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.”
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
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.
Glossary Support for ELA.4.3.C
a word element that occurs before (prefix) or after (suffix) a base word or root to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)
Sometimes students can determine the meaning of an unfamiliar word by looking at its parts. If students know the meanings of various roots and affixes, they can determine the meanings of new words. For example, students may be not be familiar with the word misfortune, but if they know the prefix mis- indicates something is bad or negative, they would likely be able to determine that misfortune means a bad or unhappy situation.
a grammatical unit from which other words are derived
They cannot stand alone and must be attached to another morpheme to form a word (e.g. fer in refer, confer, defer); they are usually derived from another language.
Summary: Researchers consider that a strong vocabulary contributes to learner success and consider this specifically for English learners. They focus on building a strong vocabulary through teaching specific Latin roots and their English derivatives, affixes, prefixes, and suffixes.