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.