Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
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.
Glossary Support for ELA.2.6
the part of reading that involves constructing meaning by interacting with text
To comprehend a text, students must progress over time from simply identifying the words in a piece of writing to understanding the ideas those words and phrases represent. Students should deepen their comprehension by making inferences, drawing conclusions, and building associations to construct meaning from the text. Once students reach this level of understanding, they can engage with and form responses to these ideas.
As students engage with texts of increasing complexity, they must understand how to assess their own comprehension and, if necessary, how to apply strategies to address and overcome specific challenges they have understanding the text. The process of assessing understanding, or monitoring one’s own thinking, is metacognition.
