1. Michele Regalla, Ph.D. Ohio Dominican University regallam@ohiodominican.edu

2. They are the language demands of the academic content.  They are school vocabulary used to perform functions that display content knowledge such as summarize, discuss, compare, etc.  They include the language structures teachers expect students to use in order to communicate comprehension of content (write a paragraph, use the past tense, etc.)  They are specific and measurable!

3.  Key vocabulary – technical terms and other words related to the lesson  Language functions – the way language is used in the lesson (compare, describe, etc.)  Language skills – listening, reading, writing, and speaking  Grammar or language structure – language that must be used to communicate content (using the past tense, prefixes, comparisons, etc.)  Lesson tasks – language necessary to complete a task, such as taking notes  Language learning strategies – metacognitive language tasks such as rereading, making predictions, outlining, etc.

4.  Identify your content objective  Study the task(s) students must perform in the lesson  Isolate key vocabulary and sentence patterns necessary to perform those tasks  Incorporate at least one of the 4 language skills  Write an observable, measurable objective

5.  Summarize  Retell  Identify  Define  Write  Create  Choose  Diagram  Label  List  Match  Illustrate  Compare/contrast  Contrast  Categorize  Organize

6.  Know  Understand  See  Learn  Appreciate  Be familiar with  Be aware of

7. Language: vocabulary & patterns  One consequence of ________is ____________  _______ leads to/causes _____________.  _______ increases the risk of ______________.  ______ are more likely to ___________ than __________. Content Effects of environment

8. CONTENT  Complete a timeline listing the events leading up to the Revolutionary War. LANGUAGE  In the reading, highlight the colonial action in blue and the British reaction in red.  Explain to a partner your timeline. Use the words first, second, then to show sequence.

9. Describe the structure of plant and animal cells to a partner using the comparative form.  Both plant cells and animal cells contain _______.  A plant cell contains a nucleus. An animal cell also contains a nucleus.  Plant cells contain vacuoles, whereas animal cells often do not have vacuoles.  Plant cells contain vacuoles. Animal cells, however, often do not have vacuoles.

10.  CONTENT 1. Order numbers from least to greatest. 2. Use, or = to make each sentence true.  LANGUAGE Explain to a partner why your statements are true using a number line. Use these sentence patterns:  x is {greater / less } than y.  x is equal to y.

11.  Echevarria, J., Vogt, M.E. & Short, D. (2004). Making Content Comprehensible for English Language Learners: The SIOP Model. Boston, MA: Pearson  http://www.ncela.gwu.edu/t3sis/state/north carolina/ http://www.ncela.gwu.edu/t3sis/state/north carolina/