Summary Scaffolding Content & Language in Science: Decoding Skills in Science - YouTube (Youtube) www.youtube.com
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n/a Okay. So thank you all for joining us this evening.
n/a On the the fourth of our fifth series offer the professional learning series from the Georgia T saw on this series that we've been exploring through the month of June that we've been talking about integrating content and language in different content areas, So we began at the beginning of the month with dr Elizabeth Webb or President. They really kind of set off of this the series by really by talking about doing a deep dive into the weed, the E standards and sort of the frameworks and how they work in all of that. And then in the subsequent meetings, we've been talking about ways that to integrate content and language into specific content areas. So this evening we have with us Lau Kane, who is the science and east saw program specialist for the Georgia Department of Education. And so her presentation is on decoding skills in science and governing language content and language within the content area of science.
n/a So louder over to you
Laura mh Thank you for that wonderful introduction. My key stated. My name is Laura and Apple Redo on. I am the science es Program specialist at the Georgia Department of Education. I have 1 of 4 team members on the science team.
Laura I do have a colleague in in the content integration special education specialist with science and then science program specialist. Is Renee S Stevens. The content education specialist is Judy Pic and our program manager is Keith Cra. So we are the science team at at God. Ways to always stay in touch with us.
Laura I wanna go ahead and just put it. Put my email out there at the beginning because sometimes be. We get so much information throughout that at the end, The last night even though you will see my email again at the end I'd like to have it here at the beginning, so you know exactly how to contact me or contact any of us. Another way to stay in touch with us is to join 1 of our mail mailing list, our lists serves. There's 3, 1, for different grade levels or you could join on 3 depending on your role at your school.
Laura And we do have social media. We have a Twitter that you can also follow us. They are at science. So I wanted to start off with decoding and science. And when I started teaching I'm a science teacher my background, my foundation, my whole schooling, I was I'm a science okay.
Laura I went into secondary science education. I taught in high school. And I was like, yes. Science information science. Knowledge all the way and getting kids going to the science field.
Laura But then I started in early on in my teach teaching. I had a lot of students who are multilingual learn. And I taught at schools with high density populations of El. So I started thinking about how can I develop meanings of words especially academic words in science? So I started going down as about of decoding words, And as I started to look at more information about decoding, it's more about more the morph decoding.
Laura Or morph awareness of words. So I'm also putting on my science hat because I'm looking at this word of morphology, and I could break it apart and kind of put together what this word means because at course, I'm like, I have no idea what morphology is. I'm a scientist. So I'm thinking, okay, all. I see all all the time as a scientist, biology.
Laura Geology. Psychology, and, meteor, microbiology, etcetera, etcetera, etcetera. So I know that the suffix, of pathology means the study of. That I'm looking at morph. I'm thinking of other words I already know that has part of the word of morph.
Laura So I think the ph morph, once economic I'm a scientist. So a lot of these words are in and kind of my bank of knowledge already. So meta with how a organism changes forms over its life or we have meta rock also where is a changing in net form of the style of rock. So... This part of the word must mean some type of form.
Laura The I'm putting together and meaning, thinking that this word of morphology is the study of forming words. And then as I'm kind of checking myself that I put together the meaning of this word, correct? They just by looking at the different parts. So by definition, morphology is the study and description of words formation, such as inflection, vibration and compounding and language. So, this is the track of how I'm going with explicitly turning teaching language development in a science classroom and taking the time of separating and breaking apart these words to then put together meaning of the entire academic word that we need for science.
Laura Now, If you're elementary teacher, you probably have Sandy these word major Matrix exist spoke before. You have your root word, you have your suffix since you have your prefixes. Prefixes is on on your lab, your suffix on your right? And you can have many different lines and you have them in combination with your root word and that gives you different meanings of the word. Now, we'll see this again in a couple of slides, but that is the and I guess the template, you could say of how you could break apart for words.
Laura Now, in I taught secondary science. So In my classes, I always started off with language objectives because I also taught the Shelter content. Courses. So Science courses, but I always had all the multilingual learners in my classroom. So we started off with our language of objective for the day, every day.
