1. Writing Language and Content Objectives
CESDP

2. Discuss and Create a Venn Diagram
What is a content objective?
What is a language objective?
What is the difference between the two objectives?
What do both objectives have in common?
Draw a Venn Diagram and Compare/Contrast
Content Objective: Identify what students should know and be able to do focused on the content they are learning. They support state standards and benchmarks.
Lang Obj. Objectives targeted to what students need to learn about the academic language of history, science, math
Lang. Obj tell how it will be done
Difference: CO comes from the st and BMs - What st. will know and be able to do
Language obj. - how it will be done; what language do students need to complete the assigned task? Ex: Vocabulary, cause and effect, sequence, narrative.
What strategies will make this language accessible – graphic organizers, coop groups, variety of strategies.

3. Objective for Today
SWBAT create content and language objectives specific to their content area of instruction.

4. Important Points on Language Objectives
Remember for those students who are ESL students, it is important to keep in mind that acquiring a second language is a process.
Language Objectives may cover a range from process-oriented to performance oriented statements so that students have a chance to explore, and then practice, before demonstrating mastery of an objective.

5. Examples of Language Objectives Over Several Days
SWBAT:
1. Recognize similes in text.
2. Discuss the functions of similes.
3. Write three similes.
4. Write a paragraph that describes a setting using similes.
1st lesson: students learn to recognize similes in text, perhaps by focusing on the key words, like and as.
Then, they develop an understanding of the purpose of similes.
Only after that are they ready to generate their own similes, first in sentences, then in a paragraph.

6. Process-to-Performance Verbs
Process-Oriented
Explore
Listen to
Recognize
Discuss in small groups
Performance-Oriented
Define
Draft
Write
Give an oral presentation
Edit
When writing Los, important to distinguish between receptive (listening and reading) and productive language skills (writing and speaking).

7. Research……
We cannot focus our language objectives only on reading and writing.
We know from research (Guthrie & Ozgungor, 2002), that absence of planned speaking practice – formal or informal) by ELs in content classrooms is detrimental to the development of academic English.

8. More Research….
Gibbons (2003) argues that skillful teachers should take advantage of oral interaction to move students from informal, everyday explanations of a content topic to the more specialized academic register or the formal written and spoken code.

9. When Determining Language Objectives
Important to distinguish between receptive and productive language skills.
English learners tend to develop receptive skills (listening and reading) faster than productive skills (speaking and writing) – Should be worked on in a unified way.

10. Language Objectives
In some cases, language objectives may focus on developing students’ vocabulary.
Other lessons might include: reading comprehension skills, writing process, helping students brainstorm, outline, draft, revise, edit.

11. More on Language Objectives
More lessons: justify opinions, negotiate meaning, summarizing, stating conclusions, comparing, contrasting.
Also, specific grammar points (Example: Capitalization when studying famous historical events and persons
Depending on the English proficiency of your students, an objective may focus on sequencing words.

12. Supporting Content Objectives with Language Objectives
Hallmark of the SIOP Model.
Challenging for many content teachers
Requires teachers to know their students’ proficiency levels so the language objectives can be targeted to what the students need to learn about the academic language of science, math, history, art, etc., but not be at a level too high for their current understanding.

13. Know Your Students’ English Proficiency Levels and Know Your Students!
Language objectives for more proficient students might involve higher expectations involving reading, writing, listening, speaking, and viewing to support the content objective.

14. Writing the Language Objectives
Write an objective that all students should attain based on the content concepts in the lesson, but adjust the intended outcomes to match the students’ ability levels.
(Some students may master the language objective by the end of the lesson; others will reach mastery at some point after practice)

15. Teachers Need To….
Think about how language will be used in their lesson: in their speech, in class discussion, in the reading assignments, in the lesson activities.
Given the content topic and an understanding of the students’ degree of academic language acquisition, the teacher then writes an objective that complements the topic and can be explicitly addressed in the lesson. This objective can be the “How it will be done” portion of the lesson integrating a language skill.

16. Examples of Language Objectives (which could occur over several lessons)
Key Vocabulary needed to discuss, read, or write about the content of the lesson.
Language Functions – ways students use language in the lesson (Ex. - describe, compare, or summarize)
Language Skills – reading, writing, listening and speaking skills students need to learn and do.
Grammar
Lesson Tasks: Consider what language is embedded in a lesson assignment. Will students take notes or explain a procedure to one another?
Ex: SWBAT read and summarize a text passage with peers and then teach the main information to another student.)
Language Learning Strategies: rereading, predicting, visualize

17. 5th – 8th Benchmark: Understand the structure of organisms and the function of cells in living systems. 7th Grade PS. 1 – Understand the basic function of cell growth and division) mitosis) Content Objective: SWBAT identify and put in order the 5 stages of mitosis.
Task:
Write 2 Language Objectives: Specify English Proficiency Level of Students. (Beginning, Nearing Proficiency, Proficiency, Advanced)
Interphase, Prophase, Metaphase, Anaphase,
Telophase
SWBAT: define the meanings of the prefixes, inter, pro, meta, ana and Telo and the root word phase – NP and Pro
SWBAT: Use sequencing words to match the order of the 5 stages of mitosis. (In the beginning.
1st, 2nd, Then, Finally,) Beg
. SWBAT: write the meanings of the 5 Stages of mitosis.---P
Share with a partner, the 5 stages of mitosis in correct order

18. Write 1 content objective Write 1 supporting language objective.
8th Grade Math: Geometry: Develop and use formulas for area, perimeter, circumference, and volume.
Write 1 content objective
Write 1 supporting language objective.
Content Objective: SWBAT identify the correct formulas and use them in solving problems finding the areas of circles, rectangles, and triangles,
Language Ojbective(s): 1.
2. Read formulas in finding the areas of circles, rectangles, and triangles to a partner, and explain what it means.
SWBAT: