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.I
Following a group discussion of a text, have students reflect on new ideas that may cause them to adjust their initial thinking about the text. Provide a graphic organizer for students to track these changes in thinking.
Further Explanation
This assessment requires students to understand how their initial reactions to information can change. Students should allow themselves the opportunity to reinforce or adjust those first impressions. As new evidence or information is gained, students may change their opinions about a particular character after the character deals with a conflict in an unexpected way. In response to the new information, students might add to their reflections, change parts of their reflections, or write new reflections.
Glossary Support for ELA.6.6.I
Students should understand how their initial reactions to information can change and allow themselves the opportunity to reinforce or adjust those first impressions. For example, students reading a novel may initially write a reflection about how a character is portrayed in a story. As new evidence or information is gained, students should consider whether the initial interpretation remains true or needs to change. Students may change their opinions about a particular character after that character deals with a conflict in an unexpected way. This might cause students to add to their reflection, change parts of their reflection, or arrive at a new reflection in response to the new information
a verbal or written reaction to something that is read, viewed, written, or heard
Responses activities can help students better comprehend and build meaning from a text.
Supporting Information for ELA.6.6.I
Research
Borsheim-Black, C., Macaluso, M., & Petrone, R. (2014). Critical literature pedagogy: Teaching canonical literature for critical literacy. Journal of Adolescent & Adult Literacy. 58(2), 123–133. doi: 10.1002/jaal.323
Summary: In this article, the reader is introduced to a framework that can be used to develop critical thinkers and writers. Critical literacy allows students to develop skills and dispositions to understand, question, and critique texts. Using a standard literary text, teachers can employ this instructional approach to spark the interests and engage students in relevant text taken from their personal experiences, ideologies and society. A demonstration and explanation of the framework is provided. Critical literacy draws special attention to how issues of power, normativity, and representation, opportunities for equity are framed texts. Students learn how to argue against a position, to include providing supporting evidence or stories. The article includes a discussion on language and its use in texts.