Science And Integrated Language

(SAIL)

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SAIL Overview�Teacher PD Workshop

Objectives

• The goal of this presentation is to provide an introduction to the Science And Integrated Language (SAIL) curriculum.

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Specifically, we will

• provide an overview of SAIL in relation to the NGSS
• introduce the key components of the SAIL units
• provide information on assessments and supplies

Agenda

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SAIL overview

What is SAIL?

SAIL

2015-2019

Science And Integrated Language (SAIL)

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Purpose: To develop NGSS-aligned instructional materials that constitute a year-long fifth-grade curriculum.

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The instructional materials will support three-dimensional learning with a focus on science and engineering practices for all students, including multilingual learners (MLs).

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NSF Grant DRL-1503330

NSF: National Science Foundation

What is SAIL-On?

SAIL-On

2020-Present

SAIL-On is an extension of the SAIL project.

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The goal of this project is to:

• develop and refine a professional development program,
• develop and validate instruments,
• conduct a quasi-experimental field trial for evidence of SAIL’s impacts on teachers and students.

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NSF Grant Award Number 2035103

Unit 1 (Physical Science)

What happens to our garbage?

Unit 2 (Life Science)

Why did the tiger salamanders disappear?

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Unit 4 (Space Science)

Why do falling stars fall?

Unit 3 (Earth Science)

Why does it matter if I drink tap or bottled water?

NGSS writers (most not all) and Diversity and Equity team members

SAIL collaborators

Okhee Lee, New York University

Lorena Llosa, New York University

Alison Haas, New York University

Scott Grapin, New York University

Rita Januszyk, New York University

Abigail Schwenger, New York University

Guadalupe Valdes, Stanford University

Helen Quinn, Stanford University

Sarah Capitelli, University of San Francisco

Emily Miller, University of Wisconsin at Madison

Eric Banilower, Horizon Research, Inc.

Joan Pasley, Horizon Research, Inc.

Courtney Plumley, Horizon Research, Inc.

Jessaca Spybrook, Western Michigan University

Alycia Sterenberg, Western Michigan University

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SAIL and NGSS

SAIL is based on the Next Generation Science Standards (NGSS)

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SAIL includes NGSS-aligned instructional materials that constitute a yearlong fifth-grade curriculum. The materials promote three-dimensional learning that leads toward mastery of all NGSS performance expectations (PEs) in fifth grade. The instructional materials promote both science learning and language learning for all students, including MLs.

Click on the icon above to view the 5th grade standards

1. I don’t. Should I?
2. I’ve heard of the NGSS but don’t really know much about it.
3. I am familiar with the NGSS, but I have questions and would like more specifics.
4. I am very familiar with the NGSS. I may be able to help others understand what it is.

How well do you understand the science standards?

Phenomenon

3-D Learning

Learning Progressions

Science instructional shifts

*We will introduce the shifts within each unit in the individual unit PowerPoint slides.

Phenomenon

3-D Learning

Learning Progressions

Modalities

Registers

Interactions

Science and language instructional shifts

*We will introduce the shifts within each unit in the individual unit PowerPoint slides.

��To align with our philosophy,� �we want to SHOW you the shifts, �not just TELL you about them.

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Experience comes first.

Modalities

Anatomy of

SAIL lessons

Anatomy of SAIL lessons

UNIT

CLUSTERS

LESSONS

CLASS PERIODS

An example structure of a unit

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• Lesson Number (e.g., Lesson 1-1)

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Architecture of a lesson

1. Lesson Overview

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• Lesson Number (e.g., Lesson 1-1)
• Lesson Sub-question (title)

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Architecture of a lesson

1. Lesson Overview

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• Lesson Number (e.g., Lesson 1-1)
• Lesson Sub-question (title)
• Timeframe

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Architecture of a lesson

1. Lesson Overview

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• Lesson Number (e.g., Lesson 1-1)
• Lesson Sub-question (title)
• Timeframe
• Learning Performance(s) (objective)

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Architecture of a lesson

1. Lesson Overview

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• Lesson Number (e.g., Lesson 1-1)
• Lesson Sub-question (title)
• Timeframe
• Learning Performance(s) (Objective)
• Highlighted Three Dimensions

