Language Acquisition andContent and Language Objectives that Work

South Bend School DistrictFebruary 27, 2014

David IrwinLanguage Development Opportunities

www.langdevopps.comdave@langdevopps.com

Participants will learn why language objectives are important to effective instruction for ELLsIncrease their students’ access to core content learn to write language objectives that support content objectiveswrite language objectives that are scaffolded for the five levels of language acquisition

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Participant Goals

Marzano Criteria 1 & 3 Component 1.1: Providing Clear Learning Goals and

Scales (Rubrics) Component 1.3: Understanding Students’ Interests and

Backgrounds: Component 1.4: Demonstrating Value and Respect for

Typically Underserved Students:◦ The teacher adapts or creates new strategies to meet the

specific needs of students for whom the typical application of strategies does not produce the desired effect.

Component 3.2: Planning and Preparing for the Needs of All Students: The teacher is a recognized leader in helping others employ interventions that meet the needs of specific sub-populations (e.g., ELL, special education, and students who come from environments that offer little support for learning). 3

TPEP Connections - Distinguished

Source: tpepwa.org

Stages of Language Acquisition

Level 1BeginningAdvanced Beginning

Level 2 Intermediate Level 3 Advanced Level 4 Transitional

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Krashen (1982) and (2003); WELPA numerical levels

“Silent period” Uses little or no English. May or may not connect words with objects or pictures. Student watches carefully. Student follows lead of others. Student repeats language heard in and out of appropriate context. Needs to see and uses words connected to gestures and actions Responds to simple academic content and directions Begins to correct speech in group activities Needs visual and social academic supports

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Characteristics of Level 1 Beginning

Mostly silent. Watches carefully. Mimics what others do. Points frequently while communicating. Repeats words and simple phrases uttered by others but not

always with understanding. Begins to recognize words in the classroom written in English. Participates in academic discussions with words and phrases Begins to use content related vocabulary

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Characteristics of Level 1 Advanced Beginning

Speaks simplified English. Demonstrates frequent grammatical and word choice errors. Uses simple sentences with inconsistent grammatical forms Follows simple directions especially when accompanied by gestures. Uses a few well-chosen English words and phrases to communicate. Relies on non-linguistic cues for meaning. Participates in social discussions on familiar topics. Tells and retells simple stories and content. Has problems understanding nuances of deeper meaning. Doesn’t understand many jokes. Uses word parts to determine meaning of new words (grades 3 to 12) Reads scaffolded (adapted) text

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Characteristics of Level 2 Intermediate

Speaks clear but simplified English. Communicates with most speakers on many topics with some ease. Influence of home language phonology and sentence structures evident. Begins to self monitor. At times frustrated due to lack of vocabulary. “Knows what she doesn’t know.” May mix home language with English when trying to communicate ideas. Relies on literal meanings. Attempts descriptive sentences in academic discussions Uses common grammatical forms with some errors Reads at close to grade level with support Uses simple figurative and idiomatic language (grades 3 to 12)

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Characteristics of Level 3 Advanced

Uses and understands more complex speech. Communicates effectively with some language errors. Jokes and teases easily in English. May still be confused by idioms. Speaks clearly and comprehensibly using standard

forms. Applies content related vocabulary in various contexts. Reads at grade level.

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Characteristics of Level 4 Transitional

There is a content component

There is a language component.

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

It is 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.

Clear Objectives

Clear ObjectivesDirective Content By Language/Activity

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 correctly writing a 2-step word problem using positive and negative numbers and the terms “more than” and “fewer than”.

I can Identify the characteristics of living organisms

by completing a graphic organizer sorting living and non-living examples, and writing an explanation of my choices

We will Make connections to text by writing at least 3 self-to-text connections in a graphic organizer, using pictures, phrases or sentences

PWBAT Learn the components of clear objectives

by writing a content and language objective for two content areas.

Kindergarten math(Content) I can learn about adding and subtractingBY(Language) telling a math story using words, pictures, objects, and/or numbers.

3rd grade math(Content) SWBAT show different combinations of factorsBY(Language) arranging a number of units in different arrays and explaining

them to a partner using target vocabulary.

5th grade reading(Content) SWBAT identify traits of certain characters in a storyBY(Language) describing character traits in the story in a graphic organizer and

discussing them using target vocabulary.

Language Objective Examples

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

body systems (cardiovascular)BY(Language) sequence words and content vocabulary in

complete sentences.

10th grade Chemistry(Content) SWBAT perform tests on several mixtures and

sort them in a graphic organizer and(Language) Using target vocabulary, discuss and write

differences and similarities in solutions and suspensions

Language Objective Examples

Key content vocabulary Language skills & strategies Language functions & tasks Grammar and language

structure

MCC p. 35… a wealth of information

Options for Language Objectives

Echevarria, Vogt & Short 2011

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

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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Language Skills & Strategies

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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Language Functions & Tasks

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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Grammar and Structure

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Level

Has

4Content and language components are standards based. Easily measurable. Differentiated as needed. Most students can explain in their own words what the objective is. Clearly displayed.

3Content and language components are standards based. Measurable. Some students can explain in their own words what the objective is. Clearly displayed.

2Content or language components that may be standards based. Not easily measurable. Few students can explain in their own words what the objective is. Not visually displayed.

1Content or language components are not standards based. Not measurable. Students can’t explain in their own words what the objective is. Not visually displayed.

The Rubric: South Bend SD

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Level

Has

4I will use… two language objectives, tied to a standards-based content objective, measurable, student can clearly articulate it

3I will use… one language objective, tied to a standards-based content objective, measurable, student can clearly articulate it

2I will use… one language objective, not tied to the standards-based content objective OR not measurable

1Only a task, not connected to a content nor a language objective

The Rubric: Mabton MS/HS

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Has

4•More than one language objective tied to a standards-based content objective•measurable•At least 3 language domains as appropriate•Student friendly language/students can explain in their own words

3•One language objective tied to a standards-based content objective•measurable•At least 2 language domains•Student friendly language/students can explain in their own words

2•One language objective tied to a standards-based content objective•At least 1 language domain•Student friendly language/students can explain in their own words

1•One language objective tied to a standards-based content objective•Attempted student friendly language/students can explain in their own words

The Rubric: Clover Park HS