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.
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
record and organize data using pictures, numbers, words, symbols, and simple graphs; and
construct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; 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.4.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
SS.4.19.D organize and interpret information in outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
ELAR.4.6.H synthesize information to create new understanding
ELAR.4.13.H use an appropriate mode of delivery, whether written, oral, or multimodal, to present results
TA.4.5.A classify numerical and non-numerical data
TA.4.6.A digital tools to transform and make inferences about data to answer a question