1. Creating Objectives for Designated & Integrated ELD
1 min.
SAY: This objective supports you in implementing EL Program monitoring Items V-EL 16, 19, and 20:
16: The LEA must provide professional development specific to the implementation of programs for English learners
19.1: Each English Learner must receive ELD through both designated ELD and ELD instruction integrated into content courses
20.1: The LEA must have a means to assist English Learners to achieve at high levels in the core academic subjects to ensure that they meet the same challenging state content and achievement goals all children are expected to meet.

2. Objectives Review EL Data
Create ELD Objectives and Language Objectives using the ELD Standards

3. What do quality constructive conversations look like and sound like?
Essential Question
What do quality constructive conversations look like and sound like?
I-P-S

4. LD Northeast – Current 4th Grade ELs

5. 1 min.
SAY: Our 6-9 grade ELs are mostly LTELs. Most are still at ELD 3 or lower, as measured by annual CELDT.

6. 1 min.
SAY: One might wonder, “Is all this really necessary? Isn’t it covered in the ELD/LTEL class?”
But as we can see by taking a look at SRI performance data from the last school year, we have a need to assist English Learners in developing their academic language skills for the purpose of reading grade level texts.

7. Functions and Forms 3-2-1 Silently read What are Language Objectives?
Write 3 key points, 2 things learned, and 1 question you have about the reading
Share your learning with an elbow partner
5 min.
Read slide and give participants a few minutes to familiarize themselves with the article.

8. Four Components of ELD & Language Objectives
Function Consider the skills needed to demonstrate understanding when speaking and writing. Content Consider the essential learning students need to master from ELD Standards Part II. Form/Specific Language Consider the form of language you want students to use. Type of Activity Consider how students will produce language orally and in writing. We may find this in ELD Standards Part I.
2 min.
Facilitator will read about the:
Function
ELD Content
Form/Specific Language
Type of Activity
Then, the facilitator will SAY: Both ELD and Language Objectives embed each of these four components. The example at the bottom of the slide shows an example of what an ELD or Language Objective would look like to embed each of the four components.
Then the facilitator SAYS: Students will be able to (function) (ELD Content) using (form/specific language) in a (type of activity).
ELD & Language Objectives
Students will be able to (function) (Content) using (form/specific language) in a (type of activity).

9. ELD Objectives ELD Standard ELD Objective
During ELD instruction (Designated ELD), we use the ELD standard to make an ELD Objective.
ELD Standard
ELD Objective
1 min.
Read slide.

10. Developing ELD Objectives
Students will be able to (function) (ELD content) using (form/specific language) in a (type of engagement activity).
ELD
Standards
Objective
Part II: Learning How English Works
(slides 45-64)
We develop an ELD Objective from the CA ELD Standards, leading with Part II, Learning About How English Works.
Click animation (“Students will be able to…”):
We’ve developed a formula for creating ELD Objectives. We will highlight the function, ELD Content, form and specific language, as well as the type of engagement activity.
Click animation (brackets on ELD Content):
The ELD content portion will come from CA ELD Standards Part II: Learning About How English Works. What are students going to learn about language?
Click animation (function):
The function may come from the Teacher Resource section under Purposes for Using Language (not always, but it’s one place to look for it). How are students going to be asked to use language?
Click animation (form/specific language):
The form and/or specific language will also come from Part II. What might that language sound like?
Click animation (bracket for type of engagement activity):
For the type of engagement activity, you look at Part I: Interacting in Meaningful Ways of the CA ELD Standards. How will students practice language?
Part I: Interacting in Meaningful Ways

11. Part II: Learning About How English Works
(slides 45-64)
30 seconds on this slide.
Let’s look at Part II, section B. Expanding and Enriching Ideas to practice with.

12. When analyzing a standard from Part II, ask yourself, “What is the grammatical structure and why do we use this structure?”
Grade 9, Expanding, Part II:
B. Expanding & Enriching Ideas
3. Using verbs and verb phrases
Use a variety of verbs in different tenses (e.g., past, present, future) and aspects (e.g., simple, progressive, perfect) appropriate for the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.
Structure/What?
(slides 45-64)
2 minutes on this slide
Let’s examine Part II. B
Click animation:
Read the question at the top.
Click animation (first bubble):
In this standard the “what” is verb tenses. Students will learn about verb tenses.
Click animation (second bubble):
What is the purpose for examining verb tenses, “the why”? To convey time.
Purpose/Why?

