Capstone Project Title
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.18.104.22.168 and 9E.22.214.171.124 were used to provide the unit’s themes. These themes involve the human impact on water.
Curriculum, ESL/ ELLs, Science, Oral Language
Chandler, Cassandra, "Designing Curriculum for Emerging English Learners: Using Science Themes to Teach Productive Academic Language In a High School EL Classroom" (2020). School of Education Student Capstone Projects. 576.
School of Education Student Capstone Projects