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
Math.5.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.5.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.5.1.F analyze mathematical relationships to connect and communicate mathematical ideas
Math.5.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
SS.5.25.B incorporate main and supporting ideas in verbal and written communication
SS.5.25.C express ideas orally based on research and experiences
ELAR.5.1.A listen actively, ask relevant questions to clarify information, and make pertinent comments
ELAR.5.1.C give an organized presentation employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively
ELAR.5.1.D work collaboratively with others to develop a plan of shared responsibilities
TA.5.3.A explain the importance of and demonstrate personal skills and behaviors, including persistence, effective communication, following directions, mental agility, metacognition, problem solving and questioning, that are needed to implement a design process successfully
TA.5.7.A use digital tools to communicate and display data using appropriate visualization to inform an intended audience
TA.5.8.C apply appropriate digital etiquette for collaborating with different audiences such as peers, teachers, and other adults