# data[].attributes.body
2 minute explanation :0)

# data[].attributes.attachment_link.title
Language Objectives 101 for Prospective Teachers

# data[].attributes.headline
Language Learning Targets: Equity and Social Justice in Lesson Planning

# data[].attributes.subject
Language Learning Targets: Equity and Social Justice in Lesson Planning

# data[].attributes.body
Dr. José Medina - See simplified learning objectives and detailed learning objectives.

# data[].attributes.body
CDE

# data[].attributes.attachment_link.readable_text
The content standards adopted by the California State Board of Education are listed below: Printed publications can be purchased from CDE Press Educational Resources Catalog.

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

English Language Arts

Mathematics

English Language Development

English Language Development 2012

Brochures for Parents/Guardians
These brochures on the ELA/literacy standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Career Technical Education

Computer Science

Health Education

History-Social Science

History-Social Science, Adopted October 1998 (PDF)

Brochures for Parents/Guardians
These brochures on the history-social science framework provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also provide a brief summary of the instructional shifts in the framework.

Model School Library

Physical Education

Science

California Next Generation Science Standards

Brochures for Parents/Guardians
These brochures on the science standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Arts Education

The State Board of Education (SBE) adopted the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve ( Arts Standards) on January 9, 2019.To download the publication version of the standards, select the link below:

Information about the 2019 Visual and Performing Arts Content Standards Revision is available on the California Arts Standards Web page.

World Languages

The State Board of Education (SBE) adopted the World Languages Standards for Public Schools, Kindergarten Through Grade Twelve on January 9, 2019. To download the publication version of the standards, select the link below:

Previous Content Standards

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, July 25, 2023

# data[].attributes.attachment_link.description
Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.

# data[].attributes.attachment_link.title
Mathematics Standards – Common Core State Standards Initiative

# data[].attributes.attachment_link.description
For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, t…

# data[].attributes.attachment_link.readable_text
Improving Science Education Through Three-Dimensional Learning

Quick Search Next Generation Science Standards

THE THREE DIMENSIONS OF SCIENCE LEARNING

Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

Crosscutting Concepts help students explore connections across the four domains of science, including Physical Science, Life Science, Earth and Space Science, and Engineering Design.

When these concepts, such as "cause and effect", are made explicit for students, they can help students develop a coherent and scientifically-based view of the world around them.

Science and Engineering Practices describe what scientists do to investigate the natural world and what engineers do to design and build systems. The practices better explain and extend what is meant by "inquiry" in science and the range of cognitive, social, and physical practices that it requires. Students engage in practices to build, deepen, and apply their knowledge of core ideas and crosscutting concepts.

Disciplinary Core Ideas (DCIs) are the key ideas in science that have broad importance within or across multiple science or engineering disciplines. These core ideas build on each other as students progress through grade levels and are grouped into the following four domains: Physical Science, Life Science, Earth and Space Science, and Engineering.

More about 3D Learning

GET TO KNOW

The Next Generation Science Standards (NGSS) are K-12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students.

A goal for developing the NGSS was to create a set of research-based, up-to-date K-12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students' interests in science and prepares them for college, careers, and citizenship.

Get to Know the Standards

IMPLEMENT

The NGSS call for a three-dimensional approach to K-12 science instruction. This represents a significant transition from previous state standards. That's why effective implementation demands a great deal of collaboration and patience among states, districts, schools, teachers, and students.

Thoughtful and coordinated approaches to implementation will enable educators to inspire future generations of scientifically literate students. That is the vision of the NGSS. This website provides a range of high-quality resources that empower educators, administrators, parents, and the general public to help bring this vision to life.

Find Tools and Resources

WHY

Science-and therefore science education-is central to the lives of all Americans.

A high-quality science education means that students will develop an in-depth understanding of content and develop key skills-communication, collaboration, inquiry, problem solving, and flexibility-that will serve them throughout their educational and professional lives.

# data[].attributes.attachment_link.title
Home Page | Next Generation Science Standards

# data[].attributes.attachment_link.description
Improving Science Education Through Three-Dimensional Learning Quick Search Next Generation Science Standards Within the Next Generation Science Standards (NGSS), there are three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard-or performance expectation-and each dimension works with the other two to help students build a cohesive understanding of science over time.

