Years ago, I was trained in SIOP (Sheltered Instruction Observation Protocol) which provides specific instructional features shown to be effective with second language learners. One of the features included writing content and language objectives within each lesson. Similarly, when implementing SEL (social-emotional learning) strategies, we need to become accustomed to using content and SEL lesson objectives. When it comes to teaching Literacy and SEL, two objectives is better than one.
A good teaching objective includes SWBAT (Students will be able to…), the specific skill/strategy students will learn, and how they will show they know it. A SEL objective should also be skill specific and be observable.
One of the questions many should be asking is how does SEL “fit” in the English Language Arts Standards (AKA the Common Core)? Actually, they fit quite nicely in the Speaking & Listening Standards. For example, in CCSS.ELA-Literacy.SL.2.1 it reads: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Taking the CCSS ELA-Literacy.SL.2.1 a step further, we could teach students to speak in a soft voice, give compliments to their partner, actively listen to their partner, or choose their partner. The possibilities are endless. In the video below is a model of how a teacher could help students choose a partner.
So, when it comes to lesson objectives, two is better than one.
Take a peak at SEL resources on this page to see if any pique your interest.