Laura We looked at what are we doing? What are we gonna be engaged in utilizing, we always listening are we really you, we right, you know, speaking and we kind of look for those kind of keywords, those context clues in our language objective for my kids to really know what are they gonna be utilizing this today or in this activity? And until 1 day, I had a kid, and he stopped me in the middle of our language objective review, and he felt miss. It's ink similar to when we say, and he is his primary language in Spanish, and I was like Yes. Because it's like listening it because It's like the suffix in Spanish Es, it's at the end and he's like, is it the similar in English when we say.
Laura And I was Yeah. I was like light bulb, yes. That is exactly the same meaning of how it is in English because we are listening. We are reading, we are writing well speaking what in the moment of doing that action. So if you're reading your Orlando.
Laura So if you're listening your es chance, es And writing, and then he kept going. It was... He became a lengthy activity. He just had it in his head, then so he went from walking came to eating to... He just started to say all the different words and adding the the suffix of ink on it, and it was...
Laura It's 1 of the most bright connections I remember in all my kids stories. 1 of those type of moments that you think of your kids. And I'm like, oh my god, this is not even a science moment for me, and this is a lang development. Moment. This is a connection across languages, and he made this connection of the the purpose of using aim by connecting it with the purpose in his programming language, which brings us to 1 of reader main points or big ideas is functional approach in language development.
Laura So I took this quote out of out of the framework. It's also linked here, so once you have access to the Pdf and all the slides. If you don't have the link for the Pdf for the framework, it is available here. And it says the explicit teaching of how language works. Can help multi learners, expand what they can do with language.
Laura By growing their language toolbox, The result is that students become increasingly aware and strategic in their use of language to negotiate meaning, and achieve their purposes in various concepts. So me thinking about the students that I have had in the past especially the 1 I highlight Now he knows how to use that suffix in the correct context and it's not just in my science classroom, but in his... Any of his other classes, math, literature, social studies in the hallway which is socializing and he's able to put together the correct use of the word. Now, I'm gonna go through a lot of different vocabulary words or academic language words and how we could break them up into different parts of a word and then bring them back together into the meaning of how to use it in in science classes. In So a lot of the pictures you will see will be in secondary secondary classroom settings.
Laura Especially with biology or environmental science. So here we have 1 where we are looking at macro molecules, And when we look at macro molecules, we always talk about mono and then polymers. So I'm always breaking down where can we find prefix? This. And how can we pull the meaning of our prefix?
Laura So then we could construct the meaning of the science square. So here we have mono, polymer, which goes with the numeric value of 1 for mono. If we have 2, it's die, polly goes into many. And then whenever I have an opportunity to always connect it to another constant course because they know Poly from math class, I told that in as well. So if And I always ask the kids.
Laura The kids know. I don't just always get them to answer either. The kids... We build it we build the meaning together. So they know Poly from Poly and son no mist.
Laura That's... That that means many. That means more than 1. And then As we are looking at macro, and we're looking at mono. So now we know the kids know half of the have to mean it already because we're dealing with the numeric number of 1.
Laura So 1, and then we're like 1 of what. So we're looking at 1 molecule. These are the building blocks. And then polymer is when we have many of those building blocks built connected together to make 1 big molecule of our macro molecule. And that's another example I always have with the kids because I compared macro to micro, so we have small birds is big.
Laura So now here in the second image on the right, we have a specific macro molecule that we're looking at carbohydrates. So its mono is a mono. So again, we could split the prefix and now I'm telling my kids look. What does this mono mean, it means 1. So then I introduced a second part of the word of sa, which is a little more academically, challenging at a high school level.
Laura So letting them know it's a sugar, so put it together, they know that this word now means it's only 1 sugar. Same thing with the poly sack right. After that, I let them construct the meeting and tell me what do you think it Poly sac, right? Means by breaking up to 2 parts of the word. Then we have examples with a different mono sac right, Different and different poly and building it up, they could go from 1 type 1 sugar to 2 sugars, and then we have a chain of many sugars.
Laura Another common I guess you could say nomenclature in signs is the suffix of post when we highlight the suffix of post that always relates to a sugar. So that's something that we always always highlight. So it's they identified that it's a type of sugar. And it's 1 sugar or it's 2 sugars. Or is it a poly cycle right with many many sugars connected together?
