Sample Responses

1. Describe the strategies the teacher used to integrate Speaking and Listening Standard 5.1 and 5.4, and Language standard 5.6, into the science learning sequence. How did integrating these standards in the lesson improve student literacy in science?

The teacher used several oral language opportunities for students to discuss their prior knowledge, observations from their experiment and reading. By discussing, first using student language (e.g., stick) and then attaching the academic language (e.g., attract), students are able to transition to the academic vocabulary. The repetitive nature of the experiment (Predict and then try) coupled with prior knowledge and later reading about the magnets and metals help to solidify the academic vocabulary.


2. Describe the strategies the teacher used to integrate Reading Informational Text Standards 5.1 and 5.3, and in Language Standard 5.6 into the science learning sequence. How did integrating these standards in the lesson increase student understanding of the science concepts?

Similar to the oral language strategies the teacher strategically placed the reading AFTER the experiment and discussion. Students then had had an opportunity to use words they might find in the text. The "post it " reading also allowed students to ask questions of things/ words/ phrasing that they did not understand.


3. In regard to the CA CCSS Writing Standards 5.1, 5.4 and 5.8, how was writing scaffolded for students? How did repeated and varied writing experiences improve student understanding of the science concepts?

A primary scaffold for writing was oral language-for partner, group and class sharing. The scaffold also included making predictions before experimenting, and then writing a summary statement about what they found. The teacher also used sentence frames as starters for the claim and evidence writing. Each writing activity enabled students to use evidence from the experiment and reading. Lastly, the teacher used a metacognitive prompt for student reflection of how they came to know what they know.