Supporting Language Acquisition and Global
Competencies

 Students will explain events in a sequence using past tense verbs and sequencing words.
 Students will use precise verbs in the simple past tense to describe a character’s perspective.
 Students will discuss main idea in text using precise nouns.
 Students will prioritize details in text using precise adjectives.

1.
Start with the content standard or content objective
2.
Look for the necessary language requirements within the standard or content objective.
3.
Write a language objective incorporating both the language requirement as well as the expected content outcome
 Following are examples of possible language frames:

Students will _________________ using _____________________.
(Function) (Form)
Students will use _________________ to _____________________.
(Form) (Function)
Examples of functions
Tell
Describe
Analyze
Summarize
Argue
Examples of form
Simple adjectives
Strong adjectives
Specific details
Sequencing words
Appropriate details

3 rd , 8 th and 10 th grade Language Objectives

rd
 Content Standard
 Recount stories, including fables, folktales, and myths from diverse cultures.
 Content Objective
 Students will be able to summarize the story “Lon Po Po”.
 Language Objective
 Students will summarize the story “Lon Po Po” using
sequencing words and past tense verbs, or
 Students will use sequencing words and past tense verbs to
summarize the story “Lon Po Po”

th
 Content Standard
 Enumerate the powers of government set forth in the
Constitution and the fundamental liberties ensured by the Bill of Rights.
 Content Objective
 Students will describe the rights protected in the First
Amendment
 Language Objective
 Students will describe First Amendment rights using specific details
 Students will use specific details to describe First
Amendment rights

th
 Content Standard
 Analyze how complex characters develop over the course of a text
 Content Objective
 Students will be able to analyze how the character “Scout”
Finch’s (from To Kill a Mockingbird ) perspective changed over the course of the novel.
 Language Objective
 Students will analyze how “Scout” Finch’s perspective changed over the course of the novel using specific verbs and adjectives
 Students will use specific verbs and adjectives to analyze how “Scout” Finch’s perspective changed over the course of the novel.

The use of academic language allows the opportunity for students to make connections to a secondary goal of building global competencies. Think about both the content and language objectives for your lessons. What opportunities and connections are there to make connections to:
• Investigating Global Perspectives
• Communicating with a Global Audience
• Collaborating with Diverse Teams
• Expression of Understanding
• Complex Network Navigation

Language Objective
3 rd Grade: Students will summarize the story “Lon
Po Po” using sequencing words and past tense verbs
Some examples of Building Global
Competencies
Global Perspectives.
• How does this story compare to “Little Red Riding
Hood”?
• What does the moral of each story tell you about the culture it came from?
8th Grade: Students will describe First Amendment rights using specific details
Expression:
• How can you represent the relevance of the First
Amendment in your life?
• What medium is most appropriate for you to express this idea?
10 th Grade: Students will analyze how “Scout”
Finch’s perspective changed over the course of the novel using specific verbs and adjectives
Global Perspectives.
• What lessons from “To Kill a Mockingbird” are relevant today?
• How does the idea of “race” manifest itself in different cultures?
• How does America’s understanding of “race” compare to perspectives in other cultures?