| Abstract: |
AbstractEngaging in argument from evidence is an important science and engineering practice in the Next Generation Science Standards(NGSS). In the NGSSclassroom, all students are expected to engage in argument from evidence. However, argument can be difficult for many students, especially multilingual learners (MLs). Thus, argument is a major focus of our yearlong fifth-grade NGSS-designed curriculum that integrates science and language. As we have been iteratively field-testing and revising the curriculum in collaboration with teachers over multiple years, we have refined our approach to argument. The purpose of this article is to describe our approach to engaging all students, especially MLs, in arguing from evidence. First, we describe our approach to argument for MLs: (a) prioritize meaning-making, (b) scaffold the argument process through varied interactions, and (c) make visible what “counts” as a strong argument in science. Then, we illustrate this approach using a fifth-grade classroom example. Finally, we analyze the classroom example according to the three aspects of our approach to argument for MLs. |
