1. Bridging Content and Language
Supporting Our Students’ Success with CCSS:
Building Content Objectives with Linguistic Supports

2. How do you support students with the language demands of a lesson?
Essential question
How do you support students with the language demands of a lesson?

3. Learning Objective
Participants will develop in writing a content objective with linguistic support with a partner using a function verb and related forms using a graphic organizer.

4. ELA/ELD Framework For the beginning of the presentation:
In your own words, address the following key points:
In the new ELA/ELD Framework, California recognizes the diversity of our student population and the need for educators to plan for and provide access for these diverse populations.
As we engage in today’s new learnings, let’s keep in mind the particular needs of the following groups of students that historically have experienced an achievement gap (click in animations referring to SELs, ELs and SWDs.)

5. Strategies and Moves Strategies and Moves - Partner Talk
We will be mapping the strategies and moves that we use throughout this workshop.
Strategies and Moves
- Partner Talk *

6. Let’s Take a Reading…

7. Why do you observe what you observe?
Stand up, make eye contact with another person across the room; this will be your “eyeball partner.”
Discuss the above question with your eyeball partner:
Now
Let’s Use
Numbered Heads
Together
Let’s share our conversations using the language frames.

8. “Language is the medium in which teaching and learning take place in schools; the medium through which we transform and develop our thinking about concepts; and in this way, language and content are inextricably linked (Halliday, 1993). For this and other reasons, language has been referred to as the “hidden curriculum” of schooling and why school success can be seen as largely a language matter (Christie, 1999).”
ELD Standards, Appendix C, pg. 7
Turn to a partner and discuss the following: How does this quote connect
to the Common Core?

9. Let’s share our conversations using the language frames.
“Language is the medium in which teaching and learning take place in schools; the medium through which we transform and develop our thinking about concepts; and in this way, language and content are inextricably linked (Halliday, 1993). For this and other reasons, language has been referred to as the “hidden curriculum” of schooling and why school success can be seen as largely a language matter (Christie, 1999).”
ELD Standards, Appendix C, pg. 7
Now
Let’s Use
Numbered Heads
Together
Turn to a partner and discuss the following: How does this quote connect
to the Common Core?
How does this quote connect
to the Common Core?
Let’s share our conversations using the language frames.

10. Our students arrive in our classrooms with a diverse range of English proficiency. We need to teach the Common Core State Standards to all students with varying language supports.
The content does not vary depending on a student’s English language proficiency. However, the way students will come to understand and then express their knowledge of the content will vary.

11. Our Work for Today…
Many schools have in place the use of content and language objectives. Kudos! For teachers who are on the pathway of developing this habit in making the goals of a lesson explicit to students both in terms of content and language, today we will take a step forward on that pathway. We will delve into one of the ways to support students with the linguistic demands of the content. Today we will “bridge content and language” by adding linguistic supports to our content objectives.

12. The Why…
Master Plan p. 76

13. TGDC Lesson Design Template Pg 1

14. More of the why…
We want to create metalinguistic awareness in our students. They need to develop the ability to:
recognize “ways in which language may be different based on task, purpose and audience”
“intentionally and purposefully use a range of precise and varied grade-level general academic domain specific vocabulary”
“adjust oral and written language in a range of contexts across the disciplines”
New California ELD Standards, page 13

15. Finally…
Through the process of planning and using a content objective with linguistic support, teachers:
plan for the content learning that students will engage in
think through what language students must use to communicate their understanding of the content
plan to explicitly teach the language students need
clearly communicate the content and language goals of the lesson to the students
support students to self-monitor and evaluate their own learning

16. Think About What You Know About…
Content and
Language Objectives

17. Take 3
Take 3 minutes to read “Planning with a Focus on Language Objectives.”
Highlight new learnings regarding language objectives.
Take a couple of minutes to use a new writing tool to add a few of new learnings to your Circle Map.
Content and
Language Objectives
Handout 1

18. Processing Time: Rally Robin
With your elbow partner, take turns saying one thing you learned or previously knew about language objectives.
Continue back and forth until time is called.
Take a moment and add new learnings to your Circle Map.

