Term

Fall 2020

Capstone

Capstone Project

Degree Name

MAESL

Facilitator(s)

Trish Harvey

Content Expert

Kari Skoog

Abstract

English Language (EL) teachers often do not have a rigorous curriculum for Emerging students that uses grade-level themes to teach English language acquisition. Additionally, many of the commercially-available English language instructional materials do not have a strong focus on teaching academic speaking. At the same time, writing also continues to be an area of challenge for many ELs. This capstone project addressed the question: How can a science-themed curriculum be designed for Emerging-level high school English learners that focuses on teaching productive academic language? The literature reviewed showed that instruction in academic speaking and writing is incredibly important for ELs. Some of the examples in the literature provided strategies that can help to increase productive language. These examples include the use of sentence frames, role plays and RISA dialogues, Tap and Talk, and Tales from a Graph. Another strategy found in the literature is Claim, Evidence, and Reason. The author used these strategies and the Ubd framework to design a 5-6 week unit. The intention of the unit is to provide academic speaking and writing instruction and practice using high school science themes. The Minneseota 2019 science 9 standards 9E.4.2.1.1 and 9E.3.2.2.1 were used to provide the unit’s themes. These themes involve the human impact on water.

Project Type

Curriculum

Keywords

Curriculum, ESL/ ELLs, Science, Oral Language

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Projects

Included in

Education Commons

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