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A colleague, Karen, told me about the struggles her stepson is having in school. He is an English learner who immigrated to the U.S. in fifth grade and although he is very bright, she said, “He has been lost for 2 years in middle school.” She attributes his struggles in large part to a lack of language focus, or language objectives, in lessons.  In social studies, for example, an assignment was to describe geographical features of several regions in the US. He was able to complete the descriptive part of the assignment easily. But, then he had to pick 2 regions and compare and contrast their features. This part tripped him up because he didn’t know the meaning of the terms, compare and contrast. The teacher assumed that all students, including English learners, knew how to select specific features and compare them, and how to contrast features of two different things. With Karen’s help, her stepson learned the meaning of the words, but he still didn’t know how to apply this new word knowledge to the task.

Karen said that it has been hard for her to watch, both as a mother and a professional since she is a SIOP professional development specialist who helps teachers work effectively with English learners. She said, “The teachers in his school don’t have a language development focus for their students – they just talk, talk, talk.”

Why does Karen think language objectives would help her stepson? Because, as teachers plan lessons with language objectives in mind, they are aware of the language demands of the lesson. They are more likely to think about the language students need to be successful in the lesson. Just as content objectives drive the content to be covered in a lesson, language objectives are learning goals related to language.

Most teachers think about the academic vocabulary terms students need to use in a lesson — which is important — but language objectives can be derived from other categories of language  as well such as language skills and functions (e.g., describe, predict, find key details in text), language structures (e.g., passive voice, use of past tense), or language learning strategies that would be helpful (rereading a confusing passage, use of cognates).

In lots of classrooms, objectives may be posted but are essentially ignored. In contrast, language objectives should be posted and reviewed with students so that the language focus of the lesson is transparent.

Here are a few ideas for actively involving students in understanding the lesson’s language objectives. Each takes only 30 seconds to 2 minutes and is an effective way to get students engaged at the beginning of a lesson.

• Chorally read the objectives as a class. Check for understanding and clarify as needed.
• Ask students to repeat the language objectives to a partner.
• Have students do a self-assessment regarding the language objectives, i.e., Is this something that I am confident with or do I need practice?
• Have students discuss with a partner which of the 2 or 3 language objectives you’ve posted is most important to them. As they talk about the objectives, they are using academic language.
• A slight variation is to have students write on a sticky note the most important language objective and then tell a partner why they picked that one. Again, they are practicing English as they discuss the objectives.

At the end of the lesson, review the objectives and ask if each has been met. You might have students write how the objective was met, and ask them to provide evidence for having met the objective. This process serves a number of purposes: it engages students in thinking critically about what they did in the lesson, it provides practice in finding evidence for statements, students review the lesson’s content by virtue of thinking about the language objectives, and they practice using language in the process. It’s a win-win all around!

Sometimes, however, objectives are confused with activities. Language objectives are measurable and are intended to advance students’ language proficiency. Check out the following and see the difference:

1. Students will be able to orally explain the difference between living and non-living things. (Language objective)
2. At the end of this lesson, students will have learned to set up a Bunsen burner, fill a graduated cylinder, and use a triple balance. (Activity)
3. Students will be able to define the meaning of these words: debate, veto, bill. (Language objective)
4. Children will read 2 poems with a partner. (Activity)
5. Students will complete the worksheet. (Activity)

The activities could be written as language objectives (LO) with some tweaking. For example,

Activity: At the end of the lesson, students will have learned how to set up a Bunsen burner, fill a graduated cylinder, and use a triple balance.

LO: Describe a process of how to…… with a partner.

LO: Write the steps for………

 Activity: Children will read 2 poems with a partner.

LO: Students will be able to define key literary terms found in the poem.

LO: Children will orally discuss the main idea of the poem.

Objectives communicate to students what they are going to learn and why they are doing the activity. Activities are intended to be used as a means for achieving specific learning goals; the activity itself is not the goal.

Finally, English learners themselves recognize the value of language objectives. In one research study, we asked both elementary and secondary students about language objectives. The students stated:

“We know what to do”

“That’s how I got better in English because we had language [objectives]”

“The objectives help us to be prepared”

 

 

 

Language objectives are an important part of every lesson, for English learners and in many cases English-speaking students also. Academic language is sometimes considered a second language for all students. The academic language required to be successful in school is language that few students are exposed to outside of the classroom, e.g., compare and contrast the characteristics of historical figures, or formulate questions and generate hypotheses prior to conducting an experiment. Not many families talk like that around the dinner table!