Laura Same thing here, we have a couple of other examples. And you will all you will also notice that I start doing a lot of different colors. I have many of that I usually have all the colors on the dry baseboard, and we break them apart. Since we have biotic and abi, we have bio that means life. Later on and 1 of the slides you would see that sense I also bring it's it's a state of being, so it's a state of life, so it's living teens, then we have the prefix of a.
Laura And it's a bionic, So it's bio life, a is not or no, so it's no life non living. And even another example here on the lower part of the screen, we have the different spheres. I break them lot with the hydro, geo, atmosphere. We look at hydro water. Spear I put the shape of a sphere because then we're connecting it to a cycle or the round of how it's cycling through the earth, high and geo meaning earth, the grounds in the landed the rocks and an atmosphere how by related into the air.
Laura Now here, when we also think of biology and we think specifically with like Dna, and we think of the double helix versus when it's all coiled up, we think of it we call it Chromosome is a core Dna. But there's a lot of words that sometimes they are used interchangeably. That kids will get confused with. Because, oh, 1 time you use the word coiled, but now you're using the word fold. And so it's showing and then they are all synonyms of each other, a food, because coiled and then wound versus when we have the prefix of un, then it's unfold or un coiled and un unwind.
Laura So I always have images at the same time when we have a coiled Dna versus an un coiled Dna and how it looks like. Something else I like to point out when you are coming across these examples because a lot of had not a way to introduce Procure, which is very important in science is to introduce it while in the context of when you're doing it. So when we're coming across these words, especially words that a homo phones or h grass, I point them out because here, I have had kids say miss. You said bound, but that's a wind that come like the wind blowing in the air. And I'm like, yes, that's exactly how you spell it, but we have a different pronunciation because it's a h graph and then we have a word that has a different meaning and you're gonna to say, pronounce it differently because we are using it in a different context because we're talking about The way it's curved or wind it up and twisted and folded it.
Laura So it's a s to these words, and we're not talking about the wind that you fill in the air. So it's wound versus wind. So when you have home grass, I even tell them how white home grass about is because they are bidding, they have the same spelling. We have a prefix, That I means same and graphs that are related to spelling. So that you've had the same spelling, you have the same letters, but you have a different pronunciation.
Laura And it's pronounced differently depending on the context of how you're using the word. So... And always point by an Athletes explicitly in the middle... Like, if it comes or across, find out. So part of of having explicit language, instruction is you could...
Laura That's a way you can incorporate it even in your science classroom. So here we have follow. I always you could see how I break apart photo for light energy synthesis to make another part here. The image lower on the screen is to aerobic and ana. I'd say aerobic with arrow for air and a lot of students who have their primary language at Spanish I tell I asked them what does this what look like in look like in Spanish.
Laura And eventually, they get, like, for, like, air airport or airplane and then they get to air, And then here with ana, we have a prefix of an, that means not our no, so then we have no air. And and in both situations, here, it's the core idea of cellular respiration. So instead of all of the air molecules but specifically talking about oxygen. And then back to the image on the top part of this being whenever I develop up a full length definition on newborn, it's always c constructing with my kids. I ask my kids how we're gonna put this their definition together.
Laura So here, we need to use the word make and I also need to use something for light energy. So when we are looking at photosynthesis synthesis and it's the passes of an organism to make its own food and food we go back to glucose because it's the sugar, and they're using the energy on the sun, which times back into light energy. So if we construct a definition, I always have them point out the pieces of the word of how they put the meaning together. Since similar and situation here This is a phospholipid phospholipids are part of the film membrane and we... In a cell membrane and it's a phospholipid bilayer.
Laura So we have another prefix. To introduce the numeric value of 2. So they would see there are 2 rows of the phospholipid to that will create the cell membrane. Now if we look at 1 single phospholipid, we can even look at the different properties of the different parts because we have a head part of the phospholipid and then the tail part or the fatty acids and we think lipids are fatty. So that's why it's also connected or it's written close to each other.
Laura But looking at the head part and a cell part, 1 is hydrophilic and 1 is hydrophobic. So we always break down those parts of the words, so we could get to hydro of water. And then 1, I always start with 1 that's more common. So Pho will be more common than F, F will be a little bit more of a jump, but they would get there after they get pho. So pho, they think they could have...
Laura There's a lot of other words they could connected net connected to with different types of pho. So it's fear. Right, I always ask my kids, what do they believe or what kind of connections or what kind of words do you see or think about? Because all of these water fear are all the other examples I've had before. I don't give give them the words.