# data[].attributes.attachment_link.readable_text
California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve

The State Board of Education (SBE) adopted the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve ( Arts Standards) on January 9, 2019. To download the publication version of the standards, select the link below.

Support for Planning Remote Arts Education Instruction

During the pandemic, some in-person activities associated with performing arts courses (dance, music, and theatre), such as groups practicing and performing, may sometimes not be possible. Despite this, instruction can continue to focus on the 2019 California Arts Standards associated with the artistic processes of creating, responding, and connecting, and students can continue to practice for performances during independent applied learning time. Educators may also consider how to approach rehearsal and performances through shared technology platforms and other innovative approaches. On April 14, 2021, the California Department of Public Health (CDPH) issued new guidance including industry-specific guidance for Outdoor Seated Live Events and Performances (PDF) and Indoor Seated Live Events and Performances (PDF). These documents include guidance for rehearsals, which may also be useful for schools and districts. Please note that CDPH guidance is subject to change as conditions evolve.

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Arts Standards Professional Development Placemat

Prepublication Version of the Arts Standards

The prepublication version of the standards may be useful when customizing materials for professional learning. To download the pre-publication version of the chapters approved by the SBE, select the links below:

Visual and Performing Arts Content Standards Revision Background

Per California Education Code ( EC) Section 60605.13, "The Superintendent, in consultation with the Instructional Quality Commission (IQC), shall recommend to the state board revisions to the visual and performing arts content standards in the subjects of dance, theater, music, and visual arts adopted by the state board pursuant to Section 60605.1, and shall recommend visual and performing arts standards in the subject of media arts." EC Section 60605.13 further specifies that the National Core Arts Standards "shall serve as the basis for deliberations."

Schedule of Significant Events
The schedule of significant events for the revision of the VAPA standards was approved by the SBE on September 13, 2017.

Focus Groups

In January 2017, the CDE convened three focus group meetings to provide input on guidelines to direct the work of the Visual and Performing Arts Standards Advisory Committee (VAPA SAC).

VAPA Standards Advisory Committee

VAPA SAC Meeting Agendas and Notices

Resources

Listserv

Join the VAPA Revisions Listserv to receive periodic updates on the revision process. To subscribe send a "blank" e-mail message to join-vapa-revisions@mlist.cde.ca.gov.

Questions: Curriculum Frameworks & Instructional Resources Division | VAPA@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, July 12, 2022

# data[].attributes.attachment_link.description
Information and Resources related to the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve (Arts Standards).

# data[].attributes.headline
Language Objectives: The Key to Effective Content Area Instruction for English Learners

# data[].attributes.subject
Language Objectives: The Key to Effective Content Area Instruction for English Learners

# data[].attributes.body
Jennifer Himmel - Colorín Colorado

# data[].attributes.attachment_link.readable_text
This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.

This article written for Colorín Colorado provides an overview of how to use language objectives in content-area instruction for English learners and includes:

what a language objective is

steps that teachers can take to create language objectives

how to implement language objectives in a general education classroom

how to align objectives to content and language standards

ideas and resources on how to support teachers as they become familiar with this practice

how to use language objectives in distance learning environments.

Language Objectives: An Overview
Mrs. Shell has been teaching eighth grade math for twelve years. She has deep content area knowledge and wants to provide all of her students with authentic activities and tasks to relate the significance of the mathematical concepts that she teaches to their lives. Mrs. Shell has always felt successful at teaching her classes but this year has been different. Her sections include students with more diverse backgrounds than previous years, particularly more English learners. As Mrs. Shell was beginning to feel frustrated with her inability to reach all her students because of their needs, she learned about one way to make her content more comprehensible to all her students - creating and posting objectives that tell the students not just what content concepts they will learn in each lesson, but also the academic language they will need to learn and use to meet the state's math standards. With this knowledge, Mrs. Shell is now confident that she not only knows what to teach, but also how to teach it so that all her students can be successful.

Generally speaking, academic English is the language of schooling and the language that helps students acquire and use the content area knowledge taught in schools (Anstrom, DiCerbo, Butler, Katz, Millet, & Rivera, 2010).

