Creating Objectives for Designated &
Integrated ELD
Objectives
• Review EL Data
• Create ELD Objectives and Language Objectives using
the ELD Standards
Essential Question
What do quality constructive
conversations look like and
sound like?
LD Northeast – Current 4th Grade ELs
Functions and Forms
3-2-1
1.
Silently read What are
Language Objectives?
2.
Write 3 key points, 2 things
learned, and 1 question you have
about the reading
3.
Share your learning with an elbow
partner
Four Components of ELD & Language Objectives
Function
Consider the skills needed to demonstrate understanding when speaking
and writing.
Content
Consider the essential learning students need to master from ELD
Standards Part II.
Form/Specific Language
Consider the form of language you want students to use.
Type of Activity
Consider how students will produce language orally and in writing. We may
find this in ELD Standards Part I.
ELD & Language Objectives
Students will be able to (function) (Content) using (form/specific language)
in a (type of activity).
ELD Objectives
During ELD instruction (Designated ELD), we use the ELD standard
to make an ELD Objective.
ELD Standard
ELD Objective
Developing ELD Objectives
ELD
ELD
Standards
Objective
Students will be able to (function) (ELD content) using (form/specific language) in
a (type of engagement activity).
Part I: Interacting in
Meaningful Ways
Part II: Learning How
English Works
Part II: Learning About How English Works
When analyzing a standard from Part II, ask
yourself, “What is the grammatical structure and why
do we use this structure?”
Grade 9, Expanding, Part II:
Structure/
B. Expanding & Enriching Ideas
What?
3. Using verbs and verb phrases
• Use a variety of verbs in different tenses (e.g., past,
present, future) and aspects (e.g., simple, progressive,
perfect) appropriate for the text type and discipline to
create a variety of texts that explain, describe, and
summarize concrete and abstract thoughts and ideas.
Purpose/
Why?
Part I: Interacting in Meaningful Ways
Developing ELD Objectives
Grade 9 Example
Students will be able to use verbs in different tenses to create texts that
summarize thoughts and ideas in writing.
Students will be able to (function) (ELD content) using (form/specific
language) in a (type of engagement activity).
Part I: Interacting in
Meaningful Ways
Part II: Learning How
English Works
Analyze ELD Objectives
1. READ sample ELD objectives
2. Work with a partner to IDENTIFY the following:

Function
(Circle)

ELD Content
(Underline)

Form/Specific Language
(Box)

Type of Activity
(Squiggly Line)
3. At the signal, join another pair to COMPARE your
responses
4. Be prepared to SHARE whole group
Application
Four Square Handout
Model
• Look for the four components of an
1. Students will be able to summarize
2.
3.
4.
explain
analyze
draw conclusions
how
howhow
ideas
noun
events
on
are
phrases
the
linked
are
organizational
enrich
linked
by using
the
in a
ELD objective.
timeusing
meaning
text
structure
order
of
of
phrases
phrases
sentences
narrative
(e.g.,
(such
using
texts
atasthe
to
complex
after
end,
support
along
next)
sentences
a written
time,
to comprehend
soon
during
argument
after,
a small
texts
and
• Determine if any components are
missing.
meanwhile)
group
in
share
a quick
their
discussion
write.
writing
in theoftext
orally
a mentor
forwith
cohesion
text
a partner.
and
during
building
a small
on group
each other’s
discussion
ideas
to listand
the anoun
graphic
phrases
organizer
of the mentor
(flow map).
text.
Be prepared to share.
Language Objectives
During content area instruction (Integrated ELD), we use the
content area standard to make a Content Objective. From the
Content Objective, we formulate a Language Objective aligned to
the ELD Standards.
Content Objective &
ELD Standard
Language Objective
Four Components of ELD & Language Objectives
Function
Consider the skills needed to demonstrate understanding when speaking
and writing.
Content
Consider the essential learning students need to master from ELD
Standards Part II.
Form/Specific Language
Consider the form of language you want students to use.
Type of Activity
Consider how students will produce language orally and in writing. We may
find this in ELD Standards Part I.
ELD & Language Objectives
Students will be able to (function) (Content) using (form/specific language)
in a (type of activity).
Language Objectives in Content Areas
How might we make Language Objectives that:
• can be used in various disciplines?
• connect to our CCSS Standards?
One function of language is to Compare and Contrast.
CCSS.Math.Content.HSF.LE.A.1: Construct and compare linear, quadratic, and exponential
models and solve problems. Distinguish between situations that can be modeled with linear
functions and with exponential functions.
History RH.9-10.6: Compare the point of view of two or more authors for how they treat the same
or similar topics, including which details they include and emphasize in their respective accounts.
Science: RST.9-10.9: Compare and contrast finds presented in a text to those from other sources
(including their own experiments), noting when the finds support or contradict previous
explanations or accounts.
CCSS.ELA-Literacy.RL.9-10.7: Analyze the representation of a subject or a key scene in two
different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's
"Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).
Art. Impact of Media Choice 1.6: Compare and contrast similar styles of works of art done in
electronic media with those done with materials traditionally used in the visual arts.
• This function (Compare and Contrast) could be used to create a common
Language Objective.
• A Double Bubble Map could be used to support language development.
To Make a Language Objective
Step 1: Use the Content Standard to make a Content Objective
CCSS.ELA-Literacy.RL.910.7: Analyze the
representation of a subject or a
key scene in two different
artistic mediums, including
what is emphasized or absent
in each treatment.
Step 2: Find ELD Standard(s)
aligned to that content.
• Must have Part I with every
language objective.
• Part II will be part of many
language objectives.
Content Objective:
Analyze a key scene from
two different texts, Romeo
and Juliet and Westside
Story, to highlight what is
emphasized or absent in
each scene.
Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
Content Objective
Analyze a key scene from two different texts, Romeo and Juliet and
Westside Story, to highlight what is emphasized in each scene.
ELA Language Objective
Students will compare and contrast a key scene from Romeo and
Juliet with Westside Story to highlight what is emphasize,
emphasized,using
using
conjunctions (and, but, or, yet, for, nor, so) during
duringaasmall
smallgroup
group
discussion and
usingusing
a graphic
a graphic
organizer
organizer
(Double
(double
Bubble
bubble
Map).
map.
Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
Math Language Objective
Students will compare and contrast Linear
Linear and
and Quadratic
QuadraticEquations
Equationsusing
using
conjunctions (and, but, or, yet, for, nor, so) during a small group discussion
using a graphic organizer (Double Bubble Map).
Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
Science Language Objective
Students will compare and contrast Vesicles and
and Vacuoles
Vacuoles using
using
conjunctions (and, but, or, yet, for, nor, so) during a small group discussion
using a graphic organizer (Double Bubble Map).
Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
Social Studies Language Objective
Students will compare and contrast State and Federal Government using
conjunctions (and, but, or, yet, for, nor, so) during a small group discussion
and using a graphic organizer (Double Bubble Map).
Language Objective
Students will be able to (function) (Content) using (form/
specific language) in a (type of activity).
Art Language Objective
Students will compare and contrast Michelangelo Buonarroti and Leonardo
using
conjunctions
(and, but, or,
yet,but,
for,or,nor,
during
a small
group
Leonardo
using conjunctions
(and,
yet,so)
for,
nor, so)
during
a small
discussion
and using
graphic
organizer
(Double
BubbleBubble
Map). Map).
group discussion
and ausing
a graphic
organizer
(Double