Laura I have the kids actually tell me, what kind of works they they think of and make connections to. And promise you, they have always... Someone has always said fear. So then I jump... Okay.
Laura So what's the opposite of fear and then they get into the word of love. So here we put together the meaning of being a afraid of water and lacking water. This relates also again with the sum membrane. Right, but it's with active transport. And this is with exon and endo.
Laura Another... I always here, I have it as a diagram. And the join. And there we look at the word ex. So we no act...
Laura Well, it's part of the cell So here we have ci that means cell. And then I ask my kids, what are we what is what is happening in this image. What are you... Doing what does the word look like, what kind of other words do you think of. And...
Laura I don't think... I have ever done this discuss, and no 1 has said the exit. It always comes up. Kids, no. They make the connections, and they will say exit.
Laura And So now we're putting together that in, this is the process that the molecules that are being made... Inside the cell will be exiting the cell. And then we go to in. So then now they know that cy means cell, and now we're gonna to enter. So it's always c constructing the meaning with your kids notice.
Laura I have never... I don't say front loaded, I don't tell them it's a look up the word beforehand or or copy definitions beforehand it's looking at an example in context of the of what we introducing, breaking the word apart together and c constructing the meaning of the words together. Now those were a lot of secondary examples and a lot of like life but not lie classrooms, but in the shot classrooms that they... I have actually done. I'm wanna go through words that are egg classrooms possible entry ways or k through 5 and middle school because science words from K 12 all of them could be done this way.
Laura All of them could be woken up into prefix suffix, boot words, and we could put together a meeting, by knowing the different parts. So in second grain, I found words like a range, but then we have rearrange, so that we could do it again. So now you have to rearrange it again our assemble, and then we have re symbols. So we already know it means again. So we gotta do...
Laura Or assemble it again. But then we look at this assemble and think about it as the opposite or take apart. So Same thing with the next part and you go through this passage as it's explicitly with the kids, and they will get used to it. They get... They know that this is an expectation of yours eventually.
Laura So we have reverse and they're reversible which just the ability to reverse but then we put it all together with another prefix and now we have irreversible, which is the ability of not being able to reverse. So you put the meanings of the different parts to get and lift the kids, put those meanings together in order to construct the entire scientific meaning for the use of it in your class. Now, third and fourth grade, I kind of mesh these up because in the third grade, you would see thermometer. And if we break it up, we know that it's a tool that is used to measure heat on to measure temperature, By fourth grade, they're looking at words of as barometer and anal. If...
Laura Until, I did this, we book works up all the time in my class, and my kids knew I was expecting them to come up with the meeting with me, and I would help them along. So I'll promise you. I will I will bet 100 percent sure if I was, a fourth rate teacher by the time of, I did this repetitive. My kids would tell me, miss, I'm not quite sure of what barometer remains, but I could tell you it's measuring something. And I'm like, yes.
Laura It is measuring something because your and I applaud them because there are halfway to the meeting themselves because they could transfer the meaning of meter and we... Thought about thermometer and it's measuring heat. So barometer has to be measuring something. And animal moment also is measuring something because it has this meaning of MATER at the end. So just to give you more meaning, I think barometer and, it's related to either the air pressure on wind speed, that's when we get into our science in fourth grade.
Laura A combination of words here and that's going cross grade levels from third fourth and fifth grade is this suffix of T n, which is describing a state or condition or action of. So we have an adaptation, we have hi hydration and migration, evaporation, condensation, precipitation reflects ref ref, deposition, reaction, classification. So all of these words that have a similar ending And these are words that are nouns. So I'm gonna also plug in a the use of language functions here. So I know you guys have seen the language expectations and the language functions underneath language expectations.
Laura And so there's 1 that's across different grade levels and it diff and across different subjects. I know it appears into science, language of science, language functions, and it's normalization when you have to change a verb into a noun. And this is a great example of that. When you have a practice that has to adapt and so the adaptation of the cactus are those thorn or practice the birds will migrate and so they have to go on a migration. So it's another way to introduce the opportunity of using those language features.
