monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.
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.2.6.I
Use observations and running records. Running records allow a teacher to determine what strategies students are using to help comprehend what they read. The teacher can observe when students re-read and can monitor when students are using visual cues to support understanding. The teacher needs to be present to observe students when they are asking questions for understanding and using background knowledge to help them understand. While this can also be observed in a whole-group setting, one-on-one or small-group reading is where the teacher can observe this entire SE in action.
Notes:
Anecdotal notes or a checklist are effective ways to track student progress for this SE.
If using a checklist, different categories can be included on the checklist. Categories might include using background knowledge, using visual cues (pictures and text structure), checking for understanding, asking questions to clarify meaning, and rereading/fluency.
Glossary Support for ELA.2.6.I
the part of reading that involves constructing meaning by interacting with text
A visual cue is a distinctive sight feature that triggers a response, especially, a distinctive shape that aids identification of a letter, letter group, or word.
In second grade, this means students are able to look at words, break the words into parts and recognize parts of words to assist with decoding. It may also mean looking at pictures to help determine the word by paying close attention to the beginning letters.
Supporting Information for ELA.2.6.I
Research
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.