ELL Support - Pearson Education

Grades K-5

English language learners (ELLs) benefit from reading and comprehension support before, during, and after every lesson and through ongoing assessment. Interactive Science’s student-friendly narrative and instructional graph-ics create the appropriate learning environment for these students. Less proficient readers need support to improve attention, memory, and motivation. ELL students require language and literacy acquisition skills. Both benefit from a focus on learning and comprehension strategies and vocabulary and reading fluency.

In-program support specifically designed for EL studentsInteractive Science helps students learn in multiple ways and demonstrate comprehension in every chapter, with features such as:• Let’s Read Science—in the Student Edition—introduces key reading and comprehension skills and reviews

them throughout the chapter• Instructional visuals, photos, graphic organizers, charts and diagrams, and photos that clarify content and

develop science and inquiry skills• Vocabulary Smart Cards at the end of each chapter help students draw their own examples and write their

own definitions to key science and academic vocabulary• Point-of-use reading strategies, differentiated instruction, and ELL support in the Teacher’s Edition wrap• The English Language Learners Handbook, which is a professional development resource that includes best

practices, instructional strategies, and current research and theories for effectively teaching ELL students• Spanish options in print and online

ELL Support

5 Principles for Teaching English Language LearnersDr. Jim Cummins and a team of ELL educators identified the 5 essential principles that support the needs of ELL students. Language Central for Science integrates these principles throughout.

Explicitly states content and languageobjectives in each lesson/module.

Lesson opener activities connect to andassess prior knowledge.

Hands-on activities utilize multiplemodes of instruction: visual, verbal,aural, kinesthetic.

Pair and group work enable practice withall language domains: listening, speaking,reading, and writing.

Students express understanding throughlanguage production and reflect oneffective learning.

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What needs to be changed for EL Students?

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Frontload the Lesson. Use the Envision It! Try It! & Explore It! activities to activate prior knowledge, build background knowledge and make connections that prepare ELL students to understand new academic content.

Provide Comprehensible Input. Throughout the Write-in Student Edition, nonlinguistic support such as graphic organizers, photos, illus-trations and models help students understand what is cur-rently beyond their comprehension of written text.

Enable Language Production. Students use the Vocabulary Smart Cards to help devleop expertise in academic vocabulary. Assess Understanding. A variety of formative &

summative assessments are available for teachers to assess students’ content and language under-standing such as the Got It? section.

Identify Language Objectives. Use the ELL Lesson Plan available to identify content and language objectives.

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Make a plan.

Make a plan to test your hypothesis. Decide what

materials you need and make a list. Document the steps

you will follow in your test.

Test your hypothesis.

Follow your plan to test your hypothesis.

Collect, record, and interpret your observations.

Keep good records of what you do and find out.

Use tables and pictures to help. Organize your notes

and records to make them clear. Make diagrams, charts,

or graphics to help.

7. Give an Example Think of the last time you did an

investigation and collected data. How did you organize

your data?

State your conclusion.

Your conclusion is an inference you make based on your

data. Communicate what you found out. Tell whether or

not your data support your hypothesis.

Do repeated trials.

Repeat the experiment a few more times. Do each test

exactly the same way. For a conclusion to be valid, the

results of each test should be similar. Other scientists should

be able to repeat your experiment and get similar results.

8. Summarize Why is it important for scientists to do

repeated trials when doing an experiment?

9. Circle the picture

of the control in this

experiment.

10. Text Features

What do you think the

black headings on these

two pages describe?

Steps for Investigation

Scientists use scientific methods as they work in the

many different fields of science. Scientific methods are

organized ways to answer questions and solve problems.

They are also ways of discovering causes and effects.

Scientific methods can include the steps shown here.

Scientists might not use all the steps. They might not use

the steps in this order. You will often use scientific methods

when you do experiments and projects.

Ask a question.

You might have a question about something you observe.

State your hypothesis.

A hypothesis is a possible answer to the question you

ask. A hypothesis must be testable. You can write your

hypothesis as an If…then…because… statement.

Identify and control variables.

From a hypothesis, a scientist can identify the variables.

A variable is something that can change in a test.

An independent variable is one that you can control. A

dependent variable changes when an independent variable

changes. A simple investigation should test only one

variable at a time. If a scientist is testing a river for

pollution, all of the water samples must be taken at the

same time each day and at the same place and depth in

the river. If these samples are not taken the same way each

time, the samples may give confusing results.

Remember, for a fair test, choose just one variable to

change. Keep all of the other variables the same. Be sure

to have a control or a control group. A control group

is a standard against which change is measured. In an

experiment, the experimental group is the same as the

control group except that one factor has been changed.

5. Identify What is the independent variable in an

investigation to find how light affects the growth of plants?

What will keep the apple slices

from turning brown?

If I put lemon juice on the apple

slice, then it will not turn brown

because the juice keeps the apple

from reacting with the air.

6. Interpret Why is it

important to have a

control group in an

experiment?

The apple slice that was treated

with lemon juice stayed fresh. The

apple slice that was not treated

with lemon juice turned brown.

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Vocabulary Smart Cards 5

Practice It!

Read the text features in the chart below. Find the text features

in the textbook pages shown above. Write a clue that each one

gives you about the content.

Text Features

Text features, such as headings, highlighting,

pictures, and captions, give you clues about

what you will read.

heading

A caption tells specific

information about a picture.

yellow highlight

picture of a pencil

A picture shows something

you will read about.

Text FeatureClue

picture of a pencil

yellow highlight

heading

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