Designing Communication Objectives

1. Designing Communication Objectives Supporting Language Acquisition and Global Competencies

2. OUSD Mission Statement “The Orange Unified School District, being committed to planning for continual improvement, will offer a learning environment of excellence, with high expectations, to provide each student with the opportunity to be able to compete in the global economy.”

3. Communication Objectives Defined A communication objective specifies how students will communicate their understanding of the content of a lesson. A communication objective includes: • A communication task: How students will communicate their learning(describe, explain, etc.) • The grammar/usage and/or academic vocabulary appropriate to fulfilling the communication task. Why is writing communication objectives important? To build a foundation for college and career readiness students must have ample opportunities to take part in a variety of rich, structured conversations.   Common Core, ELA standards pg. 22

4. Designing Communication Objectives Graphic Organizer

5. Designing Communication Objectives • Identify a content standard for the lesson. • Write a content objective based on the standard. • Analyze the content objective to determine which communication task, grammar/usage and/or academic vocabulary students will need in order to communicate their understanding of the lesson content in a clear, coherent way. • Create a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary.

6. Communication Objective Examples: Students will sequenceevents using the vocabulary; first, next, then, andlast. Students will comparetwo-dimensional or three-dimensional shapes using adjectives(such as; round andflat) and vocabulary words (such as; side andcorner). “The _________ I have identified in the _________ communication objective is _________.“ task vocabulary grammar

7. Communication Objective Sample Frames: Students will comparetwo-dimensional or three-dimensional shapes using adjectives(such as; round andflat) and vocabulary words (such as; side andcorner). Frames: Students will communicate by using (academic vocabulary) and(grammar/usage)in order to (task). Students will (task) by using(grammar/usage) and (academic vocabulary). Communicating in (grammar/usage),students will (task) using (academic vocabulary).

8. 1st Grade ELA Example ELA Standards for Literature Integration of Knowledge and Ideas: RL.1.7 Use illustration and details in a story to describe its characters, setting or events. Content Objective:Students will use illustration and details in a story to describe its characters. Hoban, Russell. BREAD AND JAM FOR FRANCES. New York: Scholastic, 1964.


9. 1st Grade ELA Example Content Objective:Students will use illustration and details in a story to describe its characters. Communication Objective (with content) : Students will describethe main character from our story Bread and Jam for Frances using adjectives like mad, happy andsad. Or Communication Objective (without content) : Students will describe the main character using adjectives like small, big happy and sad. “The style of communication objective I prefer is _________ .” “My rationale for my preference is _________ .” content with without clarity context

10. Kindergarten Math Example Math Standards for Comparing Numbers K. CN 6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Content Objective: Students will use counting strategies to identify whether the number of objects in one group is less than, equal to, or greater than the number of objects in another group. “A communication task that would be appropriate for this content is _________.” “My justification for my thinking is _________.” explain compare describe identify

11. Kindergarten Math Example Content Objective: Students will use counting strategies to identify whether the number of objects in one group is less than, equal to, or greater than the number of objects in another group. Communication Objective (with content): Students will use complete sentences to explain which group of math counters has more/less using academicvocabulary: less than, greater than, equal to, more, less, most, least. Or Communication Objective (without content): Students will use complete sentences to explain which group has more/less using academicvocabulary: less than, greater than, equal to, more, less, most, least.

12. Designing Communication Objectives Graphic Organizer

13. Designing Communication Objectives: • Identify a content standard for the lesson. • Write a content objective based on the standard. • Analyze the content objective to determine which communication task, grammar/usage and/or academic vocabulary students will need in order to communicate their understanding of the lesson content in a clear, coherent way. • Create a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary.

14. Creating Communication Objectives RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Content Objective: Students will add or subtract sounds to make simple one syllable words. Number and Operations in Base Ten 1.NBT Compare two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Content Objective: Students will compare numbers representing tens and ones and note which number is greater than, less than or equal to. • Choose one of the content objectives above and write a communication objective.

15. Communication Objectives Tuning Protocol • Individuals or partners present Communication Objectives. • Audience asks “Clarifying Questions.” • Audience provides “Warm Feedback.” • During this time, the person presenting does not interact with the person giving feedback, they simply listen. • Audience provides “Cool Feedback.” • During this time, the person presenting does not interact with the person giving feedback, they simply listen. • Audience suggests “Next Steps.” • Individual or partners reflect on feedback. • Repeat process until all individuals or partners have shared.

16. Tuning Protocol Response Frames Clarifying “A clarifying question I have is _________.” “I am not clear about _________.” Warm “I liked the way _________.” “One aspect I liked _________.” Cool “You might consider_________.” “Have you thought about _________.” “ I am wondering if _________.”