dictate or compose informational texts.
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.
Use a checklist or anecdotal notes during small-group or one-on-one conferences to keep track of whether students are dictating or composing informational texts.
An observational rubric can be used with the above option.
1) The student does not dictate or compose informational texts, even with adult assistance.
2) The student inconsistently dictates or composes informational texts with adult assistance.
3) The student inconsistently dictates or composes informational texts independently.
4) The student consistently dictates or composes informational texts independently.
Donovan, C. A., & Smolkin, L. A. (2011). Supporting informational writing in the elementary grades. The Reading Teacher, 64(6), 406–416. Retrieved from https://www.jstor.org/stable/41203424
Summary: As students progress from kindergarten to fifth grade, their writing of information reports will grow in competence and sophistication if teachers adopt a varied, purposeful instructional framework. This article provides a continuum of development of students' informational writing.