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I can orally describe basketball shots by different charts.

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I can orally describe basketball shots by different charts.

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I can describe the characters in a story by writing on a graphic organizer.

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Students will determine the main idea of q text and explaining by supported details
How: students will use a key detail anchor chart to summarize key details.
Students will discuss with their partners then findings on the details
The student will write a summary of the text after listening the details of their friends

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I can summarize in writing how the different text features help me better understand the text "Los volcanes".

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I can write the names and draw a picture of three 3D shapes.

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I can write the names and draw a picture of three 3D shapes.

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I can orally describe the attributes of geometric shapes to a partner using triangle, square, and rectangle.

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I can orally describe the attributes of geometric shapes to a partner using triangle, square, and rectangle.

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I can identify the characters of a story by retelling the story to a teacher or partner.
Michele Moore

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I can orally describe the authors point of view to a partner using a graphic organizer.

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I can orally describe the authors point of view to a partner using a graphic organizer.

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I can write sentences appiying a new vocabulary

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I can write sentences appiying a new vocabulary

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I can identify the characteristics of a fable

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I can identify the characteristics of a fable

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~Valentin

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I can identify Earth's land and rock cycles with my classmates

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I can identify Earth's land and rock cycles with my classmates

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I can orally describe the characters in the story by sound of their voices. 

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I can orally describe the characters in the story by sound of their voices. 

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I can learn to identify vowels and consonants.

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I can summarize the lifecycle of a butterfly in a graphic organizer and explain it to a partner.

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I can write sentences using the vocabulary and share my sentences with a partner.

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I can write sentences using the vocabulary and share my sentences with a partner.

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I can describe the connection between an series of historical events in a text.

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I can describe the connection between an series of historical events in a text.

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~Valentin

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I can express my preferences and opinion in daily basis  situations and games.

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I can orally explain a given pattern rule and justify my reasoning to a partner. 

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I can orally explain a given pattern rule and justify my reasoning to a partner. 

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I can explain in writing a given pattern rule and justify my reasoning.

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I can write sentences applying a new vocabulary list chart.

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I can write sentences applying a new vocabulary list chart.

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SWBAT orally describe how matter consist of solid, liquid and gas to a partner.

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SWBAT orally describe how matter consist of solid, liquid and gas to a partner.

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I can orally describe the connection between historical events using a timeline

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I can orally describe the connection between historical events using a timeline

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I can write the name and describe 3D shapes.

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I can write the name and describe 3D shapes.

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I can describe how a character responds to major events and challenges.

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I can describe how a character responds to major events and challenges.

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I can discuss with a partner the difference between points, lines, line segments, rays, angles, and perpendicular lines and parallel lines within different shapes by using compare and contrast words. Aceituno

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I can explain the value of a given number in fraction and decimal form with a partner.

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I can explain the value of a given number in fraction and decimal form with a partner.

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SWBAT explain orally how the sun's energy impacts the processes of the water cycle (including evaporation, transpiration, condensation, precipitation and runoff) 

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SWBAT explain orally how the sun's energy impacts the processes of the water cycle (including evaporation, transpiration, condensation, precipitation and runoff) 

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I can decompose a number by using a Number Bond Math mat organizer.

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I can decompose a number by using a Number Bond Math mat organizer.

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I can orally describe cause and effect using a GO to a partner by explaining what action was the cause and what was the effect to you partner.

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I can orally describe to my partner how the main character in The Lost Button is is alike and different from the main character in Barn Full of Hats.

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I can orally compare and contrast animal adaptations for survival and explain the similarities and differences to a partner. 

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I can orally compare and contrast animal adaptations for survival and explain the similarities and differences to a partner. 

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I will learn to communicate my age using Spanish numbers and with the "Yo" form of the verb "Tener" (Spanish)

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I will learn to communicate my age using Spanish numbers and with the "Yo" form of the verb "Tener" (Spanish)

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I can use evidence to support my answers.

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I can use evidence to support my answers.

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Leni

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I can answer/ask questions about a story

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I can answer/ask questions about a story

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I can describe to a partner how note placement on the staff works.

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I can show how letters represent sounds.

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I can show how letters represent sounds.

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I can describe in writing the tone of the poem using connotative words as supporting evidence.

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I can use letters to learn sounds and words.

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I can use letters to learn sounds and words.

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I can describe the characters in a story by writing on a graphic organizer.

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Summarize the Lifecycle of a Butterfly
Avatar of Aimee Provencher
Aimee Provencher
4h
Summarize the Lifecycle of a Butterfly
I can summarize the lifecycle of a butterfly in a graphic organizer and explain it to a partner.
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Connie Espinosa
Avatar of Diana Castano
Diana Castano
4h
Connie Espinosa
I can orally describe cause and effect using a GO to a partner by explaining what action was the cause and what was the effect to you partner.

