Guided Response:  Respond to at least one  classmate with objectives and assessment ideas in the same grade range you chose (Pre-K-2nd, 3-5, 6-8, 9-12, and other) and one with objectives and assessment ideas in a completely different grade range.  Are their objectives clear and measurable?  Do they identify specifically, what the STUDENT will be doing and how? Are they aligned (related) to the given standard? It is important to remember professionalism in your feedback.  You are to give constructive feedback by giving the author a different lens with which to view their original ideas.  Therefore, provide them with a specific suggestion for making their objective and/or assessment more complex according to Bloom’s Taxonomy. (I will attach my work to help you guys ) Laura Powell Describe the purpose of a learning standard (referred to as a goal in Chapter 1) and the critical components of a learning objective.  How would you differentiate between the two if attempting to explain it to somebody else?   Eample: According to Lea, K. (2013) Standard: Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale. (This is a Common Core mathematics standard for seventh grade.) Objective: Students will compute lengths and areas of a classroom to create a blueprint of the classroom indicating the scale used. When finished, students will write a "sales pitch" to a person explaining why their blueprint is accurate and should be purchased. A standard is what is expected and a objective is what goals are trying to be accomplished or met. With standards we teach what is suppose to be taught out of that subject and their are certain things from the subject that students needs to know and learn in order to move on and the objective is how can the teacher get the student there? What are the goals?  what is the relationship between formative assessments during instruction and the standards and objectives of that lesson? It is hard to teach when the teacher does not know what type of learner they are trying to teach. So the relationship between assessment is to teach the teacher what type of student or learner they have. Than the standard is implying what the lesson is asking out the students and what the student needs to know from that lesson to master and the objectives are goals and steps to help the student get there. All three are vital ingrredents to help get the student where he or she needs to be to pass or master the lesson.  Take the challenge Karen Lea presents in her blog article  Meaningful Connections: Objectives and tandards . Select a grade level standard and design two learning objectives AND a way to assess students FOR learning for each objective.  Be sure to use the criteria for writing high-quality objectives as discussed in your assigned reading and videos. Kindergarten:  Correct ...

1. Guided Response:
Respond to at least one
classmate with objectives and assessment ideas in the same
grade range you chose (Pre-K-2nd, 3-5, 6-8, 9-12, and other)
and one with objectives and assessment ideas in a completely
different grade range.
Are their objectives clear and measurable?
Do they identify specifically, what the STUDENT will be doing
and how?
Are they aligned (related) to the given standard?
It is important to remember professionalism in your feedback.
You are to give constructive feedback by giving the author a
different lens with which to view their original ideas.
Therefore, provide them with a specific suggestion for making
their objective and/or assessment more complex according to
Bloom’s Taxonomy.
(I will attach my work to help you guys )

2. Laura Powell
Describe the purpose of a learning standard (referred to as a
goal in Chapter 1) and the critical components of a learning
objective.
How would you differentiate between the two if attempting to
explain it to somebody else?
Eample: According to Lea, K. (2013)
Standard:
Solve problems involving scale drawings of geometric figures,
including computing actual lengths and areas from a scale
drawing and reproducing a scale drawing at a different scale.
(This is a Common Core mathematics standard for seventh
grade.)
Objective:
Students will compute lengths and areas of a classroom to
create a blueprint of the classroom indicating the scale used.
When finished, students will write a "sales pitch" to a person
explaining why their blueprint is accurate and should be
purchased.
A standard is what is expected and a objective is what goals are
trying to be accomplished or met. With standards we teach what
is suppose to be taught out of that subject and their are certain
things from the subject that students needs to know and learn in

3. order to move on and the objective is how can the teacher get
the student there? What are the goals?
what is the relationship between formative assessments during
instruction and the standards and objectives of that lesson?
It is hard to teach when the teacher does not know what type of
learner they are trying to teach. So the relationship between
assessment is to teach the teacher what type of student or
learner they have. Than the standard is implying what the lesson
is asking out the students and what the student needs to know
from that lesson to master and the objectives are goals and steps
to help the student get there. All three are vital ingrredents to
help get the student where he or she needs to be to pass or
master the lesson.
Take the challenge Karen Lea presents in her blog article
Meaningful Connections: Objectives and tandards
. Select a grade level standard and design two learning
objectives AND a way to assess students FOR learning for each
objective. Be sure to use the criteria for writing high-quality
objectives as discussed in your assigned reading and videos.
Kindergarten:
Correctly name shapes regardless of their orientations or
overall size.
Objectives:
1. students will be able to identify shapes through puzzles and
mini games where they are able to identify each shape by color

4. and comprehend the image of each shape
2. At the end of the lesson students will be able understand the
number of sides each shape has and be able to draw the shape
Assessment:
Students will play shape bingo where they will have to call out
the shapes and they will also have work sheets where they will
answer the number of sides each shape has.
References:
Lea, K. (2013) Meaningful Connections Objectives and
Standards
https://www.edutopia.org/blog/meaningful-connections-
objectives-and-standards-karen-lea
Jacqueline Rodriguez
Describe the purpose of a learning standard (referred to as a
goal in Chapter 1) and the critical components of a learning
objective.

5. How would you differentiate between the two if attempting to
explain it to somebody else?
What is the relationship between formative assessments during
instruction and the standards and objectives of that lesson?
A learning standard or learning goal as discussed in chapter 1 is
more of the teacher teaching students how to learn. (Lefrancois,
2013) . When I think of the “learning goal” I think more along
the lines of how can I deliver my lesson in a way that the
students will learn. The learning objective is more of the
teacher and student result with the end in mind. The learning
objective will show me as a teacher what students are able to do
based off of what they learned from the lesson.
When trying to differentiate the two when explaining them to
someone I would put the learning standard in terms of thinking
of ways students will actually learn the content being taught.
How will students use activities to learn and will those
activities enhance the learning outcome. The learning objective
is what I view as “the end in mind”, what results do I want
students to have from this lesson?
Take the challenge Karen Lea presents in her blog article
Meaningful Connections: Objectives and Standards
Select a grade level standard and design two learning
objectives AND a way to assess students FOR learning for each
objective. Be sure to use the criteria for writing high-quality
objectives as discussed in your assigned reading and videos.
Learning objective for 6th grade ELA and Social Studies

6. NC Social Studies Standard:
7.G.2.1 Construct maps, charts, and graphs to explain data
about geographic phenomena (e.g. migration patterns and
population and resource distribution patterns).
Learning objective
At the conclusion of the lesson students will be able to identify
key geographical components of WWI and how the geography
had an impact on WWI.
At the conclusion of this lesson students will be able to explain
how geography played a role in WWI and how it impacted the
outcome.
Assessment
Students will use an exit ticket through google classroom where
they will need to identify and give reason to two important
geographical features of WWI.
NC ELA Standard:
RL.6.1/ RI.6.1 Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the
text.
Learning objective
1)At the conclusion of the lesson students will be able to
indentify how observations and readings contribute to a topic,
theme, or issue under study.

7. 2) At the conclusion of the lesson students will be able to
explain why authors choose words and phrases (tone) to create
an overall feel (mood) for the reader.
Assessment
Students will use white-boards and dry erase markers to do a
whole class Q/A answering questions based off of the EQ of
pervious lessons taught on the standard.
References
Lefrançois, G. R. (2013).
Of learning and assessment
[Electronic Version]. Retrieved from
https://content.ashford.edu/