Masters Theses/Capstone Projects

Date of Award

4-27-2019

Document Type

Thesis

Degree Name

Curriculum and Instruction (MAE)

Department

Education

Advisor

Dr. Paul Wendel, Ph.D.

First Committee Member

Dr. Susan Constable, Ph.D.

Second Committee Member

Dr. Daniel Cho, Ph.D.

Keywords

Curriculum, Emergent, Science, English Language Learners, Middle School

Subject Categories

Bilingual, Multilingual, and Multicultural Education | Educational Methods | Higher Education

Abstract

The purpose of this Capstone project is to design a curriculum for emergent English Language Learners (ELLs). This subgroup of students typically comes from a different educational background and speaks a different native language than native English-speaking students. This presents a challenge for educators to include modifications to their current curriculum. While most curricula include modifications for educators to use, they are usually not at the level Emergent ELLs need to be successful in the classroom. This curriculum focuses on emergent level students in the middle school science classroom. The research question is How do we meet emergent ELL students at their level in the middle school science classroom? Through my research I found in the literature review the most effective frameworks Sheltered Instruction Observation Protocol (SIOP), 5E Model, and includes the Inquiry-Based Learning approach. Five specific needs featured within this curriculum include prior knowledge, front loading information, vocabulary, higher-level comprehension, and connecting language and content standards. These frameworks provided the structure of the lessons and the five specific needs were addressed in each lesson, creating an effective, research-based, emergent-level middle school science curriculum. S

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