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Language Objectives

Professional Development Modules Background. Campbell Union School District Professional Development Modules (PoDules) were created by district teachers, coaches, and administrators in 2010-11 school yearContent was intended for internal district use onlyContent was taken from multiple sourcesAny

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Language Objectives

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    1. Language Objectives PoDule by Pati Curiel and Denise Kilpatrick August 17, 2011 \ Denise – intro self and have participants do a little sharing about their summerDenise – intro self and have participants do a little sharing about their summer

    2. Professional Development Modules Background Campbell Union School District Professional Development Modules (PoDules) were created by district teachers, coaches, and administrators in 2010-11 school year Content was intended for internal district use only Content was taken from multiple sources Any questions re: PoDules should be directed to Denise Kilpatrick, dkilpatrick@cusd.org in Campbell Union School District This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 2

    3. Today’s Objective Participants will be able to define and create language objectives. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 3 DeniseDenise

    4. Today’s Agenda Define Language Objectives Language Functions Language Tools: Vocabulary “Bricks” and Functional Language “Mortar” (Forms) Sample Language Objectives ELD Grammatical Matrix Language Objectives in Content Areas Interactive Activities Sharing This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 4 Write this on the board.Write this on the board.

    5. 5 Identify what makes an effective language objective This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. PatiPati

    6. Definition of a Language Objective Language Objectives… are the HOW of the lesson should include interaction in the form of discussion (paired and/or cooperative learning activities) should be specific language skills you want students to develop This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 6 Pati – Have participants read the definition aloud, read it as a cloze, or choral read it.Pati – Have participants read the definition aloud, read it as a cloze, or choral read it.

    7. Language is in the foreground Language objectives focus on language Students will be able to use taught vocabulary and patterns to describe, compare, explain, etc. 7 This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. Pati The Day 5 objective should demonstrate how students are going to apply the language they learned through the week in an authentic way. Pati The Day 5 objective should demonstrate how students are going to apply the language they learned through the week in an authentic way.

    8. Language Objective Frame 1 Function describe differences between… give directions to… suggest… negotiate solutions… Language Tools precise topic-specific adjectives conjunctions past tense verbs modal verbs sequencing words 8 This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. PatiPati

    9. Language Objective Frame 2 Function describe differences between… give directions to… suggest… negotiate solutions… Language Tools precise topic-specific adjectives conjunctions past tense verbs modal verbs sequencing words 9 This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. PatiPati

    10. An Effective ELD Language Objective… Stems from the linguistic demands of a functional task at the appropriate language level Focuses on high-leverage language that will serve students in many academic and social contexts Uses active verbs to explain tasks Names the specific language students will use 10 This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. Pati – Have table groups read aloud the different bullets.Pati – Have table groups read aloud the different bullets.

    11. Non-Examples: Language Objectives discuss a story using complete sentences correctly use present, and future tense verbs define vocabulary words and use them in complete sentences write a paragraph in the past tense follow directions 11 This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. PatiPati

    12. Purposeful Language Objectives Language objectives link: Purpose for language use (function) Vocabulary (bricks) and/or Grammatical forms and patterns (mortar) 12 This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. PatiPati

    13. Definition of Language Functions Language functions are specific uses of language to accomplish particular purposes. In the classroom setting, the language function defines what the reason is for communicating in the lesson. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 13 Denise – explain to the participants that this is the task or purpose of the lesson. Explain function for today. Use Scott as a non-example.Denise – explain to the participants that this is the task or purpose of the lesson. Explain function for today. Use Scott as a non-example.

    14. A Focused Approach Features of Explicit Language Instruction What are language uses E.L.s must be able to navigate? What language functions do cognitive tasks require? What text structures must students comprehend? 14 This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. Denise Functions are the cognitive tasks that drive us to connect thought and language Language functions are used on a continuum from simple to complex We need to teach English learners how to use language for a variety of academic purposes.Denise Functions are the cognitive tasks that drive us to connect thought and language Language functions are used on a continuum from simple to complex We need to teach English learners how to use language for a variety of academic purposes.

    15. Language Functions Functions are the purposes for communicating orally and in writing. Correlation of Language Functions Across Levels Blooms Taxonomy 15 This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. Denise After your brief overview of 1.20, read the first two bullets. Then have participants read Tab 1.21. Note: The functions are worded for Advanced level of proficiency. Denise After your brief overview of 1.20, read the first two bullets. Then have participants read Tab 1.21. Note: The functions are worded for Advanced level of proficiency.

