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.
Have students plan for and develop an informational text regarding a concept or topic they have studied recently in their science class. Remind students to follow the writing process and to reflect genre characteristics and craft in their composition.
Evaluate student work for the following genre characteristics:
This assessment example requires students to share information they have gathered regarding a specific topic. Students will analyze the information to determine what is most appropriate to share with their audience in order to develop an idea, plan, and organize their writing. Students will need to apply all of the components in the writing process during this task as they move from draft to a final piece of writing. Students will create a piece of writing that is organized, has a logical progression of ideas, and effectively uses grade-appropriate language and conventions of writing.
1. Klein, P.D., & Rose, M.A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461. doi:10.1598/RRQ.45.4.4
Summary: In this study, Klein and Rose examine how students respond to various writing tasks and assignments. The teachers used the process writing approach, which included creating an outline, drafts, and a final paper. The revision and edit process lends itself to implementing teacher and peer oral and written feedback. The study reveals that there are specific as well as varied means to teach the writing process to students. Students must use prior knowledge and have access to relevant external sources (i.e. internet).
2. White. A. (2016). Using digital think-alouds to build comprehension of online informational texts. The Reading Teacher, 69(4), 421–425. doi:10.1002/trtr.1438
Summary: White discusses the ongoing consumption and creation of information online and in other digital spaces. White suggests that the ever-changing contexts presents significant complexities for students. Students are required to develop skills, strategies and attitudes that promote and support ways to critically navigate and discuss information accessed online.
3. Scott, J. L. (2012, April). Teaching students to analyze informational text. University of MO-Columbia. Retrieved from https://dese.mo.gov/college-career-readiness/curriculum/model-curriculum/units/courage-and-bravery
Summary: Scott provides an overview of the five styles of informational text and characteristics of each. Multiple strategies are embedded in the article that teachers may find useful in teaching students how to analyze informational text. The process outlined in the article is sequential. Charts and visuals are provided. Although this article provides a strategy to analyze informational text, the skills gain can also support composing an informational text.