Date Approved
6-19-2008
Embargo Period
3-21-2016
Document Type
Thesis
Degree Name
M.S. in Teaching
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Wassell, Beth A.
Subject(s)
First grade (Education); Second language acquisition
Disciplines
Elementary Education and Teaching
Abstract
Sheltered Instruction, a strategy used in teaching English Language Learners (ELLs), can improve the educational experience of ELLs. In this action research project, one component of Sheltered Instruction, building background knowledge, was used to teach science in a first grade classroom to see if it could increase the science comprehension of ELLs. Many strategies were used to teach vocabulary during the first four days of each science unit. These strategies included setting aside a vocabulary only day, playing vocabulary games and activities, having a science word wall, reading informational storybooks, and using real objects for the students to connect with. The analysis of the data revealed that the focus group students were more confident during science class, were eager to learn and were able to correctly use the select vocabulary.
Recommended Citation
Freitag, Laura B., "Building background knowledge in science: English language learners, sheltered instruction, and first graders" (2008). Theses and Dissertations. 723.
https://rdw.rowan.edu/etd/723
