A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Demonstrated Proficiency of ELA.3.1.B
Task students with a group activity that involves following a series of related sequences of action. After hearing the instructions, have students turn and talk with a partner. One student repeats the instructions to a partner and then listens to the partner restate the instructions before beginning the activity.
Behaviors to observe:
Students listen carefully to the instructions the first time.
Students successfully restate the instructions to a partner.
Students correctly follow the sequences of action required for the task.
Further Explanation
For this assessment, students must demonstrate the ability to both give and follow oral instructions that involve a series of steps as well as restate instructions given by others. Students must be able to understand the instructions and remember the sequence of steps. They must be able to follow instructions, complete the actions, and tell others the sequence of actions. If a student does not follow the instructions correctly, determine whether the student did not understand the instructions or whether clear instructions were not provided.
Glossary Support for ELA.3.1.B
To follow instructions, students must listen attentively, process what they are being asked to do, and act according to the provided directives. Students should also be able to repeat the instructions to demonstrate understanding of what the task requires. Communicating clear, detailed oral instructions is an important part of working effectively with others to complete structured tasks.
Instructions that involve a series of related sequences of action require students to understand that a larger task can be completed by breaking the task into smaller parts and putting those parts in an order based on how the actions relate to each other. For example, to transition students to a new activity, a teacher might give the following instructions to the class, "Please write your name on your paper, place your work in the front pocket of your math folder, and put your math folder away."