Transcript Language Objectives - LITR 640: Second Language Learners

Differentiating Instruction
for English Language
Learners
SIOP: Writing Language
Objectives
Mary Morgan
ESL Elementary Resource Teacher
Objectives
• Review or learn levels of second language
acquisition
• Learn rationale for writing language
objectives for ELLs in content areas
• Access tools for writing language objectives
• Practice writing language objectives and
share in small or large group
What is SIOP?
Making Content Comprehensible for
English Language Learners: THE SIOP
MODEL by Jana Echevarria, MaryEllen
Vogt, and Deborah J. Short
SIOP=Sheltered Instruction Observation
Protocol
“It is critical to set both content
objectives and language objectives.
Just as language learning cannot
occur if we only focus on subject
matter, content knowledge cannot
grow if we only focus on learning
the English language.” Hill & Flynn, 2006
“Systematic language
development has to take place
for students to eventually have
the academic literacy skills
they need to survive in the
classroom.”
Hill & Flynn, 2006
Four Reasons for Combining
Content and Language
Objectives
1. Language forms and vocabulary will develop as
students study areas of interest.
2. Motivation plays a role in learning complex language
structures.
3. Teachers can activate and build on students’ prior
knowledge in the content areas.
4. Language structure and form should be learned in
authentic contexts rather than through contrived drills
in language workbooks.
Brinton, Snow, and Wesch, 1989
Content
Language
What is the relationship?
SC SIOP Reunion
Language Acquisition: An
Interdependent Process
SC SIOP Reunion
Language Objectives answer
the question…
“What language do students
need to complete the
text
assigned task
?”type
cause and effect
SC SIOP Reunion
Language Objectives answer
the question…
“Where are learners relative to the
language expectations?”
“What strategies will help make this
language accessible?”
use of cognates
SC SIOP Reunion
The Stages of Second
Language Acquisition
“One of the most important things you should know about each of your
English language learners (ELLs) is which stage of acquisition they are
in.” Classroom Instruction that Works with English Language Learners
• Preproduction Students at this stage are not ready to produce
much language, so they primarily communicate with gestures
and actions. They are absorbing new language and developing
receptive vocabulary. (0-6 months)
• Early Production At this stage, students speak using one or
two words or short phrases. Their receptive vocabulary is
developing: they understand approximately 1,000 words.
Students can answer “who, what, and where” questions with
limited expression. (6 months-1 year)
The Stages of Second
Language Acquisition
• Speech Emergence Students speak in longer phrases and
complete sentences. However, they may experience frustration
at not being able to express completely what they know.
Although the number of errors they make increases, the quantity
of speech they produce also increases and they can
communicate ideas. (1-3 years)
• Intermediate Students may appear to be fluent; they engage in
conversations and produce connected narrative. Errors are
usually of style or usage. Lessons continue to expand receptive
vocabulary, and activities develop higher levels of language use
in content areas. Students at this level are better able to
communicate effectively. (3-5 years)
• Advanced Students orally communicate very effectively in
social and academic settings, but many struggle with reading
and writing. (5-7 years)
Second Language Acquisition
Match-Up
• Stage 1:
Preproduction
• Stage 2: Early
Production
• Stage 3: Speech
Emergence
• Stage 4:
Intermediate
Fluency
• Can produce simple
sentences; Makes grammar
and pronunciation errors
• Nods “Yes” and “No”; Points
and draws
• Has excellent
comprehension; Makes few
grammatical errors
• Produces one-or-two word
responses; Participates
using key words and familiar
phrases
Social Versus Academic Language
(BICS & CALP)
Social Language
Academic Language
•Simpler language (shorter
sentences, simpler vocabulary and
grammar)
•Usually face-to-face, small number
of people, informal settings
•Technical vocabulary; written material has
longer sentences and more complex
grammar
•Often lecture-style communication or
reading in a textbook; little situational
context
•Precise understanding and precise
description/explanation is required; higherorder thinking
•New and more difficult to understand
topics; knowledge is often abstract;
cognitively complex; student often has less
background knowledge to build on
•Fewer clues, most clues are language
clues such as further explanation
•More difficult to clarify
•Precise understanding is seldom
required
•Usually simpler, familiar topics
(movies, friends, daily life)
•Get many clues from expressions,
gestures, social context
•Many opportunities to clarify (look
puzzled, ask questions, etc.)
Language Objectives are
language demands of the content class
 Academic vocabulary (discipline-specific, word forms)
 Language functions /school language
(define, describe, explain, classify, compare, summarize,
…)
 Language structures (questions, past tense, writing a
sentence, writing a paragraph).
