Same Standards, Different Supports: Science for Newcomer ELs vs. LTELs

This series explores how high school science teachers can maintain rigorous, grade-level expectations while tailoring instruction for students with very different language-development profiles. Participants will examine practical strategies for scaffolding content for newcomer English learners (newcomer ELs) and for re-engaging and accelerating long-term English learners (LTELs). The focus is on actionable routines, targeted supports, and access to scientific thinking and discourse.

Part 1 Precision Support: What Newcomer ELs Need vs. What LTELs Need in Science
This session highlights the distinctive language, literacy, and academic needs of English learners at opposite ends of the experience spectrum. Teachers will learn how to identify learner needs and apply precise instructional moves—such as targeted vocabulary development, structured discourse, and differentiated tasks—to help both newcomer and long-term English learners thrive in high school science classrooms.

Part 2 Integrating Language Into 3D Science Learning for All ELs
This session focuses on how 3D science instruction naturally supports language development when it is intentionally designed for English learners. Participants will explore how sensemaking through phenomena, science and engineering practices (SEPs), and crosscutting concepts (CCCs) creates authentic opportunities for students—especially newcomer and long-term ELs—to use and grow language. Teachers will analyze classroom examples that show how structured talk, multimodal scaffolding, and strategic language routines can help English learners engage meaningfully in scientific reasoning without reducing rigor. This session lays the groundwork for understanding how content and language can—and should—develop together.

Primary Contact: Laura Canepa-Redondo - laura.canepa-redondo@doe.k12.ga.us

Secondary Contact: Keith Crandall - Kcrandall@doe.k12.ga.us