Do you want to know how to write language objectives? Download the Language Objective Guide to use the graphic organizer with this process. This guide will walk you through how to write language objectives step-by-step. You may be thinking what is a language objective? You might not be sure about content objectives. Teacher talk can get a little overwhelming. I know when I first started I had no idea what all these words mean. Here is a list of commonly used words with their definitions. A content objective tells the student what they will be learning during the lesson. For example, I can analyze the connections and distinctions between individuals, ideas, or events in a text. A language objective tells how the students will learn and/or demonstrate their learning through the four domains of language. The four domains of language are reading, listening, speaking, and writing. Here is an example of a language objective: I can write the connections between events in a text. If you were anything like me, I was confused on how to write language objectives. Here is a step by step process of how to write a language objective. Remember to ask yourself “How will the students show me through reading, listening, speaking, and writing that they understand the content objective?” Below is a video that I made that explains in detail how to write a language objective. Identify the content objective. What do you want the students to learn from the lesson? Think about where your students are in their language learning process. Even in mainstream classrooms where are you students in regards to the four domains of language. Identify the domain that you are asking students to do in the lesson. For example, there is a lesson where the students will be presenting to the class. The domain you are asking them to demonstrate their understanding would be speaking. Now that you have gathered the information above here is how you write the language objective: Sample Language Objective (Writing): I can summarize “Little Red Riding Hood” using sentence frames with a partner. Download the Language Objective Guide to use the graphic organizer with this process. Looking at the chart identify the language domain you will be using in class (Listening, Reading, Speaking, and/or Writing) Find the action verb that you will be using. The action verbs vary based on Bloom’s Taxonomy. Use the chart in this document to help you in deciding on the action verb. What is the topic of the lesson? Include any scaffolds/supports you will have for the students. A scaffold is teacher added supports for the students so they can master the objective of the lesson. Take a sneak peak into the Language Objective Guide below!

RETELL course. Pass the ESL MTELS by reading this page. Learn about reading, writing, and vocabulary strategies for ELLs and ALL learners!

Learn how to easily understand what language objectives and how to create them in order to support the English learners in your classroom...

Just as travelers need a map or a GPS to help them find their way to their destination, likewise students also need to be explicitly told what the final objective of the lesson is, and how the teacher would like to see the students achieve it. Research has shown that objectives help both teacher and […]

Do you want to know how to write language objectives? Download the Language Objective Guide to use the graphic organizer with this process. This guide will walk you through how to write language objectives step-by-step. You may be thinking what is a language objective? You might not be sure about content objectives. Teacher talk can get a little overwhelming. I know when I first started I had no idea what all these words mean. Here is a list of commonly used words with their definitions. A content objective tells the student what they will be learning during the lesson. For example, I can analyze the connections and distinctions between individuals, ideas, or events in a text. A language objective tells how the students will learn and/or demonstrate their learning through the four domains of language. The four domains of language are reading, listening, speaking, and writing. Here is an example of a language objective: I can write the connections between events in a text. If you were anything like me, I was confused on how to write language objectives. Here is a step by step process of how to write a language objective. Remember to ask yourself “How will the students show me through reading, listening, speaking, and writing that they understand the content objective?” Below is a video that I made that explains in detail how to write a language objective. Identify the content objective. What do you want the students to learn from the lesson? Think about where your students are in their language learning process. Even in mainstream classrooms where are you students in regards to the four domains of language. Identify the domain that you are asking students to do in the lesson. For example, there is a lesson where the students will be presenting to the class. The domain you are asking them to demonstrate their understanding would be speaking. Now that you have gathered the information above here is how you write the language objective: Sample Language Objective (Writing): I can summarize “Little Red Riding Hood” using sentence frames with a partner. Download the Language Objective Guide to use the graphic organizer with this process. Looking at the chart identify the language domain you will be using in class (Listening, Reading, Speaking, and/or Writing) Find the action verb that you will be using. The action verbs vary based on Bloom’s Taxonomy. Use the chart in this document to help you in deciding on the action verb. What is the topic of the lesson? Include any scaffolds/supports you will have for the students. A scaffold is teacher added supports for the students so they can master the objective of the lesson. Take a sneak peak into the Language Objective Guide below!

