Teaching Strategies & Example Lessons

 Effective Teaching Strategies

• Interdisciplinary/Thematic Units 
• Utilizing all levels of questioning from Bloom's Taxonomy cognitive level of understanding 
• Cooperative learning 
• Whole language 
• Language Experience 
• Student Centered Learning 
• Incorporate opportunists for students to self-assess their understanding 
• Inquiry Based Learning 
• Universal Design for Learning 
• Differentiated Instruction / lessons  
• Different Leveled Readings 
• Use of Technology 
• Frequent Assessments/Progress Monitoring 
• Problem-Based Discussions 
• Mobilization
• Pictures & Visuals
• Graphic Organizers 
• Use of Color
• Metacognitive Strategies  

Points to Consider When Creating Lessons

• Age appropriate rigor 
• Academic Standards
• Level of langue proficiency 
• Students background knowledge 
• Ways to activate critical thinking 
• Ways to promote Culturally Responsive Standards-Based (CRSB) teaching  
• Ways to promote transfer previously learned skills and knowledge to learn new linguistic and academic skills and content

Culturally Responsive, Standard-Based (CRSB) Teaching 

A teaching strategy where teachers bring their students: experiences, understanding, views, concepts, language, and culture into their lessons. 

Promoting Culturally Responsive Standards-Based Teaching 

Though short, the article, Promoting Culturally Responsive Standards-Based Teaching by Barton and Saifer (2007) was informative and to the point as it discussed the “six essential elements that are embedded” (p.25) in a Culturally Responsive Standard-Based (CRSB) classroom. To summarize, one can strengthen their teaching and the learning of second language learners by first creating student centered lessons that activate critical thinking skills and allowing the teacher to act as a facilitator of the learning environment. One should incorporate students in the lesson planning. By allowing the students to select what and how they learn creates student buy in and increases student motivation. Keeping the students apart of creating lessons and objectives will also allow them to self-assess their understanding. Lessons should start by activating students’ prior knowledge and encouraging the use of outside resources (family, internet, community, etc.). Students can then inquire new content by contenting new information to their prior knowledge.  Lessons should encourage students to continue to access their outside resources and build a positive learning team with their peers, teachers, and community. Lastly, one should incorporate alternative authentic assessments that allow both the students and teacher to reflect on both academic progress and adjustments that need to be made (Barton & Saifer 2007).

Why Use Thematic Units, Interdisciplinary Lessons & Sheltered Instruction?

Dr. Krashen and Dr. Collier (ACE, 2014) research states that thematic units, interdisciplinary lesson plans, and sheltered instruction are effective instructional strategies for English language learners (ELLs) and appropriately accommodate the stages of the Natural Approach for language acquisition (ACE, 2014). Sheltered instruction allows for students to learn grade level content in addition to acquiring English skills (Fritzen, 2011). The thematic units and interdisciplinary lessons provided the structure and focus for sheltered instruction. Thematic, interdisciplinary instruction allows for ELL students to simultaneous work on multiple areas of grade level content which enhances the students’ ability to generalize their skills across the board. Thematic, interdisciplinary instruction also provides the needed repetition of knowledge and vocabulary that ELLs need to acquire a second language. 

Example of Interdisciplinary/Thematic Unit 

Objective/Outcomes: Content Area 1 (Science)	Objective/Outcomes: Content Area 2  (Literacy)
11. A.4c Collect, organize and analyze data accurately and precisely. (Illinois Science Learning Standards). -Identify different simple machines, how they work, where/when they are used, and why they are used.	CCSS.ELA-LITERACY.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (Common Core State Standards, 2014).
Grade Level of Students Served: 10th grade- intermediate	Grade Level of Students Served: 10th grade- intermediate
Unit Theme: Making life easier.

Brainstorm Associations for Interdisciplinary/Thematic Unit:

Content Area 1: Physical Science	Theme: Making life easier.	Content Area 2: English/Literacy
Ideas:        ·       Research a simple machine and describe how it works and why it makes life easier.        ·       Preform a task with or without a simple machine. What data can be collected to determine if the simple machine is effective or not?          ·       Describe how the vocabulary word “work” related to simple machines        ·       List different simple machines that are used in everyday life.      ·       Create a simple machine		Ideas:        ·       Using the computer find different articles about different simple machines.        ·       Research how different simple machines help make tasks easier        ·       Highlight different evidence from the text explain how a particular simple machine works        ·       Give examples of different simple machines and where/when they are used.        ·       Interview a friend about a task he/she hates to do any why. Create a poster on your friend’s least favorite task and present it to the class.        ·       Research a simple machine that will help make your friend’s hated task easier.

Guiding Questions for Interdisciplinary/Thematic Unit:

Guiding Questions

1.     Using evidence from different sources, explains why and when a particular simple machine was created. (Where did the idea for a particular machine come from?)

