Language Acquisition and Content and Language Objectives that Work South Bend School District February 27, 2014 Revised 10/23/12. Need to also revise Participant Guide. David Irwin Language Development Opportunities www.langdevopps.com dave@langdevopps.com

Participant Goals Participants will learn why language objectives are important to effective instruction for ELLs Increase their students’ access to core content learn to write language objectives that support content objectives write language objectives that are scaffolded for the five levels of language acquisition

TPEP Connections - Distinguished Marzano Criteria 1 & 3 Component 1.1: Providing Clear Learning Goals and Scales (Rubrics) Component 1.3: Understanding Students’ Interests and Backgrounds: Component 1.4: Demonstrating Value and Respect for Typically Underserved Students: The teacher adapts or creates new strategies to meet the specific needs of students for whom the typical application of strategies does not produce the desired effect. Component 3.2: Planning and Preparing for the Needs of All Students: The teacher is a recognized leader in helping others employ interventions that meet the needs of specific sub-populations (e.g., ELL, special education, and students who come from environments that offer little support for learning). Source: tpepwa.org

Stages of Language Acquisition Level 1 Beginning Advanced Beginning Level 2 Intermediate Level 3 Advanced Level 4 Transitional We use Krashen’s levels of language acquisition Krashen (1982) and (2003); WELPA numerical levels

Characteristics of Level 1 Beginning “Silent period” Uses little or no English. May or may not connect words with objects or pictures. Student watches carefully. Student follows lead of others. Student repeats language heard in and out of appropriate context. Needs to see and uses words connected to gestures and actions Responds to simple academic content and directions Begins to correct speech in group activities Needs visual and social academic supports Example of extended silent period from Reading and Writing in English.

Characteristics of Level 1 Advanced Beginning Mostly silent. Watches carefully. Mimics what others do. Points frequently while communicating. Repeats words and simple phrases uttered by others but not always with understanding. Begins to recognize words in the classroom written in English. Participates in academic discussions with words and phrases Begins to use content related vocabulary

Characteristics of Level 2 Intermediate Speaks simplified English. Demonstrates frequent grammatical and word choice errors. Uses simple sentences with inconsistent grammatical forms Follows simple directions especially when accompanied by gestures. Uses a few well-chosen English words and phrases to communicate. Relies on non-linguistic cues for meaning. Participates in social discussions on familiar topics. Tells and retells simple stories and content. Has problems understanding nuances of deeper meaning. Doesn’t understand many jokes. Uses word parts to determine meaning of new words (grades 3 to 12) Reads scaffolded (adapted) text

Characteristics of Level 3 Advanced Speaks clear but simplified English. Communicates with most speakers on many topics with some ease. Influence of home language phonology and sentence structures evident. Begins to self monitor. At times frustrated due to lack of vocabulary. “Knows what she doesn’t know.” May mix home language with English when trying to communicate ideas. Relies on literal meanings. Attempts descriptive sentences in academic discussions Uses common grammatical forms with some errors Reads at close to grade level with support Uses simple figurative and idiomatic language (grades 3 to 12) Create a handout with characteristics.

Characteristics of Level 4 Transitional Uses and understands more complex speech. Communicates effectively with some language errors. Jokes and teases easily in English. May still be confused by idioms. Speaks clearly and comprehensibly using standard forms. Applies content related vocabulary in various contexts. Reads at grade level.

Clear Objectives There is a content component There is a language component. Clear objectives are quantifiable – they can be easily measured and assessed. It is visible, succinct and obvious to all. Students are clear on what you want them to know or do. They can explain the objective when asked. Anyone walking into your class can determine what your objective is in a very short period of time. Purpose: Explicit definition/description as to what a clear objective is. Procedures: lecture – but note & refer back to this one often. Materials: packet Time: 2 mins

