I-1 Closer Look:Content and Language

Objectives

How does a content objective move learning forward for students?

How can focusing on language improve learning for all students?◦“Content objectives move learning forward for students by …”

◦“Focusing on language can improve learning for all students by …”

Turn and Talk

Teachers will create and label in writing content language objectives that align with CCSS, ELD, and the Framework using content vocabulary (functions, forms, supports, domains, etc.):

◦graphic organizers◦working in partners◦exemplars

Content Language Objective

Masterful Content Delivery The order of Indicators under the

Instruction Domain represents the chronological order for how a teacher should effectively plan classroom lessons.

I.1• Develop Content / Language Objectives

I.2• Select / Create Tasks

I.3• Choose Instructional Method

I.4

• Incorporate Opportunities to Develop and Use Academic Language

High Impact Instructional Moves High-Impact Instructional Moves: During

instruction, effective teachers enact essential instructional moves (practices):

I.5

• Use Formative Assessments to Check for Understanding

I.6

• Differentiate Data Based on the Checks for Understanding

I.7

• Provide Academic Feedback Based on Student Responses

I.8

• Create Opportunities for Students to Communicate / Collaborate While Learning

Read through the Framework Overview ◦In which indicators do you notice “content language objectives” ?

◦How do content language objectives have the potential to positively impact learning?

Framework for Effective Teaching

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

Framework for Effective Teaching

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; andc) levels 5 and 6

DPS Content Language Objective Structure

ContentWhat are students learning? (CCSS or CAS) Targeted DomainWhat domain will I specifically target in this lesson? (Reading, Writing, Speaking, Listening) Language FunctionHow will students use language in the lesson?

Content Language Objectives

Language Form What grammatical structures of the language and what academic vocabulary will be used? Differentiated Supports

What supports will my level 1-2 students need to understand the content? What supports will my level 3-4 students need to understand the content? What supports will my on-grade-level students need to understand the content?

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 c) using multiple pairs of linear

equations

Sample #1

Language Functions and Forms by definition:

How will the student use the language? (Function - Bloom’s taxonomy words)

What grammatical structures and vocabulary will be used? (Forms)

Compare and ContrastRetellAnalyzePersuadeSynthesisInferDescribeExplainCategorize

•Syntax and sentence structure

•Academic vocabulary (in context, in relationship to other words)

•Grammatical features that link specifically to concept (parts of speech, tense and mood, subject/verb agreement, adjectives, adverbs etc.)

Sensory Supports Visual Supports Group Supports

• Real-life objects (realia)

• Manipulatives• Pictures & photographs• Illustrations, diagrams & drawings• Magazines & newspapers• Physical activities• Videos & films• Broadcasts• Models & figures

• Charts• Graphic organizers• Tables• Graphs• Timelines• 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

Types of Supports

Students will explain in writing three different ways a rock is formed citing quotes from the text using:

a) sentence stems b) exemplar modelsc) partner checks

Sample #2

Time to identify!

Students will orally infer how technology impacts war by using cause and effect language with:

a) sentence stemsb) a list of causal language

Directions: On scratch paper identify the content, function, form, domain, and supports used in the above content/language objective.

Content• W

hat do you want kids to know and understand (knowledge)? be able to do (skills)? (CCSS or CAS)

How will students use language in the lesson?What domain will I specifically target in this lesson? (Reading, Writing, Speaking, Listening)

Forms• W

hich academic words and content vocabulary do you want to hear/see students using?

Supports• W

hat differentiated supports will ensure all students can successfully meet the objective?

Creating Content Language Objectives

Content

SWBAT analyze how particular elements of a story or drama interact.Function & Domain• H

ow will students use language in the lesson?

• What domain will I target in this lesson? (Reading, Writing, Speaking, Listening)

Forms• W

hich academic words and content vocabulary do you want to hear/see students using?

Supports• W

hat differentiated supports will ensure all students can successfully meet the objective?

Guided Practice

Literacy: He was mad. The character in the book was very angry. The character in the story was furious with his

mother because she wouldn’t let him go to the park.

Possible Student Responses:

Math:Three plus seven is ten.Three plus seven equals ten The sum of three plus seven equals ten.To solve the problem, I added three plus seven

and the sum was ten.

Create at least three content language objectives you will use in your first unit.

Trade with a partner. Identify the content, function, form,

domain, and supports used in your partner’s content language objectives.

Let your partner know if they are missing any components in their content language objectives or if you will they could somehow be strengthened.

Your turn to create!

Take 4 minutes to read through the Effective column of I-1 and highlight three words or phrases that resonate with you in the Teacher behaviors and the Student behaviors.

Take a few minutes to document the words you highlighted on chart paper. Place a check mark next to words/phrases identified by others.

Share out examples of teacher and student behaviors that reflect effective practice.

Examining Framework Language

Effective Teacher BehaviorsClearly communicating content language objectives throughout the lesson.

Standards based and rigorous (CCSS and CAS)

Connects content activities/tasks to a larger rationale (essential questions, unit goals, previous learning, real-world connections)

Effective Student BehaviorsUnderstands the objective as shown through questions, comments, and work.

Demonstrates progress towards mastery of objective(s).

Makes connections between the objective(s) and previous learning, unit goals, and/or real-world connections.

Literacy Shifts Math Shifts1) Building knowledge

through content-rich nonfiction and informational texts.

2) Reading, writing, and speaking grounded in evidence from texts.

3) Practicing regularly with increasingly complex texts and academic vocabulary.

1) Focus strongly where the standards focus.

2) Coherence: Think across grades and link to major topics within grades.

3) Rigor: Require procedural fluency, application, and conceptual understanding.

Instructional Shifts

English Language Development (ELD) Standards

(also known as “WIDA”)

ELD Standards Abbreviation1-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

WIDA (World Class Instructional Design and Assessment) English Language Development Standards have guided DPS’s Inclusion of language into the content objective.

The WIDA Can Do Descriptors are a great resource for differentiated language supports.

They can be found at: http://www.wida.us/standards/CAN_DOs/

WIDA (ELD Standards)

Turn and Talk

How do content language objectives move learning forward for students?

On a post-it write: 1. Your name and school 2. Your comfort level with content language objectives (ready to write CLO’s for your first unit, could use a little more support, or I have no idea what a CLO is)

3. Your contact information if you want follow-up support

Reflection

Classroom Instruction that Works for ELL Students, Jane D. Hill and Kathleen M. Flynn; pages 22-35

“Knowing Your Learning Target” by Connie M. Moss, Susan M. Brookhart, and Beverly A. Long, Educational Leadership, 68(6), 66-69.

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