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language and Content objectives
- 3. What is the relationship? Content Language
- 5. Language Objectives answer the question… “ What language do students need to complete the assigned task ?” vocabulary sequence cause and effect past tense text type lab report narrative
- 6. Language Objectives answer the question… “ Where are the learners relative to the language expectations?” “ What strategies will help make this language accessible?” advance organizers use of cognates cooperative groups novice some experience
- 7. Language objectives are embedded in content objectives To determine the language objective consider the content objective or the task assigned to master the content objective
- 20. Verbs for Language Objectives Write……. Read with a partner……. Think……… Listen……... Read………. Discuss……… Retell…….
- 22. Write Language Objectives Activity Grade 6 Math: 5.03: Solve simple (one- and two-step) equations or inequalities. Content Objective: Solve two-step equations (3x-10=14) Language Objective :
- 25. Maria might say “ Fast food does bad stuff to you.”
- 26. Guide students to use scientific phrasing… “ Research indicates that a diet of fast food can have negative impacts on a person’s physical and mental health including weight gain, skin problems, and mood swings.”
- 27. Keep the End in Mind!
Notes de l'éditeur
- Academic vocabulary Discipline-specific vocabulary
- Which comes first? Chicken or egg? Content skills or academic language proficiency? Must teach content and language objectives.
- Of course, there are many more elements of effective instruction that are applicable to all learners – for instance, teachers must establish high standards for their students, engage and motivate their students, and create supportive environments that reaffirm their students’ cultural backgrounds. However, these 6 elements have particular importance for adolescent LEP students, particularly newcomers. Content-area reading and writing is challenging to ELLs and native English speakers. Students need support with the language, text structures, and types of writing required in content classes. 40% of EOGs are content-based readings. Who is better equipped than the content teacher in comprehending history, math, science texts? Academic language : There is a strong relationship between language skills, especially vocabulary, and reading comprehension. The more words one knows the greater is comprehension. Greater comprehension leads to more reading which leads to more opportunities to learn words. This element focuses on vocabulary: breadth, depth, and new label for existing concepts as well as new concepts and the corresponding vocabulary. It also focuses on word-learning strategies. No teacher can directly teach the thousands of words students need. Thus, teachers must teach strategies. Monitoring students’ progress : ELLS vary in regards to their native language skills, content knowledge, and proficiency in English. Because of these differences ongoing assessment of students’ language, literacy, and content skills must guide instructional planning. Heterogeneous student grouping : ELLs learn from their peers. Structured opportunities for interaction on content material with advanced ELLs and native English speakers aids learning.
- Like a road map
- What does compare mean? What does order mean? Multiple meanings of “order”. Students will know order as in “order” at McDonalds, place your order Greater = more, large, big Greatest = most, largest, biggest Less=not as many Least=the smallest number
- Handout T. Bauder sheet
- At tables write a language objective for this content objective.
- The word “scientific” here can be substituted with math, social studies, etc…