8-6.1 Essential to Know Guided Reading Questions

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Teaching English language Language Learners with CPO Scientific discipline

While there are different philosophies and learning styles, teachers must first evaluate the ability of each English Linguistic communication Learner (ELL). A sample ability nautical chart is summarized here. It is important to recognize that non every strategy attempted will yield success, nor volition progress always exist immediate. Additional accommodations may be necessary.

A Suggested ELL Lesson Cycle

Affiliate Introduction and Pretest

Each chapter begins with a brusque introduction, central questions, and an overview of three areas of focus: Read, Investigate, and Apply. This folio helps English language Learners understand the system of the student materials. The teacher should specify which parts students should attempt. The chapter pretest tin exist read aloud and completed orally or modified by shortening phrases and reducing respond choices.

How to utilize the Study Guide

The ii folio Written report Guide initiates interaction betwixt teachers and peers. This guide is a cross curricular approach to linguistically adjust English Linguistic communication Learners. It bridges prior cognition and experiences, scaffolds vocabulary, introduces teaching strategies and allows time for self-corrective techniques prior to introduction of class level content. Teachers may squad or group students by ability or with mentors. The Chapter Summary portion should exist read aloud in form or in sheltered instruction. This provides opportunities for students to retell or summarize what they heard.

TEKS grade the foundational language needed to read grade level content. In each Chapter Summary, basic vocabulary terms are reviewed in context in assuming impress. The Helpful Vocabulary section provides boosted back up for basic vocabulary. New academic terms announced first in italics in the Affiliate Summary and are featured again afterward in each lesson in bluish boxes. The English Learner'southward Glossary contains high-frequency terms with Castilian cognates. During portions of the Chapter Summary, Guided Reading, and Let's Review, the teacher should circulate to monitor both written and oral language product. Clarifying and confirming agreement with individual students is necessary prior to assessment.

