WELCOME BACK BUFFS!

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!

MEET AND GREET You are probably sitting with people you

already know, BUT take the next 2 minutes:Meet someone new ORDiscuss summer events

**Make sure every one at the table knows your name, grade and subject**

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

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

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

SIMILARITIES AND DIFFERENCES

CONTENT OBJECTIVE Tells WHAT the student will learn

Is linked to the standard

CO EXAMPLESStudents 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.

LANGUAGE OBJECTIVE Tells HOW the students will show they

know the content Incorporates ELPS

ReadingWritingListening Speaking

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?

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 …

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…

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…

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 …

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.

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

EXAMPLES Students will work with a partner to

create a time line to show the key events leading up to the American Revolution.

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 objectiveAre you requiring the student to read, write,

listen or speak??Discuss with a partner

BY REQUEST….

WORD WALLS Purpose

Make vocabulary visible to studentBuild academic and content vocabularyServe a as a reminder to use and reiterate

vocabularyServe as a visual cue to students

THEY ARE POINTLESS IF YOU DO NOT REFER BACK TO THEM

EXAMPLES

EXAMPLES

EXAMPLES

EXAMPLES

EXAMPLES

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.**

VOCABULARY STRATEGIES Word walls 4 square vocabulary (Frayer Model) I have, Who has? Foldables Word sorts

IF YOU WANT MORE… Strategies Vocab games CO/LO suggestions Anything else I can help with…

EMAIL ME!!

Jennifer.young@birdvilleschools.net