Setting Language Objectives
• Determine
Language Function
– WHY language is
needed
– What is the reason
for communicating?
– How will language
be used to
accomplish a
purpose in the
classroom?
• Determine
Language Structure
– WHAT language is
needed
– What we expect to
hear coming out of
the students’ mouths
– Phrasing,
vocabulary, grammar
used in
communication
Hill, Flynn, and Bjork, 2007
More on Phrasing,
Vocabulary, and Grammar
• Phrasing
– What is the phrasing needed?
– Sentence starters and sentence frames
can help with this.
• 1. This is a ____
• The ____ lives in ____
• I believe _____ is going to ____ because ___.
More on Phrasing,
Vocabulary, and Grammar
• Vocabulary
– General academic (Tier 2)
– Domain specific (Tier 3)
– Prepositions and adjectives
– Text structure signal words
More on Phrasing,
Vocabulary, and Grammar
• Grammar
– Mini-lesson on grammar in context
• Command form of verb: Put, take, press
• Simple future tense for prediction: ( ____ is
going to + verb)
• Word order
• KCAS!! L.CCR.1
Setting Language Objectives
• Determine language functions students need to
participate in lessons
-Agreeing and disagreeing
-Apologizing
-Asking for assistance or
directions
-Asking for permission
-Classifying
-Commanding/giving
instructions
-Comparing
-Criticizing
-Denying
-Describing
-Enquiring/questioning
-Evaluating
-Explaining
-Expressing likes and dislikes
-Expressing obligation
-Hypothesizing
-Identifying
-Suggesting
-Inferring
-Planning and predicting
-Refusing
-Reporting
-Sequencing
-Warning
Hill and Flynn, 2006
Setting Language Objectives
• Determine language structures students need given
the language function
–
–
–
–
–
–
–
–
–
Action verbs
Adjective use
Commands
Word order
If…then
Future tense
Conjunctions
I think…
For example
Hill, Flynn, and Bjork, 2007
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
SC SIOP Reunion
4th Grade Math, TwoDimensional Figures
• Common Core: Draw and identify lines
and angles, and classify shapes by
properties of their lines and angles.
• Content Objective: Students will be able
to classify triangles based on their
angles.
• Language Objective: Students will be
able to read descriptions of triangles
and their angles.
3rd Grade Science, States of
Matter
• Content Objective: Students will be able
to distinguish between liquids, solids,
and gases and provide an example of
each.
• Language Objective: Students will be
able to orally describe characteristics
of solids, liquids, and gases.
CONTENT OBJECTIVE: Identify how changes
in environment affect organisms (gr. 5
science)
LANGUAGE OBJECTIVE
Vocabulary: ecosystem, population, organism,
pesticide, adaptation, extinct
Language Function: cause and effect
Language Structure: If/then
When________, then ________
(environment)
(organism)
CONTENT OBJECTIVE: Find factors and
multiples of whole numbers, determine if it is
prime or composite (gr. 4 math)
LANGUAGE OBJECTIVE
Vocabulary: factors, multiples, prime, composite
Language Function: determine
Language Structure: It is _____ because ____.
It is not _____ because ______.
CONTENT OBJECTIVE: Understand the
causes of the Revolutionary War (gr. 5 social
studies)
LANGUAGE OBJECTIVE
Vocabulary: traitor, colony, Patriot, politics,
representative, soldier, tax
Language Function: understand (describe)
Language Structure: past-tense and presenttense verbs
WIDA ACCESS for ELLs
• CAN DO Descriptors
http://wida.wceruw.org/standards/CAN_D
Os/index.aspx
Other Resources
• “Academic Language Functions”
Handout
• “Providing a Direction for Learning:
Setting Language Objectives for English
Language Learners” by Hill, Flynn, and
Bjork
Let’s Try It!
• Choose a content objective that you have
taught or will teach.
• Work with a partner to write a language
objective for your content objective on the
language objective practice page. Remember
to consider the language levels of your
students.
• Be prepared to share with the whole group.
Use the Template to Plan Your Language
Objective(s)
Content and Language Objectives P lanning Template
Subject:
Topic of Lesson:
ESL Level(s):
Grade Level(s):
Content Objectives:
Language Objectives:
Learner Tasks:
Teacher Self-Checklist
Are my objectives…
Observable?
Age-appropriate?
Specific enough to be helpful to the students without being cumbersome?
Related to listening, speaking, reading, or writing?
Designed to promote the learning of the unit content?
© Center for Applied Linguistics, 2012