Date<\/h5>\n<\/td>\n\nTime\/ Place<\/h5>\n<\/td>\n\nEvent<\/h5>\n<\/td>\n<\/tr>\n\nWednesday, October 7th, 2020<\/td>\n 3:30-5:00pm (Teams)<\/td>\n SIOP Coordinators’ Meeting<\/td>\n<\/tr>\n \nThursday, October 8th, 2020<\/td>\n 3:30-5:00pm Zoom<\/td>\n ELL Book Club (sign up on Staff development calendar)<\/td>\n<\/tr>\n \nThursday, October 8th, 2020<\/td>\n 1-2 pm Zoom<\/td>\n Elementary ELL Meeting<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nLanguage and Content Objectives<\/h3>\nEvery Teacher is a Language Teacher<\/strong><\/h4>\nAnother great way for all teachers to support students is to write content AND language objectives and read them together every class. They can be written for units, or individual lessons\u00a0 and are an effective way to utilize the Tier II vocabulary we talked about last week. They also give students a clear idea of the purpose and goal of their learning.<\/p>\n
After teachers decide what they are going to teach, they can consider just two questions:<\/p>\n
“1. What language will students need to know and use to accomplish this content objectives?<\/p>\n
2.\u00a0 How can I move my students’ English language knowledge forward in this lesson?” (Echevarr\u00eda, Jana, et al.\u00a0Making Content Comprehensible for English Learners\u202f: The SIOP Model<\/i>. Boston, Pearson, 2017.)<\/p>\n
Teachers can consider academic vocabulary, language skills and functions, language structures or grammar, or language learning strategies.<\/p>\n
Then, post it somewhere visible to all students: We will (content objective) by (language objective).<\/em><\/p>\nExamples:<\/p>\n
We will identify the character’s personality by retelling the actions she takes in the story.\u00a0<\/em><\/p>\nWe will determine characteristics of different igneous and sedimentary rocks by writing comparative sentences.<\/em><\/p>\nWe will identify specific landforms on a map of Canada by presenting an oral report about one landform and its influence on economic development.\u00a0<\/em><\/p>\n![\"\"](\"http:\/\/blogs.sd41.bc.ca\/ell\/files\/2020\/09\/VennDiagramContentandLanguageObjectives.png\")
<\/a><\/p>\n
Time\/ Place<\/h5>\n<\/td>\n\nEvent<\/h5>\n<\/td>\n<\/tr>\n\nWednesday, October 7th, 2020<\/td>\n 3:30-5:00pm (Teams)<\/td>\n SIOP Coordinators’ Meeting<\/td>\n<\/tr>\n \nThursday, October 8th, 2020<\/td>\n 3:30-5:00pm Zoom<\/td>\n ELL Book Club (sign up on Staff development calendar)<\/td>\n<\/tr>\n \nThursday, October 8th, 2020<\/td>\n 1-2 pm Zoom<\/td>\n Elementary ELL Meeting<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nLanguage and Content Objectives<\/h3>\nEvery Teacher is a Language Teacher<\/strong><\/h4>\nAnother great way for all teachers to support students is to write content AND language objectives and read them together every class. They can be written for units, or individual lessons\u00a0 and are an effective way to utilize the Tier II vocabulary we talked about last week. They also give students a clear idea of the purpose and goal of their learning.<\/p>\n
After teachers decide what they are going to teach, they can consider just two questions:<\/p>\n
“1. What language will students need to know and use to accomplish this content objectives?<\/p>\n
2.\u00a0 How can I move my students’ English language knowledge forward in this lesson?” (Echevarr\u00eda, Jana, et al.\u00a0Making Content Comprehensible for English Learners\u202f: The SIOP Model<\/i>. Boston, Pearson, 2017.)<\/p>\n
Teachers can consider academic vocabulary, language skills and functions, language structures or grammar, or language learning strategies.<\/p>\n
Then, post it somewhere visible to all students: We will (content objective) by (language objective).<\/em><\/p>\nExamples:<\/p>\n
We will identify the character’s personality by retelling the actions she takes in the story.\u00a0<\/em><\/p>\nWe will determine characteristics of different igneous and sedimentary rocks by writing comparative sentences.<\/em><\/p>\nWe will identify specific landforms on a map of Canada by presenting an oral report about one landform and its influence on economic development.\u00a0<\/em><\/p>\n<\/a><\/p>\n
Event<\/h5>\n<\/td>\n<\/tr>\n\nWednesday, October 7th, 2020<\/td>\n 3:30-5:00pm (Teams)<\/td>\n SIOP Coordinators’ Meeting<\/td>\n<\/tr>\n \nThursday, October 8th, 2020<\/td>\n 3:30-5:00pm Zoom<\/td>\n ELL Book Club (sign up on Staff development calendar)<\/td>\n<\/tr>\n \nThursday, October 8th, 2020<\/td>\n 1-2 pm Zoom<\/td>\n Elementary ELL Meeting<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\nLanguage and Content Objectives<\/h3>\nEvery Teacher is a Language Teacher<\/strong><\/h4>\nAnother great way for all teachers to support students is to write content AND language objectives and read them together every class. They can be written for units, or individual lessons\u00a0 and are an effective way to utilize the Tier II vocabulary we talked about last week. They also give students a clear idea of the purpose and goal of their learning.<\/p>\n
