1. Content/Language Objectives Presented by Helen Butts English Language Acquisition/Literacy Curriculum Coordinator

2. Outcomes Identify the evolution of the DPS content/language objective Identify the components of the DPS content/language objective Write content/language objectives with differentiated supports

3. English Language Development (ELD) Standards (also known as “WIDA”) ELD StandardsAbbreviation 1-English language learners communicate for Social and Instructional purposes within the school setting Social and Instructional language 2-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts The language of Language Arts 3-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics The language of Mathematics 4-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science The language of Science 5-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies The language of Social Studies

4. Let’s Talk About The ELD Standards What drives the content of the ELD standards? In other words, what will teachers teach English language learners?

5. Content (what students will learn) Function (what students are doing with the language) Domain (that is targeted) Supports (differentiated by language proficiency levels) SAMPLE Planning for Common Core Standards for Writing #5 and ELD Standard #2

6. How can we ensure language (specifically academic language) is a part of the content teachers are teaching? Remember the ELD Standard: #2- English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts The language of Language Arts

7. Forms (what the language looks like) Sentence frames, stems or cues.. Conventions (Grammar, Usage, Mechanics) Academic vocabulary or language

8. http://www.wida.us/downloadLibrary.aspx Where to Find the Sample Planning for CCSS and ELD Standards (Amplified Strands)

9. The resources only provide SAMPLES of the kind of planning teachers should engage in to make the content accessible to English learners. What other subjects do you see embedded in the samples? How do all teachers become teachers of language?

10. Rationale for DPS Content/Language Objective: In planning for all students to be able to access ambitious new core content, we recognized that teachers needed a structure to be deliberate about student access to content.

11. Teacher Effectiveness Framework LE.1 Demonstrates knowledge of, interest in, and respect for diverse students’ communities and cultures in a manner that increases equity LE.2 Fosters a motivational and respectful classroom environment LE.3 Implements high, clear expectations for student behavior and routines LE.4 Classroom resources and physical environment support students and their learning I.1 Clearly communicates the standards-based content/language objective(s) for the lesson, connecting to larger rationale(s) I.2 Provides rigorous tasks that require critical thinking with appropriate digital and other supports to ensure student success I.3 Intentionally uses instructional methods and pacing to teach the content/language objective(s) I.4 Ensures all students’ active and appropriate use of academic language I.5 Checks for understanding of content/language objective(s) I.6 Provides differentiation that addresses students’ instructional needs and supports mastery of content/language objective(s) I.7 Provides students with academically-focused descriptive feedback aligned to content/language objective(s) I.8 Promotes student communication and collaboration

12. Components of DPS Content/Language Objective Content What are students learning? Targeted Domain What domain will I specifically target in this lesson? Language Function How will students use language in the lesson?

13. Language Form What grammatical structures of the language, syntax, and academic vocabulary will be used? Supports 1)What graphic organizer will help all of my students complete the function and what forms (language) will help them communicate their ideas? 2) How can I differentiate supports so that my… a) 1-2 language proficiency level students understand the content? b) 3-4 language proficiency level students understand the content? c) 5-6 language proficiency level students understand the content?

14. Activity: Domains #1 Strong Listening = Strong Speaking? #2 Strong Reading = Strong Writing? #3 Strong Speaking = Strong Reading? #4 Strong Writing = Strong Speaking?

15. Strong Reading=Strong Speaking? Mrs. W is a 75-year-old female who first presented to Presbyterian/St. Luke's 3/12/10 with altered mental status and supraventricular tachycardia. She was easily converted with adenosine, but her workup revealed hypoxemia and pulmonary hypertension (PH). Since that time she has had a thorough evaluation to delineate the etiology of her PH. She had a CTA 3/12/10 showing no evidence of PE; a lower extremity US 3/14/10 showing no DVT; and normal labs including CBC, CMP, ANA profile, UA, T3, T4, and coagulation studies.

16. DPS Content/Language Objective Structure A language function articulated to a language domain, a language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

17. Tools for Writing Content/Language Objectives ListeningSpeakingReadingWriting act, arrange, distinguish, duplicate, categorize, choose, copy, follow directions, identify, indicate, label, listen, match, order, point, recognize, role play, show, sort, tell agree/disagree, answer, ask, converse, debate, define, describe, discuss, explain, express, give instructions, identify, name, practice, predict, pronounce, rehearse, repeat, rephrase, respond, restate, say steps in a process, share, state, summarize, tell, use vocabulary discover, distinguish, explore, find, find specific information, identify, infer, interpret, locate, make connections, preview, predict, read, read aloud, skim ask and answer questions, brainstorm, classify, collect, compare, contrast, create, describe, edit, evaluate, explain, illustrate, journal, label, list, order, organize, record, revise, state and justify, opine, summarize, support, take notes, write Functions by Language Domain

18. 5 High Yield Functions 1)Describe, Explain, Classify 2)Compare and Contrast 3)Sequence 4)Cause & Effect 5)Defend/Propose/Justify

20. “Seasons” on a Bubble Map How could this graphic organizer have more supports for a younger child or a student with less English proficiency? How could this be built up for students with more advanced language?

21. Venn Diagram, Level 2 & 3

22. Venn Diagram, Levels 3 & 4

23. Flow Map for Sequencing When do you ask students to sequence in your class? Is this language appropriate? Too easy? Are pictures needed?