2.     Using evidence from difference sources what some common simple machines and how they work?

3.     Where/When are simple machines used in everyday life?

4.     How can one prove simple machines require us to use less “work” and “power?”

Example of Activities Reflecting Bloom's Taxonomy Levels of Understanding:

Module 1
Remembering / Knowledge	Understanding / Comprehension	Applying/ Application	Analyzing / Analysis	Evaluating / Evaluation	Creating/ Synthesis
Draw a picture of six simple machines.	Identify what kind of simple machine is being used in the picture.	Write a paragraph about a simple machine and how it is used in everyday life (make sure to site evidence from different sources).	Given multiple scenarios, compare and contrast which simple machine would be best to use and why.	Using supporting evidence defend why a particular simple machine is more effective   than the other simple machines.	Design an experiment proving how different simple machines make life easier.
Define what a simple machine is.		Create a poster of a simple machine and where it is use in everyday life.

Module 2
Remembering / Knowledge	Understanding / Comprehension	Applying/ Application	Analyzing / Analysis	Evaluating / Evaluation	Creating/ Synthesis
Write the equation for “work” and “power”	Describe the difference between “work” and “power” and how they relate to simple   machines.	Solve for the amount of “work” and “power” used based on the information give.	Experiment with different simple machines and determine which is most effective for a given task.		Design a simple machine based on research from different sources. Then use the simple machine to perform a selected task.

Cooperative Learning

A teaching strategy where students work together to complete a task.

Example of Cooperative Learning Activity:

Students will work in groups of two to three to research and design a simple machine to perform a predetermined task. The students will decided which simple machine they would like to build and what task it is they would like to accomplish using their simple machine. Each student in the group will find at least one article (from any source) on how to create their selected simple machine. The group will then decide what materials they will need. The students will designate different group members to bring in particular materials. Using the different research articles, together the group will build their simple machine. The group will then test their simple machine on their predetermined task. Each student will then write their own reflection paragraph/s about: what each group members’ role was, what parts of their project was successful, what part of their project was unsuccessful, and what they would do differently next time. The group will receive a group grade for the simple machine built, but will receive individual grades for their reflective paragraph/s. 

Whole Language

A way to teach langue and literacy skills by learning whole words and phrases through meaningful and natural activities and interactions with others (not through phonics exercises).  

Example of Whole Language Activity: 

Students will be grouped in pairs and given multiple scenarios (in picture form or written form). The students will tradeoff reading/or describing the scenario to their partner. The pair will then discuss which simple machine would be most beneficial in that particular scenario and why. The students will then each write a sentence or two summarizing why they picked that particular simple machine for that scenario. Both their summaries will be submitted to the teacher.

Language Experience 

A reading instruction strategy where the teacher and or student/s create a written story or activity about the students personal experience/s to help the student/s learn the written form of a word with the spoken form. 

Example of Learning Experience Activity:

After a lesson of different kinds of simple machines, students will work in pairs and select one of the simple machines. Together the pair will create a poster describing where and how the simple machine they choose is used outside in the “real world.” The pair will then present their poster to the class.

Differentiated Instruction 

Differentiated instruction is where a teacher creates different leveled activities for students at varying levels. This allows students to do different things, but still meet the same state or district standards (Martin & Pickett 2013).

Universal Design for Learning (UDL)

Universal Design for Learning is a set of guidelines that when followed, guarantees all students can access the content and objectives (CAST 2011).

Guidelines: http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

Why Use Differentiated Instruction and Universal Design? 

Many teachers utilize differentiated instruction and Universal Design in all their classes to reach the diverse needs of all their students. Differentiated and Universal instruction Design are especially used in the special education classes and lower level general education classes. By utilizing differentiation, teachers are able to start at the level each student is at and then increase the student’s skills from there. Students who are behind are able to work on remedial skills while students above standards are able to work on higher level assignments. Differentiated instruction helps eliminates students feeling board, overwhelmed, inadequate, and frustrated. Universal Design allows for students to learn similar objectives because the information and assignments are presented in a way that allows all students access the content no matter what their physical or cognitive level. As a result of differentiation and Universal Design, student are increasing both their knowledge and skills. Differentiation and Universal Design have also allowed many of the students in special education the chance to learn in the general education setting (Kunic, 2012). 

Example of a Lesson Utilizing Universal Design for Learning 

**Note: This lesson is aligned with three of the Common Core science standards and meets the needs of my diverse learners through research-based teaching strategies (such as UDL). 