Case Chart of ELL Abilities*

	Level 1 Basic	Level 2 Intermediate	Level 3 Advanced	Level 4 Advanced-High
LEARNING	• Has little or no experience with English language using basic or academic vocabulary • Uses drawings or pictures or gestures to convey meaning • Requests no verbal assist, and employs no verbal or nonverbal cues	• Has limited feel with English language linguistic communication using basic vocabulary • Uses drawings, and pictures and gestures to convey meaning • Requests little verbal assistance, reticent to employ verbal or nonverbal cues	• Has some feel with English language using bones or academic vocabulary • Uses drawings, and pictures and gestures and some learned strategies to convey meaning • Readily requests verbal assist using verbal or nonverbal cues	• Has experience with English linguistic communication using basic and academic vocabulary • Uses many learned strategies to convey meaning • Requires petty exact assist
LI5TENING	• Understand no or but unmarried discussion oral instructions • May points to stated pictures, words, or sort phrases according to oral instruction • May not asking help, remain silent or watch others for exact/nonverbal cues • Requires extensive linguistic support	• Follows ii-4 pace routine oral instructions • Locates, selects, orders information from simple oral instructions • Categorizes or sequences oral information using pictures, objects, curt phrases • May require extended linguistic back up and more fourth dimension for processing.	• Follows more than detailed 2-4 pace oral instructions • Compares/contrasts purpose or functions from oral instruction • Shows relationships betwixt parts from oral instruction • Clarifies or summarizes oral instructions by retelling with linguistic support	• Follows multi-step oral instruction and adjusts accordingly. • Analyzes, organizes and applies oral instruction • Demonstrates understanding of oral instructions • Requires piddling/no linguistic support
SPEAKING	• Uses petty or no basic or bookish vocabulary or uses non academic single words or short phrases or with frequent errors • Answers with memorized words or phrases with express comprehension • Names objects, people, pictures • Does not respond readily to questions • Does not interact in speech with peers	• Uses basic or academic vocabulary in short phrases or curt sentences with poor pronunciation • Answers WW (who, what) questions • Restates facts • Responds to questions with some apprehension and better comprehension • Collaborates with peers normally in commencement language	• Uses basic or bookish vocabulary in longer sentences with fewer pronunciation errors • Answers WWWW (who, what, when, where) questions • Retells stories or ev ents • Describes processes, procedures • Responds to questions with piddling apprehension • Some collaboration with peers in rudimentary English	• Uses basic or academic vocabulary in sentences or discussions with occasional pronunciation errors • Answers WWWWH (who, what, when, where, how) and complex questions • D iscusses stories, bug, or concepts • Offers artistic solutions to issues, problems • Formulates hypotheses, make predictions • Readily collaborates with second language peers
READING	• Recognizes no or few routines in text or printed features. • Requires teachers to translate small-scale amounts of controlled content using high frequency words, gestures, pantomime, enunciation and slower spoken language	• 1000 atches icons and symbols to letters, words, phrases or ecology print • Identifies or recognizes routines in impress and text features . • Requires peer or teacher support to translate content at grade level	• Classifies pictur es, or sequences anticipated events or processes • Identifies main ideas with visual or linguistic clues • Uses context clues to determine significant of words or understands grade advisable words • Requires some peer or teacher support to read content at course level	• Interprets data or data from text or impress routines • Finds details that support principal ideas • Identifies word derivations, figures of voice communication • Requires limited peer or instructor support to read content at form level
WRITING	• P roduces icons, symbols, letters, words, or short phrases to convey letters • Labels objects, pictures, diagrams with errors • Copies forms of writing such equally letters and words, but unable to generate ain original writing responses.	• Labels objects, pictures, diagrams with accuracy • Produces drawings, phrases, brusque sentences, and limited notes • Limited ability to write grammatically correct sentences. • Creates piddling or no original writing featuring description or detail.	• Compares/contrasts information • Describes ev ents, people, processes, procedures in sentences or short notes • Demonstrates some noesis of class level writing • Creates redundant narratives, and details and descriptions emerge slowly	• Writes requested data f rom oral or written directions • Edits and revises writing • Summarizes data from graphics or notes • Creates original ideas or detailed r esponses with some difficulty in phrasing or expression

* This example is CPO Science's estimation of ELL ability levels.

5E model and English Language Learners

Engage, found in the Teacher'southward Guide, builds on the student's prior experiences. Explore helps English language Language Learners discover success using labeled images of materials and larn new essential linguistic communication while completing investigations. The role of the teacher as a facilitator includes a principal dialog that permits gathering opinions, soliciting ideas, and seeking description. Direct teaching occurs during the Explicate step. The student text layout with three columns, main thought sidebars and "one topic per page" resembles a dynamic webpage. This layout accommodates readers and supports note taking at all ability levels. Elaborate and Evaluate are opportunities to extend and appraise English Language Learners drawings, concepts maps, tables, graphs, and writings completed in a diverseness classroom activities throughout the program. Additional recommended educational activity strategies announced below.

Didactics English Linguistic communication Learners

ELLs bring rich variety of experience, knowledge, and civilization to the science classroom. It is common to fault challenges in communication for academic limitation. Scientific discipline, in particular, is a subject area where these students can demonstrate their skill, creativity, and intelligence. Some ELLs take strong math skills which enable them to excel in science investigations and calculations. Others may have had experience with the scientific method in their erstwhile schooling. Some may come up from countries that are renowned for their advances in science. Others will but have an innate marvel that makes them splendid observers. These students may not be able to limited all that they know and desire to know in English words, only the science classroom gives them an opportunity to explore, demonstrate, experiment, draw, and record their prior knowledge likewise as new learning.

English language Language Learners in the Science Classroom

It is common to think that content classes such as science are less of import than English language classes to English Language Learners. On the contrary, they take a unique function to play in the English language language evolution of these students. Content classes teach students not only the bookish knowledge they demand, but of import academic language and civilization. ELLs may not get this experience and vocabulary anywhere else, still they must acquire information technology if they are to succeed.

