Making the Content Accessible for ELL
Introduction
This guide discusses how the authors of the Miller and Levine Biology program created
accessible content for English language learners (ELL).
This guide uses Pearson’s ELL Curriculum Framework to explore the range of strategies
that are available to assist students in understanding complex biological concepts. These
strategies also help students improve their English proficiency.
Pearson’s ELL Curriculum Framework
This framework was designed to assist contentarea teachers in addressing the needs of
English language learners. The five principles
in the outer circle of the framework, pictured
below, represent effective teacher planning.
The three processes in the inner circle highlight
quality interactions between teachers and
students. Begin exploring the curriculum
framework starting with the outer circle and
work inward.
Outer Circle
There are five principles in the outer circle
of the framework: Objectives, Frontload,
Comprehensible Input, Language Production,
and Assess Understanding. The following
sections provide information on each one of
these principles.
Objectives
English language learners are increasingly being held accountable for the same course
content goals as mainstream students. The first step in reaching these goals is for teachers
to identify and clearly communicate them to students. Communicate these goals through
visual aides, graphic organizers, and paraphrasing or chalkboard display.
There are two types of objectives that benefit English language learners. The first type is
the biology content objective. More than likely all students will have the same objectives.
However, it is important for teachers to simplify and state these objectives in a way that
English language learners will understand. An example of a content objective from Lesson
10.1 is having students compare sexual and asexual reproduction.
Note the content objectives on the first page of each lesson in the teacher’s edition. Simplify
the language when sharing the objectives with students.
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The next objective type is the language objective. Language
objectives promote language development while students
are learning the content. Language objectives include biology
content vocabulary, academic or school vocabulary, and
language form and function.
Introduce students to word study skills in the Build
Vocabulary section of the student text. The example on the
right highlights content vocabulary.
For Lesson 10.1, teachers could focus on a– prefixes as a
language objective. The word asexual has the prefix a–,
which means without. The following is an example of a
language objective for this lesson: List words that use the
prefix a–, as in asexual.
Frontload
Frontload lessons to prepare students for what they are about to learn. Use strategies
like activating prior knowledge, previewing the text, pre-teaching vocabulary, and making
connections to prior content.
When considering a frontloading strategy, determine if a student will need background
information that relates to the social, cultural, and historical facts within a lesson.
To assist teachers in frontloading, each chapter begins with a Big Idea, Big Question, a
Chapter Mystery, and a picture. These features help teachers prepare students for the
chapter content. The photo below shows embryonic white fish cells.
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Students will study the picture and describe what they see. Teachers will ask them to
compare the cell in the middle of the picture with the surrounding cells. This conversation
will then lead into the Big Idea and Question, and the presentation and discussion of the
Chapter Mystery.
The teacher’s edition suggests frontloading strategies that activate prior knowledge, preview
the text, and set purpose for the text.
Comprehensible Input
Teachers can use Comprehensible Input to simplify
the communication of content to both ELL and nonELL students.
Teachers can make written and oral content
accessible through illustrations, diagrams, charts,
graphic organizers, gestures, drama, real-life objects,
and hands-on activities.
The teacher’s edition features a Focus on English
Learners Section. The teaching tips include activities
that utilize comprehensible input. In this example,
teachers will illustrate the difference between asexual
and sexual reproduction by creating chalk drawings
that illustrate the definitions.
Another way to make content comprehensible
is to offer first language support. The Miller and
Levine Biology program offers this support by
giving students access to a Multilingual Glossary.
Students who are fluent in their first language
will be able to use this glossary to relate new
vocabulary words to words in their native
language.
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Language Production
Language production is an essential element in the development of academic language. Oral
and written language activities empower students to solve problems, express ideas, and
have opportunities for peer and teacher feedback.
Students may practice oral language through roleplay, oral reports, debate, and brainstorming.
The teacher’s edition features Focus on ELL notes that
are intended for extending language production.
In the example on the left, students will form groups
and participate in a Jigsaw Reading activity. Students
read and discuss the content within the groups. Then
they split up and orally present what they learned to
other groups.
Students will write notebook entries and responses to
writing prompts to practice their writing skills.
The student text periodically prompts them to make
notebook entries. The In Your Notebook section
provides opportunities to use graphic organizers
and to respond to prompts. The example below asks
students to use a Venn diagram to compare asexual
and sexual reproduction.
Assess Understanding
Below-level language proficiency can have a
negative impact on student success in biology. It
is important to use assessment to identify English
language learners’ strengths and challenges.
Note formal assessments at the end of each
unit, chapter, and lesson. Standardized Test
Prep allows students to practice on the types of
questions they will encounter on state and college
entrance tests. Other types of assessments allow
intermediate English language learners to write
essays using constructed responses.
Also note informal assessments throughout the
text. Caption questions and notebook responses
are a few ways in which teachers may assess
their students.
For more on assessment, view the Monitoring
Student Understanding modules on
myPearsonTraining.com.
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Inner Circle
Look back at the ELL Curriculum Framework diagram introduced on page 1. In the inner
circle of this framework, there are three principles: Motivate, Assess, and Differentiate.
Motivate
An excellent way of motivating English language learners is to encourage them to do
challenging work while providing them the support they need to be successful.
Assess
Assessment and intervention are essential to each other. Learning does not end with
assessment. Assessment provides information that is relevant to the scaffolding of further
instruction.
Differentiate
Differentiation of instruction ensures the success of English language learners. Teachers can
help their students scaffold to successful understanding of new concepts by activating prior
knowledge based on their individual backgrounds.
Core
The core of the ELL Curriculum Framework contains
the final principle: Success.
Success
This framework provides effective learning strategies
for English language learners. However, all students
benefit from this type of instruction.
ELL Handbook
Refer to the Miller and Levine Biology ELL Handbook
for in-depth strategies and best practices for teaching
science content to English language learners.
This handbook was developed in conjunction with
ELL scholar Jim Cummins. It provides teachers with
practical ELL research and theory.
Review
This guide discussed Pearson’s ELL Framework. ELL success involves five essential principles
for building ELL lessons: First, identify and clearly communicate content and language
objectives to English language learners. Use frontloading strategies to prepare students for
learning new material. Next, make content accessible through comprehensible input. Give
students many opportunities to practice their oral and written language. And finally, assess
English language learners for content and language understanding.
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