Content-Based Language Instruction
The Content-Based Language Instruction Site is designed for all educators of emergent bilingual (EB) students. It provides practical, research-validated practices that are essential for effective language program services. The contents of this site are intended to support effective program implementation within dual language immersion (DLI), transitional bilingual education (TBE), and English as a second language (ESL) programs. It contains valuable application for DLI teachers, TBE teachers, ESL teachers, any other teachers of EB students, paraprofessionals, instructional coaches/specialists, counselors, campus administrators, and district leaders.
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Language Objectives
All content lessons delivered in English for emergent bilingual students must have a language objective derived from the ELPS that is connected to the content objective of the lesson. When determining the lesson's language objective, consider the following:
Select one language objective per lesson. Although each lesson may incorporate all aspects of ELPS student expectations, including listening, speaking, reading, writing, and learning strategies, the language objective should focus on one ELPS standard in which the students will be formally or informally assessed.
Connect to the content objective. Think of what language is needed to support the reception or demonstration of content knowledge within the lesson, and set the language objective to capture the language target needed for successful participation with the content material. Consider the content objective as what students will learn and the language objective as how students will receive information or demonstrate understanding.
Use the same language objective for EB students at all levels of English proficiency. Different language objectives are not needed for each of students' English proficiency levels (beginning, intermediate, advanced, or advanced high); rather, the linguistic supports provided will be scaffolded commensurate to the students' needs in order to demonstrate the same language objective.
Vary the focus on the five categories of the ELPS student expectations. There is no scope and sequence for the ELPS. However, based on the needs of the EB students, spiraled focus on each domain of language (listening, speaking, reading, and writing) and the use of learning strategies is needed to ensure students have authentic practice across all areas of language development.
Effective instructional design for EB students should include opportunities to listen, speak, read, and write at their current levels of language. When planning, language objective will ensure intentional language practice within the lesson. Below, the chart provides examples of the connection between content objectives, language objectives, and instructional practices.
Content Objective
I will explain the difference between needs and wants.
(K.5.B - Economics)
Language Objective
I will organize examples of needs and wants based on what I hear.
(ELPS 2.I - Listening)
Instructional Practice
Students will be given pictures that illustrate examples of needs and wants. They will listen to the teacher call out the examples of needs and wants as students organize them into categories based on the description the teacher gives, deciding if they are needs or wants. Then, pairs of students will discuss why they chose to group the examples as they did and how needs and wants are different. To fortify listening skills, pairs will find new partners and retell what they recall their original partner explained about the differences of needs and wants. They will be given these sentence stems to begin their final conversation: "My partner said that needs are.... My partner said that wants are...."
Content Objective
I will organize a collection of data using a bar graph or pictograph.
(2.10.B - Data analysis)
Language Objective
I will explain how I organized my data to my table group.
(ELPS 3.E - Speaking)
Instructional Practice
After the teacher models how to organize data into bar graphs and pictographs, groups of students will create a bar or pictograph with a set of data. Finally, each student will use a set of data to create either a bar graph or pictograph of their choosing. Prior to sharing orally with their table group how they organized the data, students will rotate to at least two partners in the room to practice their explanation.
Content Objective
I will make inferences while reading chapter 1 of Island of the Blue Dolphins.
(4.8.A - Multiple genres; literary elements)
Language Objective
I will apply my prior knowledge and experiences when making inferences and connecting with text evidence.
(ELPS 1.A - Learning Strategies)
Instructional Practice
The teacher will read aloud a section from chapter 1 of Island of the Blue Dolphins by Scott O'Dell. Then, students will re-read the section with a partner, while filling out a 3-column chart with these sections: What I know, What I see, What I infer. In the first column, they will make notes of experiences and prior knowledge they have that relates to what's happening. Then, they will cite portions of the text that support the formation of an inference. Lastly, they will tell what they infer from the text in the last column. Partners will then pair with another partner group to share their inferences and evidence.
Content Objective
I will critique a scientific explanation related to the recent unit on force, motion, and energy, using my own reasoning or observations.
(7.3.A - Scientific investigation and reasoning)
Language Objective
I will use analytical skills to evaluate a scientific explanation of my choosing, providing explanation of my critique with details from my reasoning or observations.
(ELPS 4.K - Reading)
Pairs of students will choose from a list of scientific explanations related to force, motion, and energy. They will conduct a shared reading of the explanation, while taking notes of their agreements or disagreements. Together, they will conduct an experiment or observation before formulating a written evaluation of the scientific explanation, providing evidence from their observation or experiment. Students will use sentence stems to begin their responses, ranging from simple (I agree because…) to complex (Based on evidence from our observation of …, the scientific explanation of … is correct because…).
Content Objective
I will explore the effects on the graph of the parent function f(x)=x² as the function is transformed by replacing the variables.
(7.C - Quadratic functions and equations)
Language Objective
I will explain in writing how the graph of a quadratic function is changed by various transformations using a word bank.
(ELPS 5.B - Writing)
Instructional Practice
Students will explore various transformations (translations, dilations, and reflections) using the variable sliders on a Desmos calculator and replacing the variables in the y=x² + c. Then, using two parabolas, they will write an explanation of how the graph of the quadratic is changed due to the changing variables. A word bank will be provided to include words such as stretch, compress, shift, and vertex.
Content Objective
I will differentiate between empirical and molecular formulas.
(8.D - Science concepts; chemical reactions)
Language Objective
I will use mapping of structural formulas to support my understanding of empirical and molecular formulas.
(ELPS 1.C - Learning Strategies)
Instructional Practice
The teacher will model how to create a structural formula for various molecules and how to write the empirical and molecular formulas for each. In small groups, students will create a chart of 5 different molecules, showing the structural, empirical, and molecular formulas. Finally, students will select one other molecule to share with the whole group in which they demonstrate the structural formula and how they discovered the empirical and molecular formulas for the molecule. Example: Ethane- CH₃ (empirical), C₂H₆ (molecular), structural.
Content Objective
I will summarize information on my chosen topic related to the book Life of Pi.
(5.D - Response skills)
Language Objective
I will report orally on the key information from several sources on my chosen topic related to the reading of Life of Pi.
(ELPS 3.H - Speaking)
Instructional Practice
After concluding the reading of the book Life of Pi by Yann Martel, students will select a topic related to the book. They will investigate at least 3 articles or narratives related to the topic. Then, they will explain the key points of their topic to a small group before recording themselves using Flipgrid in order to obtain feedback from another student and the teacher. Students may use their notes when presenting/recording as needed.
Content Objective
I will summarize the causes of the global depression immediately following World War I and explain the responses of governments.
(11.A and B - History)
Language Objective
I will describe in writing with detail on the international, political, and economic causes of the global depression after WWI as well as the responses of the US, Germany, Great Britain, and France.
(ELPS 5.G - Writing)
Instructional Practice
After concluding the reading of the book Life of Pi by Yann Martel, students will select a topic related to the book. They will investigate at least 3 articles or narratives related to the topic. Then, they will explain the key points of their topic to a small group before recording themselves using Flipgrid in order to obtain feedback from another student and the teacher. Students may use their notes when presenting/recording as needed.