The Importance and Development of Language Objectives

1. The Importance and Development of Language Objectives

2. Being a teacher is difficult. Some days we feel like we’re expected to do this… In slide show view, click here to view.

3. So if we’re already so busy, why think about adding language and learning objectives?

4. Reason #1: It’s required by federal law. States must “. . . . establish standards and objectives for raising the level of English proficiency that are derived from the four recognized domains of speaking, listening, reading and writing, and that are aligned with achievement of the challenging State academic content and student academic achievement standards described in section 1111(b)(1).” [Title III, NCLB, Section 3113]

5. Reason #2: It’s a matter of civil rights. “Where inability to speak and understand the English language excludes natural origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.” [Supreme Court Decision; Lau v. Nichols; January 1974]

6. Reason #3: Research is clear that sharing content objectives with students increases comprehension; therefore, aligning our Common Core State Standards to our ELLs’ language goals simply makes sense. In addition…

7. …ESL strategies (including the use of content and language objectives) help facilitate Common Core State Standards and help all students in the classroom to succeed.

8. Aligning English language standards with Common Core State Standards helps all students through… • Well-developed, content-rich curriculum • coursework that is streamlined with K-12 vision and which prepares all students for post-secondary education and workplace •Instructional resources • requires more PD, additional time, appropriate instruction support, aligned assessments

9. Student-driven activities & practices that engage… • Funds of knowledge • Cultural • Home • Community • Prior knowledge • Experience in community • Street smarts • Friends • Teachers • Academic Knowledge • Curriculum • Common Core State Standards • Library • Opportunities through school/extra-curricular Aligning English language standards with CCSS helps all students through…

10. Aligning English language standards with Common Core State Standards helps all students through… • Formative and summative assessments • Requires constant and ongoing assessment and feedback to guide learning. • Supportive teaching and learning environment • Success comes when both teachers and students feel empowered and supported in reaching their goals.

11. Supporting ELLs in the Common Core • ELLs, like all your students, are a heterogeneous group, and effectively educating these students requires diagnosing each student instructionally, adjusting instruction to meet their needs and strengths, and monitoring their progress.

12. Supporting ELLs in the Common Core: Teaching Content to ELLs by Sharing our Best Ideas • Content should be taught as experiences rather than merely as facts. • Standards should NOT just be “teacher language.” • All new information needs to be linked to student background knowledge and experiences. • Pre-teach the academic vocabulary in the most amazing ways! WHAT ARE SOME OF YOUR CRAZY WAYS?

13. Content vs. Language Objectives • Think of an example of a content objective you are currently teaching • Do you use language objectives? • If so, how do you use them in your class? • Why are they important?

14. Content teachers may view Language objectives as problematic because… • it may be difficult to identify language objectives • they may feel they do not have time to teach language • teaching language may be perceived as the ESL teacher’s job • they may not know enough about their ELL students’ language proficiency to determine appropriate language objectives

15. So…where to begin whendeveloping language objectives: • Consider LANGUAGE PROFICIENCY of your ELLs (if unsure, ask the ESL teacher). • DetermineCOMMON CORE STANDARD you are teaching. • Determine KEY VOCABULARY, CONCEPT WORDS, and language EMBEDDED in tasks.

16. Next, consider the language you use during instruction (and your class in general) in a metalinguistic manner (a way that helps students to reflect on and consciously ponder oral and written language and how it is used)…

17. The Domains of Language-Reading, Writing, Speaking, & Listening • Reading: Text, vocabulary lists, notes from overhead or white board, other students’ writing, etc. • Writing: Vocabulary lists, notes, answers to comprehension questions, logs, predictions, sharing writing, journaling, summarizing, etc. • Speaking: Answering questions, recapping, discussion with a partner or group, predicting, Think-Pair-Share • This will happen in a safe, low risk environment. • Listening: To the teacher, to students, to videos • When playing a video, turn on the subtitles. • Adapt your teacher speech,

18. Forms of Language – the grammatical structure of words, sentences, and whole texts • The English language is vast and complicated…what FORMS of language should content teachers focus on with ELL students?

19. Basic Forms of Language • Subject-verb agreement • The frog are amphibian. • Igneous rocks comes from volcanoes. • Use of the “s” • possessive (apostrophes) • Plural • Parts of speech • Nouns/Verbs • Adjectives/Adverbs

20. Basic Forms of Language (cont’d) • Tense • Present, past, future • Basic verbs- to be, to have, to like, to see • I/you/we/they have, he/she/it has • I/you/he/she/we/they had • I/you/he/she/we/they will have • Punctuation • Structure • Topic sentences • Main points • Purpose (persuasive, descriptive…)

21. Basic Forms of Language (cont’d) • Letter sounds, pronunciation • Complete sentences • Hold students accountable for basic sentence structure. • Word order • Transition Words • Modals (should, would, could) • Idioms

22. Functions of Language –the language purpose or thinking process • The English language is vast and complicated…what FUNCTIONS of language should content teachers focus on with ELL students?

23. Language Functions • Summarize • Rephrase • Discuss • Elaborate • Predict • Compose • Choose • Develop • (see Bloom’s Taxonomy) • Define • Describe • Identify • Label • Name • Spell • Compare • Contrast • Explain

24. Review where to begin whendeveloping language objectives • Determine the DOMAIN(listening, speaking, reading, writing) • Determine the LANGUAGE FUNCTIONSor PURPOSE/LEARNING STRATEGIES (define, predict, describe, compare, explain, summarize, develop, choose…) • Determine the CONTENTstandard • Determine LANGUAGE FORMS- the GRAMMAR or STRUCTURE OF TEXT (verb tenses, sentence structure, punctuation, question formation, subject-verb agreement…)

25. Also keep in mind the following when writing language objectives: • 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. • Post objectives in writing & orally review

26. Language Objective Template: Through LANGUAGE DOMAIN: (reading, writing, listening, speaking) SWBAT LANGUAGE FUNCTION: (describe, analyze, list, deduce, persuade…) CONTENT: (consider the Common Core concepts you are teaching) by way of LANGUAGE FORM: (complete sentences; modals of should, could, would; opposites; proper punctuation…)

27. References • Tonnie Martinez • Assistant Professor, Secondary EducationMidwest Equity Assistance CenterOffice of the Dean • Bluemont Hall 403Kansas State UniversityManhattan, KS 66506785-532-2962tonnie@ksu.edu