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Adapting Statements to Levels of Instruction
Knows basic concepts (lower primary level)
Selects picture indicating relative position (first, last)
Selects picture indicating relative size (biggest, smallest)
Selects picture indicating relative amount (most, least)
Selects picture indicating relative distance (farthest, nearest)
Knows basic concepts (upper secondary level)
Describes the characteristics of the concept
Identifies an example of the concept
Identifies symbols representing the concept.
Distinguishes between the concept and similar concepts.
Objectives
Applicable to More Than One Instructional Level
Comprehends a reading passage.
Identifies the main thought of a passage.
Identifies details stated in a passage.
Identifies the order of events stated in a passage.
Identifies relationships between events in a passage.
States inferences about the contents of a passage.
There are many instances where we can find objectives are stated to fit the content more closely and use the knowledge, comprehension, and application categories only as a general frame of reference.
Writes a well-organized paragraph (Application)
States a main idea.
Relates sentences to the main idea.
Uses complete sentences.
Uses descriptive words to emphasize points.
Arranges sentences in a meaningful sequence.
Uses capitals and punctuation correctly.
Spells words correctly throughout paragraph.
Maintains correct grammatical usage throughout paragraph.
Adapting Statements to Areas of Instruction
The nature of the course being taught affects the types of learning outcomes to be identified and how they are to be stated. English has its own:
Understands the comparative form (adj. + er)
Defines the form.
Identifies an example of the form.
Describes how the form is constructed after enough practice.
Uses the form appropriately in sentences from his/her own.