Do your students know what they are supposed to be learning?

How to write content and language objectives and why it's important for teachers of English Learners to do that

Writing language objectives can be hard! Teachers are generally comfortable writing content objectives because those are based on content standards that teachers are familiar with and are sometimes…

Do you want to know how to write language objectives? Download the Language Objective Guide to use the graphic organizer with this process. This guide will walk you through how to write language objectives step-by-step. You may be thinking what is a language objective? You might not be sure about content objectives. Teacher talk can get a little overwhelming. I know when I first started I had no idea what all these words mean. Here is a list of commonly used words with their definitions. A content objective tells the student what they will be learning during the lesson. For example, I can analyze the connections and distinctions between individuals, ideas, or events in a text. A language objective tells how the students will learn and/or demonstrate their learning through the four domains of language. The four domains of language are reading, listening, speaking, and writing. Here is an example of a language objective: I can write the connections between events in a text. If you were anything like me, I was confused on how to write language objectives. Here is a step by step process of how to write a language objective. Remember to ask yourself “How will the students show me through reading, listening, speaking, and writing that they understand the content objective?” Below is a video that I made that explains in detail how to write a language objective. Identify the content objective. What do you want the students to learn from the lesson? Think about where your students are in their language learning process. Even in mainstream classrooms where are you students in regards to the four domains of language. Identify the domain that you are asking students to do in the lesson. For example, there is a lesson where the students will be presenting to the class. The domain you are asking them to demonstrate their understanding would be speaking. Now that you have gathered the information above here is how you write the language objective: Sample Language Objective (Writing): I can summarize “Little Red Riding Hood” using sentence frames with a partner. Download the Language Objective Guide to use the graphic organizer with this process. Looking at the chart identify the language domain you will be using in class (Listening, Reading, Speaking, and/or Writing) Find the action verb that you will be using. The action verbs vary based on Bloom’s Taxonomy. Use the chart in this document to help you in deciding on the action verb. What is the topic of the lesson? Include any scaffolds/supports you will have for the students. A scaffold is teacher added supports for the students so they can master the objective of the lesson. Take a sneak peak into the Language Objective Guide below!

Want some tips on how to write objectives for lesson plans? This guide (and easy-to-use template!) will make this a fun part of the process!

Learning English is important irrespective of age and grade. However, the smoothness and steadiness of grasping might not be the same for everyone. However, to overcome this, schools are opting for a disciplined approach toward transforming education according to the needs of these special children. For this, they involve

Need some language objectives for lesson plan writing that will support your multilingual learners? Here's how the WIDA standards can help!

Need some language objectives for lesson plan writing that will support your multilingual learners? Here's how the WIDA standards can help!

Guided reading is an excellent instructional tool, but guided reading for ELLs is equally as effective--and maybe even more important!

This resource provides display templates for content objectives and language objectives in both Spanish and English. It also included planning tools to help you write clear and direct objectives for your students. It is ideal for ELL, SIOP, Bilingual and Dual Language classrooms. However, displaying...

