Dr. Julie Esparza Brown [email protected] PSU/Department of Special Education Supervisor Training...
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Transcript of Dr. Julie Esparza Brown [email protected] PSU/Department of Special Education Supervisor Training...
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Writing Language Objectives
Dr. Julie Esparza [email protected]/Department of Special Education Supervisor TrainingOctober 2, 2012
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Pair-Share
Discuss this question:What challenges are teacher candidates having when writing a language objective?
Jot down your ideas
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Objectives
Content Objectives are the:
Language Objectives are the:
Purpose: tell what students will know or do
Links to state standards
Purpose Tells how students will perform the task using which language forms/key vocabulary
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Some Basic Forms of Language
Subject-verb agreement The frog are amphibian. Igneous rocks comes from volcanoes.
Use of the “s” Possessive (apostrophes)
Plural Parts of speech
Nouns/verbs Adjectives/adverbs
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Tense Present, past, future
▪ Basic verbs – to be, to have, to like, to see▪ I/you/w/they/have, he/she/it has▪ I/you/he/she/we/they had▪ I/you/he/she/we/they will have
Punctuation Structure
▪ Topic sentences▪ Main points▪ Purpose (persuasive, descriptive…)
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Letter sounds, pronunciation Complete sentences
Hold students accountable for basic sentence structure
Word order Transition words Modals (should, would, could) Idioms
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Language Functions
DefineDescribeIdentifyLabelNameSpellCompareContrastExplain
SummarizeRephraseDiscussElaboratePredictComposeChooseDevelop
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What are the 5 essential parts of a language objective?
LBC2E (Sanford, 2011)a) Learner & Dateb) Behavior – clearly defined, observable
behavior (state the form or key vocabulary)c) Condition under which student will perform the
behaviord) Criterion – performance level required to
achieve mastery of the goale) Evaluation Schedule – frequency of
assessment
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Common Core State Standards
Reading Standards: Literature 3.RL Key Ideas and Details 3.RL.2 Recount stories, including
fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
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Steps to Language Goal
What is the linguistic demand? Recount stories
What is the language function (purpose)? Retell
What is the language form needed to perform the function? Past tense verbs
What key vocabulary will used? Taken from stories
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LBC2E
a) Learner & Dateb) Behavior – clearly defined, observable behavior (state the form or key vocabulary)c) Condition under which student will perform the behaviord) Criterion – performance level required to achieve mastery of the goale) Evaluation Schedule – frequency of assessment
Write an ideal and linguistically appropriate (for the students’ language proficiency level) response. Example: First, there was a girl named Red Riding Hood who had a sick grandmother. Next, she took food to her grandmother. Then, a bad wolf pretended to be the grandmother and wanted to eat Red Riding Hood. Finally, a woodsman saved her.
Next, right a language frame.
Language Frame: By (date) (learner) will (behavior/function) using (language form) as measured by ______ with
(criterion).
Example: By (date) (learner) will orally retell a culturally appropriate myth using first, next, then, finally and past tense verbs in four complete sentences as measured by teacher checklist.
NOTE: Be sure to consider students’ language proficiency levels when constructing language goals.
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Common Core State Standards
Reading Standards: Literature 3.RL Key Ideas and Details 3.RL.3 Describe characters in a story
(e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
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Steps to Language Goal
What is the linguistic demand? describe characters explain their actions
What is the language function (purpose) describe explain
What is the language form needed to perform the function? nouns, pronouns, adjectives verb forms, indicative verb, declarative sentences, complex
sentences, adverbs of manner What key vocabulary will used?
Taken from stories
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LBC2E
a) Learner & Date
b) Behavior – clearly defined, observable behavior (state the form or key vocabulary)
c) Condition under which student will perform the behavior
d) Criterion – performance level required to achieve mastery of the goal
e) Evaluation Schedule – frequency of assessment
Write an ideal and linguistically appropriate (for the students’ language proficiency level) response. Example: Cinderella was a happy girl. The stepmother was mean. The stepsisters were selfish.
Then, write a language frame.
Language Frame:
By (date) (learner) will (behavior/function) using (language form) with (criterion) as measured by ______.
Example: By (date) (learner) will describe two characters from a story using adjectives to describe either a positive or negative trait in complete sentences as measured by teacher checklist.
NOTE: Be sure to consider students’ language proficiency levels when constructing language goals.
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Resources
Susana Dutro ELD Matrix of Grammatical Forms (2007)
To order: elachieve.org SDAIE Flipbooks http://mas.lacoe.edu