Language Objective T O P S

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Language Objective T O P S

  1. 1. Language Objectives Objective: Math and Science teachers will be able to construct meaningful language objectives for English Language Learners.
  2. 2. Content vs. Language Objectives – Example of a content objective you are currently teaching – What are language objectives? – How do you use them in your class? – Why are they important?
  3. 3. Language objectives are often problematic for content teachers because: •It may be difficult to identify language objectives. •Content teachers do not have time to teach language. •Teaching language is the ELL teachers’ job. •Content teachers may not know enough about their ELL students’ language proficiency to determine appropriate language objectives.
  4. 4. Reading, Writing, Speaking, and Listening • Reading: text, vocabulary list, notes form overhead • Writing: Vocabulary list, notes, answers to comprehension questions, logs, predictions, sharing writing • Speaking: Answering questions, discussion with a partner or group members, predicting, Thin-Pair-Share – This will happen in a safe, low risk environment • Listening: To the teacher, to students, to tapes – When playing a video turn the subtitles on – Adapting teacher speech.
  5. 5. Functions of Language • The English language is vast and complicated…what functions of language should content teachers focus on with ELL students?
  6. 6. Basic Functions of Language for ELL’s • Subject-verb agreement – The frog are amphibian. – Igneous rocks comes from volcanoes. • Use of the “S” – Possessive (apostrophe s) – 3rd person singular
  7. 7. Basic Functions of Language for ELL’s • Tense – Present, past, future • Basic verbs- to be, to have, to like, to see • I have, you have, he/she has, we have, they have • I, you, he, we, they had • I will have
  8. 8. Basic Functions of Language for ELL’s • Vocabulary building – Basic language, technical language – Word wall, word bank • Punctuation • Retelling, explaining
  9. 9. Basic Functions of Language for ELL’s • Letter sounds, pronunciation • Complete sentences – Hold students accountable for basic sentence structure. – Basic sentences • Word order
  10. 10. Where to begin when thinking about language objectives. • Determine KEY VOCABULARY, CONCEPT WORDS, and other words. • Consider LANGUAGE FUNCTIONS. (define, describe, compare, explain, summarize)
  11. 11. Where to begin when thinking about language objectives. • POL Clear Expectations • Decide on Language skills. -Read for main idea, listen and give an opinion • Identify GRAMMAR or LANGUAGE STRUCTURES. – verb tenses, sentence structure, punctuation, question formation
  12. 12. Where to begin when thinking about language objectives. • Consider language embedded in TASKS. • Explore LANGUAGE LEARNING STRATEGIES. (ex. Prediction)
  13. 13. Writing Language Objectives • • Summarize Define • • Rephrase Describe • •Discuss Identify • • Elaborate Label • • Predict Name • • Compose Spell • • (more listed on Compare • Contrast Taxonomic Category • Explain sheet)
  14. 14. When writing objectives, keep in mind: • Audience (level 1 vs. level 3 vs. main stream) • What should students be able to DO? • HOW should students demonstrate proficiency? • Objectives should be MEASURABLE.
  15. 15. IN GROUPS… • Write 3 content objectives and a correlating language objective for each. Try to incorporate the four modalities. – Reading, Writing, Listening, Speaking • Choose one set of objectives to write on a transparency and share.
  16. 16. In Groups… • Lesson on Respiratory System • Using SIOP- design a lesson using the text provided to you. Which SIOP elements can you incorporate into a routine lesson?
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