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.K.5.C
Use an observational checklist or take anecdotal notes during a read-aloud, shared reading or small-group reading instruction.
The checklist can include the following:
When making predictions, the student
uses picture clues.
uses text clues.
uses his schema.
adjusts his prediction.
confirms his prediction.
Notes:
A teacher can assist by using the following prompts:
What do you think is going to happen in this story? Look at the pictures.
Why do you think that? How do you know? What in the story made you decide that?
Were your predictions correct? How do you know? Can you show me where you were correct?
Glossary Support for ELA.K.5.C
a form of inference in which the reader examines details surrounding the title, illustrations, subtitles, etc. of a text before reading it in order to anticipate and foresee forthcoming events and information
Text structure is the pattern or structure an author uses to construct and organize the author's ideas for the audience(e.g., cause and effect, problem and solution, description, order of importance, etc.); it is also referred to as organizational pattern.
Text features help readers focus on important ideas and concepts. When students use text features, they can make connections within the text, become familiar with the text's organization, and access important background knowledge related to the content (e.g., bullets, bold/italicized words, headings, labels, captions).
all the components of a text that help convey meaning but are not the main body of text (e.g., sections, tables, graphs, timelines, bullets, numbers, bold and italicized font, pronunciation guide, diagram, insets, timeline, sidebar, introduction, foreword, preface, references, acknowledgements, footnotes, endnotes, citations)
Supporting Information for ELA.K.5.C
Research
What Works Clearinghouse. (2010). Improving reading comprehension in kindergarten through 3rd grade: practice guide summary. Washington, DC: Institute of Education Science. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuide/14#tab-summary
Summary: The goal of this practice guide is to offer educators specific evidence-based recommendations that address the challenge of teaching reading comprehension to students in kindergarten through 3rd grade. The guide provides practical, clear information on critical topics related to teaching reading comprehension and is based on the best available evidence as judged by the authors.