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.8.6.B
Instruct students to write answers to comprehension questions about a text. Students should be able to support their responses with evidence from the text. A teacher may wish to provide sentence stems for written responses. Evaluate responses for accuracy, appropriate evidence, and use of target academic language. Students can include evidence from multiple texts within a genre such as details from two different expository texts on a topic. Students can also include evidence across genres such as details from a narrative and an expository text that address the same theme or topic.
Possible prompts:
What is the message of this text? What text evidence supports the message?
What do you think is the author’s purpose for writing this text? What does the text say that helps you determine this purpose?
What is the controlling idea? What details support the controlling idea?
Further Explanation
This SE requires students to communicate in writing their understanding of the purpose, key ideas, and overall messages of texts. 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. It is important for students to develop response skills with all genres. This activity can be completed with multiple genres.
Glossary Support for ELA.8.6.B
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.
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 be able to communicate in writing their understanding of a text's purpose, key ideas, overall messages, and impact on the reader. 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. These comparisons help students recognize the complexity of ideas and inform their own responses.