Language objectives work in concert with content objectives. Content objectives identify what students should know and be able to do during a lesson, and they support state content standards and learning outcomes such as the Common Core State Standards. Language objectives, on the other hand, represent an aspect of academic language that students need to learn or master. They may be drawn from state language proficiency (ELP) standards and language arts (ELA) standards.

Content and language objectives that are posted and reviewed with students are a hallmark of SIOP. Based on our research we say:

• Content objectives are the what – what students need to learn about the content topic.
• Language objectives are also the what – what students need to learn about English so that they can
  • learn, express, practice and apply new information
  • demonstrate knowledge
  • perform academic tasks

We sometimes hear that content objectives are the what and language objectives are the how. That idea tends to result in language objectives becoming activities rather than measurable outcomes.

When designing language objectives, teachers should consider:

1. What language will students need to know and use to accomplish this lesson’s objectives?
2. How can I move my students’ English language knowledge forward in this lesson?

We suggest 4 categories to draw on when writing language objectives:

• Academic Vocabulary – Vocabulary development is an essential part of building literacy skills and content knowledge. Simply put, those students who know and can use the most words do best in school. For language objectives, teachers select key words needed to discuss, read, or write about the topic of the lesson. The following three sub-categories of academic vocabulary, with some examples, may be useful in selecting words for language objectives.
  • Content-specific vocabulary – These words would most likely be encountered only in a specific subject area: colonists, metaphor, thermodynamics.
  • General academic vocabulary –These words are found across content areas: circumstances, observe, however, measure, compare, persuade.
  • Word parts – This category refers to writing a language objective that teaches roots, prefixes and suffixes within the context of the lesson. Learning the most common prefixes and suffixes can multiply students’ understanding of words exponentially. For instance, learning that the prefix anti which means “against” helps students understand the meaning of antidote, antiseptic, and antithesis. After learning the root mand which mean “to order” students recognize related words: command, demand, mandate (it’s also a cognate for Spanish speakers).

• Language Skills and Functions – This category refers to the ways students will use language in the lesson, and many English learners will need explicit instruction in how to do so. For example,
  • Find text evidence in social studies.
  • Record observations during a science lesson.
  • Predict events in a text.

It cannot be assumed that English learners know how to use language in the ways called for in the lesson. Creating a language objective that incorporates the teaching of necessary language skills and/or functions into the lesson ensures successful participation of all students.

• Language Structures or Grammar – This category helps teachers become more aware of the language structures, or syntax, used in written and spoken discourse and provide instruction to English learners. Some aspects that may be challenging for English learners include:
  • passive voice
  • if-then sentences
  • imperatives

A popular and effective way to model grammar and language structures is using sentence frames. Also called language frames, this scaffold needs to be used wisely. A previous blog addressed their overuse and emphasized the need to differentiate frames by language proficiency. Frames can be a useful way to support English learners as they learn to use English, but they are just that – a support that should be removed when no longer needed. Authentic, self-generated expression is something English learners will eventually need to be able to produce on their own.

• Language Learning Strategies – Teachers explicitly tell student about with the resources they need to learn on their own. Some strategies are:
  • Corrective – rereading text that is confusing.
  • Self-monitoring – make and confirm predictions
  • Language practice –imitating a native speaker or rehearsing useful phrases.     

Not all categories need to be tapped for every lesson but the categories serve as a guide for teachers when writing objectives. Here are some examples of language objectives, one from each of the 4 categories:

I will…….

• Content Objective: Use multiple sources to describe key individuals at the beginning of the American Revolution.
• Language Objectives:
• Engage in collaborative discussions using key vocabulary: tax, British, conflict, colonist (vocabulary)
• Ask and answer Wh– questions to organize the descriptions (e.g., What was her role?) (language function)
• Summarize a reading passage using past tense forms (language structure)
• Reread passages as needed to enhance comprehension (language learning strategy)

We are often asked if a different language objective needs to be written for each English proficiency level represented in class. In short, no.