Teaching content to ELs: The challenge

In my work supporting general education and ESL/bilingual teachers who provide sheltered instruction for English learners (ELs), I have met many teachers like Mrs. Shell. While these teachers want to provide effective instruction for their ELs, often they don't see themselves as language teachers and so they aren't sure where to begin with their students.

These teachers aren't alone, however, and they are facing a challenge shared by teachers across the country. We know that for school-age students, academic language is crucial for school success (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). In addition, research allows us to state with a fair degree of confidence that English learners best acquire English when language forms are explicitly taught and when they have many opportunities to use the language in meaningful contexts (Goldenberg, 2008).

Yet while the explicit instructional support that ESL and bilingual teachers provide is essential to English learners' academic language development, English learners receive a majority of their instruction from general education and content area teachers who may not have experience teaching academic language development.

The question becomes then: What do general education classroom teachers need to do in order to support the academic English development of language learners in both face-to-face and virtual environments, especially when English learners are one of many types of students they serve?

Teaching content to ELs: The solution

One principle that teachers of English learners can begin to apply immediately is creating and posting language objectives for their lessons (whether in the classroom or online in a virtual space. Many teachers are familiar with using content objectives to identify what students will learn and be able to do in the lesson. However, they are less likely to include language objectives that support the linguistic development of their students.

Implementing language objectives can be a powerful first step in ensuring that English learners have equal access to the curriculum even though they may not be fully proficient in the language. This is because the second language acquisition process requires opportunities for the language learner to be exposed to, practice with, and then be assessed on their language skills (Echevarria, Short, & Vogt, 2008).

To this end, language objectives:

articulate for learners the academic language functions and skills that they need to master to fully participate in the lesson and meet the grade-level content standards (Echevarria, Short, & Vogt, 2008).

are beneficial not only for language learners but for all students in a class, as everyone can benefit from the clarity that comes with a teacher outlining the requisite academic language to be learned and mastered in each lesson.

Now let's take a closer look at some examples and how to write language objectives.

Back to top

Writing Language Objectives

Interview with Dr. Jennifer Himmel

Learn more about language objectives in this podcast interview with Dr. Himmel from Teaching Multilingual Learners, produced by Tan Huynh.

What is a language objective?

Language objectives are lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson. Quality language objectives complement the content knowledge and skills identified in content area standards and address the aspects of academic language that will be developed or reinforced during the teaching of grade-level content concepts (Echevarria & Short, 2010).

These objectives involve the four language skills (speaking, listening, reading, and writing), but they can also include:

Below are examples of language objectives for different content areas and grade levels. They come from the Common Core State Standards for Math and English Language Arts (2012) and state standards in New York and California.
Sources:
How do I create effective language objectives?

Dr. Cindy Lundgren discusses the process of writing language objectives in this excerpt from her Meet the Expert interview.

Language objectives are directly correlated to content objectives. Once a teacher determines the lesson topic from the appropriate content standards, the teacher will want to begin thinking about the academic language necessary for English learners to complete the tasks that support the content objectives. This identification of the academic language embedded in the lesson's content will become the basis for the lesson's language objectives.

You can use the following guidelines to start thinking about appropriate language objectives for the lesson:

1. Decide what key vocabulary, concept words, and other academic words students will need to know in order to talk, read, and write about the topic of the lesson. Those words might be taught as a language objective. They should include technical terms, such as ecosystem, and terms like distribution that have different meanings across content areas. Other terms to highlight are those that language learners may know in one context, such as family (as in parents, siblings, etc.), but that have a different use in science (e.g., family of elements in the periodic table).

2. Consider the language functions related to the topic of the lesson (e.g, will the students describe, explain, compare, or chart information). See your state English Language Proficiency (ELP) standards for examples of these functions for English language arts, math, science, and social studies for all English proficiency levels and grade-level clusters.

3. Think about the language skills necessary for students to accomplish the lesson's activities. Will the students be reading a textbook passage to identify the stages of mitosis? Are they able to read a text passage to find specific information? Will they be reporting what they observe during a scientific demonstration to a peer? Do they know how to report observations orally? Acquiring the skills needed to carry out these tasks might be the focus of a language objective.

