Universal Access/SDAIE Session 3: Lesson Planning Protocol - Language Objectives Title III Access to Core Professional Development Office of Curriculum, Instruction, and School Support Language Acquisition Branch Welcome participants & introduce yourself. 1

Long Range Goals Achieve consistency and continuity in our understanding of SDAIE and how we communicate it to all stakeholders. Use SDAIE to provide access to core curriculum for English learners. Build a Culturally Relevant and Responsive (CRRE) learning environment incorporating the different ways our students learn, behave, and use communicative language patterns. Remind participants that this is the third of the trainings on SDAIE and that it is our goal to increase their understanding of SDAIE to be able to improve and refine its implementation in the classroom. 2 2

Objectives Review English learner characteristics by proficiency level. Understand the role of language objectives in a SDAIE lesson. Practice writing language objectives for a 7th grade history model lesson. 3 3

Four SDAIE Elements We learned about these elements in the first session. We reviewed them and applied them to a lesson in the second session. Remind participants that these are features of SDAIE we have been discussing in the last two sessions. 4

Mix and Mingle Activity Think about the features of the SDAIE element on your card Find someone with a different SDAIE element Each person should: - Define the element - Share a practical application Find a pair with the other two elements of the CCCI Each pair should: - Decide on one practical application to share with the whole group Whole group share 5

English Learner Characteristics Participants will analyze a math concept lesson to identify SDAIE Critical Elements 6

Can-Can’t-Need Handout #1 Read on your own In triads, determine, for each proficiency level, what the students CAN do, CAN’T do, and the NEEDS a teacher must consider when planning a SDAIE lesson. Use to check answers 7

Beginning Can Can’t Need Intermediate Advanced 8

- Build background knowledge - Repetition Vocabulary development Need - Build background knowledge - Repetition Vocabulary development Scaffolds for complex language structures Need - Look for ways to contextualize the text (idioms, complex structures, abstract concepts) - Higher Order Thinking Skills (HOTS) i.e., inference, drawing conclusions, etc… Need - Primary language Support (L1) - Frontloading vocabulary and concepts - Refer participants to handout. - Have participants read the “Intermediate” paragraph to review what students at this level can and can’t do and to identify what they need. Clarify that under CAN’T they will identify those descriptors that illustrates areas where Els are challenged or might have difficulties. Explain that they will have to consider the challenges at each of those proficiency levels to think of examples of what the teacher will need to do to support the students. -Group Share. -Debrief (Show animations) -Follow the same procedure for “Advanced” followed by “Beginning”. 9

Language Objectives 10

K-12 Universal Access /SDAIE Lesson Design Template Handout #2: K-12 Universal Access /SDAIE Lesson Design Template New template 11

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Language Assembly Task Handout #3: Language Assembly Task 13

Language Assembly Task Use Handout #3 Choose one pair of shoes Use complete sentences for your responses 14

Language Assembly Task Debrief Group Share 15

Language Assembly Task Debrief 1. What did you draw upon for your responses? 2. What question was the easiest? Why? 3. What question was the most challenging? Why? 16

Handout #4: The More Common Functions of Language #3 #1 #6 #2 #5 #4 Revised10-6 #2 #5 #4 17

Handout # 5: The Language of Schooling Revised10-6 18

Use to check answers 19

We are asking kids to construct knowledge. 20

Bricks At the same time we are asking them to build language. These are the building blocks they are working with. 21

And finally, these are the supports we have in place, both for academic proficiency and for the language of school. We used a common, everyday object, a shoe for our discussion. The point is that even in everyday life, we use the same functions of language. 22

Think-Pair-Share 2. What was a new learning? 1. What was clarified? 3. What do you still need to think about? Use to check answers 23

Revisiting Language Objective Math Lesson 24 24

What Is a Language Function/Objective? High Point Administrative Training, Day 2 What Is a Language Function/Objective? A language function is the purpose for using language. (e.g., to speak about something, to write about a topic) Work with a partner to write a language objective for this 7th grade history lesson. Presenter’s Notes/Slide 25

What Is an Example of a Language Objective? High Point Administrative Training, Day 2 What Is an Example of a Language Objective? After reading a selection and a primary source (journal entries), students will write a summary of the key characteristics of the Ghana Empire. Presenter’s Notes/Slide 26

What Are Language Forms? High Point Administrative Training, Day 2 What Are Language Forms? Language forms are the required words, phrases, sentence forms, and types of grammar used to construct a response. Possible language forms are the sentence frames, sentence starters or cloze sentences provided by the teacher to support students’ oral/written responses. Presenter’s Notes/Slide 27

Reflection on Possible Language Forms High Point Administrative Training, Day 2 Reflection on Possible Language Forms What are possible language forms that students will need to… … retell information? … justify an answer? … compare characteristics? Work with a partner to develop a sentence frame/starter or cloze sentence that could be used for this 7th grade history lesson. Presenter’s Notes/Slide 28

What Is Another Example of a Possible Language Form? High Point Administrative Training, Day 2 What Is Another Example of a Possible Language Form? After reading a selection and a primary source (journal entries), students will write a summary of the key characteristics of the Ghana Empire. ___________ can be classified as _________ because ________________. The reason ___________ can be categorized under the _________ category is _______. __________ Presenter’s Notes/Slide 29

Insert the bridge with IC’s 30 30

Objectives Review English learner characteristics by proficiency level. Understand the role of language objectives in a SDAIE lesson. Practice writing language objectives for a 7th grade history model lesson. 31 31