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.7.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.7.1.E create and use representations to organize, record, and communicate mathematical ideas
Math.7.1.F analyze mathematical relationships to connect and communicate mathematical ideas
ELAR.7.1.A listen actively to interpret a message and ask clarifying questions that build on others' ideas
ELAR.7.1.C present a critique of a literary work, film, or dramatic production, employing eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively
ELAR.7.1.D engage in meaningful discourse and provide and accept constructive feedback from others
TA.7.8.C collaborate on digital platforms such as recording a video conference presentation using appropriate formal and informal digital etiquette
TA.7.11.A choose a variety of digital tools to create, share, and communicate digital artifacts