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.


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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