Think about writing content and language objectives
· Have I included language objectives for my lessons?
· Could you share one that you have written?
· Would you like a review of how to write language objectives?
I continue to learn that the more specific you write a language objective, the more helpful it is to students; they will know exactly what to do. For example, if my teacher tells me that the LO is to discuss the water cycle with a partner, I know I need to talk about the steps of the water cycle, but I don't know what vocabulary she wants me to include. I also don't know how many sentences I'm supposed to say.
I've included both language and content objectives in my lesson plans. However, I would like to reword the objectives and add the support I am including in my lesson. I would also love to review and practice writing language objectives.
I have started including language objectives in all my lessons. One objective I wrote was "Students will list the steps for making a sandwich using a model as support." A review of writing these objectives would be helpful for me.
I frequently model the language I want to hear in their conversations and in their writing. Often times I also give my students a word bank to trigger their memory.
We have discussed objectives being written for student understanding rather than adult understanding— primarily focused on the language used when posting.
I definitely need a refresher on the use of language objectives. Since I moved to a new grade level this year, I have had a lot of "new" to add to my lessons. Hopefully as I become more familiar with my new grade level, I can incorporate more language objectives.
I would like to create more daily language objectives for my students. I think this is where I struggle the most. I think it would be beneficial to have a review on how to incorporate daily language objectives for my students.
I feel that I am using the language objectives, but I need to remember to make it known to my students the objectives that we are focusing on each day.
SIOP Lesson Plan: We will write an essay evaluating the way The Giver and The City of Ember fill the professions in their society. Then we will compare it with how we do the same. We will use the two books and partners.
LANGUAGE Objective: . WWBAT (G1) to give a definition of character in at least one complete sentence using appropriate vocabulary from our word bank and a sentence frame for support.
I initially struggled with the difference between Content and language objective. I would like further lessons on this for sure. Here is one language objective I have used. (RL.3.1) We will ask and answer questions about fictional text using information from the text.
I have included LO's in my plans but not always as detailed as it should be after reading Helen's post. I think I have written, students will explain the water cycle to their partner, lol.
Posting the language objectives is a good thing for me as a teacher. It forces me remember that they are just as important as the content objectives. It prompts me to add more language practice into my lessons.
I too would like another session on writing language objectives. I am worried that maybe mine are not detailed enough. I have been including specifically what materials the students will use and which activities they will be working on in order to practice the content objective. A sentence frame or format would be helpful to educators as well.
Students will write a 3-paragraph narrative (5 sentences per paragraph), using descriptive details. Students will be provided graphic organizers, word bank, paragraph frames, and will be allowed to work with a partner.
The only thing I would add is something about what they are describing. We will write a 3-5 paragraph narrative to describe _______________. We will use a graphic organizer, a word bank, paragraph frames, and we will work with partners.
Students will write a paragraph, using 3-5 sentences, to express their opinion on a chosen topic or text. Students will use a graphic organizer, paragraph starters, text (if applicable) or internet.
We will write 2 comparative sentences to compare how high and low pressure systems are alike and different. We can use sentence frames, Venn diagram, and a word bank. We can also work with a partner.
I continue to learn that the more specific you write a language objective, the more helpful it is to students; they will know exactly what to do. For example, if my teacher tells me that the LO is to discuss the water cycle with a partner, I know I need to talk about the steps of the water cycle, but I don't know what vocabulary she wants me to include. I also don't know how many sentences I'm supposed to say.
ReplyDeleteI've included both language and content objectives in my lesson plans. However, I would like to reword the objectives and add the support I am including in my lesson.
ReplyDeleteI would also love to review and practice writing language objectives.
I have started including language objectives in all my lessons. One objective I wrote was "Students will list the steps for making a sandwich using a model as support." A review of writing these objectives would be helpful for me.
ReplyDeleteI frequently model the language I want to hear in their conversations and in their writing. Often times I also give my students a word bank to trigger their memory.
ReplyDeleteWe have discussed objectives being written for student understanding rather than adult understanding— primarily focused on the language used when posting.
ReplyDeleteI am continuing to learn how to develop language objectives for my students. I feel like a broken record when every objective says "Solve...." ;-)
ReplyDeleteI definitely need a refresher on the use of language objectives. Since I moved to a new grade level this year, I have had a lot of "new" to add to my lessons. Hopefully as I become more familiar with my new grade level, I can incorporate more language objectives.
ReplyDeleteThe language objectives are where I am struggling the most. I feel like they are not clear enough and I would benefit from a review.
ReplyDeleteI would like to create more daily language objectives for my students. I think this is where I struggle the most. I think it would be beneficial to have a review on how to incorporate daily language objectives for my students.
ReplyDeleteI feel that I am using the language objectives, but I need to remember to make it known to my students the objectives that we are focusing on each day.
ReplyDeleteSIOP Lesson Plan: We will write an essay evaluating the way The Giver and The City of Ember fill the professions in their society. Then we will compare it with how we do the same. We will use the two books and partners.
ReplyDeleteLANGUAGE Objective: . WWBAT (G1) to give a definition of character in at least one complete sentence using appropriate vocabulary from our word bank and a sentence frame for support.
ReplyDeleteI initially struggled with the difference between Content and language objective. I would like further lessons on this for sure. Here is one language objective I have used.
ReplyDelete(RL.3.1) We will ask and answer questions about fictional text using information from the text.
I have included LO's in my plans but not always as detailed as it should be after reading Helen's post. I think I have written, students will explain the water cycle to their partner, lol.
ReplyDeletePosting the language objectives is a good thing for me as a teacher. It forces me remember that they are just as important as the content objectives. It prompts me to add more language practice into my lessons.
ReplyDeleteI too would like another session on writing language objectives. I am worried that maybe mine are not detailed enough. I have been including specifically what materials the students will use and which activities they will be working on in order to practice the content objective. A sentence frame or format would be helpful to educators as well.
ReplyDeleteStudents will write a 3-paragraph narrative (5 sentences per paragraph), using descriptive details. Students will be provided graphic organizers, word bank, paragraph frames, and will be allowed to work with a partner.
ReplyDeleteThe only thing I would add is something about what they are describing.
DeleteWe will write a 3-5 paragraph narrative to describe _______________. We will use a graphic organizer, a word bank, paragraph frames, and we will work with partners.
Students will write a paragraph, using 3-5 sentences, to express their opinion on a chosen topic or text. Students will use a graphic organizer, paragraph starters, text (if applicable) or internet.
ReplyDeleteThis is great!
DeleteWe will write 2 comparative sentences to compare how high and low pressure systems are alike and different. We can use sentence frames, Venn diagram, and a word bank. We can also work with a partner.
ReplyDeleteThis is 100% correct!!
Delete