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.6.6.B
A teacher may wish to pair SE 6.6.B with SE 6.6.E and assess both SEs at the same time. With SE 6.6.E, students interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating. Provide students with two similarly themed texts to compare. As students read the texts, have them respond in their reading notebooks. This can be in the form of notetaking, annotating, freewriting, or illustrating.
Further Explanation
This SE requires students to communicate in writing their understanding of a text's purpose, key ideas, and overall messages. When students truly comprehend a text, they should be able to make reasonable connections to other sources that address the same ideas in similar or different ways.
Glossary Support for ELA.6.6.B
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.
Students should read and respond to a variety of diverse texts. As students engage with texts, they are expected to idenitfy similarities and differences between and among texts of the same genre (e.g., between two poems) as well as across different genres (e.g., informational vs. argumentative text).
Students should communicate in writing their understanding of a text's purpose, key ideas, overall message, and impact on the reader. When students truly comprehend a text, they are able to make reasonable connections to other sources that address the same ideas in similar or different ways. These comparisons help students recognize the complexity of ideas and inform their own responses.
Summary: The author shows the impact that fiction, non-fiction, and poetry have on students in grades 3 through 6, especially when teachers choose texts that resonate with students. Teacher recommendations are provided, along with stories of how teachers help students make the connection from texts to personal experience and to the experiences of others.