Lesson Plan

Lesson Title:   Pulley IMA Lab	Content Area: Physical Science	Grade Level: 10th Grade
Overview of Lesson: Students will find the ideal mechanical advantage of different pulley systems by creating different pulley configurations.
Learning Objectives: - 11.B.4b Propose and compare different solution designs to the design problem based upon given constraints including available tools, materials and time. - 11.B.4c Develop working visualizations of the proposed solution designs (e.g., blueprints, schematics, flowcharts, cad 11.B.4e Develop and test a prototype or simulation of the solution design using available materials, instruments and technology.
Target Student Group: Students with an IEP in a co-taught general education setting.
Key Content Concepts: -Simple Machines -Ideal Mechanical Advantage (IMA of a pulley system is equal to the number of pulley’s used) -Fixed Pulley -Movable Pulley -Block and Tackle System
Rational for Instructional Remediation Strategy and Universal Design Principles: -Directions and information are presented auditorily and visually thorough words and pictures to aid in understanding. -Students are allowed to utilize their textbook and group members to aid in understanding vocabulary. -Students use materials such as pulley’s and string to make models of the different types of pulley systems. This allows students to demonstrate their skills in an alternative way. This also allows students to use their inquire skills and figure out how to build a pulley system on their own. -This is an inquire lab which allows this lesson to be very student centered and enhances the use of critical thinking and problem solving skills. -Students work in small groups increasing their science skills, collaboration, and sense of community. -Through building different models of pulley’s and utilizing resources (textbook & peers), students realize the   number of strings barring the weight of the load in a pulley’s system is equal to the ideal mechanical advantage. -After creating multiple pulley systems and finding the IMA, students are then asked to draw a conclusion and make a generalized statement about the relationship between the number of pulleys and the IMA. -Using manipulative allow students to learn through physical means.   -After creating the pulley systems using the manipulatives, the students are then asked to draw a picture of their model. This allows students to document their work and gives them a visual to refer back to when they later reflect and draw conclusions. This also allows a teacher to assess a student’s skills if they are not around when the student builds their model. -Students are asked explain why and what pulley systems are used in everyday life. This allows students to add meaning and purpose to participating in the lab.
Materials/Technology Required for Lesson: -Ring Stand -Pulleys -String -Spring scale -Weight -Meter stick
Instructional Steps for Conducting the Lesson: Note: Going into the lab the students will already be familiar with the different types of pulleys and associated vocabulary.        1. As a bell ringer, students will be asked to brainstorm different examples of pulleys in everyday life. Students will then share their ideas with the class.        2. As a class, the purpose statement of the lab will be read aloud. The purpose states: “You are to explore the ideal mechanical advantage provided by different pulley systems. You will be creating different pulley configurations to help you understand the concept of ideal mechanical advantage (IMA) (For help see page 141-12 in your textbook).”        3. Students will break into groups of two. Using the provided materials, they will build a fixed pulley.        4.Students will draw a picture of their model and label and indicate the direction of the: input force, fulcrum, and output force.        5. Using the textbooks and notes previously given in class, students will identify the IMA of a fixed pulley and supporting evidence.        6. Students will repeat steps 3-5 for a: single movable pulley, block and tackle with two pulleys, and a block and tackle with four pulleys.        7. As a conclusion, Students will discuss and write down a generalized statement about the relationship between the number of pulleys and the IMA. Students will then again discuss and write why and what pulley systems are used in everyday life.

Assessment Rubric

CATEGORY	4	3	2	1
Participation	Student used their time effectively and student stayed on task the whole time.	Student used their time effectively a majority of the time and the student stayed on task for most of the time.	Student inconsistently used their time effectively and was frequently found off task.	Student did not use their time effectively and was off task for the majority of the time.
Accurate IMA Identified	IMA for all 4 designed pulley systems were correct.	IMA for 3 of the designed pulley systems were correct.	IMA for 2 of the designed pulley systems were correct.	IMA for 1 of the designed pulley systems were correct.
Drawings	All diagrams were neatly and accurately drawn and labeled.	Most of the diagrams were drawn and labeled neatly and accurately with a few errors.	Diagrams were drawn neatly and accurately, but were often intricately labeled.	Diagrams were not neatly drawn and labels were inaccurate.
Conclusion	Student drew an accurate conclusion about how to identify the IMA of a pulley system and provided multiple everyday examples of pulley systems.	Student drew an accurate conclusion about how to identify the IMA of a pulley system and provided a few everyday examples of pulleys.	Student drew an accurate conclusion about how to identify the   IMA of a pulley system, but did not provide any everyday examples.	Student did not draw an accurate conclusion about how to identify the IMA of a pulley system nor did they provide any everyday examples.

Why Use Different Colors?

Some teachers use different colors to prompt her students to communicate in either Spanish or English. Researchers such as Thelen and Klifman (2001) express the importance of using a variety of visual cues such as color to smoothly transition from one activity to the next. With the help of visual cues students are able to learn and differentiate teacher expectations and transition independently. By always keeping Spanish in one color and English in another, the students knew the expectation to think and speak in that particular language without any verbal prompts from the teacher. This strategy can also help the students organize their thoughts and better store information in their long-term memory (Sandra and Wetzels, 2009).

A study done by Lamberski (1982), shows color coding materials, increases students attention and associative memory. The student’s taught in color remembered more information than the students taught in black and white. As an educator I can use the simple strategy of color association and visual cues to universally express my expectations and expedite students’ transfer of skills and content.

