communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
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.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
communicate explanations and solutions individually and collaboratively in a variety of settings and formats; and
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Math.1.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.1.3.E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
SS.1.17.D create and interpret visual and written material
ELAR.1.1.D work collaboratively with others by following agreed‐upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contribution
ELAR.1.1.E develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings
ELAR.1.10.C discuss with adult assistance the author's use of print and graphic features to achieve specific purposes
TA.1.3.A practice personal skills and behaviors, including following directions and mental agility, needed to implement a design process successfully
TA.1.9.C perform software application functions such as file management, collaboration, and the creation and revision of digital artifacts using a variety of developmentally appropriate digital tools and resources