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Architecture of a lesson

1. Lesson Overview

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• Lesson Number (e.g., Lesson 1-1)
• Lesson Sub-question (title)
• Timeframe
• Learning Performance(s) (Objective)
• Highlighted Three Dimensions
• Overview

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Architecture of a lesson

1. Lesson Overview

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• Lesson Number (e.g., Lesson 1-1)
• Lesson Sub-question (title)
• Timeframe
• Learning Performance(s) (Objective)
• Highlighted Three Dimensions
• Overview
• Materials and Preparation

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Architecture of a lesson

1. Lesson Overview

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• Lesson Number (e.g., Lesson 1-1)
• Lesson Sub-question (title)
• Timeframe
• Learning Performance(s) (Objective)
• Highlighted Three Dimensions
• Overview
• Materials and Preparation
• Additional Resources

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Architecture of a lesson

1. Lesson Overview

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• Lesson Number (e.g., Lesson 1-1)
• Lesson Sub-question (title)
• Timeframe
• Learning Performance(s) (Objective)
• Highlighted Three Dimensions
• Overview
• Materials and Preparation
• Additional Resources
• Safety

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Architecture of a lesson

1. Lesson Overview

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Architecture of a lesson

1. Introducing the lesson
• Notice italicized teacher talk
2. Carrying out the lesson
• Notice teacher apples and assessments
3. Closing the lesson
• Notice the Evidence Statements

2. Lesson Components for Teacher Materials

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Architecture of a lesson

1. Learning Performances are like objectives
• They are three dimensional (which you will experience today).
2. I want a quick, bulleted list of WHAT STUDENTS DO in each lesson. Where do I go?
• The lesson overview – always on pg. 1 of a lesson
3. Italicized text
• Suggested teacher talk. This is not meant to be a script but suggested talk to give an idea of what classroom discourse might sound like.

Summary

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Architecture of a lesson

4. Evidence statements
• Assessment statements describing the observable aspect of student performance that provide evidence of meeting the lesson’s learning performances (LPs)
5. Teacher apples
• Look like:
6. Assessment checks
• Look like:

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Summary

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Supplies

Supplies

All supplies needed for each unit are listed on the SAIL website in the tab.

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When you click on the tab, you will find two types of supply lists:

• Yearly Supply List (Units 1-4)
• Unit-Specific Supply List

How to read the yearly supply list

• Numbers assumed on each supply list:
• 6 small groups per class
• 24 students total per class

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• The list is organized in 2 ways:
• alphabetically
• replenishable vs. non-replenishable
• Replenishable: items you will need to replace each time you implement the lesson
• Non-replenishable: items you will keep in your classroom for next time you implement the lesson

How to read the unit supply list

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• Numbers assumed on each supply list:
• 6 small groups per class
• 24 students total per class

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• The list is organized in 3 ways:
• alphabetically
• by lessons
• replenishable vs. non-replenishable
• replenishable: items you will need to replace each time you implement the lesson
• non-replenishable: items you will keep in your classroom for next time you implement the lesson

Where do I order?

• While we provide sample links to show examples of each item, any vendor would work to purchase the supplies.
• The supply list also includes optional items that are not required to purchase for the unit.
• Consult with your AP or supervisor regarding purchasing and the budgeting for these supplies.

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Click here to access the yearly supply lists

Assessments

Unit assessments

• Students will be given a unit assessment at the end of each unit.
• You can locate the unit assessment by clicking the tab on the unit home page.
• Each unit assessment comes in English and Bilingual (Spanish) versions.

Formative assessments in SAIL

Class checks

• Teacher checks individual student work to gauge the class’s level of understanding
• Exit slips
• Science and engineering notebook entries

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Unit 1 Exit Slip 2-1

Small group checks

• Teacher engages with the students working in groups (i.e, investigations) to gain insight into student understanding
• Probe questions that are discipline-specific

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Unit 1 Syringe Investigation

Self and peer checks

• Students assess their own work as well as the work of their peers

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Unit 1 Lesson 4-2 Self and Peer Check

Individual checks

• Teachers provide written feedback on student’s performance

Unit 1 Arguing from Evidence 3-3

Now that you have the SAIL overview, let’s dive into the first unit…

Let’s begin Unit 1

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Please exit this PowerPoint and click on Unit 1 to view the curriculum.

Questions for

the SAIL Team?

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Click here to fill out the form