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.8.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.8.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
SS.8.30.C create written, oral, and visual presentations of social studies information
ELAR.8.1.B follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems
ELAR.8.1.D participate collaboratively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issue
TA.8.7.A use digital tools to communicate and publish data from a product or process to persuade an intended audience
TA.8.12.A integrate use of appropriate technology terminology in scholarly inquiry and dialogue such as classroom discussion and written samples