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From theory to planning to practice
English language learners (ELL) may require specific strategies to help them master the NGSS scientific practice of argumentation while they learn about various scientific ideas. The article shows how to do this with second and third graders learning about big ideas from Earth and life sciences. The students were collecting evidence to determine whether changes made to a below-ground system would affect the organisms located above the ground. The article details how a teacher gave her students time to practice scientific argumentation. Since all of our students need to learn how to engage in meaningful discourse about science, this article provides strategies that can be used for every child in a classroom. For example, the Can-Do rubric is shared and shows what ELLs may be expected to reach at each level of achievement. This rubric will help teachers scaffold learning for all of their students. The lesson is a template for creating authentic applications for language learning and to embed NGSS components using language.
Carolyn M (Buffalo Grove, IL)
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