Planning by Objectives for Instruction for ELL

1. Planning by Objectives for Instruction for ELL Jill Kerper Mora San Diego State University Website: moramodules.com

2. Content Literacy Language Academic Needs of L2/Bilingual Learners

3. Differentiated Instruction for English Language Learners (ELL) Differentiation is distinct for ELL because of the relationship between their language & literacy levels & cognitive demands of learning tasks. Therefore, we differentiate according to: • English language proficiency levels • Language arts abilities & skills: listening, speaking, reading & writing • Reading levels & demands of the text • Levels of concept & content learning challenges: abstract/concrete; simple/complex; experiential/referential

4. Listening Level 1 Writing Level 1 Listening Level 2 Writing Level 2 Listening Level 3 Writing Level 3 Listening Level 4 Writing Level 4 ELD ELD/SDAIE in 4X4 Model Speaking Level 1 Reading Level 1 Speaking Level 2 Reading Level 2 Speaking Level 3 Reading Level 3 Speaking Level 4 Reading Level 4 SDAIE

5. The Lesson Cycle for ELD/SDAIE Instruction Correction(Reteach) Presentation Check forUnderstanding TaskAnalysis PlanLesson CurriculumStandards AnticipatorySet GuidedPracticeCheckMastery MonitorandAdjust NextObjective Assess IndependentPracticeAssessMastery Closure Yes No Extension

6. Text Analysis for Literacy Instruction for ELL • Linguistic surface features (decodability, sentence structure, idiomatic expressions, literary devices & figurative language) • Features of text that support access for ELL (graphics, organizational clues, glossary, etc.) • Assessing the concept load of a text & vocabulary challenges • Author’s intent, purpose or function & message • Text structure, style & patterns of exposition • Relevant background & cultural knowledge to comprehend text

7. Thematic Planning for ELL • Theme selection & goals definition • Staging the concepts • Vocabulary • Reading selection • Guided practice • Evaluation

8. The Language-Concept Connection Instructional Model Use known language to teach an unknown concept. Use known concepts to teach unknown language.

9. Curriculum Development Processfor English Language Learners State Content Standards& ELD StandardsInstructional objectives & learning outcomes Specify language & content objectives Conduct task/text analysis & design learning activities Design assessments

10. From Curriculum Standard to Instructional Objectives 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast. • Discuss the influence of industrialization and technological developments on the region, including human modification of the landscape and how physical geography shaped human actions (e.g., growth of cities, deforestation, farming, mineral extraction). • Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay's American System). • List the reasons for the wave of immigration from Northern Europe to the United States and describe the growth in the number, size, and spatial arrangements of cities (e.g., Irish immigrants and the Great Irish Famine).

11. Questions About Instructional Objectives • Why do we need to write instructional objectives? What are IO good for? • How do instructional objectives relate to the curriculum standards in my content area? • Why are the verbs we use in instructional objectives so important? Why does the verb need to be precise? • Why do we need to create both language and content objectives? • What is the difference between a language objective and a content objective?

12. Characteristics of Effective Instructional Objectives • Student-oriented: telling what students will do rather than what the teacher will do. • Descriptive of learning outcomes: It is the learning outcome, not the learning activity that are described in IO. • Clear & understandable: IO are explicit, using a clearly stated action/process verb • Observable: IO indicate what behavior(s) demonstrate that students have mastered the objective.

13. Guide toAnalysis of Objectives Look at the original objective. Payattentiontopotentialflawssuch as: • Vagueness of behavioralverbs • Lack of specificityregardingcontextwherestudentswilldemonstratethebehavior • Lack of clarityorspecificityabouttheproductstudentswill produce todemonstratethebehavior. • Lack of indication of listening/speaking, readingorwritingapplication • Lack of specificityaboutthecriticalthinkingskillorprocessinvolved

14. Revising the Objective In therewrittenobjective, aimforthefollowing: • A precise behavioralverbthat describes thelearningoutcome. • A contextwherethebehaviorwill be observed. • A performance orproduct. • A languageskillapplication. • A criticalthinkingskillorprocess. • Theapplicationorexample of howtheobjective’sbehavior & skillorcontentisappliedwithinoneor more of the 5 steps of thelesson plan.