Laura But knowing how to switch a verb into a noun and given them the examples opportunity of when to to do that And you they would see the sub over and over and over again. In fit right, we have another example of vertebra bread. And if they aren't sure of what a vertebra is, I will always include an image. So we have a vertebra, but then we have an vertebra, which means nuts. So you don't have or there is no bones for the spinal column for there was no vertebra brain.
Laura And then I'll always have pictures. I will always include examples include different organisms. Here, we have an in insect a spider in a mouse and ask my kids what which ones will have a vertebra and which ones will be an invert. Same thing with organism, then we have a micro organism. So why is it we have an organism design.
Laura That's large. And we could see and then we have microorganisms that that are very small. Then I I always challenge some of my kids and I put different prefixes on other words. So Like so if this is a micro. That means a small organism, how it's micro, related to a microscope and I'm a phone and I let them think about it, like them give them that wait time so they could process it and and make the connections because a microscope and a microphone, aren't small objects.
Laura So how does the meaning of small gets incorporated into the use of microscope because we have to see a a micro and so therefore it gets enlarged for us to see it. Or with a microphone, it will amplify the the small some ways there. Which is another great tie end because in fifth grade, the science disciplines are still taught in all 3 life science, earth space science and physical science are still taught at in the same grade level from K 5. So Again, if you have an opportunity to cross the different disciplines and do so because then we have life science, tied into physical science and we have sound waves versus light waves and it comes off for circle. So they can make many different connections popping up.
Laura Now in sixth grade, we have radio centric, geo thermal, Unlike this prefix of ji a la 5 6 spray will have our connection for it to mean to the earth to the ground. Thermal heat, so we got the heat from the ground. Centric, we have center for the meaning of the word center. Ache is a suffix that's pertaining to. So we have pertaining the the solar geo centric is is related to the solar system, so it is this...
Laura The earth in the center. That we look at halo centric because we have to compare the 2 the 2 of styles are the 2 models with geo centric and he centric. So if we know that in the geo centric model is when the earth fits in the center, I asked my kids... Oh, I would ask my kids, what do you think hen means? Because if we have center and geo is Earth, what would behavior because that will be a less common prefix for them to have come across because it comes from a root word of being greek in my head, I think of 1 of the greek mythology guards.
Laura But if they are missed. Again, they want no halfway weights. Center something something in the center and then a show image. And then they know that this is the model. Of the solar system where the sun is in the center.
Laura And versus the other model where they... What the earth was in the center Another topic in sixth grade is with renewable or renewable. So we have new and then renew and renewable. Those ability to be renewed. And then we have another prefix where then we could say, well, what if we had the I, and we have renewable and now we have another word.
Laura And then it's like instead of the ability to to be renewed now is the ability if not to be renewed. So they could piece it all together. And to and then that's talking about renewable non resources. In seventh grade, we have the soft of, which is a specific or distinct states. So Md mutual data.
Laura These are s relationships that us are learned about in seventh grade life science. Para is or your state of like a parasite, your relationship, is 1 positive for Negative. And a is in the state of having a the relationship being either mutual, being parasitic or being having commit. It's was like, I. It's that work.
Laura So it's 1. Both organisms benefit, 1 organism benefits 1, is negative impacted and then and 1 benefits and then once stays neutral, just like our example here with the... Clown fish in the cn. In eighth grade, we have the word combustible or comb and they're compost combustible and compost ability. We have react reactive and then altogether is reactivity, but then sometimes we have to also explicitly tell them when we have a double double vowel.
Laura Than the ease usually dropped. Oh, the reason why this slide is all together is that in... Seventh grade, we come across words like homo and he with the topic of genetics and we have these prefixes that means the same and and how do all meaning different, but they will see these prefixes again in the 8 way when need talk about mixtures, So then we have homogeneous and heterogeneous mixtures. So even if it's just transferring the meaning and parts of a word across different words, but also across great levels. Because as we break them up in 1 grade.
Laura They will come across other scientific words in another grade that's that will be the following grade level or even in high school. So they're already like, half they're already halfway to the meaning of the word, be Now I wanted to do another pull here. So this is with slide up, so if you could go to slid o dot com SLID0 dot com. And the... It's the same 1 from the beginning ice maker, but it the the code of 2 08:06 4718, or you can use the qr code that's in the top.