After teachers decide what they are going to teach, they can consider just two questions:<\/p>\n
“1. What language will students need to know and use to accomplish this content objectives?<\/p>\n
2.\u00a0 How can I move my students’ English language knowledge forward in this lesson?” (Echevarr\u00eda, Jana, et al.\u00a0Making Content Comprehensible for English Learners\u202f: The SIOP Model<\/i>. Boston, Pearson, 2017.)<\/p>\n
Teachers can consider academic vocabulary, language skills and functions, language structures or grammar, or language learning strategies.<\/p>\n
Then, post it somewhere visible to all students: We will (content objective) by (language objective).<\/em><\/p>\nExamples:<\/p>\n
We will identify the character’s personality by retelling the actions she takes in the story.\u00a0<\/em><\/p>\nWe will determine characteristics of different igneous and sedimentary rocks by writing comparative sentences.<\/em><\/p>\nWe will identify specific landforms on a map of Canada by presenting an oral report about one landform and its influence on economic development.\u00a0<\/em><\/p>\n<\/a><\/p>\n
Language and Content Objectives<\/h3>\nEvery Teacher is a Language Teacher<\/strong><\/h4>\nAnother great way for all teachers to support students is to write content AND language objectives and read them together every class. They can be written for units, or individual lessons\u00a0 and are an effective way to utilize the Tier II vocabulary we talked about last week. They also give students a clear idea of the purpose and goal of their learning.<\/p>\n
After teachers decide what they are going to teach, they can consider just two questions:<\/p>\n
“1. What language will students need to know and use to accomplish this content objectives?<\/p>\n
2.\u00a0 How can I move my students’ English language knowledge forward in this lesson?” (Echevarr\u00eda, Jana, et al.\u00a0Making Content Comprehensible for English Learners\u202f: The SIOP Model<\/i>. Boston, Pearson, 2017.)<\/p>\n
Teachers can consider academic vocabulary, language skills and functions, language structures or grammar, or language learning strategies.<\/p>\n
Then, post it somewhere visible to all students: We will (content objective) by (language objective).<\/em><\/p>\nExamples:<\/p>\n
We will identify the character’s personality by retelling the actions she takes in the story.\u00a0<\/em><\/p>\nWe will determine characteristics of different igneous and sedimentary rocks by writing comparative sentences.<\/em><\/p>\nWe will identify specific landforms on a map of Canada by presenting an oral report about one landform and its influence on economic development.\u00a0<\/em><\/p>\n<\/a><\/p>\n
Another great way for all teachers to support students is to write content AND language objectives and read them together every class. They can be written for units, or individual lessons\u00a0 and are an effective way to utilize the Tier II vocabulary we talked about last week. They also give students a clear idea of the purpose and goal of their learning.<\/p>\n
After teachers decide what they are going to teach, they can consider just two questions:<\/p>\n
“1. What language will students need to know and use to accomplish this content objectives?<\/p>\n
2.\u00a0 How can I move my students’ English language knowledge forward in this lesson?” (Echevarr\u00eda, Jana, et al.\u00a0Making Content Comprehensible for English Learners\u202f: The SIOP Model<\/i>. Boston, Pearson, 2017.)<\/p>\n
Teachers can consider academic vocabulary, language skills and functions, language structures or grammar, or language learning strategies.<\/p>\n
Then, post it somewhere visible to all students: We will (content objective) by (language objective).<\/em><\/p>\n Examples:<\/p>\n We will identify the character’s personality by retelling the actions she takes in the story.\u00a0<\/em><\/p>\n We will determine characteristics of different igneous and sedimentary rocks by writing comparative sentences.<\/em><\/p>\n We will identify specific landforms on a map of Canada by presenting an oral report about one landform and its influence on economic development.\u00a0<\/em><\/p>\n<\/a><\/p>\n