Metacognative Strategies

 See the list of learning strategies for ELL students at:  http://www.pearsonlongman.com/ae/download/shiningstar/Chamot.pdf

One needs to make sure lessons are universally designed using: multiple means of representation, repetition, and a verity of checks for understanding. One also need to teach students to utilize metcognitive strategies and skills such as: using graphic organizers, summarizing, predicting, taking notes, accessing prior knowledge, visualizing, cooperating with others, self-evaluating, accessing alternative resources, and checking for compression (Chamot). These skills will help students be successful even in an imperfect academic setting.

Example Lesson Using Metacongitive Strategies 

In an intro mini-lesson on simple machines, students start by writing down everything they know about simple machines and the pictures on the board in their native language, English, or pictures. The students then share their independent thoughts with their neighbor. While sharing ideas with their partner they are communicating their prior knowledge and increasing their vocabulary in a low risk setting. The students then discuss their prior knowledge together as a class. The students are then asked to work with their partner to come up with why simple machines are used and where they can be seen in everyday life (see Appendix for simple machine lesson plans).

In this lesson the four metacognitive strategies utilized to help students understand, remember, and learn new information about simple machines are: using prior knowledge and experiences, cooperation, prediction, and self-evaluation (Chamot). When the teacher places the word “simple machines” on the board along with pictures of different machines the teacher will explain how the students are independently going to use their prior knowledge (or what they already know) about simple machines and the pictures on the board to create a list of related information. The teacher will explain to the students it is important to brainstorm what they already know about a topic because it will make remembering new information easier when they can connect it back to knowledge they already have. After the students have a chance to independently brainstorm their ideas, they will be asked to work with their partner and share their knowledge. Before the students get started the teacher will discuss with the students the importance of cooperating and working with others. In this discussion the teacher will acknowledge how when people work together the more brain power they have to solve a problem. It will also be stated when a person has to explain their ideas and teach someone else their understanding increases and they will be more likely to remember the new information. The feedback they receive from their partner will also help expand their knowledge and understanding of simple machines. The teacher will then model with one of the students how to respectfully share ideas and give positive constructive feedback. The students will then discuss as a class what information they already know about simple machines.

Using the information the class came up with about simple machines; the students will be asked to work together and use their prediction skills to predict why simple machines are used and some examples of how they are used in everyday life. By the students making personal predictions it helps them set a purpose and increase their personal curiosity for new information about simple machines in future lessons. Lastly the students will self-evaluate by referring back to their original independent brainstorm about simple machines and writing down at least three things they learned from their peers. The students will also pick one of the six simple machines that is most interesting to them and wish to do further research on in the future. The use of these four metacognitive strategies will increase understanding, increase retention rate, increase the students’ knowledge of simple machines (Chamot).

Appendix

Lesson plans for mini-lesson on simple machines.

Grade Level: 10th Grade	Content Area: Physical Science	Lesson Plan Theme: Simple Machines
Description of Lesson: Write the phrase, “simple machines” on the board. Give the students are few minutes to write down everything they know about simple machines and or draw pictures of examples of simple machines (Students are allowed to write their thoughts in English or their native language). Then one-by-one place the picture of each simple machine (lever, wheel and axel, pulley, wedge, incline plane, and screw) on the board. Again ask the students to write down anything they know about the pictures place on the board (their name, what they are used for, and excreta). Have the students turn to their partner and share their ideas and pictures. The students will be allowed to add to their partner’s ideas to their own papers. As a class let the students share their ideas as the teacher writes the ideas on the board. Ask the students to talk with their partner about how and why each of the different simple machines is used in everyday life. Then as a class discuss the students’ ideas of how and why each simple machine is used. End by showing the students live examples of simple machines or pictures and talking about how and why we use each machine.
Transfer-of-Skills Strategy	Description of Strategy	Implementation Steps
Strategy #1 Mobilization and Pictures (Sandra and Wetzels, 2009)	Writing down or drawing pictures of all the things one knows related to a particular topic or a picture.	Write a topic on the board or show a picture and ask the students to write down or draw pictures of all the things they know related to that particular topic. (Allow students to write there ideas in English or their native language). Have the students turn to their partners and share their ideas and pictures. Discuss as a class the pictures and ideas the students came up with.
Strategy #2 Problem-based Discussion (Sandra and Wetzels, 2009)	Hypothesizing possible explanations with classmates.	Pose a question to the class and have the students hypothesize different explanations to the question. Have the students discuss their ideas with their partner. Discuss the students’ ideas as a class.

Example Thematic Unit, Interdisciplinary Lessons, & Sheltered Instruction  

Dr. Krashen and Dr. Collier (ACE, 2014) research states that thematic units, interdisciplinary lesson plans, and sheltered instruction are effective instructional strategies for English language learners (ELLs) and appropriately accommodate the stages of the Natural Approach for language acquisition (ACE, 2014). Sheltered instruction allows for grade level content in addition to acquiring English skills (Fritzen, 2011). Effective sheltered instruction contain the following components: building of background knowledge, comprehensible input, use of cooperative learning, opportunities for interaction, repetition, engaging learning activities, and opportunities for review (ACE, 2014). The following one-week lesson plan for tenth graders reflects the different elements of sheltered instruction through a thematic interdisciplinary unit on the different states of matter.

