CDC 4 Formulating Goals and Objectives

Sixth Grade mixed level ESL, Bronx, NY

Goal 1: By the end of the year, students will write for varying tasks such as informational, responding to literature, and expression through opinion writings, narratives and poetry.


1a: Students will recognize features of different types of writing.

1b: Students will work to write using the basic conventions and features of American English using appropriate grammar, vocabulary, pronunciation, and intonation.

1c: Students will be able to develop ideas through supporting details.

1d: Students will use tier two vocabulary to improve word choice.

1e: Students will be able to reflect on their own writing to make improvements.


Goal 2: By the end of the year, students will be able to listen and comprehend information spoken in varying context.


2a: Students will be able to use phrases to ask for clarification when necessary to show self-monitoring.

2b: Students will be able to provide responses using accountable talk to show agreement, disagreement, and additions to a previous speaker.

2c: Students will be able to listen to identify the main idea and key details.


Goal 3: By the end of the year, students will be able to interact with grade level texts.


3a: Students will use varying strategies to make meaning of complex texts, including strategies for clarifying unfamiliar words, self monitoring strategies, and comprehension strategies.

3b: Students will be able to analyze a grade level text for an author’s purpose.

3c: Students will be able to identify literary elements in a text.

3d: Students will show an appreciation of literature through independent reading of self-selected books.


Goal 4: By the end of the year, students will be able to speak on a variety of academic and nonacademic topics.


4a: Students will work to speak using the basic conventions and features of American English using appropriate grammar, vocabulary, pronunciation, and intonation.

4b: Students will hold conversations on academic topics, as well as informally.

4c: Students will follow the rules for turn taking and holding an academic conversation.

4d: Students will work to incorporate new vocabulary while speaking.

4e: Students will be able to use accountable talk while speaking to show agreement, disagreement, expand on another’s ideas, or ask for clarification.

4f: Students will be able to present information to the class.


Goal : By the end of the year, students will be able to demonstrate and understanding of cross-cultural knowledge.


5a: Students will be able to articulate aspects of their own culture that make them unique.

5b: Students will be able to identify cultural differences between living in the U.S. and their previous home.

5c: Students will be able to conduct research their own culture, as well as the cultures of others.

5d: Students will be able to demonstrate in writing what makes them unique in varying ways throughout the year.


CDC1 Defining the Context

Title: Sixth Grade ESL

(Mike moved this from the previous blog so everything would be together)

Description of Course

Thank you Christina,
Nice job! I (Mike) was able to get a good feel of your context and course. I have asked some questions and made some comments but you don’t need to answer them or make changes immediately. You can make changes any time between now and the end of the course. When/if Steve and I request immediate changes we will make it very clear. Otherwise you can make changes (or not) when you’d like. Please let me know if you have any questions on what I have written.

