EdTechTeacher Summit Boston 2017

For English Language Learners (ELLs), science can be a confusing mass of unknown vocabulary and unclear instruction. In today's elementary classrooms, science instruction is delivered primarily through English Language Arts and requires children, regardless of their English language literacy, to comprehend grade-level materials. This effectively closes the door to science literacy for children who are still learning English. This can also have a broad impact on whole communities with high numbers of ELLs, leaving them without access to the science knowledge and skills that can empower. Additionally, it can shut out young learners from possible futures in stable and rewarding STEM fields. Science instruction without support, solely through ELA, is an issue of equity. This presentation will share a program created by University Education Faculty and Title I classroom teachers to support ELL and special education students in the use of iPad apps and Osmos. Our goal for the collaboration was to make science fun and accessible to 4th and 5th graders while at the same time building vocabulary and providing background knowledge. We will share our successes and a few lessons learned. IPad Apps and strategies for integrating Osmos to support ELLs and special education students in the classroom will also be shared.