However, teachers should have different expectations for how students will be able to demonstrate that the objective was met. The WIDA “Can Do” descriptors may assist teachers in identifying the kind of language tasks students at various proficiency levels should be able to perform.

Writing language objectives is probably the aspect of lesson planning that proves most challenging for teachers. Hopefully some of the ideas presented here will generate ideas for writing your next language objectives. Don’t forget to post and review them with students!

 

From: Echevarria, J., Vogt, M.E., & Short, D. (2017). Making content comprehensible for English learners: The SIOP Model, Fifth Edition. New York: Pearson.

 

 

English learners have double the academic load: they are learning new, rigorous academic content like other students, but they are doing it in a language in which they are not yet proficient.

In addition to the complexities of learning through a second language, some English learners are making up for lost time due to interrupted or limited formal education. Others are learning in a new way, e.g., the process for solving math problems differs from how they were taught in their home countries. Many are young children exposed to formal schooling for the first time. All of these situations, and others, impact learning in unique ways for these students. The nature of learning through a new language requires additional time to practice and engage with new concepts, vocabulary terms and skills. So, it is critical that learning opportunities are maximized for English learners.

Most teachers feel pressed for time but don’t realize how a few minutes squandered here and there can, when used productively, provide the additional instructional time that they desire.

Here are a few ways to increase the actual time that learning happens in the classroom:

1. Use every minute of each period wisely. Okay, I understand that “every minute” may not be possible but it should be the goal, a goal that is constantly on the teacher’s radar. Too much time is wasted by having students participate in activities that aren’t related to the lesson’s objectives or those that are of questionable value. For English learners in particular, instructional time should be boosted in order to advance their language proficiency, literacy development, and academic knowledge and skills.

 When we were creating and field-testing the SIOP Model, we observed classes       where teachers used effective instructional techniques for English learners and the lessons would have been scored fairly high on the observation protocol for most SIOP features. However, use of instructional time had to be taken into consideration. In one high school biology class, for instance, the teacher differentiated instruction for English learners, delivered a well-prepared lesson that included group work and hands-on activities, she circulated amongst the groups and checked for understanding, and wrapped up the lesson with a review of the objectives and concise summary of the lesson. But, the class period began with the teacher using almost 10 minutes for taking attendance, making announcements, asking who was going to the upcoming dance, and so forth. Then, with about 7 minutes left in the period the teacher told students they could “clean up” which resulted in them organizing their backpacks and chatting with friends. Imagine the additional learning that could have taken place!

That observation was the impetus for SIOP feature #25, Students engaged approximately 90% to 100% of the period. By this we mean that students are paying attention and on task. It doesn’t mean that they need to be highly active the entire time. But, they are engaged in the lesson and are participating in the activities as expected, which might include reading and writing but might also include brainstorming or quiet reflection, discussing a topic with a partner or group, or creating visuals for a presentation. Bottom line: English learners simply cannot afford to have instructional minutes thrown away.

2.  Allow appropriate time for tasks. Students are more likely to be actively engaged in learning when the lesson’s pace creates momentum. Conversely, they are easily bored, off-task or disruptive when the activity lags because too much time is allotted. Knowing how much time to give students to complete a task can be tricky at times. It may take some effort and experience to pace lessons well. However, there are some “no-brainers” that can increase instructional time immediately.

• Make sure that the right amount of time is allocated for student-to-student talk. In the following examples, time is wasted. An elementary task might be, “Turn to your partner and use a describing word, or adjective, to tell something about the main character.” Or, in secondary, “Tell your partner the two main methods to estimate sample size.” In both of these cases, it takes students about 30 seconds to turn and say a sentence or two, but it’s not uncommon to observe classes where 3-5 minutes pass before the teacher calls students back together. If a lesson has several turn-and-talk opportunities, many instructional minutes are lost.
• Use a timer so that you don’t lose track of time. Let students know how much time has been set for completing the task, then use a bell or other signal to mark the beginning and end of the activity. In the example above, the teacher would say, “You have 30 seconds to tell your partner….” Ding. This kind of pacing conveys to students that there is serious work to do and that their time is respected.
• Make transitions efficient so they don’t eat up time. In some of the most productive classes I’ve observed, from kindergarten to high school, students have been taught how to smoothly transition from one activity to another saving countless instructional minutes. Even young children can learn routines for distributing and collecting materials, moving from whole class to small group, and taking on roles in discussion groups. Giving students responsibility has the added benefit of raising students’ sense of autonomy and agency.
• Teach using the mantra of a teacher that we profile: As fast as we can; as slow as we must. Keep the pace moving but make sure all learners are supported.