15. SWBAT Verbs are Essential Vague & unobservable Observable actions/products To analyze To predict To locate To explain To summarize To select To list To choose To classify To know To understand To learn To appreciate To study To realize To value To review

16. Is it Language or is it Content? Language Content Factual knowledge & information about a topic Simple or complex concepts Concrete or abstract concepts Processes, dynamics & systems Critical thinking about content • Key vocabulary • Language functions • Language skills • Grammar or language structures • Lesson tasks • Language learning strategies • Academic language

17. Verbs for Instructional Objectives Language Objectives Content Objectives Generalize Identify Solve Investigate Distinguish Hypothesize Create Select Draw conclusions about cause & effect • Listen for • Describe • Edit • Retell • Define • Find the main idea • Compare • Summarize • Paraphrase

18. Language SkillsInstructional Objectives for Listening • Determine listening objectives to increase discrimination & comprehension of sounds, words & sentences • Use listening action words: Identify, names, match, select, list, define, sort, display, label.

19. Language SkillsInstructional Objectives for Speaking • Determine speaking objectives to elicit authentic oral language use by purpose & function • Use speaking action words: retell, describe, recite, summarize, explain, narrate, role play, report.

20. Listening/Speaking Behavioral verb not specific: Behavioral outcome clearly defined. SWBAT listen todescriptivestatementsaboutthePueblo’sfood, shelter& clothing & classifythestatementbyitsnumberunderaniconon a three-column chart. Application: #1. ThePueblo’smaincrops are corn, beans & squash. Classifyunder «Foods» icon. Students will be able to (SWBAT) identify various vocabulary and ideas associated with the Pueblo Indians’ food, shelter, family life and clothing.

21. Listening/Speaking Too vague & general: More specific: SWBAT respondbysignifyingthumps up/thumbsdowntoindicateif a statementaboutbearsis true or false. Application: Bearslive in thedesert. T/F Bearsliketoeatfishfromforeststreams and rivers. T/F Motherbearsgivebirthfourorfivecubs in thespring. T/F Students will listen to the text about bears.

22. Listening/Speaking Behavioral verb misapplied: Behavioral verb clearer: SWBAT toorally describe orexplainthedifferencesbetween a Richter scale 4.0 earthquake versus a 7.0 earthquakebytellingabouthowmuchtheearthshakes & howmuchdamageeachearthquakemight cause using 2-3 sentences. Application: «The 4.0 earthquakecouldknockproducts in thestores off theselves. The 7.0 earthquake can make a refrigeratorfallover. The 7:0 earthquake causes more shaking. When speaking students will be able to retell in a short description what is happening on the earthquake Richter scale.

23. Language SkillsReading & Writing Objectives • Link objectives to the Reading/Language Arts Standards • Include critical thinking skills as well as mechanical and decoding skills • Use action words: summarize, compare & contrast, explain cause & effect, distinguish fact & opinion, paraphrase, outline.

24. Reading Focus on process: Focus on learning outcomes: SWBAT read a passageabouttheworkthatmen and women do in a Pueblo village and namethreedifferencesbetweentheir roles in producing and preparingfood in complete sentences. Application: Womengathercorn, cookand makepotteryforcookingpots & dishes. Men plan thefarming, work in thefieldstogrowthecropsand gather fuel forcookingfires. Students will read a portion of the text about Pueblo village life and discuss as a group what that section was about.

25. Writing No productdescribed;content vague: Productspecified; criticalthinkingskilldefined SWBAT write an 8-10 sentence narrative of 1-2 paragraphs to compare & contrast the challenges & hardships of the life of the Pueblo Indians in the 18th & 19th centuries with the life of the Pueblo in modern times. • Students will write a narrative to demonstrate what they think life would be like for the Pueblo Indians.

26. Concept Learning • Describe • Define • Explain • Give examples • Apply • Justify • Compare and contrast • Contextualize • Generalize

27. Content Objective ELDBears Behavior not observable: Criticalthinking & contentclear: SWBAT classifyphysicalfeatures of bearsaccordingtofactors in theirenvironment & thefunction of eachfeaturethatenablesthebeartoadapt & survive in itsenvironment. Application: Environmentalconditions: coldweather; needtodigforor catch food. Physicalfeatures: thickfur, long & sharpclaws Students will learn how to identify different aspects of a bear and how that helps a bear adapt &survive in its environment.

28. Content Objectives SDAIEMagnitude of Earthquakes Criticalthinkingskillnotspecified: Indicatescriticalthinkingprocess & outcomes: SWBAT explain cause & effect of thedestructionfromearthquakesbygiving 3-5 reasonswhy more propertydamage & loss of lifeiscausedbyearthquakesratedhigheronthe Richter scale. Application:Studentswillreadnewspaperarticlesaboutdamagefromtwo California earthquakes: Northridge, 6.7 in 1994 & Alum Rock, 5.5. in 2007 & explaintheextent of damage. Nextstepwill be to compare & contrastthetwoearthquakes. Student will be able to describe the Richter Scale for ranking earthquakes & give Applications of two earthquakes with different ratings.