Researchers advocate the integration of content and language didactics. The cognitive processes used in scientific inquiry closely resemble the cerebral processes used in language. It may also enable students to larn linguistic communication at a faster charge per unit. Science class is an opportunity for these students to larn virtually science, and provides a rich context for students to advance in their knowledge and use of English.

Instructional Strategies

The following sections present several instructional strategies to raise learning by English Language Learners in the scientific discipline classroom. For each strategy at that place is a brief clarification of the strategy and an instance. For ease of use they have been divided into three approaches: feedback, content, and vocabulary.

Feedback strategies are employed routinely to prevent students from feeling embarrassed about their inability to understand content or concepts. ELLs rarely inform teachers when they do not understand with regularity or with whatever specificity. Teachers should be prepared with several routines for checking for understanding and positive reinforcement for both exact and not-exact communication.

Feedback Strategies:

THC Chart

Note Cards

Summary Paragraphs

Learning Logs

Exit Ticket

Vocabulary Strategies:

Discussion choice

Look/Spell/Say/Write

Vocabulary Cards

Vocabulary Lexicon

Vocabulary Charts

Spanish Cognates in ELL Glossary

Puzzles/Games

Content Strategies:

Anticipatory Guide

Cloze Process

Frayer Model Give-and-take and Concept Maps

Jigsaw

Collaborative Graphing

Using Realia

Kinesthetic Activity

Pic This

Pairs Check

Feedback Strategy: Annotation Cards

Give students index cards or duplicated forms that include start phrases:

1. " I demand assistance with…"
2. " I withal don't understand…"
3. "I need to practice…"
4. "Today I learned…"
5. "My favorite office of today's lesson was…"
6. "The BIG idea in science I learned nearly was…"

Discuss with students an advisable time and place to render the forms. Teachers should evaluate them equally speedily equally possible and render forms with explanations, comments, suggestions, or additional brusque assignments.

Feedback Strategy: Summary Paragraphs

Use the chapter introduction or other short paragraph summaries to create worksheets with blanks for students to fill up in at the end of the class or calendar week. Evaluate their comprehension of the lesson and use this to guide additional practice or document progress.

Case Strategy

about a topic grows every bit more than experiments are done by unlike people. Scientific laws and theories are statements that are supported by the and from these experiments. describe, simply do non explicate, observed phenomena. An example of a scientific law is the constabulary of gravity. accost more circuitous ideas. An instance of a scientific theory is the theory of plate tectonics. Fifty-fifty accepted scientific laws and theories are constantly tested by new experiments.

Answers: Noesis about a topic grows as more experiments are washed by different people. Scientific laws and theories are statements that are supported by the observations and evidence from these experiments. Scientific laws draw, but do not explain, observed phenomena. An example of a scientific law is the law of gravity. Scientific theories address more circuitous ideas. An case of a scientific theory is the theory of plate tectonics. Fifty-fifty accepted scientific laws and theories are constantly tested past new experiments.

Feedback Strategy: Learning Logs

This strategy enables students to not only tape new learning, just information technology also allows them to observe their ain learning process. This type of note-taking teaches students how to monitor their ain comprehension equally they larn new material. A learning log is a double-entry journal. It is a unproblematic T-chart. On the left side, students record notes from a reading or listening assignment. The notes can be in outline or summary form. On the right side, students tape what they have learned. The loose format of this learning log allows students to respond in a variety of ways, according to their ability and preference. To brainstorm, students can respond simply, with either a paraphrase or sketch. Later, as students progress in language skills and content knowledge, they tin can begin to use higher-level thinking skills to respond in more than complex ways. Responses can predict, explain, describe conclusions, concur or disagree, and connect to personal experience or previous knowledge.

