Big Topic Examples, Facts, Details Getting to Know You In a leisurely fashion, mingle with your...

Big Topic Main Point Examples, Facts, Details

Getting to Know YouIn a leisurely fashion, mingle with

your classmates while following the instructions on the activity card.


Today’s Goals / ObjectivesContent Objectives• Know 6 features of SIOP component, Lesson

Preparation.• Select ELD standards that can be used as

language objectives in your classroom.Language Objective:• Read about the features of SIOP component 1,

Lesson Preparation; summarize details in writing, and teach concepts to classmates.


Sheltered InstructionWhy do we call it "sheltered” instruction?

• …such instruction provides refuge from the linguistic demands of mainstream instruction which without modifications is often beyond the comprehension of EL's (45).


1. Lesson Preparation

2. Building Background

3. Comprehensible Input

4. Strategies

5. Interaction

6. Practice & Application

7. Lesson Delivery

8. Assessment & Feedback

Sheltered Instruction


Lesson Preparation

Adaptation of Content

Language Objectives

Appropriate Content

Concepts

Supplementary Materials

Content Objectives

Meaningful Activities

Component 1: Lesson Preparation


Lesson PreparationContent

Objectives

Language Objectives

Appropriate Content

Concepts

Supplementary Materials

Adaptation of Content

Meaningful Activities


Interaction / Cooperative Learning

• Read / highlight pages assigned to your group from the SIOP text (see below).

Content Objectives: 24-25 Supplementary Materials: 33-34

Language Objectives: 25-27 Adaptation of Content: 34-38Appropriate Content Concepts: 31-32 Meaningful Activities: 38-39

• On your poster, list examples, facts, and details gleaned from your group’s reading. Please be thorough and as well-organized as possible.


Interaction / Cooperative LearningStay and Stray

• In your group, number off from 1-5. • Person ___ stays with the team’s poster and

explains it to a different group of classmates.• After three minutes, a new person will be

selected to teach the next team.• Continue until each person has learned about

each feature of Lesson Preparation.• Person ___ from each group, please bring your

poster to the front.


WHERE DO WE LOCATE CONTENT OBJECTIVES? (The WHAT of Teaching)

From district / State / CORE content standards


WHERE DO WE LOCATE LANGUAGE OBJECTIVES? (The HOW of Teaching)

From ELD standards


• I know where to find objectives in the curriculum guides and textbooks

• Students can tell others what they are learning and why.

• Students know where to find objectives in my classroom.

• Students read Content Objectives & Language Objectives before and after each lesson

• I have posted the agenda and assignments on the board

Teac

her

Stu

dent

Effective Use of Objectives


Examples


Science Objectives

Content Objective (What we are learning)• Know the characteristics of the 6 terrestrial biomes

Language Objectives (How we are we learning)• Summarize notes on chart paper• Read Chapter 6• Discuss and write biome characteristics using a Stay

and Stray


Content Objective (What we are learning)

• Define emotional, social and physical health

Language Objectives (How we are learning)• Look at pictures

• Say and Write a sentence about each picture

• Orally defend the 3 categories you created

Newcomer Health Objectives


Math Objectives

Content Objective (What we are learning)• Use variables (the unknown) in algebraic expressions

Language Objectives (How we are learning)• Read word sentences• Rewrite words into algebraic expressions• Collaborate in small groups


Reading ObjectivesContent Objective (What we are learning)• Identify and analyze story elements as story

develops

Language Objectives (How we are learning)• Read Chapter 8• Write/draw definitions of vocabulary words• Discuss developing story elements in 4 corners• Analyze connections/observations whole group and

in journal


Social Studies Objective

Content Objective(What we are learning)

– Debate the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict.

Language Objectives(How we are learning)

– Discuss the causes of the Civil War with your group.

– List the causes of the Civil War by order of importance.

Social Studies Performance Objective U.S. History 9 1305.19.03 / ELD 2.1.2


Science Objectives

Content Objective(What we are learning)

– Identify the six simple machines and how each works (wedge, screw, inclined plane, pulley, lever, wheel & axle).

Language Objectives(How we are learning)

– Examine pictures of simple machines and listen to descriptions

– Read and discuss the main function of a simple machine

Grade 3 Performance Objective 4.01 - There are six simple

machines.


