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.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
adjust fluency when reading grade-level text based on the reading purpose.
adjust fluency when reading grade-level text based on the reading purpose.
adjust fluency when reading grade-level text based on the reading purpose.
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Students develop and sustain basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
follow, restate, and give oral instructions that involve a short, related sequence of actions;
producing a series of rhyming words;
distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;
recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
manipulating phonemes within base words;
decoding words with short, long, or variant vowels, trigraphs, and blends;
decoding words with silent letters such as knife and gnat;
decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
decoding compound words, contractions, and common abbreviations;
decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;
decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and
identifying and reading high-frequency words from a research-based list;
spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;
spelling words with silent letters such as knife and gnat;
spelling compound words, contractions, and common abbreviations;
spelling multisyllabic words with multiple sound-spelling patterns;
spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and
spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;
alphabetize a series of words and use a dictionary or glossary to find words; and
use print or digital resources to determine meaning and pronunciation of unknown words;
identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
respond using newly acquired vocabulary as appropriate.
complete sentences with subject-verb agreement;
past, present, and future verb tense;
singular, plural, common, and proper nouns;
adjectives, including articles;
adverbs that convey time and adverbs that convey place;
prepositions and prepositional phrases;
pronouns, including subjective, objective, and possessive cases;
coordinating conjunctions to form compound subjects and predicates;
capitalization of months, days of the week, and the salutation and conclusion of a letter;
end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and
correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and
Students develop and sustain comprehension skills while listening and reading. Students use metacognitive skills to determine author’s purpose, analyze craft, and recognize genre characteristics and structures in increasingly complex texts.
listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;
follow, restate, and give oral instructions that involve a short, related sequence of actions;
producing a series of rhyming words;
distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;
recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and
manipulating phonemes within base words;
use print or digital resources to determine meaning and pronunciation of unknown words;
use context within and beyond a sentence to determine the meaning of unfamiliar words;
identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est (comparative and superlative), and -ion/tion/sion; and
identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
establish purpose for reading assigned and self-selected texts;
generate questions about text before, during, and after reading to deepen understanding and gain information;
make and correct or confirm predictions using text features, characteristics of genre, and structures;
create mental images to deepen understanding;
make connections to personal experiences, ideas in other texts, and society;
make inferences and use evidence to support understanding;
evaluate details read to determine key ideas;
synthesize information to create new understanding; and
monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
discuss topics and determine theme using text evidence with adult assistance;
describe the main character's (characters') internal and external traits;
describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and
describe the importance of the setting.
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;
explain visual patterns and structures in a variety of poems;
discuss elements of drama such as characters, dialogue, and setting;
the central idea and supporting evidence with adult assistance;
features and graphics to locate and gain information; and
organizational patterns such as chronological order and cause and effect stated explicitly;
stating what the author is trying to persuade the reader to think or do; and
distinguishing facts from opinion; and
recognize characteristics of multimodal and digital texts.
discuss the author's purpose for writing text;
discuss how the use of text structure contributes to the author's purpose;
discuss the author's use of print and graphic features to achieve specific purposes;
discuss the use of descriptive, literal, and figurative language;
identify the use of first or third person in a text; and
identify and explain the use of repetition.
generate questions for formal and informal inquiry with adult assistance;
develop and follow a research plan with adult assistance;
identify and gather relevant sources and information to answer the questions;
identify primary and secondary sources;
demonstrate understanding of information gathered;