Bridging Content and Language

1. Bridging Content and Language Supporting Our Students’ Success with CCSS: Building Content Objectives with Linguistic Supports

2. Essential question How do you support students with the language demands of a lesson?

3. Learning Objective • Participants will develop in writing a content objective with linguistic support with a partner using a function verb and related forms using a graphic organizer.

4. ELA/ELD Framework

5. Strategies and Moves We will be mapping the strategies and moves that we use throughout this workshop. Strategies and Moves - Partner Talk

6. Let’s Take a Reading… https://www.polleverywhere.com/multiple_choice_polls/eRwNxWm1f1P6cIH

7. “Language is the medium in which teaching and learning take place in schools; the medium through which we transform and develop our thinking about concepts; and in this way, language and content are inextricably linked (Halliday, 1993). For this and other reasons, language has been referred to as the “hidden curriculum” of schooling and why school success can be seen as largely a language matter (Christie, 1999).” ELD Standards, Appendix C, pg. 7 Turn to a partner and discuss the following: How does this quote connect to the Common Core?

8. Our students arrive in our classrooms with a diverse range of English proficiency. We need to teach the Common Core State Standards toall students withvarying language supports. • Thecontentdoes not varydepending on a student’s English language proficiency. However, the way students will come to understand and then express their knowledge of the content will vary.

9. Our Work for Today… Many schools have in place the use of content and language objectives. Kudos! For teachers who are on the pathway of developing this habit in making the goals of a lesson explicit to students both in terms of content and language, today we will take a step forward on that pathway. We will delve into one of the ways to support students with the linguistic demands of the content. Today we will “bridge content and language” by adding linguistic supports to our content objectives.

10. The Why… Master Plan p. 76

11. TGDC Lesson Design Template Pg 1

12. More of the why… • We want to create metalinguistic awareness in our students. They need to develop the ability to: • recognize “ways in which language may be different based on task, purpose and audience” • “intentionally and purposefully use a range of precise and varied grade-level general academic domain specific vocabulary” • “adjust oral and written language in a range of contexts across the disciplines” New California ELD Standards, page 13

13. Finally… • Through the process of planning and using a content objective with linguistic support, teachers: • plan for the content learning that students will engage in • think through what language students must use to communicate their understanding of the content • plan to explicitly teach the language students need • clearly communicate the content and language goals of the lesson to the students • support students to self-monitor and evaluate their own learning

14. Think About What You Know About… Content and Language Objectives

15. Take 3 • Take 3 minutes to read “Planning with a Focus on Language Objectives.” • Highlight new learnings regarding language objectives. • Take a couple of minutes to use a new writing tool to add a few of new learnings to your Circle Map. Content and Language Objectives Handout 1

16. Processing Time: Rally Robin • With your elbow partner, take turns saying one thing you learned or previously knew about language objectives. • Continue back and forth until time is called. • Take a moment and add new learnings to your Circle Map.

17. The Approach!!! Putting Together the Puzzle Pieces of a Content Objective with Linguistic Support

18. Writing an Objective with Linguistic Support Academic Vocabulary (words to be taught to and utilized by students)

19. STEP 1: CONTENT • Use your Common Core State Standards to choose the content for your lesson Academic Vocabulary (words to be taught to and utilized by students)

20. STEP 2: Determine the functionand in what language domain it will be used A function is an observable action that students will complete with language to demonstrate their understanding of the content. The function is the uses and purpose of language. You can use the list of verbs from Bloom’s Taxonomy when determining the function. Academic Vocabulary (words to be taught to and utilized by students) Handout 2

21. Content Specific Function Examples • infer from the text . . . • compare and contrast three different versions of _____ (Cinderella, The Three Little Pigs, etc.) • justify their rationale for solving a system of equations… • summarize the plot of _____. • explain the solution… • compare two three-digit numbers…

22. STEP 2 (continued): Determine the function and in what language domain it will be used Target one language domain (listening, speaking, reading, or writing.) Academic Vocabulary (words to be taught to and utilized by students)

23. Step 3: FORM This is the language the students are using (i.e. grammatical features, type of language—conjunctions, adverbs, modals, complete sentences, etc.) Often the language to focus on is determined by the function selected. This is what you want to hear and read as students process and demonstrate their learning of the content. Academic Vocabulary (words to be taught to and utilized by students)

24. “Language Functions and Examples of Language Forms” Handout 3

25. Let’s Practice Identifying Functions and Forms With an elbow partner circle the language function and underline the language form. The first one has been completed as an example. Orally express an opinion using persuasive language (should, must, need, etc.) in complete sentences. Use compound sentences to compare and contrast A and B. Predict the next three items in the pattern using future tense verbs. Write a description of the physical characteristics using sensory adjectives. Develop a hypothesis using the conditional tense and the structure, “If…, then….” Handout 4

