ELL adaptations for friction
This article provided a great example of how to utilize the 5E process in an elementary school classroom in tandem with a sheltered instructional approach. In the classroom described in the ... See More
This article provided a great example of how to utilize the 5E process in an elementary school classroom in tandem with a sheltered instructional approach. In the classroom described in the article, the wide range and large magnitude of English Language Learners created a unique space to teach a new scientific concept simultaneously with growing the students' English fluency. One instructional strategy that I really think is useful when working in these circumstances is the use of visuals and visual cues when introducing a new concept or giving instructions. Another strategy that I am now open to using when working with ELL students in science, is grouping them by language needs so that they can communicate in their native language when discussing observations with peers, but then be encouraged to translate into English their final understandings to show their grasp of the concept. The article clearly states that it addresses the NGSS expectation of 3-PS2-2 "Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to
predict future motion" as well as the crosscutting concept of Cause and Effects. I believe that one possible shortcoming of this lesson is that the language translation when describing their understandings to the teacher could result in miscommunication or lack of ability to explain in English adequately. This would be something that teachers would need to be aware of going into this kind of lesson and spend extra time evaluating the students during the lesson.