Observations

Author/Book Championship/Topic

Notes	What I Learned

Instance Strategy

Notes	What I learned
Observations can be qualitative or quantitative. Observations are different from inferences.	A qualitative observation of an insect is describing its color or odour. A quantitative observation of an insect is counting its parts or measuring length.

Feedback Strategy: Exit Ticket

Use notation cards or small notebooks for students to summarize one or two basic concepts from each lesson, or with an open up-ended approach. They plow in these cards as they leave class.

Example Strategy

1. One example of a variable in the car and ramp arrangement is .
2. Ane thing I learned today was .

Collect the cards equally students get out the classroom. These "exit cards" give students an opportunity to reflect on what they learned in the investigation and they give information to the teacher that is useful for reteaching and cess. As students make progress, request longer, more-specific answers or increment the number of note cards required to "get out."

Basic Vocabulary Strategy: Wait, Spell, Say/Cover/Look Again

Cull appropriate vocabulary from the chapter. Limit the number of syllables or words based on power. Students divide the paper as and fold the paper vertically in one-half. Students consummate the first three columns of nautical chart, with a partner or with supervision, then embrace their work and repeat the next three columns, checking their piece of work by uncovering the correct answer.

Copy Discussion	Copy & Spell Letters Aloud	Say Discussion	Write Word		Write Discussion		Write Word

Vocabulary Strategy: Vocabulary Cards

Choose appropriate vocabulary from the chapter. Increase or decrease number of terms for the ability level. Carry in listen that yous will need to limit quantities of words so English Language Learners do not become lost in the vocabulary.

Students should make one bill of fare for each new vocabulary word. On one side of the bill of fare, students write the word and its definition in their own words. If students are literate in their kickoff language, allow them to apply a high-quality bilingual dictionary to write the lexicon translation of the give-and-take. On the opposite side of the card, the students write a sentence using the word or draw an illustration that shows the word'due south meaning. In addition, whenever possible, have the students find a graphic in the text that illustrates this word and note the page number.

Vocabulary Strategy: Give-and-take Charts

As an alternative to index cards, students tin create an entire nautical chart of new vocabulary terms by chapter or reading. The format of the nautical chart can vary past ability.

Basic

Words	Drawings	Page numbers

Intermediate

Words	Drawings	Definitions

Advanced/Avant-garde Loftier

Words	Definitions	Sentences

Vocabulary Strategy: Vocabulary Dictionary

Rather than using cards, ask the students to continue a vocabulary notebook or dictionary. This works well with a loose-foliage binder, using alphabetically tabbed dividers. Students include the same information as noted on the vocabulary cards, only simply record information technology on a canvas of loose-foliage paper. The students continue to add together terms to the notebook through the unabridged school twelvemonth. Students can use the dictionaries during assessments.

Vocabulary Strategy: Connect Spanish Cognates and ELL Glossary

When students in the classroom speak Spanish as their offset language, teachers and students may refer to the CPO ELL glossary to find words in English that have similar pronunciations and meanings to use as starting points for discussions.

English	Spanish cognate
allocate	clasificar
compare and contrast	comparar y contrastar
information	datos
graph	gráfica

Note: Some scientific terms are known to English Linguistic communication Learners merely by their non-technical use. Examples of these words are energy, work, speed, table, and sense. You may find that you demand to clarify the scientific meanings of these words and be certain that your students understand and use them correctly.

Vocabulary Strategy: Puzzles and Games

The employ of give-and-take search and crossword puzzles tin can be valuable ways for students to learn new give-and-take spellings and definitions. Students can create their ain puzzles or go online to find puzzle makers for lists of scientific discipline, bookish, or basic words. Basic-level, intermediate-level, and avant-garde-level readers may vary greatly in the number of words they can apply.

Example word games include hangman, discussion relay races, give-and-take scrambles, word jumbles, cryptograms, and charades.

Content Strategy: Anticipatory Guide

This reading strategy helps students to find, translate and utilise data in a given text. The guide consists of statements related to the reading content. Prior to reading, students predict whether statements are truthful or false. Afterwards reading, students check their answers confronting the data in the text.

