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.6.9.D
Authors purposely compare dissimilar objects through similes, metaphors, and other types of figurative language. Students should be able to explain how these comparisons are used to connect to a reader’s senses or prior experiences. For example, when an author uses a concrete metaphor to describe something abstract, the reader automatically associates the original concept with a sight, a sound, a smell, a taste, or even a touch. Describing a concept by comparing it to something vivid or familiar creates instant pictures in the mind of readers and helps readers in their understanding of the text.
a subtle comparison in which the author describes two seemingly dissimilar things using words that are not meant to be taken literally (e.g., Time is a dressmaker specializing in alterations.); an extended metaphor carries the comparison through several lines, parts, or the whole text
figurative language in which nonhuman things or abstractions are represented as having human qualities or abilities (e.g., “The parched sun crawled across the sand.”)
Supporting Information for ELA.6.9.D
Research
Palmer, B. C., Shackelford, V. S., Miller, S. C., & Leclere, J. T. (2006). Bridging two worlds: reading comprehension, figurative language instruction, and the English-language learner. Journal of Adolescent & Adult Literacy, 50(4), 258+. Retrieved from https://link.galegroup.com/apps/doc/A156736307/PROF?u=tea&sid=PROF&xid=4ec470e1
Summary: Recognizing that figurative language is a challenge for EL students, the authors consider ways to transition students from modeled practice steps in interpreting figurative language when reading to self-assessed interpretations. Specific strategies and examples are provided, including discussing with students about the importance of figurative language and its contexts.