One-Week Lesson Plan

Grade Level: 10thGrade Content Area 1: Physical Science Content Area 2: English / Language Arts Theme:States of Matter (Solid, liquid, & Gas) Learning Objective(s): HS-PS1-5 Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs (NGSS) \ Identify all properties of each state of matter (solid, liquid, gas) Explain how particle movement, temperature, and pressure apply to the different states of matter. Explain, calculate, and apply Boyle’s and Charles’s law. Learning Objective(s): CCSS.ELA-LITERACY.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information (CCSS).   CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms (CCSS).. CCSS.ELA-LITERACY.RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently (CCSS). Real-Life Application (s): - Water is a great example of a substance students interact with on a daily bases that changes form. Depending on the state of matter water is in (solid, liquid, or gas) determines how we use it. For example when water is in solid form (ice cubes) it can be used as a cooling agent. When water is in a liquid form it can be drank, used as a solvent, excreta. If water is boiled it can be turned into a gas and used in humidifiers, in steam rooms and more. Water can also be purified through a boiling and cooling process. -Knowing how adding or subtracting heat and pressure also explains why condensation can be seen on the grass in the morning, why drops of water can be see on the outside of a cold water bottle, why pot holes form on the road, or why it is a bad idea to put a can of pop in the freezer. -Investigations of adding or subtracting heat and pressure also explain why car and bike tires need to be pumped up during the winter. Enrichment Experiences: - Have a construction worker can come in and present pictures of examples of how water freezing and melting affects things such as roads and pipes. The construction worker can also discuss what materials and precautions are taken to avoid damage from water freezing and melting. If a construction worker is not available short video clips can be used as well. - Incorporation of inquiry based labs to enhance complex thinking (Settlage, Madsen, & Rustad, 2005). -Incorporation of video clips as visuals to aid in understanding. Project: - Students will design a lab experiment incorporating the different states of matter and demonstrating the relationship among pressure, temperature, and volume (Boyle’s or Charles’s Law). Students will then present their experiment and findings in a method of their choosing (power point, video, poster, song, skit, etc.) Presentation and Celebration: Students will present their experiment and findings in a method of their choosing (power point, video, poster, song, skit, etc.) Day 1 Lesson Plan Time Requirement Strategy/Activity Resources 7 minutes Bell Ringer (think-pair-share/ activate prior knowledge) - Ask students to hypothesize why large holes / potholes form on roads (teacher will also display a picture of a pothole). First the students will write down their own thoughts, then discuss with their partner, and then as a class. (This activity is meant to help the students access their prior knowledge and connect the content to real life.) Students will first work on their own, then with their neighbor, and then share as a class (think-pair-share). 5 minutes Use short video clips to aid in understanding. YouTube clip on how and why potholes form. https://www.youtube.com/watch?v=m7MqVNCSG48 (Petelin,2012) YouTube clip on how potholes form and how to fix them. https://www.youtube.com/watch?v=A4ent8gTrj4 (City of San Antonio Department of Public Works, 2012) 25 minutes Have students work in heterogeneous small groups (cooperative learning) to follow procedures to conduct a discovery lab on the different characteristics of a solid, liquid, and gas. -The teacher will provide written and oral directions/ questions for the students to follow and answer. -Lab material will be setout for the students.  8 minutes Together the class will review the unique characteristics of a solid, liquid, and gas. - A solid, liquid, gas characteristic graphic organizer. Day 2 Lesson Plan Time Requirement Strategy/Activity Resources 10 minutes Bell Ringer: Have the students work with their partner to try and fill in the phase change concept map and phase change diagram (graph). Have the students use the color red when heat is entering the system and blue when heat is leaving the system. Also have the students draw a picture of each state of matter on their graphic organizers. After the students have had time to fill out the graphic organizers as partners, review the material as a class. - Example of phase change concept map and phase change diagram (2007). http://www.felloweducators.com/brick/psc/pscr_phase_change_notes.htm    -The use of native language concept/vocabulary books with pictures to aid in student understanding.  15 minutes Boyle’s law discovery: Hand each student a syringe and a mini marshmallow. Have each student put the marshmallow into the syringe. Have the students place their finger on the bottom of the syringe so no air can get out. Then have the student press down on the top of the syringe, increasing the pressure (the teacher will model and verbally explain these procedures). Have the students observe what happens to the volume of the marshmallow as pressure increases. Have the students work in partners and draw a conclusion about how pressure and volume are related. Have the students also come up with a mathematical equation and graph to represent the relationship between volume and pressure using the variables P1, P2, V1 and V2. Then have a few students share their conclusions with the class. - A YouTube demo of the marshmallow experiment. https://www.youtube.com/watch?v=XHKlhhrFQVQ (Evelyn, 2013) - A mathematical explanation of Boyle’s law and how pressure and volume are related. http://www.grc.nasa.gov/WWW/k-12/airplane/boyle.html (Benson, 2014) 15 minutes Charles’s law teacher demonstration: Put water in a flask and place the opening of a balloon over the top. Before placing the flask on a hot plate, ask the students to write or draw a picture of their prediction of what will happen to the balloon when the flask is placed on the hot plate. Place the flask on the hot plate and let the water boil. Have the student write or draw their observations. Have the students work in partners and draw a conclusion about how volume and temperature are related. Have the students come up with a mathematical equitation and graph to represent the relationship between temperature and volume using the variables T1, T2, V1, and V2. Then have a few students share their conclusions with the class.  A YouTube click of the Charles’s law balloon and hotplate demonstration. https://www.youtube.com/watch?v=U6xB-jgA8_s (Pigeon, 2014) 4 minutes Exit slip: Have the students turn in a written explanation Charles’s and Boyle’s law in their own words. Allow students to use drawing to aid in their explanations (informal assessment). Day 3 Lesson Plan Time Requirement Strategy/Activity Resources 5 minutes Bell Ringer (think-pair-share): Using pictures and written communication ask the students to explain why a scuba diver is happy on the surface of the water, but when the diver dives down he/she is unhappy because his/her head hurts. Also ask the students, if the scuba diver situation is an example of Boyle’s or Charles’s law. Allow the students to use their notes from previous days. 35 minutes Inquiry lab: Using the scientific method and experimental design small hydrogenous groups of students will design and perform an experiment of their choosing that demonstrates either Charles’s or Boyle’s law. Students will then decide how to present and display their experiment and results/conclusions. Example presentation options could be: power point, video, poster, song, skit, blog etc. -Students are allowed to use their textbook (http://glencoe.mheducation.com/sites/0078779626/index.html) (McGraw-Hill Education, 2007) -Students are allowed to use the computer and internet. http://glencoe.mheducation.com/sites/0078779626/index.html -Students are allowed to access related literature from the library (Liberian will help by setting books out beforehand related to Charles and Boyles law in multiple languages).  -Students are allowed to use their class notes. -Students are allowed to use their class notes. 5 minutes Exit Slip: Each group will turn in an explanation of their experiment and how they plan present their findings. Students may also turn in any work completed so far for the teacher to look over and provide feedback on. Day 4 Lesson Plan Time Requirement Strategy/Activity Resources 10 minutes Bell Ringer: Have students review flash cards on quizlet site: http://quizlet.com/45552841/flashcards    http://quizlet.com/45552841/flashcards -Laptops 35 minutes Have students work in their groups and conduct their experiment and create presentation. -Students are allowed to use their textbook (http://glencoe.mheducation.com/sites/0078779626/index.html) (McGraw-Hill Education, 2007)    -Students are allowed to use the computer and internet. -Students are allowed to access related literature from the library (Liberian will help by setting books out beforehand related to Charles and Boyles law in multiple languages).  -Students are allowed to use their class notes. -Students are allowed and encouraged to read text in their native language as needed. At home Homework: Have students finish creating their presentations. Day 5 Lesson Plan Time Requirement Strategy/Activity Resources 10 minute Bell Ringer: Have students review flash cards on quizlet site: http://quizlet.com/45552841/flashcards - Quizlet site: http://quizlet.com/45552841/flashcards -Laptops 30 minutes Assessment: Students present their experiments and conclusions to the class and the teacher grades the projects using a rubric. The students viewing the presentations will identify which laws is being presented and take notes and draw pictures representing the presented experiment and results. -Teacher will use a rubric to grade presentation and experiment (Maxwell & National Centre for Vocational Education, 2010). 5 minutes Exit Slip/ informal assessment: Students will teach write down an everyday example for Boyles’ and Charles’ law and explain why it represents that law. -Students can come up with their own example or they can use one from the presentations they saw. Students cannot use they example they did their project on.

