David Irwin Language Development Opportunities langdevopps dave@langdevopps

1. Language Acquisition andContent and Language Objectives that WorkSouth Bend School DistrictFebruary 27, 2014 David Irwin Language Development Opportunities www.langdevopps.com dave@langdevopps.com

2. Participant Goals Participants will • learn why language objectives are important to effective instruction for ELLs • Increase their students’ access to core content • learn to write language objectives that support content objectives • write language objectives that are scaffolded for the five levels of language acquisition

3. TPEP Connections - Distinguished Marzano Criteria 1 & 3 • Component 1.1: Providing Clear Learning Goals and Scales (Rubrics) • Component 1.3: Understanding Students’ Interests and Backgrounds: • Component 1.4: Demonstrating Value and Respect for Typically Underserved Students: • The teacher adapts or creates new strategies to meet the specific needs of students for whom the typical application of strategies does not produce the desired effect. • Component 3.2: Planning and Preparing for the Needs of All Students: The teacher is a recognized leader in helping others employ interventions that meet the needs of specific sub-populations (e.g., ELL, special education, and students who come from environments that offer little support for learning). Source: tpepwa.org

4. Stages of Language Acquisition • Level 1 • Beginning • Advanced Beginning • Level 2 Intermediate • Level 3 Advanced • Level 4 Transitional Krashen (1982) and (2003); WELPA numerical levels

5. Characteristics of Level 1 Beginning • “Silent period” • Uses little or no English. • May or may not connect words with objects or pictures. • Student watches carefully. • Student follows lead of others. • Student repeats language heard in and out of appropriate context. • Needs to see and uses words connected to gestures and actions • Responds to simple academic content and directions • Begins to correct speech in group activities • Needs visual and social academic supports

6. Characteristics of Level 1 Advanced Beginning • Mostly silent. • Watches carefully. • Mimics what others do. • Points frequently while communicating. • Repeats words and simple phrases uttered by others but not always with understanding. • Begins to recognize words in the classroom written in English. • Participates in academic discussions with words and phrases • Begins to use content related vocabulary

7. Characteristics of Level 2 Intermediate • Speaks simplified English. • Demonstrates frequent grammatical and word choice errors. • Uses simple sentences with inconsistent grammatical forms • Follows simple directions especially when accompanied by gestures. • Uses a few well-chosen English words and phrases to communicate. • Relies on non-linguistic cues for meaning. • Participates in social discussions on familiar topics. • Tells and retells simple stories and content. • Has problems understanding nuances of deeper meaning. • Doesn’t understand many jokes. • Uses word parts to determine meaning of new words (grades 3 to 12) • Reads scaffolded (adapted) text

8. Characteristics of Level 3 Advanced • Speaks clear but simplified English. • Communicates with most speakers on many topics with some ease. • Influence of home language phonology and sentence structures evident. • Begins to self monitor. • At times frustrated due to lack of vocabulary. “Knows what she doesn’t know.” • May mix home language with English when trying to communicate ideas. • Relies on literal meanings. • Attempts descriptive sentences in academic discussions • Uses common grammatical forms with some errors • Reads at close to grade level with support • Uses simple figurative and idiomatic language (grades 3 to 12)

9. Characteristics of Level 4 Transitional • Uses and understands more complex speech. • Communicates effectively with some language errors. • Jokes and teases easily in English. • May still be confused by idioms. • Speaks clearly and comprehensibly using standard forms. • Applies content related vocabulary in various contexts. • Reads at grade level.

10. Clear Objectives • There is a content component • There is a language component. • Clear objectives are quantifiable – they can be easily measured and assessed. • It is visible, succinct and obvious to all. • Students are clear on what you want them to know or do. They can explain the objective when asked. • Anyone walking into your class can determine what your objective is in a very short period of time.

11. Clear Objectives

12. Language Objective Examples • Kindergarten math (Content) I can learn about adding and subtracting BY (Language) telling a math story using words, pictures, objects, and/or numbers. • 3rdgrade math (Content) SWBAT show different combinations of factors BY (Language) arranging a number of units in different arrays and explaining them to a partner using target vocabulary. • 5th grade reading (Content) SWBAT identify traits of certain characters in a story BY (Language) describing character traits in the story in a graphic organizer and discussing them using target vocabulary.

13. Language Objective Examples • 7th grade Health (Content) SW understand structure and function of key body systems (cardiovascular) BY (Language) sequence words and content vocabulary in complete sentences. • 10thgrade Chemistry (Content) SWBAT perform tests on several mixtures and sort them in a graphic organizer and (Language) Using target vocabulary, discuss and write differences and similarities in solutions and suspensions

14. Options for Language Objectives • Key content vocabulary • Language skills & strategies • Language functions & tasks • Grammar and language structure MCC p. 35… a wealth of information Echevarria, Vogt & Short 2011

15. Vocabulary • Have students use the lesson vocabulary, current or past, in their oral and/or written language as they complete the content objective.

16. Language Skills & Strategies For this lesson, do students need to • summarize • find main idea & details • infer • compare • contrast • predict • question • categorize • determine cause & effect • draw a conclusion • make a connection • Describe something • Sequencing

17. Language Functions & Tasks For this lesson, do students need to (and may need instruction to be able to): • Read out loud • Tell a story in sequence • Read or give directions • Write a lab report • Argue a point • Make a speech or a presentation • Act (play a role) • Persuade • Write a narrative • Write an essay • Write a song or poem

18. Grammar and Structure Do your students need practice on a certain point such as • Word order (subject/verb) • Plurals • Subject and object pronouns • Active & passive voice • Organizing information

19. The Rubric: South Bend SD

20. The Rubric: Mabton MS/HS

21. The Rubric: Clover Park HS