1. Focusing on the Language

2. 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. 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

4. To provide access to the content by building a student’s understanding of the academic language. 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 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. To provide a focus of how and what students understand through listening and reading.

6. A Language Function describes what you expect the students to be able to do and how the students will communicate what they know (verb). A Language Function describes what you expect the students to be able to do and how the students will communicate what they know (verb).

7. Language Functions Level 1Level 2Level 3 Level 4Level 5 Identify Follow Locate Name Listen Point Select Respond Circle Sort Label Draw Color Match Repeat Identify Follow Locate Describe Role play Predict Compare & Contrast Respond Classify Identify Describe Role play Predict Compare & Contrast Infer Sequence Illustrate Narrate Summarize Rewrite Interpret Identify Describe Predict Analyze Apply Compare & Contrast Infer Narrate Summarize Rewrite Depict Explain Categorize Predict Summarize Rewrite Paraphrase Analyze Apply Defend Persuade Debate Edit Revise Justify Create Generate Interpret

8. Content Stem

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

10. 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

11. SupportSupport Sensory SupportsGraphic SupportsInteractive 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)

12. Sensory Supports related to specific content areas. Language ArtsMathematicsScienceSocial 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

13. Three Parts of a Language Objective Content Stem Language Function Support

14. 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.

15. 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.”)

17. 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.

18. What Is Next? Before you leave, schedule a date and time for us to walkthrough your classroom and observe your lesson incorporating language objectives

19. What to Expect Read the Walkthrough Language Objectives Module Form Ask Questions in whole group

20. For more information Refer to: WIDA Consortium English Language Proficiency Standards And Resource Guide 2007 Edition or WIDA website: www.wida.us