Developing Effective Language Objectives Language Objectives Identify what students should know about English and do with it in a particular task. Support the students’ development of English. Characteristics of Effective Language Objectives Language objectives specify the language students need to learn to math concepts, complete math tasks, and develop language. Language objectives include a verb (or verb phrase). Language objectives emphasize the development of expressive language skills, speaking and writing, and the receptive language skills, reading and listening. Language objectives are obtainable. Learners of diverse proficiency levels of English have the ability to attain them with effective scaffolding and instruction. Language objectives are measurable. Reading Word Problems Writing Constructed Responses Reflections Analyses Speaking Discussions Of Mathematical Concepts Listening Interpretation Of Teacher and Classmates’ Explanations Note: Speaking and listening objectives are often combined. Key Point: Language objectives are communicated to students clearly, both orally and in writing and are posted in the classroom. They are referred to before, during and after a task. Sample Language Objectives Students will report a group consensus using these past tense verbs: determined, concluded, explained, and agreed. Students will defend a position using these present tense verbs: maintain, contend, and argue. Students will revise a paragraph using present tense verbs. Language Objective Sentence Frames: Students will _(function: verb phrase)_ using _(function: target language)_. Students will use _(target language_) to _(function: verb phrase)_. Note: Language objectives are most effectively communicated using verb phrases: Students will point out similarities and differences between triangles and rectangles using the words similar to and different from. 1 Examples of Verbs and Verb Expressions in Language Objectives: Speaking and Writing answer describe identify (the main variables, the key concepts,…) justify (a position, a opinion, a belief, …) read articulate (a position, argument, belief) define ask (for detailed information) characterize discuss list make a claim, a comparison, a hypothesis, or a prediction rephrase compare/contrast edit (a constructed response, a paragraph) elaborate restate compose explain name (e.g., parts of a table, expression, figure, fraction) outline debate (a position, the correct solution,…) express (agreement, disagreement, an opinion about a topic,…) predict (e.g., an answer, a solution) summarize defend hypothesize provide (an overview/a summary/evidence/data) write restate (a partner’s response, an explanation provided in the textbook or by the teacher) recite state Verbs Often Used in Language Objective Statements Knowledge: define, describe, identify, know, label, list, match, name, outline, recall, recognize, reproduce, select, state Comprehension: comprehend, convert, defend, distinguish, estimate, explain, extend, generalize, give examples, infer, interpret, paraphrase, predict, rewrite summarize, translate Application: apply, change, compute, construct, demonstrate, discover, manipulate, modify, operate, predict, prepare, produce, relate, show, solve, use Analysis: analyze, break down, compare, contrast, diagram, deconstruct, differentiate, discriminate, distinguish, identify, illustrate, infer, outline, relate, select, separate Synthesis: categorize, combine, compile, compose, create, devise, design, explain, generate, modify, organize, plan, rearrange, reconstruct, relate, reorganize, revise, rewrite, summarize, tell, write Evaluation: appraise, compare, conclude, contrast, criticize, critique, defend, describe, discriminate, evaluate, explain, interpret, justify, relate, summarize, support 2 Sample Language Objectives with Verb Phrases and Target Language Features Reading Students will read math equations aloud fluently, without hesitating. Students will explain math equations in their own words aloud, using complete sentences. Students will evaluate the argument and specific claims in a word problem, including the validity of the reasoning, making explicit reference to the words in the problem and using reporting language (According to the problem, …; the problem states that…; the main variables are…, argues, In my opinion, the way to solve this problem is…; What is most important in this problem is…; Students will identify the main points and details in a passage in their textbook that help them solve word problems using the verb phrase assist + me + in + Verb + ing (these points assist me in solving …) and the math words, ___, ___, and ___. Students will demonstrate their understanding of a text by asking and answering questions about key details in the text using correct question formation and the question words how, what, and why. Students will refer to details and examples in a text when explaining what the text says explicitly, using expressions such as This explanation shows…, explains.., According to _____, ________’s work suggests… and In this passage, … Students will quote accurately from a text when drawing inferences from the text using verbs of inference (infer, suggest, suppose, assume). Students will use the definitions in their