Bridging Content and Language
Supporting Our Students’ Success with CCSS:
Building Content Objectives with Linguistic Supports
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Essential question
How do you support students
with the language demands
of a lesson?
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Learning Objective
• Participants will develop in writing a content
objective with linguistic support with a partner
using a function verb and related forms using a
graphic organizer.
ELA/ELD Framework
Strategies and Moves
We will be mapping the strategies and moves that we use
throughout this workshop.
Strategies and Moves
- Partner Talk
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Let’s Take a Reading…
https://www.polleverywhere.com/multiple_choice_polls/eRwNxWm1f1P6cIH
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“Language is the medium in which teaching and learning
take place in schools; the medium through which we
transform and develop our thinking about concepts; and in
this way, language and content are inextricably linked
(Halliday, 1993). For this and other reasons, language has
been referred to as the “hidden curriculum” of schooling
and why school success can be seen as largely a language
matter (Christie, 1999).”
ELD Standards, Appendix C, pg. 7
Turn to a partner and discuss the following:
How does this quote connect
to the Common Core?
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• Our students arrive in our classrooms
with a diverse range of English
proficiency. We need to teach the
Common Core State Standards to all
students with varying language supports.
• The content does not vary depending on a
student’s English language proficiency.
However, the way students will come to
understand and then express their
knowledge of the content will vary.
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Our Work for Today…
Many schools have in place the use of content and
language objectives. Kudos!
For teachers who are on the pathway of developing this
habit in making the goals of a lesson explicit to students
both in terms of content and language, today we will take
a step forward on that pathway. We will delve into one of
the ways to support students with the linguistic demands
of the content.
Today we will “bridge content and language” by adding
linguistic supports to our content objectives.
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The Why…
Master Plan p. 76
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TGDC Lesson Design Template Pg 1
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More of the why…
We want to create metalinguistic awareness in
our students. They need to develop the ability
to:
recognize “ways in which language may be different
based on task, purpose and audience”
“intentionally and purposefully use a range of
precise and varied grade-level general academic
domain specific vocabulary”
“adjust oral and written language in a range of
contexts across the disciplines”
New California ELD Standards, page 13
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Finally…
Through the process of planning and using a
content objective with linguistic support,
teachers:
plan for the content learning that students will
engage in
think through what language students must use to
communicate their understanding of the content
plan to explicitly teach the language students need
clearly communicate the content and language goals
of the lesson to the students
support students to self-monitor and
evaluate their own learning
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Think About What You Know About…
Content and
Language Objectives
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Take 3
• Take 3 minutes to read “Planning with a
Focus on Language Objectives.”
• Highlight new learnings regarding
language objectives.
• Take a couple of minutes to use a new
writing tool to add a few of new
learnings to your Circle Map.
Content and
Language
Objectives
Handout 1
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Processing Time:
Rally Robin
• With your elbow partner,
take turns saying one
thing you learned or
previously knew about
language objectives.
• Continue back and
forth until time is called.
• Take a moment and add
new learnings to your
Circle Map.
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The Approach!!!
Putting Together the Puzzle Pieces of
a Content Objective with Linguistic Support
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Writing an Objective with
Linguistic Support
Academic Vocabulary (words to be
taught to and utilized by students)
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STEP 1: CONTENT
• Use your Common Core State Standards to
choose the content for your lesson
Academic Vocabulary (words to be
taught to and utilized by students)
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STEP 2: Determine the function
and in what language domain it will be used
A function is an observable action that students will
complete with language to demonstrate
their understanding of the content.
The function is the uses and purpose of language.
You can use the list of verbs from Bloom’s Taxonomy when
determining the function.
Academic Vocabulary (words to be
taught to and utilized by students)
Handout 2
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Content Specific Function Examples
• infer from the text . . .
• compare and contrast three different versions of _____ (Cinderella, The
Three Little Pigs, etc.)
• justify their rationale for solving a system of equations…
• summarize the plot of _____.
• explain the solution…
• compare two three-digit numbers…
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STEP 2 (continued): Determine the function
and in what language domain it will be used
Target one language domain
(listening, speaking, reading, or writing.)
