Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Literature Key Ideas and Details 3.
How do I create effective language objectives? Cindy Lundgren discusses the process of writing language objectives in this excerpt from her Meet the Expert interview.
Language objectives are directly correlated to content objectives. Once a teacher determines the lesson topic from the appropriate content standards, the teacher will want to begin thinking about the academic language necessary for English learners to complete the tasks that support the content objectives.
This identification of the academic language embedded in the lesson's content will become the basis for the lesson's language objectives. You can use the following guidelines to start thinking about appropriate language objectives for the lesson: Decide what key vocabulary, concept words, and other academic words students will need to know in order to talk, read, and write about the topic of the lesson.
Those words might be taught as a language objective. They should include technical terms, such as ecosystem, and terms like distribution that have different meanings across content areas.
Other terms to highlight are those that language learners may know in one context, such as family as in parents, siblings, etc. Consider the language functions related to the topic of the lesson e. Think about the language skills necessary for students to accomplish the lesson's activities.
Will the students writing area display resources reading a textbook passage to identify the stages of mitosis? Are they able to read a text passage to find specific information? Will they be reporting what they observe during a scientific demonstration to a peer? Do they know how to report observations orally?
Acquiring the skills needed to carry out these tasks might be the focus of a language objective. Identify grammar or language structures common to the content area.
For example, many science textbooks use the passive voice to describe processes. Additionally, students may have to use comparative language to analyze two related concepts. Writing with the passive voice or using comparative phrases might be a language objective.
Consider the tasks that the students will complete and the language that will be embedded in those assignments. If students are working on a scientific investigation together, will they need to explain the steps of the procedure to one another?
The language objective might focus on how to explain procedures aloud. Explore language learning strategies that lend themselves to the topic of the lesson. For example, if students are starting a new chapter in the textbook, the strategy of previewing the text might be an appropriate language objective.
Whereas the content standards will provide the topic of the lesson and what exactly the students should be doing with that topic e. These ELP standards can help to identify: The MPIs outline what an English learner at a specific level of English language proficiency can do in a language domain e.
Classroom texts and other materials e. The cell cycle To demonstrate how teachers can begin to explore identifying academic language in a lesson, let's look at how one teacher, Mr. Zhang, approaches this task. Zhang's 7th grade science students have been working on the cell cycle.
The content standards for 7th grade science indicate that students must be able to investigate and understand that all living things are composed of cells, with a key concept being cell division. The content objective for this lesson asks the students to compare and contrast the cycle of a normal cell with a cancer cell.
Because the students have already focused on the new vocabulary and grammar structures in this unit, Mr. Lewis, the ELL teacher, decide that addressing the language functions required to complete tasks should be their next linguistic goal for the students.
Lewis brainstorm some scientific language related to the cell cycle that might need to be directly taught in order for the students to master the content and ELP standards: The language of comparison — in order to have students explain what they learned about the normal and cancer cell cycle e.
Lewis have identified the language objectives they want to focus on, they must look at the state's grades ELP standards. Given these ELP standards and the content objective, they decide that the best use of class time is to highlight oral language development and thus create the following the language objective: Students will be able to orally explain the differences and similarities between normal and cancer cell cycles.All of your favourite Classroom display resources, activities and games by Teacher's Pet - printed, laminated and sent to your door.
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