Designing Communication Objectives

Supporting Language Acquisition and Global Competencies

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.”

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

Designing Communication Objectives Graphic Organizer

Designing Communication Objectives1. Identify a content standard for the lesson.

2. Write a content objective based on the standard.

3. 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.

4. Create a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary.

Communication Objective Examples:Students will sequence events using the vocabulary; first, next, then, and last.

“The _________ I have identified in the _________ communication objective is _________.“

task vocabulary grammar

Students will compare two-dimensional or three-dimensional shapes using adjectives (such as; round and flat) and vocabulary words (such as; side and corner).

Communication Objective Sample Frames:Students will compare two-dimensional or three-dimensional shapes using adjectives (such as; round and flat) and vocabulary words (such as; side and corner).

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).

1st Grade ELA ExampleELA 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.

1st Grade ELA ExampleContent Objective: Students will use illustration and details in a story to describe its characters.

Communication Objective (with content) : Students will describe the main character from our story Bread and Jam for Frances using adjectives like mad, happy and sad.

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

Kindergarten Math ExampleMath 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

Kindergarten Math ExampleContent 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 academic vocabulary: 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 academic vocabulary: less than, greater than, equal to, more, less, most, least.

Designing Communication Objectives Graphic Organizer

Designing Communication Objectives:1. Identify a content standard for the lesson.

2. Write a content objective based on the standard.

3. 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.

4. Create a communication objective that includes the communication task, grammar/usage, and/or the academic vocabulary.

Creating Communication ObjectivesRF.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.

Communication Objectives Tuning Protocol

1. Individuals or partners present Communication Objectives.

2. Audience asks “Clarifying Questions.”

3. Audience provides “Warm Feedback.” During this time, the person presenting does not interact with the person

giving feedback, they simply listen.

4. Audience provides “Cool Feedback.” During this time, the person presenting does not interact with the person

giving feedback, they simply listen.

5. Audience suggests “Next Steps.”

6. Individual or partners reflect on feedback.

7. Repeat process until all individuals or partners have shared.

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 _________.”

Tuning Protocol Response Frames