Academic Vocabulary (words to be
taught to and utilized by students)
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Step 3: FORM
This is the language the students are using (i.e.
grammatical features, type of language—conjunctions,
adverbs, modals, complete sentences, etc.)
Often the language to focus on is determined by the
function selected.
This is what you want to hear and read as students
process and demonstrate their learning of the content.
Academic Vocabulary (words to be
taught to and utilized by students)
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“Language Functions and
Examples of Language Forms”
Handout
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Let’s Practice Identifying Functions and Forms
With an elbow partner circle the language function and underline the
language form. The first one has been completed as an example.
Orally express an opinion using persuasive language (should, must, need, etc.) in
complete sentences.
Use compound sentences to compare and contrast A and B.
Predict the next three items in the pattern using future tense verbs.
Write a description of the physical characteristics using sensory adjectives.
Develop a hypothesis using the conditional tense and the structure, “If…, then….”
Handout 4
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“Linguistic Scaffolds for
Writing Language Objectives”
by Dr. Kate Kinsella and Tonya Ward Singer
This piece provides us with further examples of
objectives incorporating functions (active
verbs) and forms (language target).
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Handout
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Try this…
The following sentence frame will
provide you with a scaffold.
Students will __________________________________________
(function / active verb phrase)
using ________________________________________________ .
(form / language target)
Students will describe a character’s emotions using precise adjectives.
Students will summarize a non-fiction text using general present tense
and citation verbs.
Students will restate a partner’s response using paraphrasing
expressions (e.g. so what you are saying is, if I understand you correctly.)
Kate Kinsella, Ed.D. and Tonya Ward Singer
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Writing Content Objectives
with Linguistic Supports
•Students will
retell a story read
to them.
2.Determine
Language
Function &
Domain
• Students will orally retell a story read
to them by using time order words
and key details.
1. Content
Objective
• Retell & Speaking
3.Identify Language Form (
content vocabulary, prepositions,
conjunction; “because” etc.)
RL.K.2 With prompting and support, retell familiar stories, including key details.
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Writing Content Objectives
with Linguistic Supports
•Students will
make a prediction
about the shape of
a graph (linear or
nonlinear.)
2.Determine
Language
Function &
Domain
• Students will make a prediction
about the shape of a graph (linear or
nonlinear) using the future tense and
predicting verbs (predict,
hypothesize).
1. Content
Objective
• Predict & Speaking
3.Identify Language Form
(prepositions, conjunction;
“because” etc.)
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g.
where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.
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Your turn!!!
With a partner or with your table group, on chart paper
create an objective using one of the CCSS below or one of
you choosing.
Remember decide upon the function students will be engaged
in and what forms they will need to express their
understanding of the content.
4th Grade Measurement and Data Standard 3 (4.MD.3)
Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.
8th Grade Reading Standards for Literature 5 (RL.8.5)
Compare and contrast the structure of two or more texts and analyze how
the differing structure of each text contributes to its meaning and style.
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Sharing Our Objectives and
Identifying the Function and Forms
As table groups share their objectives:
• Listen for the function
• Listen for the form
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Although we have
identified the function and
forms to make explicit the
language to be used by
students during the lesson,
some students will need
additional support in using
this language during the
learning process.
Step 4: Let’s add supports.
Academic Vocabulary (words to be
taught to and utilized by students)
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Types of Supports
Sensory Supports
Visual Supports
Group Supports
• Real-life objects
(realia
• Manipulatives
• Pictures &
photographs
• Illustrations,
diagrams &
drawings
• Magazines &
newspapers
• Physical activities
• Videos & films
• Broadcasts
• Models & figures
• Charts
• Graphic organizers
• Tables
• Graphs
• Timelines
• Number lines
• In pairs or
partners
• In triads or small
groups
• In a whole group
• Using cooperative
group structures
• With the Internet
(Websites) or
software
programs
• In the native
language (L1)
• With mentors
Handout
6
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Writing Content Objectives
with Linguistic Supports
•Students
will retell a
story read to
them.
1. Content
Objective
2.Determine
Language
Function &
Domain
• Retell &
Speaking
• Students will orally
retell a story read to
them by using time
order words and key
details.
3.Identify
Language Form (
content vocabulary,
prepositions,
conjunction; “because”
etc.)
