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.
investigate different types of severe weather events such as a hurricane, tornado, or flood and explain that some events are more likely than others in a given region.
Patterns are regular sequences that can be found throughout nature.
Severe weather events occur in observable seasonal and location-specific patterns.
Math.2.1.D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
Math.2.1.F analyze mathematical relationships to connect and communicate mathematical ideas
Math.2.1.G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
ELAR.2.13.A generate questions for formal and informal inquiry with adult assistance
ELAR.2.13.B develop and follow a research plan with adult assistance
ELAR.2.13.C identify and gather relevant sources and information to answer the questions
ELAR.2.13.D identify primary and secondary sources
ELAR.2.13.E demonstrate understanding of information gathered
ELAR.2.13.F cite sources appropriately
ELAR.2.13.G use an appropriate mode of delivery, whether written, oral, or multimodal, to present result
TA.2.3.A demonstrate personal skills and behaviors, including effective communication, following directions, and mental agility, needed to implement a design process successfully
TA.2.5.A identify and collect non-numerical data, such as weather patterns, preferred reading genres, and holidays
TA.2.5.B conduct a basic search independently using provided keywords and digital sources