Laura I know I went through a couple of high school examples, examples from K to 5 examples in middle school, But are there any other words that you could think of that. And if you want input it? I'm gonna give you a couple of seconds to join? In and add any works that you could think of. Non renewable is a great example or we have.
Laura Non. Recycle. And we gone through the cycle again and again. When we could definitely split up the prefix of d f and then play Atmosphere. Thank you.
Laura Infection, disinfection. Or then infecting. Very... That's an awesome example where then you could replace the other suffix with infecting? And disinfecting.
Laura Biodiversity is a great worm. I see in the chat. Someone, I think. Yeah. And A antibiotic.
Laura That has the bio. It has the anti suck it got a a very complex word if subcutaneous, the composer. I had that industry on my left too, but I let me save space, but d decompose is a great word. I could see someone's also in the high school features high school signs with hypersonic. We can even go hypo and iso Thank you, everyone.
Laura And we have 1 more question if you stay on slide up. I was here, it is will you be able to include this type of astrology into your teaching practice? You see if breaking apart words and having kids, c construct meanings of words, be useful as a great strategy for your kids and for you to incorporate and give them that time. An opportunity to do so. Alright.
Laura Thank you for your. I'm gonna move on to some additional resources that we have available that we have also published By. 1 specifically was focused with language development content language integration in mind, and thinking about science instruction and also opportunities for language development. We call these the multi identity tasks They are driven with 3 dimensional science, which is really focused on the phenomenon at the beginning and having the kids. Figure out why how it's occurring and they go through a type of of obtaining information, evaluating information and communicating information.
Laura And they start off with being introduced with the phenomenon being introduced with the experience of what's what's happening so they could be. Curious, and then they go through 4 additional stations. And that's a listening station, a reading station a writing station in a speaking station curious making sure they have the opportunity opportunity to work towards all of their language skills, They are 15 that have been published all in that life science discipline from K through 5, 7 and biology. We have in the works, a lot of jobs that are being edited for earth for the Earth sign disciplines from K56 and art systems in high school and then also physical science discipline from K58 grade and a physics science. High course.
Laura So eventually, there will be 75 tasks and all 4 teachers across this Georgia to utilize and in their classroom k k to 12. In our newsletter, I mentioned joining our newsletter or. But if you join on New center, you will see updates when when all of these resources up being published periodically for In the winter newsletter. It links up the most recent multi modality tasks, but we also have literacy based tasks, phenomenon tasks, teacher teaching notes for you to use why you are planning and thinking about the depth and breadth of your core idea. We have phenomena, grab and go cards, once that happened recently published are for kindergarten second grade and third grade.
Laura Yes. I will drop that link into the text. By the before we leave at the end of the session for the multi modality newsletter. Now where you could find a lot of these resources, not just the 1 on multi modality, but all of the ones that have been published recently. And also in the past or is on George Inspire.
Laura We have our great levels k a ar live, If you go to the curriculum map, it's broken up into different units. And each unit has its standard in parentheses, so you know exactly. Which 1 you wanna go to and and look for, when you go to 1 of those units, you will see These drop menus, 1 that I want to highlight are the ones in blue. These are the ones that are the lessons in particular. And k through 5 have been revamped in a form that makes them editable and use the friendly so you could save the different sections you could see it as a whole Pdf or you could see the different pieces in a word document.
Laura So you could also need to modify at for your kid's name, you could do so. Another great feature enjoyed your buyer if you haven't heard it already, is that if you log in as you through S d, you have a save feature as like my favorite lessons, and you could save your individual lessons. Another tab in Georgia Inspire is the unit is the standards for each unit, but also in a separate tab, depending on your role if you're not the content teacher. But if you're the As asap teacher and you're collaborating with your contact feature, something that you find useful will be the tab where we have all of the standards. And all of the standards you could go for your particular brain and animal management on middle school or in high school.
Laura And if you go down all the way to the element of this theater. So here we have highlighting second grade science. Life science, standard 1 element a, but then we have what is highlighted here in their red, circle is the Ui Associations. So if we click on 1, you could also expand it, and you will see the language functions underneath that language patients where kids will have the opportunity especially if you are addressing this content standard, you can have the opportunity of working towards those same language functions. At the same time.
