Creating Objectives for Designated & Integrated ELD

Creating Objectives for Designated & Integrated ELD

Objectives

• Review EL Data• Create ELD Objectives and Language Objectives using

the ELD Standards

Essential Question

What do quality constructive conversations look like and

sound like?

LD Northeast – Current 4th Grade ELs

Functions and Forms3-2-1

1. Silently read What are

Language Objectives?

2. Write 3 key points, 2 things learned, and 1 question you have about the reading

3. Share your learning with an elbow partner

FunctionConsider the skills needed to demonstrate understanding when speaking and writing.

ContentConsider the essential learning students need to master from ELD Standards Part II.

Form/Specific Language

Consider the form of language you want students to use.

Type of Activity

Consider how students will produce language orally and in writing. We may

find this in ELD Standards Part I.

Four Components of ELD & Language Objectives

ELD & Language Objectives

Students will be able to (function) (Content) using (form/specific

language) in a (type of activity).

During ELD instruction (Designated ELD), we use the ELD standard

to make an ELD Objective.

ELD Objectives

ELD Standard ELD Objective

ELD

Standards

ELD

Objective

Developing ELD Objectives

Students will be able to (function) (ELD content) using (form/specific language) in a (type of engagement activity).

Part II: Learning How English Works

Part I: Interacting in Meaningful Ways

Part II: Learning About How English Works

Grade 9, Expanding, Part II: B. Expanding & Enriching Ideas

3. Using verbs and verb phrases • Use a variety of verbs in different tenses (e.g., past,

present, future) and aspects (e.g., simple, progressive, perfect) appropriate for the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.

Structure/What?

Purpose/Why?

When analyzing a standard from Part II, ask

yourself, “What is the grammatical structure and why

do we use this structure?”


Developing ELD Objectives

Students will be able to (function) (ELD content) using (form/specific

language) in a (type of engagement activity).


Grade 9 Example

Students will be able to use verbs in different tenses to create texts that summarize thoughts and ideas in writing.

Part II: Learning How English Works

Analyze ELD Objectives

1. READ sample ELD objectives

2. Work with a partner to IDENTIFY the

following: Function (Circle)

ELD Content (Underline)

Form/Specific Language (Box)

Type of Activity (Squiggly Line)

3. At the signal, join another pair to COMPARE

your responses

4. Be prepared to SHARE whole group

Application

Four Square Handout

• Look for the four components of an

ELD objective.

• Determine if any components are

missing.

Be prepared to share.

Model

1. Students will be able to explain how ideas are linked by using

time order phrases (such as after along time, soon after,

meanwhile) in the text for cohesion during a small group

discussion and a graphic organizer (flow map).

2. Students will be able to analyze how noun phrases enrich the

meaning of sentences using complex sentences during a small

group discussion of a mentor text and building on each other’s

ideas to list the noun phrases of the mentor text.

3. Students will be able to summarize how events are linked in a

text using phrases (e.g., at the end, next) to comprehend texts

in a quick write.

4. Students will be able to draw conclusions on the organizational

structure of narrative texts to support a written argument and

share their writing orally with a partner.

During content area instruction (Integrated ELD), we use the

content area standard to make a Content Objective. From the

Content Objective, we formulate a Language Objective aligned to

the ELD Standards.

Language Objectives

Content Objective & ELD Standard Language Objective

FunctionConsider the skills needed to demonstrate understanding when speaking and writing.

ContentConsider the essential learning students need to master from ELD Standards Part II.

Form/Specific Language

Consider the form of language you want students to use.

Type of Activity

Consider how students will produce language orally and in writing. We may

find this in ELD Standards Part I.

Four Components of ELD & Language Objectives

ELD & Language Objectives

Students will be able to (function) (Content) using (form/specific

language) in a (type of activity).

How might we make Language Objectives that:

• can be used in various disciplines?

• connect to our CCSS Standards?

Language Objectives in Content Areas

One function of language is to Compare and Contrast.

• This function (Compare and Contrast) could be used to create a common Language Objective.

• A Double Bubble Map could be used to support language development.

CCSS.Math.Content.HSF.LE.A.1: Construct and compare linear, quadratic, and exponential models and solve problems. Distinguish between situations that can be modeled with linear functions and with exponential functions.

History RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

Science: RST.9-10.9: Compare and contrast finds presented in a text to those from other sources (including their own experiments), noting when the finds support or contradict previous explanations or accounts.

CCSS.ELA-Literacy.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

Art. Impact of Media Choice 1.6: Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.

To Make a Language ObjectiveStep 1: Use the Content Standard to make a Content Objective

Step 2: Find ELD Standard(s) aligned to that content.• Must have Part I with every

language objective. • Part II will be part of many

language objectives.

Content Objective: Analyze a key scene from two different texts, Romeo and Juliet and Westside Story, to highlight what is emphasized or absent in each scene.

CCSS.ELA-Literacy.RL.9-10.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Language Objective

ELA Language Objective

Students will compare and contrast a key scene from Romeo and

Juliet with Westside Story to highlight what is emphasize, using

conjunctions (and, but, or, yet, for, nor, so) during a small group

discussion and using a graphic organizer (double bubble map.

Students will compare and contrast a key scene from Romeo and

Juliet with Westside Story to highlight what is emphasized, using

conjunctions (and, but, or, yet, for, nor, so) during a small group

discussion using a graphic organizer (Double Bubble Map).

Students will be able to (function) (Content) using (form/

specific language) in a (type of activity).

Content Objective

Analyze a key scene from two different texts, Romeo and Juliet and

Westside Story, to highlight what is emphasized in each scene.

Language Objective

Math Language Objective

Students will compare and contrast Linear and Quadratic Equations using

conjunctions (and, but, or, yet, for, nor, so) during a small group discussion

using a graphic organizer (Double Bubble Map).



Students will compare and contrast Linear and Quadratic Equations using



Language Objective

Science Language Objective

Students will compare and contrast Vesicles and Vacuoles using





Students will compare and contrast Vesicles and Vacuoles using



Language Objective

Social Studies Language Objective

Students will compare and contrast State and Federal Government using


and using a graphic organizer (Double Bubble Map).



Students will compare and contrast State and Federal Government using


and using a graphic organizer (Double Bubble Map).

Language Objective

Art Language Objective

Students will compare and contrast Michelangelo Buonarroti and

Leonardo using conjunctions (and, but, or, yet, for, nor, so) during a small

group discussion and using a graphic organizer (Double Bubble Map).



Students will compare and contrast Michelangelo Buonarroti and Leonardo

using conjunctions (and, but, or, yet, for, nor, so) during a small group

discussion and using a graphic organizer (Double Bubble Map).

Thank You!

Documents

Creating Objectives for Designated & Integrated ELD