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.3.13.D
A teacher may wish to pair SE 3.13.C with SE 3.13.D and assess both SEs at the same time. With SE 3.13.C, students identify and gather relevant information from a variety of sources. As students begin a research project, guide them as they identify and gather source material. Prompt them to indicate whether each source is a primary or secondary source.
Further Explanation
This SE requires students to use information from a variety of reliable sources to support results or claims, and to include a combination of primary and secondary sources to ensure a robust collection of supporting evidence. While compiling sources, students can consider questions, such as “Was the author of this document present when the event occurred?” or “Did this expert learn about the topic through research or experience?”
Glossary Support for ELA.3.13.D
An important step in research is using information from a variety of reliable sources to support results or claims. A combination of primary and secondary sources will ensure a robust collection of supporting evidence. Primary sources are firsthand accounts or documentation of a particular event (e.g., a diary, photograph, or speech). Secondary sources provide information about an event that may have occurred elsewhere or during a different time (e.g., a documentary, textbook, or magazine article). While compiling sources, students need to ask questions such as “Was the author of this document present when the event occurred?” or “Did this expert learn about the topic through research or experience?”
Summary: A brief article that presents practical ideas for introducing younger students to primary sources for research and inquiry.
2. Anderson, M. A. (2009). The power of primary sources: primary sources aren't just about history. Their use can enhance learning in all content areas and for students of all ages. The widespread prevalence of digital primary sources makes a greater range available and accessible to all. Multimedia &Internet@Schools, 16(6), 35+. Retrieved from https://link.galegroup.com/apps/doc/A211806240/PROF?u=tea&sid=PROF&xid=6b46063c
Summary: The author looks at a variety of primary sources, from diaries and letters to maps, YouTube videos, etc. in this article on effectively using primary sources in the classroom.