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.7.5.F
Students should make reasonable connections within and beyond a text to draw conclusions about information or ideas not explicitly stated in the text. For example, students should recognize that when a character says, “I went to bed stressed and worried until the rising sun interrupted my thoughts,” the student should be able to infer that the character stayed awake all night.
Students should use information presented in a text to make reasonable, logical assumptions about the intended meaning. Evidence that corroborates understanding can be any relevant details, facts, or information that helps students understand what they are reading.
Supporting Information for ELA.7.5.F
Research
1. Pottle, R. (2012). An inquiry into inferring. Retrieved from www.robertpottle.com
Summary: Pottle provides a complete overview of how inference is addressed in a text. The text includes a full scope and range of inferring along with definitions.
2. Brodsky, L., Falk, A., & Beals, K. (2013). Helping students evaluate the strength of evidence in scientific arguments: Think about the inferential distance between evidence and claims. Science Scope, (36)9, 22–28. Retrieved from www.nsta.org
Summary: This article illustrates how inferences are determined by observing and using evidence. The article compliments the Pottle article by applying the definitions within a context. Figures and illustrations are included.