Creating Language Objectives

ELD Standards:

– correlated to State Language Arts standards;

– include Reading, Writing, Speaking, and Listening;

– are divided into K-2, 3-5, 6-8, and 9-12; and

– are grouped by language acquisition levels.


ELD Standard 3: ReadingELD Goal 3.1: Reading

ProcessGrade K Grade 1 Grade 2

ELD 3.1.1

Use Text Features to Locate Information

K.LA.1.1.1 Hold a book right side up and turn pages in the correct direction.

K.LA.1.2.2Name the parts of a book, including front cover, back cover, and title.

1.LA.1.1.1 Match oral words to printed words (e.g., pointing to print as one reads).

1.LA.1.2.2 Locate and identify the title, author, and illustrator and table of contents of a book or reading selection.

2.LA.1.2.2 Identify titles, tables of contents, and chapter headings to locate information.

B Identify cover and title of a book; hold book right side up and turn pages in the correct direction.

AB Identify words, sentences, and parts of a book (e.g., cover, title).

I Use the title and illustrations to aid comprehension of information in a book or reading selection.

EF/F Use grade-level text features to locate information in a book or reading selection. [N/A for K]


ELD Standard 3: ReadingELD Goal 3.1: Reading Process Grade 6 Grade 7 Grade 8

ELD 3.1.1 Use Text Features to Understand Information 6.LA.1.2.1Apply the structural features of popular media.

6.LA.1.2.2Apply text features (e.g., directions, legend, index, and glossary, sequence, bold face print, headings) to explain text.

7.LA.1.2.1Apply knowledge of organizational structures to understand information in text.

7.LA.1.2.2Apply specific features of text to understand a selection including preface and appendix.

8.LA.1.2.1Analyze the organizational structure of printed material and electronic sources to access information.

8.LA.1.2.2Analyze specific features of text, including the preface and appendix, to understand a selection.

B Identify a few basic text features (e.g., title, author, headings, illustrations) in informational text.

AB Use a few basic text features in informational texts to locate a few key points.

I Use text features and basic organizational structures in informational text at independent reading level to locate and describe key points.

EF Use text features and organizational structures in informational text near grade level to locate and describe key points.

F Analyze text features and organizational structures in informational text at grade level to locate and explain key points.


ELD 3.2.2 Describe Main Idea in Text 9.LA.2.2.1 Identify the thesis, evidence, and argument in informational texts (e.g., newspaper editorials and campaign speeches).

9.LA.2.3.5Compare and contrast themes across works of prose, poetry, and drama.

10.LA.2.2.1 Critique the logic of informational texts by examining the sequence of information and procedures.

10.LA.2.3.4Compare works that express a universal theme and provide evidence to support the views expressed in each work.

11.LA.2.2.1 Analyze the relationships among theses and arguments in informational texts (e.g., newspaper editorials, promotional literature).

11.LA.2.3.3Analyze the ways in which the theme represents a view or comment on life, using textual evidence to support the claim.

12.LA.2.2.1 Analyze the relationships among theses and arguments to evaluate claims made in informational texts (e.g., policy statements, campaign speeches).

12.LA.2.3.3Evaluate the ways in which the theme represents a view or comment on life, using textual evidence to support the claim.

B Identify orally the main idea in brief, simple text with visuals.

AB Identify the main idea and some supporting details in brief text with visuals using expanded sentences.

I Identify a theme or thesis and supporting evidence in text at independent reading level.

EF Critique a universal theme or a thesis in near grade-level texts and provide supporting evidence from each work.

F Analyze a universal theme or a thesis and arguments in grade-level texts.


Activity:

With a partner, find and highlight ELD standards that could be added to your content objectives.

Share your ideas with your table.


Annotate “Writing Content and Language Objectives” pp. 27-31.

Each E-log should clearly reflect the last class session. Points may be earned for the following:

• Details about *Case Study Student – BLUE font (2 pts).

• Successes / Aha Moments – GREEN font (2 pts).

• Analysis of individual student “data” for use in instruction– PINK font (2 pts).

• Use of Differentiation Strategies – ORANGE font (2 pts).

• Use of Cooperative Learning / Interaction – PURPLE font (2 pts).

• Academic Vocabulary Instruction – BROWN font (2 pts).

• Strategic Efforts to build community among your students – NAVY font (2 pts).

• Obstacles/Questions for Instructor – RED font (0 pts).

Big Topic Examples, Facts, Details Getting to Know You In a leisurely fashion, mingle with your...

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