4. Determine
Supports
• Students will orally
retell a story read to
them to a partner by
using time order
words and key details
while using visuals
from the story.
RL.K.2 With prompting and support, retell familiar stories, including key details.
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Writing Content Objectives
with Linguistic Supports
•Students will
make a
prediction
about the
shape of a
graph (linear
or nonlinear.)
1. Content
Objective
2.Determine
Language
Function &
Domain
• Predict &
Speaking
• Students will make a
prediction about the
shape of a graph
(linear or nonlinear)
using the future
tense and predicting
verbs (predict,
hypothesize).
3.Identify
Language Form
(prepositions,
conjunction,
“because” etc.)
4. Determine
Supports
• Students will make a
prediction with a
partner about the
shape of a graph
(linear or nonlinear)
using the future tense
and predicting verbs
(predict, hypothesize)
using sentence
starters.
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph
(e.g. where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been described verbally.
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Your Turn…
Add Supports to Your Objective
4th Grade Measurement and Data Standard 3 (4.MD.3)
Apply the area and perimeter formulas for rectangles in real
world and mathematical problems.
8th Grade Reading Standards for Literature 5 (RL.8.5)
Compare and contrast the structure of two or more texts and
analyze how the differing structure of each text contributes to
its meaning and style.
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Let’s Now Consider Academic Vocabulary
What vocabulary do you want to ensure that
students use when speaking or writing to show
their understanding of the content?
Your list of words should include:
• no more than 10 words
• both Tier 2 and Tier 3 words
• multiple-meaning words
Academic Vocabulary (words to be
taught to and utilized by students)
Step 5
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Academic Vocabulary
As I am planning my instruction, I will encourage
students’ use of academic vocabulary by:
•Charting the vocabulary as I introduce it
•Explicitly teaching vocabulary using
different protocols
•Using repetition
•Using visuals
•Monitoring the use of the vocabulary
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List the Academic Vocabulary for Your Lesson
4th Grade Measurement and Data Standard 3 (4.MD.3)
Apply the area and perimeter formulas for rectangles in real
world and mathematical problems.
8th Grade Reading Standards for Literature 5 (RL.8.5)
Compare and contrast the structure of two or more texts and
analyze how the differing structure of each text contributes to
its meaning and style.
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Checklist for Planning and Using Content
Objectives with Linguistic Supports
During Planning
Derived from grade-level Common Core Content Standards/ELD
Standards
Incorporates all four elements of a Content Objective with Linguistic
Support (content, function, form and scaffold)
Promotes students’ academic language growth taking into
consideration students’ proficiency levels
Clearly identifies what students should know and be able to do
It is observable / measurable
During Instruction
Written and presented to students in student-friendly language
(language that the students can understand) at the beginning of the
lesson
Student are provided explicit instruction regarding the language to be
used to express their content learning
A plan for use of academic vocabulary is evident in the lesson
Used by teachers and students to evaluate learning at the end of the
lesson
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Our Teachers’ Objectives from the
One-Day Common Core Training
Students will compare two three-digit numbers
using comparative words (greater than, less than,
equal to) by working in pairs using manipulatives
and a place value chart.
Students will be able to orally describe characters
using nouns, pronouns and adjectives with a
Think-Pair-Share partner.
Write a description of the story’s setting
using precise adjectives with the aid of
a Bubble Map.
Students will evaluate evidence in order to express and
support their opinion through persuasive language.
Students will summarize parts of a story by identifying the main idea and
details using complete sentences in cooperative groups.
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TGDC Lesson Design Template Pg 2
Through including a content objective
with linguistic supports in a Common
Core lesson, teachers are addressing
key elements in Standard 3.
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How do you plan to used the
information gained in this
workshop to support
teaching and learning?
Think of an action step
you will take.
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One-Sided Multi-Flow Map
I will….
What impact will your action step have on
teaching and learning?
How will it support ELs’ academic and linguistic success?
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What strategies and moves were
used during this workshop that
support teaching and learning?
Strategies and Moves
- Partner Talk
ELA/ELD Framework
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Learning Objective
• Participants will develop in writing a content
objective with linguistic support with a partner
using a function verb and related forms using a
graphic organizer.
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Thank you
for all you do
on a daily
basis to
ensure the
academic and
linguistic
success of
your students.