Clear Objectives Directive Content By Language/Activity SWBAT, PWBAT, LW, WW, I Can learn, understand, compare, etc _(content/standard)___ by telling, writing, completing organizer, completing project, etc SWBAT Apply knowledge of integers to problem solving correctly writing a 2-step word problem using positive and negative numbers and the terms “more than” and “fewer than”. I can Identify the characteristics of living organisms completing a graphic organizer sorting living and non-living examples, and writing an explanation of my choices We will Make connections to text writing at least 3 self-to-text connections in a graphic organizer, using pictures, phrases or sentences PWBAT Learn the components of clear objectives writing a content and language objective for two content areas. Purpose: Procedures: Materials:

Language Objective Examples Kindergarten math (Content) I can learn about adding and subtracting BY (Language) telling a math story using words, pictures, objects, and/or numbers. 3rd grade math (Content) SWBAT show different combinations of factors (Language) arranging a number of units in different arrays and explaining them to a partner using target vocabulary. 5th grade reading (Content) SWBAT identify traits of certain characters in a story (Language) describing character traits in the story in a graphic organizer and discussing them using target vocabulary. Purpose: Show examples of the BY structure for each grade level Procedures: lecture. Only show grade appropriate slides to target audience. Materials: none Time:: 2 mins

Language Objective Examples 7th grade Health (Content) SW understand structure and function of key body systems (cardiovascular) BY (Language) sequence words and content vocabulary in complete sentences. 10th grade Chemistry (Content) SWBAT perform tests on several mixtures and sort them in a graphic organizer and (Language) Using target vocabulary, discuss and write differences and similarities in solutions and suspensions Purpose: See slide 47 Procedures: Materials:

Options for Language Objectives Key content vocabulary Language skills & strategies Language functions & tasks Grammar and language structure MCC p. 35… a wealth of information Activity: After practice with each (next slides), make a poster or have Ps make a poster of these. Four Corners and Carousel/ Stay & Stray with each one. Each group is given a content lesson on strips, and must design four different language objective, write it on each poster. Align with the SIOP 4? Math: Elem: Sec: Health: Elem: Sec: Science: Elem: Sec: ELA: Elem: Sec: Social Studies: Elem: Sec: Echevarria, Vogt & Short 2011

Vocabulary Have students use the lesson vocabulary, current or past, in their oral and/or written language as they complete the content objective.

Language Skills & Strategies For this lesson, do students need to summarize find main idea & details infer compare contrast predict question categorize determine cause & effect draw a conclusion make a connection Describe something Sequencing

Language Functions & Tasks For this lesson, do students need to (and may need instruction to be able to): Read out loud Tell a story in sequence Read or give directions Write a lab report Argue a point Make a speech or a presentation Act (play a role) Persuade Write a narrative Write an essay Write a song or poem Directions to Facilitator  …   Information for Participants Directions to Participants Background Information for the Facilitator

Grammar and Structure Do your students need practice on a certain point such as Word order (subject/verb) Plurals Subject and object pronouns Active & passive voice Organizing information

The Rubric: South Bend SD Level Has 4 Content and language components are standards based. Easily measurable. Differentiated as needed. Most students can explain in their own words what the objective is. Clearly displayed. 3 Content and language components are standards based. Measurable. Some students can explain in their own words what the objective is. Clearly displayed. 2 Content or language components that may be standards based. Not easily measurable. Few students can explain in their own words what the objective is. Not visually displayed. 1 Content or language components are not standards based. Not measurable. Students can’t explain in their own words what the objective is. Not visually displayed. Reaffirmed on 2/15/13

The Rubric: Mabton MS/HS Level Has 4 I will use… two language objectives, tied to a standards-based content objective, measurable, student can clearly articulate it 3 I will use… one language objective, tied to a standards-based content objective, measurable, student can clearly articulate it 2 I will use… one language objective, not tied to the standards-based content objective OR not measurable 1 Only a task, not connected to a content nor a language objective Reaffirmed on 2/15/13

The Rubric: Clover Park HS Has 4 More than one language objective tied to a standards-based content objective measurable At least 3 language domains as appropriate Student friendly language/students can explain in their own words 3 One language objective tied to a standards-based content objective At least 2 language domains 2 At least 1 language domain 1 Attempted student friendly language/students can explain in their own words Reaffirmed on 2/15/13