Transcript Intro to content and language objectives and generalizations

WHEN THE BARTENDER ASKED, "HOW'S IT
GOING, NORM?" NORM RESPONDED, "IT'S A
DOG-EAT-DOG WORLD, AND I'M WEARING
MILKBONE UNDERWEAR."
• What kind of
“norms” do we
need to keep our
shorts intact?
CONTENT AND LANGUAGE
OBJECTIVES
• TLW: construct content and language objectives
from standards and identify the 4 modalities.
• I will discuss data to connect objectives to
generalizations.
• I will read information and write content and
language objectives while considering guiding
questions and prompts
• I will read and evaluate possible effectiveness of
generalizations to create an assessment of
student learning
What does the
verb in the
standard want the
kids to do?
How will I know
How can I
incorporate as
many
opportunities to
read write listen
and speak as
that my kids have
progressed with the
concepts to be
practiced or
mastered?
What would be the
best way to
approach the
desired outcome?
Do my kids
understand all of
the words in the
objectives? What
are my tier 2 and
tier 3 words?
COLLEGE AND CAREER READINESS
ANCHOR STANDARDS FOR READING:
Key Ideas and details
Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support
conclusions drawn from the text.
NARRATIVE
• My students need to be able to read text, identify
important information and form inferences from the text.
I will know this if they can link a passage to a logical
inference. I will need to support the language of
“important information” and “inference.” I will need to
build background with some activity and work through
an example with them. Actually, from experience, I
know that this is a difficult skill for kids to grasp, so I will
provide several examples that they can read and
respond to. I will need a graphic organizer to help them
organize their thinking. I will know they can identify key
info and make inferences by reading an writing
independently. Today, though, I just want to know that
they understand the concept and can apply this to a
generalized situation.
• TLW: Construct (write) an inference by
drawing conclusions (decisions) from
information in text and what I know.
• After listening to examples, I will thinkwrite-pair-share in response to scenarios
(stories)
• I will read short passages and complete a
graphic organizer with my partner.
• I will write an analogy and share it with the
class.
COMPLETE ONE OR TWO OF THE
FOLLOWING ANALOGIES.
• Mysteries are/are not like inferences
because_________________.
• Paintings are/are not like inferences
because_________________.
• School is/is not like an inference
because__________________.
• Sports are/are not like inferences
because__________________.
• Challenge! Make up your OWN!
• _______ are/are not like inferences
because__________________.
PROCESS
1. Script out the lesson of your choice
What happens from beginning to end?
Identify content vocab
Identify functional vocab (Do they know the words? Do
they need to be taught?) describe, explain, compare,
define, elaborate
2. Highlight those activities that include reading, writing,
listening, speaking
Is it balanced?
If not, will the other domains be addressed equally?
3. Write a content objective-use resources
4. Create 1-4 language objectives
5. If Time… Go to the last section of your binder and
search for an assessment activity that best fits your
objectives
Verbs for Content Objectives
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Analyze
Apply
Arrange
Build a model
Demonstrate
Design
Determine
Divide
Combine
Compute
Conclude
Construct
Convert
Create
Decide
Locate
Make
Match
Order
Draw
Draw
conclusion
• Find
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Give examples
Hypothesize
Identify
Select
Separate
Show
Show
relationship
Illustrate
Paint
Produce
Put in order
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Rearrange
Reconstruct
Reorganize
Calculate
Categorize
Choose best
response
Classify
Solve
Support
Use
Language Skills Associated with Content Lessons
Listening
• Draw a picture
• Role play
• Answer
questions
• Listen and
retell
• Follow
directions
• Demonstrate
• Distinguish
between
• Record
Speaking
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Name
Discuss
Explain
Ask and
Answer
Questions
Summarize
Evaluate
Clarify
Justify
Reading
Writing
• Preview and
predict
• Find specific
information
• Read fluently
• Identify main
idea
• Determine fact
vs. opinion
• Scan
• Infer
• Identify
vocabulary
• Create
complete
sentences
• Summarize
• List
• Compare
• Explain
• Write questions
and answers
• Create a
poem
• Diagram
FEEDBACK-PURPOSE TO INCREASE
OUR CAPACITY
• Examine your partner’s/group’s objectives
• Discuss the objectives in relation to the Checklist for
Creating Objectives.
• Provide positive feedback and constructive
conversation.
NEXT WEEK, BE READY TO SHARE
INFORMALLY, THROUGH DISCUSSION,
ONE OF THE FOLLOWING:
• Please refine your objectives as you teach this
standard over the next few days. Bring back your
objectives from today and your refined objectives.
• OR
• If you have refined with your objectives, please
explore the back of the binder to choose an
appropriate generalizing activity and implement it.