textbook to define key geometrical shapes using the relative pronoun whose (a square is a shape whose sides are equal. Students will read definitions of words in their textbooks and rewrite the definitions in their own words, using complete sentences. Students will formulate pre-reading questions using appropriate question structure. Students will make predictions concerning the content of a chapter using the names of specific features of the chapters (such as headings, captions, illustrations, and tables) and the future tense (This chapter will cover the following important topics: ...) Students will articulate the main ideas and details of an explanation in their textbook, using the following key vocabulary___, ____, and ___. Students will describe the key points in an explanation using the following key adjectives: essential, important, significant. Students will summarize three steps in completing a math problem that a text has described in their textbooks using the words first, second, and third. Students will explain a concept described in a reading passage in their textbooks using adjectives. Students will read text passages containing math words aloud and will read will do so correctly, pronouncing the words accurately. Students will describe their understanding of a table, using the words y- axis, x-axis, increase, and decrease. Students will ask and answer why questions about the concepts presented in a text using math words (___ and ___) presented in the text and the present tense. • Students will identify words in word problems that help them solve them using a causative structure like The following words (____ and ___) help me solve the problem or The words ____ and ____ help me solve the problem. Note: In the sentences above, help is considered a 3 causative verb. When using causative structures, students often add an –s ending to the verb that follows the causative verb. Writing Students will write definitions of specific mathematical concepts using complete, well-formed sentences. Students will record step-by-step directions for solving a problem using transition words like “first,” “second,” “next” and “finally.” Students will write a list of possible solutions to word problems using could and might. Students will list possible reasons for their conclusions, using the verbs (like explain, demonstrate, justify) and because. • Students will express an opinion about a math concept using the present tense verbs: support, claim, maintain, content, believe and complete sentences. • Students will qualify their agreement or disagreement using the verbs agree or disagree and the adverbs somewhat, entirely, absolutely, and completely. • Students will write constructed responses using math words ___, ___, and ____). • Students will replace informal words in their constructed responses with academic words. • Students will summarize a passage in their textbooks using present tense the verbs states, explains, and argues. • Students will rewrite a constructed response so that it includes smooth transitions between sentences, using transitional expressions and pronouns (e.g., it, he, and they) correctly. • Students will edit drafts of constructed responses for appropriate verb tense, subject-verb agreement, pronoun reference, incomplete sentences and run-on sentences. • Students will explain how they use a specific mathematical concept in their lives, using the following specific set of words: ____, ____, and ___. • Students will write an opinion about a solution to a word problem, supporting their view with evidence and information and using the expressions, The key to solving this problem is ____. I believe this because ____. • Students will write a paragraph about a math topic or text, creating an organizational structure in which ideas are logically grouped to support their purpose, using transition words. • Students will write a constructed response to a math problem, using logically ordered reasons that are supported by facts and details and using the following math terms____, ____, and _____. • Students will write a few sentences describing a specific way to solve a math problem, linking their opinion and reasons, using specific words and phrases (such as consequently and specifically). • Students will provide a concluding statement related to the opinion provided by classmates, using a concluding statement (to conclude, in sum, or in a nutshell). • Students will summarize the most important information in their notes using complete sentences and the math terms ____ , ____, and ____. Listening and Speaking Students will discuss the attributes of specific geometric figures using specific mathematical vocabulary (___, ___, and ___ ). Students will explain how to solve an equation to a partner using the words “first,” “second,” and “next.” Students will summarize key points made by a speaker or media source using the present tense and words used to summarize, such as one key point is… another key point is…, yet another key point that___ makes is ….) Students will describe the relationship between radius, diameter, and circumference of a circle 4 using the words radius, diameter and circumference. Students will agree or disagree with mathematical answers to specific word problems using