“I Can” Learning Targets

1. “I Can” Learning Targets 4th English/Writing 5th Six Weeks

2. 5th Six Weeks English Skills: • Unit 6 Writing: • Unit 12

3. Ongoing/Year-Long Skills • I can write in print (manuscript) and cursive so that others can read my writing. • I can spell words that are used often. • I can spell words that are often misspelled. • I can use word play, word walls, and word sorts to help me develop my vocabulary. • I can use correct page format: paragraphs, margins, indentations, titles.

4. “I Can”Unit 6 • I can combine simple sentences into compound sentences. • I can form and spell contractions, plurals, and possessives. • I can identify compound words, contractions, and common abbreviations. • I can ID/use pronouns that are used as the subject, object, or to show possession. • I can ID/use pronouns that are singular and plural and that agree with the word they replace (antecedent).

5. “I Can”Unit 12 • I can use clues in the sentence and the prefixes and suffixes added to root words to help me determine the meaning of unfamiliar words. • I can ID/use pronouns that are used as the subject, object, or to show possession. • I can ID/use pronouns that are singular and plural and that agree with the word they replace (antecedent). Address “Writing” on slides 6-8 and “Communication” on slides 9-10 as appropriate.

6. “I Can”Writing (Academic Vocabulary and CFUs, part I) • I can describe the meaning of… • audience • author’s purpose • compare • time order • topic sentence • proofreading • transitional words • Outline • I can determine an audience and a purpose for writing. • I can write for a variety of purposes: to entertain, persuade, inform, demonstrate knowledge, answer questions, respond to literature, acquire knowledge (e.g., take notes, synthesize information). • I can write to a prompt within a specified time limit. • I can write poems, stories, and essays based upon personal reflections, observations, and experiences. • I can write friendly and business letters. • I can compare in writing two persons or things. • I can write creative, imaginative, and original responses to literature (e.g., poems, raps, stories). • I can use all steps in the writing process: brainstorm and organize ideas, create a first draft, revise and proofread draft, share completed work. • I can arrange ideas by using graphic organizers (e.g., listing, clustering, story maps, webs).

7. “I Can”Writing (CFUs, part 2) • I can select and refine a topic. • I can develop a topic sentence with supporting details and a concluding sentence to form a paragraph. • I can construct varied sentences (i.e., syntactic variety) to add interest. • I can arrange multi-paragraph work in a logical and coherent order. • I can use appropriate time-order or transitional words. • I can incorporate vivid language into writing. • I can use correct page format (e.g., paragraphs, margins, indentations, titles). • I can revise to clarify and refine ideas; to distinguish among important, unimportant, and irrelevant information; and to enhance word selection. • I can use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process. • I can develop and use a classroom rubric for written work and use for peer review and editing. • I can use technology to publish and present.

8. “I Can”Writing(CFUs, part 3 and SPIs) • I can identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, school displays). • SPIs • I can identify the purpose for writing (i.e., to entertain, to inform, to share • experiences). • I can identify the audience for which a text is written. • I can choose a topic sentence for a paragraph. • I can select details that support a topic sentence. • I can rearrange sentences to form a sequential, coherent paragraph. • I can choose the supporting sentence that best fits the context and flow of ideas in a paragraph. • I can identify sentences irrelevant to a paragraph’s theme or flow. • I can select appropriate time-order or transitional words to enhance the flow of a writing sample. • I can select an appropriate title that reflects the topic of a written selection. • I can complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.

9. “I Can”Communication(slide 1 of 2) • I can describe the meaning of “audience”. • I can listen without interrupting. • I can be an active listener by making eye contact, facing the speaker, and using appropriate facial expressions. • I can ask the speaker questions about the speech. • I can answer questions about a speech. • I can give appropriate verbal responses. • I can retell what was said. • I can understand and follow multi-step directions like those used to play a game. • I can identify the main idea (including supporting details) of a speech. • I can identify the best summary of a speech.

10. “I Can”Communication(slide 2 of 2) • I can describe the meaning of “audience”. • I know that each member of a team has a job. • I know and can use the correct voice level in different settings. • I understand and can use gestures. • I understand and can use facial expressions. • I can use the correct posture. • I can discuss in a group and work in a team by listening and not interrupting, taking turns, and remaining on task. • I can be polite when talking to someone. • I can read aloud with a group. • I can talk about something I’ve read. • I can memorize and retell a passage that the teacher has assigned or I have chosen myself. • I can stand up and tell a about something I have read or been assigned such as a book report, demonstration, or a science/social studies project. • I can act-out something I’ve read. • I can tell about myself and share my opinions.