The above one-week lesson plan for tenth graders reflects the different elements of sheltered instruction through a thematic interdisciplinary unit on the different states of matter. The week starts with students activating their prior knowledge as students think about how potholes are formed. Students then use their prior knowledge and cooperative learning groups (Hansen-Thomas, 2008)to conduct a discovery lab on the different characteristics of a solid, liquid, and gas. On day two, the students utilize graphic organizers and hands on activities to draw conclusions about different states of matter and Boyles’ and Charles’ law. On day three and four, students participate in an inquire lab (Settlage, Madsen, & Rustad, 2005) where they design and perform an experiment of their choosing that demonstrates either Charles’s or Boyle’s law. On the final day, the students present their experiments and conclusions to the class and the teacher grades the projects and student mastery of objectives using a rubric (Maxwell & National Centre for Vocational Education, 2010). Each day bell ringer and exit slip are utilized: to add repetition/review, assess student progress, stimulate prior knowledge, and foster complex thinking. The use: of visuals, pictures, videos, technology, texts in multiple languages, partner/group work, modeling, hands on activities, and graphic organizers are all in places to enhance understanding through multiple means of representation and differentiation (Hansen-Thomas, 2008). The use of sheltered instruction and thematic interdisciplinary units are essential to ensure the acquisition of grade level content and English language skills (Hansen-Thomas, 2008).

