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Content and Language Objectives . Liliane Vannoy Dual Language Immersion Specialist Tulsa Public Schools . Objective . The presentation will focus on resources and strategies to help educators develop content and language objectives. Sheltered Instruction . Activity : - PowerPoint PPT Presentation
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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)