4. Identify grammar or language structures common to the content area. For example, many science textbooks use the passive voice to describe processes. Additionally, students may have to use comparative language to analyze two related concepts. Writing with the passive voice or using comparative phrases might be a language objective.

5. Consider the tasks that the students will complete and the language that will be embedded in those assignments. If students are working on a scientific investigation together, will they need to explain the steps of the procedure to one another? The language objective might focus on how to explain procedures aloud.

6. Explore language learning strategies that lend themselves to the topic of the lesson. For example, if students are starting a new chapter in the textbook, the strategy of previewing the text might be an appropriate language objective.

(Adapted from Short, Himmel, Gutierrez, & Hudec, 2012. Used with permission.)

Aligning Language Objectives and Standards

English Language Proficiency (ELP) standards

Developing appropriate language objectives for lessons involves becoming familiar with a state's content area and ELP standards. Whereas the content standards will provide the topic of the lesson and what exactly the students should be doing with that topic (e.g., solving problems, creating models, ranking ideas), the English language proficiency or development standards help to identify language skills and functions that students should be working on to achieve academic language fluency. These ELP standards can help to identify:

English Language Arts (ELA) standards

Other resources in addition to the ELP standards are a state's English Language Arts standards or the Common Core State Standards for English Language Arts and Literacy in History, Social Studies, Science, and Technical Subjects (CCSS). The English Language Arts and Literacy CCSS might be especially useful to teachers of English learners due to its attention to literacy across the content areas.

Additional resources to consult, especially if a state is a member of the WIDA consortium, are the Model Proficiency Indicators (MPIs) outlined in their ELP standards. The MPIs outline what an English learner at a specific level of English language proficiency can do in a language domain (e.g., listening) by addressing the language functions embedded in an example topic for that content area with appropriate scaffolds or support (Gottlieb, Cranley, & Cammileri, 2007). Classroom texts and other materials (e.g., science investigations, primary source documents) are other good sources to consult when preparing a lesson.

Getting Started

How can I get started?

Careful lesson planning

In creating measureable and student-friendly language objectives that support the content objectives, it is important that learner tasks in the lesson are aligned with the objectives. It is not enough to have well-written objectives that promote language acquisition if the lesson is lacking in tasks that support the objectives. If the language objective for a middle school social studies lesson is for the students to orally retell the key characteristics in a historical event using sequential language, it is important that the teacher previews sequential language with the students, such as providing sentence stems or frames, and builds into the lesson some structured pair work so the students have an opportunity to retell the event to a peer. Therefore, careful lesson planning is another essential step in preparing effective language objectives.

Collaboration

It is also useful for content area and ESL/bilingual teachers to plan lessons together, as we saw with the 7th grade science lesson scenario involving Mr. Zhang and Mr. Lewis. In this co-planning scenario, each teacher used his expertise to better integrate content and language instruction for the language learners. This type of collaboration can help a teacher like Mr. Zhang learn more about the second language acquisition process of his students and can help a teacher like Mr. Lewis become more familiar with the grade-level content expectations that his English learners encounter in content area classes.

How do I know which language objectives are best for my students?

The language objective that the teacher selects will depend on what the English learners in the class need most at that point in the year and what language is most important to understanding the content concepts. If the students have already spent a good deal of time working with new vocabulary, then the teacher might consider having students use that vocabulary to develop their writing skill by writing a summary of the process they followed.

Conversely, the teacher might want to help students become more proficient with a particular type of graphic organizer in order to develop more strategic language learning. As all teachers know, teaching is a dynamic and complex process that requires a multitude of decisions to be made. However, the advance planning required in creating language objectives allows teachers to better anticipate the academic English needs of all students thus increasing the comprehensibility of the lessons.

It is important for teachers to realize that even though their lesson may include all four language skills (it is good if they do, since the language skills reinforce one another), they do not need to post a language objective for every language-related item addressed in the lesson. Teachers address many instructional needs in a 50- or 60-minute class period. Rather than highlighting all language uses in a particular lesson, it is important for the teacher to think about what is non-negotiable in that lesson.

In other words, the teacher should keep the perspective of the English learner in mind and ask, "Of all of the skills and functions addressed in my lesson, which is most important for helping students meet the grade-level standard and develop their language proficiency?" These objectives then must be measureable (i.e., can you see or assess the student's mastery of that objective?) and written in language that accounts for the linguistic and cognitive development of the students.