expressions of agreement and disagreement (I agree/disagree). Students will express an opinion using strong verbs: believe, contend, maintain and expressions for expressing an opinion (It seems to me that…) Students will restate a partner’s response using paraphrasing expressions (so what you are saying is…; in other words, …) Students will define the following words ___,___, and ___ using precise adjectives and complete sentences. Students will listen for and point out similarities in their classmates’ ideas using the words similar, identical, and alike and expressions for pointing out similarities (Their ideas were similar/identical/alike; ___’s idea is similar to ____’s. Most of the students agreed that …) Students will explain the steps involved in finding an answer to a word problem using transition words. Students will explain the procedures for participating in a task/solving a math problem to one another using the word procedures. Students will compare two geometrical shapes (math solutions, etc.) using comparative adjectives (e.g., bigger, better, more + adjective). Students will report a group consensus using past tense citation verbs (agreed, argued, claimed, concluded, decided, determined, decided) Students will report a group consensus using the words decided/concluded followed by a relative clause (decided/concluded + that + Noun + Verb). Students will make a prediction about a problem using predicting verbs (predict, hypothesize) and give a reason for their prediction using the subordinate conjunction because. 5 Language Expressions for Discussing Word Problems Expressions for planning and goal setting, tapping prior knowledge, forming interpretations, monitoring understanding, clarifying, etc. Planning and Goal Setting • The reason we are doing this word problem is … • Completing this word problem will help us, because … • We can complete our goal of solving this problem by… Forming Interpretations • What this means is… • I think this means… • The idea I am getting is… Tapping Prior Knowledge • I already know that… • This reminds me of… • The problem relates to the following concepts that I already have studied: … Monitoring • I don’t understand why… • I need to understand why… • I know we are lost here. • I know we are on the right track. • We probably need to … Asking Questions • I wonder why… • What if…? • How come…? • I still have a question about… Analyzing the Language • This word or phrase is key to solving the word problem because… • An essential part of the word problem is…, because • We can ignore these words in the problem, because… • We can take this long sentence apart and make two short sentences: … and … • This pronoun refers to the noun, … Making Predictions • I bet…. • I think… • If ___, then… • I can predict that… • I believe that… • What might happen if… Visualizing • I can picture the steps we need to take to complete the problem. • In my mind, I can see… Making Connections • This reminds me of… • I did a problem that was something like this one when I… • I can relate to this problem because… Adding to Others’ Ideas • I would add that… • Then again, I think that… • I want to expand upon your point that… • A better/different solution might be… Clarifying • I think X means that… • In other words, we can say that… • To understand better, we need to know more about … • Something that is still not clear is…. • I’m guessing that in this problem, we need to… Explaining • The first step is… • Next,… • The last part is… • The reason we need to do X is because… • It is important to… • The answer is X because… Revising Meaning • At first I thought …, but then I decided… • My latest thought about this is… • I am getting a different idea about how to solve the problem, because… Requesting Clarification • What do you mean by …? • Can you tell me more about…? • Why did you get that answer? Summarizing • Basically, this problem asks us to… • In a nutshell, in order to solve the problem, all we have to do is… • The key to solving the problem is to… • What I learned is… • The main points we have been discussing are… • To summarize the main points of this discussion, I believe we have said… Reflecting and Relating • So, the most important concepts in this problem are… • A conclusion I am drawing is… • This problem is relevant to me because… Evaluating • I agree/disagree with this, because… • I like …, I don’t like …, because… • I recommend that… • My opinion is …, because • The most important thing we need to remember about completing this type of word problem is… 6 Activity: Developing Language Objectives Using the examples below, write one content objective and one correlating language objective. Example Content Objective: Find the area and perimeter of a geometric figure composed of a combination of two or more rectangles, triangles, and/or semicircles with just edges in common. Language Objectives: Use the following list of mathematical vocabulary to explain the process for finding the area and perimeter of geometric figures. [List mathematical vocabulary here.] Write a paragraph comparing the area and perimeter of one geometric figure to another using comparative adjectives (like bigger than, more + adj. + er than ___). Your Turn One Content Objective: One Language Objective: 7