3. Be prepared. For each lesson, post and review with students the content and language objectives so expectations are clear and learning is transparent. Also, show instructions visually, including the steps to follow, so that students have something to refer to instead of interrupting the lesson’s flow to ask for clarification. Visual presentation is particularly important for English learners since oral instructions alone are difficult to follow or remember. When students don’t know what to do, they will find something else to do!

Further, have necessary materials on hand and ready to go. When students are      working on one part of the lesson, begin distributing materials for the next part so no time is lost.

I know, I know, some of this is Teaching 101. However, the suggestions made here were motivated by recent classroom observations. The biology lesson I described earlier took place way back in 1996, so using time wisely continues to be an issue that warrants attention.

As a final reminder to teachers: precious instructional moments add up significantly over the course of a day, a week, a year – and an educational career.

 

 

English learners, by definition, are still in the process of acquiring English, especially the academic language used in school. Beginning speakers need practice in developing social language so that they can be understood by others and understand what others are saying. However, many English learners are conversant in English but struggle with academic language. An element of academic language that is critical for students’ success in school is oral language proficiency. A conscious focus on developing oral language is warranted because as English learners strengthen their oral language skills, reading and writing skills improve as well.

It is important to keep in mind that these students have not had the advantage of growing up speaking and listening to English from infancy. The result is a significant gap between their oral language skills and those of their English-speaking peers. So, if English learners are to develop grade-level oral language proficiency, they must be provided lots of opportunities to practice speaking and listening in class.

Student interaction is called for in all state standards and emphasized in the Common Core State Standards. Some of the skills students must attain include the following:

• Prepare for and participate effectively in a range of conversations;
• Build on others’ ideas and express one’s own clearly and persuasively;
• Present information, findings, and supporting evidence such that listeners can follow the line of reasoning;
• Adapt speech to a variety of contexts and communicative tasks;
• Demonstrate command of formal English when indicated or appropriate.

As you can imagine, this level of language competence is challenging for students who are still in the process of acquiring English; they need support as they develop the skills called for in academic standards.

English learners benefit from classroom environments where student-to-student interaction is encouraged. But not all interaction is equal. There are a variety of techniques that can be utilized to encourage students to talk together, such as turn-and-talk, partner work, and circulating amongst classmates to share information. These techniques create opportunities for using academic language in a specific way, such as reporting on work, giving an opinion, or comparing answers.

A deeper level of oral language development comes from more extended discourse which allows students to engage in authentic, self-generated discussion about topics, and offers them a chance to grapple with ideas, make connections between others’ ideas and their own, build on a peer’s contribution, express disagreement, or make a counterargument.   Language frames  may be used, as needed, to scaffold students’ contributions to the discussion.

Teacher-student interaction patterns can also promote oral language development. Rather than accepting a single word response and expanding upon it, teachers should encourage elaborated responses by prompting with questions such as, Can you tell me more about that? and through elicitation, In other words…. (pause for student response). These techniques invite English learners to express their ideas more fully.

In a previous post, Student Interaction Gone Awry, I discussed the importance of finding the right balance between teacher and student talk. Teachers typically talk too much during lessons, which inadvertently denies students the opportunity to use extended language. However, asking students to think-pair-share every few minutes simply for the sake of reducing the teacher’s role is also ineffective. Purposeful interaction is the goal.

Research confirms that English learners need multiple exposures to academic words — to see and hear them, and use them in varied contexts — for the words to become part of their own linguistic repertoire. Engaging in oral language activities provides English learners with additional practice using academic words through listening and speaking.

 

 

An administrator recently asked me about how to maximize the effectiveness of ESL teaching (also called English language development, or ELD) because he is committed to advancing English learners’ language proficiency and literacy. Before I get to what I recommended, let me set the context.

First, ESL/ELD teaching is an important part of an English learner’s instructional day. Research indicates that students benefit from having dedicated time every day that gives English learners the opportunity to use language in authentic ways and that focuses on learning how English works. So, if that dedicated time is important for English learners to gain language proficiency, what should happen when they are in their ESL/ELD group?

