Supporting ELLs
Amplify Science is a new phenomena-based science curriculum for grades K–8.
Supporting ELLs
English language learners (ELLs) bring a lifetime of background knowledge and experiences to everything they do. As they work to acquire a new language and new academic knowledge simultaneously, they may need specific linguistic support. In the instruction, the Differentiation Brief points out activities that could pose linguistic challenges for English learners or reduce their access to science content, and suggests supports and modifications accordingly.
The Lawrence Hall of Science authorship team believes that it is essential for students to develop both a deep understanding of science concepts and facility with disciplinary practices that are essential to the work of scientists and engineers. It is also important to recognize that in a single classroom, students have an array of learning needs and preferences. In particular, English language learners can benefit from learning opportunities designed to meet their needs from additional support then needed as they tackle the language and content demands of science.
Five principles helped the Lawrence Hall of Science curriculum developers design instructional sequences to meet the goals of bolstering students who develop understanding of science content, decreasing language demands without diluting science content, and allowing students to more fully engage in disciplinary literacy practices. The five principles are based on research on best practices in the field and have been reviewed by Amplify Science ELL advisors.
- Leverage and build students’ informational background knowledge.
- Capitalize on students’ knowledge of language.
- Provide explicit instruction about the language of science.
- Provide opportunities for scaffolded practice.
- Provide multimodal means of accessing science content and expressing science knowledge.