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Science Books Written by English Learners and Their Teachers
Introduction
Dr. Fred Dobb, California Department of Education, has regularly taught the Second Language Acquisition course in the San Francisco State University teacher credentialing program. The student-created books posted on our website were produced by credential candidates working with English Learners. Here you will find a variety of topics and some beautiful illustrations thoughtfully combined to show English Learners as communicators of scientific information to other children and adults.
Background
Here are the instructions for writing the books as given to the graduate students:
For your final project you will collaborate with an English Learner to develop his/her writing skills and to produce a children’s book. The book and its development should reflect what you have learned about scaffolding science content for English Learners. Among the several intended outcomes of this project are establishing a positive learning relationship between you and one English Learner, showcasing a child as a provider of information, and learning how to teach writing to a second language learner.
In its final form, your book will have the following characteristics:
1. It represents a collaboration between you and an elementary school English Learner operating at the early intermediate level or higher in reading and writing as determined by the California English language Development Test (CELDT). If you are in doubt about the student’s CELDT levels or willingness to participate, select some one else. The student’s CELDT level:
- Listening/Speaking
- Reading
- Writing
2. It is written at an English level slightly above the student’s proficiency level in English.
3. It represents a planned collaboration between the student and yourself in the selection of topic, writing, illustrations, etc.
4. It focuses on one California Science Standard appropriate for the grade level of the student. The standard used:
5. It reflects your utilization of pedagogical guidance from our classroom instruction and discussions, and resources such as Stead’s Is That a Fact?: Teaching Non-Fiction Writing K-3 and Essential Elements of Effective Science Instruction for English Learners
6. Contains brief biographies and pictures of the authors.
7. Contains at least 450 words.
8. It was developed and planned using Appendix III from Essential Elements of Effective Science Instruction for English Learners: “Targeting Academic Language Development for English Learners Through Scientific Investigation and Experimentation.”
To view and download the final products, click here
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