Strategies to Develop ELL's Literacy Skills in Upper Elementary/Secondary Grade Levels 

ELL students in the upper elementary and secondary grades are faced with a challenging task when it comes to developing literacy skills. The reason being they have to play “catch-up” to their English speaking peers in both literacy skills and content (Howard, 2012). Depending on a student’s developmental literacy stage: emergent, early, or transitional/fluent (ACE, 2014) will determine the intensity of scaffolding and support needed. Helman and Burns (2008), found a strong relationship between oral proficiency and sight word acquisition. With this being said, for students especially in the emergent stage of literacy development it is important to instruct using activities that promote authentic collaborative oral communication in low risk settings (partners, small groups, one-on-one with the teacher) for students to practice and increase their oral fluency and comprehension. Helman and Burns (2008) also share some effective teaching strategies and activities to increase literacy skills for older ELL students such as: interactive word walls, multiple opportunities to read high frequency words, students creating sentences with new vocabulary, pictures and visuals to go along with new vocabulary and content, word or picture sorts, repeated readings, teaching and implementing self-monitoring strategies etcetera. The drill and practice methods of teaching literacy skills are said to be ineffective (Schulz, 2009), because ELL students are in “catch-up” mode it is important to present information in an authentic meaningful way with a clear connection to students prior-knowledge and lives outside of school. Utilizing students’ prior knowledge and connecting to students lives increases both motivation and retention of new content (Howard, 2012). Lessons need to incorporate sheltered and targeted instruction where students develop both age-appropriate language and content skills (Watkins & Lindahl, 2010).

Pairing the right book with the right student also plays a huge role in increasing literacy development. Students in different stages of reading development require different characteristics in reading materials. Students in the Emergent stage benefit and have the most success comprehending: simple narratives eight to sixteen pages long, with simple text (high-frequency words with common beginning and ending letters) in the first person present tense (one to two sentences per page) with lots of visuals and repetition (ACE, 2014). Students in the Early stage benefit from: long narrative or informational text (16-24 pages long) containing dialogue and repetition, with high-frequency words with common phonemes (ch, sh, ing) and rimes along with pictures that match the text (ACE, 2014). Finally the Transitional/Fluent stage readers benefit from: text from a verity of genres (short chapter books with 20 lines per page) containing longer sentences of new content and minimal pictures (ACE, 2014). In addition to matching the structure and complexity of a text to its reader it is equally to provide students with adequate background knowledge and select text that relate to a students life and/or personal interests (Howard, 2012).

Example of Interventions & Ways to Assess Effectiveness 

Instructional Issue/ Concern	Intervention Description	How Will You Assess Intervention Success?
1. Reading Comprehension	Model meta cognitive reading strategies through think alouds for: before, during, and after reading. Model and teach students how to preview a text and make predictions before reading. Model and teach students to annotate their text and check for understanding as they read by asking themselves questions. Model and teach students how to summarize important details and main ideas from the text. After modeling these skills the teacher will gradually release the responsibility to the students (Francis, Rivera, Lesauz, Kieffer, Rivera, Center, & University of Huston, 2006). P24	After modeling and practicing the meta cognitive reading strategies together as a class, have the students complete the steps with a partner. Then have the students independently practice the strategies. After the students have practiced as a class, in partners, and on their own, have the students take a comprehension tests similar to the state-mandated assessment (such as the PSAE and ACT).
2.Mathematical Vocabulary and Word Problems	ELLs need explicit instruction and practice with mathematical vocabulary. ELLs should be provided with structured activities that promote discussion between them and native English speaking peers. The discussions and cooperative learning between the ELLs and native English speaking peers with provide authentic of mathematical vocabulary practice (Francis, Rivera, Lesauz, Kieffer, Rivera, Center, & University of Huston, 2006). Word sort: Pairs of students will be given a stack of different operational mathematical terms. Together they will have to sort the words/phrases into the correct category (addition, subtraction, multiplication, or division). The students will then be given word problems to solve that contain one of the words they just sorted.	Before the students start the activity they will be given a pre-test of different word problems asking them to preform different operations. Then after the students participate in the activity they will be given a post-test with similar vocabulary as the pre-test.
3.Comprehension and Understanding of inquiry skills, scientific content, and science related vocabulary	Written bell ringers related to applying the concepts of the scientific method and experimental design. As part of the bell ringer the teacher will explicitly teach and provide feedback on skills such as: creating hypotheses, methods of collecting data, controlling variables, supporting or disproving a hypothesis with evidence, and making modifications for more accurate results. Have students participate in written think-pair-shares in responses to the bell ringers. In addition, have the students participate in inquiry based labs where they apply the steps of the scientific method and experimental design. As part of the lab, they will document their work and findings in a written lab report. The students will work in small groups for the lab, but will individual be responsible for their own lab write up (Buxton, Allexsaht-Snider, Suriel, Kayumova, Choi, Bouton, & Baker, 2013).	A rubric will be used to assess students’ inquiry skills, use of scientific vocabulary, and science content (Buxton et al., 2013) after completion of a lab report.  See sample rubric at: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2464226&

