Welcome back buffs!

1. Welcome back buffs!

2. Norms • Please turn cell phones to silent and keep texting to a minimum • Please keep table conversations relevant, brief and quiet to as not distract anyone else during the presentation • Take care of personal needs when needed • Ask questions freely!

3. Meet and greet • You are probably sitting with people you already know, BUT take the next 2 minutes: • Meet someone new OR • Discuss summer events **Make sure every one at the table knows your name, grade and subject**

4. I’m going to ask… • That you come to the table with a fresh perspective • That you come to the table with an open mind • That you try to listen without preconceived notions

5. Objectives • This morning, we will discuss the purpose of content and language objectives • We will discuss the purpose of word walls and give examples of how to use them • We will look at some vocabulary strategies • We will apply these strategies to our content area

6. How do language and content objectives differ? • Content objectives tell what the students will learn and frequently link with the content standard. • Language objectives tell how the students will learn and what language functions they will use to actively learn

7. Similarities and Differences

8. Content objective • Tells WHAT the student will learn • Is linked to the standard

9. CO ExampleS Students will understand how setting contributes to plot development Students will differentiate between an element, mixture and compound. Students will use the use order of operations to solve an algebraic equation. Students will identify causes of the American Revolution.

10. Language objective • Tells HOW the students will show they know the content • Incorporates ELPS • Reading • Writing • Listening • Speaking

11. Language Objectives • Why bother? • Work with elbow partner and then table to answer • What are Haltom High School’s expectations? • How often do these need to change? • How do I come up with them?

12. Listening • Recognize correct pronunciation… • Recognize sounds used in the words… • Identify words and phrases heard in a discussion about… • Check for understanding by …/Seek help by … • Use ___ (media source) to learn/review … • Describe general meaning, main point, and details heard in … • Identify implicit ideas and information heard in … • Demonstrate listening comprehension by …

13. Speaking • Pronounce the words __ correctly. • Use new vocabulary about __ in stories, pictures, descriptions, and/or classroom communication… • Speak using a variety of types of sentence stems about… • Speak using the words __ about… • Share in cooperative groups about… • Ask and give information using the words… • Express opinions, ideas and feelings about ___ using the words/phrases… • Narrate, describe and explain… • Use formal/information English to say… • Respond orally to information from a variety of media sources about…

14. Reading • Identify relationships between sounds and letters by… • Recognize directionality of English test. • Recognize the words/phrases… • Use prereading supports such as __ to understand… • Read materials about __ with support of simplified text/visuals/word banks as needed. • Use visual and contextual supports to read… • Show comprehension of English text about… • Demonstrate comprehension of text read silently by… • Show comprehension of text about __ though basic reading skills such as… • Show comprehension of text/graphic sources about __ through inferential skills such as… • Show comprehension of text about ___ through analytical skills such as…

15. Listening • Recognize correct pronunciation… • Recognize sounds used in the words… • Identify words and phrases heard in a discussion about… • Check for understanding by …/Seek help by … • Use ___ (media source) to learn/review … • Describe general meaning, main point, and details heard in … • Identify implicit ideas and information heard in … • Demonstrate listening comprehension by …

16. Examples of language objectives • Students will read chapter 8 of “TKAM” and then, with a partner, discuss the setting. Students will show how setting contributes to plot development by creating a concept map.

17. Examples • Students will create a Frayer model for the terms element, mixture and compound, and then will complete a word sort to correctly identify substances as an element, mixture or compound • Students will each be given a part of an equation. They will then have to discuss with their group in order to put each part in the correct order. Each group will then explain their equation with the class

18. Examples • Students will work with a partner to create a time line to show the key events leading up to the American Revolution.

19. Choose a standard in your class • Write a content objective for that standard (it does NOT have to include the entire standard!!) • Discuss with a partner • Write a language objective for that content objective • Are you requiring the student to read, write, listen or speak?? • Discuss with a partner

20. By request….

21. Word walls • Purpose • Make vocabulary visible to student • Build academic and content vocabulary • Serve a as a reminder to use and reiterate vocabulary • Serve as a visual cue to students • THEY ARE POINTLESS IF YOU DO NOT REFER BACK TO THEM

22. Examples

23. Examples

24. Examples

25. Examples

26. Examples

27. Strategies • Move the word you are using to the front of the room and POINT to it • Use the word wall as your word bank…REQUIRE the students to spell the words correctly • Jeopardy • Warm Ups • “Read the Teacher’s Mind” **In other words…EVERY time you use one of your words on your word wall, refer back to it. It will help the student make a connection.**

28. Vocabulary strategies • Word walls • 4 square vocabulary (Frayer Model) • I have, Who has? • Foldables • Word sorts

29. If you want more… • Strategies • Vocab games • CO/LO suggestions • Anything else I can help with… EMAIL ME!! Jennifer.young@birdvilleschools.net