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.3.9.D.iii
During a read aloud, create an anchor chart to illustrate the organizational pattern of the text. Identify the organizational pattern for the class. As you read the text, stop and ask students to share the information that establishes the organizational pattern. For example, with a text that is written with cause and effect, stop after reading each cause and effect to elicit student responses about the cause or effect.
Cause
Effect
Further Explanation
This assessment example requires students to understand that informational texts are written with specific organizational patterns that help the reader comprehend the information in a logical way. With the organizational pattern identified for students, they are able to examine the text through the lens of the organizational pattern. It is important for students to develop this knowledge with a variety of organizational patterns in text. As such, this activity can be completed with different organizational patterns. Depending on the organizational pattern, a different graphic organizer on the anchor chart may be necessary.
Glossary Support for ELA.3.9.D.iii
a text that presents information to explain, clarify, and/or educate
the pattern or structure an author uses to construct and organize his or her ideas for the audience (e.g., cause and effect, problem and solution, description, order of importance); also referred to as organizational structure
Informational text is often presented in common organizational patterns. For example, an author may choose to organize an article about pollution by using a cause-and-effect structure. The author could explain the factors that cause pollution and then discuss how pollution affects people, plants, and animals. Identifying the organizational pattern(s) in informational text will help students make sense of what they read.
Students are expected to have a clear idea of the specific attributes of informational text. For example, students should be able to identify the unique characteristics of informational text, such as a central idea, and graphic features, such as tables and timelines. Students should recognize the way an informational text is structured or organized. For example, an author may choose to organize an article using a cause-and-effect approach to describe a particular topic.
Supporting Information for ELA.3.9.D.iii
Research
Meyer, B. J., & Ray, M. N. (2011). Structure strategy interventions: increasing reading comprehension of expository text. International Electronic Journal of Elementary Education,4(1), 127–152. Retrieved from https://eric.ed.gov/?q=expository+text&pr=on&ft=on&id=EJ1070453
Summary: In this literature review, researchers examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. Strategy interventions employ modeling, practice, and feedback to teach students how to use text structure strategically and eventually automatically. The analysis suggests that direct instruction, modeling, scaffolding, elaborated feedback, and adaptation of instruction to student performance are keys in teaching students to strategically use knowledge about text structure.