USD 457
August 2013
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C.O. You will gain insight
into the definitions and
rationale for utilizing
content and language
objectives.
L.O. You will listen for the
definitions and
characteristics of effective
content and language
objectives.
C.O. You will identify and formulate
effective content and language
objectives.
L.O.
Reading: You will read effective and
ineffective examples of content and
language objectives.
Writing: You will record your
conclusions on a foldable determining
effective and ineffective objectives.
Speaking: You will discuss and present
your revised objectives.
Listening: You will listen for ideas on
how to develop objectives more
proficiently.
If you don’t know where you are going, you will probably end
up somewhere else.
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Being in a classroom without knowing the
direction for learning is similar to going on a
trip, but not knowing where you are going
or why you are going (Thomas & Bahe,
March 2013).
What are Content Objectives?
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Statement of what the learner will know and understand as
a result of instruction.
Reflect Common Core State Standards (CCSS) and/or
objectives relevant to teacher manuals.
Identify key concepts that will be covered in the lesson.
Prepare students by setting the stage for learning.
A focus and purpose for the learning activity for both teacher
and student.
They are appropriate for the age and educational background
levels of students.
They are observable.
What are Language Objectives?
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Clearly define how the content objectives
will be met through activities students will
engage in throughout the lesson.
Activities will encompass reading, writing,
speaking and listening.
Directly correlated to content objectives.
Needs to be observable and measurable.
Classroom Scenarios
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Teacher 1: Posts the objectives on the board,
reviews the objectives prior to and at the end of
the lesson, and uses this as a guide for learning
by referring back to them throughout the lesson.
Or
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Teacher 2: Posts the objectives on the board, but
does not refer to them at any time. When
students are asked what they are learning, they
point to the objective on the board.
Teacher 1: Posts the objectives on the board and uses this as
a guide for learning by referring back to them throughout the
lesson. As a result, students are well aware of what they are
learning targets are for this lesson, and are therefore,
engaged in the learning process.
Teacher 2: Posts the objectives on the board, but does not
refer to them at any time. When students are asked what
they are learning, they point to the objective on the board.
Students can not explain it. Consequently the objective was
not used effectively to help students understand what they
should be leaning, leaving some students disconnected
from the process.
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Further Substantiates…
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To help students take ownership of their learning
and provide explicit direction to students,
especially the English learners who are
processing content in a new language, it is
important that objectives be stated at the
beginning of the lesson and reviewed with the
students at the end of the lesson to allow them to
assess if they met the objectives (Echeverria,
Vogt & Short, 2008).
District Expectations
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Content and Language Objectives must be
developed and posted for whole group reading
and math.
It is advisable - and a highly effective practice - to
develop content and language objectives for small
group reading and math instruction, as well as
writing and other content areas.
Objectives should be posted in a prominent place
in the room.
Must be visible throughout the entire lesson.
Small Group Instruction Using
CO/LO’s
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Angela Ulrich video – District Web Site –
Day 1
How to Prepare C.O and L.O.’s?
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Determine the lesson topic from the appropriate
content standards as well as teachers’ manuals.
Decide what key vocabulary students will need to
know in order to read and write about the topic of
the lesson.
Consider the language functions related to the
topic of the lesson (refer to verb list reference
sheet).
Effective/ Ineffective?
EXAMPLE 1
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C.O. You will identify topic, main
idea and supporting details
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L.O.
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Reading: You will read the story
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Writing: You will describe the
setting and characters.
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Speaking: You will share with a
partner
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Listening: You will listen to your
partner.
EXAMPLE 2
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RI.2.2
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C.O. You will identify the topic, main
idea and supporting details to
demonstrate understanding of an
informational text.
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L.O.
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Reading: You will read “All in the
Family” for the purpose of
determining the main idea.
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Writing: You will complete a graphic
organizer detailing the topic, main
idea and at least two supporting
details.
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Speaking: You will orally explain to
a partner how the details support
the main idea.
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Listening: You will listen
respectfully to your partner’s
explanation.
Can we fix it? YES WE
CAN!!
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C.O. You will see how things are the
same and how things are different.
L.O. You will read a literacy story.
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C.O. Did you gain insight
into the definitions and
rationale for utilizing
content and language
objectives.
L.O. Did we listen for the
definitions and
characteristics of content
and language objectives.
C.O. Did you identify and formulate
effective content and language
objectives?
L.O.
Reading: Did we read effective and
ineffective examples of content and
language objectives?
Writing: Did you record your
conclusions on a foldable determining
effective and ineffective objectives?
Speaking: Did you discuss and
present your revised objectives?
Listening: Did you listen for ideas on
how to develop objectives more
proficiently?