19. The Approach!!! Putting Together the Puzzle Pieces of
a Content Objective with Linguistic Support

20. Writing an Objective with Linguistic Support
Academic Vocabulary (words to be taught to and utilized by students)

21. STEP 1: CONTENT
Use your Common Core State Standards to choose the content for your lesson
Academic Vocabulary (words to be taught to and utilized by students)

22. STEP 2: Determine the function and in what language domain it will be used
A function is an observable action that students will complete with language to demonstrate their understanding of the content. The function is the uses and purpose of language. You can use the list of verbs from Bloom’s Taxonomy when determining the function.
Academic Vocabulary (words to be taught to and utilized by students)
Handout 2

23. Content Specific Function Examples
infer from the text . . .
compare and contrast three different versions of _____ (Cinderella, The Three Little Pigs, etc.)
justify their rationale for solving a system of equations…
summarize the plot of _____.
explain the solution…
compare two three-digit numbers…

24. Target one language domain (listening, speaking, reading, or writing.)
STEP 2 (continued): Determine the function and in what language domain it will be used
Target one language domain (listening, speaking, reading, or writing.)
Academic Vocabulary (words to be taught to and utilized by students)

25. Step 3: FORM
This is the language the students are using (i.e. grammatical features, type of language—conjunctions, adverbs, modals, complete sentences, etc.) Often the language to focus on is determined by the function selected. This is what you want to hear and read as students process and demonstrate their learning of the content.
Academic Vocabulary (words to be taught to and utilized by students)

26. “Language Functions and Examples of Language Forms”
Handout 3

27. Let’s Practice Identifying Functions and Forms
With an elbow partner circle the language function and underline the language form. The first one has been completed as an example.
Orally express an opinion using persuasive language (should, must, need, etc.) in complete sentences.
Use compound sentences to compare and contrast A and B.
Predict the next three items in the pattern using future tense verbs.
Write a description of the physical characteristics using sensory adjectives.
Develop a hypothesis using the conditional tense and the structure, “If…, then….”
Handout 4

28. “Linguistic Scaffolds for Writing Language Objectives” by Dr
“Linguistic Scaffolds for Writing Language Objectives” by Dr. Kate Kinsella and Tonya Ward Singer
This piece provides us with further examples of objectives incorporating functions (active verbs) and forms (language target). +
Handout 5

29. The following sentence frame will provide you with a scaffold.
Try this…
The following sentence frame will provide you with a scaffold.
Students will __________________________________________
(function / active verb phrase)
using ________________________________________________ .
(form / language target)
Students will describe a character’s emotions using precise adjectives.
Students will summarize a non-fiction text using general present tense and citation verbs.
Students will restate a partner’s response using paraphrasing expressions (e.g. so what you are saying is, if I understand you correctly.)
Kate Kinsella, Ed.D. and Tonya Ward Singer

31. Writing Content Objectives with Linguistic Supports
Students will retell a story read to them.
1. Content Objective
Retell & Speaking
2.Determine Language Function & Domain
Students will orally retell a story read to them by using time order words and key details.
3.Identify Language Form ( content vocabulary, prepositions, conjunction; “because” etc.)
RL.K.2 With prompting and support, retell familiar stories, including key details.

32. Writing Content Objectives with Linguistic Supports
Students will make a prediction about the shape of a graph (linear or nonlinear.)
1. Content Objective
Predict & Speaking
2.Determine Language Function & Domain
Students will make a prediction about the shape of a graph (linear or nonlinear) using the future tense and predicting verbs (predict, hypothesize).
3.Identify Language Form (prepositions, conjunction; “because” etc.)
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g. where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

33. Your turn!!! With a partner or with your table group, on chart paper create an objective using one of the CCSS below or one of you choosing.
Remember decide upon the function students will be engaged in and what forms they will need to express their understanding of the content.
4th Grade Measurement and Data Standard 3 (4.MD.3) Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 8th Grade Reading Standards for Literature 5 (RL.8.5) Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

34. Sharing Our Objectives and Identifying the Function and Forms
As table groups share their objectives:
Listen for the function
Listen for the form

35. Step 4: Let’s add supports.
Although we have identified the function and forms to make explicit the language to be used by students during the lesson, some students will need additional support in using this language during the learning process.
Academic Vocabulary (words to be taught to and utilized by students)
Step 4: Let’s add supports.

36. Types of Supports 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
Handout 6

37. Writing Content Objectives with Linguistic Supports
Students will retell a story read to them.
1. Content Objective
Retell & Speaking
2.Determine Language Function & Domain
Students will orally retell a story read to them by using time order words and key details.
3.Identify Language Form ( content vocabulary, prepositions, conjunction; “because” etc.)
Students will orally retell a story read to them to a partner by using time order words and key details while using visuals from the story.
4. Determine Supports
RL.K.2 With prompting and support, retell familiar stories, including key details.