29. Key Vocabulary Objectives • State what technical terms, concept words or labels, and other words or expressions students need to discuss, read, or write about the topic of the lesson. • Are based on a determination of whether the vocabulary for the concept or the concept itself is unknown. • Must include “ordinary language” about the topic for ELL with lower levels of language proficiency.

30. Key Vocabulary ObjectivesExamples (Deforestation) • SWBAT list & define 10 vocabulary words that relate to products and uses of wood. • SWBAT fill in the missing vocabulary words in a cloze procedure paragraph that are associated with the products & uses of wood. • SWBAT label a diagram of the carbon dioxide/oxygen cycle for trees with key terms to describe the processes & products of the cycle.

31. Language Functions Objectives • Define how students will use language in the lesson or demonstrate knowledge of the content. • Must be made explicit for ELL since they may not have mastered the “meta-language” to talk about their thinking about the content. • Often contain a critical thinking or analytical skill (categorize, compare & contrast, etc.) • May refer to sentence frames, use of “signal words” or academic language students need to talk, read & write about a thought process or patterns among facts, concepts & information about the topic.

32. Language Functions ObjectivesExamples (Deforestation) • SWBAT compare and contrastthe CO2/oxygenproduction of a thinlypopulatedordepletedforest and a richlypopulatedhealthyforest. • SWBAT classify rain forestplants and animalsaccordingtotheforestlayertheyinhabit. • SWBAT write a persuasiveessaytoconvincethereaderthattheyshouldbecome active in effortstosavethe Amazon rain forest.

33. Lesson Task Objectives • Require analysis of the linguistic demands of a task in relationship to ELL students’ level of English language proficiency. Ex: Do students know the format for writing a report or does this require explicit teaching? • Require analysis of the text students’ will read. Ex: Does the text have features that support students’ reading comprehension such as definitions of key vocabulary, graphs & charts to display data, maps, etc.?

34. Lesson Task ObjectivesExamples (Deforestation) • SWBAT summarize the main points from an editorial about why we should save the Amazon rain forest and rate the degree of persuasiveness of each point on a four-point scale from unconvincing to very convincing. • SWBAT draw a flow chart showing the process of making paper and label each step with a complete descriptive sentence based on a written text description of the process.

35. Grammar or Language Structures • Describe spoken & written discourse patterns such as questioning patterns, verb tenses, paragraph writing, pronoun usage. • May define specific word study processes and outcomes, such as prefixes & suffixes for descriptive words or for making comparisons. • Require the use of language structures in context as well as explicit instruction in pre-teaching or analyzing authentic text. Avoid artificial or de-contextualized grammar & word study.

36. Grammar or Language StructuresExamples • SWBAT change the verbs in a two-paragraph passage from present tense to past tense using regular and irregular verbs. • SWBAT convert statements to questions using the correct form of the auxiliary verb «to do» in the present tense. • SWBAT use the comparative and superlative forms of adjectives and correct phrases to compare three people objects: Ex. tall, taller, tallest; short, shorter, shortest

37. Language Learning Strategies • Define self-monitoring & self-correcting strategies such as making & confirming predictions. • Support students in using strategies to locate information within a text: Ex. Students will find “embedded definitions” within a text. • Often involve translation or transformation of language or text into another form, such as outlining, paraphrasing, retelling in students’ own words, or representing information graphically. • Address skills students need to help them when they don’t understand or “get stuck” with unfamiliar language or content.

38. Language Learning StrategiesExamples (Deforestation) • SWBAT retell the story or complaint of one character from the book The Great Kapoc Tree in his/her own words. • SWBAT convert a narrative passage about a trip down the Amazon river into a short dialogue between three of the travelers. • SWBAT identify ten idiomatic expressions in a the book the Great Kapoc Tree or another familiar story or chapter of a novel about the rain forests and write the expression in «ordinary» language using correct grammar and terms.

39. References • Cooper, J.M. (Ed.) (1994).Classroom Teaching Skills, 5th Edition. Lexington, MA: D.C. Heath & Co. • Echevarría, J., Vogt, M. & Short, D.J. (2010). Making Content Comprehensible for English Learners: The SIOP Model. Boston, MA: Allyn & Bacon.