use context such as contrast or cause and effect to clarify the meaning of words; and
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.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and
use illustrations and texts the student is able to read or hear to learn or clarify word meanings;
use context within and beyond a sentence to determine the meaning of unfamiliar words;
use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
use context such as definition, analogy, and examples to clarify the meaning of words; and
use context such as contrast or cause and effect to clarify the meaning of words; and
use context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words; and
Breakouts are the component parts that make up a student expectation. A breakout shows a distinct concept a student should know or a distinct skill that a student should be able to demonstrate.
Students develop and sustain comprehension skills while listening and reading. Students use metacognitive skills to determine author’s purpose, analyze craft, and recognize genre characteristics and structures in increasingly complex texts.
listen actively to interpret a message and ask clarifying questions that build on others' ideas;
follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems;
use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
use context such as contrast or cause and effect to clarify the meaning of words; and
determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as omni, log/logue, gen, vid/vis, phil, luc, and sens/sent.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
establish purpose for reading assigned and self-selected texts;
generate questions about text before, during, and after reading to deepen understanding and gain information;
make and correct or confirm predictions using text features, characteristics of genre, and structures;
create mental images to deepen understanding;
make connections to personal experiences, ideas in other texts, and society;
make inferences and use evidence to support understanding;
evaluate details read to determine key ideas;
synthesize information to create new understanding; and
monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
infer multiple themes within and across texts using text evidence;
analyze how characters' qualities influence events and resolution of the conflict;
analyze plot elements, including the use of foreshadowing and suspense, to advance the plot; and
analyze how the setting influences character and plot development.
demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, myths, fantasy, and science fiction;
analyze the effect of rhyme scheme, meter, and graphical elements such as punctuation and capitalization in poems across a variety of poetic forms;
analyze how playwrights develop characters through dialogue and staging;
the controlling idea or thesis with supporting evidence;
features such as references or acknowledgements; and
organizational patterns that support multiple topics, categories, and subcategories;
identifying the claim;
explaining how the author uses various types of evidence and consideration of alternatives to support the argument; and
identifying the intended audience or reader; and
analyze characteristics of multimodal and digital texts.
explain the author's purpose and message within a text;
analyze how the use of text structure contributes to the author's purpose;
analyze the author's use of print and graphic features to achieve specific purposes;
describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
identify the use of literary devices, including subjective and objective point of view;
analyze how the author's use of language contributes to mood, voice, and tone; and
explain the purpose of rhetorical devices such as direct address and rhetorical questions and logical fallacies such as loaded language and sweeping generalizations.
generate student-selected and teacher-guided questions for formal and informal inquiry;
develop and revise a plan;
refine the major research question, if necessary, guided by the answers to a secondary set of questions;
identify and gather relevant information from a variety of sources;
differentiate between primary and secondary sources;
synthesize information from a variety of sources;
reliability, credibility, and bias; and
faulty reasoning such as hyperbole, emotional appeals, and stereotype;