Laura Something I always like to plug in is if this... Their self paced webinars and also free for all Georgia teachers. You just have to get a secure portal. Account, which is available for all teachers you just have to start at your school level administrator. Usually the 1 that's over testing because there's a tab in there that's specifically with delivering the access test every single year, but there's another tab that says professional learning, which has self paced webinars.
Laura 1 that talks about the framework, but also the 1 that I want to really highlight since on the science Es specialized is the 1 about content language integration with science, and it's engaging multilingual learners and science making sense of phenomenon. But and it's once again, self paced. So if you wanna break up. In the different modules? Do some.
Laura Something else that I also like to highlight is even though, we have language expectations and language functions. The... Previous the previous framework of of way that I had the can do descriptors, but now they are no longer and it's the proficiency level descriptors and they're broken up into the 2 modes of communication. And each grade level cluster has both continuum. So you have a continuum for the interpretive mode of communication, and a continuum for the expressive mode of communication.
Laura And it gives you a really good idea of an how of where your goals are for your students at different language proficiency. So keep this in mind as well. If you haven't heard about Community, this is... All all these communities are teacher... For teachers and led by teachers.
Laura We have virtual specialists that are current in classroom teachers. And they post videos every month. Right now, not during the summer months, but they will start back again in August, and they post 1 or 2 videos every month for teachers to comment on to talk about to discuss, And it also it's another place where it's like a form of teachers like if you have questions, a couple weeks ago, I know that there was a a lively discussion in the sixth grade science built about resources, so that's another way that you could utilize this a community of teachers. This asking about resources. And once again, this is my email here I am Laura Can.
Laura I am the science es program specialist at. If you have any questions, feel free to. Here email me. If I believe we have a few minutes now if you have any questions, you could right in the chat, and I'll be more than happy to answer. Yes.
Laura I see someone comments on how many resources Judge inspire has. It does it it... It has been in the works for a few months, but it's like the new 1 stop shop for all content areas. It is fantastic to use it. But it takes time to deep dive in there.
Laura You gotta go through all the wonderful resources that are in there. You also welcome for everyone who's saying. Thank you. I added the link from 1 of the slides that were specifically about the science Es resources. You're welcome about yes.
Laura All these slides will be available to you. I'm gonna email a Pdf version of All science. To Georgia T, and they will share it out.
n/a Yeah. And then also, I wanna mention that this... The recording of this. We'll go out to everybody that registered. So you also have add a link to the the recording of this web this workshop as well.
n/a We'll
Laura Yes. Judging Fire does have k 8 resources that are live now. The different buckets are live and accessible. The high school courses are still in construction behind the scenes, but they will be live in the next few months. Oh the link isn't working.
Laura Is it the Pdf that just shared?
n/a Well, I I posted... I copied and pasted the link and it's working for me. So I repo it. It's working for me. But
Laura Yeah. Share with your science. Share she share. I know as teachers, we always we always share things. Now always search.
Laura I use things and use ideas of other peoples and we modify. We in I shared with them, always share. Good. Let me get another link.
n/a Well, I thought also since if you... Actually, I can send you... If you wanna send me the Pdf slides to my email, I'll I'll send you the my email I'll put that in the the chat. I since I already have a Pdf pulled up, I can just add that to the materials that we send out.
Laura The Okay.
n/a So when you send me, like, the p of the slides and I can... Because they're like can... We... When we send the link to the webinar to everybody. But I can we can add the links to to these materials as well.
n/a So in the theory they should work.
Laura Sounds good. Yeah.
n/a Okay. So any any any more questions for El? Okay. So thank thank you all for coming for attending the session. I hope you found it useful.
n/a As I, I kinda was in my mind, I've got... Like, when we get off I got some ideas because I I'm I'm... Professor of education slash es adult State college. So I'm thinking about this sort of from the teacher preparations what a side of things. And never already got some ideas of the things I wanna do ideas of activities for my fall classes.
n/a So based on, you know, practicing the morphology and prefixes suffix doesn't have been come with words. So So hopefully you all found this as interesting. So just as a reminder. So next week at the same time same place. Will be our final session in this fifth series of integrating content and language.
n/a And this session will be on making thinking focus in on the content area of mathematics. And so the session we'd be up will be about making mathematics visible for multilingual ling use learners through key language uses. So thank you all very much for attending tonight's professional learning series and hopefully see you next week. Thank you very much.
Laura