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.”
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.5.10.C
to detect how the component parts of a passage or text relate to one another and aid understanding
This may include identifying the parts, studying the relationship among parts, and recognizing the organizational principles involved. Learning outcomes present a higher intellectual level than comprehension and application because they require an understanding of both the content and structural form of the material.
Students are expected to examine in detail how authors purposely use print features, such as captions and bold print, as well graphic features, such as photographs, for a variety of reasons. For example, authors of informational texts often include subheadings which help organize information into more manageable parts for readers. Likewise, visual aids can help readers by illustrating a difficult concept or by supplementing the information in the main body of the text.
a picture, visual aid, or other image within a text used to support the author’s purpose and message
the use of words to explain something in the text (e.g., titles, bold print, captions)
Summary: Dallacqua presents an innovative approach to exploring literary devices by using comics. The study emphasized the importance of multimodality, especially as it related to visual literacy. Multiple online resources and definitions are included. The article includes the multiple uses of graphic novels as part of an RELA class.
2. Pantaeo, S. (2015). Language, literacy and visual texts. English in Education, 49(2). doi:10.1111/eie.12053
Summary: This study examines the use of visual design and images on the student's comprehension, interpretation, analysis and creation of the student's own images. This article is based on multimodality, specifically visual literacy. The teacher examines the students response to visual elements of art and design and use the text-based responses to the images.