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.8.5.H
Create an anchor chart to support the changes in thinking that occur while reading. Task students with reading a text and charting their thinking and synthesis.
The anchor chart might include the following:
At first, I was thinking . . .
While I was reading, I was thinking . . .
While I was reading, I was also thinking . . .
The more I read I thought . . .
After reading, my thinking changed to . . .
Further Explanation
This assessment expects students to determine the key ideas in a text and combine those details to form a new, coherent, and unified idea not explicitly stated in the text. Students apply the knowledge gained from the text to their lives and the world around them.
Glossary Support for ELA.8.5.H
Once a student has determined the key ideas in a text, they can combine details and parts of a text or even multiple texts to form a new coherent and unified idea that is not explicitly stated in the source material. When students can synthesize information from a text, they are able to apply the knowledge gained from it to their lives and the world around them. For example, students who synthesize several viewpoints presented on an issue should have the ability to look at the issue in different ways and be better able to consider solutions.
Supporting Information for ELA.8.5.H
Review
1. Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend information text through rereading. The Reading Teacher, 63(7), 556–565. doi:10.1598/RT.63.7.3
Summary: In this study, researchers discuss instructional approaches that improve reading comprehension. The instructional approaches include rereading and paraphrasing.
Summary: This is one blog in a series of five that focus on using questions to engage students in the teaching and learning process. One of the general outcomes of the questioning process is to guide students to think deeply by analyzing, comparing and synthesizing information instead of writing a static recitation of facts or information. Students are encouraged to ask questions, and teachers are provided specific strategies to improve their own questioning skills. The questioning is both formal and informal.