2. Differentiating Instruction for English Language Learners SIOP: Writing Language Objectives Mary Morgan ESL Elementary Resource Teacher

3. Objectives Review or learn levels of second language acquisition Learn rationale for writing language objectives for ELLs in content areas Access tools for writing language objectives Practice writing language objectives and share in small or large group

4. What is SIOP? Making Content Comprehensible for English Language Learners: THE SIOP MODEL by Jana Echevarria, MaryEllen Vogt, and Deborah J. Short SIOP=Sheltered Instruction Observation Protocol

5. “It is critical to set both content objectives and language objectives. Just as language learning cannot occur if we only focus on subject matter, content knowledge cannot grow if we only focus on learning the English language.” Hill & Flynn, 2006

6. “Systematic language development has to take place for students to eventually have the academic literacy skills they need to survive in the classroom.” Hill & Flynn, 2006

7. Four Reasons for Combining Content and Language Objectives 1.Language forms and vocabulary will develop as students study areas of interest. 2.Motivation plays a role in learning complex language structures. 3.Teachers can activate and build on students’ prior knowledge in the content areas. 4.Language structure and form should be learned in authentic contexts rather than through contrived drills in language workbooks. Brinton, Snow, and Wesch, 1989

8. ContentLanguage What is the relationship? SC SIOP Reunion

9. Language Acquisition: An Interdependent Process SC SIOP Reunion

10. Language Objectives answer the question… “What language do students need to complete the assigned task ?” vocabulary sequence cause and effect past tense text type lab report narrative SC SIOP Reunion

11. Language Objectives answer the question… “Where are learners relative to the language expectations?” “What strategies will help make this language accessible?” novice some experience advance organizers use of cognates cooperative groups SC SIOP Reunion

13. The Stages of Second Language Acquisition “One of the most important things you should know about each of your English language learners (ELLs) is which stage of acquisition they are in.” Classroom Instruction that Works with English Language Learners Preproduction Students at this stage are not ready to produce much language, so they primarily communicate with gestures and actions. They are absorbing new language and developing receptive vocabulary. (0-6 months) Early Production At this stage, students speak using one or two words or short phrases. Their receptive vocabulary is developing: they understand approximately 1,000 words. Students can answer “who, what, and where” questions with limited expression. (6 months-1 year)

14. The Stages of Second Language Acquisition Speech Emergence Students speak in longer phrases and complete sentences. However, they may experience frustration at not being able to express completely what they know. Although the number of errors they make increases, the quantity of speech they produce also increases and they can communicate ideas. (1-3 years) Intermediate Students may appear to be fluent; they engage in conversations and produce connected narrative. Errors are usually of style or usage. Lessons continue to expand receptive vocabulary, and activities develop higher levels of language use in content areas. Students at this level are better able to communicate effectively. (3-5 years) Advanced Students orally communicate very effectively in social and academic settings, but many struggle with reading and writing. (5-7 years)

15. Second Language Acquisition Match-Up Stage 1: Preproduction Stage 2: Early Production Stage 3: Speech Emergence Stage 4: Intermediate Fluency Can produce simple sentences; Makes grammar and pronunciation errors Nods “Yes” and “No”; Points and draws Has excellent comprehension; Makes few grammatical errors Produces one-or-two word responses; Participates using key words and familiar phrases

16. Social Versus Academic Language (BICS & CALP) Social LanguageAcademic Language Simpler language (shorter sentences, simpler vocabulary and grammar) Usually face-to-face, small number of people, informal settings Precise understanding is seldom required Usually simpler, familiar topics (movies, friends, daily life) Get many clues from expressions, gestures, social context Many opportunities to clarify (look puzzled, ask questions, etc.) Technical vocabulary; written material has longer sentences and more complex grammar Often lecture-style communication or reading in a textbook; little situational context Precise understanding and precise description/explanation is required; higher- order thinking New and more difficult to understand topics; knowledge is often abstract; cognitively complex; student often has less background knowledge to build on Fewer clues, most clues are language clues such as further explanation More difficult to clarify

17. Language Objectives are language demands of the content class  Academic vocabulary (discipline-specific, word forms)  Language functions /school language (define, describe, explain, classify, compare, summarize, … )  Language structures (questions, past tense, writing a sentence, writing a paragraph).

18. Setting Language Objectives Identify key vocabulary and key concepts needed to read or write about the topic of the lesson. Teach the words and give students opportunity to practice them.

19. Selecting Vocabulary Words Tiers of Words (Beck, McKeown, & Kucan, 2002) Tier 1 - Basic, everyday words that students are likely to already know (pencil, desk, run). This includes sight words. Tier 2 - Are common enough that most mature readers are familiar with them. They can be found across various contexts and topics and understanding the meaning of these words promotes everyday reading and listening comprehension (coincidence, absurd, fortunate). Tier 3 - Refers to low-frequency words that are content- specific (metamorphosis, zygote, plankton).