Prepare an anticipatory guide for a reading or passage. Divide the guide into three levels: literal, interpretative, and applied. At the bones level, statements can be proved or disproved directly by reading the cloth. The intermediate-level students must prove or disprove the statements past interpreting the text to figure out what is implied. The avant-garde level requires students to employ what is learned to other contexts.

Explicate to students that they will first guess whether the statements on the guide are true or simulated. Reassure them that there are no right or wrong answers at this point. Permit them time to brand predictions. During or after reading, students determine whether the statements are truthful or false, as well as how they know. For case, they must find the identify in the text that proves or disproves a statement.

Example Strategy:

Before Reading Truthful or False	Level One: What does the author say?	After Reading True or False	How do I know that? Note page and paragraph where facts are found.
T/F	Quantitative observations use a number or measurement to depict something.	T	Folio #, paragraph #, or fig. # Ex. TX6 p5, para #1
Before Reading Truthful or Faux	Level Two: What does the writer mean?	Subsequently Reading True or False	How do I know that? Answer is explained using support of text.
T/F	If you lot record the corporeality of soda in a can as 12 oz., you are making a qualitative observation.	F	Qualitative observations use senses and description, and do not include measurements or numbers.
Earlier Reading True or Faux	Level Three: What tin can you lot conclude or apply afterward reading?	After Reading True or False	How do I know that? Explain here how what you understand.
T/F	A scientist records just i type of observation when following the scientific method.	F	The scientific method is a procedure by which data is collected to provide evidence to supports or pass up a hypothesis. Many observations will be needed and they depends on the type of experiment.

Content Strategy: CLOZE Procedure

In this technique, words are deleted from a reading passage. The passage is presented to students, who insert words as they read to complete and construct meaning and reinforce vocabulary usage from the text. This process has been modified in each CPO Study Guide at the commencement of each chapter for ELLs by providing two possible word choices. The students can re-create the questions and answers from the student text, or the teacher can provide students with electronic or paper copies of the Chapter Summary Guided Reading handouts which announced as Teacher Resources. In addition, a Guided Reading handout with blanks and a template with a fillable, digital grade is provided for each part of the chapter.

Example Strategy

Study Guide Chapter Summary

1. Speed equals distance (times/divided past) time.

Guided Reading Worksheet for each Lesson

1. Speed describes how quickly something moves and equals distance by time.

Guided Reading Digital Form

1. Speed describes how rapidly something moves and equals altitude by time.

Content Strategy: THC Chart (An adaptation of the KWL)

Many educators are familiar with the K-W-L chart, which records what students Know, Want to know, and what they take Learned most a topic. An adaptation of this strategy for science is the THC strategy (Crowther and Cannon, 2004). Information technology asks three questions about a topic of study: what do I recollect, how am I going to find out, and what do I conclude? This strategy is i mode to guide students to think scientifically, also as to admission prior knowledge and reflect on what they learn. Students fill up out columns T and H before listening to a presentation, reading a text or participating in another type of learning activity. Once finished, they fill up out column C.

T	H	C
I Think	How am I going to find out?	I conclude

Example Strategy

T	H	C
What I Think most science tools	How am I going to discover out more nigh scientific discipline tools?	I conclude that science tools…
In my terminal science class, only the teacher could touch the science tools. I once used a science tool when I looked in a microscope.	I am going to wait at the pictures in my textbook. I am going to use science tools from the investigation manual.	My brain is the most important science tool. The CPO DataCollector has a stopwatch built in.

Content Strategy: Jigsaw (also known as "Expert Groups")

This learning strategy employs collaborative groups. Students to get "experts" on a small role of the material, then teach information technology to their classmates. A group of 4-6 students can be identified as their "domicile" team. Within each dwelling house team, the students count off, 1-4, for example. Side by side, "good" groups are formed according to these numbers (all "ones" form a new group). Each good group is assigned a portion of text to read or an activity to exercise. Once the students have mastered the new material, the experts return to their dwelling groups to report and record what they learned.

