Maximizing Comprehension

Focusing on the Language

Content Objective: Participants will be able to develop and

implement Language Objectives.

Language Objectives:Listening: Listen to group discussion Reading/Speaking: Participants will identify and discuss the three components of a Language Objective.Writing: Participants will write Language Objectives with a partner using a graphic organizer.

Objectives

To provide access to the content by building a student’s understanding of the academic language.

To provide a focus for how a student communicates knowledge of the content through writing and speaking.

To provide a focus of how and what students understand through listening and reading.

Purposes for Creating Language Objectives

Three Parts of a Language Objective

Language FunctionExample: explain, describe, compare

Content Stem(ALCOS Objective)

Supportvisual aids, graphic

organizers, and videos

Language Function

A Language Function describes what you expect the students to be

able to do and how the students will communicate what they know

(verb).

Language Functions Level 1 Level 2 Level 3 Level 4 Level 5

IdentifyFollowLocateNameListenPointSelectRespondCircleSortLabelDrawColorMatchRepeat

IdentifyFollowLocateDescribeRole playPredictCompare & ContrastRespondClassify

IdentifyDescribeRole playPredict Compare & ContrastInferSequenceIllustrateNarrateSummarizeRewriteInterpret

IdentifyDescribePredictAnalyzeApplyCompare & ContrastInferNarrateSummarizeRewriteDepictExplainCategorize

PredictSummarizeRewriteParaphraseAnalyzeApplyDefendPersuadeDebateEditReviseJustifyCreateGenerateInterpret

The content stem is what is being covered in class based on the Alabama

Course of Study

Content Stem

The tools/strategies you will provide to assist students in accessing the language and knowledge required for the

content.

Support

Make A List of Supports

You Will

• Brainstorm and write a list of supports you can use in any lesson

• Get a partner and discuss your supports

• Share your supports with whole group

Support

Sensory Supports

Graphic Supports

Interactive supports

• Real-life objects• Manipulatives• Picture/photos• Illustrations• Diagrams• Drawings• Videos• Broadcasts• Models• Magazines• Newspapers

• Charts• Graphic

organizers• Tables• Graphs• Timelines• Number lines

• Pairs/Partners• Small groups• Whole group• Websites/software• Native language• Peers/mentors

WIDA Consortium (pg. RG 21)

Sensory Supports related to specific content areas.

Language Arts

Mathematics

Science Social Studies

• Illustrated word/phrase wall

• Felt or magnetic figures of story elements

• Sequence blocks• Environmental

print• Posters, bulletin

boards or displays

• Audio books• Songs/Chants

• Blocks/Cubes• Models of

geometric figures

• Calculators• Protractors,

compasses• Rulers,

yards/meter sticks

• Counters• Coins

• Scientific instruments

• Physical models,

• Measurement tools

• Posters/• Illustrations of

process or cycles

• Actual substances, objects or organisms

• Natural materials

• Maps and Atlases

• Globes• Compasses• Timelines• Multicultural

artifacts/photo• Aerial &

satellite photographs

• Video clips

Supports

Three Parts of a Language Objective

Content StemLanguage Function

Support

Putting It All Together

Content Stem

Examples from ALCoS

Grade 6 Mathematics (2003)

8.) Determine the distance between two points on a scale drawing or a map using proportional reasoning.

Grade 3 Science (2005)

6.) Identify structures and functions of the muscular and skeletal systems of the human body.

Grade 11 English Language Arts (2007)

4.) Analyze twentieth and twenty-first century American literary selections for plot structure, cultural significance, and use of propaganda.

Language Objectives

Applying What You Know

• Sequence plots of adventures using visual support and share with a peer.

• Identify Earth’s layers using visual support and graphic organizers.

• Describe sequence of events related to characters and settings in illustrated folktales using graphic organizers.

• Classify scientific tools or instruments with pictures and labels from oral directions (e.g., “Telescopes and sundials go with the sky.”)

Language Function

• List• Create• Identify• Match• Explain• Discuss• Infer• Analyze• Evaluate• Interpret• Compare/

contrast• Summarize• Predict

Content Stem

• Economic trends• Major social

issues• Author’s

perspective• Main

idea/supporting detail

• Perimeter, area, volume or circumference

• Measurement in real-life situations

Support

• With a partner• Using a

sentence stem• Using real

objects• Using graphic

organizers• Using visuals• Using L1 (first

language)

Your Turn

Reviewing Your Lesson Plans

• With a partner, take turns reviewing each others lesson plans.

• Work together to write language objectives for one lesson plan.

• Now work together to write language objectives for the second lesson plan.

• Be prepared to tell us why you selected your language objectives.

• Share in whole group.

What Is Next?

• Before you leave, schedule a date and time for us to walkthrough your classroom and observe your lesson incorporating language objectives

What to Expect

Read the Walkthrough Language Objectives Module Form

Ask Questions in whole group

For more informationRefer to:

WIDA Consortium English Language Proficiency Standards And Resource

Guide 2007 Edition

or

WIDA website:www.wida.us