Supporting ELL Students & Increasing Science & Literacy Skills

Lee and Buxton (2013) discuss three practices essential for effective science instruction for ELLs. The first being teachers must have a solid understanding of the content they are teaching. Second, teachers must have the knowledge and ability to prompt students’ scientific understanding. And finally, teachers need to know how to promote scientific inquiry. Through inquiry based lessons students learn how to: plan investigations, collect data, construct explanations using supporting evidence, and communicate their conclusions. In addition to the use of inquiry Lee and Buxton (2013), explain additional knowledge and practices teachers need to master in order to support their ELLs such as: content area literacy strategies, langue support strategies, discourse strategies, home language support, and home culture connections. In the table below examples of how Lee and Buxton (2013) suggest implementing these knowledge and practices are provided. 

Five Domains of Effective Ways to Support ELLs in the classroom (Lee & Buxton, 2013).	Knowledge and Practices to be Implemented in the Classroom (Lee & Buxton, 2013)
Content Area Literacy Strategies	-Activate prior knowledge. -practice comprehending expository scientific text -instruction on academic language and its functions -practice with different genres of scientific writing -utilizing graphic organizers -practice reading science related books selected by both the teacher and the student.
Language Support Strategies	-incorporating  hands on-activities -inclusion of real objects and events -multiple means of representation (gestural, oral, pictorial, graphic, and textual) -provided examples of language being used in multiple contexts
Discourse Strategies	-differentiating the level and mode of communication -Being aware of the different levels of language proficiency -Assess which students can and cannot understand content presented through whole-class instruction and what supports are needed
Home Language Support	-Use home language to help increase meaning and understanding -present vocabulary in both English and native language -allow code-switching -encourage bilingual students to help less proficient students by using the native language.
Home Culture Connections	-Connect what students know to science topics being learned. -Use cultural artifacts (ex. Measurement tools) -Use community resources

Researchers Van Garderen, Hanuscin, Lee, and Kohn (2012), discuss the effectiveness of collaborative professional development between special education teachers and general education teachers as they implement: inquiry-based instruction, formative assessments, and Universal Design for Learning to meet the needs of their diverse learners. Through continual collaboration between general education teachers and special education teachers, they can combine their expertise of content and learning/behavior strategies to meet all their students’ needs. As part of a professional development program Van Garderen, Hanuscin, Lee, and Kohn (2012), educated the teachers first about the appropriate pedagogical techniques available to support their implementation of inquiry-based instruction, formative assessments, and Universal Design for Learning (UDL). As part of this professional development the 5E Learning Cycle Model (engage, explore, explain, elaborate, and evaluate) was utilized and discussed as an effective planning method. The use of the 5E Learning Cycle results “in greater achievement in science, better retention of concepts, improved attitudes toward science and science learning, improved reasoning ability, and superior process skills than would be the case with traditional instructional approaches” (Van Garderen, Hanuscin, Lee, & Kohn, 2012, p. 434). As part of the planning process both the special education teacher and general education teacher would demonstrate their knowledge of UDL by identifying possible learning barriers for students with disabilities and students lacking English proficiency. Then together both teachers would come up with solutions to the learning barriers. Through Van Garderen, Hanuscin, Lee, and Kohn (2012) research, it is evident how collaboration and professional development have increased the participating teachers’ abilities to meet the needs of their diverse students.

Finally in addition to presenting culturally relevant pedagogy through, inquiry, and Universal Design for Learning, it best practice, when assessing diverse learners to use formative assessments. Researchers Allison and Rehm (2007), express the importance of alternative assessments “because they enable students to demonstrate their understanding of information in multiple ways while providing them with a verity of opportunities for success”(p.16). Often traditional assessments such as multiple choice tests discriminate against culturally diverse students. Formative assessments allow students to demonstrate their knowledge and understanding without having to be proficient in English. A few examples of formative assessments are: projects, multimedia formats, videos, graphic organizers, observations, portfolios, exhibitions, demonstrations, journals, self-assessments, and discussions (Allison and Rehm, 2007). Formative assessment allow for a more accurate picture of what a student knows and their thought process. With accurate data of student knowledge and understanding teachers can make informed instructional decisions. Such as what content needs more or less instruction or what kids of special supports a particular student needs to be successful. 

  

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