Example Strategy

Tell the class that each new group is going to go experts on creature jail cell parts. Enquire each adept group to read the pages of the text that describe the parts of the animal cell and divide the study of the parts to different experts. Experts will report three things to their home groups:

1. What is it called? (Name of cell part.)
2. Where is it? (Location of cell function on the schematic drawing.)
3. What does it do? (The function of that particular prison cell part.)

Once the groups have identified and studied their cell part(s), they are sent back to their home groups. Each "practiced" teaches their home group the data they learned, helping the other members of the group to label the part(south) on a drawing and to sympathise the part of that part(s) of the cell. Repeat the same action for the plant cell diagram or other diagrams in the text.

Content Strategy: Frayer Model Concept Map (A Graphic Organizer)

The Frayer model is a concept map adult by Dr. Dorothy A. Frayer to help students clarify and internalize new vocabulary. Using a four-quadrant nautical chart, students tape a definition, characteristics, examples, and non-examples of a new word.

Completing the nautical chart guides students through an assay of the new concept. Commencement, they must write its definition in their ain words. Next, they list characteristics of this concept in the upper right quadrant. So, they apply this information to examples and not-examples. This thought procedure helps students to relate the concept to prior knowledge and to understand both what the concept is, likewise every bit what information technology is not.

The Frayer Model

Example Strategy:

The Frayer Model for a Word: Organism

The Frayer Model for a Concept: Kingdom Fungi

*Additional templates for Discussion Maps and Concept Maps appear as digital Teacher Resources in .medico or .ppt format.

Content Strategy: Collaborative Graphing

When ELLs piece of work collaboratively in a group on an assigned job, information technology provides a non-threatening environs where the English language tin be modeled and used for authentic communication. This strategy also provides scaffolding back up for learning to collect information and create bar or line graphs. Students piece of work in small groups to collect data, develop a graph, and finally to present their results to the class. Groups collect their data, construct their graph, and then present it to the residual of the form.

Example Strategy

Reporting:

Every group member describes their part of the graph to the grade.

Content Strategy: Using Realia

The term realia refers to real objects and materials used in a lesson. The employ of realia provides a richer context for language learning than talk alone. Students can adhere the new words they are hearing to real life objects, making information technology not only easier for them to sympathise, simply also to remember the new vocabulary.

Example Strategy

"Density of common materials." Read aloud passages in the text, stopping frequently to demonstrate the concepts with real objects. For case, later you read the paragraph, which explains that the density of liquids is less considering their atoms are not packed equally uniformly, have out a box of toy blocks. Demonstrate for students how the blocks will not fit back into the box unless packed in a uniform pattern. Continue through the reading or as much of the chapter as you wish, using the realia to support student comprehension.

Content Strategy: Kinesthetic Activity

For students who learn best through tactile/kinesthetic activities, it is platonic to get them upwards out of their seats and moving around the room during a lesson. ELLs also do good from a concrete aspect in the learning procedure. Non but does information technology wake students upwards, information technology can help them to sympathise and internalize new language and concepts. Endeavor to use activities such equally this one often in your scientific discipline classroom

Example Strategy

Explain to students that they are going to human activity as atoms, differentiating between the three common phases of affair.

To simulate a solid: The entire class of students stands in rows (for example 5 rows of 5 students) shut together, to class a filigree-like pattern. Enquire all the students to link arms at the elbows, making certain that every student is linked to two other students and there are no "loose ends." Talk to the students almost how this is similar to atoms in a solid, which are bound firmly together.

To simulate a liquid: The grade stands in rows as before. This time, the students should link elbows until your signal. At your signal, students change places, similar to a folk dance motility where one person lets the arm of their partner go and takes that of another person. To avoid confusion, ask each pupil to modify partners to their right, or behind them if they are at the terminate of a row. They may temporarily break with their neighbors, just non permanently. Ask the students to continue to movement in this style and as they do so, explain that the atoms in a liquid have enough free energy to temporarily break the zipper with their neighbors.

