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 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.

6. Communication Objective Examples: Students will sequence events using the vocabulary ; first, next, then, and last. “The _________ I have identified in the _________ communication objective is _________.“ taskvocabularygrammar Students will compare two-dimensional or three-dimensional shapes using adjectives (such as; round and flat ) and vocabulary words (such as; side and corner ).

7. 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).

8. 5 th and 6 th Grade ELA Example ELA Standards for Literature Integration of Knowledge and Ideas : RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Content Objective: Students will compare and contrast the presentation of an event from two different texts in order to speak about the given subject.

9. 5 th and 6 th Grade ELA Example Content Objective: Students will compare and contrast the presentation of an event from two different texts in order to speak about the given subject. Communication Objective (with content) Students will compare and contrast the presentation of events from two different texts using specific skill vocabulary in order to speak about the internment of Japanese citizens in California. Or Communication Objective (without content) : Students will compare and contrast the presentation of events from two different texts using specific skill vocabulary. “The style of communication objective I prefer is _________.” “My rationale for my preference is _________.” content withwithoutclaritycontext

10. 4 th Grade Math Example Content Objective: Students will be able to classify triangles based on their angles. Communication Objective (with content): Students will be able to describe differences between triangle types using complete sentences with words like: acute angle, obtuse angle, right angle, congruent, right triangle, scalene triangle, isosceles triangle, equilateral triangle. Or Communication Objective (without content): Students will be able to describe differences using complete sentences.

11. 4 th Grade Math Example Standard: Mathematics » Grade 4 » Geometry 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Content Objective: Students will be able to classify triangles based on their angles. “A communication task that would be appropriate for this content is _________.” “My justification for my thinking is _________.” explaincomparedescribe identify

12. Designing Communication Objectives Graphic Organizer

13. 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.

14. Creating Communication Objectives English Language Arts Standards » Reading: literature» Grade 5 Key Ideas and Details RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Content Objective: Students will compare and contrast two or more characters using specific details in the text. Mathematics » Grade 4 » Number & Operations- Fractions 4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100. Content Objective: Students will be able to identify decimals equivalent to fractions with denominators of 10 and 100.  Choose one of the content objectives above and write a communication objective.

15. 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.

16. 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