13. Part I: Interacting in Meaningful Ways
20 minutes
ELEM: 5th
MS: 8th
HS: 11-12th
We will be in three groups, handouts are on the table. Each group will look at one of the modes of communication, Collaborative, Interpretive, and Productive. We will be using the Here’s What, So What, Now What? Protocol.

15. Developing ELD Objectives
Grade 9 Example
Students will be able to use verbs in different tenses to create texts that summarize thoughts and ideas in writing.
Students will be able to (function) (ELD content) using (form/specific language) in a (type of engagement activity).
(slides 45-64) 5 minutes on this slide
Now we will take a look at how it all comes together. Let’s look at the example ELD Objective we created.
Click animation:
Here is our formula (scaffold) –”Students will be able to…”
Click on animation:
The function might come from the Teacher Resources section of the CA ELD Standards. In our example, what is the function? Click animation: Analyze
The ELD Content… Click on animation: …comes from Part II of the ELD Standards. What is the content in this example?
verb tenses appropriate to text type and disciplines to convey time
The form/specific language comes from the standards. What is the form or specific language to be used in this example? Click on animation:
…using simple past tense. This is what we will hear from the students, simple past tense.
The type of engagement activity…. Click on animation:
…comes from Part I: Interacting in Meaningful Ways. What is the type of activity we are having students engage in for this example?
Building on each other’s ideas during paired and whole group discussions.
Part I: Interacting in Meaningful Ways
Part II: Learning How English Works

16. Analyze ELD Objectives
READ sample ELD objectives
Work with a partner to IDENTIFY the following:
Function (Circle)
ELD Content (Underline)
Form/Specific Language (Box)
Type of Activity (Squiggly Line)
At the signal, join another pair to COMPARE your responses
Be prepared to SHARE whole group
(slides 45-64)
Now participants will engage in an independent practice activity.
Read the directions on the slide:
READ sample ELD objectives
Work with a partner to IDENTIFY the following:
Function (Circle)
ELD Content (Underline)
Form/Specific Language (Box)
Type of Activity (Squiggly Line)
At the signal, join another pair to COMPARE your responses
Be prepared to SHARE whole group

17. Application
Students will be able to summarize how events are linked in a text using phrases (e.g., at the end, next) to comprehend texts in a quick write.
Students will be able to draw conclusions on the organizational structure of narrative texts to support a written argument and share their writing orally with a partner.
Students will be able to analyze how noun phrases enrich the meaning of sentences using complex sentences during a small group discussion of a mentor text and building on each other’s ideas to list the noun phrases of the mentor text.
Model
Students will be able to explain how ideas are linked by using time order phrases (such as after along time, soon after, meanwhile) in the text for cohesion during a small group discussion and a graphic organizer (flow map).
Four Square Handout
Look for the four components of an ELD objective.
Determine if any components are missing.
Be prepared to share.
10 min.
Have participants take out their ‘Four Square’ handout.
Then, read the slide.
Then animate the model of example 1 from their handout.
Then have the participants do the other three portions of the handout (5 min).
Once they have finished, then animate in the answers (one by one).

18. Content Objective & ELD Standard
Language Objectives
During content area instruction (Integrated ELD), we use the content area standard to make a Content Objective. From the Content Objective, we formulate a Language Objective aligned to the ELD Standards.
Content Objective & ELD Standard
Language Objective
1 min.
Read slide.

19. Four Components of ELD & Language Objectives
Function Consider the skills needed to demonstrate understanding when speaking and writing. Content Consider the essential learning students need to master from ELD Standards Part II. Form/Specific Language Consider the form of language you want students to use. Type of Activity Consider how students will produce language orally and in writing. We may find this in ELD Standards Part I.
2 min.
Facilitator will read about the:
Function
ELD Content
Form/Specific Language
Type of Activity
Then, the facilitator will SAY: Both ELD and Language Objectives embed each of these four components. The example at the bottom of the slide shows an example of what an ELD or Language Objective would look like to embed each of the four components.
Then the facilitator SAYS: Students will be able to (function) (ELD Content) using (form/specific language) in a (type of activity).
ELD & Language Objectives
Students will be able to (function) (Content) using (form/specific language) in a (type of activity).