How can I make language objectives "student-friendly"?

Both of the above objectives are measurable, but both also take into account appropriate developmental stages of the students. Teachers of young students (e.g., PK or K) may even want to consider further adapting the objectives. For example, we have seen kindergarten teachers use symbols such as a pencil to symbolize "write" and a mouth to symbolize "talk" when they post their objectives for the children to see. We have also seen teachers of young learners rely on pictures to show the key terms they want the students to use or to convey the topic of the lesson (e.g., a picture of a ruler and of hands to discuss standard and non-standard measurement).

One way that teachers can ensure that their language objectives are measureable and student-friendly is by using appropriate verbs. Because language objectives should provide students with practice in the four language skills of reading, writing, listening, and speaking, verbs related to those skills might include, but are not limited to, the following:

List

Retell

Summarize in writing

Record

Read

It is also important to not equate low language proficiency with limited cognitive ability. Therefore, teachers will want to make sure that the language objectives they create also reflect tasks that fall on the higher end of Bloom's Taxonomy and use verbs (e.g., orally justify) accordingly.

As noted above in the guidelines to creating language objectives, language functions are also a potential source for language objectives. Verbs related to language functions might include:

When should I share language objectives with students?

To help students take ownership of their learning and provide explicit direction to students, especially the English learners who are processing content in a new language, it is important that objectives be stated at the beginning of the lesson and reviewed with the students at the end of the lesson to allow them to assess if they have met the objectives (Echevarria, Vogt & Short, 2008).

How this happens may differ according to the grade level and content area of the class. Some teachers like to have the students choral read the objectives, while teachers of older students sometimes have them record the language objectives in their journal in addition to asking an individual student to read them aloud. Some teachers, such as those who teach science, like to reveal the objectives later in the lesson, perhaps after the warm up or exploratory activity, so that they can maintain an inquiry-based approach (Echevarria & Colburn, 2006).

Should I differentiate language objectives based on my students' language proficiency?

Although all teachers have students of varying language proficiency and skill levels in their classes, it is not necessary to differentiate language objectives by creating and posting multiple language objectives that reflect these proficiency levels. Rather, teachers should have one language objective that is appropriate for all students to meet. To provide the appropriate differentiation, the teacher would provide different scaffolds (e.g., adapted text, visuals, sentence frames) for students to use in order to reach the objectives.

For example, an appropriate language objective for an upper elementary language arts class might be for the students to be able to orally list text features found in a non-fiction book. For lower proficiency language learners, the teacher may give them a word bank from which to choose the text features; therefore, the students are meeting the same objective but with the appropriate amount of linguistic support from the teacher.

Back to top

Using language objectives in a distance learning environment

While teachers like Ms. Shell understand that the characteristics of good teaching for English learners does not change in a virtual environment, they do understand that instruction will necessarily need to look different in order to account for the challenges that distance learning presents for many learners.

Accordingly, teachers will need to think through how to:

Presenting language objectives

Many different ways exist for teachers to present language objectives in remote learning. For example, teachers might:

begin every virtual class by orally reading and presenting the content and language objectives in their Google slides and then asking students to briefly summarize in the chat box the activities they will be doing in that lesson to meet those objectives.

post the objectives at the top of a shared digital document that serves as a capture sheet for the lesson. A teacher might then ask learners to self-assess their progress towards meeting those objectives at the end of the document.

use live or recorded videos, especially when working with English learners with lower English proficiency. These videos can include props, for example ears to signify a listening objective.

use realia, such as rocks, if one of the lesson's language aims is for students to orally describe different types of sedimentary rocks.

Monitoring student understanding and engagement

Teachers in distance learning environments must also carefully consider how they will assess learner understanding and engagement throughout the lesson. Given the challenges virtual learning platforms present towards capturing data on learner comprehension (e.g., paralinguistic cues such as facial expressions, gestures, posture) teachers working in virtual environments know that it is more important than ever to ensure that students clearly understand the content and linguistic aims for each lesson.

