Center for the Education and Study of Diverse Populations at New Mexico Highlands University

Academic English is not a natural language.It must be explicitly taught not merely caught.

( Kinsella, 2006)

Understand the concept of sheltered instruction

Understand the importance of lesson preparation and the integration of content and language objectives

Develop a working knowledge of the new ELD Standards

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Participants will recall and list topical information from readings, previous trainings and personal experiences.

Participants will articulate and listen to various points of view related to the day’s topic.

Participants will negotiate meaning from and respond to readings and essential questions related to sheltered instruction and lesson preparation.

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Individually and in groups begin to synthesize the day’s information through dialogue and reflection.

Participants will work in groups to apply the knowledge of the day in the creation of a lesson plan that takes into account the realities of the classroom.

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“Sheltered instruction is an approach for teaching content to English Language Learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development.”

Echevarria, Vogt and Short, Making Content Comprehensible forEnglish Language Learners, 2004, 2007, 2010

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In many of our classrooms the level of the textbook we are teaching from does not match the academic language level of our students.

The academic content and language of the text is difficult for students to negotiate.

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Watering down the curriculum allows students to read the curriculum.

…but

The richness of the content concepts are lost.

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“Sheltered Instruction is good for ALL students

but it is IMPERATIVE for studentswith a language or learning challenge!”

Mary Ellen Vogt, 2004; 2007

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Preparation

Building Background

Comprehensible Input

Strategies

Interaction

Practice / Application

Lesson Delivery

Review / Assessment

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Preparation

  4 3 2 1 0 NA1

.Clearly defined content objectives for students

  Content objectives for students implied

  No clearly defined content objectives for students

 

  

  4 3 2 1 0 NA2

.Clearly defined language objectives for students

  Language objectives for students implied

  No clearly defined language objectives for students

 

  

  4 3 2 1 0 NA3

.Content concepts appropriate for age and educational background level for students

  Content Concepts somewhat appropriate for age and educational background level of students

  Content concepts inappropriate for age and educational back ground level of students

 

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If we agree that these are strong and useful ideas, what is the best way for us to make sure they happen every day?

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What: For maximum learning to occur, planning must produce lessons that

enable students to make connections between their own knowledge and experiences, and the new information being taught. 

Why: Lesson planning is critical

toboth a student's and teacher’s success. 

When: Every lesson

How: Adaptation of

contentMeaningful activitiesSupplementary

materialsPlan for language

 

 

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What are they?

Why use them?

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What are they?

Why use them?

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Content Objectives: Focus of the Lesson (What students should know and be able to do.)

Language Objectives: Focus on Language Development, Language Needs & Language Use for the Lesson (How Listening, Speaking, Reading and Writing will be incorporated into the lesson.)

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Content objectives are the

Language objectives

are the

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Statements that identify what students should know and be able to do in particular content areas.

They support school, district, and state content standards and learning outcomes.

When teaching ELLs, content objectives for each lesson need to be tied to specific grade-level content standards.

They guide teaching and learning in the classroom. 19

Statements that identify what students should know and be able to do while using English (or another language).

They support students’ language development often focusing on vocabulary, functional language, questioning, articulating predictions or hypotheses, reading, and writing.

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comparecontrastlistenrespondinterpretdescribeobservesequencesynthesize

recall

recite

list

elaborate

define

apply

infer

justify

revise

pre-write

draft

publish

predict

write

identify

negotiate

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• Practice academic language• Informal assessment of language/content• Deepen, strengthen concepts• Confidence, empowers, safe• Socialize, build relationships• Management, strengthens routines

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While teachers develop language objectives they should ask themselves, “ What are my students doing today to develop their language skills in reading, writing, listening, speaking and thinking?”

• Interest, engagement• Transfers to writing• Transfers to other subjects• Impacts quality• Strengthens both L1 and L2• Listening!!!!!

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Listening: process, understand, interpret, and evaluate spoken language in a variety of situations

Speaking: engage in oral communication in a variety of situations for a variety of purposes and audiences

Reading: process, understand, interpret, and evaluate written language, symbols and text with understanding and fluency

Writing: engage in written communication in a variety of situations for a variety of purposes and audiences

24New Mexico ELD Standards 2009

Why are the language domains important?

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• Language Domains:Different types of language are required for the discussion of different topics. Many topics require specific vocabulary and sometimes even specific grammatical structures.

• Academic Language:The variety of language used for academic purposes in our school settings. (Bricks and Mortar)

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• BICS:Basic Interpersonal Communication Skills refer to a type of everyday language that is commonly used for social interaction.

