Content Language Objectives (CLOs)
Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of the Common Core State Standards (CCSS)
Professional Learning Norms Entering the learning situation with an open mind
English Language Development (ELD) Standards (also known as WIDA ) ELD Standards 1-English language learners communicate for Social and Instructional purposes within the school setting 2-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts 3-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics 4-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science 5-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies Abbreviation Social and Instructional language The language of Language Arts The language of Mathematics The language of Science The language of Social Studies
SAMPLE Planning for Common Core Standards for Writing #5 and ELD Standard 2 Content (what students will learn) Domain (that is targeted) Supports (differentiated by language proficiency levels) Function (what students are doing with the language)
Because teachers are responsible for teaching language in addition to content, how do they decide what academic language to teach?
Sentence frames, stems or cues.. Conventions (Grammar, Usage, Mechanics) Forms (what the language looks like) Academic vocabulary or language
Components of Content Language Objective 1. Content What standards-based content and skills will students learn? 2. Targeted Domain What domain (speaking, listening, reading, writing) will be specifically targeted in this lesson? 3. Language Function How will students use language in the lesson? 4. Language Form What grammatical structures of the language, syntax, and academic vocabulary will be used? 5. Differentiated Supports a) What supports will my levels 1-2 students need to understand the content? b) What supports will my levels 3-4 students need to understand the content? c) What supports will my level 5-6 students need to understand the content?
Content Language Objective Structure A language function articulated to a language domain, a language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6
5 High Yield Functions 1) Describe, Explain, Classify 2) Compare and Contrast 3) Sequence 4) Cause & Effect 5) Defend/Propose/Justify
Functions and Forms Functions Possible Forms 1) Describe, Explain, Classify is, includes, could be, illustrates 2) Compare and Contrast but, however, as opposed to, just like 3) Sequence first, second, prior to, soon thereafter 4) Cause & Effect when then, resulted in, due to 5) Defend/Propose/Justify believe, claim, as stated by, because
Form How the Language Will Look It could include the language of the function for example, compare and contrast. When we use the language of compare and contrast, we use words such as has, both have, on the other hand, in contrast to, similar, etc. Or it could include parts of speech needed to describe students understanding of the content, such as prepositional phrases of the canopy, at the bottom, during the removal, etc. Or it could include the academic vocabulary of the content for example, science vocabulary such as adaptive, abiotic, biosphere, conductivity, etc.
Sample Language Supports: The Magic Three Sensory Supports Visual Supports Group Supports Manipulatives Graphic organizers In pairs or partners Pictures & Maps In triads or small groups photographs Tables In a whole group Illustrations, diagrams & Graphs Charts Using cooperative group structures drawings Magazines & Timelines Diagrams With the Internet (Websites) or software programs newspapers Number lines In the native language (L1) Physical activities With mentors Videos & films Broadcasts Models & figures Real-life object (realia) Heterogeneous or homogenous groups by proficiency in academics or language
Sensory Supports
Visual Supports
Group Supports
Middle School Sample Students will orally explain, using sequential words (first, second, ), how to solve a system of linear equations by graphing after working with their partners and with a) labeled cards b) discussion cards (no common solutions, one common solution, etc.) c) multiple pairs of linear equations
High School Sample Students will explain in writing why a slave would not feel a part of the Fourth of July celebration using varied transitions and syntax (because, yet, due to, even though, there is little evidence, etc.) after completing a tree map and with a. labeled pictures clarifying language and concepts from reading b. student exemplars (teacher created for the first year if necessary) c. published essays with varied transitions and syntax highlighted
Elementary Sample Students will compare and contrast in writing, the physical adaptations of whales and sharks using conjunctions (like, but, while, whereas) after completing a Venn diagram and with a) labeled pictures b) scientific diagrams c) nonfiction resources
Your Content Language Objective Work on putting your CLO together. Use the color-coding and cue words to help you as necessary. Explain the CLO to a partner, paying attention to the components
Table Talk How does planning for content and the language of the content make rigor accessible? How does planning for supports make rigor accessible?
Connection to Teacher Effectiveness Framework
Where to Find the Sample Planning for CCSS and ELD Standards (Amplified Strands) http://www.wida.us/downloadlibrary.aspx