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Quinto - 5th 
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I can orally describe the authors point of view to a partner using a graphic organizer.
Avatar of Eveles Llanes
Eveles Llanes
4h
I can orally describe the authors point of view to a partner using a graphic organizer.
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1
SWBAT orally describe how matter consist of solid, liquid and gas to a partner.
Avatar of anonymous
Anonymous
4h
SWBAT orally describe how matter consist of solid, liquid and gas to a partner.
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0
SWBAT explain orally how the sun's energy impacts the processes of the water cycle (including evaporation, transpiration, condensation, precipitation and runoff)
Avatar of anonymous
Anonymous
4h
SWBAT explain orally how the sun's energy impacts the processes of the water cycle (including evaporation, transpiration, condensation, precipitation and runoff) 
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I can use evidence to support my answers.
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Anonymous
1m
I can use evidence to support my answers.
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I can describe
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Anonymous
1m
I can describe 
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Intermedia - Middle School
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I can orally describe basketball shots by different charts.
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Michael Gaskins
4h
I can orally describe basketball shots by different charts.
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I can orally describe the characters in the story by sound of their voices.
Avatar of Marjorie Plowden
Marjorie Plowden
4h
I can orally describe the characters in the story by sound of their voices. 
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I will learn to communicate my age using Spanish numbers and with the "Yo" form of the verb "Tener" (Spanish)
Avatar of Victoria Hanchell
Victoria Hanchell
2m
I will learn to communicate my age using Spanish numbers and with the "Yo" form of the verb "Tener" (Spanish)
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0

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Cuarto - 4th 
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Content
Avatar of Juanita Merizalde Romero
Juanita Merizalde Romero
4h
Content 
Students will determine the main idea of q text and explaining by supported details 
How: students will use a key detail anchor chart to summarize key details.
Students will discuss with their partners then findings on the details
The student will write a summary of the text after listening the details of their friends 

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I can identify Earth's land and rock cycles with my classmates
Avatar of anonymous
Anonymous
4h
I can identify Earth's land and rock cycles with my classmates
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0
I can orally explain a given pattern rule and justify my reasoning to a partner.
Avatar of anonymous
Anonymous
4h
I can orally explain a given pattern rule and justify my reasoning to a partner. 
I can explain in writing a given pattern rule and justify my reasoning. 
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I can explain the value of a given number in fraction and decimal form with a partner.
Avatar of Keisha De Jesus
Keisha De Jesus
4h
I can explain the value of a given number in fraction and decimal form with a partner.
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1

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I can use decoding to find words through sounds and pictures in books.

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I can use decoding to find words through sounds and pictures in books.

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I can tell a friend how to identify shapes both 2D and 3D.

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I can tell a friend how to identify shapes both 2D and 3D.

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I can orally describe adjectives and verbs about Spring to a partner.

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I can orally describe adjectives and verbs about Spring to a partner.

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I can orally describe a steady beat in music.

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I can draw a picture to show the main character and the setting of a story.

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I can draw a picture to show the main character and the setting of a story.

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Clemen

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I can explain to someone else how I can be balanced. (the IB Learner Profile attribute for the month of April) - Katryna

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I can explain to someone else how I can be balanced. (the IB Learner Profile attribute for the month of April) - Katryna

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I can ask and answer questions about a text.

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I can ask and answer questions about a text.

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I can orally retell the story to a partner.

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I can orally retell the story to a partner.

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I can describe tempo to a partner using the vocabulary faster, slower, speeding up and slowing down.

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I can orally compare and contrast Gray Wolves and Red Foxes using a Venn Diagram.

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I can orally compare and contrast Gray Wolves and Red Foxes using a Venn Diagram.

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I can orally explain to a partner the beginning, middle and end on a story with character and setting.

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I can orally explain to a partner the beginning, middle and end on a story with character and setting.

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I can identify the properties of the minerals using a chart and share it with a partner.

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I can identify the properties of the minerals using a chart and share it with a partner.

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I can show and explain  a partner how to solve a subtraction problem.

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I can show and explain  a partner how to solve a subtraction problem.

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I can orally tell what is happening and the characters in a story.

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I can orally tell what is happening and the characters in a story.

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I can identify the title, author, and illustrator and what they mean for a book.

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I can explain to a partner how images and legends help me to understand better a text.

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I can illustrate pictures through description that show details and setting.