20. Language Objectives in Content Areas
How might we make Language Objectives that:
can be used in various disciplines?
connect to our CCSS Standards?
1 min.
SAY: For Integrated ELD, we will also have objectives. These language objectives will help students have access to the content areas.
Then the facilitator will read the slide.

21. One function of language is to Compare and Contrast.
This function (Compare and Contrast) could be used to create a common Language Objective.
A Double Bubble Map could be used to support language development.
CCSS.Math.Content.HSF.LE.A.1: Construct and compare linear, quadratic, and exponential models and solve problems. Distinguish between situations that can be modeled with linear functions and with exponential functions.
History RH : Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Science: RST : Compare and contrast finds presented in a text to those from other sources (including their own experiments), noting when the finds support or contradict previous explanations or accounts.
CCSS.ELA-Literacy.RL : Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
Art. Impact of Media Choice 1.6: Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.
1 min.
SAY: One function of language is to Compare and Contrast. Each of these five CCSS and Next Generation Science Standards address the function of Comparing and Contrasting, therefore, this is a skill that can be addressed across content areas and this function could be used to create a common ELD Objective.
For additional language support, all teachers could use a Double Bubble Map to support language development.

22. To Make a Language Objective
Step 1: Use the Content Standard to make a Content Objective
CCSS.ELA-Literacy.RL : Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
Content Objective: Analyze a key scene from two different texts, Romeo and Juliet and Westside Story, to highlight what is emphasized or absent in each scene.
Step 2: Find ELD Standard(s) aligned to that content.
Must have Part I with every language objective.
Part II will be part of many language objectives.

23. Language Objective ELA Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
ELA Language Objective
Content Objective
Analyze a key scene from two different texts, Romeo and Juliet and Westside Story, to highlight what is emphasized in each scene.
2 min.
SAY: Pulling from Part I and Part II of the ELD Standards helps us to form this Language Objective (animate in each piece).
Then the facilitator will SAY: The content being taught in this objective is from ELA and it compares Romeo and Juliet with Westside Story. We could use this same Language Objective in other content areas and only change the content.
Students will compare and contrast a key scene from Romeo and Juliet with Westside Story to highlight what is emphasized, using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion using a graphic organizer (Double Bubble Map).
Students will compare and contrast a key scene from Romeo and Juliet with Westside Story to highlight what is emphasize, using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion and using a graphic organizer (double bubble map.

24. Language Objective Math Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
Students will compare and contrast Linear and Quadratic Equations using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion using a graphic organizer (Double Bubble Map).
Students will compare and contrast Linear and Quadratic Equations using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion using a graphic organizer (Double Bubble Map).
Part 2:
6. Connecting Ideas:
Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked.) with increasing independence.

25. Language Objective Science Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
Science Language Objective
Students will compare and contrast Vesicles and Vacuoles using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion using a graphic organizer (Double Bubble Map).
Students will compare and contrast Vesicles and Vacuoles using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion using a graphic organizer (Double Bubble Map).
Part 2:
6. Connecting Ideas:
Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked.) with increasing independence.

26. Language Objective Social Studies Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
Social Studies Language Objective
Students will compare and contrast State and Federal Government using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion and using a graphic organizer (Double Bubble Map).
Students will compare and contrast State and Federal Government using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion and using a graphic organizer (Double Bubble Map).
Part 2:
6. Connecting Ideas:
Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked.) with increasing independence.

27. Language Objective Art Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
Art Language Objective
Students will compare and contrast Michelangelo Buonarroti and Leonardo using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion and using a graphic organizer (Double Bubble Map).
Students will compare and contrast Michelangelo Buonarroti and Leonardo using conjunctions (and, but, or, yet, for, nor, so) during a small group discussion and using a graphic organizer (Double Bubble Map).
Part 2:
6. Connecting Ideas:
Combine clauses in an increasing variety of ways to make connections between and to join ideas, for example, to express cause/effect (e.g., She jumped because the dog barked.) with increasing independence.

28. Thank You!