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Content language objectives ( I-1). What are the elements of a strong content language objective?. Agenda items:. Analyze aspects of a content language objective (CLO) Identify parts of a CLO Write 1-2 CLOs as a group Questions. Parts of a Content Language Objective. 1: Content

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content language objectives i 1

Content language objectives ( I-1)

What are the elements of a strong content language objective?

agenda items
Agenda items:
  • Analyze aspects of a content language objective (CLO)
  • Identify parts of a CLO
  • Write 1-2 CLOs as a group
  • Questions
parts of a content language objective
Parts of a Content Language Objective
  • 1: Content
  • 2: Targeted Domain
  • 3: Language Function
  • 4: Language Form
  • 5: Differentiated Supports

* The objective does NOT need to be posted, however all of these parts should be seen throughout the lesson by the observer and should be explicitly taught to your students.

part 1 content
Part 1: Content

What are students learning?

  • Objective content should be linked to the Common Core Standards/Colorado Academic Standards
  • Measureable
  • Rigorous
part 2 targeted domain
Part 2: Targeted Domain

What domain will I specifically target in this lesson?

  • Reading
  • Writing
  • Speaking
  • Listening
part 3 language function
Part 3: Language Function

How will students use language in this lesson?

  • Describe, Explain, Classify
  • Compare and Contrast
  • Sequence
  • Cause & Effect
  • Defend, Propose, Justify
part 4 language form
Part 4: Language form

What grammatical structures of the language and/or what academic vocabulary will I expect my students to use?

  • Specific academic vocabulary: (triangle lesson: equilateral, isosceles, right)
  • Grammatical structures: (complete sentences with past tense verbs, adverbs, adjectives, etc)
  • Syntax/sentence structure:(language of compare and contrast: …is similar to…because….; The differences between…and…are important because…)
part 5 differentiated supports
Part 5: differentiated supports

What will my leveled (1-2, 3-4, on grade) language learners need to understand the content?

  • Supports are for language not content
  • Supports should look different for each group
  • Examples may include:

-Sensory Supports (manipulatives, magazines, videos, TPR, realia, illustrations)

-Visual Supports (graphic organizers, tables, graphs, number lines, maps, etc)

-Group Supports (partners/pairs, triads, cooperative groups, internet, diverse groups by academic levels or language

sample 1
Sample #1

Students will orallyexplain,using sequential words (first, second, …), how to solve a system of linear equations by graphing with their partners:

a) using labeled cards

b) using discussion cards

c) using multiple pairs of linear


time to identify
Time to identify

Students will orally infer how technology impacts war by using cause and effect language with:

a) sentence stems

b) a list of causal language

Directions: On scratch paper identify the content, function, form, domain, and supports used in the above content/language objective.

time to practice
Time to Practice

4.1 Multiples of Equal Groups

Objectives: To review multiplication and equal groups; and to provide opportunities to solve and write number stories involving equal groups

  • Questions: What domain will I target? (writing, speaking)
  • What language function will students use? (explain, justify)
  • What grammatical structure or academic vocab will I expect? (multiply, groups, sequence words)
  • What supports will my language learners need to access content?
additional practice
Additional practice

Students activate prior knowledge and monitor their thinking as readers.

Getting the Meaning—Use knowledge from their own experiences to make sense of and talk about text. (2nd grade Unit 2 lesson 2)

Q & A

How has this presentation expanded/changed your thinking?

What questions do you still have?

What further practice do you still need?