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.
Choose a topic for which students will compose an informational text. Assess each student’s multi-paragraph informational essay for the following elements:
Students should be able to compose informational texts effectively. Students’ writing must have a clear central idea with supporting details, an introduction, a conclusion, and an evident organizational pattern.
1. Scott, J. L. (2012, April). Teaching students to analyze information text. University of MO-Columbia. Retrieved from https://dese.mo.gov/sites/default/files/ela-6-courage_and_bravery-instructional_strategy_6.5a-teaching_students_to_analyze%20_informational_text.docx
Summary: This article provides an overview of five styles of informational text and characteristics of each. Multiple strategies are included in the article that teachers may find useful in teaching students how to analyze informational text. The process outlined in the article is sequential. Charts and visuals are provided.
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. This article may be more useful to prepare students to think about the structure of informational texts in various medians.
3. Mason, L. H., Kubina, R. J. & Taft, R. J. (2011). Developing quick writing skills of middle school students with disabilities. Journal of Special Education, 44(4), 205–220. doi: 10.1177/0022466909350780
Summary: Two studies were designed to examine the use of persuasive quick write responses with seventh-grade students with disabilities In both studies, the written responses of the students were evaluated before, during, and after students developed their personal strategy to address the quick response. Two strategies were used by the students: POW—pick my idea, organize my notes, write and say more; and TREE—topic sentence, reasons (three or more), explain, and ending. All students improved in their ability to create a strong persuasive response after a few weeks of instruction and practice.