Clarifying and Refining:

Targets and Daily ObjectivesSMHS 2015

Confused about targets and daily objectives? It makes sense

that you’re confused!!

“When I think about such constructs as learning targets, instructional objectives, learning goals, outcomes, education objectives, standards, and the like, I’ve come to the conclusion that besides having something to do with what students are expected to know and be able to do, there’s no consensus as to how these terms fit together.”

~Robert Marzano

Marzano’s Advice:

“An internally consistent system helps ensure that all practitioners use terms – such as learning targets, instructional objectives, and learning goals – in the same manner. Ideally, this effort should be conducted at the district level. If the district doesn’t offer such a system, it’s best to create one at the school level.”

Reporting StandardsKnowledge/skill categories on report card (5-6)

Prioritized StandardsDecided by PLC, aligned by department

Learning Targets (“I can…”)“Unpacked” from prioritized standards; knowledge/skills

students demonstrate by the end of a period of instruction (e.g. unit or quarter); unpacked by PLC; made visible (posted,

taught, explained) to students

*************

Daily Objectives content, literacy, and languagearticulate for learners the specific academic knowledge and

skills that they need to master to fully participate in the lesson and to meet the grade-level content targets that align to the

standards

Not in the target section of the gradebook; could be in the

notes or description parts of gradebook + posted in the

classroom/included in lesson plans and materials (e.g.

rubrics) for students

An internally consistent

system

Targets versus Daily Objectives at SMHS• Learning Targets: goals for medium-long period (e.g. unit, quarter, course) of

instruction – not a lot!

• Standards-based (“unpacked” from state content standards and in ELA, SS, science, and tech subjects: Common Core literacy standards too)

• Rubric for each target

• Multiple formative and summative opportunities to achieve each target…can’t be a one and done assessment situation

• Daily Objectives: specific content, literacy, and/or language learning goals for a lesson that move students towards target – lots!

Different Kinds of Daily Objectives• Content Objective: What do you want students to

know about the content and be able to do with the content as a result of this lesson?

• Literacy Objective: What literacy (reading/writing/speaking) skills do students need to fully participate in the lesson and meet the grade-level content standards?

• Language Objective: What academic language functions and skills do students need to fully participate in the lesson and meet the grade-level content and literacy standards?

FYI:

• These don’t necessarily have

to be written separately.

Sometimes there are natural overlaps.

• If still relevant, it’s okay to re-use

daily objectives

Daily Objectives: Where do they go?

• Daily objective (smaller grain) statements don’t go in the learning target screen of the gradebook; however, the products of the daily objective(s) (assignments/assessments) that build up to or measure the large-grain learning target(s) can go in the assignment/assessment screen of the gradebook.

• Scores for the product(s) of daily objective(s) that are linked to the learning target(s) can go in the gradebook as feedback for learning (process/formative) or as evidence of learning (summative)

• Daily objective(s) and how they’re linked to the learning target(s) are also still communicated to students in lesson plans/materials/rubrics/posting on screen or board/etc. They can also be communicated through notes/description features of gradebook.

Target and Objective Examples – Social Studies

Standards HS.25; RST.9-10.2 Notice it’s okay to overlap content and literacy standard; content standard goes in the gradebook• Target: I can use information from texts to define social, political, and economic issues (scaffolding needed to get to

compare/contrast and propose/defend; tracked as process or formative in gradebook)• Objective: Students will use information from texts to define reform efforts of the late 19th/early 20th century in America.• Language objective: Students will use unit-specific vocabulary in their definitions such as…Standards HS.29; WHST.9-10.9 ↓Notice that some standards can be broken down into more than one target• Target: I can use historical evidence from texts to compare and contrast different social, political, and economic issues• Target: I can use information from texts to reach an informed and supported conclusion• Objective: Students will use historical evidence from texts to propose and defend plausible solutions to political, social, and economic

issues addressed during the Progressive Era in America.• Objective: Students will use historical evidence from texts to compare/contrast different social, political, and economic reform issues

of the late 19th/early 20th century in America.• Language objective: Students will use compare/contrast words and phrases such as…• Language objective: Students will use formal/academic words and phrases such as…Standards: HS.11; ELA.SL.9-10.1 (technically an ELA standard)• Target: I can use a variety of strategies, including evidence from texts, to engage in a formal civic debate• Objective: Students will use a variety of strategies, including evidence from texts, to engage in a formal civic debate regarding

solutions to Progressive Era social, political, and economic issues.• Language objective: Students will use formal/academic words and phrases such as…

Note: It is possible that some standards have more than one target and multiple daily

objectives. For more info about this, ask for support unpacking standards.

Target and Objective Examples – English

Common Text: excerpts from The Odyssey, Honors: Outliers

9.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly/implicitly. • Target(s): I can cite strong and thorough textual evidence. (S)

• Daily objective: I can use textual evidence to analyze the character traits of Odysseus.

9.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization and analysis of content.• Target(s): I can write an informational essay while maintaining an objective tone and formal

style that includes an introduction that previews what is to follow, supporting details, varied transitions (to clarify and create cohesion when I move from one idea to another), and a concluding statement/section that supports the information presented. (P)• Daily objective: I can compose a thesis statement for my leader essay using the SORT method.• Daily objective: I can cite three 5-star resources about my chosen leader using Easybib and submit them

to a Google Form.

Target and Objective Examples – Science

Standards RST.9-10.4• Target: I can determine the meaning of symbols, key terms, and other scientific words/phrases

• Objective: Students will identify matter-specific words, phrases, and symbols such as…

Standards H2P2; WHST.9-10.2 Notice it’s okay to overlap content and literacy standard; content standard goes in the gradebook• Target: I can define unit-specific theories, rules, models, and patterns

• Objective: Students will define… (kinetic theory of matter, forces of attraction, what happens to energy during phase change, Charles law, Boyle’s law, sublimation, deposition, condensation, evaporation, etc.)

Standards RST.9-10.3• Target: I can follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks, attending to special cases or exceptions defined in the text• Objective: To test theories, rules, and patterns, students will complete matter-related labs such as…

Standards H2P2; WHST.9-10.9• Target: I can use terms, details, and/or evidence from texts and/or labs to explain/describe processes,

changes, or procedures• Objective: Students will explain/describe how physical and chemical changes demonstrate the law of conservation of

mass

Note: It is possible that some standards have more than one target and multiple daily objectives. For more

info about this, ask for support unpacking standards.

Practice: Learning Target or Daily Objective? Why?• …analyze the causes of WWI• …apply a mathematical formula to accurately solve a problem• …interpret examples of hyperbole in Kurt Vonnegut’s writing• …consistently use knife safety strategies when preparing a meal• …evaluate Thomas Jefferson’s argument in the Declaration of

Independence• …use formal and objective language strategies during Socratic

seminars

Next Steps

• Let info sink in

• During prep, PLC, and/or professional development time this year, use info to refine/reduce targets

• Ask for help!