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.
Demonstrated Proficiency of ELA.7.6.A
Have students respond to a single prompt or multiple prompts about the connections they are making to a text they are reading. Have students explain to a partner connections they have made and share the text that prompted the connections. Encourage partners to ask questions to further discussion of the text.
Possible questions to ask students:
What does this text remind you of?
Can you relate to the characters in the text?
Does anything in this text remind you of anything in your own life?
What does this remind you of in another book you have read?
How is this text similar to other things you have read?
How is this text different from other things you have read?
What does this remind you of in the real world?
How are events in this text similar to things that happen in the real world?
Further Explanation
This assessment directs students to demonstrate how they have interpreted the explicit and implied ideas expressed as they describe personal connections made while reading.
Glossary Support for ELA.7.6.A
When students describe personal connections to something read, heard, or viewed, they are using details to demonstrate how they have interpreted the explicit and implied ideas expressed. Personal connections are formed by students' reactions to an idea. Personal experience can, and often does, influence these reactions. Students should be encouraged to share their reactions orally or in writing.
connections that a reader makes between a piece of reading material and the reader's own experiences or life
a text that a student identifies and chooses to read for independent reading
Supporting Information for ELA.7.6.A
Research
Dallacqua, A. L. (2012). Exploring literary devices in graphic novels. Language Arts, 89(6), 365–378. Retrieved from https://eric.ed.gov/?id=EJ981296
Summary: This study examine how students engage in reading self-selected literature that uses visuals/graphics. The process includes intra mental reading. The study reveals that when students openly discuss the literature, mental cognition increases and students are able to make meaning from the text. The findings also reveal that students question the text, draw multiple interpretations of the meanings, and are able to create hypothetical scenarios.