What are language functions? LFs are the "reasons" we use language; it's our purpose, or goal, when we express ourselves. Perhaps we want to express our needs or wants, explain a process, describe an experience, or persuade someone to do something. Whatever the purpose, we use language to perform these functions. Examples of Language Functions: -express wants/needs -sequence -compare/contrast -opinion -persuade -inform -describe -analyze -cause/effect -summarize -ask questions Students use language functions in every grade level and across all content areas, so what better way to set English learners up for success than by explicitly teaching the academic language needed to successfully use language functions. Here is how this looks in my ESOL classroom. Planning I like to plan certain LF units during specific times of year. For example, Compare/Contrast is fun in the fall due to apples and pumpkins. Cause/Effect is great in the winter because I like to use the topic of seasonal changes on plants and animals. Opinion/Persuade is great in the spring because I use the topic of plastic pollution, which ties into Earth Day. I sprinkle other LF units throughout the year, but those three I pretty much keep at the same time each year. You could teach any LF at any time of the year; it's very flexible. Each unit, in my classroom, lasts about 3-4 weeks, but again, it's flexible. Which language functions will my students need in order to be successful with the grade level content? When I sit down to plan a unit, I brainstorm science and social studies topics that my students will be learning about during year, then I pick the LF and topic I want to focus on. When we connect LF units with the content our students are, or will be, learning in their general education classrooms, it gives students the language tools and confidence they need to participate and succeed. Language Functions Planning Process This is the tool I use to plan out my language function units. It helps me map out the BIG picture first, then hone in on the details. The main components of my planning are: 1- identify the language function 2- identify content areas topics 3- create learning targets 4- locate activities to support the four language domains 5- determine the scaffolds needed Learning Targets I like to backwards plan by first identifying what I want my students to be able to do by the end of each LF unit. This becomes the learning target(s) for the unit. I have targets for both expressive (speaking and writing) and interpretive (listening and reading) language. A focus on the verb is important because it's what we want students to do, for example: identify, use, label, illustrate, explain, etc. The learning targets are then posted and referenced throughout each unit. Activities Once I've identified the learning targets, I start collecting activities and resources at various proficiency levels to practice viewing, listening, reading, speaking and writing skills. I also think about how I'll build background knowledge for the topic. I love to incorporate videos, so YouTube, BrainPOP Jr. and EPIC Books are places I typically go to first for engaging video resources. Building background knowledge using a short video is highly effective, IMO. It's an engaging way to get students talking about what they already know or think about a topic. This planning phase is all about finding materials that will help facilitate the language function. Since I work with a wide variety of proficiency and grade levels, I need a variety of resources. Here are some of my favorites for the 4 language domains. Listening I primarily use videos for this domain. I tell my students what to listen for and will stop the video in designated places to give them time to process and respond. Again, my top 3 places to find videos in order of preference are YouTube, BrainPOP Jr (paid subscription) and EPIC Books. EPIC has some really great videos, and it's a free resource! ReadWorks.org is another great site. The reading passages there have an audio component, so it's not a video, but it's an article read aloud. You could create your own questions for the article, but comprehension question are already provided for each passage. Nice! Reading For reading materials I look through my school's bookroom first. Then I check out Reading A-Z (a subscription my school pays for), Readworks.org, EPIC books (both are free), another online subscription resource from Benchmark Education, and lastly my own collection of books. Reading Materials for Cause and Effect The picture above shows some of the reading materials I gathered for my cause and effect unit. I searched for resources that demonstrated how changes in climate or weather impact plants and animals. Reading Materials for Opinion/Persuade As you can see, I'm a "spreader outer." By spreading out all of my resources during this planning phase, I can quickly see what I have and what I still need. Speaking I want my students talking everyday, so we do a variety of speaking activities in my ELD groups. This is probably the number one reason why I love the pull-out model of instruction, but that's a blog post for another day. Some activities I use are talking mats, games, class discussions, partner talks and simply sharing our thinking. Oral language is the foundation of language and literacy so I'm intentional about providing structured (and unstructured) opportunities for students to use oral language each time we meet. Talking Mat Activity for Cause and Effect Students chose the cards they wanted to talk about, then used the sentence frame as needed. One of my favorite speaking activities is having students record a Flipgrid video. They always moan about it at first, but then they get into it and enjoy watching and responding to their classmates' videos. It's also a great way to measure progress. You have recorded examples of your students speaking throughout the year! I like to jot down notes while I listen (and re-listen) to their recordings. This helps me target certain areas that my students need additional practice with, then I create or find mini-lessons for those skills. Writing Writing is integrated with listening and reading activities. Students generally have something to respond to each time we meet. (They usually write inside their ELD notebooks.) Similar to speaking, I'll have students writing at each meeting, even if it's a short task. I frequently use graphic organizers for writing responses. I like to reduce the size of the graphic organizer to about 75% and trim the edges, then I'll have students glue it into their notebooks. Opinion Writing At the end of each LF unit, there is a written or oral language component, sometimes both. It's an assessment to demonstrate their ability of applying the language function. Usually it's a prompt written in their ELD notebooks, but it could also be a digital activity. This past spring, at the end of our Opinion/Persuade unit, students had the choice to either create and present a PowerPoint presentation, record a Flipgrid video, or create and present a poster. Google Jamboard is another platform I frequently use for their end of unit writing task. Scaffolds Let's talk scaffolding for a moment. This is where we consider the specific language needs of our students and the appropriate supports for them. Scaffolds will vary from group to group. Some groups/students will need sentence frames, while others may only need sentence stems. Some groups will need more modeling than others. Some will need more visuals. Some will need extra opportunities to practice. Some might need L1 support. All will need explicit vocabulary instruction. We want to challenge our students without frustrating them, so picking appropriate scaffolding is key. Language Function Unit in Action For each unit, I display a "language board." It's a jumping off point and a reference tool that provides what the language function is, gives an example, along with key words. Next, I build some background knowledge so that students can connect to the reason we use the LF. It could be as simple as asking, "What do you already know about..." Then we dive into the plans and activities for listening, reading, speaking and writing skills. They spend the next 10-15 days practicing and using the language for the language function. Language Function Board for Opinion & Persuade Introductory Lesson for Opinion/Persuade Model OREO Opinion Writing Opinion Lesson - real life example to connect students' experiences with learning target Reading Activity- Will students' opinions about plastic bags change? Intermediate ELD group- students gave their opinion about plastic bags prior to reading. In Closing The best part about incorporating language function units into my ESL classroom is that ALL of my ELD groups are learning the same language function. This makes planning so much more manageable. Instead of planning 10 different lessons for ten different groups, all of my groups are learning the language of persuade at their language level. I love it! And more importantly, my students love it too! These units are fun, engaging, flexible and highly effective at building academic language. Do you teach language functions? If so, do you have a favorite? If not, do you want to? Here are links to some of my Language Function resources. Happy LF Teaching,

