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Englisl As a Second Language Content Area Curriculum in Math, Science, and Computer Science for Grades K-6

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Englisl As a Second Language Content Area Curriculum in Math, Science, and Computer Science for Grades K-6 DOCUMENT RESUME ED 347 090 SE 052 964 AUTHOR McCloskey, Mary Loup Ed. TITLE Turn On Units: EnglisL as a Second Language Content Area Curriculum in Math, Science, and Computer Science for Grades K-6. INSTITUTION Georgia State Univ., Atlanta. Dept. of Early Childhood Education. SPONS AGENCY Georgia State Board of Education, Atlanta. PUB DATE Mar 92 NOTE 171p. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) -- Collected Works- General (020) EDRS PRICE M701/PC07 Plus Postage. DESCRIPTORS Architecture; Computer Assisted Instruction; Cooking Instruction; Databases; Educational Games; Elementary Education; *English (Second Language); *Integrated Curriculum; Language Skills; *Limited English Speaking; Manipulative Materials; Plants (Botany); Robotics; *Science Activities; Science Education; *Second Language Instruction; *Whole Language Approach; Writing Skills IDENTIFIERS *Georgia Basic Curriculum; Terrariums ABSTRACT Thematic units, the basis of organization for this guide, work in many ways toward the dual goals of languageand content area instruction. The thematic units presented here address topics of high interest to limited English-proficient (LEP)students, including: robots; using a computer data base; activitieswith plants; building terrariums; architecture; and cooking. Inorder to provide LEP students with an active role in the learningprocess, the units incorporate many opportunities for them to playgames, participate in movement activities, enter into role playing,create art works and constructions, cook and manipulate materials.To bridge the gap between the classroom and the real world, theunit:. incorporate field trips and other activities that provide LEP students with motivational experiences to facilitatetheir learning of the new culture as well as thenew language. To help LEP students toward full literacy, the units use a whole languageapproach, including many experiences with rich literature, andopportunities to develop writing skills. In addition, the unitsare planned to incorporate the language, math, and science objectivesof the Georgia Basic Curriculum. Each of the units in the guide includesan introductory statement of purpose, learning objectives,key concepts, a brief outline of activities, grade levels for which theunit is intended, and a list of suggested resources. Eachunit addresses a range of several grade levels. Georgia Basic Curriculumobjectives for each activity are displayed on a grid. Each activityincludes recommended grouping and teacher role, a list ofmaterials needed, detailed procedures, suggestions for evaluation,and possible extensions of the activity. (KR) Turn On Units English as a Second Language Content Area Curriculum in Math, Science, and Computer Science for Grades IC-6 U S DEPARTMENT OE EDUCATION ItEt. e F th,4 ithttmit? Rese.4, ....ph Mary Lou McCloskey, Editor -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY EDUCATIONAIE4ESOURtr S nuktatqtEi CENTIR tE R. Cynthia Ashurst First tt,s tattx. amen! Mos beef, ,PSI, Wm.rd Janet R. Jones Mary Lou McCloskey ,Etceh-eti kart, the pershh vittertqAkit. umprh3Tha Susan Putzell Mno, Ilanges th3be hew- mdap k, temckrr.fihn Guam', Marianne Dunlap Sansom Pat A. Schneider Pturtista uoo* Pguruuns Valet:1.r C.,ts aot u ',vent do hottreSsanh tirttrPien1 4,Ehr TO THE EDUCATIONAL RESOURCES ryn,1,,,u, POhf INFORMATION CENTER (ERIC)" 2 BEST COPY AU:L4,i:e..1 Consultant D. Scott Enfight, Ph.D. Illustrations: Marianne Dtmlap Sansom &Charis Dike Text Design: Anneue Sibley This document was published by the GeorgiaState University Department of Early Childhood Education pursuant to a grant with the Board of Eclucation of the Stateof Georgia under Title II of P.L. 98-377: Educationfor Economic Security Act_ / 3 Turn On Units a English as a Second Language Content Area Curriculum in Math, Science, and Computer Science for Grades K- 6 Mary LouMcCloskey, Editor Cynthia Ashurst First Janet R. Jones Susan Putzell Marianne Dunlap Sansom Pat A. Schneider ACKNOWLEDGEMENTS In additice to the core staff, many individuals have couributedto the development of this project. Regina Hughes and Myrtle Joiner, the students and the staff of the Garden Hills Internatimal Summer School, Atlanta City Schools, graciously and enthusiastically assistedus with field testing these units. Field testing also took place at the Summer English as a Second Language Program at Nash Middle School in Cobb County, where Ruby Chan, Lynn Higgenbotham, llsa Bagby, Tony Sok, and their students were generous with their time, their energy, and their constructive responses to the units. Donna Conley and her students at Newton Estates Elementary School in Fulton County also welcomedus into their classroom to try out unit activities. Beth Arnow and Linda Jenks of the Georgia Department of Education were supportive in all stages of planning raidcany- ing out the project. Doug McKituick and Peggy Gallagher, from