Language learning occurs in content-rich and discourse-rich classrooms. Learn how to use interactive word walls to support listening, speaking, reading, and writing about academic language.

TAKEAWAYS:
How to: 1. organize science concepts and academic vocabulary to scaffold listening, speaking, reading, and writing about science; 2. identify vocabulary that has multiple meanings and may present comprehension challenges for multilingual learners; and 3. bridge academic language acquisition theory to classroom practice.

SPEAKERS:
Julie Jackson (Texas State University: San Marcos, TX)

Students sometimes struggle to connect real-life motion with various representations such as graphs, data sets, and motion maps. This activity uses cups and your school football field to bring motion maps to life.

TAKEAWAYS:
1. Teachers will get a copy of an activity they can use to get their students out of the classroom and actively engaged; 2. The copy includes sample lab results and a sample video that they can use to help them prepare for the lab; and 3. The goal of the session to present a physical version of a motion map that students can watch back to help understand motion.

SPEAKERS:
Maximilian Von Schlehenried (Jesuit College Preparatory School of Dallas: Dallas, TX)

Discover accessible three-dimensional–aligned instruction and instructional strategies that are beneficial for diverse student groups, including English learners.

TAKEAWAYS:
1. Discover the successes and challenges in a three-dimensional science classroom; 2. Instructional strategies to integrate the disciplinary core ideas, science and engineering practices, and crosscutting concepts that are beneficial for all students; and 3. Strategies that can immediately be implemented into a three-dimensional learning experience.

SPEAKERS:
Amanda Salak (Bryan Middle School: Omaha, NE)

Learn about a seven-week Saturday program that engages fifth- and sixth-grade Latinx girls and their parents in garden-based activities to develop language and science identities.

TAKEAWAYS:
Participants will: 1. learn about the evolution and goals of Family Problem-Based Learning to promote interactions and language, and to develop science content knowledge and abilities; 2. appreciate how translanguaging can be an asset in science education; and 3. learn about activities that can be used in classrooms and out-of-school programs.

SPEAKERS:
Kim Marie Rillero (Urban Farming Education: Phoenix, AZ), Adrian De Alba (Maricopa County Schools: Phoenix, AZ), Peter Rillero (Arizona State University West Campus: Glendale, AZ), Susie Oliver (Arizona State University: Tempe, AZ), Ashley Coughlin (Arizona State University: Tempe, AZ)

The provided language supports will create a dialogic space for all students, including Emergent Multilingual Learners, to engage in argument-driven inquiry and scientific sensemaking.

TAKEAWAYS:
1. Overall, the presentation will promote equitable participation in classroom argumentation of Emergent Multilingual Learners and other underrepresented students; 2. Attendees will be provided a lesson that sparks collaborative inquiry, argumentation, and sensemaking on a socioscientific issue; and 3. Instructional strategies will also be provided to ensure the lesson is implemented in a discourse-rich environment.

SPEAKERS:
Alicia Herrera, Ph.D. (Whitney Elementary School: No City, No State), Julie Avila (John C. Fremont Middle School: Las Vegas, NV)

What strengths do English learners bring to our science classrooms? Explore an asset-based approach to building on the experience of language learning to excel in science.

TAKEAWAYS:
1. Celebrating the assets that English learners bring to the science classroom; 2. Sharing opportunities for meaning-making in the science classroom; and 3. Challenging educators to keep the expectations high for all students.

SPEAKERS:
Ann Iott (AMSTI-University of Alabama, Huntsville: Huntsville, AL), Cayce Perry (AMSTI-University of Alabama, Huntsville: Huntsville, AL), Charles Holloway (The University of Alabama in Huntsville: Huntsville, AL), Mary Headrick (AMSTI-University of Alabama, Huntsville: Huntsville, AL), Shundra Morris (AMSTI-University of Alabama, Huntsville: Huntsville, AL)