Do you want to know how to write language objectives? Download the Language Objective Guide to use the graphic organizer with this process. This guide will walk you through how to write language objectives step-by-step. You may be thinking what is a language objective? You might not be sure about content objectives. Teacher talk can get a little overwhelming. I know when I first started I had no idea what all these words mean. Here is a list of commonly used words with their definitions. A content objective tells the student what they will be learning during the lesson. For example, I can analyze the connections and distinctions between individuals, ideas, or events in a text. A language objective tells how the students will learn and/or demonstrate their learning through the four domains of language. The four domains of language are reading, listening, speaking, and writing. Here is an example of a language objective: I can write the connections between events in a text. If you were anything like me, I was confused on how to write language objectives. Here is a step by step process of how to write a language objective. Remember to ask yourself “How will the students show me through reading, listening, speaking, and writing that they understand the content objective?” Below is a video that I made that explains in detail how to write a language objective. Identify the content objective. What do you want the students to learn from the lesson? Think about where your students are in their language learning process. Even in mainstream classrooms where are you students in regards to the four domains of language. Identify the domain that you are asking students to do in the lesson. For example, there is a lesson where the students will be presenting to the class. The domain you are asking them to demonstrate their understanding would be speaking. Now that you have gathered the information above here is how you write the language objective: Sample Language Objective (Writing): I can summarize “Little Red Riding Hood” using sentence frames with a partner. Download the Language Objective Guide to use the graphic organizer with this process. Looking at the chart identify the language domain you will be using in class (Listening, Reading, Speaking, and/or Writing) Find the action verb that you will be using. The action verbs vary based on Bloom’s Taxonomy. Use the chart in this document to help you in deciding on the action verb. What is the topic of the lesson? Include any scaffolds/supports you will have for the students. A scaffold is teacher added supports for the students so they can master the objective of the lesson. Take a sneak peak into the Language Objective Guide below!

