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THIRD GRADE SCIENCE TEACHERS' PERSPECTIVES ON IMPLEMENTING SENTENCE FRAMES AND WORD BANKS DURING SCIENCE LECTURES TO INCREASE THE WRITING LEVELS OF ENGLISH LANGUAGE LEARNERS

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Date Issued:
2017
Abstract/Description:
Each year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA Florida Assessment to write about science content. Therefore, scaffolded instruction for ELLs, which will prepare them to write about science content is critical. This research study explored two third grade teachers' perspectives on implementing sentence frames and word banks in order to increase the writing levels of ELLs during science lectures. A professional development session was conducted by the researcher with the two participating third grade teachers regarding the use of sentence frames and word banks with ELLs while teaching science content. The teachers, thereafter, conducted a science lesson using the scaffolded strategy of sentence frames and word banks. It was found that when the third grade science teachers implemented sentence frames and word banks during science lectures, the ELLs showed improvement in their writing as well as their use of scientific academic language. Both teachers stated that their ELLs were somewhat completing more of their science worksheets than before the intervention. These results can conclude that implementing sentence frames and word banks during science lectures can increase the writing levels of ELLs during science lectures.
Title: THIRD GRADE SCIENCE TEACHERS' PERSPECTIVES ON IMPLEMENTING SENTENCE FRAMES AND WORD BANKS DURING SCIENCE LECTURES TO INCREASE THE WRITING LEVELS OF ENGLISH LANGUAGE LEARNERS.
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Name(s): Shimada, Mary-Margaret M, Author
Grissom, Donita, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Each year, there is an increase of English Language Learners (ELLS) entering today's classrooms. A third grade teacher can be faced with having multiple ELLs in the classroom and still be required to teach them alongside native English speakers. Furthermore, third grade science teachers are also responsible for preparing all students in the classroom to comprehend and utilize scientific academic language based upon the Florida State Standards. Additionally, students are required on the FSA Florida Assessment to write about science content. Therefore, scaffolded instruction for ELLs, which will prepare them to write about science content is critical. This research study explored two third grade teachers' perspectives on implementing sentence frames and word banks in order to increase the writing levels of ELLs during science lectures. A professional development session was conducted by the researcher with the two participating third grade teachers regarding the use of sentence frames and word banks with ELLs while teaching science content. The teachers, thereafter, conducted a science lesson using the scaffolded strategy of sentence frames and word banks. It was found that when the third grade science teachers implemented sentence frames and word banks during science lectures, the ELLs showed improvement in their writing as well as their use of scientific academic language. Both teachers stated that their ELLs were somewhat completing more of their science worksheets than before the intervention. These results can conclude that implementing sentence frames and word banks during science lectures can increase the writing levels of ELLs during science lectures.
Identifier: CFH2000199 (IID), ucf:45996 (fedora)
Note(s): 2017-05-01
B.S.
College of Education and Human Performance, Teaching, Learning and Leadership
Bachelors
This record was generated from author submitted information.
Subject(s): English language learners
sentence frames and word banks
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH2000199
Restrictions on Access: public
Host Institution: UCF

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