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.5.9.D.iii
a text that presents information in order to explain, clarify, and/or educate
an organizing structure that presents ideas or information in a logical and rational sequence and is often used in argumentative and informative writing
an organizational structure in which information is structured from most to least important or least to most important
Informational text is often presented according to common organizational patterns. A history text, for example, might be presented in chronological order to help the reader understand the events that led up to the turning point. Identifying the organizational pattern(s) in informational text will help students make sense of what they read.
In reading, students are expected to have a clear idea of the particular attributes informational text. For example, students should know that informational text has unique characteristics, such as a central idea, and often include graphic features, such as timelines, tables, sections, and bullets.
Students should be able to recognize the way an informational text is structured or organized. For example, an author may choose to organize an article using a compare-and-contrast approach to draw attention to the pros and cons of a particular topic.
Supporting Information for ELA.5.9.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 study, the researchers review current structure strategies implemented to increase reading comprehension of expository text. The article includes a discussion on the six structure strategies and how they have been historically designed. The finding of the study proposes five new recommendations for teacher instruction.