1. University of Rhode Island EDC 452

2.  “A statement of what students ought to be able to do as a consequence of instruction”. (Goodlad)”

3.  “What the students should be able to do at the end of a learning period that they could not do beforehand. An objective is a description of a performance you want learners to be able to exhibit before you consider them competent. An objective describes an intended result of instruction, rather than the process of instruction itself." (Mager)

4.  “Properly constructed education objectives represent relatively specific statements about what students should be able to do following instruction.” (Gallagher and Smith)

5. 1. Cognitive Domain ◦ Refers to intellectual learning and problem solving ◦ Cognitive levels of learning include: knowledge, comprehension, application, analysis, synthesis, and evaluation.

6. 2. Affective Domain ◦ Refers to the emotions and value system of a person ◦ Affective levels of learning include: receiving, responding, valuing, organizing, and characterizing by a value.

7. 3. Psychomotor Domain ◦ Refers to physical movement characteristics and motor skill capabilities that involve behaviors requiring certain levels of physical dexterity and coordination. These skills are developed through repetitive practice and measured in terms of speed, precision, distance, procedures, or execution techniques. ◦ Psychomotor levels include: perception, set, guided response, mechanism, complex overt response, adaptation, and origination.

8.  1a: Students will correctly use future tense in writing.

9.  1a: Students will correctly use future tense in writing by re-writing a given a sentence (in the past or present tense) in future tense with no errors in tense or tense contradiction.

10.  2a: Students will demonstrate social understanding skills.

11.  2a: Students will demonstrate social understanding skills by raising their hand and waiting to be called on before talking aloud in group settings; working cooperatively with peers in small group settings; developing an understanding of the relationship between his/her verbalizations and actions/effect on others; and engaging in appropriate cooperative social play interactions initiated by others.

12.  Students will compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.  Common Core Reading Standards for Literature K–5 (2 nd Grade)