SUMMARY OF PROFESSIONAL JOURNAL ARTICLE REVIEWS

Nancy QueisiTSL 5085

Article 1: Connecting Literacy and Science to Increase Achievement for English Language Learners

Article 2: Urban Elementary School Teachers’ Knowledge and Practices in Teaching Science to English Language Learners.

Article 3: Text-Based Questioning: A Comprehension Strategy to Build English Language Learners' Content Knowledge

An Overview

There has been an overwhelming increase in the number of English language leaners (ELLs) in mainstream classrooms.

There has been changes in the science curriculum. Standards have been created which explain what students

must know and what to do in science class. Elementary, middle, and high school students are

assessed on science knowledge and skills yearly. ELLs must acquire both the English language and learn

science simultaneously in order to become successful.

An English Language Learner

The Affect of Text-Based Questioning on Reading

Comprehension of Both ELLs and EOs A study was conducted to find the correlation between

vocabulary and reading comprehension in addition to questioning and reading comprehension in the content of science in a 5th grade classroom.

The results concluded both vocabulary knowledge and questioning had a powerful impact on the reading compression of all students.

English only speakers (EOs) text-based questioning was a stronger predictor of reading comprehension whereas ELLs general vocabulary was the stronger predictor.

Questioning is beneficial for ELLs only after they achieved a certain level of vocabulary.

Continued

Another study was conducted to examine the instructional techniques used to help 4th grade students enhance their text-based questioning in the content of science.

The results concluded that regardless of students’ English language proficiencies and initial questioning skills, all of their questioning skills improved.

It also showed that ELLs with the at least intermediate language proficiency are able to improve their questioning over a period of time by being taught the skill explicitly.

Students Asking and Answering Questions

The Importance of Vocabulary

Vocabulary plays a big role in reading comprehension. ELLs must gain vocabulary knowledge before they can

comprehend a skill or a concept that is being taught. Vocabulary development is the first step in reading

comprehension. When students including ELLs acquire good vocabulary,

they are then able to learn a content such as science.

Vocabulary Words

Strategies for Promoting the Development of English Literacy

skills and Content Knowledge Teachers should focus their teaching on four components

which are listening, reading, writing, and speaking. According to research, individuals retain 90% of content

information when they write and talk about what they learned.

Teachers should create an inquiry-based classroom giving students an opportunity to ask open and closed ended questions because it helps with the development of students’ high-order thinking and vocabulary.

Teachers should also incorporate student collaboration and hands-on activities in their classrooms which will increase student motivation.

Advice From a Kindergarten Teacher

This teacher advises other teachers to implement two research-based instructional strategies into their instruction.

The two strategies include word walls and science notebooks.

The purpose of these strategies is to help incorporate literacy skills and science content simultaneously.

As these strategies are implemented, teachers must be aware of ELLs English levels of proficiency.

Examples of a Word Wall and a Science Notebook

A Study on the Effect of Professional Development Intervention on Teachers

The study was conducted to examine the knowledge and practices of 38 teachers from urban elementary schools.

The knowledge and practices of teachers in their first year of professional intervention were compared to the knowledge and practices of teachers who used reform-oriented practices.

The goal of the study was to develop a better professional development intervention to help teachers use methods in order to inform and explain their content, specifically science, to ESOL students.

The intervention focused on helping teachers create plans for ELLs and for them to better understand the science content to teach it to all students.

Results of the Study

The results of the study concluded that teachers had the proper knowledge to teach the content of science to their students but they were having difficulties with scientific inquiry within their student population.

Teachers were uncomfortable teaching science to ELLs. Teachers using reform-oriented practices were more

successful with the constructs mentioned above. Modifications must be applied to future interventions in

order to gain a higher success rate in teaching ELLs.

Things Teachers Should Remember When Instructing ELLs

They must understand that each student has a different learning style.

It is important to reinforce accommodations for each ELL in order for them to acquire literacy skills and learn content areas such as science.

Students are more prone to comprehending content when they use all four components listening, reading, writing, and speaking when learning.

Some students are visual learners, therefore, it is beneficial to include writing and drawing activities in lessons (show strategies).

Incorporating literacy skills and content simultaneously will benefit ELLs tremendously.

Quality of the Articles

All three articles were informative and can be applied to teaching.

They aim at providing an opportunity for ELLs to develop literacy skills and content knowledge such as science simultaneously.

They all include teaching techniques and activities that fall under show, show and tell, tell strategies which are beneficial for ELLs.

An example of a show strategy is building word walls. An example of a tell strategy is allowing students to ask

open and closed ended questions. An example of a show and tell strategy is creating a

science notebook that includes drawings and explanations .

References

Adamson, K., Lee, O., Lewis,S., Maerten-Rivera, J., & Secada, W.G., (2007). Urban elementary school teachers’ knowledge and practices in teaching science to English language learners. Science Teacher Education, 733-758.

Huerta, M., & Jackson, J. (2010). Connecting Literacy and Science to Increase Achievement for English Language Learners. Early Childhood Education Journal, 38(3), 205-211.

Nagy, W. E., National Council of Teachers of English, U. L., ERIC Clearinghouse on Reading and Communication Skills, U. L., & International Reading Association, N. E. (1988). Teaching Vocabulary To Improve Reading Comprehension.

Scardamalia, M., & Bereiter, C. (1992). Text-Based and Knowledge-Based Questioning by Children. Cognition And Instruction, (3), 177. doi:10.2307/3233513

Taboada, A., Bianco, S., & Bowerman, V. (2012). Text-Based Questioning: A Comprehension Strategy to Build English Language Learners' Content Knowledge. Literacy Research And Instruction, 51(2), 87-109.