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.”
demuestre conciencia del texto impreso al:
sostener un libro con el lado correcto hacia arriba, dar vuelta a las páginas correctamente y saber que la lectura se mueve de arriba hacia abajo y de izquierda a derecha, con un movimiento de regreso en el renglón siguiente;
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.
Students develop and sustain basic skills related to the four domains of language. Students apply foundational knowledge to improve listening, speaking (oral language), reading (beginning reading, self-sustained reading, vocabulary, and fluency), and writing (beginning writing) skills.
listen actively and ask questions to understand information and answer questions using multi-word responses;
restate and follow oral directions that involve a short, related sequence of actions;
identifying and producing rhyming words;
recognizing spoken alliteration or groups of words that begin with the same simple syllable or initial sound;
identifying the individual words in a spoken sentence;
identifying syllables in spoken words;
blending syllables to form multisyllabic words;
segmenting multisyllabic words into syllables;
identifying initial and final sounds in simple words;
blending spoken phonemes to form syllables; and
manipulating syllables within a multisyllabic word;
identifying and matching the common sounds that letters represent;
using letter-sound relationships to decode one- and two-syllable words and multisyllabic words, including CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;
decoding words with silent h and consonant digraphs such as/ch/,/rr/, and/ll/; and
recognizing that new words are created when syllables are changed, added, or deleted;
spelling common letter and sound correlations; and
spelling words with common syllabic patterns such as CV, VC, CCV, CVC, VCV, CVCV, CCVCV, and CVCCV;
identifying the front cover, back cover, and title page of a book;
holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;
recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;
recognizing the difference between a letter and a printed word; and
identifying all uppercase and lowercase letters; and
use a resource such as a picture dictionary or digital resource to find words;
identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.
respond using newly acquired vocabulary as appropriate.
verbs, including the difference between ser and estar;
singular and plural nouns, including gender-specific articles;
adjectives, including articles;
pronouns, including personal, and the difference in the use of formal pronoun usted and informal pronoun tú;
capitalization of the first letter in a sentence and names;
punctuation marks at the end of declarative sentences; and
correct spelling of words with grade-appropriate orthographic patterns and rules; and