create mental images to deepen understanding with adult assistance;
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.K.5.D
Use an observational checklist or take anecdotal notes during a read-aloud, shared reading, or small-group reading instruction. The student
focuses on the text to create mental images.
describes mental image that matches text.
asks clarifying questions to help create a mental image (unknown word, setting, etc.).
uses past experiences to help create a mental image.
describes mental images to a friend.
Glossary Support for ELA.K.5.D
When students create mental images, they picture in their minds what they are reading in a text. Being able to produce accurate mental images is a strong indicator that students comprehend what they are reading. Students create mental images by using the details related to the senses (i.e., what something sounds, feels, tastes, looks, and/or smells like) to visualize what is being described.
visualizing physical details from a text such as actions, characters, scenes, events, and setting
Supporting Information for ELA.K.5.D
Research
1. Gregory, A. E., and Cahill, M. A. (2010). Kindergarteners can do it, too!: Comprehension strategies for early readers. The Reading Teacher, 63(6), 515–200. Retrieved from https://www.jstor.org/stable/25615842
Summary: This article provides examples from a kindergarten classroom on how to teach the following comprehension strategies: making connections, visualizations, questioning, and inferences.
2. What Works Clearinghouse. (2010). Improving reading comprehension in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/14#tab-summary
Summary: The goal of this practice guide is to offer educators specific evidence-based recommendations that address the challenge of teaching reading comprehension to students in kindergarten through 3rd grade. The guide provides practical, clear information on critical topics related to teaching reading comprehension and is based on the best available evidence as judged by the authors.