During our SIOP Summer Institute we worked on writing objectives that not only contained the content of our lessons but also the language that students needed in order to accomplish the task. There were probably around 50 different objectives written that we decided to share with anyone who was interested in seeing some examples! As you look through the objectives you will notice that the content of the lesson, the language function and the language structure are present. You will know which is which by the coloring coding.

Content– Red

Language Function–Blue

Language Structure–Green

Enjoy!

 

Reading

Comprehension Strategies & Skills–

   Predictions 

• We will make predictions when reading our story by thinking about what was read and then using the sentence frame to state our prediction. “I predict ____ will happen because I noticed ______.”

•  Our job is to predict the sequence of events in the story by using the sentence “I predict…”

    Main Idea & Details

• Students will be able to identify the main idea and three supporting details about a non-fiction text by using the sentence stem, “The main idea is _____. Three supporting details are _______.”

• SWBAT identify the main idea of a passage using the sentence structure, “The main idea is ______.” orally.

• We will be able to identify the main idea of the story and provide three supporting details using a graphic organizer. “The main idea of the story is ____. One supporting detail is _____.”

    Context Clues

• Our job is to use context clues by to find the meaning of a word looking for clue words “or”, “and” and using a sentence frame.

• Our job: Use context clues to infer the author’s point of view. Use a sentence frame to explain your thinking. “The author thinks or feels _____. Details that support this are _____.”

• Students will be able to identify and provide and example of author’s point of view using the key words, “I”, “you”, “he”, “she”, or “they”.

• Our job: Use context clues to find the meaning of a word by looking for clue words “or”, “and” and using a sentence frame. “I read around the word ____ and saw the clue _____. These clues helped me figure out ____ means _____.”

   Questions/Statements

• We will distinguish between statements and questions and read them with correct inflection.

• Students will be able to ask questions during reading using sentence starters. “I wonder…” “What can I do if I …”

• We will improve comprehension of our story by clarifying information when answering “wh” questions: who, what, where, and when.

   Retell/Summarizing

• Students will be able to discuss the order of events in a story using the transition words “first”, “next”, “then”, and “last”.

• Our job is to write a summary of our story using the Somebody Wanted but so then format.

   Genre

• Our job is to find the reasons and tell why our story is a fantasy by using a sentence starter.

 

    Story Elements

• Students will be able to identify and describe the actions, feelings, wants and needs, an traits of a character in a story, and then write this information on a graphic organizer.  “____ is a ____ person because he/she (feels, wants, needs).

• We will identify story elements and write a summary using sentence starters.  “The character is/are _____.” The setting is/are_____.”  “In the beginning _____.”, “In the middles ____.”, “At the end ____.”  or  “A problem in the story is _____. “, “The character _____ solved the problem by ____.”

• Our job is to find an tell about the actions, feelings, needs and describe the kind of person a character is in our story. Then write this on your chart.

   Fact/Opinion—Cause/Effect

• Students will be able to create an opinion statement using the phrase “I think _______.”

• Students will identify the cause and effect in the text by using so, because, after and therefore.

Vocabulary

• Our job is to find the reasons and tell why words in our story have similar meanings by using a sentence starter. “I know the words _____ and _____ are synonyms because _______.”

• Our job is to categorize spelling words and vocabulary words into 2 columns “short a” and “not short a”.

• We will create our own sentences of high frequency words.

Grammar

• We will identify common and proper nouns by sorting.  “_____ is a proper noun because it names a specific (person, place, thing)”,  “_____ is a common noun becasue it names a (person, place, thing”

 

Math

• Students will be able to explain how to graph Quadratic Functions while using key vocabulary: axis of symmetry, vertex, and table of values with the following frame: “a=____, b=___, c=___, so the Axis of Symmetry equals ____, the vertex is ____, then the table of values becomes ______.”

• SWBAT sequence the order of operations to evaluate numeric expressions using words like first, next, then and last.

• Students will be able to represent large numbers using scientific notation by explaining how to multiply by powers of 10 mentally and then moving the decimal the appropriate number of places. Students will use the following frame: Since I am multiplying by 10 to the ____ power, then I move the decimal _____ places.

• Students will be able to solve two-step equations using inverse operations.

• Students will be able to identify shapes by using the phrase: “This is a _____ because _____.”

• Our job is to write and compare numbers in more than one way using the terms standard form, expanded form, and word form.

• SWBAT read and evaluate powers by telling and calculating how many times the base is repeatedly multiplied by using frames.

• Our job is to analyze place value to ten thousands to write numbers in standard and word form. Explain and compare place value connections using a sentence frame, “Ten thousands place is like the ten place because _____.” and “Ten thousands place is different from the tens place because ______.”

Writing

• Our job is to determine what good writers do with the sentence starter “Good writers ______.”

• Students will construct a telling sentence, with a capital letter at the beginning and a period at the end.