CSEL SCIENCE
Academic Words and Phrases
(high school)
Each module includes systematic support for clarifying academic words and phrases central to physical science, such as kinetic energy, potential energy, transfer, transform, system, mass, and elevation. Vocabulary is introduced in context through science scenes, hands-on exploration, scaffolded text, and labelled visuals rather than in isolation. In CSEL science, key discipline-specific vocabulary words that all students need to learn are previewed with picture cards (below). General academic words and phrases commonly known to English-proficient students but not to ELs are defined in the text in parentheses. Definitions for discipline-specific vocabulary words also generally appear in the margin on the right side or bottom of the same page where the words appear in text. As previously noted, students also have access to module glossaries. Definitions are reinforced through exit tickets, quizzes, games, and questions associated with the text.
Picture Cards
Description of key features highlighted:
The card shows the vocabulary word students will learn and use during the lesson.
A visual connects to the target word, giving students a concrete reference point for meaning.
A short sentence uses the target word and links it to the visual. This models how students can use the word accurately in speaking and writing.
A brief, student-friendly English definition provides a clear “first meaning” that students can return to during reading, discussion, and writing.
The card includes space for home-language definitions that teachers can add to match the languages and needs of a particular classroom.
A short partner talk question prompts students to use the target word to answer the question by drawing on background knowledge or connecting the concept to familiar examples.
The image below is an example of a picture card used to preview a target vocabulary word before students read or begin an activity. Numbered circles highlight key features of the picture card and are described below the image.
Video with Transcript and Associated Questions
Description of key features highlighted:
General academic words and phrases that are often less familiar to multilingual learners are defined directly in the text. These brief definitions support comprehension without interrupting the reading flow or requiring students to consult a separate glossary.
Key vocabulary words are defined close to where they appear in the text, typically in the margins or at the bottom of the page.
Embedded questions prompt students to process what they read or hear. Students work individually or in pairs to answer questions. The class then discusses and reviews the answers together.
Questions are scaffolded to support student responses. Depending on the task, supports may include sentence frames, sentence starters, and/or word banks. There is a version of these activities for English-proficient students who don’t need as much support, which does not include word banks, sentence starters, or sentence frames to help answer questions.
The image below shows an activity from Session 5.2: Feel the Energy - The Science of Roller Coasters. Students watch and listen to a video clip accompanied by a transcript, then answer the associated questions individually or with a partner. Numbered circles highlight key features that support students and are explained below.