38. Writing Content Objectives with Linguistic Supports
Students will make a prediction about the shape of a graph (linear or nonlinear.)
1. Content Objective
Predict & Speaking
2.Determine Language Function & Domain
Students will make a prediction about the shape of a graph (linear or nonlinear) using the future tense and predicting verbs (predict, hypothesize).
3.Identify Language Form (prepositions, conjunction, “because” etc.)
Students will make a prediction with a partner about the shape of a graph (linear or nonlinear) using the future tense and predicting verbs (predict, hypothesize) using sentence starters.
4. Determine Supports
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph
(e.g. where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.

39. More examples: Students will be able to (function) (content)
using (forms) (supports) .
*Students will orally construct a response to word problems using sequential words with a partner. *Students will write a description of the story’s setting using precise adjectives with the aid of a Bubble Map.

40. Your Turn… Add Supports to Your Objective
4th Grade Measurement and Data Standard 3 (4.MD.3) Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 8th Grade Reading Standards for Literature 5 (RL.8.5) Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

41. Let’s Now Consider Academic Vocabulary
What vocabulary do you want to ensure that students use when speaking or writing to show their understanding of the content?
Your list of words should include:
no more than 10 words
both Tier 2 and Tier 3 words
multiple-meaning words
Academic Vocabulary (words to be taught to and utilized by students)
Step 5

42. Academic Vocabulary As I am planning my instruction, I will encourage
students’ use of academic vocabulary by:
Charting the vocabulary as I introduce it
Explicitly teaching vocabulary using
different protocols
Using repetition
Using visuals
Monitoring the use of the vocabulary

43. Academic Vocabulary What academic vocabulary do you want the teachers
to model the use of and explicitly teach?
What academic vocabulary do you want the students
to be encouraged and expected to use?
Students will make a prediction with a
partner about the shape of a graph
(linear or nonlinear) using the future tense
and predicting verbs (predict, hypothesize)
using sentence starters.
Students will orally retell a story read to them
to a partner by using time order words and
key details while using visuals from the story.

44. List the Academic Vocabulary for Your Lesson
4th Grade Measurement and Data Standard 3 (4.MD.3) Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 8th Grade Reading Standards for Literature 5 (RL.8.5) Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

45. Identify Function and Form
Content Objective
Students will retell a story read to them.
Identify Function and Form
Students will orally retell a story read to them by using time order words and key details.
Identify
Academic
Vocabulary
Identify no more than 10 vocabulary words that students should use to show their understanding of the content.
Determine
Supports
Students will orally retell a story read to them to a partner by using time order words and key details using a Flow Map.

46. Checklist for Planning and Using Content Objectives with Linguistic Supports
During Planning
Derived from grade-level Common Core Content Standards/ELD Standards
Incorporates all four elements of a Content Objective with Linguistic Support (content, function, form and scaffold)
Promotes students’ academic language growth taking into consideration students’ proficiency levels
Clearly identifies what students should know and be able to do
It is observable / measurable
During Instruction
Written and presented to students in student-friendly language (language that the students can understand) at the beginning of the lesson
Student are provided explicit instruction regarding the language to be used to express their content learning
A plan for use of academic vocabulary is evident in the lesson
Used by teachers and students to evaluate learning at the end of the lesson

47. Our Teachers’ Objectives from the One-Day Common Core Training
Students will compare two three-digit numbers
using comparative words (greater than, less than,
equal to) by working in pairs using manipulatives
and a place value chart.
Students will be able to orally describe characters
using nouns, pronouns and adjectives with a
Think-Pair-Share partner.
Write a description of the story’s setting
using precise adjectives with the aid of
a Bubble Map.
Students will evaluate evidence in order to express and
support their opinion through persuasive language.
Students will summarize parts of a story by identifying the main idea and
details using complete sentences in cooperative groups.

48. TGDC Lesson Design Template Pg 2
Through including a content objective with linguistic supports in a Common Core lesson, teachers are addressing key elements in Standard 3.

49. Think of an action step you will take.
How do you plan to used the information gained in this workshop to support teaching and learning?
Think of an action step you will take.

50. One-Sided Multi-Flow Map
I will….
What impact will your action step have on
teaching and learning?
How will it support ELs’ academic and linguistic success?

51. What strategies and moves were used during this workshop that support teaching and learning?
- Partner Talk

52. ELA/ELD Framework

53. Bridging Content and Language
“The relationship between language and content instruction is two way and reciprocal…Content knowledge is developed through language and language abilities can and should be developed through content instruction.”
Jim Cummins, “Supporting ESL Students in Learning the Language of Mathematics” 53

54. Learning Objective
Participants will develop in writing a content objective with linguistic support with a partner using a function verb and related forms using a graphic organizer.

55. Thank you for all you do on a daily basis to ensure the academic and linguistic success of your students.