content and language objectives that workcontent and language objectives that work 9 language...

Content and Language Objectives that Work

Participant Packet

Content and Language Objectives that Work 2

Overview……………………………………………………………………...….…….3

Participant Goals and Professional Development Outcomes………………………3

PowerPoint Slides……………………………………………………………………...4

References……………………..………………………………………….…………..13

Contact Information…………………………………………………………………14

Prepared by David Irwin

Language Development Opportunities

Vancouver, Washington

October 2014

Copyright Notice

The materials in this document are designed specifically for use in this training program. Information and

processes developed by authors other than David Irwin are used by permission and credited to those authors.

Except as required for use in this training workshop, duplication of this packet by copier or other electronic means is prohibited unless specifically permitted in writing by David Irwin.

©2014 Language Development Opportunities

Table of Contents


David Irwin


360-903-0131

[email protected]

3 Contact Hours

Overview

A key feature of sheltered instruction is to develop language along with content simultaneously. To that end, teachers need to know what kind of language best supports the content instruction, and how to

scaffold that language for best comprehension for a variety of levels of English learners. Language

objectives help structure that language component so that it supports instruction, provides a map for the teacher, and ensures comprehensibility for the student. This workshop will give teachers an overview of

the need for language objectives and how to write them in a variety of content areas.

Participant Goals

Through participating in Content Objectives that Work, participants will:

learn why language objectives are important to effective instruction for ELLs

identify components of each TPEP model that support language objectives

learn to write language objectives that support CCSS content objectives

Use the ELP Standards as a resource for language objectives

Content and Language Objectives that Work


TPEP Connections - Distinguished

Danielson: Planning and Preparation Component 1b: Demonstrating Knowledge of

Students: Teacher actively seeks knowledge of students’ levels of development and their backgrounds, cultures, skills, language proficiency, interests, and special needs from a variety of sources. This information is acquired for individual students.

Component 1c: Setting instructional outcomes: All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, are written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students.

Source: tpepwa.org

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CEL 5D PurposeP4 Learning Target: Communication of

learning target(s)Teacher communicates the learning target(s) through verbal and visual strategies, checks for student understanding of what the target(s) are and references the target throughout instruction.

P5 Success Criteria: The success criteria for the learning target(s) are clear to students. The performance tasks align to the success criteria. Students refer to success criteria and use them for improvement.

Source: tpepwa.org

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PowerPoint Slides



Marzano Domain 2 Planning and Preparing

Element 6: Planning and Preparing for the

Needs of English Language Learners

The teacher provides for the needs of English language learners (ELLs) by identifying the adaptations that must be made within a lesson or unit.

Source: tpepwa.org

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Clear Objectives for ELLs in Any TPEP Model

There is a content component.

There is a language component.

Clear objectives are quantifiable – they can be easily measured and assessed.

They are visible, succinct and obvious to all. Students are clear on what you want them to know or do.

They can explain the objective when asked. Anyone walking into your class can determine what your

objective is in a very short period of time.

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Clear ObjectivesDirective Content By Language (with ELPS)

SWBAT,

PWBAT, LW,

WW, I Can

learn, understand,

compare, etc

_(content/standard)___

by telling, writing, completing organizer,

completing project, etc

SWBAT Apply knowledge of

integers to problem solving

by Interpreting and writing a 2-step word

problem using positive and negative numbers

and the terms “more than” and “fewer than”.

(ELPS.6-8.2)

I can Identify the characteristics

of living organisms

by gathering and summarizing information in a

graphic organizer (ELPS.6-8.5)

We will Identify main ideas and

details

by using an organizer and retelling to a partner.

(ELP.2-3.1)

PWBAT Learn the components of

clear objectives

by writing a content and language objective for

two content areas.

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Language Objective Examples

Kindergarten math(Content) I can learn about adding and subtracting to 10 (CCSS Math K.OA.2)

BY

(Language) asking questions and telling a math story using pictures, objects, and numbers. (ELP.K.3)

3rd grade math(Content) SWBAT show different combinations of factors (CCSS Math 3.OA.5)

BY(Language) arranging a number of units in different arrays and explaining them

to a partner using target vocabulary. (ELP.2-3.8)

5th grade reading(Content) SWBAT make at least inferences from a non-fiction text (CCSS ELA

RI.1)

BY(Language) listing them in 2-column notes. (ELP.4-5.1)

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Language Objective Examples

7th grade Health(Content) SW understand structure and function of key body systems

(cardiovascular) (NGSS MS-LS1-3)

BY

(Language) sequence words and content vocabulary in complete sentences. (ELP.6-8.9)

HS Geology/Earth Science(Content) SWBAT evaluate evidence of the movement of the Earth’s

crust (NGSS HS-ESS.1-5)

BY

(Language) analyzing and summarizing multiple data sources (text, video, model making) (ELP.9-12.5)

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Options for Language Objectives

Language functions (ELPS 1-7)

Language tasks (ELPS 1-10) (embedded)

Language forms (ELPS 9-10)

Key vocabulary (ELPS 8)

