1. Language Acquisition and Content and Language Objectives that Work South Bend School District February 27, 2014
Revised 10/23/12. Need to also revise Participant Guide.
David Irwin
Language Development Opportunities

2. Participant Goals Participants will
learn why language objectives are important to effective instruction for ELLs
Increase their students’ access to core content
learn to write language objectives that support content objectives
write language objectives that are scaffolded for the five levels of language acquisition

3. TPEP Connections - Distinguished
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).
Source: tpepwa.org

4. Stages of Language Acquisition
Level 1
Beginning
Advanced Beginning
Level 2 Intermediate
Level 3 Advanced
Level 4 Transitional
We use Krashen’s levels of language acquisition
Krashen (1982) and (2003); WELPA numerical levels

5. Characteristics of Level 1 Beginning
“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
Example of extended silent period from Reading and Writing in English.

6. Characteristics of Level 1 Advanced 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

7. Characteristics of Level 2 Intermediate
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

8. Characteristics of Level 3 Advanced
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)
Create a handout with characteristics.

9. Characteristics of Level 4 Transitional
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.

10. Clear Objectives 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.
Purpose: Explicit definition/description as to what a clear objective is.
Procedures: lecture – but note & refer back to this one often.
Materials: packet
Time: 2 mins

11. Clear Objectives Directive 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
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
completing a graphic organizer sorting living and non-living examples, and writing an explanation of my choices
We will
Make connections to text
writing at least 3 self-to-text connections in a graphic organizer, using pictures, phrases or sentences
PWBAT
Learn the components of clear objectives
writing a content and language objective for two content areas.
Purpose:
Procedures:
Materials:

12. Language Objective Examples
Kindergarten math
(Content) I can learn about adding and subtracting BY
(Language) telling a math story using words, pictures, objects, and/or numbers.
3rd grade math
(Content) SWBAT show different combinations of factors
(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 story
(Language) describing character traits in the story in a graphic organizer and discussing them using target vocabulary.
Purpose: Show examples of the BY structure for each grade level
Procedures: lecture. Only show grade appropriate slides to target audience.
Materials: none
Time:: 2 mins

13. 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
Purpose: See slide 47
Procedures:
Materials:

14. Options for Language Objectives
Key content vocabulary
Language skills & strategies
Language functions & tasks
Grammar and language structure
MCC p. 35… a wealth of information
Activity: After practice with each (next slides), make a poster or have Ps make a poster of these. Four Corners and Carousel/ Stay & Stray with each one. Each group is given a content lesson on strips, and must design four different language objective, write it on each poster. Align with the SIOP 4?
Math: Elem: Sec:
Health: Elem: Sec:
Science: Elem: Sec:
ELA: Elem: Sec:
Social Studies: Elem: Sec:
Echevarria, Vogt & Short 2011

15. Vocabulary
Have students use the lesson vocabulary, current or past, in their oral and/or written language as they complete the content objective.

16. Language Skills & Strategies
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

17. Language Functions & Tasks
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
Directions to Facilitator  …
Information for Participants
Directions to Participants
Background Information for the Facilitator

18. Grammar and Structure
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

19. The Rubric: South Bend SD
Level
Has 4
Content 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. 3
Content and language components are standards based. Measurable. Some students can explain in their own words what the objective is. Clearly displayed. 2
Content 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. 1
Content or language components are not standards based. Not measurable. Students can’t explain in their own words what the objective is. Not visually displayed.
Reaffirmed on 2/15/13

20. The Rubric: Mabton MS/HS
Level
Has 4
I will use… two language objectives, tied to a standards-based content objective, measurable, student can clearly articulate it 3
I will use… one language objective, tied to a standards-based content objective, measurable, student can clearly articulate it 2
I will use… one language objective, not tied to the standards-based content objective OR not measurable 1
Only a task, not connected to a content nor a language objective
Reaffirmed on 2/15/13

21. The Rubric: Clover Park HS
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
At least 2 language domains 2
At least 1 language domain 1
Attempted student friendly language/students can explain in their own words
Reaffirmed on 2/15/13