Using comprehension checks and assessing progress

It is also essential that students understand how teachers will measure their progress towards meeting each objective. Towards this aim, teachers must build in multiple comprehension checks throughout the lesson that align to the lesson's objectives. Teachers can:

At the conclusion of a lesson, teachers can assess student progress towards meeting objectives via:

tickets out that are submitted digitally

the recording of a Flipgrid or use of another video platform where learners respond to a prompt that requires learners to use the academic language highlighted in the lesson's objectives.

Teachers can respond to the submitted tickets out or video with feedback that explicitly targets the students use of the language. When appropriate, teacher can provide learners with additional resources and/or support towards mastering that particular language skill or function. Teachers might also use that linguistic data to inform mini-lessons conducted to small groups of English learners during office hours or intervention time.

Next Steps

How can I learn more?

For more information on the SIOP Model, see Making Content Comprehensible for English Learners: The SIOP Model (Echevarria, Short, & Vogt, 2008).

Although language objectives can be implemented in any lesson design approach, they are especially congruent with sheltered instruction and the SIOP Model. Since language objectives ensure that teachers meet the unique linguistic needs of English learners, they are sometimes easier to implement in the context of instructional practices espoused by the SIOP Model.

Practices that focus on explicit academic language teaching include:

Below are other resources that can help you learn more about creating language objectives and about integrating academic language into content area classes.

Back to top

Final Thoughts

We realize that it takes teachers some time to become very comfortable with creating language objectives, but our experience has shown that the implementation of language objectives can bring immediate benefits to instruction. Some immediate benefits include teachers understanding more concretely that they are both a content area and language teacher - as one teacher said in a CAL SIOP Model workshop, "I now see myself as a math teacher AND a language teacher".

We have also observed that when teachers consciously plan to meet the academic English needs of their learners, they end up with better planned learner tasks, and students begin to have more ownership of their content area and language learning. When it comes to building proficiency in academic English, as many teachers in our workshops remind us, "If you want to see it, you have to teach it." Therefore, if teachers want to see language development, language objectives are a great first step in helping teachers explicitly teach it.

Back to top

Recommended Resources

Further reading

Short, D., Himmel, J., Gutierrez, S., & Hudec, J. (2012). Using the SIOP Model: Professional development for sheltered instruction. Washington, DC: Center for Applied Linguistics.

Echevarria, J., Vogt, M.E., & Short, D. (2010). The SIOP Model for teaching mathematics to English learners. Boston: Allyn & Bacon.

Echevarria, J., & Short, D. (2011). The SIOP Model: A professional development framework for a comprehensive school-wide intervention. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. http://www.cal.org/create/resources/pubs/professional-development-framework.html

Himmel, J., Short, D., Richards, C., & Echevarria, J. (2009). Using the SIOP Model to improve middle school science instruction. Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) Brief. http://www.cal.org/create/resources/pubs/siopscience.html

Short, D., Vogt, M., & Echevarria, J. (2010a). The SIOP Model for teaching history-social studies to English learners. Boston: Pearson/Allyn & Bacon.

Short, D., Vogt, M., & Echevarria, J. (2010b). The SIOP Model for teaching science to English learners. Boston: Pearson/Allyn & Bacon.

Vogt, M.E., Echevarria, J., & Short, D. (2010). The SIOP Model for teaching English language arts to English learners. Boston: Pearson/Allyn & Bacon.

Jennifer Himmel is the Project Director for the National Center for English Language Acquisition at the Manhattan Strategy Group. She previously served as the SIOP Manager at the Center for Applied Linguistics, a non-profit organization for language education research, policy, and practice in Washington, DC. She has served as a curriculum developer and research associate for the U.S. Department of Education funded project, Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) that is investigating academic achievement of ELLs in grades 4th-8th, and as a language testing specialist for the WIDA ACCESS for ELLs® language proficiency test. She currently manages the SIOP Model professional development service line and provides technical assistance and professional development in sheltered instruction to districts and schools.

Video Clips: Language Objectives

How to Write Language Objectives: Tips for ELL Educators

In this video from Syracuse, NY, Jesus Ortiz, a bilingual teacher, learns how to write a language objective from Areli Schermerhorn, a peer evaluator with expertise in ELL and bilingual education.

Dr. Cynthia Lundgren explains language objectives

In this excerpt from her Meet the Expert interview, Dr. Cynthia Lundgren explains the value of writing language objectives when teaching English learners.

