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!
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Visual e-timetable: Click here to download it. Year 6 Targets (based on the UK National Curriculum): Click these links for the high-quality PDF versions: Year 6 Writing Targets Year 6 Reading Targe…
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In first grade reading comprehension is something new, challenging, and difficult to teach because even though they’re all 6 or 7 they’re developmentally so different. Head over to my blog to get this comprehension page. Depending on what grade you teach it’d be great for: homework individual assessment small groups partners intervention challenging gifted students ... Read More about Reading Comprehension
The image you see here is a visualization (which is obviously not comprehensive) of how a given piece of information in a language might get lodged into your brain. The piece of information could be anything: a vocabulary word, a grammar rule, pronunciation, a character, etc. Every one of those lines emanating from the piece of information connects with one kind of exposure. The more exposures you get, the more connections your brain draws to that piece of information. The more repetitions of a given kind of exposure, the stronger that exposure becomes (imagine the lines getting thicker with each exposure). The stronger and more plentiful your exposures are, the more likely you are to remember the piece of information. Exposure to a language can be largely divided into reading, listening, writing, and speaking. It doesn't matter if an exposure is via reading/listening (i.e., input from an external source) or writing/speaking (i.e, output to an external target). These traditional ideas of "output" and "input" are both input as far as your brain is concerned. Output is input.
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We hear the terms 'formative' and 'summative' assessments all the time in schools. As educators, we learned about the differences while in college in our education preparation courses. We now talk all the time about using assessments to 'drive' our instruction and provide guidance on where students are in the learning process. I'm struggling though with how these terms are actually being implemented in classrooms with real teachers and real students... To ensure we are all on the same page here with definitions, here is an image: Formative assessments are a part of the learning process while summative assessments are an end to the learning process. So, if we are formatively assessing students frequently throughout the learning process and constantly getting temperature checks on where they are in the learning process, we will eventually have students all over the place in terms of their learning. We know students don't learn at the same rate and pace and we know students need frequent and timely feedback to assist them in the learning process. We also know that if we are formatively assessing then we will always know where students are in terms of their learning. So my questions are simple... Why do we still need summative assessments to tell us what we already know? If we are frequently formatively assessing, then we already know where the students are... so what's the point of the summative assessment? What's the point of giving an assessment if we know the students aren't ready for it yet? And on the flipside, what's the point of giving an assessment when we know the students already have it mastered? Why do we have every student do a summative assessment on the same date when we know every kid isn't at the same place in terms of their learning? And lastly, why do we make each summative assessment exactly the same for every student when we know students need multiple platforms and multiple venues to demonstrate their learning? I also recently read an article, 'Stop telling students to study for exams,' and it really reinforced my thinking... So, in closing, have 'summative' assessments become obsolete? What do you think...?
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