Leslie, In our district we have *Performance Standards* for your example it would read: *Performance Standards* : Demonstrate a wide range of strategies to read fluently, and to comprehend a variety of texts through literacy experiences. (Followed by Performance Objective) *Performance Objective: Demonstrate increasing skill in reading and responding to a wide variety of literacy forms.* Then those are followed by a list of specific objectives and levels of acquiring skills. There are three levels beginning with *Acquire experience* followed by *Develop competence *and finally *Demonstrate competence.
*Then we break it down by grade level into the specific objective what follows is an example from our curriculum continua for 2,3,4th grades. I just happened to have these three grade levels with me here at home but you can see how they build on ones below and ones above grow in complexity. Even those these are all at the develop competence level they are grade level objectives. *2nd Develop Competence *understanding characterization i.e., recognizing and and naming the characters, identifying the personality traits, feelings, and actions of characters and relating character or event to people or events in one's own life. *3rd Grade Develop Competence *understanding characterization i.e., identifying main characters, making inferences, regarding the motives of the characters and the consequences of their actions, relating characters or events to people or events in one's own life, using specific aspects of literature to better understand the action of others in one's life. *4th Grade* *Develop Competence *making inferences and drawing conclusions about characters' qualities and actions, based on knowledge of plot, setting, characters' motives appearances, other characters' responses to a character, character's point of view/changes/ believability. I think you are on the right track with your thinking comprehension strategies are the skill set used to achieve the objective of reading comprehension. Hope this helps, Susan H. Cronk M.S., N.B.C.T. CRI West Elementary On Sun, Nov 8, 2009 at 11:27 AM, Stewart, L <[email protected]>wrote: > Our district is moving towards having teachers post their objectives and > children being aware of the objective. We are having difficulty coming to > terms with our objectives. Is making connections to text an objective or a > strategy/skill? I feel the objective is always to become stronger readers > and the way we teach the children to become stronger readers is the > strategy, but it is confusing. > > Leslie R. Stewart > Grade 3 Teacher > [email protected]<mailto:[email protected]> > 203-481-5386, 203-483-0749 FAX > > > > <http://thinkexist.com/birthday/september_24/> > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
