![]() SAIL lesson plans denote student engagement in purposeful interactions with peers in partners (one-to-one), small groups (one-to-small group), and the whole class (one-to-many). Third, students meet the communicative demands of different interactions. Second, students use a range of registers, from everyday registers in conversations with peers to specialized registers in more formal presentations. Modalities, or the diverse channels through which communication occurs, include both linguistic modalities of talk and text as well as visual modalities like gestures, drawings, graphs, symbols, and tables. First, students use multiple modalities in increasingly strategic ways. Third, students’ learning builds over the year as the unit design scaffolds their learning over time.įrom a language perspective, the SAIL curriculum focuses on three key aspects of language use in the science classroom. Second, students engage in three-dimensional learning, as each lesson includes science and engineering practices (SEPs), crosscutting concepts (CCCs), and disciplinary core ideas (DCIs). Students’ interest in local phenomena sustains their engagement over a unit. As students use science knowledge to make sense of phenomena and figure out answers to questions, they experience the work of scientists and engineers and have a purpose for learning science. First, students explain phenomena (science) and design solutions to problems (engineering). From a science perspective, the SAIL curriculum leverages three design principles. Our conceptual framework (fully described in Lee et al., 2019) includes science and language design principles. Now, after five years of iterative cycles of field-testing and revising, the full fifth-grade curriculum is available for free download here. Our curriculum was aimed at engaging all students, and ELs in particular, in three-dimensional learning to explain local phenomena. In 2015, a team of researchers, teachers, Next Generation Science Standards (NGSS) writers, science content experts, and applied linguists began designing a yearlong, fifth-grade, NGSS-aligned science curriculum. In this excerpt, our fifth-grade English learners (ELs) are developing a model to explain how the hydrosphere interacts with the geosphere, atmosphere, and biosphere in order to answer the driving question of the unit, “Why does it matter if I drink tap water or bottled water?” How does this engagement in sense-making and purposeful classroom talk happen? Enter Science And Integrated Language (SAIL). Sara: Ya, and then it will be easy to show how it’s the same for bottled and tap water. So maybe we need something in a key.īella: It’s perfect cuz if we show a symbol we could make it for like all of the places where the systems work together. Luis: How everything is working together. Sara: Ya, it’s gotta be like how the mountain and river, how they go together. Yearlong Fifth-Grade Science Curriculum for All Students, Including English Learnersīy Alison Haas, Rita Januszyk, Scott Grapin, Lorena Llosa, and Okhee Leeīella: Okay, so we have the geosphere here (points to model) and the hydrosphere here (points to model), but we need to show them like moving.
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