• CALP:Cognitive Academic Language Proficiency refers to the more abstract variety of language commonly used in academic classes. Abstract language refers to language that is used to discuss objects or people who are not present in the “here and now,” as well as concepts or ideas.

27(Adapted from Elaine Horwitz, 2007)

“Children are capable of high level thinking regardless of their language level.”

Margo Gottlieb, Ph.D., WIDA Lead Developer, 2009

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Who gets to see them?

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Should be:

Stated clearly and simply in student friendly language; and

Posted and referred to before, during and after the lesson.

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Content Objective: 9-12.G.1.2 Find the area and perimeter of a geometric figure composed of a combination of two or more rectangles, triangles, and/or semicircles with just edges in common.

Language Objectives: With your learning partner you will use

mathematical vocabulary to explain the process for finding the area and perimeter of geometric figures.

During a carousel activity, your group will construct a Venn Diagram to contrast and compare the area and perimeter of one geometric figure to another.

Work in pairs to solve and justify statements about the area and perimeter of geometric figures.

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Collaboration and Discussion:

What are some advantages to writing both content objectives and language objectives for students to hear and see?

How might written objectives affect teacher and student performance in the classroom?

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What is our schema related to standards?What have you heard and what do you know

about the NMELD Standards?

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The NMELD Standards are unlike anything we have experienced in New Mexico.

o They are first and foremost language standards.

1. Social and Instructional Language2. The Language of Language Arts3. The Language of Mathematics 4. The Language of Science5. The Language of Social Studies

Meant to be flexible and adaptable.

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English language development standards are the bridge to enable learners to access the content requisite for academic success through language (Academic Language and Thinking).

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2 Frameworks5 English Language Proficiency Standards5 Grade Level Clusters4 Language Domains5 Levels of English Language Proficiency200 Example Topics and Model Performance

Indicators (MPIs)

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No numbers but rather an emphasis on language, content and support. (Mindfully prodding you towards Content and Language Objectives)

Make it topic or subject specific. Make it real for you! Make it work for you!

You are never held to what is in the box – this can change!

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Step 1: Determine English Language Learners’ current language profiles

Step 2: Analyze the language demands of a content topic

Step 3: Match ELD standards to language demands, and decide whether and which transformations are necessary.

Step 4: Develop content and language objectives.

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Step 5: Differentiate instructional and assessment activities by the students’ levels of English language proficiency.

Step 6: Plan for instructional supports and vary the supports used.

Step 7: Review evidence of language learning and decide next steps.

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Let’s apply our knowledge!

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Coleen is twelve years old and has lived in New Mexico all her life. She lives with her grandparents who speak Diné and little English. She is quiet during classroom discussions, but is very proficient in social conversations.

She is very frustrated with school. She comprehends portions of the science textbook and attempts to use academic vocabulary. She is able to complete some of the written assignments, but has difficulty summarizing her thoughts. She doesn’t believe she needs any assistance because she can speak English very well with her friends. However, she doesn’t understand why she is having difficulties in Biology.

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EnglishProficiencyLevel

Entering Emerging Developing Expanding Bridging

Listening

Speaking

Reading

Writing

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Writing Language Objectives:

Work in groups of 3-4. Each group will be given a specific grade level and content standard.

Select a performance standard from the NM Content Standards and Benchmarks. This will function as your Content Objective.

Choose any two language proficiency levels. Determine which ELD standard, grade level cluster, MPI,

transformation will support you with this content objective.

Write at least 3 Language Objectives for the Content Objective you have chosen.

Remember that the Content Objective is the “WHAT” and the Language Objective is the “HOW”.

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ListenIdentifyClassifyCollectDistinguishCategorizeMatchShowSelectConstructAssembleArrangeName RecallGive ExamplesDraw OrganizeDecide Describe Tell

CreateDramatizeLocate ListUnderlineReviewCompose DictatePoint outRecord Report PredictExpressPlan and EvaluateRelate GeneralizeDemonstrateRestate

InterpretOutlineSummarize SupposeEstimateJudge ExplainDebateIllustrateInferRevise RewriteAssessJustifyCritiqueCompareContrastQuestionMapDiscriminate

ObserveSequenceSynthesizeReciteElaborateDefineApplyPre-writeDraftPublishWriteNegotiate

Verbs for Language Objectives

Respond

Patricia Lathampalatham@cesdp.nmhu.edu

Adrian Sandovalaisandoval@cesdp.nmhu.edu

Phone: 505-243-4442

60Center for the Education and Study of Diverse Populations at New Mexico Highlands University