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  • Writing Language Objectives

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    Matthew Garrett
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    Acquiring a second language is a process; language objectives should go from simple to more complex requirements. Language objectives can occur over several lessons; you don't have to create new ones each day. Don't forget to use Marzano's Building Academic Vocabulary strategies for ELLs.

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    Acquiring a second language is a process; language objectives should go from simple to more complex requirements. Language objectives can occur over several lessons; you don't have to create new ones each day. Don't forget to use Marzano's Building Academic Vocabulary strategies for ELLs.

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    28 views3 pages

    Writing Language Objectives

    Uploaded by

    Matthew Garrett
    Acquiring a second language is a process; language objectives should go from simple to more complex requirements. Language objectives can occur over several lessons; you don't have to create new ones each day. Don't forget to use Marzano's Building Academic Vocabulary strategies for ELLs.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
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    WritingLanguageObjectivesforEnglishAcquisition

    Thinkabouthowlanguagewillbeusedinthelesson:inspeech,inclassdiscussion,in thereadingassignments,inthelessonactivities. Keepinmindthatacquiringasecondlanguageisaprocess.Languageobjectives shouldgofromsimpletomorecomplexrequirements: o Recognizesimilesintext Discussthefunctionsofsimiles Writethreesimiles o Writeaparagraphthatdescribesasettingusingsimiles Languageobjectivescanoccuroverseverallessons.Youdonthavetocreatenewones eachday.Itdependsonyouractivities. Theimportantthingtorememberis..Howwillyougetthemtopracticereading, writing,speaking,andlisteningwhilelearningthecontentofthelesson? DontforgettouseMarzanosBuildingAcademicVocabularystrategiesforELLsto helpthemacquireacademicvocabulary(SeetheGISDBE/ESLProgramGuide,Pages 9597),

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    WritingLanguageObjectivesforEnglishAcquisition

    SAMPLELANGUAGEOBJECTIVESTARTERS
    Language AcquisitionSkill Reading/Speaking Speaking/Writing Writing Speaking Speaking Speakingand/orWriting Reading/Speaking Reading/Speaking Speakingand/orWriting Writing ObjectiveStarter TLWaskquestionsandpredictkeyconceptspriortoreading.(relate tocontent) TLWselectanddefine23keyconceptsrelatedto.(content) TLWwritesummarysentencesabout(relatetocontent) TLWorallydefendapositionon(relatetocontent) TLWdiscussthedifferencebetween(relatetocontent) TLWdistinguish____from____.(relatetocontent) TLWreadanddiscuss______about___________withgroupmembers. TLWaskquestionsaboutconceptsandfactsthatareconfusing. TLWcompare_____to____usingthewordbecause: Ithinkthatthe_____because_____. TLWwrite(ordraw)adefinition(orrelatedmeaning)foreachnew vocabularywordselectedfromtext.

    Reading,Listening, TLWmakeconnectionsbetweenpreviouslylearnedvocabularyand Speaking,and/orWriting vocabularyfoundinanewlessonandtext. Reading Reading TLWreadacontextualizedsentencethatincludesavocabularyword. TLWreadadefinitionforavocabularyword. TLWspeakinthefuturetensetopredictwhattheirnextlessonorunit ofstudywillbeusingsentenceframes: Ithinkwewilllearnabout Ithinkwearegoingtostudy Ithinkthisbookwillbeabout.

    Speaking

    TLWusethelanguageof>and<toidentifythesymbolusedtoshow therelationshipbetweentwonumbers. Reading/Speaking/Writing ______isgreaterthan______. ______islessthan______ Reading/Speaking


    TLWorallyparaphrasethreekeyconceptsafterreadingselectedtext withapartner.

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    WritingLanguageObjectivesforEnglishAcquisition

    Language AcquisitionSkill

    ObjectiveStarter

    TLWusesentenceframestorespectfullyagreeordisagreewithother classmembersperspectivesabout_________: Reading/Writing/Speaking Idisagreewith_____because______. Iagreewith______because______. Speaking Speaking/Writing Speaking Speaking/Writing TLWorallyexplaintoapartnerwhyheorshethinks______. TLWusethelanguageofplacevalue,includingmillion,thousand, hundred. TLWusegestures,words,phrases,andsentencestoanswerteacher generatedquestions. TLWdisplaytheirknowledgeof_____byusingcompletesentences whenansweringaquestion. TLWanswerquestionsonincreasinglysophisticatedlevelsofcognition usingthefollowingprompts: Knowledge:Thedefinitionof(topic)is_______. Comprehension:(Topic)canbeexplainedas_______. Application:Anexampleof(topic)is_____. Analysis:(Topic)canbecomparedto______. Synthesis:IfIcreateanew(oftopic),Iwillinclude____init. Evaluation:Wecanconcludethat(topic)______. TLWuselanguagetoclarifywhatisbeingtaughttothem,whatthey understand,andwhattheydontunderstand,astheymovefromgroup togroup,usingthefollowingsentenceframes: Iunderstandthatthisisabout_____. Idontunderstand_____. Ihaveaquestionabout______. Canyouexplain_____tomeagain? TLWcreatesongsbasedonthecontentconceptsrelatedto(atopic). TLWbeabletodiscussquestionsandresponsesrelatedto(thetopic)in agroup. TLWorallyexplaintheirresponsesandhowtheydecidedonthemafter theyaregivensufficientthinktime. TLWusesequencewords(e.g.,inthebeginning,then,next,before,after, finally,etc.)tosummarizewhattheyhaveseeninavideoon(atopic).

    Speaking/Writing

    Speaking/Writing

    Speaking/Writing Speaking Speaking Reading/Speaking

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