Crafting Content Language Objectives. Presenter: Margot Downs WIDA Certified Consultant ACCESS for ELLs ® , W-APT™, and ELP Standards Trainer February 28, 2011 Maine Department of Education ESL/Bilingual Programs Professional development online webinar.
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Presenter: Margot Downs
WIDA Certified Consultant
ACCESS for ELLs®, W-APT™, and
ELP Standards Trainer
February 28, 2011
Maine Department of Education ESL/Bilingual Programs
Professional development online webinar
How do I identify language structures embedded in a content task?
2) How do I make academic language accessible to students without simplifying the task?
Standards are used to form the framework for a state’s or local school district’s curriculum.
Content Objectives are more specific and measurable. The primary purpose of a content objective is to provide measurability to the standard and the performance indicator. Several content objectives are often required to meet the essence of a performance indicator(s).
Content Objective: Students will be able to:
Oral Language Portfolio
Can Do Descriptors
Mi Rae -Grade 5
Mi Rae is from Burma. She lives with her parents and younger brother. She attended school in Burma where she learned Burmese and Karin. Both languages are still spoken at home. She arrived one year ago. She is still quiet and struggles to communicate in English. Her teacher says she tries hard and wants to please. She is very artistic and likes to draw pictures.
Just because students can speak English like a “native” doesn’t necessarily mean they are prepared for the academic language challenges encountered in the content area.Language learning can occur without awareness, but much of academic language learning needs to be highlighted and explicity taught.
MPIs are from the ELP standards and show what language looks like in a specific domain (reading, writing, listening, speaking) and content area. Standards are used to form the framework for a state’s or local school district’s curriculum.
Language FunctionExample TopicSupport
Language Objectives are more specific and measurable. The focus is on a particular aspect of language (linguistic feature) based on the demands of the task and on student need. They define the communications skills (language domains) needed to make the content of the discipline comprehensible.
1) Build Background
2) Increase Interaction and Engagement by Moving Towards Text
Model and Set Linguistic Expectations for Interactions
Brainstorming/Categorizing (Model Expectations)
Compare student work to original
3) Scaffold Language Learning so that …
Individual, Pairs, Small groups
“Record five observations about the pie chart.”
Model examples using sentence frames
4) Apply and Integrate Content language
Reading Assignment that mirrors oral language discussions
For homework complete the worksheet questions
Write to build cognitive connections
Write a letter to the principal explaining your ideas for reducing the amount of garbage created at school. (If, then)
Research three ways that recycled (material) is used to make new products.