & Engineering Practices 1. Ask questions (for science) and define problems (for engineering) 2. Develop and use models 3. Plan and carry out investigations 4. Analyze and interpret data 5. Use mathematics and computational thinking 6. Construct explanations (for science) and design solutions (for engineering) 7. Engage in argument from evidence 8. Obtain, evaluate, and communicate information
Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change
Disciplinary Core Ideas 1. Physical Sciences 2. Life Sciences 3. Earth and Space Sciences 4. Engineering, Technology and Applications of Science
NGSS
S5. Use mathematics & computational thinkingM6. Attend to precision
M7. Look for & make use of structure
E3. Respond to the varying demands of audience, talk, purpose, & discipline
E1.Demonstrate independence
E7. Come to understand other perspectives & cultures
S2. Develop and use models
M4. Model with mathematics
M1. Make sense ofproblems & persevere
in solving them
M8. Look for & expressregularity in repeated
reasoning
S1. Ask questions &define problems
S3. Plan & carry outinvestigations
S4. Analyze & interpret data
E2. Build strong content knowledgeE4. Comprehend as well as critique
E5. Value evidenceM2. Reason abstractly & quantitatively
M3. Construct viable argument & critique reasoning of othersS7. Engage in argument from evidence
S6. Construct explanations & design solutionsS8. Obtain, evaluate & communicate information
E6. Use technology & digital mediaM5. Use appropriate tools strategically
MATH SCIENCE
ELA Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu
Disciplinary Practices:From a Language Perspective
• Raise the bar for language (language intensive)
• Call for a high level of classroom discourse (oral and written) across all content areas for all students
Old Paradigm
Content LanguageVocabularyGrammarNative-like
fluency
New Paradigm
DiscourseText (complex text)
ExplanationArgumentationText structure
Sentence structureVocabularyGrammar
LanguageContent
Discourse
Text (complex text)
Explanation
Argumentation
Text structures
Sentence structures
VocabularyGrammar
Discou
rse
Text
(comple
x tex
t)
Explan
ation
Argumen
tation
Text
struc
tures
Senten
ce
struc
tures
Vocab
ulary
Grammar
DiscourseText (complex text)
ExplanationArgumentationText structures
Sentence structuresVocabularyGrammar
Math
ELA
Science
Language
Questions? Comments?
Topic 3:Content and Language
How can teachers promote CCSS and NGSS while supporting language development for ELLs?
Development 1:Science and Language in Relation to NGSS
• This article introduced the conceptual framework for language use in the science classroom as students engage in language-intensive science and engineering practices.
• When students, especially ELLs, are adequately supported to “do” specific things with language, both science learning and language learning are promoted.
Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223-233.
NGSS Science and Engineering Practices and Language Functions
CCSS ELA and Literacy Practices and
Language Functions
CCSS ELA and Literacy Practices and
Language Functions (Continued)
CCSS Mathematical Practices and
Language Functions
Features of Science Classroom Language
Small Group Activity
1. Form a small group of 3 or 4 members.2. Select one disciplinary practice from the CCSS
for ELA/literacy, CCSS for math, or NGSS.3. Unpack this practice in terms of (a) analytical
tasks and (b) receptive and language functions.4. Share your group work with the whole group.
Development 2:English Language Proficiency Development (ELPD) Framework
• To communicate to ELL stakeholders in states the language practices that ELLs must acquire for academic learning in CCSS and NGSS and for second language acquisition more generally
• To provide guidance to states on how to use the expectations of the CCSS and NGSS as tools to create and evaluate ELP/ELD standards
Pimentel, S., Castro, M., Cook, G., Kibler, A., Lee, O., Pook, D., Stack, L., Valdés, G., & Walqui, A. (2012). Framework for English language proficiency development standards corresponding to the Common Core State Standards and the Next Generation Science Standards. Washington, DC: Council of Chief State School Officers.
English Language Proficiency Development (ELPD) Framework
• NGSS (completed) Science & engineering practices and language functions Discipline-specific language in the K-12 science classroom
• CCSS ELA ELA practices and language functions Discipline-specific language in the K-12 ELA classroom
• CCSS Math Math practices and language functions Discipline-specific language in the K-12 math classroom
California ELD Standards
New York State Bilingual Common Core Initiative
Development 3:English Language Proficiency (ELP) Standards
• To highlight and elaborate on the critical language, knowledge about language, and skills using language that are: in CCSS for ELA/literacy and math and NGSS necessary for ELLs to succeed in school
Council of Chief State School Officers. (in press). English language proficiency (ELP) standards. Washington, DC.
Shafer Willner, L. (2013). Initial tour of the 2013 English language proficiency standards. Developed by WestEd for the Council of Chief State School Officers. Washington, DC: Author.
English Language Proficiency (ELP) Standards
1. Construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing
2. Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions
3. Speak and write about grade-appropriate complex literary and informational texts and topics
4. Construct grade-appropriate oral and written claims and support them with reasoning and evidence
5. Conduct research and evaluate and communicate findings to answer questions or solve problems
6. Analyze and critique the arguments of others orally and in writing7. Adapt language choices to purpose, task, and audience when speaking
and writing8. Determine the meaning of words and phrases in oral presentations and
literary and informational text9. Create clear and coherent grade-appropriate speech and text10.Make accurate use of standard English to communicate in grade-
appropriate speech and writing
Development 4:ELPD Framework: Teacher’s Guide to the Science and Math Resources
• To develop and validate a teacher’s guide that explains how the resources within the ELPD Framework can be used to generate classroom materials and design learning activities that support ELs’ engagement with NGSS and CCSS math
Cook, G. (2013-2015). Teacher’s guide to the mathematics and science resources of the ELPD Framework. National Science Foundation, Discovery Research K-12.
Development 5:Massive Open Online Course (MOOC)
• Kenji Hakuta: “Constructive Classroom Conversations: Mastering Language for the Common Core State Standards”
• This MOOC enablse teachers to promote constructive classroom discourse as students, especially ELLs, engage in the CCSS
• Plans are under way to offer further MOOCs, including one on science classroom discourse in the context of the NGSS
• As part of course assignments, the initial MOOC collected a large volume of teacher-recorded and transcribed samples of classroom discourse submitted by participants throughout the nation
Questions? Comments?
Take Home Messages• High academic rigor through the NGSS for all
students, including ELLs
• Both language demands and learning opportunities through the NGSS for all students, including ELLs
• A new set of teachers’ knowledge and practices to enable all students, particularly ELLs, learn science according to the NGSS
Thank you!