Do you set academic goals with your students? What about language goals for your English learners? I compare goal setting with creating a road map. We are at point A and need to get to Point B. So, we identify and target an area of need, then systematically work towards improving that area, tracking progress along the way. For students, this "road map" provides purpose. They know WHAT they need to do AND identify specific steps for getting there. Let's look at how setting specific language goals can help get ELs to the next level in their language acquisition journey. Where to Begin Before we start setting goals, we need to know our students. What are their current levels in each language domain? I work in a state that uses the WIDA ACCESS to annually assess language proficiency with English learners. At the end of the school year I receive a report that lists each student's scores in the four language domains: listening, reading, speaking and writing. So, the first step I take in setting goals is to analyze my students' score reports. If your state uses a different assessment, then you’d use your own state/district scores. I then make a list of all of my students current scores in each domain, as well as, their scores from the previous year, if available. I can then see trends, areas of weakness and domains that need additional attention. These will be the areas to target. It is good practice to also conduct your own assessments, such as a writing prompt, reading assessment, oral interview and listening skills activities. Once you have a good idea of where your students are currently, and what they CAN DO, the next step is to determine where they need to be by a given time. My timeline is generally the end of the school year, and I typically set goals to improve one whole level up in a given domain. For example, if a student is a level 2 in writing, and this is a weak language domain for him/her, I am going to set a writing goal to get him/her to a level 3. Student names covered for privacy. Generally, I set one or two main goals with my students. If a student is progressing at an appropriate rate in reading and listening, but is weaker in writing and speaking, my focus with that student will be to create a writing and speaking goal for the year. Of course we will still work on reading and listening skills, but the goal is to measurably increase the weaker skills. If they are progressing in all areas but one, then they’ll have just one language goal for the year. If I set two goals for a student, then I usually split the goals up focusing on one goal during the first half of the year, and the other during the second half. I have many small groups that I meet with throughout the week, and most are grouped according to need, so I find that setting a "group goal" can be more practical in the sense that the goal setting process is simplified and goes much quicker because everyone is working towards a similar goal. I still track individual student progress, but the group as a whole is working towards a common goal. Ultimately, when setting goals, you'll do what works best for you and your students. How it looks from one group to the next might look very different. Creating a Goal After I analyze each student's scores and I know the area(s) that need targeting, I use language descriptors to help create their goals. The descriptors are formatted with two levels side by side. Once I determine where my students or groups are, I then choose skills from the next level up to create a challenging, yet attainable, goal. I'll write the goal on the board for the students to copy on their own goal setting sheet. This sheet gets glued into their notebooks or their folders. We then, together, come up with skills we can work on that will help them reach that goal. I lead this discussion but they are definitely part of this process. Once a couple of strategies/skills are decided upon, I'll write them on the board and the students copy them on their goal setting sheet as well. This will be a reference throughout the year as we keep focus on what their goals are. I keep the language descriptors page, one for each student, in my binder. As we work, I check off the various skills and take anecdotal notes on how they are doing. Here, I want to get my student(s) from a level 3 in Speaking to a level 4, so I use the descriptors to help create a challenging yet attainable goal. Measuring Progress I keep track of my students' progress throughout the year, but at the beginning, middle and end of the year I use summative assessments to measure progress towards student goals. These scores become part of my official data collection. The assessments are typically a writing prompt, a speaking or listening activity and/or a reading assessment. After these assessments, I make time to meet individually with students to conference on their progress. For the students, or groups, that I have tracking their own progress, it is during this time that students shade in their graphs. Charting their own progress provides a great visual and is highly motivating for most students. This too will look different depending on your students. You may find that this is also a good time to revisit the steps needed to reach their language goal(s). I do not have my first graders chart their progress, nor do I have my newcomers. I usually add charting progress with my second or third graders and higher grades. My 1st graders know that we are working on goals because I post a learning target poster for each group, but they don't track them, I do the tracking. I'm not suggesting that you don't let your "firsties" track their own progress, I just choose not to. I have spoken with teachers who do and they have great success with it. You have to decide what works best for you and your students when setting goals. For newcomers, I show them at the end of the year how much progress they've made. They are usually amazed to see how far they've come. In the End... My number one piece of advice when setting language goals is, keep it simple! It can easily become overwhelming, but if you know your students' needs, and you group them accordingly, you can set one goal for the group. If they have multiple needs, give them one goal at a time to work on. You can always give a second goal later. When goals are clear and an action plan, or "road map", is in place, students (and teachers) are set up for success! Your students will love seeing their progress from the beginning of the year (BOY) to the end of the year (EOY). For the students who track and chart their own progress, this process can be highly motivating. They love pushing themselves, IF they know what they are working towards. My Language Goals resources below have all of the components necessary to help you start planning and setting goals with your ELs. Data Collection Sheets - get to know your students and their needs Descriptors for Each Language Domain - levels formatted side by side Goal Setting Sheets - for students Goal Planning Sheets - for planning or language goal posters Progress Monitoring Graphs -students actively participate in tracking their progress Cover Pages and Divider Pages - for creating a personalized "Language Goals" teacher binder It's never too late to set goals with your students. Click HERE to find my Language Goals for English Learners!

