In striving to build conceptual
knowledge of science, academic
vocabulary, and literacy skills in
all students, like us, you may have
found that this is not a simple task
and is becoming more difficult with
an ever-increasing population of
students who have limited English
proficiency. The recommendations
from the science education and
the language education communities
sometimes seem to conflict,
which also creates confusion. For
the past three years, we have been
investigating ways of integrating
language into inquiry-based science
lessons as we teach. Although
the 5R Model has worked well for
us, as Marzano stated, “No strategy
is foolproof. No strategy is proven.
You have to see how it works in
your particular setting” (2009, p.
83). So we encourage you to conduct
an investigation to determine
how well our 5R Model
works for your classrooms
and students (Weinburgh
and Silva 2012).
The 5R Model is not
linear but rather a set of
five features that you can
use throughout a unit of
study to incorporate science
language within science
content (see Table
1, p. 75). It differs from
prevalent strategies to support
ELLs, such as the
Sheltered Instruction Observation
Protocol (Short,
Vogt, and Echevarría
2011), in that (a) teachers
do not write science
objectives as statements
of fact but rather as questions
to investigate and (b)
teachers do not frontload
vocabulary prior to a unit
of instruction (Silva et al.
2012; Weinburgh and Silva 2010).
Through the inquiry-oriented, activity-based
science lesson, new language
emerges as students discuss
the concept being studied. Introduce
and interject new vocabulary either
by replacing or revealing. After introducing
the new vocabulary, emphasize
the words by repeating them
throughout the lesson. In addition,
use discourse typically found in science,
thereby repositioning student
talk. Though these four Rs appear
to surface spontaneously, in reality,
they emerge because you have artfully
planned how to weave them
into your lesson. Reloading (the 5th
R) is a purposeful act that occurs
after loading the language.
In striving to build conceptualknowledge of science, academicvocabulary, and literacy skills inall students, like us, you may havefound that this is not a simple taskand is becoming more difficult withan ever-increasing population ofstudents who have limited Englishproficiency. The recommendationsfrom the science education andthe language education communitiessometimes seem to conflict,which also creates confusion. Forthe past three years, we have beeninvestigating ways of integratinglanguage into inquiry-based sciencelessons as we teach. Althoughthe 5R Model has worked well forus, as Marzano stated, “No strategyis foolproof. No strategy is proven.You have to see how it works inyour particular setting” (2009, p.83). So we encourage you to conductan investigation to determinehow well our 5R Modelworks for your classroomsand students (Weinburghand Silva 2012).The 5R Model is notlinear but rather a set offive features that you canuse throughout a unit ofstudy to incorporate sciencelanguage within sciencecontent (see Table1, p. 75). It differs fromprevalent strategies to supportELLs, such as theSheltered Instruction ObservationProtocol (Short,Vogt, and Echevarría2011), in that (a) teachersdo not write scienceobjectives as statementsof fact but rather as questionsto investigate and (b)teachers do not frontloadvocabulary prior to a unitof instruction (Silva et al.2012; Weinburgh and Silva 2010).Through the inquiry-oriented, activity-based
science lesson, new language
emerges as students discuss
the concept being studied. Introduce
and interject new vocabulary either
by replacing or revealing. After introducing
the new vocabulary, emphasize
the words by repeating them
throughout the lesson. In addition,
use discourse typically found in science,
thereby repositioning student
talk. Though these four Rs appear
to surface spontaneously, in reality,
they emerge because you have artfully
planned how to weave them
into your lesson. Reloading (the 5th
R) is a purposeful act that occurs
after loading the language.
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