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Key Uses & Can Do Descriptors K-12

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English Language Development Standards

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Big Ideas

Four Big Ideas anchor the standards and are interwoven throughout the framework:

Equity of opportunity and access
This is essential for multilingual learners' preparation for college, career and civic lives.

Integration of content and language
Academic content is the context for language learning, and language is the means for learning academic content.

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

Functional approach to language development
This approach helps educators focus on the purposeful use of language.

These Big Ideas support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners' strengths and needs.

To explore more about the Big Ideas, see pages 17-20 of the 2020 Edition.

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Set high expectations and ensure equity of opportunity for multilingual learnersThe WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners.Get the 2020 Edition, grade cluster editions, and supporting materials.

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Spanish Language Standards

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Using the Standards for Instruction

The WIDA SLD Standards serve as a resource for planning and implementing language instruction and assessment for multilinguals who are learning academic content in Spanish. Educators can use the standards to:

Guide the language development of academic Spanish and the academic success of students receiving content instruction in Spanish

Develop curriculum, instruction, and assessment of students receiving content instruction in Spanish

Encourage and maximize the use of multiple language resources in the classroom community

Support and frame collaboration among educators of emergent multilingual students and instructional teams who serve them

WIDA designed the SLD Standards upon the same framework as the WIDA English Language Development (ELD) Standards. However, the SLD Standards are not a direct translation of the ELD Standards. They approach language use through the same lens, but were developed by bilingual educators with a focus on the unique nature of the Spanish language.
Get the Spanish Language Development Standards

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A tool to help educators support Spanish language development in multilingual learners The WIDA Spanish Language Development (SLD) Standards outline the progression of Spanish language development in Grades K-12 for students who are learning Spanish as a first or additional language.

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Resources and professional development for educators supporting Spanish language development for multilingual learners

WIDA recognizes the need for quality bilingual education that includes strong Spanish language instruction and assessment for multilingual students. WIDA Español offers educators who teach academic content and language development in Spanish a comprehensive system for supporting such instruction and assessment. This system allows educators the opportunity to focus on emergent multilingual students' full range of language skills.

WIDA Español products and services can be delivered directly to your school or district to support educators in Spanish language programs.

The resources and components of WIDA Español are flexible enough to work alongside existing content curriculum, structures and initiatives in schools, and align to the WIDA English Language Development system or other English language development standards.

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Resources and professional development for educators supporting Spanish language development for multilingual learners WIDA recognizes the need for quality bilingual education that includes strong Spanish language instruction and assessment for multilingual students. WIDA Español offers educators who teach academic content and language development in Spanish a comprehensive system for supporting such instruction and assessment.

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Language Function PDF

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Using Content and Language Objectives to Help All Students in Their Learning

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Writing Effective Language Objectives

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Reflections on Teaching Multilingual Learners

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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…

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Video

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Language Objectives

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Supporting English Language Learners - Language Objectives

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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

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I can identify the main idea and supporting details of a text with a partner and highlighting the text in different colors.

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I can identify the main idea and supporting details of a text with a partner and highlighting the text in different colors.

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I can use text features to locate information relevant to a given topic efficiently.

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I can use text features to locate information relevant to a given topic efficiently.

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Many teachers are familiar with content objectives. Some may also be familiar with language objectives. But if you're like me, you might not have heard of a culture objective. In my podcast conversation with Dr. José Luís Medina Hernandez Franco Diaz Cruz Jr. , we walk through his process of writing objectives.

What is a language objective?

A language objective identifies

how students must use the language to comprehend the content and/or

the language required to express understanding of the content.

Without a language objective, students are unclear about what they are supposed to do with the content or how to access it.

When teachers have identified a language objective, they make these expectations clear for students. Additionally, teachers now have a better idea of how to support students when a language objective is written.

A language objective is the how of a lesson while the content objective is the what of the lesson. Students need both to be successful at school. Teachers should also support these objectives with engaging lesson delivery.

4 + 1 Language Domains

One component in writing a language learning target is what Medina calls " 4 + 1 ". The four refers to the different language domains:

1) speaking
2) listening
3) reading
4) writing

Though an ideal lesson would require the use of all of the domains, Medina asks teachers to identify the main domain that they are focusing on.

The "+1" refers to the language learning strategy, such as noticing the order of adjectives in a sentence.

Ideally, teachers would post the five icons (the four language domains and the language learning strategy) displayed on the board. Only one of the icons would be identified, possibly by a clip, to visually communicate the domain that students will be developing in that particular lesson.

Simplified & Detailed Language Learning Targets

There are four steps to this process of creating a language learning target, which is Medina's term for a language objective. If you follow these steps, you will be able to form a single sentence as a language objective.

