language objectives. planning teachers should write both content and language objectives content...
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Planning Teachers should write both content and
language objectives
Content objectives are drawn from the subject area standards
Content objectives can demonstratedeclarative knowledge - what students
should knowprocedural knowledge - what students
should be able to do to demonstrate their understanding of the content
Planning
Language objectives should provide ELLs with the language needed to understand and express content knowledge
Language objectives can be written for the text level, paragraph level, sentence level, or word level
ELLS
Content objectives should be the same for ELLs and native English speakers
Language objectives should vary depending on the ELL’s level of English proficiency
Consider the following example
Content objective – Students will demonstrate an understanding of the stages of the water cycle
Beginners – Students will draw and label pictures of each stage
Intermediate – Using pictures as visual supports, students will write sentences to describe each stage
Advanced – Students will write a science report describing the stages of the water cycle
Text level language objectives – Knowledge of genres
Personal genres
Literary genres
Factual genres
Analytic genres
Text-Level language objectives
Students will understand the social purpose of different genres
Students will understand how different genres should be organized
Students will understand the language features appropriate to each genre
Purpose of the genre
Narrative – to entertain and, often, to teach a lesson or moral
Argument – to persuade the reader to agree with a claim or point of view made by the writer
Possible Language Objective
Students will write a paragraph contrasting the purpose of a narrative and the purpose of an argument.
Organizational structure
Narrative – orientation, events, complication, resolution
Argument – statement of position and preview of following arguments, arguments with supporting evidence, (counterarguments) reaffirmation of writer’s position
Possible language objective
Students will write a narrative that includes the typical elements expected in a narrative.
Students will be able to label the different sections of a narrative (orientation, events, complication, resolution).
Language features of narratives
sequenced in time so uses time connectives
written in past tense
contains many action verbs
also contains dialogue and saying verbs (some may show how things are said)
also contains thinking verbs to show what participants are thinking/feeling
uses descriptive language to describe people and things
Possible language objective
Students will add dialogue to a narrative they have written using a variety of saying verbs.
Students will add dialogue to a narrative they have written correctly punctuating quotations.
Students will write a narrative using past tense action verbs to show action and present tense verbs in dialogue.
Language features of arguments
Uses connectives to show logical sequence (first, then, finally and therefore)
uses simple present tense to express generalizations
uses content-specific vocabularyuses evaluative vocabulary to
indicate writer’s point of view
Possible teaching activities
Have students work in groups
Give each group an excerpt from a different genre
Ask students to decide which genre they have
Ask them to support their decision with textual evidence
Possible teaching activities
Use graphic organizers to help students organize their writing to follow typical structures of genres
Deconstruct short texts to help students see typical genre structures
Assess student writing based on the presence or absence of typical genre structures
Possible teaching activities
Choose particular language features to teachverb tensestypes of connectives (signal words)descriptive adjectivescontent-specific vocabulary
Paragraph level language objectives
Students can use different language forms to provide greater cohesion in paragraphs. These include:pronouns that clearly refer to previous
sections of the textconjunctions that show connections
between and within sentencesnominalizations of verbs presented earlier
in the textdifferent patterns of cohesion to connect
sentences
Possible language objectives
Students will write a paragraph using chaining to provide cohesion between sentences.
Students will provide the correct pronoun forms to complete a Cloze activity.
Possible teaching activities
Lessons on pronouns
Lessons on conjunctions that signal relationships within the text
Lessons on nominalization
Lessons on patterns of cohesion between sentences
Sentence level language objectives
Students can learn to write complete sentences with appropriate punctuation
Students can learn to write complex sentences by connecting clauses with conjunctions
Students can learn to write lexically dense sentence by using expanded nominal groups
Possible language objectives
Students will expand nominal groups by adding adjectives and relative clauses.
Students will add appropriate end punctuation to a passage that lacks end punctuation (periods, question marks, exclamation points)
Possible teaching activities
Work on simple sentences
Work on adding conjunctions to create complex sentences
Work on using nominalization to create lexically dense sentences
Deconstruct – reconstruct activities
Word level language objectives
Teaching content-specific vocabulary related to different fields being studied
Possible teaching activities
Various activities to teach individual words, word parts, and word learning strategies, such as using context clues