    16. Function Activity Using the Correlation of Language Functions Across Levels Put a plus by some of the functions that you use regularly in your classroom. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 16 DeniseDenise

    17. Defining a Function Remember that a function is the task or purpose in a lesson. Think about your classroom. Identify a function that you use in your job. Write it down. Share with a friend. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 17 Denise – check for understandingDenise – check for understanding

    18. Topic Specific Vocabulary: “Bricks” In order to generate language about what they are studying, students need topic specific vocabulary. 18 This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. Denise Let’s turn our attention to what we mean by “bricks”… In every lesson we teach, we are asking students to use language for a purpose - to describe or compare or explain cause and effect - or whatever the comprehension task may be. And as you have seen in the previous examples, generating sentences for a purpose or function requires phrases using certain grammatical forms But we are always talking about a topic. And every topic has specific vocabulary requirements. If students are to compare urban and rural life - they need skyscraper, farmland; for types of rocks - igneous, granite; for animal habitats - adaptation, arid, tropical, or ranchero music and rap - guitar, rhythm, and beat. Brick vocabulary is content specific and is connected to content knowledge. . Because it is an essential reading comprehension skill, we will use comparison to illustrate how academic language functions link thinking and language - beginning with brick vocabulary.Denise Let’s turn our attention to what we mean by “bricks”… In every lesson we teach, we are asking students to use language for a purpose - to describe or compare or explain cause and effect - or whatever the comprehension task may be. And as you have seen in the previous examples, generating sentences for a purpose or function requires phrases using certain grammatical forms But we are always talking about a topic. And every topic has specific vocabulary requirements. If students are to compare urban and rural life - they need skyscraper, farmland; for types of rocks - igneous, granite; for animal habitats - adaptation, arid, tropical, or ranchero music and rap - guitar, rhythm, and beat. Brick vocabulary is content specific and is connected to content knowledge. . Because it is an essential reading comprehension skill, we will use comparison to illustrate how academic language functions link thinking and language - beginning with brick vocabulary.

    19. 19 Topic: An art project Function: Explain Needs Early Intermediate We need paper and scissors. We need _____ and _____. Intermediate We don’t have enough construction paper. We don’t have enough _____________. Early Advanced We aren’t going to be able to finish our mosaic project unless we get more colored pieces of paper. We aren’t going to be able to ___________unless we _______. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. Denise One topic can be used for various proficiency levels. A grade level team can plan collaboratively around the same topic and the same language function. Each teacher can target a specific level of proficiency. A second point is that if we take out the topic-specific vocabulary (bricks), the sentence pattern should be generic enough to be used in various ways. A good sentence frame can be used with multiple topics.Denise One topic can be used for various proficiency levels. A grade level team can plan collaboratively around the same topic and the same language function. Each teacher can target a specific level of proficiency. A second point is that if we take out the topic-specific vocabulary (bricks), the sentence pattern should be generic enough to be used in various ways. A good sentence frame can be used with multiple topics.

    20. 20 Functional Language: Mortar Functional mortar is built from grammatical forms: We need pronouns and adverbs of frequency to say: Every other (day of the week)_, we __ at (time). We need questions with ‘will’ and prepositions of location to say: Will you bring me the ___? It is next to ____. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. Denise Sample responses: Every other Monday, we meet at 3:00. Will you bring me the binder? It is next to the stapler.Denise Sample responses: Every other Monday, we meet at 3:00. Will you bring me the binder? It is next to the stapler.

    21. Samples of Language Objectives I Do – 2 examples We Do – 2 examples Partners – 2 examples You Do – 2 examples This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 21 Denise: Poster Version of Language Objectives and Handout for Teachers Address the Matrix of Grammatical FormsDenise: Poster Version of Language Objectives and Handout for Teachers Address the Matrix of Grammatical Forms

    22. Intent of Language Objectives Across content areas All grade levels Stem from the linguistic demands of a functional task at the appropriate language level Focus on high-leverage language that will serve students in many academic and social contexts Use active verbs to explain tasks Name the specific language students will use This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 22 Pati – encourage participants to read the bulletsPati – encourage participants to read the bullets

    23. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 23 ELD Matrix of Grammatical Forms Pati If we are going to be able to group and teach students by level of proficiency, we need to spend some time learning more about each one. That is what Tab Two is about.Pati If we are going to be able to group and teach students by level of proficiency, we need to spend some time learning more about each one. That is what Tab Two is about.