24. Flow Map, Levels 3/4; Levels 5/6

25. Venn Diagram, Level 2 & 3

26. Language FunctionPossible Language FORMS Expressing needs and likes Indirect/ direct object, subject/ verb agreement, pronouns I like/don’t like—(object)—. I need a/some—(object)—. Describing people, places, and things Nouns, pronouns, adjectives The (my, her) ____is/are____. A (it) has/have ____. Describing spatial and temporal relations Prepositional phrases next to, beside, between, in front of, in back of, behind, on the left/right, in the middle of, above, below, under Describing actions Adverbs telling how, where or when Retelling/relating past events Past tense verbs, past progressive Yesterday/Last___/On___day, (pronoun)___-ed. (pronoun) ___was/were (have/has been) ____-ing. Sample Language Forms

27. Defend a Problem/Propose/Justify Reason #1Reason #2 Reason #3 My opinion/claim Reason #4 What structured language belongs on this? I believe… I think… What language do your students need?

28. Activity: Bonjour! Listen to the lesson. How do you feel? Do you know what you are asked to do? Are you able to do it?

29. Sensory SupportsVisual SupportsGroup Supports Manipulatives Pictures & photographs Illustrations, diagrams & drawings Magazines & newspapers Physical activities Videos & films Broadcasts Models & figures Real-life object (realia) Graphic organizers Maps Tables Graphs Charts Timelines Diagrams Number lines  In pairs or partners  In triads or small groups  In a whole group  Using cooperative group structures  With the Internet (Websites) or software programs  In the native language (L1)  With mentors  Heterogeneous or homogenous groups by proficiency in academics or language Sample Language Supports: “The Magic Three”

30. Sensory Supports

31. Visual Supports

32. Group Supports

33. CAN DO Descriptors to Help with Differentiated Supports http://www.wida.us/downloadLibrary.aspx

36. Sample #1 Students will orally explain, using sequential words (first, second, …), how to solve a system of linear equations by graphing with their partners: a) using labeled cards b) using discussion cards (no common solutions, one common solution, etc.) c) using multiple pairs of linear equations

37. Let’s Write a Content/Language Objective

38. Essential Question—Evaluation Task 14: [Insert question] After reading _____________ (literature of informational texts) on _____________ (content), write a/an (essay or substitute) that describes _____________ (content) and addresses the question. Support your discussion with evidence from the text.

39. Essential Question—Evaluation Task 14: Why would a slave not feel a part of the Fourth of July celebration? After reading “What to the Slave Is the Fourth of July?” on the slave’s perspective on independence from England, write an essay that describes and addresses the question. Support your discussion with evidence from the text.

40. Structure of the DPS Content/Language Objective(CLO) A language function articulated to a language domain, a language form, content, and supports, including a whole group support (graphic organizer with language) that are differentiated according to proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

41. Summative CLO Explain in writing a language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

42. Summative CLO Explain in writing, why a slave would not feel a part of the Fourth of July celebration a language form and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

43. Summative CLO Explain in writing, why a slave would not feel a part of the Fourth of July celebration using varied transitions and syntax (because, yet due to, even though, there is little evidence, etc.) and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

44. Summative CLO Explain in writing why a slave would not feel a part of the Fourth of July celebration using varied transitions and syntax (because, yet due to, even though, there is little evidence, etc.) after completing a tree map and with a. labeled pictures clarifying language and concepts from reading b. student exemplars (teacher created for the first year if necessary) c. published essays with varied transitions and syntax highlighted

45. Backwards Planning Look at the reading on page 173. What will students need to do first? Would you agree that we need to… build background knowledge? define vocabulary and phrases?

46. Describe in writing daily experiences of slavery using descriptive language (cotton burrs, hoeing fields, etc.) after exploring a trunk of artifacts (journal of a slave, clothing, cotton plants, shackles) with a bubble map and a.a video with closed captions and slowed English b. a Freyer model of “work” for slaves c. informational texts describing work for slaves

47. Orally explain phrases used in Douglass’ speech using synonymous phrases (not wanting in= not lacking in, give frame to= to develop, etc.) after working in small groups to complete a bubble map and with a.labeled pictures clarifying language and concepts b. a teacher-created dictionary of archaic language c. full sentences to paraphrase

48. Backwards Planning After understanding the language in the reading, what will students need to do next? Would you agree that we need to support students’… analysis of the text? skills in finding relevant details?

49. Analyze by writing notes of Douglass’ view of slaves’ feelings about emancipation from Britain using descriptive phrases (no relief from work, unjust experiences, etc.) after completing a cause & effect map and with a. labeled pictures clarifying language and concepts b. a teacher-created dictionary of archaic language c. informational texts describing slavery

50. Backwards Planning What else do they need to know how to do? Would you agree that more objectives need to be developed to support… transitions and syntax? textual support (evidence from text)? commentary? structure of the essay, mechanics?

51. Expectations Meeting Student Expertise If you are planning for your own classroom, use the CCSS student exemplars to backwards plan the content/language objectives to build up to the language that your students need to access content and language based on where they are. If you are planning for the district or a localized team, use the CCSS student exemplars and backwards plan the content/language objectives after careful examination of the population’s mastery and gaps of the scope and sequence before making assumptions about which language needs to be built up.