Using Teaching Strategies Gold and the Creative Curriculum are great ways to meet the needs of all students while also creating an engaging classroom environment. These learning objective cards will make it easy for you to post which objectives you are focusing on in your classroom that day. Having ...

Bloom’s Taxonomy is a hierarchical classification of the different objectives and skills that educators set for students. In Bloom’s Taxonomy, each level is built on the previous levels. This means…

Learn how to easily understand what language objectives and how to create them in order to support the English learners in your classroom...

These are headers for subjects: math, science, writing, reading, social studies. Includes Language Objective headers for those of you who have to post them for SIOP like me. Just print and laminate. Use a dry erase to write and erase your language objectives. Happy teaching!

In this article, Beth Skelton shares 4 steps that content teachers can follow to teach the language of their discipline.

Need some language objectives for lesson plan writing that will support your multilingual learners? Here's how the WIDA standards can help!

ESL Language Objective Signs-Language Domains- ENGLISH-SPANISH + Digital Post your ESL language objectives with these colorful signs with icons for Listening, Speaking, Reading, and Writing. Perfect to laminate and use year after year in ESL class. Both English and Spanish versions of the language objective signs are included in the download, as well as both COLOR and B/W signs. *On the LAST PAGE of the PDF, there is a link to a Google Slides file to make a copy. These signs are moveable- ideal for a Smartboard lesson to post your ESL language objective in an organized way. *If you need assistance with this product, please email me at: [email protected] Other Products You May Like: ESL Goal Setting Flip Book-4 Domains w/ Progress Certificates PDF-DIGITAL ESL All About Me Flip Book Activity ENGLISH-SPANISH ESL Newcomer Activities Set #1- Writing-WIDA Test Practice PDF-DIGITAL ESL Newcomer Activities Set #2- Writing-WIDA Test Practice PDF-DIGITAL ESL Newcomer Activities BUNDLE (Set of 2) Speaking-Listening Snowman Activity PDF-DIGITAL (K-3) ESOL Reading Test Practice-Grades 1-3 ESOL Writing Test Practice- Grades 1-3 ESOL Grades 4-5 WRITING Standardized Test Practice ESOL Grades 4-5 READING Standardized Test Practice ESOL Grades 1-3/4-5 Writing/Reading Test Practice BUNDLE ESOL-ESL-ML Award Ribbons-Certificates ESL ACCESS/Standardized Testing Certificate EDITABLE Please follow my TPT Store to stay up to date on new products and sales information in your TPT Inbox: https://www.teacherspayteachers.com/Sellers-Im-Following/Add/Laureldesignsmd This download is the property of LaurelDesigns MD and cannot be altered in any way, OR sold or posted on the Internet. Your purchase entitles you to your own classroom/personal use only. Please purchase additional licenses if needed for another individual to access. If you enjoy this product, I greatly appreciate your reviews-thank you! You earn TPT credits for future purchases for each review you write.

How to write content and language objectives and why it's important for teachers of English Learners to do that

WIDA ELD Standards Using Language Objectives to Differentiate Instruction for ELLs. What is WIDA?. ELD Standards (English Language Development Standards). What is WIDA?. WIDA stands for World-Class Instructional Design and Assessment Adopted by 22 states Visit the WIDA website:

WIDA ELD Standards Using Language Objectives to Differentiate Instruction for ELLs. What is WIDA?. ELD Standards (English Language Development Standards). What is WIDA?. WIDA stands for World-Class Instructional Design and Assessment Adopted by 22 states Visit the WIDA website:

Writing language objectives is important for not only the Reading, ELA, or World Language classroom, but also for targeting ELL students. Here is a cheat sheet for your language objectives, written in both English and Spanish, that will help you to identify the language needs of your lesson for your...

Learn how to easily understand what language objectives and how to create them in order to support the English learners in your classroom...

I print these two pages back to back on card stock for all my teachers. We then fill in the names of the students using their English Language Proficiency Assessments of California (ELPAC) data. These are excellent resources to put on a clip board to remind yourself to push your students' language f...