    24. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 24 ELD Matrix of Grammatical Forms Layout of Tool: Note proficiency levels across the top. Note parts of speech along the left side. Getting to know this tool: Skim entire ELD Matrix. Read one level “vertically”. Read one part of speech “horizontally”. Pati – Explain that students don’t fit into a perfect box. Sometimes students fluctuate between proficiency levels.Pati – Explain that students don’t fit into a perfect box. Sometimes students fluctuate between proficiency levels.

    25. Weaving Academic Language into Instructional Planning This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 25 PatiPati

    26. Quick Quiz Which are content objectives? Which are language objectives? Working with a partner decide which are content and which are language objectives. Students will be able to (SWBAT) differentiate between living and non-living things. SWBAT tell how often they eat something using adverbs of frequency. SWBAT analyze features of theme conveyed through a character’s action. SWBAT construct a picture graph. SWBAT use prepositions of time and natural disasters vocabulary to explain storms. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 26 Pati – check in to determine how participants doPati – check in to determine how participants do

    27. Samples of Language Objectives in Content Areas Social Science - Students will be able (SWBAT) to orally discuss their analysis of their California Mission using more precise past tense vebs, such as believed, represented, and symbolized, and using complex sentences with subordinating conjunctions such as because and since. (I) Science - SWBAT write in complete sentences using simple present tense (is/are) and conjunctions (and) to describe the actions of frogs. (EI) Reading – SWBAT describe a character using concrete descriptive adjectives. (EI) Writing - SWBAT write a present tense sentence about a friend using subject pronouns. (B) This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 27 Pati: LO Denise: Samples Social Studies: The settlers at Mission San Juan Bautista represented hard working individuals because they created a community in which to be self sufficient. Science: The frog is jumping. The frogs are swimming. Reading: Goldilocks is a hungry, tired, and sleepy girl. Writing: Pati likes to drink coffee. She drinks two cups a day.Pati: LO Denise: Samples Social Studies: The settlers at Mission San Juan Bautista represented hard working individuals because they created a community in which to be self sufficient. Science: The frog is jumping. The frogs are swimming. Reading: Goldilocks is a hungry, tired, and sleepy girl. Writing: Pati likes to drink coffee. She drinks two cups a day.

    28. More Samples of Language Objectives in Content Areas This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 28 P.E.: First, form two teams. Second, decide which team will be visitors and which team will be the home team…. Art: I see the water flowing in the portrait. Math: Those numbers, 2, 4, and 6 are even numbers. Technology: Turn on the computer. Open the word icon…. ELD: You should raise your hand when you want to ask a question because the teacher will call on you. Music: I like to sing the song loudly. P.E.: First, form two teams. Second, decide which team will be visitors and which team will be the home team…. Art: I see the water flowing in the portrait. Math: Those numbers, 2, 4, and 6 are even numbers. Technology: Turn on the computer. Open the word icon…. ELD: You should raise your hand when you want to ask a question because the teacher will call on you. Music: I like to sing the song loudly.

    29. Poster Activity In pairs or triads, find a poster. Identify a function (task or purpose) for the poster. Identify the functional language at the appropriate proficiency level (use the ELD Matrix of Grammatical Forms). Create a possible language objective (using the function and language pattern). Find another poster and repeat the process. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 29 Denise: Posters are from the Systematic ELD Website Pati and Denise will model this for the group taking them through each step.Denise: Posters are from the Systematic ELD Website Pati and Denise will model this for the group taking them through each step.

    30. Application Part 1: Instructions Get into a job-alike groups. Think about a standard that you teach. Identify a function for that standard and a possible lesson for its instruction (use Blooms Taxonomy and the Correlation of Language Functions Across Levels). This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 30 Pati: Monitor the room.Pati: Monitor the room.

    31. Application Part 2: Task Think about the linguistic demands of the lesson. Identify the language pattern at the appropriate proficiency level (use the ELD Matrix of Grammatical Forms). Using the Kate Kinsella Linguistic Scaffolds for Writing Language Objectives and the Planning Scaffold for Writing Language Objectives, write a language objective for your lesson. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 31 Monitor the roomMonitor the room

    32. Share Out Please share out the language objective your group wrote. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 32 Denise: Discussion; Pati: ScribeDenise: Discussion; Pati: Scribe

    33. Evaluation Please fill out the evaluation. This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 33 DeniseDenise

    34. Resources Used Systematic ELD Edwin Javius – EdEquity Kate Kinsella – Targeted Oral Language Development for Academic Success A.L.L. – A Look at Learning Carol Delville’s Podule on Language Objectives This PowerPoint is contributed by the Campbell Union Elementary School District to the English Language Acquisition Consortium (ELAC) in Santa Clara County, 2011. 34 DeniseDenise

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