Writing Effective Language Objectives

Summary

This transcript provides a detailed explanation of how to effectively write language objectives for lessons, particularly in the context of teaching English learners. It contrasts academic language, which is formal and abstract, with everyday language. The content emphasizes the importance of including clear, measurable language objectives to foster students' academic language development across reading, writing, speaking, and listening. It offers practical advice on using active verbs, focusing on language aspects to be practiced, and constructing objectives that align with content standards. The transcript highlights the significance of consistent language objectives to enhance learning outcomes in educational settings.

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Q & A

What is the difference between academic language and everyday language?

Academic language is formal, abstract, and often more challenging, requiring specific skills to use effectively in academic settings. Everyday language is informal and used in more casual contexts, like talking with friends or family.

Why is academic language important for students, particularly English learners?

Academic language is essential for participating in academic instruction, reading complex texts, and writing academic compositions. It helps students engage effectively with the curriculum and succeed in academic environments.

What is the role of language objectives in lesson planning?

Language objectives guide students in acquiring the academic language necessary for reading, writing, speaking, and listening. They complement content objectives and focus on helping students develop specific language skills related to the lesson's content.

Why are language objectives often more challenging to write than content objectives?

Language objectives are based on specific language skills that students need to develop, which requires careful consideration of what language features need to be taught and practiced. Unlike content objectives, which are tied to specific standards, language objectives require deeper thought on the language students need to use.

What model popularized the practice of including language objectives in lessons?

The PsyOp (SIOP) model, which began in the late 1990s, popularized the inclusion of language objectives in lessons. It has become a widely accepted practice in teaching, particularly for English learners.

What are some examples of active, measurable verbs that can be used in language objectives?

Examples of active, measurable verbs include 'describe,' 'explain,' 'identify,' 'summarize,' 'persuade,' 'edit,' and 'illustrate.' These verbs allow for clear assessment of whether the students have achieved the objective.

How should a language objective be structured?

A language objective should start with a consistent introduction, such as 'Students will be able to...' or 'Today, students will...' It should then include an active, measurable verb, followed by the language feature students will learn or practice (e.g., using past-tense verbs), and may include details about the activity involved.

What is the importance of posting and discussing objectives with students?

Posting and discussing objectives helps students understand what they are expected to learn, how to achieve it, and how they will be assessed. It encourages student ownership of their learning and provides clarity on lesson goals.

What are the benefits of using the PsyOp model's approach to language objectives?

The PsyOp model’s approach to language objectives ensures that students receive clear and targeted language instruction. It helps teachers align language skills with content objectives and promotes student language development across all academic domains (reading, writing, speaking, and listening).

What should teachers avoid when writing language objectives?

Teachers should avoid using vague or unmeasurable verbs like 'learn,' 'understand,' and 'become aware of' in language objectives, as these do not allow for clear assessment of student progress.