- English Language Arts and Reading
- Grade 6
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.
Instruct students to select an informational text from their writing portfolios and evaluate it to identify and explain the organizational pattern, controlling idea, and genre characteristics included in the composition. Students should also explain the reasons for including each of the above elements in their compositions. Provide a list of characteristics students will need to identify in their selected works. Allow students to present this analysis of their own writing via a slide presentation, an oral presentation, annotation of the composition, or a video response.
This assessment requires students to analyze their own writing to identify the key features of informational texts. Through this activity, students will demonstrate an understanding of genre characteristics and elements of informational text and reflect on their decisions as writers.
1. Bass, M. L., & Woo, D. G. (2008). Comprehension windows strategy: a comprehension strategy and prop for reading and writing informational text. The Reading Teacher, 61(7), 571+. Retrieved from https://link.galegroup.com/apps/doc/A178084045/PROF?u=tea&sid=PROF&xid=5abc6151
Summary: The focus of this research is on the use of Comprehension Windows Strategy, which is a prop in the form of a tent-like structure--a file folder with labeled flaps for categorizing information. The prop serves as both a brainstorming and organizing tool, enabling students to manipulate informational "chunks" of text. Teachers model the prop with at least three sources of informational text and think-alouds. After using the prop for reading, the students transition into a the writing process in order to compose their own informational writing projects.
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: This article targets 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.