the office of the Dean of Education at Georgia Suite University. provided helpful counsel and competent assistance with adm in istration. Thanks go to Dorothy Sussman. for her invaluable help with editing and proofreading the manuscript,to John Dopyera, for encouragement and editorial advice and to Kathy Walden, fro)xt assistant, who met and conquered the woni processor in the preparation of the manuscript, and helped in so many otherways. CONTENTS INTRODUCTION DESCRIPTION OF THE GUIDE iii Unit 1: ROVING ROBOTS 1-1 Pat A. Schneickr Grades K-3 Unit 2: HIT THE JACKPOT 2-1 Janet R. Jones Grades 4-6 Unit 3: CULTIVATING PLANT CONCEPTS 3-1 Cynthia Ashurst First Grades K-2 Unit 4: TERRARIUM TURN-ON 4-1 Marianne Dunlap Sansom Grades 4-6 Unit 5: ADVENTURES IN AkCHITECTURE 5-1 Susan Putzell Grades 4-6 Unit 6: PERSONAL PIZZAS (AND OTHER RECIPES FOR LEARNING) 6-1 Mary Lou McCloskey Grades 2-4 tJ INTRODUCTION Limited English-proficient (LEP) children have always to help these students to acquire English woficieacy, they been a put of the Uniael States educational scene, but it is must find ways to see that these students also learn the telly in the last fifteen to twenty years that a clear national content 8Tell material expected of their age and grade level. awareness of the unique learning needs of these students Dwing air work in training wachers of English as a has emerged. In the late 196(Ys and early l9701s, legisla- Second Language (ESL), we have often observed how tive and judicial mandates dealing with the rights of LEP language minority children am foreclosed from instruction students to equal educatimal oppornmity led to the crea- in math and science until their English language skills are tion of bilingual educational pogroms specifically at a certain level. Schools in the state of Georgia lack designed to meet LEP =lents' nee& Most of these bilingual teachers in over fifty languages spoken by programs involved instruction in two languages (the Georgia's LEP school children, and are thus unable to students' native language and English) and were organized provide bilingual instruction in native languages in for programs with high concenuaticsis of stucknts from a muse areas. In many ways, the "pull-out" model single language background (e.g., Spanish/English followed by most ESL programs, in which students are programs in Texas; Vietnamese/English Programs in Cali- taken out of the regular classroom for ESL instniction for fornia). Most of the existing published curriculum part of the day, conflicts with the goal of providing materials prepared for teachers of LEP students have beat content area instructim to LEP students. Though aimed at these dual language programs. studens miss instruction in content areas when they are In 1987, both the demographics and the pedagogy of taken out of the regular classes, the teachers of pull-out bilingual education are changing. Department of classes often see their roles as language teachers only, and Educatim census projections indkate that the number of do not see their responsibility to function as content arca LEP students in the American popultaion between the teachers as well. Students in "pull-out" programs, ages of 5 and 14 will continue to rise dramatkally for at because of time limitations, are also likely to miss least the remainder of this century. No longa are LEP enrichment experiences such as classes in computer use. students concentrated in a very few gat= rather, When they do have opportunities to use computers, they linguistic minority households are now found in are generally for drill text practice in English, and Jo not communities across the country, in places wheze such introduce students to the language or logic of compute's. differences have never existed or have been able to be Problems are not diminished for LEP students who do ignored in the past. This trend has resulted in a much not have npull-our ESL instruction. Their regular wider and a much more diverse disnibution of LEP teachers se faced with the difficulty of giving the time and students in the public schools than ever before, with more indivklual insuuctice necessary to teach these students and more school systems each year facing the avollment while not taking instructional time from the rest of the of LEP students from several different language class. At best, teachers resourcefully use peers and backgmunds in various grade levels and schools. This methods of their own device to include LEP students. At trend is evident in the state of Georgia, where the numbee mese, the LEP students am neglected or isolated. Though of LEP students has increased an average of 12% per year LEP students may be present far content area instruction. since 1981 (Georgia Department of Education, December, they mils much of what is being taught because they are 1984). Currently 72 school systems in Georgia report unable to read the texts or comprehend the lectures. 7,052 non-English background students from at least 61 Content area material may be cognitively appropriate for different language groups. Of these auckins, 2,884 are LEP students, but the presentation of the material may reported as LEP.
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