How Many 30 students currently, 32 student max
Age 10-11 years old
Gender 46% Female, 54% Male
Culture(s) Central American, Yemeni, Pakistani, Vietnamese,
If you could add more here on the breakdown of the cultures here it would be great. 
Other Language(s) Spanish, Arabic, Urdu, Vietnamese
As above with the cultures it would be great to include more info on the breakdown here. 
Purpose(s) To advance proficiency in order to pass the NYSESLAT (New York State English as a Second Language Achievement Test). When students achieve “commanding” proficiency, they are no longer required to receive ESL services by the state.
Educational Experience There is a large range of educational backgrounds. Some students have been born in the United States and have attended public schools, receiving English classes since kindergarten. In contrast, some students have been in the U.S. for less than a year. 7 students have limited formal education in their home language, and come from war torn countries. Some students receive special education services for minor learning disabilities through either pull-out or push-in services from a special education or speech teacher.
Family Some students have English-speaking parents or siblings, whom offer language support at home. Sorry to be so picky about the specifics but I wonder if you could state (or predict) roughly how many students would have English speaking parents or siblings? Others do not. Some have greater responsibilities caring for siblings at home while parents work in the evenings.
Other Stakeholders
School Administrators Administration primarily dictates the school curriculum, as well as some teaching strategies usedHere I wondered how much flexibility a teacher has but I can see you answered it below. 
Funders The City of New York and the state, meaning compliance to state laws are regulated, student performance is monitored and interventions from the state are implemented if students do not show sufficient grown. Federal Funding through Title 1 is also available, making more money available for additional resources if necessary.
Community The school serves students from varying socio-economic backgrounds. It must serve all students living in the zone.
Physical Setting
Location of School Public School 89X is located in the Bronx New York. Students are either zoned to attend the school, or can come through school of choice. The majority of students walk or take the bus to school.
Classroom The classroom is small and well lit. Students have their own desks. There are many windows and an air conditioner. Students visit different classrooms throughout the day and teachers stay in their own classrooms. The room is used for a general education English class as well.
Technology There is a SMART board for the teacher that projects from the computer and allows interaction on the board. There are 1 to 1 laptops available to students in the classroom. Does this also mean that there is wifi in the room? 
Nature of Course and Institution
Type/Purpose of Course 6th Grade ESL is a class that offers additional language support to students, as well as presents grade level curriculum. It is an integrated skills class, and students are tested on all fours modes of communication for proficiency level.
Mandatory, Open Enrollment Mandatory for all 6th grade ESL identified students.
Relation to Current/Previous Courses The students are presented with the same skills and some of the same materials and texts as other students sixth grade level. It is a continuation of the 5th grade ESL class if students do not pass out by state standards.
Prescribed Curriculum Sixth grade Common Core standards determine the objectives of the class, followed by the New York State ELL objectives based on language level. The school uses Expeditionary Learning Curriculum. It is the recommended curriculum, but may be adjusted and modified to meet student needs. This curriculum could be pushed aside to further meet student needs through strong rationale.
I wonder how this works in practice. Does the teacher have to go through some special process to change things? 
Required Tests NYSESLAT (New York State English as a Second Language Achievement Test), New York State Test.
Teaching Resources
Materials Available Students have the standard expeditionary learning module books with graphic organizers and writing prompts. They also have access to online platforms like Google Classroom (similar to canvas) Is there some expectation that these should be used? 
Required Text There are 3 texts that have been selected for the immigration unit at varying reading levels, including Dragon Wings by Yepp (advanced), Drita My Homegirl by Lombard (mid intermediate), and Star in the Forrest by Resau (low intermediate). No text has been selected for beginning students.
You might consider adding more about how the texts are used. 
Develop Own Materials Accompanying activities and materials will need to be developed to coincide with the texts chosen.
Staff Administrative and ESL Coordinator support is available if needed, What sort of support is typically offered or used? student teacher in the classroom for support, other ESL teachers are supportive and helpful resources for developing materials.What do the admin and Coordinator view as a successful course? 
Equipment SMART board projector, copies and lamination available with fast turnaround. Supportive administration is willing to purchase desired materials with a justification.
Hours of English Students are required to have 12 contact hours of English each week
Class Meeting Times Varies depending on the day,
Class Length Approximately 1:30-2 hours each day
Day of Week, Time of Day Monday-Friday between 8:00 and 2:20
Where Fits In schedules It as scheduled through administration, students have scheduled English time as well as other core and elective classes
Students’ Timeliness Classes that start at 8:00 are shorter because student tendency to arrive late. Class begins at 8:00, however students trickle in until 8:10.
I find myself curious if class begins in earnest at 8:00 or 8:10. How do you handle this challenge?  




One specific challenge is the difference in language levels. The class ranges from beginning to advanced learners, causing text selection, language targets, and objectives to range drastically within one lesson. There is freedom to select texts appropriate to the levels, however differing student activities also need to be taken into consideration. The openness of the curriculum based around the thematic unit of immigration is also challenge, as there are innumerable resources. Perhaps a challenge but also an opportunity. 

CDC 3 Conceptualizing Course Content

Christina Carlson


CDC 3 Conceptualizing Course Content

Hi Christina, 
I think there was some confusion here. This CDC asks you to create a mind map for your entire course. It appears that you have created one (a good one) for just one unit. It really needs to be for the whole course. I am sorry about any confusion on this. Please let me know if anything is unclear and if there is anything I can do to help. Also, please let me know when you have updated this CDC. Please be sure to do this before you start on CDC5. You might consider the map while you are finishing up on CDC4 as it could be helpful for you. –Mike 




Unit Focus: The focus of this unit is the topic of immigration. This topic is addressed throughout the sixth grade as part of the Engage New York curriculum. This theme is especially important for these students, as they are not often given a chance to discuss their immigration process, as well as cultural issues that go along with it.


Assessments: As final assessments each student that receives ESL services is required to take the New York State English As a Second Language Achievement Test (NYSESLAT). This test is broken down into the four modes of communication and the students are tested on each individually across multiple days. It tests the students ability to speak, listen, read and write. This caused the breakdown of the class into the four modes with objectives to go with each.


Objectives: The objectives outlined for each mode is connected to the objectives students need to meet in order to pass the NYSESLAT. These objectives are on a short-term basis for students that are near commanding and hoping to pass the test. They are objectives beginning and intermediate students will work towards over the coming years as well for.


Selected Texts: Reading and listening have selected texts that relate to immigration. They tell the stories of both fictional and nonfictional characters. The novels selected are at varying levels, and students will be assigned one of the three texts. Additional common texts will be necessary for students to draw connections and supplement the fictional with nonfiction texts. The listening excerpts will be from the National Park Service Ellis Island websites. Students will complete listening activities that accompany these oral histories.