20. Choosing What Words to Teach Maria admired the building’s eaves. Which word would you choose to preteach?

21. Choosing What Words to Teach Why? Verbs are where the action is for ELL students Teach admire, admired, admires… Word-learning strategies can be addressed through this selection Why not eaves? Rarely seen in print Rarely used in stories or conversation or content- area information admired Maria Elena Arguelles Ph.D. Reading First Consultant for ELL

22. Examining Words from Texts Before reading check for: Key words from the passage (includes Beck’s Tier 2 words) Multiple meaning words Cognates (ELLs) Idioms

23. http://www.colorincolorado.org/pdfs/artic les/cognates.pdf

24. Setting Language Objectives Determine Language Function –WHY language is needed –What is the reason for communicating? –How will language be used to accomplish a purpose in the classroom? Determine Language Structure –WHAT language is needed –What we expect to hear coming out of the students’ mouths –Phrasing, vocabulary, grammar used in communication Hill, Flynn, and Bjork, 2007

25. More on Phrasing, Vocabulary, and Grammar Phrasing –What is the phrasing needed? –Sentence starters and sentence frames can help with this. 1. This is a ____ The ____ lives in ____ I believe _____ is going to ____ because ___.

26. More on Phrasing, Vocabulary, and Grammar Vocabulary –General academic (Tier 2) –Domain specific (Tier 3) –Prepositions and adjectives –Text structure signal words

27. More on Phrasing, Vocabulary, and Grammar Grammar –Mini-lesson on grammar in context Command form of verb: Put, take, press Simple future tense for prediction: ( ____ is going to + verb) Word order KCAS!! L.CCR.1

29. Setting Language Objectives Determine language functions students need to participate in lessons -Agreeing and disagreeing-Evaluating -Apologizing-Explaining -Asking for assistance or-Expressing likes and dislikes directions-Expressing obligation -Asking for permission-Hypothesizing -Classifying-Identifying -Commanding/giving-Suggesting instructions-Inferring -Comparing-Planning and predicting -Criticizing-Refusing -Denying-Reporting -Describing-Sequencing -Enquiring/questioning-Warning Hill and Flynn, 2006

30. Setting Language Objectives Determine language structures students need given the language function –Action verbs –Adjective use –Commands –Word order –If…then –Future tense –Conjunctions –I think… –For example Hill, Flynn, and Bjork, 2007

31. Language objectives are embedded in content objectives To determine the language objective consider the content objective or the task assigned to master the content objective SC SIOP Reunion

32. 4 th Grade Math, Two- Dimensional Figures Common Core: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Content Objective: Students will be able to classify triangles based on their angles. Language Objective: Students will be able to read descriptions of triangles and their angles.

33. 3 rd Grade Science, States of Matter Content Objective: Students will be able to distinguish between liquids, solids, and gases and provide an example of each. Language Objective: Students will be able to orally describe characteristics of solids, liquids, and gases.

34. Math / Grade 3 1.01 Develop number sense for whole numbers c. Compare and order Language: vocabulary & patterns greater, greatest less, least equal to x is {greater / less } than y. x is the {greatest / least} number in the series. x is equal to y. Content number sense for whole numbers SC SIOP Reunion

35. Objectives CONTENT 1.Order numbers from least to greatest. 2.Use, or = to make each sentence true. LANGUAGE Explain to a partner why your statements are true using a number line. Use these sentence patterns: x is {greater / less } than y. x is equal to y. SC SIOP Reunion

36. Content Objective: Explain the effects of smoking on human health. Language Objectives: Explain to a partner the effects of smoking.  One consequence of smoking is ___________.  Smoking leads to _____________.  Smoking causes _____________.  Smoking increases the risk of _____________.  Smokers are more likely to ___________ than nonsmokers. In the reading, highlight the effects of smoking. SC SIOP Reunion

37. CONTENT OBJECTIVE: Identify how changes in environment affect organisms (gr. 5 science) LANGUAGE OBJECTIVE Vocabulary: ecosystem, population, organism, pesticide, adaptation, extinct Language Function: cause and effect Language Structure: If/then When________, then ________ (environment) (organism)

38. CONTENT OBJECTIVE: Find factors and multiples of whole numbers, determine if it is prime or composite (gr. 4 math) LANGUAGE OBJECTIVE Vocabulary: factors, multiples, prime, composite Language Function: determine Language Structure: It is _____ because ____. It is not _____ because ______.

39. CONTENT OBJECTIVE: Understand the causes of the Revolutionary War (gr. 5 social studies) LANGUAGE OBJECTIVE Vocabulary: traitor, colony, Patriot, politics, representative, soldier, tax Language Function: understand (describe) Language Structure: past-tense and present- tense verbs

40. WIDA ACCESS for ELLs CAN DO Descriptors http://wida.wceruw.org/standards/CAN_D Os/index.aspx

41. Other Resources “Academic Language Functions” Handout “Providing a Direction for Learning: Setting Language Objectives for English Language Learners” by Hill, Flynn, and Bjork

42. Let’s Try It! Choose a content objective that you have taught or will teach. Work with a partner to write a language objective for your content objective on the language objective practice page. Remember to consider the language levels of your students. Be prepared to share with the whole group.

43. Use the Template to Plan Your Language Objective(s)

44. Additional slides (resources)

45. Teach Content and Language Objectives Link literacy instruction with content instruction –Relevant Develop academic language –Vocabulary –Sentence patterns –Learning strategies