“I Can” Learning Targets

1. “I Can” Learning Targets Important Note: Slide 1 Cover slide Slide 2 Pacing GuideSlide 3-8 Literature (Skills to be covered throughout the year. All of these skills will not be addressed in one six wks. Slide 9-11 Writing (Incorporate where appropriate.)Slide 12-13 “I Can” Learning Targets for skill pages in text 4th Grade Reading 4th Six Weeks

2. 4th Six Weeks Pacing Guide

3. “I Can”Literature, Part I GLE 8.1 • I can describe the meaning of… • “making an inference” • “compare” • “contrast” • “author’s purpose” • I can give my opinion about what I read. • I can use different pre-reading strategies (based on what I already know, study important words, and I can relate what I read to past and current events). • I can determine how a problem in a story is connected to its solution/conclusion. • I can understand what I have read. • I can learn new words by listening to literature, participating in discussions, and reading the books I choose. • I can understand that literature comes from different cultures. • I can identify author’s purpose. (to entertain, to inform, to persuade, and to share feelings) • I can identify and describe a characters actions, motives, and appearances. • I can find the problem and solution in a story and I can think of other possible solutions. • I can sequence the events of a story from beginning to end. • I can compare and contrast different versions of the same story that is set in different cultures. • I can make predictions about what I read. • I can make inferences and draw conclusions based on information I read. GLE 8.2 • I can read smoothly without stopping, pausing, or repeating words as I read from different kinds of texts like poetry, drama, current events, or novels.

4. “I Can”Literature, Part II GLE 8.3 • I can describe the meaning of… • “fable” • “genre”. • I can read different genres. (poetry, novels, short stories, plays, historical fiction, and nonfiction). • I can understand first person point of view. • I can identify different types of things to read (poems, plays, and novels). • I can understand the theme of a story. • I can identify different plot features of fairy tales, folk tales, fables, and myths. GLE 8.4 • I can describe the meaning of… • “alliteration” • “metaphor” • “simile” • I can identify sound devices in poetry. (alliteration, rhythm, rhyme, repetition, and onomatopoeia) • I can identify and understand figurative language. (imagery, simile, metaphor, personification, and hyperbole)

5. “I Can”Informational Text, Part I(ex. Expository Nonfiction, Articles, etc.) GLE 6.1 • I can make an inference. • I can identify author’s purpose. • I can make predictions. • I can draw conclusions. • I can find information that supports my opinions. • I can prepare to read by using a graphic organizer to organize information I already know. • I can get information by reading a chart, map, or timeline. • I can understand what I read. • I can understand different ways to get information (e.g. autobiographies, letters, diaries, Internet sites). • I can prepare to read by exploring important words • I can give my opinion, make inferences, and draw conclusions based on what I read. • I can name the main idea and supporting details from what I read. • I can relate things I know to things I read. • I can ask myself questions about a story before I read, while I am reading, and after I read.

6. “I Can”Informational Text, Part II(ex. Expository Nonfiction, Articles, etc.) GLE 6.2 • I can describe the meaning of… • index • caption • I can follow instructions with more than one step (a scavenger hunt or building a model). • I can use a chapter title, glossary, and index. • I can put instructions in sequential order. • I can understand the sequence of events that I have read. • I can use headings, key words, graphics, captions, and side bars. • I can use a title, title page, and table of contents.

7. “I Can”Logic and Reasoning in Reading • I can describe the meaning of… • “making inferences” • “prediction” • “drawing conclusions” • “analogy” • I can make predictions while reading, viewing or listening. • I can find the problem in a story. • I can find the solution to the problem in the story. • I can find more than one solution to the problem in a story. • I can use synonyms and antonyms to solve analogies. • I can make inferences to draw conclusions about something I read. • I can put events in order as they happen.

8. “I Can”Poetry/Plays(use as appropriate with pages 384-387) • I can read smoothly without stopping, pausing, or repeating words as I read from different kinds of texts like poetry, drama, current events, or novels. • I can read different genres. (poetry, novels, short stories, plays, historical fiction, and nonfiction) • I can identify different types of things to read (poems, plays, and novels). • I can describe the meaning of… • alliteration • Metaphor • simile • I can identify sound devices in poetry. (alliteration, rhythm, rhyme, repetition, and onomatopoeia) • I can identify and understand figurative language. (imagery, simile, metaphor, personification, and hyperbole)

9. “I Can”Writing, slide 1 of 3 (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).

10. “I Can”Writing, Slide 2 of 3 (CFUs, part I) • 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.

11. “I Can”Writing, Slide 3 of 3 (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.

12. “I Can” Skills (Text pgs. 392-395, 416-419, 440-443) • I can predict what is going to happen in something I am reading. • I can compare in writing two persons or things. • I can compare and contrast different versions/representations of the same stories/events that reflect different cultures. (Note: Resources beyond the adopted text may be necessary.) • I can use a variety of previously learned strategies (e.g., understanding of roots and affixes, context clues, reference sources) to determine the meaning of unfamiliar words. • I can define and recognize synonyms, antonyms, and homonyms. • I can select appropriate antonyms, synonyms, and homonyms within context. • I can identify and describe main and minor characters, considering the importance of their actions, motives, and appearances. • I can identify characters, setting, and plot in a passage. • I can use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars).

13. “I Can” Skills (Text pgs.466-469) • Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars) • Use headings, graphics, and captions to make meaning from text. • Use available text features (e.g., graphics and illustrations) to make meaning from text. • Use a variety of pre-reading strategies (e.g., organize prior knowledge using a graphic organizer, explore significant words to be encountered, relate text to prior personal and historical experiences and current events). • Use a variety of previously learned strategies (e.g., understanding of roots and affixes, context clues, reference sources) to determine the meaning of unfamiliar words.