Strategies to be used: The unit Continues on with the strategies and routines students use for interacting with the texts throughout the year. They will be working in literature circles to promote discussion about their readings and clarify confusion and questions group members may have. There will also be a strong focus on strategies to use in order to determine the meaning of unknown words, paraphrasing and summarizing skills. They will also be producing written and spoken oral histories sharing part or all of their immigration stories as a culminating activity.


Vocabulary and Grammar: Vocabulary and Grammatical work will be done while students interact with each mode. There will be a specific focus on building tier two vocabulary words. Grammar structures in a drastically mixed ability class will be determined by student needs and small group instruction.


Demonstration of knowledge: Students will be required to take the NYSESLAT test, however they will also have an opportunity to demonstrate their understating through a portfolio they have been compiling throughout the year. The final portfolio piece will be their oral history project, or their written immigration piece.



CDC 2- Articulating Beliefs

Christina, Thanks for this CDC. I’m glad we now have them all at home eon the same page! Thanks Mike!  I have made some comments below. Thanks again! best, steve c. 

A) I believe teachers serve as facilitators that present students an opportunity to explore language.

B) This means that I do not view teachers as the sole transmitters of knowledge to the students (very Freirean…(are you familiar with his work? Paolo Freire)…I agree totally), but rather students need the opportunity to explore the language and learn from each other as well. I believe the role of the teacher is to present an opportunity for students to use language to accomplish a task or learning activity. The students should be given the opportunity to use what they know about language, and experiment with new language in a way in which the can learn from each other. Through these collaborative learning activities, the teacher is then able to address individual needs and make individual corrections throughout the activities. The teacher is also able to assess trends in the class as they are working to address in the next class. <<This sentence is a little confusing…what trends? Also “working to address” what? I think something may have been left out/off.

C) This will be apparent through the classroom activities in which students are given opportunities to collaborate, work through texts, new vocabulary, and classroom content together. For example, when students are presented with new text they use a protocol in which they will be predicting about the text, reading together, identifying and working to define new vocabulary words, and summarizing the reading with other students, rather than being teacher lead. Do you want to talk about how the teacher will be facilitating here?

A) I believe learners should be given the opportunity to take ownership of their learning by demonstrating knowledge in various methods.  I wonder if “ways” might be a better word than “methods?”

B) Demonstration of knowledge can take various forms, and providing multiple opportunities for students to demonstrate understanding of a subject will encourage them to persevere through difficult tasks, as well as explore their strengths. I believe all modes of communication cannot be isolated, therefore in each task; students should be exposed to each mode in some way. I think I know what you mean by modes but to be sure, you may want to define or state this explicitly. This also allows students to demonstrate understanding and proficiency in each throughout a class through active participation. I also feel that providing students choice in demonstration of knowledge and how they go about interacting with classmates encourages engagement and makes the topic more relevant to what the students want to learn. This addresses the range of student levels, from beginners to advanced learners because of the ability to differentiate activities and allowing students the opportunity to show the language they have at the varying levels.

C) Throughout the course, I will develop varying tracking methods to monitor student progress toward goals and objectives informally on a daily basis through checklists and anecdotal notes. There will also be a choice in the culminating activity based on student interest and language level. I wonder if this manifestation statement could be more clearly tied in to the belief that  students should demonstrate knowledge/take control of their learning.

A) I believe English Language skills can be taught through content.

B) The expectation of public middle school is that grade level content is presented to the students. They are working toward meeting the Common Core English Language Arts standards, as well as acquiring language. Therefore it is the belief of the institution, and a nonnegotiable that students should be exposed to language through the ELA content. Is this your belief too? or just the institutions that you must follow? This is often done through plot and character development throughout texts, analyzing how the author composes a text, and identifying literary elements present. In addition, they must apply these elements in their writings. It is important because the literature focus pairs nicely with language learning, as we are able to look closely at language structure while reading and producing the language.

C) This will be visible throughout the course through text selections, as well as the focus while reading and discussing these texts. The class goals and objectives will be primarily content related, while there are supplemental language objectives for the students as well.


A) I believe students should be given the opportunity to discuss the world around them, including their current living situation, as well as where the students are from.

B) The students I work with are living in the Bronx, New York, and many have come from other countries within the past three years. I believe that students should be provided with a space in which they can address these cultural differences, and well as similarities. It should be a place where they feel safe sharing their success as well as needs when interacting in a new culture. In other content classes, these needs are not often addressed, making it crucial for the wellbeing of the students to be able to express their feelings while learning to interact in a new culture as well.

C) We will be opening up this topic by including a unit on immigration, and studying texts that give the stories of young children immigrating with parents. They will be both fiction and nonfiction stories. We will have lessons that allow for comparisons in experience, as well as talk about struggles the characters in the stories have, and their own struggles in learning a new culture and way of life.

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