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.”
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Demonstrated Proficiency of ELA.1.11.B.ii
Use a rubric to monitor students' progress. This rubric can be used while students are developing drafts and when they have completed final drafts.
Sample rubric:
The student is unable to develop an idea with specific and relevant details even with adult assistance.
The student is able to develop an idea OR relevant details with adult assistance.
The student is able to develop an idea and relevant details inconsistently.
The student is able to develop an idea and relevant details consistently.
Note:
If students need a graphic organizer to scaffold this SE, the rubric can still be used to assess students’ ability to accurately complete the graphic organizer.
Glossary Support for ELA.1.11.B.ii
Once students have planned their writing, the next step in the writing process is to start organizing thoughts into sentences. This initial draft is often messy. Students should not focus on writing in a polished manner during this stage.
Careful selection of facts and details should be incorporated in students' writing, and details should be directly related to the main topic. Students should select facts and details that help the reader better understand the ideas the students are trying to convey.
Supporting Information for ELA.1.11.B.ii
Research
Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012–4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/writing_pg_062612.pdf
Summary: The four recommendations in the What Works Clearinghouse practice guide, "Teaching Elementary School Students to Be Effective Writers," encourage teachers to help students use writing flexibly and effectively in communicating their ideas.