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Language Functions

For this lesson, do students need to summarize find main idea & details infer compare contrast predict question categorize determine cause & effect draw a conclusion make a connection describe something Sequencing

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Function Objective (Huckleberry Finn):

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SWBAT identify two differences in the rights allowed to Caucasians and African-Americans in the 1850s BY

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Language Tasks

For this lesson, do students need to (and may need instruction to be able to):

Read out loud Tell a story in sequence Read or give directions Write a lab report Argue a point Make a speech or a presentation Act (play a role) Persuade Write a narrative Write an essay Write a song or poem

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Task (Math):

20

SWBAT find the probability of the occurrence of

various combinations of dice in 20 rolls AND

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Language Forms

Do your students need practice on a certain point such as

Word order (subject/verb)

Plurals

Subject and object pronouns

Active & passive voice

Organizing information

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Language Form (PE):

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Make this a question writing activity:

SWBAT discuss the rules of volleyball by

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Vocabulary

Have students use the lesson vocabulary, current or past, in their oral and/or written language as they complete the content objective.

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Vocabulary objective (plant unit):

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SWBAT identify and describe all stages of the growth of a bean plant BY

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Blends

Often you will need to blend one or more language objective types together to support your content objective.

SWBAT explain the purpose and the obstacles of the Pony Express BY creating and explaining an organizer using target vocabulary (CCSS 4.RI.3, ELPS.4-5.1 and 8)

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Activity

Write the language component of the following content objective using any of the four types:

SWBAT show understanding of forming equivalent fractions using ½s, ¼s, 1/8s, and 1/16s BY …

SWBAT demonstrate knowledge of which basketball pass to use in a given situation BY …

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Grade WSLS# Write a content and language objective using a CCSS and an ELPS.

K ELA RL 3 With prompting and support, identify characters, settings, and major

events in a story.

1 Math l.G.l

Reason with shapes and their attributes. 1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.

3 ELA RI 7

Use information gained from illustrations (e.g., maps, photographs) and

the words in a text to demonstrate understanding of the text (e.g.,

where, when, why, and how key events occur).

4 Math

4.NF.4c

Solve word problems involving multiplication of a fraction by a whole

number, e.g., by using visual fraction models and equations to represent

the problem. For example if each person at a party will eat 318 of a pound

of roast beef, and there will be 5 people at the party, how many pounds of

roast beef will be needed? Between what two whole numbers does your

answer lie?

5 ELA RI 2

Determine the main idea of a text; recount the key details and explain how they support the main idea.

6 Math

6.RP. 1

Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2: 1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes."

8 ELA W 1

Write arguments to support claims with clear reasons and relevant evidence. (There are 5 sub-standa rds after this, a-e.)

10 Math

G.C0.11

Prove theorems about parallelograms. Theorems include: opposite sides are

congruent, opposite angles are congruent, the diagonals of a parallelogram

bisect each other, and conversely, rectangles are parallelograms with

congruent diagonals.

11 ELA SL 1

Initiate and participate effectively in a range of collaborative discussions

(one-on- one, in groups, and teacher-led) with diverse partners on

grades 11-12 topics, texts, and issues, building on others' ideas and

expressing their own clearly and persuasively.


Content Verbs Language Verbs

• Adapt • Generalize • Compare

• Analyze • Graph • Debate

• Apply • Hypothesize • Define

• Calculate • Identify • Describe

• Categorize • Infer • Discuss

• Choose • Investigate • Edit

• Classify • Locate • Explain

• Compare • Make • Find the main idea

• Compile • Match • Give examples

• Compute • Memorize • Journal

• Conclude • Predict • Label

• Contrast • Recall • List

• Create • Recommend • Listen for

• Define • Replicate/model • Log

• Demonstrate • Research • Name

• Design • Review • Paraphrase

• Discover • Select • Quick write

• Distinguish • Separate • Read

• Distinguish • Show • Rephrase

between • Solve • Retell

• Draw · • Sort • Summarize

conclusions • Talk

about cause &

• Tell

effect • Translate

• Write


Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.

Echevarria, J., Vogt, M.E., Short, D. (2008) Making Content Comprehensible for English Learners: The SIOP Model. Boston. MA: Pearson.

Egbert, J. & Ernst-Slavit, G. (2010) Access to Academics: Planning Instruction for K-12 Classrooms for ELLs. Boston, MA: Pearson.

Haynes, J. (2008) Challenges for ELLs in Content Area Learning. Downloaded from http://www.everythingesl.net/inservices/challenges_ells_content_area_l_65322.php

Joos, M. (1967) The Five Clocks: A Linguistic Excursion in the Five Styles of English Usage. New Your: Harcourt, Brace & World.

Krashen, S. (1982) Principles and practice in second language acquisition. Hayward, CA: Alemany Press.

Sonoma County Office of Education (2009). Developing & delivering lessons with overt language objectives. In Aiming High/Aspirando a lo Mejor, Jan/Feb 2009. Santa Rosa, CA: SCOE

References


David Irwin


[email protected]

www.langdevopps.com

360-903-0131

Contact Information

mailto:[email protected]

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