Anstrom, K., DiCerbo, P., Butler, F., Katz, A., Millet, J., & Rivera, C. (2010). A review of the literature on academic English: Implications for K-12 English language learners. Arlington, VA: The George Washington University Center for Equity and Excellence. Education.www.ceee.gwu.edu.

Echevarria, J., & Colburn, A. (2006). Designing lessons: Inquiry approach to science using the SIOP Model. In A. Lathman & D. Crowther (Eds.), Science for English language learners (pp.95-108). Arlington, VA: National Science Teachers Association Press.

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP Model. Boston: Pearson/Allyn & Bacon.

Echevarria, J., & Short, D. ( 2010). Programs and practices for effective sheltered content instruction. In California Department of Education (Ed), Improving education for English learners: Research-based approaches. Sacramento, CA: CDE Press.

Francis, D., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. (2006). Practical guidelines for the education of English language learners: Research-based recommendations for instruction and academic interventions. Portsmouth, NH: RMC Research Corporation, Center on Instruction. www.centeroninstruction.org/files/ELL1-Interventions.pdf

Goldenberg, C. (2008). Teaching English language learners: What the research does-and does not-say. American Educator, Summer 2008, pp. 13-44.

Gottlieb, M., Cranley, E., & Cammilleri, A. (2007). Understanding the WIDA English Language Proficiency Standards: A resource guide. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium.

Short, D., Himmel, J., Gutierrez, S., & Hudec, J. (2012). Using the SIOP Model: Professional development for sheltered instruction. Washington, DC: Center for Applied Linguistics.

World-Class Instructional Design and Assessment (2007). WIDA English Language Proficiency Standards. Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium http://www.wida.us/standards/elp.asp

You are welcome to print copies or republish materials for non-commercial use as long as credit is given to Colorín Colorado and the author(s). For commercial use, please contact [email protected] .

# data[].attributes.attachment_link.title
Language Objectives: The Key to Effective Content Area Instruction for English Learners

# data[].attributes.attachment_link.description
This article provides an overview of how to use language objectives in content-area instruction for English learners and offers classroom-based examples from different grade and subject levels.

# data[].attributes.headline
Using Content and Language Objectives to Help All Students in Their Learning

# data[].attributes.subject
Using Content and Language Objectives to Help All Students in Their Learning

# data[].attributes.body
Shanthi Kumar - Achieve the Core

# data[].attributes.headline
Sample Language Objectives: Engaging in Academic Interactions

# data[].attributes.subject
Sample Language Objectives: Engaging in Academic Interactions

# data[].attributes.body
Kate Kinsella

# data[].attributes.headline
Linguistic Scaffolds for Writing Effective Language Objectives

# data[].attributes.subject
Linguistic Scaffolds for Writing Effective Language Objectives

# data[].attributes.body
Kate Kinsella

# data[].attributes.headline
Language Targets: Hitting the Moving Bull's Eye

# data[].attributes.subject
Language Targets: Hitting the Moving Bull's Eye

# data[].attributes.body
TL&I - CSUCI

# data[].attributes.attachment_link.title
Writing Effective Learning Objectives - Practice

# data[].attributes.body
Begin with the end in mind.

# data[].attributes.headline
SIOP Strategies for Making Input Comprehensible

# data[].attributes.subject
SIOP Strategies for Making Input Comprehensible

# data[].attributes.attachment_link.readable_text
Skip to main content

A Framework for Anti-Bias Education

The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Divided into four domains-identity, diversity, justice and action (IDJA)-the standards recognize that, in today's diverse classrooms, students need knowledge and skills related to both prejudice-reduction and collective action. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks' four goals for anti-bias education in early childhood.

Each of the IDJA domains has learning outcomes and school-based scenarios organized by grades K-2, 3-5, 6-8 and 9-12.

Download the Standards

# data[].attributes.attachment_link.description
The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction, providing a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

# data[].attributes.headline
4 Domains + Metalinguistic Awareness Slide

# data[].attributes.subject
4 Domains + Metalinguistic Awareness Slide

# data[].attributes.attachment_link.title
4 Domains for ELs + metalinguistic awareness