The content and focus of ESL/ELD varies tremendously across the U.S. Some teachers pull together their own materials and develop a curriculum for their students, usually based on state ESL/ELD standards (e.g., California and Texas) or national standards such as WIDA, TESOL, or ELPA2 standards. Others use a commercial curriculum designed for ESL/ELD teaching, typically designed to meet standards. Some teachers use the time to assist English learners in completing assignments or preparing for an upcoming test. Other teachers do a combination of drawing on a curriculum for instruction but also use the time to “tutor” students when they have an assignment due or a test.

So, what did I recommend?

#1. Consider ESL/ELD its own subject area so that it is given the attention it deserves. When teachers — with the best of intentions — use the time to assist students with completing work for their other classes, it may help English learners in the short run but not over time. ESL/ELD teachers tend to be advocates for their English learners so naturally they want to support them in doing well in their classes and receiving passing grades. However, they are helping their students even more by consistently and systematically teaching to ESL/ELD standards, providing ample opportunity to read, write, listen to and speak English. Grouping students by proficiency level in small groups creates a comfortable learning environment and, in particular, gives learners a chance to develop speaking and listening skills in a low-risk setting. The focus of instruction should be on helping each student acquire the language she needs so that she can participate more fully in instruction in general education classes.

#2. Align teaching with core literacy instruction (ELA). When students struggle with literacy, they have difficulty accessing the core curriculum. In fact, more than 80% of academic difficulties are due to low literacy levels. So, developing literacy – which involves language development — is critical for English learners to be successful in school. It makes sense, therefore, for ESL/ELD teachers to spend their time supporting the content that is taught during ELA. Fortunately, there is significant informational text covered in ELA so students are exposed to a variety of texts, including those whose language and content are associated with science and social studies as well as literature. What would ESL/ELD time that is aligned with ELA look like?

• Students study an interesting and engaging topic in ELA such as, How People Respond to Natural Disasters, using grade-level text. During ESL/ELD, the teacher reinforces the concepts and language, including vocabulary (see below), by having students discuss the topic, participate in interactive activities around text, and practice using academic language in groups configured by English proficiency level. Also, students might develop further the skills that are the focus of the ELA lessons such as writing to sources or making inferences. In this way, the ESL/ELD teacher is maximizing the opportunity to advance English learners’ literacy skills by equipping them with the language they need to better understand instruction during ELA time, time explicitly dedicated to teaching literacy. The language and literacy skills EL students acquire during ELA are essential skills for learning in every subject area.

Too often, instruction isn’t aligned in the way described. Based on language     learning research, it seems counterproductive to introduce completely unrelated, new material during ESL/ELD, however interesting the materials may be. Picture an English learner who is beginning to understand the How People Respond to Natural Disasters text, its vocabulary, concepts and meaning. Then, during ESL/ELD time, the lesson is about, let’s say, the Lewis and Clark Expedition. Wouldn’t it be more strategic to provide the repetition and multiple exposures to material that English learners need? Aligning ELA with ESL/ELD teaching would give English learners the most bang for the buck.

#3. Study a set of vocabulary words intensively for several days. Explicit vocabulary instruction is beneficial for English learners but it’s important to select only a small number of words and teach them intensively. By the way, if the words are the same as or related to those covered in ELA, students would have additional opportunities during ESL/ELD to use the words in a variety of ways and learn them more deeply. Some of the ideas we recommend for helping students deepen their knowledge of key vocabulary include:

• Using semantic mapping, word sorts, and concept definition maps.
• Encouraging students to use personal dictionaries that contain key words with student-friendly definitions.
• Providing multiple exposures to words in a variety of contexts and drawing on various sources.
• Posting word-walls with relevant words and phrases as a reference during a unit of study.
• Using examples, non-examples, photos, realia, multimedia, and the like to explicitly teach and clarify definitions.

The time designated for ESL/ELD should be used purposefully and be relevant to the rest of the instructional day. In the past, instruction has often been disconnected from the core, or the time was used to help students “get through” their other classes. We need to respect the time that is specifically designed to advance English learners’ language proficiency and make sure that it is time well spent.