Content and Language Objectives

Content and Language Objectives

Liliane Vannoy Dual Language Immersion Specialist

Tulsa Public Schools

Objective

O The presentation will focus on resources and strategies to help educators develop content and language objectives.

Sheltered Instruction Activity : Can you share the definition of Sheltered Instruction ?

Sheltered Instruction Definition

O Ways of making content understandable for English learners while they are acquiring English proficiency.

Sheltered Instruction Activity :As a group, can you name all the parts that should be involved in delivering sheltered instruction ? There are 8 parts.

Sheltered Instruction

O Lesson Preparation O Building Background O Comprehensible Input O Strategies O Interaction O Practice and Application O Lesson DeliveryO Review and Assessment

Content and Language Objective Lesson Preparation

Content Objective

Sources of Content Objectives

O School district O State content standards O Teacher’s guide O Common Core

Echevarria & Graves (2007)Content objectives

O What students will learn or do O Be stated simply orally and in writingO Tied to specific grade level content

standard

Activity O Write a content objective that is

common for your subject area or grade level.

Content Objectives O Simple phrasing O Key words O Illustrations

Content and Language Objectives

O Cleary defined O Displayed O Reviewed with students

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for English Learners: The SIOP ® Model

ActivityO How do you present your content

objectives to your students? O Where do you post your objectives?O How do you post your objectives?

Language Objectives

Krashen O All learning is second language. O All content areas have their specific

language with specific academic vocabulary.

Language Objectives O Remember that obtaining a second

language is a process.O Language objectives may cover a

range from process-oriented to performance-oriented statements.

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for English Learners: The SIOP ® Model

Process to Performance

Process • Explore • Listen• Recognize

Discuss in small groups

Performance • Draft • Write • Give an oral

presentation • Edit

Progression of Language O Recognize metaphors in the text O Discuss the functions of metaphorsO Write three metaphorsO Write a paragraph that describes a

setting using metaphors

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for English Learners: The SIOP ® Model

Remember O You should plan for a variety of

language objectives based on students proficiency levels.

O Your classroom will have a variety of WIDA scores.

Receptive and Productive Language Skills

Receptive Skills Productive Skills O Listening O Reading

O Speaking O Writing

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for

English Learners: The SIOP ® Model

Summary Process

Receptive Skills

Listening Reading

Performance

Productive Skills

Speaking Writing

WritingContent

and Language Objectives

CONTENT

Content Objective Activity: O Read this objective: Students will investigate and understand the basic needs and life processes of plants and animals. O Rewrite in a simpler format :O Rewrite it for a proficiency level 3 or

4O Rewrite it for a proficiency level 1 or

2 .

Content Objective for level 3 and 4

O Students will investigate and understand the basic needs and life processes of plants and animals.

O Students will identify parts of a tree and their functions.

Content Objective for level 1 or 2

O Students will investigate and understand the basic needs and life processes of plants and animals.

O Identify parts of a tree.

O “ Today you will learn about parts of a tree and you will be able to identify the parts.”

Content Objective Progression

O Students will investigate and understand the basic needs and life processes of plants and animals.

O Students will identify parts of a tree and their functions.

O Identify parts of a tree.O “ Today you will learn about parts

of a tree and you will be able to identify the parts.”

LANGUAGE

Categories for DevelopingLanguage Objectives

O Key vocabulary O Language Functions O Language Skills O Grammar or Language Structure O Lesson Tasks O Language Learning Strategies

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for English Learners: The SIOP ® Model

Clock Activity O Walk around and set an appointment with

one person at each time.O You and your partner will discuss the

categories for developing language objectives.

O Before you begin, shake hands, introduce yourself and make eye contact.

O Thank your partner for their help.O Walk quietly to your next appointment.

Clock Activity O You and your partner will discuss the

categories for developing language objectives.

O At 12:00 discuss categories 1-2O At 3:00 discuss categories 3-4O At 6:00 discuss categories 5-6

Key Vocabulary O It refers to the technical terms,

concept words, and other words needed for the activities related to the lesson.

O Students will be able to define the terms geometric figure and congruent orally and in writing.

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for English Learners: The SIOP ® Model

Language Functions O It refers to the ways students use

language in the lesson.

O Students will be able to compare geometric figures and describe characteristics that are similar or different.

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for English Learners: The SIOP ® Model

Language SkillsO They refer to listening, reading,

writing and speaking skills that students need to learn.

O Students will be able to listen to teacher descriptions in order to draw different types of parallelograms.

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for English Learners: The SIOP ® Model

Grammar or language Structures

O It refers to questioning patterns, past or future tense verbs, paragraph writing, pronoun usage, sentence formation and structure clues for words like roots, prefixes, and suffixes.

Students will be able to use comparative phrases such as greater than, smaller than, less than and equal to orally and in writing

when describing geometric figures and angles.

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for English Learners: The SIOP ® Model

Lesson task O It refers to the language embedded

in the lesson assignment.

O Students will be able to record real-life examples of three dimensional figures and describe their uses.

Example: a soccer ball is a sphereEchevarria, Vogt, and Short (2010)

Making Content Comprehensible for English Learners: The SIOP ® Model

Language Learning Strategies

O It refers to corrective strategies, self monitoring strategies, prereading strategies, or language practice strategies,

O Students will be able to represent data in a bar graph.

Echevarria, Vogt, and Short (2010) Making Content Comprehensible for English Learners: The SIOP ® Model

Content and Language Objectives

Verbs for Content Objectives

Verbs for Language Objectives

O Identify O Solve O Investigate O Distinguish O HypothesizeO Create O Select O Draw conclusions

O Listen for O Retell O Define O Find the main idea O Compare O Summarize O Rehearse O Persuade O Write

Check List Echevarria, Vogt, and Short (2010)

Making Content Comprehensible for English Learners: The SIOP ® Model

O The objectives are observable O The objectives are written in a language

the students can understand O The content is related to the lesson O Language objectives promotes academic

language growth O Language objective connects with lesson

topic O There is an assessment to check if

students met the objectives

Resources O WIDA “ Can do” descriptors O National Standards developed by TESOL

(Teachers of English to Speakers of Other Language)

O Common Core Standards O Echevarria, Vogt, and Short (2010)

Making Content Comprehensible for English Learners: The SIOP ® Model (PEARSON)

O vannoli@tulsaschools.org