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.”
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
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.2.11.D.v
Use the following rubric to monitor students’ progress towards mastering this SE. This SE should be assessed both while students are developing drafts and after students have completed their drafts.
Sample rubric:
The student is unable to edit drafts to use adverbs that convey time and place correctly even with adult assistance.
The student is inconsistently able to edit drafts to use adverbs that convey time and place correctly with adult assistance.
The student is consistently able to edit drafts to use adverbs that convey time and place correctly with adult assistance.
The student is independently able to edit drafts to use adverbs that convey time and place correctly.
Glossary Support for ELA.2.11.D.v
An adverb is a word or phrase that modifies an adjective, verb, other adverb, or a word group by conveying place, time, frequency, manner, or degree (e.g., quickly in run quickly).
Other examples include early (time), loudly (manner), nearly (degree), and rarely (frequency).
Editing is a stage in the writing process when a written text is prepared for an audience by attending to and correcting mechanics, grammar, and spelling. Applying the standards of the English language correctly helps the audience more easily comprehend the information because it is not having to interrupt thinking to determine what the writer intended to say.
standard rules of the English language, including written mechanics such as punctuation, capitalization, spelling, paragraphing, etc. and written/oral grammar such as parts of speech, word order, subject-verb agreement, and sentence structure
Supporting Information for ELA.2.11.D.v
Research
Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012).Teaching elementary school students to be effective writers: A practice guide (NCEE 2012–4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/writing_pg_062612.pdf
Summary: The four recommendations in the WWC practice guide, Teaching Elementary School Students to Be Effective Writers, encourage teachers to help students use writing effectively to communicate ideas.