26. “Linguistic Scaffolds for Writing Language Objectives”by Dr. Kate Kinsella and Tonya Ward Singer This piece provides us with further examples of objectives incorporating functions (active verbs) and forms (language target). + Handout 5

27. The following sentence frame will provide you with a scaffold. Try this… Students will __________________________________________ (function / active verb phrase) using ________________________________________________ . (form / language target) Students will describe a character’s emotions using precise adjectives. Students will summarize a non-fiction text using general present tense and citation verbs. Students will restate a partner’s response using paraphrasing expressions (e.g. so what you are saying is, if I understand you correctly.) Kate Kinsella, Ed.D. and Tonya Ward Singer

29. Writing Content Objectives with Linguistic Supports RL.K.2 With prompting and support, retell familiar stories, including key details.

30. Writing Content Objectives with Linguistic Supports 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g. where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

31. Your turn!!!With a partner or with your table group, on chart paper create an objective using one of the CCSS below or one of you choosing. 4th Grade Measurement and Data Standard 3 (4.MD.3) Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 8th Grade Reading Standards for Literature 5 (RL.8.5) Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. Remember decide upon the function students will be engaged in and what forms they will need to express their understanding of the content.

32. Sharing Our Objectives and Identifying the Function and Forms • As table groups share their objectives: • Listen for the function • Listen for the form

33. Although we have identified the function and forms to make explicit the language to be used by students during the lesson, some students will need additional support in using this language during the learning process. Step 4: Let’s add supports. Academic Vocabulary (words to be taught to and utilized by students)

34. Types of Supports Handout 6

35. Writing Content Objectives with Linguistic Supports RL.K.2 With prompting and support, retell familiar stories, including key details.

36. Writing Content Objectives with Linguistic Supports 8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g. where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.

37. Your Turn… Add Supports to Your Objective 4th Grade Measurement and Data Standard 3 (4.MD.3) Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 8th Grade Reading Standards for Literature 5 (RL.8.5) Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

38. Let’s Now Consider Academic Vocabulary What vocabulary do you want to ensure that students use when speaking or writing to show their understanding of the content? Your list of words should include: • no more than 10 words • both Tier 2 and Tier 3 words • multiple-meaning words Academic Vocabulary (words to be taught to and utilized by students) Step 5

39. Academic Vocabulary • As I am planning my instruction, I will encourage • students’ use of academic vocabulary by: • Charting the vocabulary as I introduce it • Explicitly teaching vocabulary using • different protocols • Using repetition • Using visuals • Monitoring the use of the vocabulary

40. List the Academic Vocabulary for Your Lesson 4th Grade Measurement and Data Standard 3 (4.MD.3) Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 8th Grade Reading Standards for Literature 5 (RL.8.5) Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

41. Checklist for Planning and Using Content Objectives with Linguistic Supports During Planning • Derived from grade-level Common Core Content Standards/ELD Standards • Incorporates all four elements of a Content Objective with Linguistic Support (content, function, form and scaffold) • Promotes students’ academic language growth taking into consideration students’ proficiency levels • Clearly identifies what students should know and be able to do • It is observable / measurable During Instruction • Written and presented to students in student-friendly language (language that the students can understand) at the beginning of the lesson • Student are provided explicit instruction regarding the language to be used to express their content learning • A plan for use of academic vocabulary is evident in the lesson • Used by teachers and students to evaluate learning at the end of the lesson

42. Our Teachers’ Objectives from the One-Day Common Core Training Students will compare two three-digit numbers using comparative words (greater than, less than, equal to) by working in pairs using manipulatives and a place value chart. Students will be able to orally describe characters using nouns, pronouns and adjectives with a Think-Pair-Share partner. Write a description of the story’s setting using precise adjectives with the aid of a Bubble Map. Students will evaluate evidence in order to express and support their opinion through persuasive language. Students will summarize parts of a story by identifying the main idea and details using complete sentences in cooperative groups.

43. TGDC Lesson Design Template Pg 2 Through including a content objective with linguistic supports in a Common Core lesson, teachers are addressing key elements in Standard 3.

44. How do you plan to used the information gained in this workshop to support teaching and learning? Think of an action step you will take.

45. One-Sided Multi-Flow Map I will…. What impact will your action step have on teaching and learning? How will it support ELs’ academic and linguistic success?

46. What strategies and moves were used during this workshop that support teaching and learning? Strategies and Moves - Partner Talk

47. ELA/ELD Framework

48. Learning Objective • Participants will develop in writing a content objective with linguistic support with a partner using a function verb and related forms using a graphic organizer.

49. Thank you for all you do on a daily basis to ensure the academic and linguistic success of your students.