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.4.2.A.vi
Provide a list of grade-level high-frequency words. Using a variety of grade-appropriate texts across various content areas, have students work in pairs to identify high-frequency words in a text. Instruct students to work together to record each high-frequency word they find. Once students have identified these words, they should take turns reading the words aloud to their partners.
Note:
Depending on the length of the text, students can look for high-frequency words independently in a specific section of the text. Then, they can come together to read the words they found.
Further Explanation
This assessment requires students to identify and read high-frequency words. This knowledge is acquired through practice and experience with identifying and reading high-frequency words and is built upon as students becomes proficient with high-frequency words at lower grade levels.
Glossary Support for ELA.4.2.A.vi
When students demonstrate phonetic knowledge, they are not creating written content that incorporates an understanding of phonetic principles, but rather reviewing content and determining how the principles have been applied. Students will do this when decoding words they encounter in various formats, from activities in the classroom to stories they read for pleasure.
High-frequency words are those words that appear frequently in written materials and that students are expected to recognize. High-frequency words can be decoded by students but often follow rules with which they may not be familiar or are exceptions to rules. Examples of fourth-grade high-frequency words include unit, several, and numeral. Students should immediately recognize a high-frequency word as a whole without having to do a word analysis to read it.
Supporting Information for ELA.4.2.A.vi
Research
Kieffer, M. J., & Lesaux, N.K. (2007). Breaking down words to build meaning: morphology, vocabulary, and reading comprehension in the urban classroom: when it comes to teaching vocabulary, a little knowledge (of root words, prefixes, and suffixes) goes a long way. The Reading Teacher, 61(2), 134+. Retrieved from https://link.galegroup.com/apps/doc/A169960879/PROF?u=tea&sid=PROF&xid=1af4396d
Summary: The authors describe the challenges faced by students who have limited academic vocabulary. These students struggle with comprehension as texts increase in complexity. When teachers implement a balanced classroom approach that combines explicit instruction with decoding strategies, students will increase vocabulary skills. The authors break down the meaning of morphology and apply it to instruction.