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.4.8
Classical texts are texts that are widely acknowledged for their outstanding and enduring qualities. Students should be able to identify and evaluate traits that define a classical work of literature such as artistic quality, relevance to multiple generations, or universal appeal. Students are expected to understand that classical texts stand the test of time and are connected to many aspects of their present life. Due to the relative complexity of the genre, young readers are often introduced to classical texts through graphic novel versions, simplified editions, or movie adaptations.
Contemporary texts are defined as literature written after World War II through the current day. In other words, contemporary refers to literature written in the present time about the present time. Students are expected to recognize and analyze how this type of literature reflects the current events, problems, or viewpoints of modern societies.
Students should engage with written works that represent a range of regional, economic, social, and ethnic experiences as well as a range of literary genres and formats (e.g., chapter books, scripts, and graphic novels). Students are expected to recognize that regardless of the type, context in which they were written, or time/location they represent, stories share common elements that can be presented in a variety of ways.
the type or class of a work, usually categorized by form, technique, or content
Literary genres include tragedy, comedy, poetry, novel, short story, creative/literary nonfiction, etc., and the sub genres of fantasy, science fiction, mystery, horror, satire, etc. Nonfiction genres include biography, essay, memoir, historical text, scientific text, academic reporting, etc.
As students become more proficient readers, the texts they engage with and draw meaning from should become more complex in structure, language, and/or content. Within and across grade levels, students are expected to be exposed to challenging texts that allow them the opportunity to practice and master new skills.
Students should recognize and analyze the basic components of most literary works, such as setting, plot, characterization, point of view, and theme. Students should be able to differentiate these components, evaluate their function in a literary text, and determine how they interact with each other. Literary elements represent the framework of literary works such as stories (either true or fictitious), fables, folktales, drama, and poetry.
Traditional stories derive from the oldest records of oral and written narratives throughout history (e.g., folktales, legends, fairytales, fables, and myths). Students should acknowledge the nature and origin of traditional texts as well as their dual purpose of explaining a natural phenomenon and providing moral teachings. Fables are one example of traditional texts. A fable is typically a short story that expresses a moral intended to educate readers. Students analyze how this type of literature explains actions and consequences and promotes timeless, practical, moral teachings (e.g., "Treat others as you want to be treated").