To simulate a gas: The students spread around the room, to whatsoever place they choose. They continue to move and dissever from 1 another. Encourage them to use all the infinite of the classroom. Explain that just as they filling up the room, atoms in a gas completely separate from one another and that a gas will expand to fill its container. When you are finished with this action, refer to a figure of atoms in a solid, liquid, and gas. Have students describe their analogy of the atoms in different phases of affair in a science notebook.

Content Strategy: Picture This

This is a versatile strategy that can exist used to reinforce or review material. Students divide a blank sail of paper into sections, and and then describe pictures to depict different concepts or vocabulary words. Students exchange papers with a partner and attempt to label the other's drawings correctly. Partners talk over their results and brand corrections to their drawings or labels equally needed.

Instance Strategy 1:

Requite each student a bare piece of paper. Students fold the newspaper into 8 equal sections. Students describe representations of the following natural energy resources: Sun, wind, moving water, Earth'southward internal heat, tides, coal/oil/natural gas, nuclear ability, and biomass fuel. Students practise not label their own drawings, just switch papers with a partner. The partner tries to correctly label the drawings.

Example Strategy 2:

Try this strategy with steps in the cell bike and the photographs of bodily cells. Students divide the blank newspaper into half dozen sections and draw representations of these concepts: interphase, prophase, metaphase, anaphase, telophase, and cytokinesis.

Content Strategy: Pairs Bank check

Students piece of work collaboratively in pairs to review a topic. Exercise questions are provided. One student answers a question while the other pupil acts equally motorbus. Once the question is completed to the coach's satisfaction, the students switch roles and continue with the other questions. After, this pair can compare their completed work with another pair. The pairs piece of work together until they hold on all the answers to the questions. If they are unable to agree, they consult another pair or the teacher for farther assistance.

Instance Strategy

How is an ecosystem different from a habitat?

Ecosystem	Habitat
Ascertain: Examples: (write or draw your respond)	Ascertain: Examples: (write or draw your answer)

Bibliography

Academic vocabulary for 5th to seventh form English language learners. The Meadows Center for Preventing Educational Hazard. 2010. Retrieved from: http://www.elltx.org/docs/AcademicVocabulary.pdf

Brownish, C.L. 2004. ELLs: Children left behind in science class. Academic Exchange Quarterly. 8(3):152-56.

Clinton Community School District ELL Handbook. 2010. Retrieved from: www.clinton.k12.ia.us/assets/files/E/ELLHandbook20102011.doc

Chamot, A.U., and O'Malley, J. M. 1994. The CALLA Handbook:

Implementing the Cognitive Academic Language Learning Approach. Addison-Wesley Publishing Company, Inc.

Crowther, D. and J. Cannon.2004. Strategy makeover: From KWL to THC: A popular reading strategy gets a science makeover. Science and Children 42(i): 42-44.

ELPS and TELPAS- Proficiency Level Descriptors. (14 April 2011). Texas Didactics Bureau. Retrieved from: http://www.tea.state.tx.united states of america/student.assessment/ell/telpas/

Fathman, A.M., and Crowther, D.T., editors. 2006. Science for English language Learners: Yard-12 Classroom Strategies. Arlington, VA: NSTA Press.

Colina, J., Little, C., and Sims, J. 2004. Integrating English language Linguistic communication Learners in the Science Classroom. Markham, Ontario, Canada: Trifolium Books, Inc.

Lindstromberg, S., editor. 1997. The Standby Book: Activities for the Linguistic communication Classroom. Cambridge, Uk: Cambridge University Press.

Tonjes, One thousand.J., and Zintz, M.Five. 1992. Education Reading Thinking Report Skills. Dubuque, IA: Wm. C. Brown Publishers.

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