Content and Language
Objectives
Liliane Vannoy
Dual Language Immersion Specialist
Tulsa Public Schools
Objective
O The presentation will focus on resources and
strategies to help educators develop content
and language objectives.
Sheltered Instruction
Activity :
Can you share the definition of Sheltered
Instruction ?
Sheltered Instruction Definition
O Ways of making content understandable for
English learners while they are acquiring
English proficiency.
Sheltered Instruction
Activity :
As a group, can you name all the parts that
should be involved in delivering sheltered
instruction ? There are 8 parts.
Sheltered Instruction
O Lesson Preparation
O Building Background
O Comprehensible Input
O Strategies
O Interaction
O Practice and Application
O Lesson Delivery
O Review and Assessment
Content and Language
Objective
Lesson Preparation
Sources of Content Objectives
O School district
O State content standards
O Teacher’s guide
O Common Core
Echevarria & Graves (2007)
Content objectives
O What students will learn or do
O Be stated simply orally and in writing
O Tied to specific grade level content standard
Activity
O Write a content objective that is common for
your subject area or grade level.
Content Objectives
O Simple phrasing
O Key words
O Illustrations
Content and Language
Objectives
O Cleary defined
O Displayed
O Reviewed with students
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Activity
O How do you present your content objectives
to your students?
O Where do you post your objectives?
O How do you post your objectives?
Krashen
O All learning is second language.
O All content areas have their specific
language with specific academic vocabulary.
Language Objectives
O Remember that obtaining a second
language is a process.
O Language objectives may cover a range from
process-oriented to performance-oriented
statements.
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Process to Performance
Process
Performance
•Explore
•Listen
•Recognize
•Draft
•Write
•Give an oral
presentation
•Edit
Discuss in
small groups
Progression of Language
O Recognize metaphors in the text
O Discuss the functions of metaphors
O Write three metaphors
O Write a paragraph that describes a setting
using metaphors
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Remember
O You should plan for a variety of language
objectives based on students proficiency
levels.
O Your classroom will have a variety of WIDA
scores.
Receptive and Productive
Language Skills
Receptive Skills
Productive Skills
O Listening
O Speaking
O Reading
O Writing
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English
Learners: The SIOP ® Model
Summary
Process
Receptive Skills
Listening
Reading
Performance
Productive
Skills
Speaking
Writing
Content Objective
Activity:
O Read this objective:
Students will investigate and understand the
basic needs and life processes of plants and
animals.
O Rewrite in a simpler format :
O Rewrite it for a proficiency level 3 or 4
O Rewrite it for a proficiency level 1 or 2 .
Content Objective for
level 3 and 4
O Students will investigate and understand the
basic needs and life processes of plants and
animals.
O Students will identify parts of a tree and
their functions.
Content Objective for
level 1 or 2
O Students will
investigate and
understand the basic
needs and life
processes of plants
and animals.
O Identify parts of a tree.
O “ Today you will learn
about parts of a tree
and you will be able to
identify the parts.”
Content Objective Progression
O Students will investigate and understand the
basic needs and life processes of plants and
animals.
O Students will identify parts of a tree and
their functions.
O Identify parts of a tree.
O “ Today you will learn about parts of a tree and
you will be able to identify the parts.”
Categories for Developing
Language Objectives
O Key vocabulary
O Language Functions
O Language Skills
O Grammar or Language Structure
O Lesson Tasks
O Language Learning Strategies
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Clock Activity
O Walk around and set an appointment with
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O
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one person at each time.
You and your partner will discuss the
categories for developing language
objectives.
Before you begin, shake hands, introduce
yourself and make eye contact.
Thank your partner for their help.
Walk quietly to your next appointment.
Clock Activity
O You and your partner will discuss the
categories for developing language
objectives.
O At 12:00
discuss categories 1-2
O At 3:00
discuss categories 3-4
O At 6:00
discuss categories 5-6
Key Vocabulary
O It refers to the technical terms, concept
words, and other words needed for the
activities related to the lesson.
O Students will be able to define the terms
geometric figure and congruent orally and in
writing.
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Language Functions
O It refers to the ways students use language
in the lesson.
O Students will be able to compare geometric
figures and describe characteristics that are
similar or different.
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Language Skills
O They refer to listening, reading, writing and
speaking skills that students need to learn.
O Students will be able to listen to teacher
descriptions in order to draw different types
of parallelograms.
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Grammar or language
Structures
O It refers to questioning patterns, past or future
tense verbs, paragraph writing, pronoun usage,
sentence formation and structure clues for
words like roots, prefixes, and suffixes.
Students will be able to use comparative phrases
such as greater than, smaller than, less than and
equal to orally and in writing when describing
geometric figures and angles.
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Lesson task
O It refers to the language embedded in the
lesson assignment.
O Students will be able to record real-life
examples of three dimensional figures and
describe their uses.
Example: a soccer ball is a sphere
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Language Learning Strategies
O It refers to corrective strategies, self
monitoring strategies, prereading strategies,
or language practice strategies,
O Students will be able to represent data in a
bar graph.
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
Content and Language
Objectives
Verbs for Content
Objectives
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O
O
O
O
O
O
O
Identify
Solve
Investigate
Distinguish
Hypothesize
Create
Select
Draw conclusions
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O
O
O
O
O
O
O
O
Verbs for Language
Objectives
Listen for
Retell
Define
Find the main idea
Compare
Summarize
Rehearse
Persuade
Write
Check List
Echevarria, Vogt, and Short (2010)
Making Content Comprehensible for English Learners: The SIOP ® Model
O The objectives are observable
O The objectives are written in a language the
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students can understand
The content is related to the lesson
Language objectives promotes academic
language growth
Language objective connects with lesson topic
There is an assessment to check if students met
the objectives
Resources
O WIDA “ Can do” descriptors
O National Standards developed by TESOL
(Teachers of English to Speakers of Other
Language)
O Common Core Standards
O Echevarria, Vogt, and Short (2010) Making
Content Comprehensible for English
Learners: The SIOP ® Model (PEARSON)
O vannoli@tulsaschools.org