1. Choose an academic verb for a language domain

Think about the thinking that students have to do when engaging with the content. Some of the most frequent categories of academic verbs used in schools are recall, explain, argue, discuss. Medina's approach calls for us to identify one of the four language domains to be connected to this academic verb.

2. Identify the content

At this point, teachers select the content of the lesson. These are the discipline-specific topics, concepts, or knowledge found in the standards and curriculum guide.

3. Include a form of interaction

Think about how students will be interacting with the content. Will it be through an article, a video, an experiment, or a software program? With a partner, in groups, or including the entire class? If you have these first three steps, Medina calls this a simplified language learning target.

4. Specify the language learning strategy

The fourth step is optional, but adding it in results in what Medina calls a detailed language learning target. This step requires us to identify the strategy students will use to learn a language.

We are asking students to be metacognitive about language acquisition in this step. With this addition to a language objective, students are more likely to reach into their home language toolkit to find similarities and differences between the target language at school and their heritage language.

Additionally, having this step empowers them to be more in charge of their language learning journey. They develop linguistic tricks that turbocharge their ability to learn a new language.

Culture Objectives

A culture objective develops students' sociocultural competence. The goal of a culture objective is to connect students' lived experiences and backgrounds to the content, positively reflect students' cultures within the curriculum, and expand their linguistic repertoire.

Medina suggests four ways teachers can write a culture learning target:

1. Amplify the voices of marginalized communities

Include experiences of individuals and communities that are marginalized by society. Positively present how they have contributed to the field. Additionally, celebrate how their stories, symbols, history and practices connect to the content.

Make sure to highlight what individuals from marginalized communities can teach us about the content. Adding this aspect creates space for students from minority backgrounds to be reflected in a positive light within the curriculum.

An easy way to do this is through picture books where the main character is from a marginalized community and is being shown in a positive narrative.

2. Connect to the child and/or the real world

Form a connection between the content and something in the child's lived experiences and/or an actual example outside of school. This might be as simple as asking students to think about how a content-specific topic shows up in their lives, families, communities, or cultures.

You can also partner with institutions, organizations, non-profits, or advocacy groups to find authentic examples of how the content appears in the world outside of school.

3. Encourage cross-linguistic connections and translanguaging

When we teach content, we can invite students to read articles and watch videos about the same content to raise students' comprehension.

When we teach a language pattern or feature of language, we pause to ask them if they have the same things in their home languages. This opportunity deepens their understanding of both languages and develops their metalinguistic skills, which strengthens their language-learning skills.

Lastly, we encourage students to have conversations in their home language about the content and allow them to translanguage. A translanguaged sentence might consist of words and phrases from different languages. Alternatively, a translanguaged conversation might start with English, move to Hindi in the middle, and end with English again.

The key is to allow students to mobilize from their entire linguistic repertoire, rather than be limited by just one language.

4. Present social and academic language as equals

For Medina, context is key to language. He encourages teachers to not overvalue academic language and undervalue social language for they are both valuable. What we are encouraged to do as educators is to teach students the appropriate contexts for each.

When we show students that both social and academic language are appropriate in their own contexts, we expand students' linguistic repertoire. Their language now consists of social language, academic language, and language patterns used by people from minority backgrounds.

Though this article is about content, language, and culture objectives, at another deeper level it is about advocating for multilingual learners. When you write language objectives, you have the chance to provide an equitable learning experience.

When you craft culture objectives, you can intentionally include people from marginalized communities and communicate to students that people from minority backgrounds hold a central role in our curriculum.

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#117. How to write language & culture objectives - TanKHuynh

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Dr. José Medina shares why writing language and culture objectives are the equity pieces in a lesson plan and teaches us how to write them.

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I can orally tell the hour to a partner.

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I can orally tell the hour to a partner.

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Jose Medina 4+1 Writing a Language Objective

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Jose Medina 4+1 Writing a Language Objective

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The 4 Language Domains
Listening

Speaking

Reading

Writing

Plus 1 = Metalinguistic*
Identify the strategy students will use to learn language. They make connections between their L1 & L2

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Steps to writing a LO using the 4+1 Method

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Steps to writing a LO using the 4+1 Method

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Step 1 Choose an academic verb for a language domain
*listening, speaking, reading, writing

Step 2 Identify the content
These are discipline specific topics, concepts, or knowledge found in the NCSCoS

Step 3 Include a form of interaction
How will the student interact with the content? Will it be through an article, a video, an experiment, computer program or with a partner, in groups, the entire class?

Step 4 Specify the language learning strategy
How will the student be metacognitive about language?